CAPS

Mathematics
Learner’s Book 7

L. Bowie • E. Cronje • F. Heany • P. Maritz

G. Olivier • B. Rossouw • S. Willers

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 Contents
Term 1
Topic 1: Whole numbers 4 Topic 4: Constructions 34
Compare, order and round off numbers 4 Measure and classify angles 34
Properties of whole numbers 7 Construct angles 41
Calculations with whole numbers 9 Construct triangles 43
Multiples and factors 12 Construct quadrilaterals 45
Solve problems 14 Construct circles 47
Revision 17 Construct parallel and
perpendicular lines 51
Topic 2: Exponents 18
Compare and represent numbers in Revision 55
exponential form 18 Topic 5: Geometry of 2D shapes 56
Use laws of operations with exponents 21 Triangles 56
Calculations with exponents 23 Quadrilaterals 59
Solve problems 25 Similarity and congruence 63
Revision 27 Circles 68

Formal Assessment Exemplar: Assignment – Revision 70

Fun with factors and multiples 28 Formal Assessment Exemplar: Test 72
Topic 3: Geometry of straight lines 30
Straight, perpendicular and
parallel lines 30
Revision 33

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 Term 2
Topic 6: Common fractions 76 Formal Assessment Exemplar: Investigation –
Fractions 76 Sense and nonsense about percentages 110
Equivalent fractions 79 Topic 9: Area and perimeter of 2D shapes 112
Compare and order fractions 80 Perimeters of polygons 112
Addition and subtraction of fractions 82 Areas of polygons 117
Multiplication of fractions 85 Solve problems involving area and
Percentages 87 perimeter 122
Revision 89 Revision 125
Topic 7: Decimal fractions 90 Topic 10: Surface area and volume of 3D objects 126
Read and write decimal fractions 90 Solids 126
Rounding off decimal fractions 91 Surface area, volume and capacity 130
Compare and order decimal fractions 92 Solve problems involving surface area
Equivalent forms 94 and volume 135
Addition and subtraction of decimal
fractions 95 Revision 137
Multiplication and division with decimal Formal Assessment Exemplar: Exam Practice 138
fractions 97
Revision 101
Formal Assessment Exemplar: Test 102
Topic 8: Functions and relationships 104
Number sentences and variables 104
Flow diagrams 106
Tables 107
Revision 109

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 Term 3
Topic 11: Numeric and geometric patterns 142 Topic 16: Transformation geometry 178
Numeric patterns 142 Investigate translations 178
Geometric patterns 147 Investigate reflections 181
Investigate rotations 183
Revision 149
Enlarge and reduce geometric figures 186
Formal Assessment Exemplar: Assignment – Solve problems involving
Interesting ratios 150 transformations 188
Topic 12: Functions and relationships 152 Revision 190
Use formulae to determine inputs and
Formal Assessment Exemplar: Project – How we
outputs 152
use water
Use flow diagrams to determine inputs
192
and outputs 154
Use tables to determine inputs and
outputs 156 Topic 17: Geometry of 3D objects 194
Classify 3D objects 194
Revision 157
Prisms and pyramids 196
Topic 13: Algebraic expressions 158 Building 3D models 202
Use mathematical language 158
Revision 205
Use variables in algebra 160
Write terms of an expression 161 Formal Assessment Exemplar: Test 206
Revision 163
Topic 14: Algebraic equations 164
Solve number sentences by inspection 164
Use number sentences to solve
problems 166
Revision 167
Topic 15: Graphs 168
Interpreting graphs 168
Drawing graphs 174
Revision 176

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 Term 4
Topic 18 Integers 210 Formal Assessment Exemplar: Investigation –
Count, order and compare integers 210 Make an architectural model 242
Calculate with integers 212
Topic 23: Collect, organise and summarise data 244
Properties of integers 215
Collect data 244
Solve problems with integers 216
Organise data 247
Revision 217 Summarise data 250
Topic 19: Numeric and geometric patterns 218 Revision 253
Describing patterns 218
Topic 24: Represent data 254
Using rules to complete tables 220
Draw bar graphs and double
Revision 223 bar graphs 254
Draw histograms 256
Topic 20: Functions and relationships 224
Draw pie charts 258
Number sentences 224
Number variables 225 Revision 259
Use flow diagrams and tables 226
Topic 25: Interpret, analyse and report data 260
Revision 227 Interpret data 260
Analyse data 262
Formal Assessment Exemplar: Assignment –
Report data 266
How rates affect a business 228
Revision 267
Topic 21: Algebraic expressions 230
Algebraic expressions used in Topic 26: Probability 268
number patterns 230 Elementary probability 268
Use flow diagrams to illustrate
Revision 273
expressions 231
Use tables to illustrate expressions 234 Formal Assessment Exemplar: Exam Practice 274

Revision 235
Glossary 278
Topic 22: Algebraic equations 236 Index 286
Solve number sentences with Useful resources 290
integers 236
Use number sentences to solve
problems 239
Revision 241

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 1 Term 1

The full moon in the night sky A ripe orange hanging from a tree

The face of a sunflower A circular cross-section of a watermelon

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 Topics 1–5

Starting off
When we look at Earth and the different objects
around us, we discover one basic shape that is
repeated over and over.

The pictures show a variety of objects that we find

in nature. Although these objects are very different,
they all share a common property.

Look at the objects in the pictures.

1. Name the property they have in common.

2. Name two more objects found in nature that
have this property.
3. ‘Nature favours circles and spheres over squares
and cubes.’ Do you agree with this statement?
Saturn with its rings Explain your answer.
4. Discuss the relationship between these three
words: circle, sphere, cycle.

Contents covered in Term 1

Topic 1: Whole numbers; Topic 2: Exponents; Formal Assessment Exemplar:
Assignment; Topic 3: Geometry of straight lines; Topic 4: Constructions;
Ripples in water Topic 5: Geometry of 2D shapes; Formal Assessment Exemplar: Test

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 Topic

1 Whole numbers

Maths ideas Compare, order and round off numbers

• Compare, order All the positive numbers 1; 2; 3; 4; … are called the set of natural numbers.
and round off If we include 0 in the set of natural numbers, we get the set of counting
numbers. numbers or whole numbers. We use numbers to add, subtract, multiply
• Use properties of and divide. We can also write numbers in a particular order. For example,
whole numbers. the numbers 124; 2 514; 479 180; 9 823 010 are written in order of size from
• Recognise smallest to largest.
properties of 0
and 1. When we need to estimate,
• Estimate and
we can round off numbers
calculate using all to the nearest 5, 10, 100
four operations. or 1 000.
• Use multiples and
For example: if 36 783 fans
factors of whole
numbers. filled a soccer stadium, we
can round the number off to
• Find LCM and HCF
the nearest 5, which would
of numbers.
be 36 785; or we could
• Solve problems. round the number off to the
nearest 1 000 which would
Key words be 37 000 fans.

• whole numbers – Rounding off is often used We approximate the number of people in
or counting to make calculations easier. large crowds when we do not need the
numbers are the
To round off a number to exact number.
numbers 0; 1; 2;
3; 4; … and are the nearest 5, you should
represented by the look at the last digit of the number (the units digit) and round the number
symbol N0 off to the closest number that 5 divides into. Look at the number line below.
• natural numbers – 7 rounds down to 5 and 8 rounds up to 10; 22 is rounded down to 20 and
are whole numbers 23 is rounded up to 25.
greater than or
equal to 1: (1; 2;
3; 4; …) and are
represented by the 0 5 10 15 20 25
symbol N
In general, to round off a number, decide which digit is to be rounded.
The digit to be rounded will either remain unchanged or increase by one.

When rounding off to the nearest 10, look at the units digit.
When rounding off to the nearest 100, look at the tens digit.
When rounding off to the nearest 1 000, look at the hundreds digit.

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 If the digit you are looking at is a 5 or larger, increase the required digit by Key words
one and make the last digit(s) zero. This is called rounding up. If it is a 4 or
less, leave the required digit as it is and make the last digit(s) zero. This is • rounding up –
called rounding down. means
approximating to
For example, 465 784 rounded off to the nearest 10 is 465 780. a number larger
than the original
number
465 784 rounded to the nearest 100 is 465 800.
• rounding
465 784 rounded to the nearest 1 000, is 466 000. down – means
approximating to
Often the exact number is not really important but an approximation is a number smaller
good enough. than the original
number

Example
1. Three stadiums hold a soccer tournament. Stadium A can hold
42 000 people, Stadium B can hold 68 000 people and Stadium C can
hold 55 000 people.
Write the names of stadiums in order of capacity from smallest to largest.

2. Round off 987 516 to:

a ) the nearest 5 b ) the nearest 10
c ) the nearest 100 d ) the nearest 1 000
e ) the nearest 10 000 f ) the nearest 100 000.
Answers
1. Stadium A, Stadium C, Stadium B
2. a ) 987 515 b ) 987 520 c ) 987 500
d ) 988 000 e ) 990 000 f ) 1 000 000

Topic 1: Whole numbers 5

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 EXERCISE 1.1

1. Which of the numbers 1; 507; 110; 138 242; 2 003; 21 519; 6 143 278; 0;
Did you know? 7 892 are:
5 000 years ago, the a ) odd numbers
Egyptians and the b ) even numbers
Mesopotamians used
c ) bigger than 10 000
numbers differently.
For example, they d ) less than 25 000.
used symbols and 2. Rewrite the following numbers from smallest to largest:
pictures for numbers.
a ) 610; 404; 936; 828; 219; 605 b ) 720; 118; 0; 17; 3 092; 550
1
c ) 560; 742; 600; 909; 605; 808 d ) 3 560; 742; 9 909; 0; 8 000; 605
2 3. Replace the * with >, = or < to make these mathematical sentences true:
a ) 55 * 66 b ) 21 * 12
3 c ) 0 * 10 d ) 235 * 325
4. Copy and complete the table below by rounding off the numbers:
10

To the nearest To the nearest To the nearest

The Romans used the 5 1 000 100 000
symbols I, V, X, L, C, D
87 392
and M for the
numbers 1, 5, 10, 50, 321 409
100, 500 and 1 000 6 823 617
respectively. These 13 415 978
letters are called
28 469 241
Roman numerals.
They used 976 315 463
combinations of
these letters to make 5. Write down the number that is half of:
other numbers. For a ) 862 b ) 48 200 c ) 105 068 d ) 248 622
example, the year
2010 is written as
6. Double the following numbers:
MMX. a ) 24 b ) 160 c ) 3 300 d ) 14 052
7. Fill in the missing numbers in the following sequences:
a ) 1; 3; 5; □; 9 b ) 2; 4; □; 8
Challenge
c ) 10; 20; 30; □; 50 d ) 3 000; 6 000; 9 000; □; 15 000
In how many different
8. What number is halfway between 862 350 and 862 360?
ways can you write
2 + 3 + 5 + 7 as a sum 9. Write down the next three numbers in each pattern below:
of two numbers?
a)

20 24 28 32
b)
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

6 Term 1

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 Properties of whole numbers
Adding numbers is called finding the sum, and subtracting numbers is Key words
called finding the difference. Multiplying numbers is called finding the
product. When you add or multiply numbers, the order of the numbers • sum – the result of
does not matter, for example: 4 + 5 = 5 + 4 and 4 × 5 = 5 × 4. This is called addition
the commutative property of addition and multiplication. • difference – the
result of subtraction
The order in which you add or multiply numbers also does not matter, for • product – the result
example: (4 + 5) + 6 = 4 + (5 + 6) and (4 × 5) × 6 = 4 × (5 × 6). This is called of multiplication
the associative property of addition and multiplication.

When numbers in brackets are multiplied by a number in front of the

brackets, each number inside the brackets is affected. This property of
numbers works for addition and subtraction, for example:
4(5 + 6) = (4 × 5) + (4 × 6) or 6(5 – 4) = (6 × 5) – (6 × 4). This property is called
the distributive property of multiplication.

Addition and subtraction are called inverse operations. If you add and
subtract the same amount from a number, you end up back where you
started. These operations have an inverse effect on each other, for example:
856 + 12 – 12 = 856

Multiplication and division are called inverse operations. If you multiply and
divide a number by the same amount, you end up back where you started
as the operations have an inverse effect on each other, for example:
524 × 12 ÷ 12 = 524

Example
1. Find the following sums:
a ) 23 + 45 + 67 b ) 67 + 45 + 23 c) Are these answers the same?
2. Find the following products:
a ) 12 × 9 b ) 9 × 12 c) Are these answers the same?
3. Calculate
a ) 3(12 + 25) = □ b ) (3 × 12) + (3 × 25) = □ c) Are these answers the same?
4. Calculate: (25 + 0) + (32 × 1) + (36 × 3 ÷ 3) = □
Answers
1. a ) 135 b ) 135 c) Yes
2. a ) 108 b ) 108 c) Yes
3. a ) 111 b ) 111 c) Yes
4. 25 + 32 + 36 = 93

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 EXERCISE 1.2

1. Complete the following sums (you do not have to work out the answer).
Did you know? a ) 26 + 52 = 52 + □ b ) 123 + 456 = 456 + □
The Arabic word for c ) 57 + 65 = 65 + □ d ) 256 + 102 = 102 + □
zero is sifr ( )
2. Complete the following products (you do not have to work out the
which means empty.
answers):
a ) 18 × 7 = 7 × □ b ) 100 × 203 = 203 × □
c ) 57 × 65 = 65 × □ d ) 256 × 102 = 102 × □
3. Find the missing numbers:
a ) 6(7 + 8) = (6 × 7) + (6 × □)
b ) 9(5 – 4) = (9 × 5) – (9 × □)
c ) 12(15 + 24) = (12 × 15) + (12 × □)
d ) 35(18 – 11) = (35 × 18) – (35 × □)
4. Add the following:
a ) 45 + 0 b ) 32 + 55
c ) 12 + 13 + 15 d ) 11 + 0 + 52
5. Multiply the following:
a ) 65 × 0 b ) 41 × 1 c ) 10 × 20 d ) 350 × 100
6. Simplify:
Challenge
a ) 3(5 + 6) b ) 6(3 + 3) c ) 8(9 + 0) d ) 5(4 + 2)
Look at these
7. Copy the following and insert brackets so that the answers are correct:
multiples of 9 and
see whether you can a ) 27 – 5 × 3 – 32 = 34 b ) 70 + 5 × 3 – 220 = 5
spot a pattern. c ) 120 ÷ 2 × 3 + 5 = 480 d ) 120 ÷ 2 × 3 + 5 = 25
9 × 11 = 99 8. Solve:
9 × 22 = 198 a ) 50 × 3 + 20 × 4 b ) 28 ÷ 4 + 120 ÷ 3
9 × 33 = 297 c ) 240 ÷ 30 – 75 ÷ 25 d ) 36 + 42 ÷ 2 – 35
9 × 44 = 396 9. Find the perimeter of a rectangle that is 34 cm long and 16 cm wide.
9 × 55 = □
Use the formula P = 2l + 2w
9 × 66 = □
9 × 77 = □ 10. Alex buys 4 packets of food for his dog at R30 per packet and 2 packets of
9 × 88 = □ food for his cat at R20 per packet. He works out the cost as 4 × 30 + 2 × 20.
9 × 99 = □ He first multiplies 4 by 30 to get 120. He then adds 2 and gets 122. Then he
multiplies 122 by 20 and gets R2 440. He estimated that the food should
cost him less than R200 and realises that he has made a mistake in his
calculation. Where has Alex made his mistake and what is the total cost of
the pet food?

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 Calculations with whole numbers
Addition
There are different methods you can use to add numbers.

Example
Find the sum of 384 + 527 + 472. You can write the numbers directly underneath each
other in columns and then add them together:

Answer
H T U
1
3 18 4 In the units column 4 + 7 + 2 = 13. Write 3 in units column and add 1 to the tens column
5 2 7 In the tens column 8 + 2 + 7 + 1 = 18. Write 8 in tens column and add 1 to the hundreds column
4 7 2 In the hundreds column 3 + 5 + 4 + 1 = 13. Write 3 in hundreds column and 1 in the thousands column
1 3 8 3

Another way of adding 384 + 527 + 472 is to group the hundreds parts, the tens
parts and the units separately:

384 + 527 + 472 = (300 + 500 + 400) + (80 + 20 + 70) + (4 + 7 + 2)

= 1 200 + 170 + 13 Add the hundreds, tens and units separately
= 1 383 Add the hundreds, tens and units together

0 is called the identity element for addition, as a number remains

unchanged when 0 is added, for example: 24 + 0 = 24

Subtraction
Write the numbers directly underneath each other in columns and then
subtract them.

Example
Calculate 783 – 529
H T U
7 78 13 You cannot subtract 9 from 3, so take a ten from the tens column. Then subtract 9 from 13
5 2 9 units. This gives you 4 units. 8 tens have been reduced to 7 tens.
2 5 4

EXERCISE 1.3

1. Find the sum of the following numbers. Use your calculator to check the
answers.
a ) 95 + 362 + 285 + 274 + 1 b ) 35 + 674 + 78 + 39 + 0
c ) 4 260 + 5 721 + 842 + 393 d ) 33 333 + 55 555 + 77 777
e ) 13 654 + 20 801 f ) 357 901 + 129 042
g ) 100 403 + 859 782 h ) 789 000 + 46 735

Topic 1: Whole numbers 9

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 2. Add these numbers:
Did you know? a ) 4 082; 16 135; 26 253 b ) 28 753; 327 438; 9 196
According to their
legends, the Yoruba 3. Find the difference. Use a calculator to check your answers:
people came from a ) 798 – 562 b ) 89 310 – 3 540
the East to settle in
c ) 592 710 – 361 204 d ) 240 040 – 67 952
Nigeria, Togo and
Benin. 4. Calculate:
In the Yoruba a ) 759 + 28 – 193 b ) 4 613 – 292 + 8 501
number system, the
numbers from 1 to 10 c ) 146 053 – 23 912 + 503 614 d ) 13 420 + 118 066 – 120 786
have different names.
The numbers 11 to 14
are written using Multiplication
addition to 10, for 1 is called the identity element for multiplication as any number remains
example 11 = 10 + 1 unchanged when multiplied by 1. For example: 365 000 × 1 = 365 000.
and 12 = 10 + 2.
When you multiply larger numbers together, you use long multiplication. By
However, the
numbers from 15 to using this method, you break a difficult product into the sum of simple products.
19 are written using
subtraction from 20, Example
for example
18 = 20 – 2 and Calculate 2 310 × 35.
19 = 20 – 1. Answers
The numbers 21 to 24 2 310 × 35 = 2 310 × (30 + 5)
are also written using
addition and the = (2 310 × 30) + (2 310 × 5) Distributive law
numbers 25 to 29 are = (2 310 × 5) + (2 310 × 30) Commutative law
written using = 11 550 + 69 300
subtraction from 30. = 80 850
Each number after 30
is written as a In columns, this looks like:
multiple of 20 plus or 2 310
minus tens and units. × 35
This pattern is 11 550 2 310 × 5, multiply by units
repeated for numbers + 69 300 2 310 × 30, multiply by tens
up to 200. 80 850 Add the two products together
For example:
35 = (2 × 20) – 5 Division
51 = (3 × 20) – 10 + 1 When you divide large numbers, you use a method called long division.

Example
Divide 145 413 by 321.
Answers
Togo 453 This number is the answer
Benin
321)145413
Nigeria 1284 321 × 4 = 1 284
1701 Subtract 1 284 from 1 454 and bring down the 1
Map of countries where 1605 321 × 5 = 1 605
the Yoruba people 963 Subtract 1 605 from 1 701 and bring down the 3
settled. 963 321 × 3 = 963
0 Subtract 963 from 963

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 The order of operations is very important. Always work out brackets first Key words
where possible. Then multiplication and division must be done before
addition and subtraction. For example: • long
3 + 4 × 5 = 3 + 20 = 23, but multiplication –
a method of
(3 + 4) × 5 = 7 × 5 = 35
multiplying large
numbers writing
When doing any mathematical calculation, you should always estimate them out in
what you think the answer should be and check whether your answer columns
makes sense.
• long division –
a method of
Example dividing numbers
a ) Estimate the number of seats in a hall if there are 22 rows with 35 that are too big to
divide using short
seats in each row.
division
b ) Calculate the exact number of seats in the hall.
Answers
a ) 20 × 40 = 800
My estimate is 800 seats.
b) 22
× 35 Challenge
110 5 × 22 = 110
+ 660 30 × 22 = 660 How many different
770 Add the two products together. pairs of whole
numbers can be
There are 770 seats in the hall multiplied to give 24?

EXERCISE 1.4

1. Estimate these answers by rounding off each number:

a ) 899 ÷ 31 b ) 301 × 299 c ) 285 × 110
2. Calculate:
a ) 300 × 400 b) 375 × 220 c) 3 198 × 750
3. Round off the following numbers to the nearest 1 000 and then find the
sum of the numbers: 67 810; 90 909; 1 254 and 200 710.
4. Calculate the following. Use a calculator to check your answers.
a ) 19 780 ÷ 23 b ) 22 134 ÷ 34 c ) 78 475 ÷ 215
5. Two numbers added together give a sum of 482. If one of the numbers
is 321, what is the other number?
6. The product of two numbers is 48. If one number is 16, what is the other
number?
7. A packaging company needs to send 395 calculators to one of its
branch offices. If they pack 8 calculators in each box, calculate how
many boxes they will need.

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 Multiples and factors
A factor is a number that divides exactly into a whole number and leaves
Key words
no remainder. For example, the factors of 18 are 1; 2; 3; 6; 9 and 18. We can
• factor – a number say that 18 is divisible by 6 because 18 ÷ 6 = 3 and there is no remainder.
that divides exactly
into a whole Prime numbers are numbers that have only two factors, themselves and 1.
number with no The number 2 is the first prime number. We say that 2 × 1 = 2. The number
remainder 2 is the only even prime number as all other even numbers have more than
• divisible – when two factors. The numbers 2, 3, 5, 7 and 11 are examples of prime numbers
a number divides because they have only two factors, the number itself and 1.
exactly into
another number Numbers with more than two factors are called composite numbers. The
leaving no numbers 4, 6, 8, 9 and 10 are examples of composite numbers because they
remainder
have more than two different factors. Every natural number, except the number
• prime numbers – 1, has at least two different factors: itself and 1. The number 1 has only one
numbers that have factor: itself. The number 1 is neither a prime number nor a composite number.
only two factors,
the number itself
A multiple is the product of two natural numbers. For example, 24 is a
and 1
multiple of 8 and 3 because 8 × 3 = 24. The number 24 is also a multiple of
• composite 12 and 2 because 12 × 2 = 24.
numbers –
numbers with Every natural number has an infinite number of multiples:
more than two
factors
• multiple – the
product of two
natural numbers
• highest common
factor (HCF) – the 2×1 2×2 2×3 2×4
highest factor that
is common to two You can see the multiples of 2 from the number of cell phones in each
or more numbers multiplication step for the number 2.
• lowest common
multiple (LCM) – HCF and LCM are numbers that share the same factors. These are called
the lowest multiple common factors and you can find the highest common factor, HCF, of two
that is common or more numbers.
to two or more
numbers You can also find the lowest common multiple, LCM, of two or more numbers.

For example, the multiples of 12 are 12; 24; 36; 48; 60; 72; 84; … and the
multiples of 15 are 15; 30; 45; 60; 75; 90; … which means that the LCM of 12
and 15 is 60.

You can use the prime factor method for finding the LCM (or an HCF). For
example, 12 = 2 × 2 × 3 and 15 = 3 × 5 so the LCM = 2 × 2 × 3 × 5 which
contains all the possible prime factors of both numbers. The HCF of 12 and
15 is 3 as that is the highest factor common to both numbers.

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 Example
1. Find all the factors of 126. 126 ← First divide 126 by 2 to get 63.
Draw a factor tree:
2 × 63 ← You cannot divide 63 by 2 so
divide by 3 and get 21.
3 × 21 ← Then divide by 3 again to get 7.

3 × 7 ← This is a prime number so you

can go no further.
2. Find the HCF of 12 and 16
12 = 2 × 2 × 3 and 16 = 2 × 2 × 2 × 2
The factors of 12 are 1; 2; 3; 4; 6 and 12. Roshaan draws a factor tree
The factors of 16 are 1; 2; 4; 8 and 16. to find the prime factors
The HCF of 12 and 16 is 2 × 2 = 4. of 126.
3. Find the LCM of 12 and 16.
The multiples of 12 are 12; 24; 36; 48; 60; 72; …
The multiples of 16 are 16; 32; 48; 64; 80; …
These two numbers may have many common multiples. Looking at Did you know?
the list, you can see that the LCM of 12 and 16 is 48. Eratosthenes was a
Greek mathematician
who lived from
276–196 BCE. He was
EXERCISE 1.5 famous for
calculating the
1. Which of these numbers are prime numbers? 7; 17; 27; 2; 22; 1; 35; 39; 11 circumference of the
2. List the factors of these numbers: Earth and for his
work on prime
a ) 15 b ) 24 c ) 36 d ) 105 e ) 300 numbers.
3. List the first five multiples of these numbers:
a) 6 b) 9 c ) 12 d ) 20 e ) 100
4. List all the multiples of 4 that are between 10 and 30.
5. Find the HCF of these numbers:
a ) 30 and 50 b ) 20, 32 and 48 c) 160 and 4 800
6. Find the LCM of 60 and 400.
7. a ) Find two natural numbers that are multiples of both 12 and 15.
b ) Find the prime factors of 180.
8. Find the HCF and LCM of 60 and 80 by following the steps below:
a ) Write 60 as a product of its prime factors.
b ) Write 80 as a product of its prime factors.
c ) Multiply the factors which appear in both lists that you made in a)
and b). This gives you the HCF of 60 and 80. Challenge
d ) Multiply all the possible factors of both the numbers listed in a) and
What is the HCF of 231;
b). This gives you the LCM of 60 and 80.
420 and 630?

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 Solve problems
It is very important to know how to work with whole numbers when solving
practical problems. Planning a budget, taking out a loan and paying interest
or saving money and earning interest are all things that you may need to
make decisions about. For example, when you go shopping and you see a coat
that was R300 has been marked down to R210, you can work out the discount:
R300 – R210 = R90.

When you compare two quantities that are measured in the same unit you
are calculating the ratio. For example, the ratio of the original price of the
coat to the sale price is R300 : R210. We simplify this to 10 : 7.

Key words
Example
• ratio –a Joseph earns R5 500 every month. He needs R1 200 for rental and also
comparison needs to buy food, electricity and transport. Write down a budget plan
between two for Joseph. Discuss other costs he may have and whether you think he
numbers or two
will be able to save any money.
quantities that are
measured in the
same units
Answer Expenditure
Here is a budget plan for Joseph. Rental 1 200
He may also have other expenses Food 1 600
such as medical costs, entertainment Electricity 250
and clothes. Transport 500
Other costs 850
Savings 1 100
Total R5 500

Loans
It is often necessary to borrow money to pay for an expensive item such as a
car. You may also need to take out a loan to pay for studies at a college.
When you borrow money you will need to repay the loan with interest.
Interest is then an expenditure on an amount borrowed.
You can earn interest on an amount that you save or invest. Interest is then
income on an amount saved.
prt
The formula to calculate simple interest is SI = _
100
The letters in the formula are:
p = principal. This is the amount of money borrowed or invested
r = interest rate. This is the rate used to calculate the interest per year and it
is written as a percentage
t = time in years. This is the number of years for which the principal has
been borrowed or invested.

The final amount is the total money and is equal to the principal plus the interest.
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 Example
Aviwe wants to buy a flat screen television set. She takes out a loan of
R5 000 @ 15% per annum for 2 years.
a ) Calculate the simple interest.
b ) What is the total amount she pays?
Answers
a ) SI = 5 000 × 15 × 2 ÷ 100 = 1 500
She pays R1 500 interest
b ) Final amount = R5 000 + R1 500 = R6 500

Profit and loss

Profit is the difference between the selling price and the cost price of an
article. Key words
If the selling price is less than the cost price, the difference is called a loss. • profit – the
difference
A shopkeeper or retailer purchases his goods for a certain price. This amount
between the
is called the cost price or CP. selling price and
The price that the shopkeeper sells the goods to a customer is called the the cost price of
selling price or SP. an article
Profit (or loss) can be calculated as SP – CP.

Example
A butcher buys meat for R1 800 and sells the meat to his customers at a
profit. If his income from the meat is R2 700, how much profit does he
make on the sale?
Answer
CP = 1 800 and SP = 2 700
Profit = 2 700 – 1 800 = 900
He makes R900 profit

Distance, speed and time

When you calculate distance, speed and time, you need to understand the
relationship between various units of measurement. For example, if you
travel for 3 hours at a speed of 90 km/h you can work out that the distance
travelled is 3 × 90 = 270 km.

Example
If you travelled at an average speed of 80 km/hr and travelled for
560 km, how long would the trip take?

Answer
560 ÷ 80 = 7 hours

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 EXERCISE 1.6

1. If it beats 75 times per minute, how many times does your heart beat in
5 hours?
2. Calculate the rate per litre at which a car uses petrol, if it uses 20 ℓ of
petrol to travel 180 km.
3. The cost of breakfast cereal is R36 for 1 kg. Calculate how much 5 kg of
breakfast cereal will cost.
4. How many learners can a school enrol if there are 12 teachers and the
ratio of learners to teachers is 30:1?
5. a ) Five litres of paint cost R210. Work out the cost of fifteen litres of paint.
b ) Mr Jones has a budget of R650 to buy paint. Is the total price within
his budget?
6. A factory produces 32 tables in an 8-hour day. Calculate how many
tables are produced:
a ) in 1 hour b ) in 3 days c ) in a 5-day week.
7. If you run a half marathon (21 km) in 2 hours 6 minutes, how much time
does it take you to run one kilometre?
8. Water from a tap flows into a bath at a rate of 750 ml/s. How long does it
take to fill a bath with 180 ℓ of water?
9. A watch which was bought for R250, was sold for R375. What was the
profit made on the sale?
10. Fatima has 56 roses, 48 irises and 16 freesias. She wants to create
Fatima arranges flowers bouquets using all the flowers. Calculate the highest number of similar
in her florist’s shop. bouquets she can make without having any flowers left over.
11. If Fatima paid R240 for her flowers and sold the bouquets for R500, how
much profit did she make?
12. Mbali walks to the lake every third day. Nqabisa walks to the lake every
fourth day. Calculate how often they will walk to the lake on the same day.
13. Nomsa goes with Thandi to fetch one bucket of water every morning and
one bucket of water every evening. If the bucket holds 20 ℓ of water, how
much water do they fetch in two weeks?
14. Sam takes out a loan of R1 200 for a year. If the interest rate is 12% per
annum, how much interest will he pay?
15. Complete the table showing cost price, selling price and profit or loss.

CP SP Profit Loss
R600 R150
Nomsa and Thandi fetch R850 R320
water for their families to R1 600 R2 300
use in the home. R1 050 R450
R3 000 R1 500

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 Revision
1. Look at the list of numbers: 74; 0; 39; 21 645; 360; 11; 93; 17; 1; 6 000
a ) Write the numbers in ascending order.
b ) Write down the prime numbers.
c ) Round off 21 645 to the nearest 1 000.
d ) Write down the factors of 6. (4)
2. Replace the □ with <, = or > to make the mathematical sentences true:
a ) 21 □ 12
b ) 81 ÷ 9 □ 121 ÷ 11
c ) 27 ÷ 9 □ 3
d ) 46 400 □ 64 600 (4)
3. Round off 6 823 056:
a ) to the nearest 5
b ) to the nearest 10
c ) to the nearest 100
d ) to the nearest 1 000 (4)
4. Simplify the following:
a) 8×6×1
b ) 14 + 16 – 30
c ) 102 × 146 × 0
d ) 240 ÷ 16 (4)
5. Calculate: (63 × 0) + (36 × 1) + (10 ÷ 2) – (8 × 5) (2)
6. Add brackets to make the following equations true:
a ) 60 ÷ 3 + 5 × 4 = 40
b ) 32 – 6 × 5 ÷ 2 = 1 (2)
7. Calculate:
a ) 543 – 69 + 726
b ) 35 250 ÷ 235
c ) 124 × 32 (6)
8. Calculate how many months there are in 15 years. (1)
9. List the first five multiples of 8. (1)
10. Find the HCF and LCM of 6 and 15. (2)
Total marks: 30

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 Topic

2 Exponents

Maths ideas Compare and represent numbers in

• Compare and exponential form
represent whole
numbers in You can use an exponent to show repeated multiplication. If you multiply
exponential form. a number by itself the answer is a square number and if you multiply a
number by itself two times the answer is a cube number, for example:
• Recognise and use
appropriate laws 3 × 3 = 32 = 9 is a square number.
of operations with 3 × 3 × 3 = 33 = 27 is a cube number.
exponents and
square and cube You can repeat this process any number of times:
roots.
3 × 3 × 3 × 3 = 34
• Perform calculations
using numbers in
3 × 3 × 3 × 3 × 3 = 35
exponential form. 3 × 3 × 3 × 3 × 3 × 3 = 36, and so on.
• Solve problems
When you write the number of times that a natural number appears in
involving numbers
in exponential form. repeated multiplication in the shortened form, we call this exponential
form. This means that the number 36 is read as 3 to the power 6 where 3 is
the base and 6 is the exponent.

The number 36 is also called a power. A base together with an exponent

Key words
is called a power. Any number can be represented in exponential form
• exponent – a without needing to calculate the actual value of the number. For example,
number that shows 24 × 24 × 24 × 24 × 24 × 24 = 246. You would need a calculator to work out
how many times the numerical value of 246.
a base is used as a
factor The first twelve square numbers are:
• square number 1=1×1 4=2×2 9=3×3
– a number
multiplied by itself, 16 = 4 × 4 25 = 5 × 5 36 = 6 × 6
for example 49 = 7 × 7 64 = 8 × 8 81 = 9 × 9
a2 = a × a
100 = 10 × 10 121 = 11 × 11 144 = 12 × 12
• cube number –
the product of a The first five cube numbers are:
number multiplied
1=1×1×1
by itself twice,
for example 8=2×2×2
a3 = a × a × a 27 = 3 × 3 × 3
• power – an 64 = 4 × 4 × 4
expression to show
125 = 5 × 5 × 5
that a number is
multiplied by itself
Any number raised to the power 1 is equal to the number. For example,
a number of times
31= 3, as the number only occurs once.

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 A square root
_
is the inverse_operation of squaring
_
a number.
_
For example,
_ Key words
32 = 9 and √9 = 3. Note that √9 can be written as √3 × 3 or √3 × √3 .
• square root – a
number that is
multiplied by
itself to give a
square number,
for example:
__

1×1=1 (3 × 3) or
3 = √_
2×2=4 3×3=9
3 = √9

A cube root is the inverse operation of__finding the cube of a________

number. For • cube root – a
3
__ 3 3 number that is
example,
__ 3 __ 23 __= 8 and 8 = 2. Note that 8 can be written as 2 × 2 × 2 or
3 √ √ √
multiplied by itself
3
√2 × √2 × √2
two times to give a
cube number,
for example:
_________
3
2 = √(2
__ × 2 × 2) or
3
2= 8√

Example
1. Write these numbers as powers of a prime number:
a) 5×5×5×5 b ) 81
2. Which is larger 25 or 52?
3. Write down:
a ) The square of 8 b ) The cube root of 27
Answers
1. a ) 54 b ) 34
Challenge
2. 25 = 2 × 2 × 2 × 2 × 2 = 32 and
52 = 5 × 5 = 25 Which common
multiple of 3; 4 and 6
Therefore 25 > 52
is also a square
__
3. a ) 82 = 8 × 8 = 64 b)
3
√27 = 3 number?

EXERCISE 2.1

1. Express each number as a power of a natural number:

a) 9 b ) 25
c ) 49 d ) 27
e ) 121 f ) 125

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 2. Write the following products in exponential form:
a) 2×2×2×2
Did you know?
b) 5 × 5 × 5
Another word for c) 3×3×3×3×3
exponent is index.
d) 6 × 6 × 6 × 6 × 6 × 6 × 6 × 6
3. Write out the squares of these numbers:
a) 1 b) 3
c) 5 d) 7
e) 8 f ) 10
g ) 20 h ) 25
4. Write out the cubes of these numbers:
a) 1 b) 2
c) 3 d) 4
e ) 10 f ) 20
g ) 30 h) 40
5. Copy and complete the table:
3
_____
Number Cube Cube root ( √ cube)
3
__
0 0 × 0 × 0 = 03 = 0 √0 = 0

3
__
1 1 × 1 × 1 = 13 = □ √1 =□
3
__
2 2×2×2=□=8 √ =2
3
__
3 □ × □ × □ = □ = 27 √ =3
3
__
4 □ × □ × □ = 43 = □ √ =4
3
__
5 5×□×□=□=□ √ =5
3
____
6 □×□×□=□=□ √216 = □
Challenge
If 210 = 1 024, calculate 6. Which is larger:
211 and 212 without a ) 21 or 12 b ) 23 or 32?
using your calculator. c ) 34 or 43? d ) 14 or 41?
7. Write down the:
a ) square of 9
b ) square root of 9
c ) square of 4
d ) square root of 4
e ) cube of 1
f ) cube root of 8.

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 Use laws of operations with exponents Key words
When adding, subtracting, multiplying or dividing numbers in exponent • perfect squares –
form, first rewrite them as natural numbers. Simplify square roots and cube numbers that have
roots and then you can simplify expressions. Numbers that have natural natural numbers as
their square roots
numbers as their square_roots are called perfect squares. For example,
4_is a perfect square as √ 4 = 2, but the number 5 is not a perfect square: • trial and
√ 5 = 2,236067977 – is not a natural number. improvement – a
method of solving
a problem using
To work out the square root of a number you can use the method of trial
_ estimations to
and improvement. For example, to work out the value of √15 , we know the get closer to the
answer has to be bigger than 3 because 32 = 9. We also know the answer is answer
less than 4 because 42 = 16. The answer will not be a natural number, so 15
is not a perfect
_
square. You can work out an approximate answer using your
calculator: √15 ≈ 3, 87

Example
1. Calculate: _ _
a ) 32 × 32 b) √ 9 ×√9
2. Simplify:
a ) 42 + 43 b ) 103 – 102
Answers
1. a ) 9 × 9 = 81 b) 3×3=9
2. a ) 16 + 64 = 80 b ) 1 000 – 100 = 900

EXERCISE 2.2

1. Without using a calculator, find:

a ) 52 b) 72
c ) 102 d) 122
e ) 42 f ) 62
g ) 92 h) 112
i ) 82 j ) 502
2. Without
_
using a calculator, find: _
a ) √4 b) √1
_ _
c) √ 16 d) √ 81
_ _
e) √ 36 f ) √ 121
_ _
g) √ 100 h) √ 900
_ _
i ) √ 4 900 j ) √ 2 500

Topic 2: Exponents 21

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 3. Write in exponential form:
Did you know? a ) 18 × 18 × 18 × 18 × 18 × 18
_ _ _ _ _ _
Exponential growth b) √3 × √3 × √3 × √3 × √3 × √3
_ _ _
means very rapid c ) 6 × √36 × 6 × √36 × 6 × √36
growth.
4. Calculate: _ _
a ) 23 × 32 b) √ 16 × √ 16
_ _
c ) 23 × 23 d) √ 25 × √ 25
5. Simplify:
a ) 22 + 23 b ) 32 + 33
c ) 42 – 32 d ) 62 – 52
e ) 103 – 102 f ) 122 + 13
6. Choose the perfect squares from the following list of numbers:
1; 3; 4; 8; 9; 12; 16; 20; 25; 36; 44; 49; 60; 64; 78; 81; 99; 100
7. Decide between which two integers the following numbers lie:
_ _
a) √ 10 b) √ 69
_ _
c) √ 50 d) √ 96

8. Find the value of these square roots:

_ _
a) √ 25 b) √ 1 600
_ _
c) √ 144 d) √ 64
_ _
e) √ 49 f ) √ 3 600
_ __
g) √ 8 100 h) √ 12 100

9. a ) Write down the first ten square numbers.

b ) Which two square numbers give a sum of 80?
c ) Which two square numbers give a difference of 11?
10. Work out the square roots of the following numbers using trial and
improvement. Write the answers correct to one decimal place.
_ _
a) √ 20 b) √8
_ _
c) √ 12 d) √ 30
_ _
e) √ 10 f ) √ 50

Challenge
Calculate the squares of:
1. 11 2. 111 3. 1 111
What number squared will give the answer 12 345 678 987 654 321?
Use your calculator to help you find the pattern.

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 Calculations with exponents
A square root sign works like a bracket. Simplify any addition
______ _
or subtraction
underneath
__
the
_
sign where possible. For example, √ 16 + 9 = √ 25 = 5 and
√ 169 – 144 = √ 25 = 5.

The square root

_
of a number multiplied by itself is equal to the number.
For example ( 20 )2 = 20
√

The cube root of a number that is then cubed is equal to the number.
3
__
For example ( √20)3 = 20

Example __
Without using a calculator, find the value of √100 – 36 .

Answer
__ _
√ 100 – 36 = √ 64 = 8

EXERCISE 2.3

1. Simplify: _
3
a ) 25 + 33 b ) 34 ÷ 33 + √8
c ) 42 + 41 d ) 33 – 32
e ) 102 – 10
2. Find the values of:
__ _ _
a) √ 9 + 16 b) √9 + √16
__ _ _
c) √ 25 – 16 d) √ 25 – √16
__ _ _
e) √ 100 – 64 f ) √ 100 – √64
3. Simplify the following:
_ _
a ) (√16 )2 b ) (√64 )2
_ _
c ) (√25 )2 d ) (√30 )2
_ _
e ) (√48 )2 f ) (√120 )2
4. Simplify the following:
3
__ 3
___
a ) ( √8)3 b ) ( √27)3
3
___ 3
___
c ) ( √64)3 d ) ( √12)3
3
_____ 3
____
e ) ( √1 000)3 f ) ( √250)3

Topic 2: Exponents 23

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 5. Find the value of:
_ _ _
a) √9 × 4 b) √9 × √4
__ _ _
c) √ 16 ÷ 4 d) √ 16 ÷ √4
_ _ _ _
e) √ 100 × √4 f ) √ 100 ÷ √4
6. Simplify each expression to one natural number:
a ) 13 + 02 b ) 23 – 22
c ) 32 – 22 d ) 52 + 5 – 23
_ _
e ) 23 + 33 – √25 f ) 62 – 42 – √9
7. Simplify the following:
_
3
___
a) √ 36 + 23 – 32 b ) 32 – √27 + 122
_ _
c ) 2√4 + 32 d ) 52 + √102 – 13
__ 3
__ ___ _
3
e) √ 20 + 5 – √43 f ) √64 – √ 16

8. Copy and complete the table (use your calculators to help you):
___ 3 __ ______
Challenge a) 3
√27 × √8 = …
3
√27 × 8 = …
___ 3 __ ______
b) 3
√64 × √8 = …
3
√64 × 8 = …
Calculate. ___ 3 __ ______
_ _ c) 3
√64 ÷ √8 = …
3
√64 ÷ 8 = …
1. √__
16 + √9 and
√ 16 + 9
9. Find the values of these expressions:
_ _ ___
2. √ 25
__
– √16 and a ) 43 + 32 b ) 13 + √27
3

√ 25 – 16 __
3
_ _ c ) 23 – √8 d ) 52 – 42
3. √__
16 × √9 and
√ 16 × 9 10. Simplify:
_ _ a ) 122 b ) 12 × 2
4. √__
25 ÷ √16 and c ) 43 d) 4×3
√ 25 ÷ 16
e ) 25 f ) 2×5
5. Can you explain
why the answers
are different in 1
and 2 and are the Did you know?
same in 3 and 4? The distance from the Earth to the sun is 150 million km. We can write this as
150 000 000 km or 15 × 107 km.

24 Term 1

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 Solve problems
You need to be able to solve problems in contexts involving square
numbers, cube numbers and numbers in exponential form.

Example
A box of eggs contains 6 eggs in each row and there are 6 rows. How
many eggs are there in the box?

Answer
6 × 6 = 36 eggs

EXERCISE 2.4

1. a ) Write down all the square numbers from this list:

1 ; 33 ; 100 ; 64 ; 900 ; 46 ; 25 ; 63 ; 36
b ) Write down all the cube numbers from this list:
1 ; 32 ; 100 ; 64 ; 46 ; 27 ; 8 ; 36
2. Find the square root of 169 by trial and improvement.
3. Between which two natural numbers is the square root of 40?
4. On a chessboard there are eight rows of
squares and eight columns of squares.
Calculate how many squares there are on
the board.
5. a ) Thembisa places three rows of three
boxes next to each other. How many
boxes are there altogether?
b ) Val places four rows of four boxes
next to each other. How many boxes
are there altogether?
c ) Shariefa places five rows of five boxes next to each other. How many
boxes are there altogether?
6. Joe has 24 soccer cards and Sam has 25 soccer cards. How many cards do
they have altogether?
7. A number is the square root of 16 and also the square of 2. What is the
number?
_
8. Which is greater: 42 or √121 ?

Topic 2: Exponents 25

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 9. Copy and complete the table:

a) 23 + 33 = … (2 + 3)3 = …
b) 33 – 23 = … (3 – 2)3 = …
c) 33 × 23 = … (3 × 2)3 = …
d) 43 ÷ 23 = … (4 ÷ 2)3 = …
10. Find the surface area and the volume of cubes with these dimensions:
Did you know? a ) Length 4 cm, width = 4 cm, b ) Length 2 cm, width = 2 cm,
The mass of the Earth height = 4 cm height = 2 cm
is 597 420 000 000
000 000 000 000 kg.
We can write this as
59 742 × 1019 kg 2 cm
4 cm a = 4 cm b = 2 cm c = 10 cm d = 3 cm
a = 4 cm b = 2 cm c = 10 cm d = 3 cm
c ) Length 10 cm, width = 10 cm, d ) Length 3 cm, width = 3 cm,
height = 10 cm height = 3 cm

3 cm
a = 4 cm b = 2 cm c = 10 cm d = 3 cm
10 cm
a = 4 cm b = 2 cm c = 10 cm d = 3 cm
11. One light year means the distance light travels in one year. One light
year can be written as 9 460 000 000 000 km. If you write this number as
946 × 10a, what is the value of a?
12. The next closest star to the Earth past the sun is Proxima Centauri. This
star is 4 128 × 1010 km away from the Earth. Write the distance out in full.

Challenge
Long ago, mathematicians discovered that if a and b are any natural
numbers, then a3 + b3 = (a + b)(a2 – ab + b2) and a3 – b3 = (a – b)(a2 + ab + b2).
Copy and complete the table to find out if these statements are true.

33 + 23 = □ (3 + 2)(32 – 3 × 2 + 22) = □
33 – 23 = □ (3 – 2)(32 + 3 × 2 + 22) = □
53 – 23 = □ (5 – 2)(52 + 5 × 2 + 22) = □
53 + 43 = □ (5 + 4)(52 – 5 × 4 + 42) = □
Do you agree with this discovery?

26 Term 1

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 Revision
1. Which is larger?
a ) 13 or 31 (1)
___ 3
___
b) √ 25 or √ 64 (1)
2. Calculate:
_ _
a ) √4 × √4 (1)
3
__
b ) ( √8)3 (1)
____ ____
c) √ 121 – √ 100 (3)
3. Choose the cube numbers from the list of numbers given below:
81; 9; 8; 1; 27; 4; 16; 64; 100 (1)
_
4. Between which two whole numbers does √27 lie? (2)
5. Simplify:
__
a ) √36 + 64 (2)
_ _
b) √ 36 + √64 (2)
6. Calculate:
_ _
a ) (√5)2 + (√4)2 (2)
___ _
b) √ 64 – √ 1 (2)
7. Calculate:
_ _
a ) √64 × √16 (2)
_ _
b) √ 64 ÷ √16 (2)
8. Simplify the following:
a ) 31 + 22 + 13 (2)
_ _
b ) 3√9 + 2√4 (2)
9. Give
__
the value
__
of:
√ 30 + 6 – √ 16 – 7 (3)
10. A number is the square of 3 and also the square root of 81. What is the number? (1)
3
___
11. Between which two whole numbers does √15 lie? (1)
_
3
____
12. Which is smaller √144 or √125? (1)
13. Find the sum of the areas of three squares with lengths 2 cm, 4 cm and 6 cm. (1)
14. A cube has length 20 mm. Calculate the volume of the cube and write the answer in cm3. (2)
Total marks: 35

Revision 27

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 Formal Assessment Exemplar: Assignment

Fun with factors and multiples

In this assignment, you will use some practical applications
of factors and multiples.

Work in pairs. Discuss each problem and use your

knowledge of factors and multiples to try to solve each
one. Look at the hints if you get stuck. Try to think through
each problem with your partner and to solve it without
referring to the hint.

1. An analogue clock is gaining three minutes every

hour. If you set it to the correct time at 6 p.m. on
p.m. on
an analo
differen gue clo
Saturday, when will it show the correct time again? (5) ce
(Remem between a.m.
ck.)
ber, the and
2. Repeat Question 1 for a 24-hour digital clock. (5) it must re
gain exa is no
show th ctly 12 h
e correc ours.
3. Mrs Sogiba is catering for her son’s birthday party. For the
analogu
t time a
g ain,
She has invited some of her son’s friends to the Questio e clock
n1 to
party. The number of friends is a composite multiple
of her son’s age on his birthday. She has baked
48 cupcakes and each child will receive exactly the
same number of cupcakes. Use your knowledge of
multiples and factors to find out how old her son
will be on his birthday.
.
d p.m ce
(This is not his first birthday party.) (5) m . a n n
t we en a. s a differe l
be ei gita
, ther ur di
clock f a 24-ho e
o in th
case ber that but
m ,
reme uestion 1 soning
Q a
as in e same re
h
Use t 2
tion
Ques

that the boy is turning at least 2 years old.

age when you subtract 1 from the factor. Remember
gives a number that could be a multiple of the boy’s
number of cupcakes). Then try to find a factor that
of 48 (because the children will all receive the same
birthday boy will also get cupcakes! List all the factors
The trick to this question is to remember that the
Question 3

28 Term 1

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 4. A husband and wife celebrate their birthdays the month.
on the same day of the month, but in different choose the 31st
months. Every year, their birthdays fall on the
of
why you should
not
same day of the week. If the husband’s birthday the 1st or the 9t
h. Explain
is in March and the wife’s birthday is later in the that you like, for
example
year, find the month of the wife’s birthday. (5) clearly, choose an
y day
it will help you th
ink more
5. There are white, red, black and blue cars in a and is unimport
ant. But if
parking lot. The number of each colour car is a month is not men
tioned
factor of 36. There are twice as many white cars as
The actual day of
the
red cars. The number of blue cars is twice that of Question 4
black cars. The number of black cars is the product
of two different prime numbers. The number of red
cars is a square number that is not a multiple of 2.
If there are 45 cars in the parking lot, calculate how
many cars of each colour there are. (5)

xt. black
cars ne e number of s,
so find
th ck car
u m b e r of bla s on
the n end
ars dep number
b lu e c e
of way, th first. In
s a m e rs
the f red ca the
b e r o
num find
f re d cars, so number
o he
ds on t cars
depen ber of white st.
m li
The nu ppear in this rs
ll a e
must a f 36. The answ
facto r s o ll e
t h
ff by li sting a
Start o
6. The mass of a plastic triangle is 3 g and the mass Questi
on 5
of a plastic square is 7 g. Samson has a collection
of plastic triangles and squares. If there are
14 triangles and squares altogether and their
combined mass is 58 g, calculate how many combination.
triangles and how many squares Samson has. (5) have the correct
reasoning until you
Total marks: 30 Continue this
2 squares.
so there must be at least
but there are at most 13 triangles,
• 58 g – 7 g = 51 g. 51 g ÷ 3 g = 17,
at least 1 square.
• 14 × 3 g = 42 g, so there must be
Start off by reasoning like this:
Question 6

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 Topic

3 Geometry of straight lines

Maths ideas Straight, perpendicular and parallel lines

Define: In this topic you will define and describe different terms relating to straight
• line segment lines. The best way to describe a straight line is as the shortest distance
between two points. This is shown in the picture as a green line.
• ray
A
• straight line
• parallel lines
• perpendicular lines

Key words The shortest distance between two points is a straight line.

• straight line – a
straight line is a set
of points with no
definite starting-
point or end point
• line segment – a
set of points with
a definite starting
point and end
point
• ray – a set of
points with a
definite starting-
point and no
definite end point
There are many straight, perpendicular and
parallel lines in these structures.

A line segment is a set of points on a straight line with a definite starting

point and a definite end point.

A B
Line segment AB
A ray is a set of points on a straight line with a definite starting point and no
definite end point.

A B
Ray AB

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 Two intersecting straight lines are said to be perpendicular when the angle Key words
they form is equal to 90°. We use a little square to indicate when an angle is
a right angle (equal to 90°). • perpendicular
lines – two lines
are perpendicular
when the angle
where the lines
90° meet is 90°
• parallel lines
– two lines are
parallel if the
perpendicular
Perpendicular lines distance between
the lines is
When two line segments are perpendicular, we indicate this with the ⊥ constant
symbol.
A

C B D

^
AB ⊥ CD, with ABD = 90°

We say two straight lines are parallel when the perpendicular distance
between the two lines is constant. Notice that we indicate lines that are
parallel with little arrows on the lines.

d d

Parallel lines

When two line segments AB and CD are parallel, we use the symbol  to
indicate this.
A

C
AB  CD

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 Challenge EXERCISE 3.1

In the diagram, the Say whether the following line segments are perpendicular, parallel or
two lines intersect
neither using the correct notation.
at the point O.
Determine the sum 1. D 2. A
of the angles around
the point O.
A
Y
D
40° 90°
A C B B
O

C X

3. F

4.
E F
E

G H
G

5.
A
B

3 cm 2 cm

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 Revision
1. Define the following terms in your own words:
a ) Line segment (1)
b ) Ray (1)
c ) Straight line (2)
d ) Perpendicular line (2)
e ) Parallel line. (2)
2. Construct:
a ) AB ⊥ CD (2)
b ) XY  EF (2)
3. Determine which lines are perpendicular or parallel in the following diagrams:

a) b)
E H

D
90°
A B

C G F (4)
c) d)
C

A
F

E 30°

K
G

D
B M (4)
Total marks: 20

Revision 33

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 Topic

4 Constructions

Maths ideas Measure and classify angles

• Measure and Angles are an important part of the branch of Mathematics called Geometry.
classify angles. An angle is formed wherever two straight lines or edges meet. The straight
• Construct lines or edges that form the angle are called the arms, and the point where
geometric figures. the arms meet is called the vertex. The plural of vertex is vertices.

You can indicate an angle by drawing an arc between its arms. The lines in
Key words the diagram below are identical, but the angles are different.
• vertex – the point
where the arms of
an angle meet
• arc – part of the
circumference of a
circle
• rotate – to turn

Angles are measured according to how much you would have to rotate one
arm about the vertex to bring it into the same position as the other arm. The
length of the arm does not affect the size of the angle.

In the diagram, the two angles made by the open mouths of the crocodiles
are equal. The amount that you have to rotate line AB to so that it lies in the
same position as line CB, is the same as the amount that you have to rotate
line DE so it lies in the same position as line FE.

A
B
C
D
E
F

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 EXERCISE 4.1

In these pairs of angles, is angle B greater than, less than or equal to angle A?
1. 2.

A B A B

3. 4.

A B A B

5. 6.

A B A B

7. 8.

A B A B

9. 10.

A B A B

Topic 4: Constructions 35

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 Key words Classify angles
You can classify angles according to their size.
• acute angle – an
angle that is less
than 90° An acute angle is less
• right angle – an than one-quarter of a
angle that is 90° complete turn.
• obtuse angle – For example, 54° is an
an angle that is acute angle. 54°
greater than 90°
and less than 180°
• straight angle A right angle is one-
– an angle that is quarter of a complete
180°
turn. In diagrams, a
• reflex angle – square corner is used to 90°
an angle that is indicate a right angle.
greater than 180°
and less than 360°
An obtuse angle is
• revolution – a
greater than one-quarter
complete 360° turn
of a complete turn, but
less than half a complete 130°
turn.
For example, 130° is an
obtuse angle.

A straight angle is half 180°

a complete turn.

Challenge
A reflex angle is greater
than half a complete
turn, but less than one
complete turn.
For example, 230° is a 280°
This is the South reflex angle.
African flag. Copy the
design, but make it
much larger. Mark all
the acute, right,
obtuse and reflex A revolution is one
angles. Use a complete turn.
different colour for
each type of angle.

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 Name angles Key words
Diagrams can show more than one angle, so C
• three-point
it is important to be clear about which angle A
B notation – the
you are referring to. Angles are named using convention of
three letters. Refer to the key word three-point naming angles
E
notation here.The middle letter of the angle using three letters,
D
name indicates the vertex of the angle. The angle each of which
indicated by the arc in the diagram on the right represents a point,
^
^ ^ ^ ^
is ABE (angle ABE) or EBA (angle EBA). for example ACB

EXERCISE 4.2

1. a) – h) Describe each of these angles as acute, right, obtuse, straight,

reflex or revolution.

a) b) c) d)

e) f) g) h)

2. Name each angle.

a) Y b) c) E d) O
P R
X D
Q
Z M N
F

e) C f) L K g) Q h) I

P G

H
J L
A B
B
A
3. Write down the number in the diagram on the right that corresponds to 7
8
each of these angles. C
^ ^ ^ ^ 6
a ) CDE ^
b ) CBA c ) BED
^
d ) ACE
^ ^
5
e ) E CB f ) CED g ) DAC h ) BEC 3 4
1 2 D

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 Key words Measure angles
• protractor – an • We measure angles in units of rotation called degrees. The symbol for
instrument used to degrees is °.
measure angles • There are 360° in a complete turn. A complete turn is called a revolution.
• clockwise – the • There are 180° in half a revolution. This is called a straight angle.
direction in which • One quarter of a revolution is 90°, which is called a right angle.
the hands of a
clock rotate We call the instrument that anticlockwise scale clockwise scale

• anticlockwise you use to measure angles

– the opposite a protractor. A protractor
direction to the has two scales marked on it,
one in which the both going from 0° to 180°.
hands of a clock The numbers on the scale
rotate
go clockwise around the
protractor, and the numbers
on the other scale go
anticlockwise. Protractor

To measure angles using a protractor, follow the steps below.

Did you know?

No one knows why a Step 1 Step 2
complete turn is
divided into 360°. It Step 1: Place the centre point of the protractor on the vertex of the angle
may be because the you want to measure.
ancient Babylonians Step 2: Rotate the protractor so that its centre point lies on the vertex of
believed that the sun
travelled around
the angle you want to measure, and the base line lines up with one
Earth, taking 360 arm of the angle.
days to complete one Step 3: Use the scale where the zero is on the arm of the angle. Follow this
revolution. However, scale until you reach the other arm of the angle. Read the scale
we now know that carefully at this point, making sure that you know whether the
this occurs the other scale goes clockwise or anticlockwise.
way round with Earth
Step 4: Finally, check that your measurement makes sense. Acute angles
travelling around the
sun, which takes are less than 90° and obtuse angles are between 90° and 180°.
about 365_14 days. If your measurement is not within these limits, you need to
measure the angle again.

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 EXERCISE 4.3

1. a) to j) Write down the sizes of these angles. Use a protractor to measure

them.

a) b)

d) c)

e) f)

g) h)

i) j)

Topic 4: Constructions 39

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 2. Measure these angles with E
a protractor. Give their
measurements using angle ^

names as in the example: C D CDE = 36°

a) C
b) D c) G

I
A

E
B H

d) K e) N

J L
M

O
T
f) P g)

R S

h) V X i) U

Z Y
W

Game
Play this game with a partner.
Decide who will be A and who will be B. Using a Difference (°) Points
ruler, A draws an angle of less than 180°.
6–10 1
B estimates the size of the angle in degrees and
records this estimate. A measures the angle, and 3–5 2
B checks A’s measurement. Find the difference 2 3
between B’s estimate and the actual size of the 1 4
angle. B scores points as shown on the right. The
0 5
players take turns in drawing and estimating. The
player with the highest score wins.

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 Construct angles
When constructing angles, make sure that your pencil is sharp. This will help
you to draw the angles more accurately. You can use a protractor to draw an
angle of a specific size. To do this, follow the steps below.
Step 1: Draw one arm of the angle. Make sure that the arm is more than
half the length of the protractor’s base line. If it is not, you might
find it difficult to draw the angle accurately.
Step 2: Place the centre point of the protractor at the end of the arm that
you want the vertex of the angle to be.

Step 1 Step 2

Step 3: Align the base line of the protractor with the arm of the angle.
Step 4: Use the scale whose zero is lined up with the arm, and move
around the scale until you reach the angle you want. Mark it off at
the edge of the protractor.

Step 3 Step 4

Step 5: Remove the protractor from the paper, and carefully join the end
of the arm where the centre of the protractor was, to the mark you
have just made.
Step 6: Check that you have drawn the angle correctly. Use the protractor
to measure the angle.

Step 5 Step 6

Topic 4: Constructions 41

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 Key words EXERCISE 4.4
• scale – the
relationship 1. Draw these angles
between the size a ) 35° b ) 50° c) 85°
of an object and its d ) 124° e ) 98° f) 163°
drawing g ) 39° h ) 81° i) 107°
• internal angle – j ) 22° k ) 77° l) 114°
an angle on the m) 99° n ) 156° o) 43°
inside of a shape
2. Draw these angles. Label each angle using three-point notation.
^ ^ ^
a ) AOB = 95° b ) PRQ = 40° c ) LMN = 135°
^ ^ ^
d ) CFD = 100° e) XYZ = 25° f) JKL = 67°
^ ^ ^
g ) UTS = 112° h) ABC = 56° i) HGF = 173°
^ ^ ^
j ) TQP = 84° k) CAB = 109° l) RST = 37°
^ ^ ^
m) XOP = 121° n) DEF = 73° o) MLK = 168°
3. The diagram on the
right is not drawn
to scale. None of 111°
the angles are the
correct size. Draw the 58° 21° 42°
diagram to scale. In
other words, redraw
the diagram so that
all the angles are the
137°
correct size. The lines
may be any length.

4. An equilateral triangle is a triangle in which all the sides are equal and
all the angles are equal. Each internal angle of an equilateral triangle is
60°. Draw an equilateral triangle with sides of 7 cm.

Challenge
This is a regular hexagon. It has six sides all of which are
equal. It has six internal angles, and all of these are also 120°
the same size. Each internal angle is 120°.
Draw a regular hexagon with sides of 6 cm.

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 Construct triangles Key words
A triangle is a three-sided polygon. • triangle – a three-
sided polygon
Scalene triangles have no angles equal and • polygon – a flat
no sides equal. shape with straight
sides
Isosceles triangles have two sides equal and • scalene – having
two angles equal. three unequal
sides
• isosceles – having
Equilateral triangles have all sides equal and
two equal sides
all angles = 600.
• equilateral –
having three equal
sides
You will need a ruler, a sharp pencil and a pair of compasses to be able to
construct triangles. A compass (also known as a pair of compasses) is an • compass – (or pair
of compasses)
instrument we use in Mathematics to draw circles and measure distance.
a drawing
instrument used
to construct circles
and measure
distances

0 1 2 3 4 5 6 7 8 9 10 11 12

To draw an equilateral triangle with sides 8 cm long, follow the steps below.

0 1 2 3 4 5 6 7 8 9 10 11 12

Step 1: Draw a straight line 8 cm Step 2: Set your compass to 8 cm.

long. Place the point of your
compass at one end of the
line and draw an arc above
the centre of the line.

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 Step 3: With your compass still set Step 4: Use a ruler to join the ends
to 8 cm, place the point of the line to the point where
of your compass at the the arcs intersect. All three
other end of the line and sides of the triangle should
draw another arc so that it be 8 cm long. Check by
intersects the first arc. measuring.

You can use the same method to draw isosceles and scalene triangles. How
would you draw these triangles?

EXERCISE 4.5

1. Draw equilateral triangles with these side lengths.

a ) 12 cm b ) 6 cm c ) 10 cm
d ) 4,5 cm e ) 77 mm f ) 9,5 cm
2. Use a pair of compasses and a ruler to construct triangles with these
side lengths, if possible. Write ‘not possible’ for any set of lengths that do
not make a triangle.
a ) 5 cm; 7 cm; and 7 cm b ) 3 cm; 4 cm and 8 cm
c ) 5 cm; 6 cm and 10 cm d ) 6 cm; 2 cm and 3 cm
e ) 8 cm; 7 cm and 4 cm f ) 6 cm; 4 cm and 5 cm
g ) 6 cm; 8 cm and 10 cm h ) 3 cm; 4 cm and 5 cm
Challenge 3. Describe any triangles you constructed in question 2 as scalene or
isosceles.
Is it possible for a
triangle to be both 4. Compare the dimensions with which you could draw a triangle in
equilateral and
question 2 to the dimensions with which you could not draw a triangle.
right-angled?
Then copy and complete this sentence.
Can a triangle be
equilateral and In a triangle, the sum of the lengths of the two shorter sides is always
obtuse? Explain your ______________ the length of the longest side.
answers.

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 Construct quadrilaterals Key words
• parallel – means
To construct geometric shapes, you need to be able to construct lines and never intersects.
angles. Lines that are parallel to each other are always the same distance apart. Parallel lines are
always the same
In diagrams, parallel lines are marked with arrows. Lines that are marked distance apart
with the same number of arrows are parallel to each other.

Lines that are perpendicular intersect at right angles. • perpendicular

– means at right
A polygon is a flat shape consisting of straight lines that are joined angles
to form a closed shape.

A quadrilateral is a polygon with four sides. Squares, rectangles,

parallelograms, rhombuses and kites are all examples of quadrilaterals. • quadrilateral – a
polygon with four
A square has all sides equal and perpendicular: sides
• square – a
A rectangle has two pairs of opposite sides equal and quadrilateral with
perpendicular: all sides equal and
all interior angles
Parallelograms are quadrilaterals that have two pairs of = 900
opposite sides that are parallel. • rectangle – a
quadrilateral
A rhombus is a parallelogram with all sides equal.
with two pairs of
opposite sides
equal and all
interior angles
A kite has two pairs of adjacent sides equal.
equal to 900
• opposite – across
Follow these steps to construct a rectangle 6 cm by 4 cm. from each other;
Step 1: Use your ruler to draw a line that is not adjoining
6 cm long. Step 1 • parallelogram
– a quadrilateral
Step 2: Use a set square or a protractor to measure with two pairs of
an angle of 90°. Then draw a 4 cm long line opposite sides
at right angles to one end of the 6 cm line. parallel
Step 2
• rhombus – a
Step 3: Repeat Step 2 at the other end of the
quadrilateral with
6 cm line. all sides equal
Step 4: Close the rectangle by joining the ends of • kite – a
the 4 cm lines. Check that you have drawn Step 3 quadrilateral
the rectangle correctly by measuring all with two pairs
of adjacent sides
the sides, and checking that all angles are
equal
right angles.
Step 4

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 You can also draw other polygons using your ruler to measure the lines
accurately and a protractor to measure angles. You can also use a set square
to measure angles 30°, 60°, 90° or 45°. The diagram on the left shows a set
square with 30°, 60° and 90°.

EXERCISE 4.6

Key words 1. Use a ruler and a set square or protractor to draw these rectangles on
unruled paper.
• set square – is a a ) 7 cm by 7 cm b ) 3 cm by 8 cm c ) 6 cm by 2 cm
flat piece of plastic d ) 9 cm by 4 cm e ) 5 cm by 5 cm f ) 9 cm by 10 cm
in the shape of
g ) 6,5 cm by 7,5 cm h ) 2,5 cm by 11,5 cm i ) 3,5 cm by 3,5 cm
a right-angled
triangle used to 2. Write down which of the rectangles are also squares.
draw angles
3. Construct a rhombus with equal sides of 6 cm and acute interior angles
each 30°.
4. Construct a kite with short sides 3 cm and long sides 5 cm. The angle
between the short sides is 90°.
5. Use a ruler and protractor to draw a parallelogram 4 cm by 6 cm with
the acute interior angle equal to 45°.

Challenge
Tangrams
On a piece of card, draw a 20 cm × 20 cm square.
Copy these lines onto the square and cut along each line.
You now have seven tangram pieces. A tangram is a puzzle that you make by cutting a
aquare into triangles, a square and a parallelogram. Use all seven tangram pieces to
make these shapes. The pieces may only touch edge to edge or corner to corner; they
may not overlap.

Make up your own design using all seven tangram pieces. Trace around the outside of the design to make an
outline. On another piece of paper, draw the solution to the puzzle. Give the outline to a friend. Can they work
out how to make your design?

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 Construct circles Key words
Features of a circle • plane shape – a
A circle is a plane shape. flat shape also
called a two-
Every point on the circumference of a circle is exactly the same distance dimensional shape
from the centre of the circle. • centre – the point
in the middle
Circles have a number of features that other plane shapes do not have. of the circle
that is an equal
Each circle has: distance from
every point on the
• a centre which is the point in the middle of the circle that is an equal
circumference
distance from every point on the circumference
• a circumference which is the line that forms the circle • arc – any part of
the circumference
• an arc is any part of the circumference of the circle
of the circle
• a radius which is any straight line drawn from the centre of the circle to
any point on the circumference. The plural of radius is radii. • circumference
– the distance
• a diameter which is any straight line that joins two points on the
around a closed
circumference and that passes through the centre. circle
● the centre ● the circumference ● an arc • radius – straight
line from centre to
circumference
• diameter –
straight line from
side to side of the
circle through its
centre

● a radius ● a diameter

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 How to draw a circle using a pair of compasses
A pair of compasses is an instrument you use for drawing circles and
measuring distances on maps. A pair of compasses is very different from
a compass, which is an instrument that shows direction and is used as a
navigational instrument.

To draw a circle using a pair of compasses, follow the steps below.

radius of circle

Step 1 Step 2 Step 3

Step 1: Make sure that your pencil is sharp. Close the compasses. Attach
the pencil to the compass so that its point is level with the compass
point. Then tighten the screw so that the pencil is held securely.
Step 2: Draw a circle with a radius of 6 cm, place the compass point on the
zero of your ruler. Open the compass until the point of the pencil is
on the 6 cm mark. If the compass feels loose, tighten the screw at
the top.
Step 3: Place the point of the compass on the page and rotate the compass
about its point to draw a circle.
Remember, the diameter of a circle is twice its radius.

EXERCISE 4.7

1. Draw circles with these radii.

a ) 5 cm b ) 3 cm c ) 4 cm
d ) 6,5 cm e ) 7,5 cm f ) 9 cm
2. Draw circles with these diameters.
a ) 12 cm b ) 10 cm c ) 9 cm
d ) 17 cm e ) 11 cm f ) 19 cm

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 Circle patterns Key words
Circle patterns are symmetrical patterns made
• symmetrical –
by drawing circles and arcs. The diagram
having two halves
alongside is an example of a symmetrical that are exactly the
circle pattern. same shape and
size
• intersections –
the points at which
two or more lines
cross
Follow the steps below to
draw this circle pattern.

Follow the steps below to draw this circle pattern.

Step 1: Draw a circle using a pair of compasses.

Step 1

Step 2: Without changing the radius of the

compass, place the compass point
anywhere on the circumference of the
circle. Draw an arc that touches the
circumference at two points.

Step 2

Step 3: Place the point of your compass on one

intersection with the circumference and
the arc you have drawn. Mark a tiny arc
on the circumference.

Step 3

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 Step 4: Place the point of your compass at the
intersection of the circumference and
the tiny arc you have drawn. Now draw
another arc right across the circle, as you
did in Step 2.

Step 4

Step 5: Repeat steps 3 and 4. Your finished pattern should look like the
diagram in the top right-hand corner of page 49.

EXERCISE 4.8

1. Using only a pair of compasses and without changing its radius, draw
these circle patterns.
a) b) c)

2. Design circle patterns of your own without changing the radius of the
compass. You can use a ruler to add straight lines to your patterns if you
like. Exchange your patterns with a friend. Can you copy each other’s
patterns?

Did you know?

A line that cuts a circle in two places is called a secant.

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 Construct parallel and perpendicular lines
Construct parallel lines
In order to construct an accurate line use a ruler, measure A B
the required length and mark the endpoints carefully.
1. Start with a line segment AB and a point C off the line. 0 1 2 3 4 5
2. Place the compass on point C and set its width to
more than the distance to the line AB.
3. Draw a wide arc from C so that it crosses AB at two points. Label the left
point D.
4. Keep the same compass width. Move the compass point to D and draw
an arc across the line AB. Label this point E.
5. Keep the same compass width. Move the compass point to E and draw
an arc across the original arc. Label this point F.
6. Draw a straight line through CF. This line CF is the same distance from
AB. We say line CF is parallel to line AB and we write this: CF || AB.

After doing this Your work should look like this

Start with a line segment AB and
a point C off the line.
C

A B

Place the compass on point C

and set its width to a little more C
than the distance to the line AB.
The exact distance is not
important.

A B

Draw a wide arc from the right

of C around so it crosses the line
AB at two points. Label the left C
point D.

A D B

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 After doing this Your work should look like this
Without adjusting the compass
width, move the compass to D
and draw an arc across the line C
AB. Label this point E.

E
A D B

Without adjusting the compass

width, move the compass to E
and draw an arc across the large F
C
arc to the right of C. Label this
point F.

A D E B

Draw a straight line through

points C and F.
C F

A D E B

C F

A D E B

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 Construct perpendicular lines
A line can be drawn perpendicular to a given line.
First draw a line AB.
Then place the point of the compass on each point one at a time and draw
another arc above and below the given line.

Note: You could draw two circles, but this takes up a lot of unnecessary
space. The construction is neater if only the arcs are drawn.

A 6 cm B

Without changing the width of your compass, draw a second arc in the
same way, but this time, place the point of your compass on Point B.

Draw a line from the point where the arcs meet to the line. This line is called
the perpendicular bisector of AB.

Example
Construct line AB = 5 cm and then construct an angle of 90° at Point A.

Construction
Step 1: Draw a line longer than 5 cm and then mark off Point A
and Point B so that AB = 5 cm.

A B

Step 2: Place the point of your compass on Point A, and draw two arcs of
equal length on either side of Point A.

A B

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 Step 3: Widen your compass slightly. Place the point of your compass on
the arc on the left and draw an arc above Point A. Then place the
point of the compass on the arc on the right, and do the same
from the other side, so that you have two arcs that intersect each
other directly above Point A.

A B

Step 4: Draw a straight line through Point A and the point of

intersection of the two arcs, above Point A. You have constructed
a vertical line that is perpendicular to the horizontal line AB.

A B

EXERCISE 4.9

1. Construct lines AB and CD each 6 cm long with AB || CD and the

distance between the lines 1 cm.
2. Construct the perpendicular bisector of AB if AB = 10 cm.

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 Revision
1. Copy and complete the table. Fill in the definitions and give examples where possible.

Term Definition Example

Acute angle 46°
Angles around a point
Angles greater than 90°
90°
Reflex angle (5)
2. Which of these angles are:
a ) reflex? b ) acute? c ) obtuse? d ) straight? (4)
A. B. C.

D. E. F.

3. Below are six angles. Estimate the size of each angle so that you can match it to one
of these angles: 51°, 280°, 170°, 86°, 19°, 100°. (3)
a) b) c)

d) e) f )

4. a ) Draw an angle of 70° b ) Draw an angle of 105° c ) Draw an angle of 87° (3)
K
5. Write down the names of angles a to e using three-point rotation. d c
M (5)
a
e
J L
6. Draw an equilateral triangle with sides of 6 cm. b (2)
O
N
7. Write down which triangles with these side lengths are not possible to draw.
a ) 3 cm; 4 cm and 5 cm b ) 10 cm; 4 cm and 3 cm
c ) 7,5 cm; 8,3 cm and 13,2 cm d ) 7,3 cm; 11,5 cm and 3,2 cm (2)
8. Draw rectangles with these dimensions.
a ) 8 cm by 9 cm b ) 16 cm by 2 cm (2)
9. Draw circles with these radii around the same centre:
a ) 3 cm, 5,5 cm and 7 cm. b ) 5 cm, 7,5 cm and 9 cm. (4)
Total marks: 30
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 Topic

5 Geometry of 2D shapes

Maths ideas Triangles

• Classify 2D shapes The angular sum of triangles
according to their The angles of a triangle have specific
sides and angles. properties that you will use in this chapter. b
• Describe and name The angular sum of a shape is the sum of its
parts of a circle. internal angles. To investigate the angular c
• Similar and sum of triangles, follow the steps below.
congruent figures. Step 1
Step 1: Use a ruler to draw a triangle on a a
• Solve simple
geometric piece of paper.
problems. b
Step 2: Cut out the triangle and then tear it
into three pieces so that each piece
contains one angle. c
Key words
• angular sum – Step 3: Place the pieces together so that the
a Step 2
the sum of all the vertices of the angles meet at one
internal angles of a point.
polygon
• acute-angled Step 4: Fit the angles together. The angles
triangle – a should form a straight angle (180°).
b
triangle with all a c
three angles acute
Repeat steps 1–4 using different triangles. Steps 3 and 4
Do you always get a straight-line angle?
• obtuse-angled
triangle – a The angular sum of a triangle is 180°.
triangle with one
angle obtuse If all the angles of a
• right-angled triangle are acute, it is an
triangle – triangles acute-angled triangle.
with one angle
equal to 90°
If one of the angles of a
triangle is obtuse, it is an
obtuse-angled triangle.

If a triangle has one

angle equal to 90°, it is a
right-angled triangle.

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 Example Key words
The triangle is not drawn to scale. • isosceles triangle
Calculate the size of the angle 80° – triangle with two
marked a. sides equal
• equilateral
Answers triangle – triangle
45° a with three sides
a + 45° + 80° = 180°
a + 125° = 180° equal
a = 55°

Angles in special triangles

All triangles have an angular sum of 180°, but the angles of some types of
triangles have other properties as well.

Every isosceles triangle has one axis of symmetry. The axis of symmetry
divides the isosceles triangle into two right-angled triangles. These right-
angled triangles are mirror images of each other. Angles a and b are a b
reflections of each other. Isosceles triangles
have two equal
In an isosceles triangle, the two angles formed by the unequal side are
sides.
equal.

As you learnt in Topic 4, equilateral triangles are regular polygons. This

means that all their sides are equal, and all their angles are equal.

Example
Work out the size of the angles in an equilateral triangle.

Answers
All the angles are equal in an equilateral triangle.
The angular sum of any triangle is 180°. Equilateral triangles
Angle size = 180° ÷ 3 = 60°. have three equal sides.
Each internal angle is equal to 60°.

EXERCISE 5.1

1. Calculate the third angle in each of these triangles.

a ) 85°; 45°; □ b ) 65°; 25°; □
c ) 15°; 100°; □ d ) 55°; 55°; □
e ) 45°; 30°; □ f ) 39°; 56°; □
g ) 111°; 28°; □ h ) 74°; 93°; □

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 2. The triangles below are not drawn to scale. Calculate the size of the
marked angles.
Did you know? a) b) c)
b 53°
‘Tri’ means three. It 30°
comes from the 77°
Greek word tria. How
many words can you a
think of that start 105°
with ‘tri’? 70° 40° c

d) e)
37°
45°

e
d
43°

3. Describe the triangles above according to their sides and angles.

4. Calculate the size of the shaded angle in each of these triangles.
a) b) c)

36°
83°

38°

d) e)
72° 64°
39°

5. Describe the above triangles according to their sides and angles.

Challenge
You can find the exterior angles of a triangle by continuing the
lines of the triangle’s sides as shown below. The exterior
angles are marked in colour.
Do you think that all triangles have the same exterior angular
sum? You may use a protractor.

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 Quadrilaterals
The angular sum of quadrilaterals
All triangles have the same angular sum of 180°. Do you think there is a rule W
X
like this for the angular sum of quadrilaterals? The angles of quadrilaterals
also have specific properties that you will use in this unit. Z
Y
A diagonal is a straight line joining one vertex to another vertex in a
polygon and which is not one of the sides of the polygon.

Key words
EXERCISE 5.2
• diagonal – a
1. a ) Draw four quadrilaterals in your exercise book so that each one straight line
covers about half a page. Label the vertices of each quadrilateral W, joining two
non-consecutive
X, Y and Z. vertices of a
b ) Copy the table below for quadrilaterals. Then carefully use a polygon or
protractor to measure the angles of the quadrilaterals that you have polyhedron
drawn. Record your measurements in the table.

Angle Angle Angle Angle Angular

ZWX WXY XYZ YZW sum

2. Write a rule to find the angular sum of quadrilaterals.

The diagonal divides
3. Draw a diagonal on one of your quadrilaterals from Question 1. a rectangle into two
Name the shapes that this diagonal divides the quadrilateral into. triangles.

4. Explain why your answer to Question 3 helps to prove your rule in

Question 2.
5. Use your rule to find the shaded angles in these quadrilaterals.
a ) 94° 99° b ) 118° c) 96°

54° 60°
68° 48°

d) 132° e) f) 97°

95° 88°
75° 97°

87°
83° 95°

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 Key words Angles in special quadrilaterals
In Exercise 5.2 you discovered that the angles in a quadrilateral always add
• trapezium – a
up to 360°.
quadrilateral
with one pair of
The angular sum of quadrilaterals is 360°. In Exercise 5.3, you will look
opposite sides
parallel at special types of quadrilaterals to find out if they have any extra angle
properties.

EXERCISE 5.3

1. Describe the special angle properties of rectangles

2. a ) Measure the angles of the parallelogram on the left. Describe any

pattern that you find.
b ) Draw four more parallelograms on squared paper or dotted squared
paper. Make sure they are all different.
c ) Does the pattern you found in Question 2.a) also apply to all of the
parallelograms in Question 2.b)?
3. a ) All kites have one axis of symmetry. Use this symmetrical property
of kites to work out which, if any, of their angles are equal. Explain
your reasoning.
b ) Check that your conclusion in Question 3.a) is correct by measuring
the angles of these kites. Record your results in a table.
i) ii) iii) a
a
b d b a
d b
c
c d
c

c ) Look at the results in your table. Was your conclusion in

Question 3.a) correct?
4. Isosceles trapeziums have one pair of
parallel sides and their non-parallel sides
are equal. Investigate the angle properties
of isosceles trapeziums either by measuring
and comparing the angles, or by using the
shape’s symmetrical properties.

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 Summary of the properties of quadrilaterals
You can now summarise all the information that you have learnt so far
about quadrilaterals.
b
The angles of a quadrilateral add up to 360°. a

a + b + c + d = 360° d c

a b A rectangle has four equal angles. They are all 90°.

Two pairs of opposite sides are equal and parallel.
d c
a = 90°; b = 90°; c = 90°; d = 90°

A parallelogram has two pairs of equal angles.

The equal angles are opposite each other. a b
Two pairs of opposite sides are equal and parallel
d c
a = c; b = d

a A kite has one pair of equal angles. The equal

angles are opposite each other. They are at the
d b
points where the unequal sides meet.
c Two pairs of adjacent sides are equal.
a=c

A trapezium has one pair of opposite sides parallel. The opposite

parallel sides are called the bases of the trapezium.

In an isosceles trapezium each pair a b

of base angles is equal in size.
a = b; c = d d c

EXERCISE 5.4

1. Calculate the shaded angles in these quadrilaterals. None of the

diagrams is drawn to scale.
a) b)
57°

63°

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 c) 103° d)
Did you know? 100°
The prefix ‘quad’ 81°
means four.
‘Quadrichromy’ in
printing means using
four colours. What
other words do you
know starting with
‘quad’?

e) f )

110°

g) 130° h)
72°

2. Complete the following table:

Property Quadrilateral
All sides equal and all angles equal
Two pairs of opposite sides parallel
Two pairs of adjacent sides equal
Only one pair of opposite sides parallel
2 pairs opposite sides equal and all interior angles are
equal to 90°

3. If ABCD is a kite and AB = 3,5 cm and BC = 5,2 cm, what is the length of
AD and DC?

Challenge
Investigate and describe the angle properties of a rhombus.

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 Similarity and congruence
Similarity
Similarity is a property that two or more shapes share if they are similar to Key words
each other. They have the same shape but not necessarily the same sizes.
• similar shapes –
The symbol  means ‘is similar to’. the same shape
but a different size

EXERCISE 5.5

In the illustration below, c is similar to f.

Which other pairs or groups of shapes are similar?

a b c

d
e
f

g i
h

j k

l m n

o p r
q

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 Use similarity in calculations
If two or more shapes are similar, their corresponding sides are in the same
ratio, and their corresponding angles are equal.

b
Example
Are these two shapes similar? 15 cm
B
a 10 cm
Answers 18 cm
A 12 cm
Sides ab and AB form one pair 9 cm 6 cm
of corresponding sides. Side ab is
d 12 cm c D 8 cm C
15 cm long and side AB is 10 cm
long. The ratio of ab to AB is
15 : 10 which is 3 : 2 in simplest form.
If the two shapes are similar, the ratios of all three remaining pairs of
corresponding sides will also equal 3 : 2.
Side bc corresponds to side BC. The ratio of their lengths is 18 : 12 or 3 : 2.
Side cd corresponds to side CD. The ratio of their lengths is 12 : 8 or 3 : 2.
Side da corresponds to side DA. The ratio of their lengths is 9 : 6 or 3 : 2.
All pairs of corresponding sides are in the same ratio. The two shapes
are similar.

Example
The rectangles on the right are similar.
Calculate the length of side GF.
D E
Answers d e
Side ef corresponds to side EF. 5m
8m
The ratio of their lengths is 5 : 8. g f
11 m G F
?m
Side gf corresponds to side GF.
The two shapes are similar so the ratio gf : GF must equal the ratio ef : EF.
Let the length of side GF be y.
_
11 _
=5
y 8
11 = _5 × y
8
11 ÷ _5 = y
8
11 ÷ _58 = 11 × _85 (To divide by a fraction, multiply by its inverse.)
=_
11 × 8
5
=_
88
5
= 17,6
The length of side GF is 17,6 m.

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 EXERCISE 5.6 Challenge
1. Look at the pairs of shapes in a) to c) below. Are these two shapes similar? These two triangles
a) 42 m b) c) are similar. Calculate
16 cm
the lengths of the

28 m
21 cm unknown sides.
50 m

16 m E H
24
22 m

m 5c
m

3 cm
40 cm
10,5 m
7m

F G

10 cm
12,5 m

54 cm
4m
6m
5,5 m
C D
2. In a) to c) below, the shapes in each pair are similar. Calculate the length
of each indicated side, correct to two decimal places.
a) A b ) J 4 mm K c) P

B
81 cm
7 mm Q
30 cm
68 cm
D S
23 cm M L R
C
P
3,6 mm
J K
24 cm
B C 27 cm
x Q
x
x
S
A D M L R

Congruence
We say that two or more shapes are congruent to each other if they are S T
exactly the same size and shape. This means that all the angles and sides in
both shapes are equal.
S and T are congruent.
V Shapes U and V are congruent, because if you cut them S≡T
U
out, you could flip one over to fit exactly on top of the
other. Key words
U≡V
• congruent – the
X
Shapes W and X are congruent, because if you cut same size and
shape
them out, you could turn one around to fit exactly on
W
top of the other. • ≡ – symbol for ‘is
W≡X congruent to’

Z
Shapes Y and Z are congruent because if you cut them
Y
out, you could flip over and turn one around to fit
exactly on top of the other.
Y≡Z
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 EXERCISE 5.7

Identify the congruent shapes below.

Did you know? 2.
All congruent shapes 3.
1.
are similar but not all
similar shapes are
congruent.

4.
5. 6.

9.
8.
7.

10. 11. 12.

14. 15.
13.

16.
17. 18.

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 Congruent shapes have corresponding sides that are equal to each other
and corresponding angles that are equal to each other.

Congruent triangles
There are certain facts that you can use to prove that triangles are congruent.
Two triangles are congruent if at least one of these statements is true:
• All three sides of one triangle is equal to all three sides of the other. We
call this the SSS rule. SSS stands for Side, Side, Side.
• Two sides of one triangle are equal to two sides of the other and the
included angle is also equal. We call this the SAS rule. SAS stands for
Side, Angle, Side.
• Two angles and a non-included side of one triangle are equal to two
angles and the corresponding non-included side of the other. We call
this the AAS rule. AAS stands for Angle, Angle, Side.
• In a right-angled triangle, the hypotenuse and one other side in the
first triangle are equal to the hypotenuse and the corresponding side
in the second. We call this the RHS rule. RHS stands for Right-angled,
Hypotenuse, Side.

EXERCISE 5.8

For each pair of triangles, state whether they are congruent. If they are, give
a reason for your answer. Key words
A
1.
E • corresponding –
D matching
17,3 cm
17,3 cm
• included angle
12,5 cm – the angle that
B is formed by two
C 12,5 cm F
sides of a triangle
2. b
• included side
f
– a side that lies
21,02 cm between two
19,35 cm angles; we say that
21,02 cm
e
19,35 cm it is common to
12 cm two angles
c
d 12 cm
g • hypotenuse –
the side opposite
3. o q
the right angle
in a right-angled
49° 14 cm triangle
s 49°
37°
37° p r
n 14 cm

^ ^
4. △UVW ≡ △XYZ, UV = XY, VW = YZ and UW = XZ. Angle U and angle V
^
total 112°. Calculate the size of angle Z.

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 Key words Circles
• sector – a portion
of the circle
enclosed by two
radii and an arc
• chord – a line
joining two
points on the
circumference of a
circle
• segment – area All the objects in the above diagrams are circular. This means the outline
inside a circle of the shape is a circle. A circle is a plane shape. Circles have a number of
between a features that other plane shapes do not have. A sector is a portion of the
chord and the circle enclosed by two radii and an arc.
circumference
the circumference
• semi-circle – half
a circle
a diameter

a sector

an arc

a radius

the centre
Features of a circle

Straight lines and arcs are both named using

their end points. For example, in the circle, CD
is the straight line marked in blue, and CD is
C
the arc marked in red. The area of the circle
between chord CD and the arc CD is called a
segment. The minor segment is a segment
smaller than a semi-circle and a major
segment is larger than a semi-circle. D

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 EXERCISE 5.9
Did you know?
1. O is the centre of the circle, and X, Y and Z are points Y The ratio of the
on the circle. Name these features: X circumference of any
a ) The diameter shown. O circle to its diameter
b ) Any radii shown. Z is constant. The
c ) Any arcs shown. circumference is just
more than three
2. In the circle above, what part of the circle is XZO – a segment or a sector? times the length of
the diameter. This
3. a ) A circle has a radius of 4 cm. How long is the diameter? ratio is called pi and
b ) A circle has a diameter of 12 cm. How long is its radius? is written π. The
value of π is
4. Copy and complete the concept map: 3,141592654...

Circle

Circumference Diameter Radii Centre Arc

Use these definitions to fill in the second row:

a ) A line that forms the circle.
b ) A point in the middle of the circle that is an equal distance from
every point on the circumference.
c ) A line that passes through the centre of the circle and joins two
points on the circumference.
d ) Any straight line drawn from the centre of the circle to any point on
the circumference.
e ) Part of the circumference of the circle.

Challenge
In the past, you have probably found the centre of a circle by folding a paper
circle. How would you find the centre if you could not fold the circle, for
example the circular face of a tin? Try out your ideas, and then write a set of
instructions for someone else to follow.

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 Revision
1. Explain the difference between an isosceles triangle and an equilateral triangle. (2)
2. Which quadrilateral has no right angles, but all sides equal and both pairs of opposite angles equal? (1)
3. Complete each sentence:
a ) We say that the shapes are congruent to each other if they are _______. (1)
b ) We say that the shapes are similar to each other if they are _______. (1)
4. These diagrams are not drawn to scale. Calculate the sizes of the marked angles: (5)
a) b) c) d) e)
75°

69° 118°

51° a
39° 122° 71°
55°

5. Identify which pairs of shapes below are congruent. (3)

a c d e
b

f g h i

j l k n
m

p q r
o

6. Identify which of the shapes above are similar. (3)

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 7. Are the triangles ABC and JKL congruent? Give a reason for your answer. (2)
A
J

38° 54°

L
38°
54°
C K
B

8. Are ABCD and EFGH similar? If they are, explain why. (3)
A 25 cm B
E 20 cm F
30 cm

25 cm
5 cm

7 cm
33,

27,

H
32 cm G
D 40 cm C

9. Triangles STU and VWX are similar. Calculate the size of angle VWX. (2)
T
V
37° W
?

S 26° 26°
X
U

10. Triangle CDE is congruent to triangle LMN.

C M
26
°
E D N L

CD = MN
DE = NL
and EC = LM
Angle C and E total 136°. Calculate the size of angle N. (2)
11. A radius of a circle = 15 cm. What is the length of the diameter? (2)
12. Which lines in the diagram are radii? (3)
F

O H

E G
Total marks: 30

Revision 71

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 Formal Assessment Exemplar: Test

1. Write this set of numbers in descending order:

164; 2 453; 1 604; 34 001; 5 342; 406 (2)
2. Round 43 674 893 to the nearest:
a) 5 (1)
b ) 1 000. (1)
3. Replace □ with the correct sign ( < or > ) in this number sentence:
74 035 □ 74 305 (1)
4. Write three hundred and two million, thirty-six thousand and four in figures. (1)
5. Replace □ with the correct number in these number sentences:
a ) □ – 7 695 + 28 345 = 567 087 (2)
b ) 456 734 + □ + 1 275 976 = 8 908 098 (2)
6. Calculate:
a ) 60 × 150 – 45 000 ÷ 150 (2)
b ) 888 × 3 + 888 × 7 (2)
7. Find a number that when you multiply it by 5 and then add 7, the answer is 52. (2)
8. Write 36 as a product of its prime factors. (2)
9. a ) In the power 245, which number is the base? (1)
b) Write 12 squared as a power. (1)
c) Write 67 in expanded form. (1)
d) Write 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 as a power. (1)
10. Arrange these powers in descending order of value:
33; 42; 18; 81; 92 (2)
11. Find the
__ value of: ____
3
a) 8√ b) √4 × 9 (2)
__ ___ ___
c ) √25 – 16 d) √25 – √16 (2)
12. Find the HCF of 24 and 44. (2)
13. List all the multiples of 9 that are less than 80. (2)
14. Give a short definition of the following terms. Use a sketch to illustrate the definition.
a ) Perpendicular lines (3)
b ) Parallel lines (3)
c ) Ray (3)

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 15. Two lighthouse beacons start flashing at the same time. One beacon flashes once every
4 minutes and the other flashes once every 9 minutes. Calculate how long it will be before
they both flash at the same time again. (2)

Each lighthouse beacon has a unique code of flashes to indicate its position to ships at sea.
16. Draw a scalene triangle. (1)
17. Name each of these quadrilaterals: (3)
a) b) c)

18. Draw a triangle that has only one axis of symmetry. Show the axis of symmetry with a dotted line. (2)
19. Draw a rectangle with dimensions 8 cm by 5 cm. (2)
20. Construct a circle with diameter 6 cm. (1)
21. Write these angles in descending order of size: obtuse, reflex, right, acute, revolution, straight (2)
22. Explain the difference between an equilateral triangle and an isosceles triangle. (2)
23. Look at this pair of shapes. Are they similar? (2)
30 cm 12 cm

10 cm
25 cm

24. Look at this pair of triangles. Are the two triangles congruent? (2)

57° 57°
cm
,5

72
72

,5
cm

62° 62°

Total marks: 60

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 2 Term 2

Brightly coloured, knitted gloves

A quilted placemat African handwork

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 Topics 6–10

Starting off
Look at the pictures that show different pieces of
handwork. Notice the different patterns and shapes
that make up the designs.

1. Write down the shapes that you see in the

woven baskets.
2. Each knitted finger on one glove is what
fraction of the total number of fingers knitted?
3. Five knitted fingers is what decimal fraction of
all the knitted fingers on the gloves?
4. Describe the shapes used to make the quilted
placemat.
5. Discuss how you can measure the area of the
beaded bracelets.
Bead bracelets 6. How can you measure the amount of liquid in a
cup?

Content covered in Term 2

Topic 6: Common fractions; Topic 7: Decimal fractions; Formal Assessment
Exemplar: Test; Topic 8: Functions and relationships; Formal Assessment
Exemplar: Investigation; Topic 9: Area and perimeter of 2D shapes;
Patterned cup and saucer Topic 10: Surface area and volume of 3D objects; Formal Assessment Exemplar:
Exam Practice

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 Topic

6 Common fractions

Maths ideas Fractions

• Understand A fraction is a portion of a whole that has been divided into equal parts.
common fractions A common fraction is written as _ab . The number a represents a whole
• Calculate number called the numerator and b represents a whole number called the
equivalent denominator.
fractions.
Below you will see three ways of representing the fraction _34 . Later in the
• Compare and
order common topic you will be shown other equivalent ways of representing fractions.
fractions.
The diagram of the rectangle below is divided into four equal parts with
• Add and subtract
three parts shaded. The shaded part is _34 of the whole.
common fractions.
• Multiply common
fractions.
• Calculate
percentages.
• Solve problems.

Key words
The diagram below shows three soccer balls and one rugby ball. We say
• common fraction that _34 of the balls are soccer balls.
– both the
numerator and
denominator are
whole numbers,
written as _ab
• numerator – the
whole number
above the fraction
line In the diagram below, you will see the section of a number line from 0 to 1.
• denominator – You will see that fractions are numbers between the whole numbers.
3
the whole number _
4 is three quarters
below the fraction of the way between 0 and 1.
line
1
__ 1
__ 3
__
0 4 2 4
1

1
_
2
is halfway between 0 and 1.

We divide common fractions into two groups:

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 • In proper fractions, the numerator of the fraction is less than the Key words
denominator, for example, _37 .
• In improper fractions, the numerator of the fraction is bigger than the • proper fraction
denominator, for example, _85 . – a common
fraction with the
Sometimes we write an improper fraction as a mixed number, for example denominator
we would write _85 as 1_35 . The mixed number has a whole number part and a bigger than the
numerator
fraction part.
• improper fraction
If you change an improper fraction into a mixed number, you should do the – a common
following. fraction with the
denominator
smaller than the
Example numerator
Convert the improper fraction Answer • mixed number – a
into a mixed number. 9
_ 5
_ 4
_ number consisting
5=5+5 of an whole
= 1 + _45 number and a
= 1_45 fraction

If you change a mixed number into an improper fraction, you should do the
following.

Example
Convert the mixed number 2_47 Answer
into an improper fraction. 2_47
14 4
= __ _
7 + 7 Remember you can only add
18 fractions if they have the
= __ 7 same denominators.

Remember that you always write the fraction in its simplest form. To do this,
you need to find the highest common factor (HCF) of the numerator and the
denominator. If you cannot remember how to do this, refer to Topic 1. If the
HCF is not 1, then the fraction is not in its simplest form. The next example
will show you how to convert a fraction into its simplest form.

Example
24
__
9is not written in its simplest form. To change the fraction into its
simplest form, you first have to find the HCF. The HCF of 24 and 9 is 3.
You then divide both the numerator and the denominator by the HCF:
24
__ 24 ÷ 3
____ 8
_
9 = 9÷3 = 3

8
_ 24
3 and __
9 are therefore equivalent fractions. This means that they have the
same value.

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 EXERCISE 6.1
Did you know?
The ancient 1. Write down the missing words:
Egyptians did not use a ) In a common fraction the number below the fraction line is called
numbers but pictures the ___ and the number above the fraction line is called the ___.
called hieroglyphs to
write with. This made b ) The ___ is bigger than the ___ when a fraction is an improper
it very difficult and fraction.
tedious to do c ) The ___ is smaller than the ___ when a fraction is a proper fraction.
calculations in
Mathematics. The 2. Convert these fractions:
sketches show 11
a ) __ b ) 3_79 into an improper fraction.
9 into an mixed number.
hieroglyphs of
fractions used by the 3. What fractions of the following shapes are shaded?
ancient Egyptians.
The circle above the
a) b) c)
hieroglyphs tells us it
is a fraction.

4. Simplify the following fractions:

21 39 20 14
a ) __
7 b ) __
4 c) ___
100 d) __
49

5. Sithe shares his two sandwiches between himself and two friends.
Calculate the fraction of the sandwich that Sithe will get.
6. A box of 12 eggs (a dozen) is divided between four people. What fraction
of the 12 eggs will each person get? How many eggs will this be?
7. In a box there are 21 beads. Six are red, eight are blue and the rest are
white. Calculate the fraction of beads that are white.
8. In a group of girls, ten like to play soccer and five like to play netball.
What fraction of the girls like to play soccer.

Challenge
The Rhind papyrus is a scroll dating from about 1680 BCE. It is the best known
ancient example of the Mathematics of ancient Egypt. A part of the Rhind
papyrus describes the use of fractions. The manuscript shows that non-unit
fractions were expressed as the sum of unit fractions. A unit fraction is a
fraction with a numerator of 1. For example:
2
_ 1
_ 1
__
5 = 3 + 15
You were not allowed to do the following _25 = _15 + _15 .
Another example is:
2
_ 1
_ 1
__
7 = 4 + 28
Expand the following fractions into the sum of only two unit fractions; they
may not be the same unit fraction: _23 and _35

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 Equivalent fractions Key words
• equivalent
fractions –
fractions with the
same value

1 2 3
is shaded is shaded is shaded
2 4 6

The three circles above show three equivalent fractions _12 , _24 and _48 . Each
circle is divided into a different number of parts, but in each only half of the
circle is shaded. This means that the value of each fraction is the same. The
fractions are therefore equivalent when their values are the same.

If you multiply or divide the numerator and denominator of the fraction by

the same whole number, you will create an equivalent fraction.
Challenge
Example The first shape below
1
_ = 1×2
____ = = 2
_ 2×3
____ = 6
__ 42
__ = 42 ÷ 2
____ = 21
__ = 21 ÷ 7
____ = 3
_ is called an octagon
3 3×2 6 6×3 18 70 70 ÷ 2 35 35 ÷ 7 5
because it has eight
42 __21 3 sides. Octo comes
6
So, _13 ; _26 and __ So, __ _
70 ; 35 and 5 are all equivalent.
18 are all equivalent.
from ancient Greek
When you cannot continue to divide by the same whole number, then and means eight.
the fraction is in its simplest form. So, _35 is the simplest form of __
42 21
__
70 and 35 . Compare the shaded
parts of the two
shapes below. Are
EXERCISE 6.2 the two shaded parts
equivalent fractions?
1. Complete the following equivalent fractions: Explain your answer.
□ □ □ □ □
a ) _35 = __ ___
10 = 100 b ) _29 = __ __
27 = 54 c) 6
_ 42
__
7 = □ = 21
__

10
___ 1 □ 7 14 □ 300 150 900
d) 100 = __ _____
□ = 10 000 e) _
3 = __ __
□ = 30 f) ____ ___
2 000 = □ = □
___

2. Give three equivalent fractions for each of the following fractions:

3 19 200
a ) _14 b ) _25 c ) __
15 d ) __
31 e ) _____
10 000 f )
24
__
9

3. Write down the letters of the circles that have equivalent fractions
shaded.

A B C D E

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 Key words Compare and order fractions
• LCD – lowest
common
denominator

When you compare fractions, the denominators of the fractions have to be

the same. You can do this by finding the lowest common multiple (LCM)
of the two denominators. You must then find equivalent fractions for each
with the LCM as the denominator. This LCM we call the lowest common
denominator (LCD) of the fractions we are comparing. The examples below
will show you how to do this.

Example
Compare the following two fractions by replacing the * with the correct
relationship sign <, > or =. Remember that when fractions are equal, we
say that they are equivalent.
5
_ 9
__
7 * 11

Answer
The LCM of 7 and 11 is 77, so we need to change both fractions to
equivalent fractions with 77 as denominator.
5
_ 5 × 11
____ 55
__
7 = 7 × 11 = 77
and
9
__ 9×7
____ 63
__
11 = 11 × 7 = 77
55 63 5 9
Now you can see that __ __ _ __
77 < 77 and therefore 7 < 11 .

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 EXERCISE 6.3 Challenge

1. Replace the * with the correct relationship sign <, > or =. A shoe salesman
offers you _34 discount
1 _
_ 3 1 _
_ 1
a) 2*4 b) 3*4 on a pair of shoes
1
__ 1
___ 10
___ 100
____ and _23 discount on
c) 10 * 100 d) 100 * 1 000 another pair of shoes.
2 20
e) __ ____
10 * 1 000 f ) 2 * _73 Both pairs of shoes
2 __
_ 6 4 __
_ 8 have the same price.
g) 5 * 10 h) 7 * 17 Which pair of shoes
i ) 21
___ 11
__ 3 _
_ 5 will be cheaper?
100 * 50 j ) 2*3

2. Redraw the number line below and then place the following numbers in
the correct positions: _13 ; _94 ; _12 .

0 1 2 3

3. Rewrite the following numbers in ascending order (from smallest to

biggest).
3 _
_ 1 _5
a) 4; 2; 8
2
b) _
5; 1; _14
10 7
c ) 3; __ __
3 and 2 25
3 __
_ 13 9
d) 5 ; 50 and __
23

4. Which is larger:
a ) A half of 12 or a third of 15?
1
b) _
4 of sixteen or _12 of nine?
5. A bottle of juice is divided between 3 friends. Jason gets _13 of the
5
juice, Joseph gets _14 of the bottle and Siswe gets __
12 . By comparing the
fractions, calculate who will get the most juice.

Did you know?

The use of the less than sign < and the greater than sign > first appeared in a
book by Thomas Harriot (1560–1621) that was published in 1631. The name of
the book was Artis Analyticae Praxis ad Aequationes (The Analytical Arts Applied to
Solving Algebraic Equations). There is debate regarding the inventor of the signs.
Some people believe that the editor of the book introduced the signs to make
it easier to read Thomas Harriot’s work.

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 Addition and subtraction of fractions

1 + 1 = 1
6 3 2
1 + 1 = 1 + 2 = 3 = 1
6 3 6 6 6 2

In Grade 6 you learnt how to add and subtract fractions, including mixed
numbers with denominators that are multiples of each other. Refresh your
memory by looking at the following examples.

Example
Calculate:
1. _47 + _27 2. 1
_
4 + _38 3. 7
_
9 – _23 4. 3
1_12 + 2__
10

Answers
1. _47 + _27 = _67 In this example the denominators are the same so we can
just add the numerator.
2. 1
_
4 + _38 = ____
1×2 3
_ 2
_ 3
_ 5
_ 1
_
4 × 2 + 8 = 8 + 8 = 8 In this example you need to write 4 as a
fraction with denominator of 8 before you can add the fractions.
7 2×3 6
3. _
9– _23 = _79 – ____ 7 _
_ 1
_ 2
_
3 × 3 = 9 – 9 = 9 Again you need to write 3 as a fraction with
denominator of 9 before you can subtract.
3 1×5 3 5 3 8
4. 1_12 + 2__ ____ __ __ __ __ _4
10 = 1 2 × 5 + 2 10 = 1 10 + 2 10 = 3 10 = 3 5 You need to make sure
that the fraction part of a mixed number has the same denominator
before you add. Also remember to simplify the mixed number or
fraction as you did in the last step.

You can only add and subtract fractions if the denominators are the same, as
shown in the examples above. You do this by finding an equivalent fraction
of each fraction with the LCD. For example:
3
_ 4
_
5 and 7 do not have the same denominators, so you first have to find the
LCD, which is 35.
∴ _35 = __
21 4
_ 20
__
35 and 7 = 35 .
You will now be able to add these fractions because they have the same
denominators.
21 20 41
∴ __ __ __
35 + 35 = 35 .

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 Example
Calculate:
1. _58 – _13 2. 11
__
10 + _16 3. 2_13 – _12
Answers
1. The LCD for 8 and 3 is 24.
5 _
_ 1 5 × 3 ____
____ 1×8 15 __
__ 8 7
__
8 – 3 = 8 × 3 – 3 × 8 = 24 – 24 = 24

2. The LCD for 10 and 6 is 30.

11
__ 1
_ 11 × 3
____ 1×5
____ 33
__ 5
__ 38
__ 19
__
10 + 6 = 10 × 3 + 6 × 5 = 30 + 30 = 30 = 15

Again remember to write your fraction in its simplest form.

3. First write you mixed number as an improper fraction.
2_13 – _12 = _73 – _12
The LCD for 3 and 2 is 6.
7 _
_ 1 ____ 1×3
7 × 2 ____ 14 _
__ 3 11
__
3 – 2 = 3×2 – 2×3 = 6 – 6 = 6

EXERCISE 6.4

1. Calculate and leave your answer in its simplest form.

3
a) 1
_
2 + _14 b) _
4 – _38 c) 9
__
10
99
+ ___
100 d) 3
_
5
6
+ __
15
13 5
e) 22
____
1 000
1
– ___
100 f ) __
7 – _16 g) _
8 – _37 h) 3
_
5 + _23
2. Calculate and write your answers in simplest form.
a ) 1_47 + 3__
1
21 b ) 3_17 – _12 c ) 2_59 + 1_38 d ) 5_13 – 2_34

When you solve word problems which involve fractions, it is important to

first identify which operations are required. Decide whether the question
requires you to add, subtract or compare fractions.

Example
1. Thandi sells 14 of her 30 cupcakes at the Saturday market and John
sells _23 of his cupcakes. Who sold the most cupcakes?
2. At the same market, Jill and Pandu are selling hotdogs. Jill sells _12 of
the hotdogs and Pandu _13 . What fraction of the hotdogs was left at
the end of the day?

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 Answers
1. In this question, you can write 14 out of 30 as a fraction in this way:
14
__ 7
__
30 = 15
You then need to compare the fractions in this way:
7
__ 2
_ 2×5
____ 10
__
15 < 3 = 3 × 5 = 15
Therefore, we know that John has sold the most cupcakes.
2. Jill and Pandu are selling hotdogs together, so you need to add the
fractions to find out what fraction of the hotdogs was sold.
1
_ 1
_ 3
_ 2
_ 5
_
2+3=6+6=6
Therefore _56 of all the hotdogs was sold, so we have _16 left over.

EXERCISE 6.5

1. Ann got 13 out of 25 answers correct in a Mathematics test while Vuyo

got _12 of the answers correct. Who got the better score?
2. At the local shop, Sissi spends _13 of her money on milk and two fifths _52 of
Did you know? her money on bread and a ninth _19 on a lollypop.
In South Africa we use a ) What fraction of Sissi’s money did she spend in the local shop?
a decimal currency.
b ) What fraction of Sissi’s money does she have left?
The rand is equal to
100 cents. Before 1961 3. While taking part in a bicycle race, Michael only manages to cycle _45 of the
South Africa used the way. His father manages to complete __ 9
old non-decimal 11 of the race. Who rode the farthest?

British currency. Our 4. Sipho notices that the adverts in old newspapers give the prices for
units of currency were goods as mixed numbers. The price for coffee is given as __ 1
12 of a pound
pounds, shillings and
and the price of sugar as 1_13 pounds. Calculate the total cost of the
pence. There were 12
pence in a shilling and coffee and sugar in pounds.
20 shillings in a pound.
A shilling was
1
therefore __
20 of a
pound and a pence ___ 1
240
Challenge
(penny) of a pound!
Copy this triangle and find the 1 1
_ 1
_ 1
_ 1
_ 1
_
The British now use a 2 3 4 5 6
difference between each pair
decimal currency with
of fractions. 1 1 1 1 1
100 pence in a pound. _
2
_
6
__
12
__
20
__
30
1
_ 1
_ 1
_ 1
_ 1
_
This system is much For example, 1 – = and – =
2 2 2 3 6.
1
_ 1
__ 1
__ 1
__
easier to work with. What patterns do you notice? 3 12 30 60

Turn the triangle clockwise so that 1 1

_ 1
__ 1
__
4 20 60
is at the top.
What patterns do you notice in 1
_ 1
__
5 30
the rows?
1
_
6

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 Multiplication of fractions
When multiplying two fractions, all you have to do is multiply
the numerators together and the denominators together. It
is important to write a mixed number as an improper fraction 1 3 1
of =
before multiplying the fractions together. 3 5 5

Example
Calculate:
1. _13 of _23 2. 2
_
7 of _53 3. 1
_
4 of 1_35
= _13 × _23 = _29 = _27 × _53 = __
10
21 = _14 × 1_35 = _14 × _85 = __
8 2
_
20 = 5

When we multiply a fraction by a whole number, we are calculating a

fractional part of the whole number. The answer can either be bigger or
smaller depending on the type of fraction it is multiplied by. It is important
to write the whole number as a fraction over one before multiplying, for
example 4 = _41 .

Example
Calculate:
1. _37 of 15 2. 8
_
5 of 10 3. 1_12 of 25
= _37 × __
15 45
__ 3
_
1 = 7 = 67 = _85 × __
10 80
__
1 = 5 = 16 = _32 × __
25 75
__ _1
1 = 2 = 37 2

When a whole number is multiplied by a proper fraction, the answer will be smaller than the whole
number. The answer will be greater when it is multiplied by an improper fraction.

EXERCISE 6.6

1. Calculate and simplify your answer:

3 5
a) _
4 of _12 b) 2
_
9 of _13 c) _
3 of _43
7
d) _
6 of _13 e) 1_25 of _14
2. Calculate the value of:
1
_ 4
_ 3
__
a) 2 of 20 b) 5 of 90 c) 11 of 10
9
d) _
8 of 12 e) 2_13 of 9
3. Find the value of the following products and simplify if possible:
3
a) _
7 × _12 b) 7
___
100
1
× __
10 c) 1
_
4 × 22 500
7 3
d ) 12 × __
12 e) ___
500 × 10 000

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 When you solve word problems, it is important to decide which operation
Challenge you are going to use: should you multiply, add, subtract or compare the
fractions? When you calculate a fraction of another value, you will use
Adult pigs on a pig
multiplication.
farm each need _35 kg
of food per day.
Farmer Jack has 12 Example
pigs of which 6 are 1. Lerato has _45 of her 20 crayons left in her bag. How many are missing?
sows (female pigs).
Each female pig has 2. Two of the ingredients to make pancakes are cake flour and water.
9 piglets. The piglets To make 9 pancakes, a recipe requires 240 g of cake flour and 900 ml
require only half the
of water. Felix would like to make only 3 pancakes. Can you help him
food of an adult pig
per day. The cost of 1 decide on the measurements to make only 3 pancakes?
kg of pig food per
Answers
day is R92. What does
feeding the pigs per
1. Lerato has only _45 of 20 crayons left.
day cost Farmer Jack?
20 80
So, _45 × 20 = _45 × __ __
1 = 5 = 16. There are 16 crayons of the 20 left.
Four have gone missing.
2. Felix is only making 3 of 9 pancakes. So he will only need _39 = _13 of the
ingredients. To calculate the measurements for the two ingredients,
we do the following.
1
_ 1
_ 240
___ 240
___
3 of 240 g = 3 × 1 = 3 = 80 g cake flour
1
_ 1
_ 900
___ 900
___
3 of 900 ml = 3 × 1 = 3 = 300 ml water

EXERCISE 6.7

1. Calculate
a ) _34 of 16 m b) 2
_
5 of 12 ℓ
2. After Tasneen’s birthday, half of the cake was left over. Tasneen and his four
friends are only allowed to eat _15 of the half cake. What fraction of the whole
cake will Tasneen and his friends have eaten after his birthday party?
3. A bookshop advertises that they will discount their Maths books by _83 of
the retail price.
a ) What would the sale price be of a book with retail price of R100?
b ) What would the sale price be of a book with retail price of R88?
4. Adam and Nana decide to work in shifts at the local restaurant for a total
of 6 hours. Nana works _13 of the time and Adam works _14 of the time.
a ) How many hours will Nana have to work?
b ) Calculate the time that Adam will have to spend at the restaurant.
c ) The manager pays them R120 in total for the 6 hours. How much
money did Nana earn for her fraction of work?

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 Percentages Key words
A percentage is a special fraction with a denominator always of 100. This • percentage –
means that the whole is always divided into 100 equal parts. The sign % is fraction with
44 denominator
used to denote the denominator (100). For example 44% = ___ 100 . It is useful to
note that 44% = 0,44 and that ___44 11
__ of 100
100 = 25 . A few common percentages and their
equivalent forms are shown in the following example.

Example
100 75 3 50 1
100% = ___
100 = 1 75% = ___ _
100 = 4 = 0,75 50% = ___ _
100 = 2 = 0,5
25 1 10 1 5 1
25% = ___ _
100 = 4 = 0,25 10% = ___ __
100 = 10 = 0,1 5% = ___ __
100 = 20 = 0,5

Percentages are often used to compare ratios and measurement. For example,
15 8
which achievement is better: __ __
50 or 25 ? To express these percentages we use our
knowledge of equivalent fractions to change both denominators to 100.

Example
15 8
Which score is better? __ __
50 or 25
First we convert each fraction to an equivalent form with a denominator
of 100. Did you know?
15
__ 30
___ 8
__ 32
___ The English word
50 = 100 = 30% and 25 = 100 = 32%
8 15 ‘percentage’ comes
Therefore achieving __ __
25 for a test is a better than 50 . from the Latin words
per centum which
The percentage form of a fraction can be easily calculated by multiplying translates to ‘as per
100
the fraction by 100. For example, _25 × ___
1 = 40%. hundred’. The prefix
‘cent’ often forms
words in modern
Example English and denotes
Convert the following fractions into percentages: a hundred. For
1. _35 2. __7
10
32
3. __
40 4. 12
__
30
example, century,
centimetre and
Answers centurion. Can you
1. _35 × ___
100
2. 7
__ 100
× ___ think of any other
1 = 60% 10 1 = 70%
words beginning
32
__ 100 12 100
3. 40 × ___
1 = 80% 4. __
30 × ___
1 = 40% with ‘cent’?

When calculating a percentage of a whole number, we first convert the

percentage to its fraction form and then multiply by the whole number.

Example
Calculate:
1. 20% of 80 2. 60% of 30
Answers
20 80 1 80 60 30 3 30
1. 20% × 80 = ___ __ _ __ ___ __ _ __
100 × 1 = 5 × 1 = 16 2. 60% × 30 = 100 × 1 = 5 × 1 = 18

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 EXERCISE 6.8

1. Convert the following percentages into common fractions:

a ) 80% b ) 12% c ) 55% d ) 94%
2. Convert the following fractions into percentages:
33 24 15 16
a ) ___
100 b ) __
75 c ) __
30 d) __
20

3. Which is a better achievement: winning 12 out of the last 20 soccer

matches or 22 out of 40 soccer matches?
4. Calculate:
a ) 75% of 40 b ) 30% of 90
5. John invested R1 000 and by the end of a year he earned R50 interest.
Challenge By what percentage did his investment grow?
The price of a 6. In a bag of 35 marbles 28 are blue and the rest are red. Calculate the
chocolate slab is R12. percentage of the blue marbles.
VAT on the slab is
calculated at 15%. 7. In the Grade 7 class, 16 of the 40 students are boys. What percentage of
Calculate the amount the class are girls?
of VAT if the
chocolate slab has a
price increase of 10%. We can calculate the percentage increase or decrease of a whole number in
the following way:

Example
Calculate the percentage by which the following whole numbers
increase or decrease.
1. 30 to 60 2. 40 to 32
Answers
1. There has been an increase of 30 from 30 to 60. The percentage
30
increase has therefore been: __
30 = 100%

2. There has been a decrease of 8 from 40 to 32. The percentage

8
decrease has therefore been: __
40 = 20%

EXERCISE 6.9

1. Calculate the percentage increase or decrease of the following whole

numbers:
a ) 100 to 120 b ) 50 to 38
2. Calculate the percentage if the petrol price has increased from R10 to
R11 per litre.
3. Calculate the percentage decrease if the water level in the tank has
changed from 1 200 ℓ to 900 ℓ.
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 Revision
1. Give definitions for the following terms: 11. Sam’s dad spends _12 of his salary every month
a ) Denominator b) Numerator on rent and _25 on petrol. What fraction is left
c ) Proper fraction d) Improper fraction to spend on food and other necessities
e ) Mixed number (5) for the month? (3)
2. Convert the following improper fractions into 12. Calculate:
mixed numbers: a ) _37 of 49 b) 3
_
4 of 50
a ) _94 25
b ) __7
91
c ) __
9
17
d ) __
10 (4) c ) _43 of 90 d) 5
_ of 10 (4)
2
3. Change the following mixed numbers into 13. Calculate:
improper fractions: a ) _14 × _35 b) 12
___ 10
__
100 × 24
a ) 1_13 7
b ) 2__
11 c ) 3_14 11
d ) 5___
100 (4) 1
_ 16 9
c) 4 × __
3 d) _
8 × 24 (4)
4. Simplify:
81 5 24 125 14. While baking a cake Jill notices that _56 of a
a ) __
9 b) __
45 c) ___
100 d) ____
1 000 (4)
dozen (12) eggs is rotten! How many does
5. A traditional western pack of playing cards she have to bake her cake? (3)
consists of four suits. Each suit has 13 cards.
15. Convert the following fractions into
The categories of the suits in the pack are: Hearts,
percentages:
Clubs, Spades and Diamonds. The diamonds 7 93 48
a ) __ b ) ___ c ) __ (3)
and hearts are red cards and the spades and 10 100 75

diamonds are black cards. Each suit consists of 16. Convert the following percentages into
a Jack, Queen and King which are known as the fractions and simplify if possible:
face cards. An Ace card has a value of one and the a ) 30% b ) 24% c ) 66% d ) 33% (4)
other nine cards are numbered from two to ten.
17. Calculate:
Find what fraction of the playing cards are: a ) 50% of 34 b) 12% of 150 (2)
a ) Red b) Diamonds
c ) Face cards d) Black and face cards(4) 18. What percentage of R90 is 90c? (2)

6. Complete the following equivalent fractions: 19. Jack would like to give 20% of his 45 marbles
2 □ □ 12 □ □
to his best friend Colin. How many would
a) _ = __ __ ___ __ ____
3 6 = 33 b) 100 = 25 = 1 000 he give Colin? How many would he be
1
_ 125 □ 5 □ □
c) 8 = ___ ___
□ = 512 d) _ ___ ___
4 = 132 = 100 (8) left with? (3)

7. Replace the * with the correct relationship sign 20. The sunglasses store has a discount of 25% on
<, > or =. all their sunglass. What is the sale price if the
11
a ) __
3 *3 b) _23 * _34 retail price of a pair of sunglasses is R200? (3)
3
__ 29
____ 700
____ 7
__
c) 10 * 1 000 d) 1 000 * 10 (4) 21. Determine the percentage increase or
decrease of the whole numbers:
8. Calculate:
a ) 100 to 112 b) 80 to 100
a ) _79 + _13 b ) 4
_
5 + _34 c) 2
_
3
1
+ __
10 (3)
c ) 100 to 25 d) 250 to 100 (4)
9. Calculate:
5 22. Calculate the percentage increase in the
a ) _13 – _14 b ) _
6 – _34 c) 4
__
10
33
– ___
100 (3)
price of bread from R6 to R7,50. (2)
10. Calculate:
Total marks: 80
a ) 2_12 + 3_34 b) 1_38 + 9_13
c ) 5_12 – 4_78 d) 7_17 – 1_16 (4)
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 Topic

7 Decimal fractions

Maths ideas Read and write decimal fractions

• Read and write Decimal fractions are used to measure
decimals. quantities such as distance, mass and
• Round decimal volume. A decimal fraction is similar
fractions. to a mixed number as it can have a
• Compare and whole number part and a fractional
order decimal part which are separated by a decimal
fractions. comma. The fractional part always has
• Recognise a power of ten as a denominator.
equivalent forms. The whole number part is written to the left of the decimal comma. If there
• Add and subtract is no whole number, we write a 0. The fractional part of the decimal fraction
decimal fractions. is written to the right of the decimal comma.
• Multiply and divide Let’s have a look at a decimal number and then write it as the sum of fractions.
decimal fractions.
You can see that the numbers to the right of the decimal comma show how
• Solve problems in many tenths, hundredths, thousands, and so on there are. This is called a
context involving decimal fraction.
decimal fractions. 4 1 8
32,418 = 32 + __ ___ ____
10 + 100 + 1 000

Did you know?

Example
Express the following decimal fractions as a sum of fractions. The
denominators must be a power of 10.
1. 0,304 2. 3,1415
Answers
304 3 0 4
1. 0,304 = 0 + ____ __ ___ ____
1 000 = 0 + 10 + 100 + 1 000

This is the Chinese 1 415 1 4 1 5

2. 3,1415 = 3 + _____ __ ___ ____ _____
10 000 = 3 + 10 + 100 + 1 000 + 10 000
character for the
decimal number
0,1. EXERCISE 7.1

1. Copy and complete the following conversions to decimal fractions:

1 3 24
a ) __
10 = 0, _____ b ) ___
100 = 0, _____ c ) ___
100 = _____
4
____ 304
____ 405
___
d) 1 000 = 0, _____ e) 1 000 = 0, _____ f) 100 = 4, _____
2. Write down the value of the digit in colour as a decimal fraction.
a ) 2,432 b ) 0,203 c ) 3,917 d ) 1,3211
3. Express the following decimal fractions as a sum of fractions with the
denominator as a power of 10.
a ) 0,23 b ) 1,303 c ) 4,121 d ) 2,3103

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 Rounding off decimal fractions
When rounding off decimal fractions, we look at the digit to the right of the Did you know?
decimal place we wish to round off to. If the digit has a value of 5 or more,
we increase the digit to the left of it by 1. If the digit is 5 or less, we leave the
digit to the left unchanged.

The rounded number does not have the same value as the original number, so
we use a ≈ symbol to indicate that it is an approximation of the original number.

When rounding off results in a digit that changes from a 9 to a 0 the number
This shape is called a
is carried to the next digit on the left and the 0 is shown. For example: when
decagon because it
rounding off the number 3,096 to two decimal places we write 3,096 ≈ 3,10
has ten sides. Deca-
and not 3,1. is the Greek prefix
for the number
Example ten. The decagon
is divided into 10
1. Round off these numbers to nearest whole number: equal parts and one
a ) 1,4567 b ) 33,5218 1
is shaded. __
10 can be
written as a decimal
2. Round off the following numbers to one decimal place: fraction: 0,1. Three
a ) 0,4362 b ) 12,0908 shaded parts would
3
3. Round off the following numbers to two decimal places: be __
10 or 0,3 of the
a ) 101,1233 b ) 10,9999 decagon.

Answers
1. a ) 1,4567 ≈ 1 b ) 33,5218 ≈ 34
2. a ) 0,4362 ≈ 0,4
3. a ) 101,1233 ≈ 101,12
b ) 12,0908 ≈ 12,1
b ) 10,9999 ≈ 11,00
π ≈ 3,14
EXERCISE 7.2

1. Round off the following numbers to the nearest whole number: Challenge
a ) 23,345 b ) 3,8765
Faith and her two
2. Round off the following numbers to two decimal places: friends have been
a ) 56,3456 b ) 4,5874 c ) 32,095 d ) 13,997 given R10 to buy
sweets from the
3. Round off the following numbers to three decimal places: shop. Can she divide
a ) 31,1104 b ) 0,10989 the money equally
between them?
4. First convert the following fractions into decimal fractions and then If not, which do you
round off the decimal fractions to one decimal place: think would be the
45 33 999 83 fairest way to divide
a ) ___
100
b ) ___
100
c ) _____
1 000
d ) _____
1 000 the money?

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 Compare and order decimal fractions
When comparing decimal fractions, it is much easier to do so if the number
of digits to the right of the decimal comma is the same in both decimal
fractions. We can always add 0s to the right of the decimal fraction without
changing its value. For example the number 2,367 = 2,36700

Example
Compare the following two decimal fractions by replacing the * with the
correct relationship sign <, > or = .
1. 15,7142 * 15,7098 2. 13,46 * 13,4600
3. 5,1523 * 5,152 4. 3,1204 * 3,2
Answers
1. 15,7142 > 15,7098 The whole number part of the decimal fraction is the same, but
the fraction part has 7 142 > 7 098.

2. 13,4600 = 13,4600 If you add two zeros to the first decimal fraction, it shows that the
two decimal fractions have the same value.

3. 5,1523 > 5,1520 If you add a zero to the second decimal fraction, it shows that the
fractional part of the first decimal fraction is bigger.

4. 3,1204 < 3,2000 If you add three zeros to the second decimal fraction, it shows
that the fractional part of the first decimal fraction is smaller.

For you to develop your skills when working with decimal fractions, you
should complete sequences by arranging decimal fractions in order.

Example
Arrange the following decimal fractions in ascending order:
3,31; 3,301; 0,301; 3,4; 33,013; 3,41

Answer
We first need to make sure that all the decimal numbers have the same
number of digits to the right of the decimal number. We do this by
adding zeros.
3,310; 3,301; 0,301; 3,400; 33,013; 3,410
We then look at the whole numbers and arrange these in ascending
order, not worrying about the fractional part yet.
0,301; 3,310; 3,301; 3,400; 3,410; 33,013
Then we arrange the numbers with equal whole number parts in
ascending order by looking at the fractional part of the decimal fractions
and comparing them.
0,301; 3,301; 3,310; 3,400; 3,410; 33,013

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 Example
Complete these number sequences:
1. 4,7; 4,8; 4,9; … up to 5,5
2. 2,34; 2,36; 2,38; 2,4; … up to 2,5
3. 3,4; 3,1; 2,8; 2,5; … down to 1
Answers
Use your calculator to help you to complete these sequences:
1. 4,7; 4,8; 4,9; 5; 5,1; 5,2; 5,3; 5,4; 5,5 The numbers go up in steps of 0,1
2. 2,34; 2,36; 2,38; 2,4; 2,42; 2,44; 2,46; 2,48; 2,5 The numbers go up in steps of 0,02.
3. 3,4; 3,1; 2,8; 2,5; 2,2; 1,9; 1,6; 1,3; 1 The numbers go down in steps of 0,3

EXERCISE 7.3

1. Compare the following two decimal fractions by replacing the * with the
correct relationship sign <, > or =.
a ) 4,501 * 4,5
b ) 3,101 * 3,011
c ) 4,12 * 4,1201
2. Arrange the following decimal fractions in ascending order:
7,01; 0,701; 0,71; 7,34; 7,0101; 71,01; 7,034
3. Complete the following sequences:
a ) 4,5; 5; 5,5; 6; 6,5 … up to 8
b ) 3,8; 3,6; 3,4; 3,2; … down to 2
c ) 9,5; 9,6; 9,7; … up to 10,3
d ) 3,31; 3,36; 3,41; 3,46; … up to 3,66
4. Write down three decimal numbers between 6,42 and 6,45.
5. Look at the number line and write down the decimal fractions
represented by the letters A to D.

0 A 0,05 B 0,1 C 0,15 D 0,2

Challenge
Determine the next four terms in the pattern below:
3,001; 3; 3,002; 2,999; 3,003; 2,998; 3,004; 2,997; 3,005; ___; ___; ___; ___.

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 Equivalent forms
You have already converted common fractions into decimal fractions where
the common fractions were always powers of 10.

Now you will explore how to convert basic common fractions into decimal
fractions. You will first change the fraction to an equivalent fraction with a
denominator that is a power of 10. Then you will find equivalent fractions
with denominators of 10 or 100.

Example
5
__
1. 10 = 0,5 The denominator is already a power of 10 so we need not
change to an equivalent fraction.

34
____ 034
____
2. 1 000 = 1 000 = 0,034 Again the denominator is already a power of 10 so we need
not change to an equivalent fraction.

23 ____
__ 23 × 4 ___92
3. 25 = 25 × 4 = 100 = 0,92 The denominator is changed to 100.

EXERCISE 7.4

Copy and complete:

43 9 2 □
1. ___
100 = ___ 2. __
10 = ___ 3. _
5 = __
10 = ___
1 11 □ 19 □
4. _
4 = □ = ___ 5. __
20 = ___
100 = ___ 6. __
20 = ___
100 = __

When you convert a decimal fraction into a common fraction, you must
remember to write the common fraction in its simplest form. For example,
8 4
0,8 = __ _
10 = 5 . You can now use your new knowledge to convert common
fractions to decimal fractions and percentages.
75
For example, 75% = ___ 100 = 0,75.

Challenge
EXERCISE 7.5
Convert the following
numbers into decimal Remember to check all your calculations on your calculator.
fractions:
1. Write as common fractions in their simplest form:
7
___
1. 250 a ) 0,26 b ) 0,08 c ) 0,43 d ) 0,25
43
___
2. 125 2. Write the following decimal numbers as percentages:
3. 1 234
____ a ) 0,4 b ) 0,23
1 250

4. 1
____ 3. Write the following common fractions as decimal fractions:
2 500 17 13
a ) __
50 b ) __
20

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 Addition and subtraction of decimal fractions
When adding and subtracting decimal fractions, you apply the same rules
as you do with whole numbers. It is important to remember that only digits
with the same place value can be added or subtracted from each other.
It is easier to add and subtract decimal fractions if we write the decimals
with the same place value below each other. Always make sure that you
estimate your answer first.

Example
Add: 2,301; 36,4; 111,73
Answer
First estimate the answer: 2 + 36 + 112 = 150. It will be easier to estimate
if you first round off the numbers to the nearest whole number.

Make sure to write the digits with the same place value below each other.

2,3011

+ 36,400
1

111,730
150,431

The answer is close to our estimated value of 150.

Example
Subtract 4,3 from 201,65.
Answer
First estimate the answer as done in the previous example: 202 – 4 = 198
Again make sure to write the digits with the same place value below
each other.
19
21011,65
– 4,30
1 9 7,35

EXERCISE 7.6

Always check your answers using your calculator.

1. Calculate mentally and write down the answers to the following
calculations:
a ) 0,5 + 0,4 b ) 0,01 + 0,3 c ) 0,9 – 0,3 d ) 0,49 + 0,02
e ) 0,82 – 0,03 f ) 0,1 + 0,003 g ) 0,235 – 0,035

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 2. Calculate the following. Remember to estimate your answer first:
a ) 7,123 + 12,567
b ) 65,34 – 1,286
c ) 987,543 – 32,431
3. Calculate the following and then round off your answer to two decimal
places:
a ) 32,452 + 9,543 + 0,5409
b ) 98,4311 – 88,31 + 54,1034
c ) 0,45 – 0,003 – 0,001
4. Lwandiso goes to the supermarket with R100 to buy groceries. When he
gets there, he is concerned that he will not have enough money to pay
for the groceries. The sugar price is R33,51; the soda drink is R15,99 and
the dog food is R49,15. Calculate if he will have enough money to pay
for these items.
5. The school bus has to go in for
a service every 15 000 km. The
last service the bus had was at
45 000 km. The bus odometer
is on 49 300,342 km. How far
can the bus still go before
it has to go in for another
service?
6. Jenna buys a chocolate slab for R9,50 from her local shop. When she
gets home, she sells the slab to her brother for R10,60. What profit did
she make?

Did you know?

In South Africa our currency has not
minted one, two or five cent coins since
the end of 2011. The smallest coin we
have is the 10 cent coin. This means that
when you buy goods the price has to be
rounded to the nearest 10 cents.
The supermarket will always round the
price down so as not to take more than
the price of the goods. For example, if
the total cost of goods comes to
R453,48, then the shop will only charge
you R453,40 for the goods. If the cost is
R23,05, then you will be charged R23,00

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 Multiplication and division with decimal fractions
Multiplying and dividing decimal fractions by
a power of 10

When multiplying and dividing decimal fractions by a power of ten, there

are simple rules to follow as shown in the following examples.

Example
Calculate
1. 0,45 × 10 2. 3,7 × 100 3. 2,304 × 1 000
Answers
1. 0,45 × 10 = 4,5 When multiplying by 10 the number becomes ten times larger. The decimal comma
then moves one place to the right.
2. 3,7 × 100 = 3,70 × 100 = 370 When multiplying by 100 the number becomes one hundred times larger. The decimal
comma then moves two places to the right.
3. 2,304 × 1 000 = 2 304 When multiplying by 1000 the number becomes one thousand times larger. The
decimal comma then moves three places to the right.

Can you guess what happens when we multiply a decimal fraction by 10 000?

Example
Calculate
1. 23,45 ÷ 10 2. 344,23 ÷ 100 3. 7,1 ÷ 1 000
Answers

1. 23,45 ÷ 10 = 2,345 When dividing by 10 the number becomes ten times smaller. The decimal
comma then moves one place to the left.
2. 344,23 ÷ 100 = 3,4423 When dividing by 100 the number becomes one hundred times smaller. The
decimal comma then moves two places to the left.
3. 7,1 ÷ 1 000 = 0007,1 ÷ 1 000 = 0,0071 When dividing by 1 000 the number becomes one thousand times smaller.
The decimal comma then moves three places to the left.

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 EXERCISE 7.7

Calculate:

1. 23,45 × 10 2. 9,5 × 10
3. 24,568 × 100 4. 0,223 × 100
5. 500,23 × 1 000 6. 45,3134 × 1 000
7. 23,4 ÷ 10 8. 0,4 ÷ 10
9. 144,5 ÷ 100 10. 12,334 ÷ 100
11. 3452,1 ÷ 1 000 12. 9,12 ÷ 1 000

Multiplying and dividing decimal fractions by whole

numbers
When multiplying or dividing a decimal fraction by a whole number, the
number of digits after the decimal comma in your answer will be the same
as the number of digits after the decimal comma in the decimal fraction.
You will calculate the answer by removing the decimal comma and
replacing it afterwards as shown in the examples below.
Always remember to estimate your answer first.

Example
Calculate: 1,9821 × 6
Answer
Estimate: The number 1,9821 is close to 2 so the answer should be slightly
less than 2 × 6 = 12.

There are four decimal places in the decimal fraction before we remove the
decimal comma, so there must be four decimal places in the answer.
1 9 821
5 4 1

× 6
11 8 926
11,8 926 There must be four decimal places in the answer, so we move the decimal
comma here.

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 The estimated answer is very close to our answer. This helps us validate our
answer.

Example
Calculate: 3,045 ÷ 3 1015
Answer 3 3045
– 3
Estimate: The number 3,045 is 004
close to 3, so the answer should be – 3
slightly more than 3÷3=1. 15
– 15
If there are three decimal places, 0
before we remove the decimal 1,015 There must be three decimal
comma, then there must be three places in the answer.
decimal places in the answer.

EXERCISE 7.8

First estimate your answer and then calculate. Remember also to check your
answers using your calculator.

1. 3,1 × 4 2. 0,93 × 7
3. 9,36 ÷ 3 4. 0,43 ÷ 5
5. 12,342 × 9 6. 0,231 × 24
7. 95,1412 ÷ 77 8. 0,12045 ÷ 33
9. a ) The local dairy farmer is selling his
milk at R4,56 per litre. How much
will 7 ℓ of milk cost?
b ) If the farmer increases the price
of his milk by R1,50 per litre, how
much will 30 ℓ cost?
10. The 17 cows on the farm produced
209 ℓ and 780 ml of milk this morning.
How much milk did each cow produce
today on average?

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 Multiplying decimal fractions by decimal fractions
When multiplying decimal fractions by decimal fractions, first find the
product without the decimal commas. Then count the number of digits
after the decimal comma in both numbers to find where to place the
decimal comma in the answer. The answer will have the same number of
digits after the decimal comma.

Example
Calculate:
1. 0,2 × 1,4
2. 2,34 × 0,7
Answers

1. 2 × 14 = 28 There are a total of two decimal places in the numbers being

multiplied. This means that the answer must also have two
decimal places after the decimal comma.
0,2 × 1,4 = 0,28
2. 234 × 7 = 1 638 There are a total of three decimal places in the decimal fractions
being multiplied, so this means that the answer must also have
three decimal places after the decimal comma.
1,34 × 0,7 = 1,638

Challenge EXERCISE 7.9

Look at the pattern: Remember to check your answers using your calculator.
1,1 × 1,1 = 1,21 1. 0,4 × 0,8 2. 0,5 × 0,22
11,1 × 11,1 = 123,21
3. 3,45 × 1,2 4. 12,23 × 0,9
111,1 × 111,1
= 12 343,21 5. 2,234 × 12,1 6. 3,404 × 9,321
1 111,1 × 1 111,1
= 1 234 543,21 7. A supermarket sells chicken at R21,99 per kg. A customer buys three
How many rows will it different packets with masses of 1,871 kg; 2,110 kg and 1,945 kg. What is
take to get the answer the total cost of his purchase? Round the total to two decimal places.
123 456 789 876 543,21?
8. The price of diesel per litre is R11,43. Minki’s bakkie took 40,25 ℓ. What is
the total cost of the diesel? Round the total to one decimal place.
9. Max‘s monthly electricity budget only allows him to use 250,50 kWh
(kilowatt-hours). The cost for 1 kWh is R2,20. Calculate the cost of his
electricity bill.

100 Term 2

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 Revision
1. Write down the value of the digit in colour as 11. Calculate the following:
a fraction with a denominator that is a power a ) 2,5 + 3,6
of 10. b ) 56,23 + 0,45
a ) 0,453 b ) 43,1 c ) 23,012 + 3,43
c ) 92,303 d ) 2,3214 (4) d ) 44,5 – 21,01
e ) 3,2 – 2,58
2. Express the following decimal fractions as a
f ) 32,344 + 6,43 – 9,5
sum of fractions. The denominator should be
g ) 43,2 + 0,344 + 7,69
a power of 10.
h ) 0,78 – 0,003 – 0,4 (8)
a ) 0,32 b ) 3,003
c ) 13,134 d ) 5,2303 (4) 12. How many times does 0,002 go into 0,008? (2)
3. Round off the following numbers to the nearest 13. How many times does 0,0025 go into 0,04? (2)
whole number:
14. Ludwe goes to the shop to buy a packet of
a ) 12,3 b ) 2,593 (2)
chips and a bottle of cooldrink. The packet
4. Round off the following numbers to two of chips costs R7,89 and the cooldrink costs
decimal places: R11,22. How much change will Ludwe get
a ) 32,369 b ) 99,004 (2) from R30? (3)
5. Round off the following numbers to three 15. Calculate:
decimal places: a ) 23,2 × 10 b ) 934,943 × 100
a ) 41,1144 b ) 0,22978 (2) c ) 43,1256 × 1 000 d ) 2,34 × 1 000
e ) 39,43 ÷ 100 f ) 0,54 ÷ 10
6. Compare the following two decimal fractions
g ) 2 321,1 ÷ 1 000 h ) 2,4 × 5
by replacing the * with the correct relationship
i ) 0,54 × 3 j ) 0,55 ÷ 5
sign <, > or =.
k ) 92,4 ÷ 3 l ) 79,893 ÷ 33 (12)
a ) 2,4501 * 2,45 b ) 0,301 * 0,3001
c ) 3,5 * 3,450 d ) 9,780 * 9,7801 (4) 16. Calculate:
a ) 0,3 × 0,7 b ) 1,35 × 2,4
7. Complete the following sequences:
c ) 12,23 × 0,2 d ) 0,02 × 1,2 (4)
a ) 2; 2,2; 2,4; … up to 4
b ) 4; 3,95; 3,90; 3,85; … down to 3,6 (4) 17. For each metre of cloth Susan pays R4,56.
She will need 3 metres of cloth to make
8. Write down four decimal numbers between
a new dress. What will the cost of the
1 and 1,2. (2)
material be? (2)
9. Write as a common fraction.
18. A 9 metre length of hosepipe has to be
a ) 0,3 b ) 0,44
divided into 4 equal parts. Calculate
c ) 0,125 d ) 2,4 (4)
the length of each piece. (2)
10. Convert the following common fractions to
19. A litre of petrol will cost John R11,89.
decimal fractions:
17 3 For each 100 km that John travels in
a ) __ b ) __
25 10 his car, he needs 5,8 ℓ of petrol. What
25
____ 34
___
c ) 1 000 d ) 100 (4) will be the petrol cost if he travels to
visit his father who lives 400 km away? (3)
Total marks: 70

Revision 101

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 Formal Assessment Exemplar: Test
1. Calculate:
a ) _16 of 24 (1)
3
_
b) 4 of 88 (1)
2. What fraction of 42 is 6? (1)
3. What is _14 of 112? (1)
4. What fraction of 3 hours is 30 minutes? (1)
5. Bongile shares three apples among 5 children. Calculate the fraction
of an apple that each child gets. (2)
6. What fraction of the buttons is white? (1)

7. Calculate and write your answers in simplest form:

a ) 3_34 + 2_12 – 3,15 (1)
6
_ 10
b) 5 × __
12 (1)
4
_ 44
c) 5 ÷ __
50 (1)
8. Write the shaded area of each circle below as a decimal fraction
of the circle: (3)
a) b) c)

9. Arrange these numbers in descending order:

5,05; 50,55; 0,005; 0,505; 550; 0,055 (1)
10. In a 100 m swimming race, these times were recorded: 58,63 seconds,
59,08 seconds and 57,97 seconds. Write these times in ascending order. (1)
11. Calculate and round to three decimal places:
a ) 63,1873 + 74,0208 – 59,8975 (2)
b ) 0,0351679 × 1 000 (2)
c ) 89 432,06 ÷ 100 (2)

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 12. Calculate the percentage increase if the price of a R30 train ticket
is increased to R42. (2)
13. a ) Write 0,025 in fraction form. (1)
5,1 1,7
b ) Calculate the missing number: _____ __
30 000 = □ (1)
14. Round 65,3549 to the nearest hundredth. (1)
15. I need to make three new shirts and use 1,3 m of material for each
shirt. There are only 3,5 m of the material left on the roll. Calculate
how much more material I need? (2)
16. Replace □ with the correct number in these number sentences:
a ) □ – 87,92 + 247,35 = 657,092 (2)
b ) 3 476,34 + □ + 1 398,721 = 8 909,068 (2)
17. A 15% discount is offered on a machine that is a demonstration
model. If the normal selling price is R10 540, calculate the cost
of the machine after the discount has been taken off. (2)
18. I start with a number, subtract 1 258 037,05 and get an answer of
367 456,79. Find the number I started with. (2)
19. Use the given rule to calculate the value of b for each value of a:
a b
0

4 a×5+2

12 (3)
20. If the rule for finding y in the table below is y = 2x + 4, find y for the
given x-values:
x 0 10 75
y (3)
21. Complete the following number sentences:
a ) 3 × □ = 63 (1)
b ) 4 + □2 = 8 (1)
c ) 1_12 + 4_12 = □ (1)
d ) □ ÷ 100 = 0,03025 (1)
22. If m = 15n – 2, determine the value of m if:
a) n=4 (1)
b ) n = _13 (1)
c ) n = 0,2 (1)
Total marks: 50

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 Topic

8 Functions and relationships

Maths ideas Number sentences and variables

• Functions and By using a description or a rule, you will be able to describe relationships
relationships using between numbers. A number sentence is a useful way to write a rule and
whole numbers, solve problems.
common fractions
and decimal
numbers.
Recognition of variables and constants
A constant is something that never changes, for example the number of
• Using input and sides in a triangle. A variable is something that can change in value, for
rules to determine
output values.
example, the daily temperature.

• Number sentences
and verbal EXERCISE 8.1
descriptions.
• Flow diagrams, 1. Are the following examples of variables or constants?
tables and a ) The number of hours in a day.
formulae. b ) The number of hours of daylight in a day.
c ) The number of sides in pentagon.
Key words d ) The perimeter of pentagons.

• variable – is 2. What information do you need to answer the following questions?

something that a ) How much does it cost to make a telephone call?
can change in b ) What is the area of a rectangle?
value c ) How tall is a tree?
• constant – a d ) How much would you pay to make 5 phone calls?
number or
quantity that does
not change We can use blocks to represent numbers to help us solve problems.
• number sentence
– an equation in
Mathematics where
Example
we use a □ in the Complete the following number sentences:
place of a number, a ) 3 × □ = 15 ; therefore the □ = 5
for example: 12 + □ b ) □ ÷ 4 +1 =13 ; therefore the □ = 48
= 36

EXERCISE 8.2

Find the correct value to replace the □ in these number sentences:

1. 1 172 – □ = 271 2. □ × 3 = 396 3. 42 ÷ □ + 3 = 9
4. 8 × □ = 4 5. 13,8 + □ = 28 6. 15 = 2 × □ + 1
2
7. _
3 ×□=1 8. 1_12 + □ = 4 9. □2 = 49

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 Substitution of variables in equations Key words
In algebra we use letters to represent numbers to help us solve problems. We
• expression – a list
call the letters variables because they can represent any unknown number.
of terms separated
by +, – , × or ÷
Example signs
Determine the value of x in the following:
a ) 6 + x = 9 therefore x = 3 because 6 + 3 = 9
b) x – 4 = 8 therefore x = 12 because 12 – 4 = 8

In algebra, we write 3 × x as 3x or 5 × n = 5n, and so on.

EXERCISE 8.3

Determine the value of x if:

1. 5 + x = 33 2. x + 1 345 = 2 698
3. x – 1 457 = 26 4. 46,14 – x = 23,03
5. 2x = 10 135 6. 5x = 212,5

Example
In the expression p = n + 3, both p and n are variables. We can only find
the value of one variable if we know what the value of the other variable
is. This means we can find the value of p if we substitute the n with a
number. For example, if p = n + 3, we can determine p if n is substituted
by numbers as is in:
a ) If n = 1, then p = 1 + 3, therefore p = 4
b) If n = 7, then p = 7 + 3, therefore p = 10

EXERCISE 8.4

1. If y = x + 6, determine the value of y, if x = 3

2. If y = x – 4, determine the value of y, if x = 9
3. If y = x + 10,5, determine the value of y, if x = 3,5
4. If m = n + 6, determine the value of m, if n = 6
5. If p = n – 6, determine the value of p, if n = 18

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 Key words Flow diagrams
• flow diagram – a You can use flow diagrams to illustrate an algebraic expression or to find
mathematical the unknown variable of the equation. A flow diagram has an input value, a
diagram using an processing block and an output value. It can simply be described as follows:
input and a rule
to determine an
output
• input, rule and
output – the
number that you We can think of an expression as a machine where a value is put in at one
put in or start off end, processed in the machine and then a different value comes out the
with (input), using other end.
a rule to get to the
answer (output) This is how a flow diagram works:

2 14 1 3,5

4 + 12 16 10 3,5 35

6 18 100 350

inputs rule outputs inputs rule outputs

In the input and output flow diagram or function machine, there is also a
consistent operation or processing or, in mathematical terms, a rule that
uses the input number on the left to generate the output on the right.

EXERCISE 8.5

Fill in the missing output values in the flow diagrams below:

1. 2 8 2. 12

4 +6 14 ÷2

6 16

3. 12 4. 12
× 10,5 1
14 14 +2
2

16 16

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 Tables
Tables can also describe the relationship between numbers.

Example
Tables are used for people to sit at, as in the following illustration:

This seating arrangement at the table, can be represented as follows:

No of tables 1 2 3 8 23
No of people 4 6 8 18 48

If y = x + 2 the table would represent it as follows:

x 1 2 3 8 23
y 3 4 5 10 25
We used the rule y = x + 2. We added 2 to the
top number to get the bottom number.
If y = 3x the table would represent it as follows:
x 1 2 3 10 30
y 3 6 9 30 90
We used the rule y = 3x. We multiplied the
top number by 3 to get the bottom number.

EXERCISE 8.6

1. If y = x + 7, complete the following table:

x 1 2 3 16 83
y

2. If y = x – 17, complete the following table:

x 65 55 45 35 25
y

3. If y = 8x, complete the following table:

x 1 2 3 10 27
y

4. If y = _14 x, complete the following table:

x 100 80 60 10 1
y

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 5. If y = x + 8,5 complete the following table:
Challenge
x 2,5 3 3,5 4 4,5
Thandi builds houses y
with matches. For
example, with nine 6. If y = x2 complete the following table:
matches she can
build a house with x 1 2 3 4 5
two storeys. How y
many matches does
she need to build a
house with ten
storeys? Demonstrate
your reasoning with EXERCISE 8.7
both a table and a
flow diagram. Can Use the following sketches to complete the tables that follow:
you find the rule to 1.
this problem?

Term(pattern) 1 2 3 4 5 10
No of matches used
2.

Term(pattern) 1 2 3 4 5 10
No of matches used
3.

Term(pattern) 1 2 3 4 5 10
No of matches used
4.

Term(pattern) 1 2 3 4 5 10
No of matches used

108 Term 2

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 Revision
1. State if the following are examples of constants or variables.
a ) The number of days in the month of May. (1)
b ) The number of days in the month of February. (1)
c ) The temperature on the 21 of June. (1)
d ) The number of sides of a nonagon. (1)
2. Complete the following number sentences:
a ) 123 + □ = 1 095 (1)
b ) 5 × □ = 360 (1)
c ) □ ÷ 4 = 109 (1)
d ) 842 – □ – 76 = 333 (1)
e ) 0,6 × □ = 1,44 (1)
f ) □ = (4 – 2) × 5 (1)
3. Determine the value of x in the following:
a ) x + 14,3 = 19,6 (1)
b ) 5,3 – x = 2,1 (1)
c ) 3x = 3 (1)
d ) 4x = 1 (1)
e ) _5x = 4 (1)
4. Determine the value of y in the following if:
a ) y = x + 3 and x = 2 (1)
b ) y = 3x – 4 and x = 3 (1)
c ) y = _12 x and x = 2 (1)
d ) y = 0,3x + 6 and x = 4 (1)
e ) y = 3,4x + 3 and x = 0,2 (1)
5 Complete the following flow diagrams:
a ) 1,3 b) 1
2,3 2
+ 4,6 × 4,6 + 3
3,3 3
10,3 10
(4)
6. Use the given equation to complete the following tables:
a) y=x+7 (3)
x 0 1 2 3 4 10
y
b ) y = 2x + 2 (3)
x 0 1 2 3 4 10
y

Total marks: 30

Revision 109

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 Formal Assessment Exemplar: Investigation

Sense and nonsense about percentages

Work in pairs.
4
Part 1 True or false?
1 Discuss these statements about percentages
think
with your partner. Say whether you
each statement is true or false.
Write down your answers.

Part 3
Possible or not?
5
A teacher has 40 learners in her class. She
chooses 1% of them to clean her board.
Is this possible?
Explain your answer. (4)

6
A mother has R100 to share equally
Part 2 amongst her 7 children. She gives eac
h
e?
Expand your knowledge of percentages child 15% of the money. Is this possibl
(4)
2 Explain your answer.
What is 50% of 50% of 50%?
7
Write your answer as: In a community, there are more chi
ldren
than there are adults. There are mo
re
boys than there are girls. 25% of the
community are boys. Is this possible?
Explain your answer.
(4)

8
3 Peter made 250% profit on the sale
of his bicycle. Is this possible? Explain
(4)
your answer.

110 Term 2

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 Part 4 Think out of the box! 12
A shop sold 20% of its stock on Monday,
20% of the remainder on Tuesday and
In this part of this investigation, you must
20% of the remainder on Wednesday. On
think ‘out of the box’. This means that you
Thursday, they had more than 50% of the
must look for possible solutions for seemingly
original stock left. Explain how this
impossible situations. Think in practical terms
is possible. (4)
as well as in mathematical terms.
9 home
A school bus is transporting athletes Part 5 Looking back...
letes,
from an athletics meeting. Of these ath
t in the
15% took part in hurdles, 20% took par 13
Discuss the statements below about
relay
long-jump event, 35% took part in the percentages with your partner. For eac
h
25% took
races, 30% ran the 100-m sprint and statement, say whether you think it is true
part in the high-jump event. or false. In each case give a reason for
your
(3)
Explain how this is possible. answer. If necessary, give examples to
al to
support your answers. (This is identic
marks
question 1, but you will be awarded
for your answers now.)

10
On Monday, Anna read
25% of her book.
On Tuesday, she read 30
% of her book. On
Wednesday, she read 25
% of her book. On
Thursday, she read 25%
of her book. She
still has 10% of her book
left to read.
This is actually possible.
Explain why. (4)

14
Compare your answers to questions
1
and 13. Write a few sentences about
what
11 you have learnt about percentages
Farouk scored 110% in his last mathematics in this
investigation.
test. Explain how this is possible. Give an (4)
example of actual mark allocations that
will prove your answer. (4) Total marks: 60

Formal Assessment Exemplar: Investigation 111

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 Topic

9 Area and perimeter of 2D shapes

Maths ideas Perimeters of polygons

• Calculate the The perimeter of any polygon is the distance around its outside. Perimeter
perimeter of is a length that you can measure in millimetres (mm), centimetres (cm),
regular and metres (m) or kilometres (km).
irregular polygons.
• Calculate the area
of polygons like Remember: 1 km = 1 000 m
squares, rectangles 1 m = 100 cm
and triangles.
1 cm = 10 mm
• Solve problems
involving
perimeter and area A two-dimensional (2D) shape is flat with only a length and a breadth. A
of polygons. regular polygon is a 2D shape where all the sides have the same length
• Use and convert and all the angles are the same. A polygon that is not regular is called an
between irregular polygon. To find the perimeter of a polygon, you must calculate
appropriate SI the total length of all the sides, or the sum of the lengths of the sides.
units.
In the diagram below, you will see how the perimeters of the irregular
polygons can be calculated.
Key words
• perimeter – the a
total length of the a b
a a b
sides of a polygon b
e c
• two-dimensional b f
(2D) – a flat shape c
d c c d
with only length d e
and breadth
• regular polygon Scalene Irregular Irregular Irregular
– an equiangular triangle quadrilateral pentagon hexagon
and equilateral a+b+c a+b+c+d a+b+c+d+e a+b+c+d+e+f
polygon
• irregular polygon The regular polygons below are marked in a special way to show that they
– a polygon where are regular. We draw a line on each of the equal sides.
all the sides are not
the same length
or where all the
angles are not the
same size

The word ‘polygon’ comes from the Greek polus which means ‘many’. Read
the list on page 113 and you will see how some polygons got their names.

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 Names of polygons Sides
Triangle tri: Latin for ‘three’ 3
Quadrilateral quadr: Latin for ‘four’ 4
Pentagon penta: Greek for ‘five’ 5
Hexagon hexa: Greek for ‘six’ 6
Heptagon hepta: Greek for ‘seven’ 7
Octagon octa: Greek and Latin for ‘eight’ 8

Before you can find the perimeter of any shape, you need to convert all the
lengths to the same unit of measure.

Example
You can find the perimeter of an irregular polygon by adding the lengths
3 cm
of all the sides.
4 cm
5 cm
When calculating measurements, first check that all your measurements
have the same units and then leave out all the units in the calculations.
Write the correct units in the answer.
7 cm
1. A hexagon has sides with lengths 4 cm, 5 cm, 7 cm, 2 cm, 8 cm and 8 cm
3 cm. What is its perimeter?
Answer 2 cm

The perimeter of the hexagon in centimetres is 4 + 5 + 7 + 2 + 8 + 3 = 29 cm. 160 cm

3,4 m
2. What is the perimeter of the polygon in the diagram on the right?
0,0039 km
3,3 m
Answer
160 cm
The perimeter of the polygon in centimetres is: 160 + 390 + 160 + 270 + 4 200 mm
340 + 420 + 330 +340 = 2 410 cm.
2,7 m
3. If the perimeter of a square is 32 cm, what is the length of each side?
3 400 mm
Answer
4s = 32, so 4 × □ = 32
The length of each side is 8 cm.

4. Convert 34 578 mm to metres. First divide by 10 to convert the mm to

cm and then divide by 100 to convert
Answer the cm to m.
34 578 mm = 3 457,8 cm = 34,578 m.

5. Convert 1 432 cm to km.

Answer
1 432 cm = 14,32 m = 0,01432 km

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 Key words When calculating the perimeter of regular polygons, we often use a formula
which is an equation containing symbols and numbers to do a specific
• formula – an calculation. For example, a square has four sides that are all equal in length. If you
equation need to find the perimeter of the square, you can multiply the length (s or l) of
containing
one side by four. The formula for the perimeter of a square is:
symbols and
numbers to do a
specific calculation,
P = 4s, or P = 4l.
such as: A = l × b
A rectangle has two opposite sides equal. To find the perimeter you add
the length (l) and breadth (b) and then multiply it by two. The formula for
finding the perimeter of a rectangle is:

P = 2l + 2b or 2(l + b).

To determine the perimeter of any triangle, add the lengths of the three sides
and make sure that you are working in the same unit of measurement.

A D

c b
5 cm

B
a E F
C

Look at the scalene △ABC above. The perimeter is a + b + c. Triangle DEF is

an equilateral triangle and is therefore a regular polygon. The perimeter of
△DEF in cm is 3 × 5 = 15. An equilateral triangle is a polygon with the least
number of sides.

Example
1. One side of a square measures 10 cm. What is the perimeter of the
square?
Answer
P = 4l = 10 × 4 = 40 cm.
10 cm
2. A rectangle has a length of 15 cm and a breadth (or width) of 8 cm.
What is the perimeter?

8 cm
Answer
Perimeter of rectangle = 2l + 2b = (2 × 15) + (2 × 8) = 30 + 16 = 46 cm
or:
15 cm
Perimeter of a rectangle
= 2(l + b) = 2(15 + 8) = 2 × 23 = 46 cm.

114 Term 2

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 EXERCISE 9.1

1. Convert these measurements to metres:

a ) 637 mm b ) 0,056 km c) 350,7 cm
2. Convert these measurements to centimetres:
a ) 0,975 km b ) 54,2 m c) 22,8 mm
3. Name the polygons according to the number of sides.

4. Calculate the perimeters of the polygons in centimetres (the drawings

are not to scale): Challenge

a) b) 29,1 cm
25,3 cm
3,4 cm
3,2 cm 285 mm

28 mm 0,3 m

4,3 cm
0,365 m

37 mm 286 mm

32,6 cm
This postage stamp
of Luxembourg
5. The perimeter of an equilateral triangle is 60 cm. What is the length of shows a western
one side? honey bee on the
cell. A honeycomb is
a mass of hexagonal
Did you know? wax cells built by
Your outstretched hand is honey bees in their
nests to contain their
approximately 20 cm wide.
larvae and stores of
Your little finger is about honey and pollen.
1 cm wide. Challenge: find at
The distance from your least two possible
explanations for the
nose to the tip of your honeycomb being
outstretched hand is composed of
approximately 1 m. hexagons, rather
than any other shape.

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 6. Copy and complete this table.

Quadrilateral Measurements Perimeter

a) Square Side = 40 mm ________ mm
b) Rectangle Length = 50 mm ________ mm
Width = 30 mm
c) Rectangle Length = 40 mm 120 mm
Width = ________ mm
d) Square Side = ________ cm 400 mm
e) Square Side = 2,35 m ________ cm
f) Rectangle Length = ________ cm 66 cm
Width = 120 mm
g) Square Side = ________ cm 4,26 m
h) Rectangle Length = 6,5 m ________ cm
Width = 3 250 mm
i) Rectangle Length = ________ cm 1m
Width = 230 mm
j) Square Side = 13,25 m ________ cm

7. Kirsten and Anton run laps around the school playground. The
Kirsten and Anton run laps playground is rectangular and measures 131,5 m long and 55,7 m wide.
around the field. Calculate how many laps it will take to run a total of 1 km.
8. Find the perimeter of a regular pentagon with each side measuring
6,5 m.
9. The perimeter of a regular hexagon is 108 m. Find the length of one
side.
10. The perimeter of a parallelogram is 624 m. One of the long sides is
21 200 cm. Calculate the lengths of all the other sides.
11. A rectangular piece of land is 100 m long and 7 000 cm wide.
a ) If you run around the piece of land once, calculate how far you
would run.
b ) If you run around the piece of land five times, calculate how far
you would run.
c ) Calculate how many times you must run around the piece of land if
you want to run 3,4 km in total.

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 Areas of polygons Key words
In geometry, the term area refers to the amount of space that a flat surface • area – the amount
or shape covers. Area is measured in the same units that you use to measure of space that a flat
length, but it is expressed in units squared. surface or shape
covers
These are the metric units of area.

These are the metric units of area.

• 1 square millimetre (mm2) is the 1 cm
area enclosed by a square with
sides that are 1 mm long. 1 cm
• 1 square centimetre (cm ) is the • 1 square kilometre (km2) is the area
2

area enclosed by a square with enclosed by a square with sides

sides that are 1 cm long. that are 1 km long.
• 1 square metre (m ) is the area
2
• 1 hectare (ha) is the area enclosed
enclosed by a square with sides by a square with sides that are
that are 1 m long. 100 m long.

Example
In rectangle ABCD, side AB has length 6 centimetres (cm) and side A B
BC has length 4 centimetres.

We tile the rectangle with 24 squares, each with dimensions 1 cm

x 1 cm. That gives us 24 squares each with area 1 cm2. The area of
the rectangle is then 24 cm2. This example illustrates that the area
of the rectangle equals the length times the breadth (width). The
D C
formula for finding the area of a rectangle = l × b square units.

The area of the rectangle on the right is l × b square

units, and the area of the square on the right is
l × l = l2 square units. b l
In the rectangle ABCD below, the diagonal AC forms
two triangles, △ABC and ∆CDA. l l
The side AB is the base of △ABC and the side BC is the Rectangle Square
height of △ABC. D C

The area of the rectangle = b × h.

So, the area of each triangle = _12 the area of the rectangle. h
The formula for finding the area of a triangle = _12 base times height or:
1
_ 1
_
2 × b × h = 2 (b × h). A B
b

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 Example
1.

4 cm
9 cm

Calculate the area of the triangle if the base is 9 cm and the height
is 4 cm.
Answer
1
_
2b × h
= _12 × 9 × 4
= 4,5 × 4
= 18 cm2
2. The height h of ∆ABC is equal to 8 cm and the area is equal to
56 cm2. Calculate the length of the base b of the triangle.
Answer
You know that the area of △ABC = _12 × base × height.
Therefore, 56 = _12 × b × 8
= _12 × 8 × b
= 4 × b.
Then, b = 56 ÷ 4 = 14
The length of the base of the triangle is equal to 14 cm.
3. If the area of a rectangle is 200 cm2, and its length is 50 cm, what is
its width?
Answer
50 × w = 200. Then, w = 200 ÷ 50 = 4. The width is 4 cm.
4. Find the perimeter of a square if its area is 256 cm2.
Answer
If the dimensions of the square are l × l, then l2 = 256. By inspection,
l = 16. The perimeter of the square is then 4 × 16 = 64 cm.
A B
5. Calculate the area of the shaded
part in the diagram, if ABCD is
a rectangle, and AB = 18,6 cm,
DC = 2TC and BC = 8 cm.
D C
T

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 Answer
Since ABCD is a rectangle, we know that AB = DC.
Then, 2TC = DC = AB
= 18,6.
Then TC = 12 × 18,6 = 9,3 cm.
_

The area of the shaded part is equal to the area of rectangle ABCD
minus the area of △TCB.
The area of the rectangle ABCD = (18,6 × 8) = 148,8 cm2.
So, the area of △TCB = _12 × b × h = _12 × 9,3 × 8 = 37,2 cm2.
The required area of the shaded part is 148,8 – 37,2 = 111,6 cm2.

EXERCISE 9.2

1. Recall that there are 10 mm in 1 cm, and that 1 cm2 covers the same area
as 100 mm2. A rectangle with area 24 cm2 has length 60 mm. Calculate
the width of the rectangle in millimetres.
2. Calculate the height of a triangle with base length 5,2 cm and area Did you know?
equal to 26,58 cm2. (Round off the answer to 2 decimal places.) People have
3. Calculate the area of each of these polygons. been solving area
problems for a very
a) b)
long time. One of the
oldest ‘textbooks’
11 mm ever found was a
clay tablet from the
Ancient Babylonian
15 mm
civilisation. It was
24 mm
made between
c) 2000 BC and 1600 BC
and has area
problems in it. Even
though the tablet is
7 cm damaged, you can
still read most of
the twenty-four
12 cm problems that are
4. Calculate the area of each these polygons. written on it.
a) b) 4
10
5 4
6

8 7

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 5. Calculate the area of the shaded region in the diagram if ABCD is a
rectangle.
A 4 8 B

3 5

8 6

D 9 3 C

6. Calculate the length of the base of a triangle if the area of the triangle is
60 cm2 and its height is 6 cm.
7. The floor area of a passage is 2,4 m2. The floor has to be tiled with square
tiles of which the length of the sides is 200 mm. How many tiles do you
need to cover the floor?
8. Calculate the area of a square with sides equal to 11,7 cm. Give your
answer correct to one decimal place.
9. A 360 mm length of wire is bent into the shape of a square.
a ) What is the length of the side of the square?
b ) What is the area of the square enclosed by the wire?
c ) The same wire is now bent into the shape of a rectangle. The
shorter side is 70 mm. What is the area of the rectangle enclosed by
the wire?
10. Calculate the areas of these polygons.
a) b)

6 cm
12 mm

11 cm
12 mm
c) d)

16 mm 7 cm

5 mm 5 cm

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 e) f)

4,8 cm
6,9 cm
12,55 cm

6,9 cm

11. Calculate the breadth of a rectangle with length 140 mm and area 98 cm2.
12. Calculate the length of one side of a square with area 64 m2.
13. The prescribed floor area per learner in a classroom is 1,6 m2. How many
learners is there space for in a rectangular classroom of 8 m × 6 m?
14. Calculate (to two decimal places) the height of a triangle with base
equal to 16,8 cm and area equal to 102,48 cm2.
15. Calculate the areas of the two smallholdings in the diagrams below.
a)
600 m

300 m

800 m

b) 100 m

200,5 m

100 m

350 m

Challenge
Measure the dimensions of your classroom or one of the rooms at home in
metres. Draw a sketch of the room’s floor plan. Then find its floor area in square
metres.

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 Key words Solve problems involving area and perimeter
• composite shapes Can you see which of the polygons below make up composite shapes?
– shapes that can One way that you can use to find the area of composite shapes is to divide
be divided into them up into familiar polygons first. You can then find the area of each of
more than one of
these separate polygons and add them together to find the total area.
the basic shapes
D C F D E D C
C

h h

A B A B A B
b b b

Example
8m
6m 1. Zodwa was asked to find the area of this composite shape.
Answer
7m

She split the shape into a rectangle and a triangle. She calculated
the area of the triangle.
13 m
A = _21 × b × h
= _21 × 7 × 8
8m = _21 × 56 = 28 m2
She calculated the area of the rectangle.
7m
A=l×b
7m

= 13 × 7 = 91 m2
13 m She added the area of the two polygons together.
28 m2 + 91 m2 = 119 m2
2. Find the shaded area.
Answer 4 cm
The shaded area is equal to the difference between
the area of the large square and the area of the
Challenge small square. 6 cm
The area of the large square = 6 × 6 ←A=l 2
Describe a method
for calculating the = 36 cm 2

area of a kite. The area of the small square = 4 × 4

= 16 cm2
The difference between the area of the two squares = 36 cm2 – 16 cm2
= 20 cm2
So, the shaded area is 20 cm2.

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 EXERCISE 9.3

1. Find the shaded areas of these composite shapes.

a) 7 cm b)
21 m

2 cm
6 cm
3 cm 2m

18 m

c) 45 mm d) 5 cm

5 cm
6 cm

35 mm
8,5 cm
17 mm

15 mm

e) 20 m
50 m

75 m

6m

50 m
1,8 m
2,4 m

2. This is a diagram of the floor in a house. It will be covered

with square floor tiles that measure 20 cm by 20 cm. 1m
a ) Calculate how many tiles you need to cover the floor. 2m
b ) Each tile costs R13. Find the total cost of the tiles that
are needed. 3m

3. A rectangular mirror that measures 50 cm by 90 cm will be glued to a

backing board that measures 70 cm by 110 cm. The area around the
edge of the backing board will be covered with square mosaic tiles that
each measure 2 cm by 2 cm.
a ) Calculate the area of the backing board that needs to be tiled.
b ) Calculate how many mosaic tiles you will need.
4. A flowerbed that has parallel sides of 2 m and 3 m and a height of 1 m is 3m
cut out of a rectangular lawn that measures 9 m by 6,5 m. 2m
a ) Find the area of the flowerbed.
b ) Find the area of the lawn that is left.
1m

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 5. This diagram shows the dimensions 15 cm

of a plastic set square. Calculate the 6 cm

area of plastic in the set square.

4,5 cm
6. A rectangular room is 2,4 m high.

9 cm
The room is 4 m long and
3 m wide. The windows and doors
take up an area of 9 m2.
a ) Calculate the total wall area of the room. (Don’t include the ceiling
in your calculations.)
b ) One roll of wallpaper covers 6 m2. Calculate how many rolls of
wallpaper you need to cover the walls of the room.
7. Calculate the areas of these composite shapes. For each one, draw a
sketch to show how you divided it up.
a) 7m b)
6 mm
3m
20 mm

5 mm
13 mm

2m
5 mm

13 m 24 mm
c) d)

11 mm
12 m
7m
12 mm 10 mm
8m
25 mm
21 m

8. Calculate the area of the shaded panhandle in the diagram below.

20 m

60 m

30 m

30 m

10 m

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 Revision
1. Calculate the perimeter of a regular octagon with sides equal to 6,7 cm. (1)
2. Calculate the length of a rectangle if its area is equal to 151,38 m2 and its breadth is 8,7 m. (2)
3. The floor of a room 4,5 m by 3,75 m has to be covered with square carpet tiles with sides
equal to 750 mm. Calculate:
a ) the area of the floor in m2 (1)
b ) the area of a tile in mm2 (1)
c ) the number of tiles you will need to cover the floor (2)
d ) the cost to tile the floor at R82,50 per square metre. (2)
4. Calculate the area of the following shape (draw sketches to show how you divided it up):
(5)
5 cm

8 cm

7 cm

5. Complete the table: (4)

Shape a) Square b) Rectangle c) Regular pentagon d) Kite

Measurements Side = ___ mm Length = 26 mm Side = ___ cm Side 1 = ___ cm
Width = 1,7 cm Side 2 = 2,6 cm
Perimeter 23,6 cm ___ mm 875 mm 7,8 cm

6. The perimeter of an isosceles triangle is 450 mm. One of the equal sides measures 190 mm.
Find the length of the third, unequal side. (2)
7. Calculate the perimeter of kite ABCD where AB = 29 cm and CD = 47 cm. (2)
8. Match the terms in Column A with the definitions in Column B.

A B
(1) Polygon (a) Polygon with six sides
(2) Hexagon (b) Polygon with five sides
(3) Quadrilateral (c) Geometric shape in a plane bounded by straight lines
(4) Pentagon (d) Polygon with four sides (4)
9. Convert these measurements to centimetres:
a ) 73,1 mm b ) 0,0012 km (2)
10. Convert these measurements to cm2:
a ) 721 mm2 b ) 2,006 m2 (2)
Total marks: 30

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 Topic

10 Surface area and volume of 3D objects

Maths ideas Solids

• Describe the Geometrical objects that have three dimensions:
height
interrelationship length, width and height, are called three-
between surface dimensional (3D) solid objects or solids. An-
area and volume. length
other name for width is breadth and another width
• Solve problems name for height is depth.
involving surface
area, volume and A building brick like the one in the diagram is an example of a solid. It has
capacity. six faces which are flat and polygonal in shape.
• Use and convert
between Two faces of this solid meet at an edge. Each pair of adjoining faces meets
appropriate SI at a right angle. Where three edges meet, they form a vertex of the solid.
units.
This is an example of a rectangular solid: B
• Use equivalence face edge
between SI when
the six faces are rectangles and each
pair of adjoining faces meets at a right A C
solving problems.
angle. If vertices do not share the D
• Investigate nets of
cuboids.
same face, they are called opposite F
E G
vertices.
• In the diagram above, A and G is a H vertex
Key words pair of opposite vertices. Can you
• three- name three more pairs of opposite vertices?
dimensional • A line segment that joins two opposite vertices of a rectangular solid is
(3D) – have length, called a diagonal of the solid. How many diagonals does this rectangular
width and height solid have?
• solid – a
geometrical object
A cube is a rectangular solid with six square faces. We shall use a cube as a
having three unit of measurement for volume in this topic.
dimensions
• face – a flat surface EXERCISE 10.1
of a solid
• polygonal – in the 1. This diagram represents a cube. I
shape of a polygon a ) How many vertices and how many
M
• edge – where edges does a cube have? C
two faces of a b ) Name the vertex of the cube that is
A
polyhedron meet diagonally opposite I. B
• cube – a c ) Name the edges that are perpendicular
rectangular solid to edge AC. W
E
with six square flat
faces R

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 2. The adjoining diagram represents a Key words
rectangular solid.
a ) Copy it and then add the three hidden • polyhedron – a
edges to your drawing as dotted line solid formed by
flat faces
segments. Also draw all diagonals.
b ) The diagonals of a rectangular solid seem
to have several relationships to each
other. What are they?

Solids with curved faces

Not all solids have only flat faces. For example, the cone and the cylinder in
the diagrams below have both flat and curved faces. The sphere is a solid
with a curved face only.

sphere cylinder cone

Polyhedra
Prisms and pyramids all belong to a larger family of solids called polyhedra.
A geometric solid surrounded by flat faces and is called a polyhedron.
Polyhedra can differ from one another in their appearance and their number
of faces, edges and vertices.

Did you know?

The Giant’s Causeway in Northern Ireland is an area of about 40 000 interlocking
basalt columns, the result of an ancient volcanic eruption. Most of the columns are
hexagonal, although there are also some with four, five, seven and eight sides. The
tallest columns are about 12 metres high. The basalts were originally part of a
great volcanic plateau and were formed about 50 to 60 million years ago.

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 Key words Pyramids
A pyramid is a solid that is constructed (formed) by joining a polygonal
• pyramid – a
base and a point (which is not on the base) by triangular faces. This point
solid formed by a
polygonal base, mentioned in the definition is called the apex of the pyramid. The rest of
an apex and the faces of a pyramid are called the lateral faces.
apex
triangular flat faces
• apex – the
highest vertex in a
polyhedron
• tetrahedron – a base
pyramid with four
triangular faces
A pyramid is named according to the shape of its base. The pyramid below
• prism – a solid that is a square-based pyramid. A tetrahedron is a pyramid with four triangular
has at least one
faces.
pair of parallel flat
faces We call each
flat surface of a
We call each line
polyhedron a face.
segment formed by
Each face has the
the intersection of
shape of a polygon.
two faces an edge.

We call each point

tetrahedron or where three or more
triangular pyramid edges meet, a vertex.

Prisms
A rectangular solid is part of a large family of solids called prisms. They are
solids that have at least one pair of parallel flat faces. These are called the
‘end faces’ or the bases of the prism. The rest of the faces of the prism are
called its lateral faces and are all flat.

We name prisms according to the

shape of their parallel end faces.
Clearly, a rectangular solid (and so
also a cube) is called a rectangular
prism because of the shape of its
ends
end faces. The diagrams below
show the end faces of a rectangular ends
prism and of a triangular prism. A
rectangular prism is sometimes
called a cuboid.

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 EXERCISE 10.2 Challenge

1. Name each of these prisms. The simplest

polyhedron is a
a) b)
pyramid with four
faces; it is therefore
called a tetrahedron.
A regular tetrahedron
is one in which three
equilateral triangles
meet at each vertex.
Make your own
c) d) sketch of a regular
tetrahedron. Count
the number of
vertices (V), edges (E)
and faces (F) of the
tetrahedron.

e) f )

g) h)

D N
2. Look at the triangular prism in the diagram.
a ) Name the end faces (bases) of this prism.
b ) How many lateral faces does it have? E
I
Y
3. For prisms that have these end polygons, find: S
· the number of all its faces
· the number of edges
· the number of vertices.
a ) decagon b ) an octagon c) a heptagon
4. For prisms with these features, find how many sides an end polygon has:
a ) 30 vertices b ) 60 edges c ) 13 faces
5. What is the difference between a tetrahedron and a triangular prism?
6. Complete: We name prisms according to … .
A pyramid is named according to … .

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 Surface area, volume and capacity
Surface area
Key words The surface area of a solid is the total area of the flat faces and curved
surfaces of the solid. It is measured in terms of square SI units.
• surface area –
total area of all
faces of a solid Example
1. A rectangular prism has dimensions l,
h
w and h as indicated. The six faces are
rectangles and have areas l × h, l × h, w × w
h, w × h, l × w and l × w. The surface area S l
of this rectangular prism is then the sum of
these six areas and is given by:
S = 2 × (l × h) + 2 × (w × h) + 2 × (l × w)
= 2 × (l × h + w × h + l × w) = 2(lh + wh + lw) square units.
For a cube with side length l, the six faces
are squares, each with an area l × l = l2.
The cube then has surface area S = 6 l2
l
square units.
2. A rectangular prism with length 6 cm, l
width 3,5 cm and height 4 cm, has l
surface area
S = 2(6 × 3,5 + 3,5 × 4 + 6 × 4) = 2(21 + 14 + 24) = 118 cm2.

13 cm 3. This cube in the diagram to the left has side length 13 cm. The
surface area S of the cube equals:
13 cm S = (13 × 13) + (13 × 13) + (13 × 13) + (13 × 13) + (13 × 13) +(13 × 13)
13 cm
= 6 × 132 cm2 = 1014 cm2.
4. This figure represents a piece of cheese that is in the shape of a
3 cm 4 cm
triangular prism. Determine the minimum amount of paper needed
to wrap it up completely.

2 cm Answer: The two end faces are right triangles. The area of one end
face equals
5 cm 1
_ × base × height = _12 × 3 × 4 = _12 × 12 = 6 cm2. Keep in mind that
2
there are two end faces. The three lateral sides are rectangles. The
areas of the lateral sides are: 2 × 5 = 10, 2 × 3 = 6 and 2 × 4 = 8 cm2.
The surface area S of this piece of cheese is equal to the sum of the
areas of the two end faces plus the areas of the three lateral sides:
S = (2 × 6) + 10 + 6 + 8 = 12 + 24 = 36 cm2.
We need at least 36 cm2 of paper to wrap the cheese.

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 Volume Key words
The volume of a solid tells us how much space the solid takes up. A cube is used
• volume – tells how
as a unit of measurement for volume. We measure volume in the cubic SI units: much space a solid
cubic metres (m3), cubic centimetres (cm3) and in cubic millimetres (mm3). takes up
• A cubic metre has dimensions of 1 m by 1 m by 1 m and has a volume of
1 m × 1 m × 1 m = 1 m3
• A cubic centimetre has dimensions of 1 cm by 1 cm by 1 cm and has a
volume of 1 cm × 1 cm × 1 cm = 1 cm3
• A cubic millimetre has dimensions of 1 mm by 1 mm by 1 mm and has a
volume of 1 mm × 1 mm × 1 mm = 1 mm3
Since 1 cm = 10 mm, then 1 cm3 = 1 000 mm3, and since Cube

1 m = 100 cm, we know that 1 m3 = 1 000 000 cm3 = 106 cm3.

The volume of a cube with dimensions l × l × l is V = l3 cubic units l

We calculate the volume V of a rectangular prism (cuboid) by calculating

the number of cubes that can fit into it. Then: l
V = (the number of cubes in the length of the rectangular prism) × (the l
number of cubes in the width of the rectangular prism) × (the number
of cubes in the height of the rectangular prism)
= (length of the rectangular prism) × (width of the rectangular prism) ×
(height of the rectangular prism) height
= (base area of the rectangular prism) × (height of the rectangular prism)
= (l × w) × h
= l × w × h. length width
Volume = 4 × 3 × 5
Example = 60 cubes

1. Calculate the volume of a cuboid with length 6 m, width 3 m and

height 4 m
Answer
V = (area of the base) × height
= (6 × 3) × 4 = 18 × 4 = 72 m3

2. Calculate the volume of the container box in the diagram.

Answer
Volume of container box = base area × height
V=l×w×h
= 50 × 30 × 40 ← Substitute the 40 cm
= 60 000 cm 3
measurements.
Or V = 0,5 × 0,3 × 0,4 ← First convert to
= 0,06 m3 metres. 30 cm 50 cm

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 3. Calculate the volume of a cube if the area of one of its faces is 169 cm2.
Did you know? Answer
The largest of all In a cube: l = w = h = s
man-made
geometric solids was Area ____
of 1 face = s2 = 169 cm2 ← Calculate the length of a side.
built more than four s = √ 169 cm
thousand years ago. s = 13 cm
It is the Great Volume = base area × height 13 cm
Pyramid in Egypt.
V= s × s × s
This pyramid, one of
about eighty such = 13 × 13 × 13 ← Substitute the measurements. 13 cm
13 cm
structures built by = 2 197 cm3
the ancient
Egyptians, is 4. To calculate the volume V of any triangular prism, like the one in the
comparable in height diagram, we follow the same basic idea as for a rectangular prism,
to a forty-storey namely that
building. It was put V = area of the base of the prism × the height H of
together from more the prism
than two million h
= (_12 × b × h) × H cubic units.
stone blocks. The H
We now calculate the volume V of the piece of b
Egyptians
consistently chose cheese in, example 4 on page 130.
the square for the Then, V = the area of the base × the height of the prism.
shape of the bases of The area of the base (which is an end face) equals
their pyramids. 1
_
2 × 3 × 4 = 6 cm .
2

Then, V = area of the base of the prism × the height

H of the prism = 6 × 2 = 12 cm3.

Challenge
Take a cube with dimensions 1 cm × 1 cm × 1 cm. The volume V equals 1 cm3 and
the surface area S equals 6 × (area of the base of the cube) = 6 × (1 × 1) = 6 cm2.
Will V and S double if we double the dimensions of the cube? The answer is NO,
but you should investigate this.
Complete the table below, where in the first column we have the length of an
edge of the cube.
Length of edge of cube Volume V Surface area S
1 cm 1 cm = 1 cm
3 3 3
6 cm2 = 6 × 12 cm2
2 cm 8 cm3 = 23 cm3 24 cm2 = 6 × 22 cm2
3 cm
4 cm
5 cm
6 cm
7 cm
N cm N × N × N = N3 cm3 6 × N2 cm2
For what value of N is N3 = 6 × N2? Can you solve the equation N3 – 6 × N2 = 0?

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 Capacity Key words
The amount of space inside a solid is called its capacity. The capacity of a
• capacity – the
container tells us how much liquid or gas the container can hold. The volume
amount of space
of liquids is usually measured in millilitres (ml), litres (ℓ) or kilolitres (kl). inside a solid
Capacity can also be measured in cm3 or in m3.

One litre of a liquid exactly fills a container of dimensions 10 cm × 10 cm × 10 cm

= 1 000 cm3 (= 1 000 cc). We know that 1 000 ml = 1 litre.
Then 1 litre = 1 000 cm3 = 1 000 ml. Therefore, 1 cm3 = 1 ml.
Also, 1 kl = 1 000 ℓ = 1 000 000 cm3 = 100 cm × 100 cm × 100 cm = 1 m3.
If you put a solid shape in a container filled to the top with water, you can find
the solid’s volume by measuring the volume of water that has been displaced.

Example
1. Complete:
a ) 20 cm3 = … ml b) 15 m3 = …kl c) 100 cm3 = … ℓ
Answers: a) 20 ml b) 15 kl c) 0,1 ℓ.
2. A rectangular prism has dimensions of 4 cm long, 3 cm wide and
1,5 cm high.
a ) Calculate the volume V of the prism.
b ) How many millilitres of water will the prism hold?
c ) Calculate the surface area S of the prism.
Answers: a) V = 4 × 3 × 1,5 = 18 cm3 b) 18 ml c) 45 cm2
3. A pond has dimensions: 4,43 m long, 1,91 m wide and 612 mm deep.
a ) Estimate the capacity of the pond in cubic metres to two
decimal places.
b ) Calculate the capacity C of the pond in cubic metres.
c ) How many litres of water, to one decimal place, will fill the pond?
Answers: a) 5,18 m3 b) 5,1783156 m3 c) 5 178,3 litres
4. A rectangular container with dimensions 2 m by 3 m by 5 m is
filled with water. A cube is placed in the container so that it is fully
covered by the water. This displaces water from the container, but
2m

there is still 22 000 ℓ of water left in the container. Calculate the

volume of the cube in cm3 and m3. 3m
5m
Answer
The volume of the container = l × w × h = 2 m × 3 m × 5 m = 30 m3
1 m = 100 cm and 1 m3 = 1 000 000 cm3
So, 30 m3 = 30 000 000 cm3 = 30 000 ℓ
So, the volume of the cube = 8 000 000 cm3
= 8 m3 ← 1 m3 = 1 000 000 cm3

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 5. A container is filled with water. A rectangular prism with a square
base is placed in the container so that it is fully covered by water. By
doing this, 6 ℓ of water is displaced into another container.
a ) Calculate the volume of the prism in cm3 and m3.
b ) Find the area of the base of the prism if its height is 60 cm.
c ) Calculate the length of one of the edges of the square base.
Answers
a ) 6 ℓ = 6 000 cm3
Volume of prism = 6 000 cm3 = 0,006 m3 ← 1 m3 = 1 000 000 cm3
b ) Volume = base area × h = 6 000 cm3
Volume = base area × 60 = 6 000 cm3
Base area = 6 000 ÷ 60 = 100 cm2 ____
c ) Length of edge of square base is √100 = 10 cm

EXERCISE 10.3

1. A cuboid has a length of 3,14 cm, a width of 16,8 cm and a height of

6,9 cm. A cube has a side length of 6,9 cm.
a ) Estimate which solid has the bigger volume by rounding all the
dimensions to the nearest centimetre.
b ) Calculate which solid has the bigger volume.
2. A cubical storage container for 8 kl wine must be built out of stainless steel.
a ) Find the dimensions of the cubical container.
b ) How many square metres of stainless steel will be needed to build
the container?
3. Complete:
a ) 10 000 cm3 = … m3 b ) 15 000 ℓ = … kl
c ) 8,3 cm3 = … mm3 d ) 0,05 m3 = … cm3
4. A container is filled with water. A right rectangular prism with a square
base is placed in the container so that it is fully covered by water. By
doing this, 12 litres of water are displaced into another container.
a ) Calculate the volume of the prism in both cm3 and in m3.
b ) Calculate the area of its base if the height of the prism is 60 cm.
c ) Calculate the length of one of the edges of the square base.
5. A container with dimensions 180 cm by 270 cm by 4 m is filled with water.
A cube is placed in the container so that it is fully covered by water. By
doing this, water is displaced from the container and 15 000 ℓ of water
is left in the container. Calculate the volume of the cube in cm³ and m³.

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 Solve problems involving surface area and volume Key words
We now apply some aspects of surface area, volume and capacity to more • net – a 2D shape
practical problems. that can be folded
into a 3D shape

Example
1. The inside dimensions of a square plant container are 60 cm by 60 cm
by 60 cm.
a ) Calculate the volume of potting soil you need to fill the
container up to 6 cm from the top.
b ) Now plant a shrub from a 30 cm by 30 cm by 30 cm container
that is already filled with soil to the larger container. How much
potting soil must you add to fill the larger container up to 6 cm
from the top? Round your answer to the second decimal.
Answers
a ) 1 944 00 cm3 = 0,1944 m3.
b ) 0,1674 m3
That is 0,17 m3, if rounded up.
150 cm
2. Calculate the volume in cubic
2m
metres of sand that you can
place in this pickup truck so

100 cm
that it is level to the top.
Answer
1,5 m × 2 × 1 = 3 m3

Nets
A net is a two-dimensional shape that can be cut out and folded to form
a three-dimensional object. A cube has six square faces. Therefore the net
for a cube must be made up of six squares. However, you cannot fold every
arrangement of six squares to make a cube.

Example
Each square in the net has dimensions 4 cm by 4 cm.
Show that this net folds into a cube, and then calculate
the surface area S of the cube from the area of the net.
Also, calculate the volume V of the cube, and then also the
capasity C of the cube in ml.

Answer: S = 96 cm2; V = 64 cm3 , C = 64 ml.

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 EXERCISE 10.4

1. Every edge of the prism in the diagram has the

1m E 3 m
F same length: 2 metres.
a ) What is the shape of its end faces?
C
D b ) Calculate the area of an end face.
c ) What is the height of the prism?
d ) Calculate the volume of the prism.
3m 2m
2. A liquid container is in the form of a prism, as
shown in the diagram to the left.
H
a ) Which faces are the end faces? Explain.
B
b ) Calculate the volume of this container.
3. A rectangular prism and a net of the prism are given. Calculate the
G perimeter of the net, and also find the surface area of the prism by
1,5 m calculating the area of the net.
A
B

A C

Challenge D

The diagram shows A G 80 mm

the net of a regular
prism. Some H
measurements are D F
given. Use these B C
measurements on G E
the net to calculate 20 mm
60 mm
the surface area of F
the prism. Make a
model, cut it out and 4. The volume of both of these prisms is 27 000 cm³. For each prism,
fold the net into the
calculate the length of the edge marked x:
prism. What is the
name of the prism? a) b)
1,5 cm

5 cm

6 cm 60 cm
x cm x cm
4,3 cm

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 Revision
1. Draw an accurate net of this triangular prism: 7. Name each of these solids:
5 cm a) b) c)
2 cm
2 cm

5 cm
2 cm
(5) d) e)
2. Pearl wants to bake bread in a rectangular dish.
Which dish would be able to hold 2 ℓ of
mixture? (1 000 cm³ = 1 m³ = 1 ℓ). (5)
a) 8. Write down which 3D object
10 cm
this net will fold up to
8 cm make. (2)
25 cm
9. Look carefully at this net of a cube. Which
b) drawing shows the correct view of this net after
it has been folded into a cube? (1)
6 cm 20 cm
20 cm
c)
4 cm

25 cm
(3)
25 cm
a) b) c) d) e)
3. Convert these measurements:
a ) 60 m² to cm² b ) 4 cm³ to mm³
c ) 2 m to mm d ) 5 000 cm³ to m³ (4)
4. a ) Find the volume of a cube with edges of 3 cm. 10. A triangular prism has length 9,2 cm. An end face
b ) Find the volume of a cube with edges of 9 cm. has a base of 4,8 cm and a perpendicular height
c ) Find the ratio of the two volumes. (3) of 3,4 cm. Calculate the volume of the prism. (3)
5. A cube-shaped hole with a side length of 6 cm 11. Complete:
is cut out of a wooden block. The wooden block a ) 21 000 ℓ = ___ kl b ) 6,1 m3 = ___ ℓ
is 14 cm long, 100 mm wide and 9 cm high. c ) 452,6 m = ___ km (3)
Calculate the volume of wood that is left. (3)
12. Sketch a net for a rectangular prism with no
6 cm
m square faces. (4)
6c
13. A brick is 190 mm long, 100 mm wide and
6 cm

9 cm 70 mm high.
100 mm a ) Calculate the volume of the brick in cubic
14 cm centimetre. (1)
6. a ) Find the number of edges a square-based b ) What is the mass of a load of 600 bricks if
pyramid has. (1) the mass of one brick is 3,425 kg? (1)
b ) Find the number of faces a hexagonal Total marks: 40
pyramid has. (1)

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 Formal Assessment Exemplar: Exam Practice

1. Calculate _58 of 32 (1)

2. What fraction of 63 is 7? (1)
3. What is _23 of 84? (1)
4. In a box of 24 beads, ten are white and eight are red. The rest of
the beads are blue. Calculate the fraction of the beads that are blue. (1)
5. A farmer has 50 sheep and 20 cows. Calculate the fraction of his
animals that are cows. (1)
6. Calculate the sum of the shaded fractions:

+
(2)
7. Write these decimals as a sum of fractions that have denominators that are multiples of 10.
a ) 0,725 b ) 0,0036 (2)
8. A rectangular rug measures 1,65 m by 1,45 m. Calculate the area of the rug correct to one
decimal place. (1)
9. Calculate the percentage decrease if the price of petrol goes down from R12 per litre to R10,80
per litre. (2)
10. Use the given rule to calculate the value of b for each value of a:
a b
20

45 3a + 5

76 (3)
11. The length of a room is 4,65 m and the width is 5,25 m. Calculate the area of the floor (correct
to one decimal place). (1)
12. Find the perimeters of these figures and give your answers in centimetres:
a) b) c) d)
4,4 cm 1 027 mm 1,047 m
0,8 cm

38 mm 4,2 cm

105,6 m 1,05 m
21,9 cm 5,3 cm 47 mm
14 mm (4)
13. Find the perimeter of an equilateral triangle with each side measuring 46 mm. (1)
14. If the perimeter of a square is 212 cm, what is the length of one side? (1)

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 15. Calculate the areas of these composite shapes:
a) 7m b) 12 cm

3m
3 cm

2m
7 cm

(6)
18 cm
16. What is the surface area of this ice cube? (2)

2 cm

1,4 m
2 cm
17. Zakele measured the windows and door of a garden shed.
He found that they have a total area of 2,5 m2. He wants to
paint the outside walls of the shed.

2,2 m
a ) Calculate the total area of the walls (4)
b ) 1 litre of paint covers 8 m2. Calculate how many litres
3m
of paint Zakele will need. 2m (2)
18. a ) Find the minimum area of cardboard that you need Zakele’s shed.
to make a box 10 cm × 12 cm × 17 cm. (2)
b ) Calculate the volume of the box. (2)
19. Calculate the volume of each of these solids correct to the nearest cm3:
a) b)
10

10 mm
m

5 cm
m

30 mm

0,04 m
6 cm
6 cm 115 mm
92 mm 286 mm (4)
10 mm

20. Find the total surface area of this prism with a triangle 138 mm

cross-section. Write your answer as cm2. (2)

21. Convert 716 805 m to the nearest km. (1)
22. Arrange this set of measurements in descending order:
145 mm; 0,001 km; 54,5 cm; 0,5 m (1)
23. Calculate the area of this triangle: (2)
23 cm

8 cm

Total marks: 50

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 3 Term 3

A waterfall is part of a river system which is a A dripping tap wastes water

natural source of water

South Africa’s annual rainfall is about 460 mm Using a hosepipe to wash a car is a careless waste of
water

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 Topics 11–17

Starting off
The pictures on page 140 show two ways in which
nature gives us water and two ways in which
we waste water. The picture on page 141 shows
how water can be used sparingly to water a small
vegetable garden.

Water is one of our most precious resources. Here

are some interesting facts about water and the
human body.
• The body of the average human adult contains
about 45 ℓ of water. This is approximately 65%
of the body’s mass.
• Our bodies use water for many different
purposes, including to help us digest food and
to clear our bodies of waste products.
• Humans can go for up to five weeks without
food, but we cannot go without water for more
than five days.
1. Although 71% of Earth’s surface is covered by
water, most of it is not suitable for drinking.
Explain why this is so.
2. South Africa’s annual rainfall figure is 460
mm. This is about 53,5% of the world average.
Calculate the world’s average annual rainfall
figure. Round your answer to the nearest
millimetre.
3. A dripping tap can waste as much as half a
bath of water in one week. Calculate how much
water a dripping tap can waste in one year.
4. Write down at least three practical ways in
which you can help to save water.

Contents covered in Term 3

Topic 11: Numeric and geometric patterns; Formal Assessment Exemplar:
Assignment; Topic 12: Functions and relationships; Topic 13: Algebraic expressions;
Topic 14: Algebraic equations; Topic 15: Graphs; Topic 16: Transformation
Watering your vegetable garden with a watering geometry; Formal Assessment Exemplar: Project; Topic 17: Geometry of 3D
can helps to use water sparingly objects; Formal Assessment Exemplar: Test

141

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 Topic

11 Numeric and geometric patterns

Maths ideas Numeric patterns

• Extend number You have learnt about
patterns and numbers and their
geometric relationships. Now you
patterns. will identify, describe and
• Extend patterns extend patterns using
that neither numbers and geometric
have constant shapes and you will work
differences nor
constant ratios
with rules to define a
between the terms. pattern or to formulate
rules from a given pattern.
• Use rules to extend
patterns.
Patterns are common in everyday life. This
• Use tables to find picture shows different patterns from the
the pattern.
Ndebele culture.

Key words Recognise and extend number patterns

We can make patterns with numbers, for example, the numbers 1; 5; 9; 13…
• patterns – an
form a pattern. Each number in the pattern is called a term. The first term in
arrangement of
shapes or numbers this pattern is 1 and the second term is 5. The dots after the number 13 tell
you that the pattern continues beyond what is shown.
• rules –
explanations of To form a pattern, you may add or subtract the same number repeatedly.
how a pattern is
This is called a constant difference. In some patterns you divide or multiply
arranged
to extend the pattern and this is called a constant ratio. In the example, the
• term – a number, constant difference (number 5) is added repeatedly to extend the sequence.
or combination
of a number and
variables in a Example
numerical pattern Look at the row of consecutive numbers: 1; 6; 11; 16; … . The first term
or mathematical
in this pattern is 1 and the second term is 6. You will notice that when
expression
you subtract any two consecutive numbers, the answer is 5 every time.
The 5 would be the constant difference. This repeated arrangement of
numbers is called a number sequence.
Constant difference

+5 +5 +5 Term
1; 6; 11; 16; …
⎧
⎪
⎪
⎨
⎪
⎪
⎩

sequence
1 ; 6 ; 11 ; 16 ; …
On this number line, you can extend this number sequence, and the
numbers that follow will be 21; 26; 31; and so on.

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 Example Key words
Look at and discuss this pattern: 2; 8; 32; 128; … with your partner. • constant
Constant ratio difference – every
time we add a
×4 ×4 ×4 constant number,
Term
such as 3 to the
2; 8; 32; 128 previous term for
example, 1; 4; 7;
⎧
⎪
⎪
⎪
⎨
⎪
⎪
⎪
⎩
sequence
10; □ ; also every
2 ; 8 ; 32 ; 128 ; … time we subtract a
On this number line, you can extend this number sequence, and the constant number,
such as 4 from the
numbers that follow will be 512; 2 048; 8 192 and so on.
previous term, for
example 13; 9; 5;
1; □
EXERCISE 11.1 • constant ratio –
when we multiply
1. Write the next three terms in each of these number patterns: by a constant
a ) 1; 3; 9; 27; … b ) 99; 88; 77; 66; … number, such as
c ) 1; 5; 25; 125; … d ) 24; 20; 16; 12; … 3, for example 3;
e ) 10,2; 10,4; 10,6; … f ) 4,5; 4; 3,5; 3; … 9; 27; 81; □; also
when we divide by
g ) 0,125; 0,25; 0,375; 0,5; … h ) 6_14 ; 6_12 ; 6_34 ; 7; …
a constant number,
i ) 4; 9; 16; 25; … j ) 1; 2; 4; 7; 11; … such as 5, for
example 25; 5; 1;
2. Find the missing term in each of these number patterns: 1
5; □
_
a ) 18; 15; □; 9; 6 b ) 102; 94; 86; □; 70; 62
c ) □; 100; 91; 82; 73 d ) 2; 4; □; 16; 32 • sequence –
numbers that
e ) 3; 7; 11; 15; □ f ) 15; 16; 18; 21; □; 30
follow each other
g ) 3,5 cm; 4 cm; 4,5 cm; 5 cm; □ h ) 5,75; 5,5; 5,25; □; 4,75 in order
1 1 3
i ) □;12 2 ; 12 4 ; 12; 11 4
_ _ _ j ) 2,75 m; 2,5 m; 2,25 m; □;1,75 m
3. Write the required term in each of these patterns:
a ) In the number pattern 1; 4; 9; … find the fifth term.
b ) In the number pattern 2 000; 200; 20; … find the fourth term.
c ) In the number pattern 10_12 ; 10; 9_12 ; 9; … find the sixth term.
d ) In the number pattern 1; 2; 4; 7; … find the sixth term.
e ) In the number pattern 1; 0,9; 0,8; 0,7 … , find the seventh term. Challenge
Design your own
number patterns, then
ask your partner to
EXERCISE 11.2 find the next three
terms in the sequence.
1. What is the constant difference between the consecutive terms?
a ) 1; 3; 5; 7; … b ) 21; 18; 15; 12; …
c ) 175; 170; 165; 160; … d ) 336; 342; 348; 354; …
e ) 3,5; 4; 4,5; 5; … f ) 10,8; 10,6; 10,4; 10,2; …

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 g ) 7_12 ; 8; 8_12 ; 9; …
Challenge h ) 3, 05 mm; 3,1 mm; 3,15 mm; 3,2 mm; …
The following pattern i ) 36,125 ℓ; 36 ℓ; 35,875 ℓ; 35,750 ℓ; …
is called Pascal’s
2. What is the constant ratio between the consecutive terms?
Triangle. This famous
pattern is named a ) 2; 4; 8; 16; …
after the Frenchman b ) 125; 25; 5; 1; …
Blaise Pascal. c ) 1; 6 ; 36; 216; …
d ) 256; 128; 64; 32; …
1
e ) 2,3; 4,6; 9,2; 18,4; …
1 1
f ) 38 m; 19 m; 9,5 m; 4,75 m; …
1 2 1
g ) 5,3 cm; 10,6 cm; 21,2 cm; 42,4 cm; …
1 3 3 1
h ) 4 ℓ; 2 ℓ; 1 ℓ; _12 ℓ; _14 ℓ; …
1 4 6 4 1 i ) 1 t; 0,2 t; 0,04 t; 0,008 t; …
3. Make number patterns as described below. In each case, write down the
Can you figure out
first eight terms of your pattern. You may start with any number of your
how to continue the
triangle by filling in own choice in each case.
the next row? a ) Make a number pattern by adding the same number each time.
b ) Make a number pattern by subtracting the same number each time.
c ) Make a number pattern by multiplying the same number each time.
d ) Make a number pattern by dividing the same number each time.
e ) Make a number pattern that cannot be continued by adding or
subtracting or by multiplying or dividing by the same number
each time.

Use and write rules to form a pattern

Sometimes you can use a rule to describe a pattern. A rule states the first
term and explains the operation that you use to find the next term. You can
find a number pattern by taking the first term and following the rule.

Example
Write the first five terms if the first term is 3 and the remaining terms are
formed by repeatedly multiplying by 3.

Answer
The first five terms are 3; 9; 27; 81; 243.
The rule is to start with 3 and then multiply by 3 to extend the sequence.
3
3×3=9
9 × 3 = 27
27 × 3 = 81

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 Example
Describe a rule that you could use to get each pattern in these Did you know?
sequences.
a ) 6; 10; 14; 18; 22; …
b ) 44; 34; 24; 14; …
c ) 1; 4; 9; 16; 25; 36; 49; …
Answers
a ) The first term is 6, and then you add 4 to each term to get the next
term.
b ) Subtract 10 from the previous term to get the next term. Ripe sunflower seeds
c ) Each term is the square of its position in the sequence. For example, The numbers in the
the fifth term is 52 and the sixth term is 62. So we can say that the sequence 1; 1; 2; 3; 5; 8;
nth term is n2. 13; 21; … are called
the Fibonacci
numbers. Fibonacci
was a nickname of the
EXERCISE 11.3 medieval
mathematician
1. Write the first five terms in each number pattern using the given rules. Leonardo of Pisa. Later
a ) Start with 25 and add 2 to extend the sequence. Then determine biologists discovered
the 10th term without extending the sequence. that the number of
seeds in a sunflower’s
b ) Start with 1,5 and multiply by 3 to extend the sequence. Then
ring forms the
determine the 8th term without extending the sequence. Fibonacci number
c ) Start with 17 and add 12 to extend the sequence. Then determine pattern.
the 10th term without extending the sequence.
2. Write rules for each of these number patterns:
a ) 7; 14; 21; … b ) 1; 10; 100; …
c ) 46 ; 52; 58; … d ) 1,5; 3; 4,5; …
e ) 12; 6; 3; … f ) 500 000; 50 000; 5 000; …
g ) Create an eight-term number pattern.
3. Complete the last row of the following tables without extending the
pattern.
a ) Position in sequence 1 2 3 4 10
Term 5 7 9 11

b) Position in sequence 1 2 3 4 15
Term 2 5 8 11

c) Position in sequence 1 2 3 4
Term 4 6 8 10 24

d) Position in sequence 1 2 3 4
Term 1 4 9 16 144

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 Finding the rule of the numeric pattern
We can also find a rule to describe the relationship between the numbers by
making use of number sentences.

Example
Consider the following numeric sequence:
4; 7; 10; 13; … and then use the rule to find the 20th term in the sequence.
The steps are:
Find the constant differences, which in this case is equal to 3
You will use the 3 to multiply with the consecutive numbers in the sequence
as demonstrated below: (Remember the sequence is 4; 7; 10; 13; … )
1st term: 4 = 3(1) + 1 2nd term: 7 = 3(2) + 1
3rd term: 10 = 3(3) + 1 4th term: 13 = 3 (4) + 1
The number in the brackets corresponds to the position of the term.
Therefore the 20th term will be: 3(20) + 1 = 61.
The rule can be written as ‘3 × the position of the term + 1’

Example
Consider the following numeric sequence: 5; 7; 9; 11; … and then use
the rule to find the 20th term in the sequence:
The constant difference is 2 and this must then be multiplied as shown below.
1st term: 5 = 2(1) + 3 2nd term: 7 = 2(2) + 3
3rd term: 9 = 2(3) + 3 4th term: 11 = 2 (4) +3
The number in the brackets corresponds to the position of the term.
Therefore, the 20th term will be:
2(20) + 3 = 63
The rule can be written as ‘2 × the position of the term + 3’

EXERCISE 11.4

Provide a rule to describe the relationship between the following numbers,

by making use of number sentences.
1. 9; 14; 19; 24; … and then determine 20th term.
2. 16; 20; 24; 28; … and then determine 19th term.
3. 13; 24; 35; 46; … and then determine 11th term.
4. 3; 7; 11; 15; … and then determine 15th term.
5. 2; 6; 10; 14; … and then determine 18th term.

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 Geometric patterns
Geometric patterns are number patterns represented by diagrams. This
illustrates the formation of the number pattern. Representing the number
patterns in tables makes it easier to describe the general rule for the pattern.

Example
Study the pattern and count the number of dots in each stage.

Stage 1 Stage 2 Stage 3 Stage 4

Stage number 1 2 3 4 5 6
Number of dots 1 4 9

1. Describe what you notice.

2. Draw the fifth stage.
3. List all square numbers up to 100.
Answers
1. When you have counted the number of dots in 2.
each stage, display the information in a table.
Each stage is a square made of dots. The number
of dots equals the square of the stage number.
Stage 5
3. You will have realised that the numbers of dots in each stage are
squares. So if we continue this geometric pattern, we will find the
square numbers up to 100: 1; 4; 9; 16; 25; 36; 49; 64; 81; 100.

Did you know?

The term ‘palindromic’ is
derived from palindrome,
eve
which refers to words that
tot
remain unchanged after
eye did
reversal of their letters. For level
example, the name Anna
is palindromic. deed mum
bib dad pup
pop rotor mom

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 Challenge EXERCISE 11.5
Study the diagrams
Study the numbers: 1.
232; 6 116; 505 and 7
221 227.
These numbers are
called palindromic
numbers. They first second third
remain unchanged
when their digits are a ) Draw the fourth and the fifth designs.
written in reverse. b ) Calculate how many circles there are in the fourth design and in the
fifth design.
1. Find all c ) Copy and complete this table.
palindromic
multiples of 13 Design number 1 2 3 4 5 6
that are less than Number of circles 1 5
1 000. (You may
use a calculator.) d ) Describe how to find the twelfth design in the pattern without
using the table.
2. Can you see a
2.
pattern in these
numbers?
3 4
3 5
3. Describe the 4
5
pattern.
Here is a sequence of cubes with side lengths 3 units, 4 units, 5 units,
and so on.
a ) Find the side length of the tenth cube in the sequence.
b ) Copy and complete this table that shows the sequence formed by
the volumes of the cubes.
Side length of cube 3 4 5 6 7 8 9
Volume of cube
c ) How did you get to the seventh pattern’s answer?
3. Study the pattern of matches below and answer the questions that follow:

a) Draw the next pattern.

b) How many matches are there in the 1st pattern below?
c) How many matches are there in the 2nd pattern?
d) How many matches are there in the 3rd pattern?
e) How would you find the number of matches in the 10th pattern?
f ) Complete the following table for the situation described in the sketch:
Pattern number 1 2 3 4 5 10
Number of matches 4 7 10

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 Revision
1. Calculate the next three terms in each number sequence.
a ) 6; 14; 22, 30; …; …; … (2)
b ) 1; 2; 4; 8;16; …; …; … (2)
c ) 64; 49; 36; 25; …; …; … (2)
d ) 729; 243; 81; …; …; … (2)
e ) 1; _12 ; _14 ; _18 ; …; …; … (2)
2. Use the given rules to find the first four terms in each of these number patterns:
a ) Start with 0 and add 4 to extend the sequence. (1)
b ) Start with 512 and divide by 2 to extend the sequence. (1)
c ) Start with 13 and add _12 to extend the sequence. (1)
d ) Start with 1 and multiply by 0,5 to extend the sequence. (1)
3. Study the following sequences. Describe the rule of each in your own words and use your rule to
determine the 10th term of that sequence.
a ) 2; 4; 6; 8; … (2)
b ) 1; 4; 9; 16; … (2)
c ) 2; 4; 8; 14; 22; … (2)
4. Study these tile designs.

Pattern 1 Pattern 2 Pattern 3

Pattern 1 2 3 4 5 10
Red tiles
White tiles
a ) Draw the fourth design. (2)
b ) Complete the given table to illustrate what happens to the number of white tiles when
compared to the red tiles. (2)
c ) Write down the rule(s) you used to extend the pattern. (2)
5. Provide a rule to describe the relationship between the following numbers, by making use of
number sentences.
9; 14; 19; 24; … and determine the 20th term. (4)
Total marks: 30

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 Formal Assessment Exemplar: Assignment

Interesting ratios
A ratio is a comparison between two numbers or two quantities that are
measured in the same units.
Work with a partner to investigate some interesting and unusual ratios.

1. Explain what it means if you divide a quantity between two people

in these ratios:
a) 1:1 (2)
b) 0 : 1 (2)
c) 1:0 (2)
2. A greengrocer advertises special offers on different produce. In each
situation, compare the original price of each item to the special price
of the item in a ratio in its simplest form.
(Hint: no prices are given, so you will have to think carefully. If you
get stuck, make up your own prices and use them to help you with
your thinking process.) (8)

a c

b
s and
Choose any 3 pepper
only pay for 2

uit
5 bottles of fresh fr 3
juice for the price of

2 bags of red apples 20% discount on

a for th
e price of 1
juicy watermelons

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 3. Twins and triplets are common in Mrs Patel’s
family. If Mrs Patel divides a packet of sweets
among her six children according to age using
the ratios below, calculate how many pairs of
twins and/or sets of triplets she has. (Not all
the ratios are written in descending order of
the children’s ages.)
a ) 12 : 9 : 7 : 6 : 4 : 1 (1)
b) 5 : 3 : 5 : 2 : 2 : 3 (1)
c) 8:6:6:3:8:1 (1)
d ) 13 : 11 : 5 : 5 : 5 : 2 (1)
e) 3:9:3:9:3:9 (1)
4. You have two brothers and two sisters. Your mother plans to divide a sum of money between her
children in one of the ratios below. The ratios are written in descending order of the children’s ages.
A 5:4:3:2:1
B 12 : 9 : 8 : 4 : 3
C 9:8:6:3:1
D 6:5:4:3:2
a ) If you are the eldest child, say which ratio you would choose. Give a reason for
your answer. (3)
b ) If you are the middle child, say which ratio you would choose. Give a reason for
your answer. (3)
c ) If you are the youngest child, say which ratio you would choose. Give a reason for
your answer. (3)
d ) If each child receives a whole number of rands and no cents in each case, calculate the
minimum sum of money that your mother is dividing. Show all your calculations. (3)
5. Sally is thinking of a ratio. The simplest form of the ratio is 2 : 3. If she subtracts
1 from the first number in her ratio and adds 2 to the second number of her
ratio, the simplest form of the new ratio is 1 : 2. Find the ratio that Sally is thinking of. (4)
Total marks: 35

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 Topic

12 Functions and relationships

Maths ideas Use formulae to determine inputs and outputs

• Give general Using a formula is often the quickest way of calculating the area of a shape.
algebraic Formulae are number sentences containing symbols that are used for
descriptions of mathematical calculations.
the relationship
between terms.
• Position a term in
Example
a sequence and 1. The area for a rectangle is A = l × b where A represents the area, l
justify solutions.
represents the length and b represents the breadth.
• Give precise
descriptions of a Now let’s see how to calculate the following:
rule in words. a ) The area, if l = 7 m and b = 4 m.
• Use algebraic b ) The area, if l = 9,5 cm and b = 4 cm.
language to c ) The l if the area is 44 m2 and the b = 11 m.
describe general
rules of patterns Answers
a ) A = l × b ⇒ A = 7 m × 4 m ⇒ A = 28 m2
b ) A = l × b ⇒ A = 9,5 cm × 4 cm ⇒ A = 38 m2
Key words c ) A = l × b ⇒ l = __Ab ⇒ A = __
44
11 ⇒ l = 4 m
• perpendicular
2. The area for a
height – the line
drawn fromthe triangle is given
vertex (top) of by A = _12 bh, where Perpendicular
a figure to the the A represents height
opposite side at a the area, the b
right angle represents the
breadth and the
Breadth
h represents the
perpendicular
height.
Now let’s see how to calculate the areas of the following triangles:
a ) The area if b = 4 m and h = 7 m
b ) The area if b = 14,3 cm and h = 16 cm
Answers
a ) A = _12 × b × h ⇒ A = _12 × 4 m × 7 m ⇒ A = 14 m2
b ) A = _12 × b × h ⇒ A = _12 × 14,3 cm × 16 cm ⇒ A = 114,4 m2

2A 2A
Also note that h = __
b
and b = __
h

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 EXERCISE 12.1

1. The area for a rectangle is given by A = l × b, where the A represents

the area, l represents the length and the b represents the breadth. Now
determine the following:
a ) The area if l = 10 m and b = 8 m
b ) The area if l = 5,5 cm and b = 26 cm
c ) The area if l = 7 035,5 mm and b = 126 cm
d ) The area if l = 951 mm and l = 2 736 mm
e ) The length (l) if the area is 1 722 mm2 and the breath (b) is 14 mm
f ) The breath (b) if the area is 3 552 m2 and the length (l) is 222m
g ) The length (b) if the area is 123,64 cm2 and the l = 30,91 cm
h ) The area if l = 39 cm and b = 273 mm
i ) The area if l = 4,6 cm and b = 27 mm
j ) The area if l = 3 m and b = 73 cm.
2. The area for a triangle is given by A = _12 bh, where the A represents
the area, the b represents the breadth and the h represents the
perpendicular height. Now determine the following:
a ) The area if b = 423 mm and h = 72 mm
b ) The area if b = 142,5 cm and h = 74 cm
c ) The area if b = 9 035 mm and h = 176 mm
d ) The area if b = 142,55 m and h = 741,5 m
e ) h if the area is 1 236 cm2 and the b = 3 cm
f ) h if the area is 1,26 mm2 and the b = 0,2 mm
g ) b if the area is 0,034 m2 and the h = 2 mm
3. The following formula is given: y = 5x + 9. Determine the value of:
a ) y if x = 7. b ) y if x = 47.
c ) y if x = 0,8. d ) y if x = 3,18.
3
_
e ) y if x = 5 .
4. The following formula is given: y = 5x + 9. Determine the value of:
a ) x if y = 14. b ) x if y = 34.
c ) x if y = 9. d ) x if y = 19.
e ) x if y = 0.
5. The circumference of a circle is given by the following formula
C = 2πr and π is given as 3,14. Now determine the circumference
of the following circles:
a ) r = 123 mm b ) r = 4 231 cm
c ) r = 12,53 cm d ) r = 0,125 m
e ) r = 0,012 m

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 Use flow diagrams to determine inputs
and outputs
In Term 2 you worked with flow diagrams using an input and a rule to
determine an output as illustrated in the diagram below.

Example
1. Use a given rule to determine output values in the following flow
diagrams.
p = n × 5 would be represented by the following flow diagram:
n p p=n×5
1 5 1×5=5
2 10 2 × 5 = 10
p=n×5
3 15 2 × 5 = 15
10 50 10 × 5 = 50

We can therefore clearly see that if p = n × 5 then according to

the flow diagram:
a ) 1×5=5 b) 2×5=5 c ) 3×5=5 d ) 10 × 5 = 50
2. x y
1
1 2

2 1 1
y= 2x 1
3 12

10 5

We can therefore clearly see that if y = _12 x then according to the flow
diagram:
a ) _12 × 1 = _12 b ) _12 × 2 = 1 c ) _21 × 3 = 1_12 d ) _12 × 10 = 5

3. a b b=3×a+6
1 9 3 ×1 + 6 = 9
2 12 3 × 2 + 6 = 12
b = 3a + 6
3 15 3 × 3 + 6 = 15
10 36 3 × 10 + 6 = 36

We can therefore clearly see that if b = 3a + 6 then according to the

flow diagram:
a) 3×1+6=9 b ) 3 × 2 + 6 = 12
c ) 3 × 3 + 6 = 15 d ) 3 × 10 + 6 = 36

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 EXERCISE 12.2

1. Complete the following flow diagrams by finding corresponding output

values:
a) m n
1 1+5=6
2 2+5=
n=m+5
3 3+5=
10 10 + 5 =

b) x y
1
1 y= 4
x
2 1
y = 4 x
3

10

c) x y d) a b
1 1
2 2
y = 2,5x b = 3a 2
3 3
10 10

2. Determine the missing input and output values in the following

flow diagrams

a) x y b)
5
1
22
1
1 5 15 ×2 +2
× 2 2
42
4
7
25
2

c)
1
0,5
× 0,5 +3
0,25
0,75

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 Use tables to determine inputs and outputs
In Term 2 you also worked with tables to determine an output values using
inputs and rules as illustrated in the diagrams below.

Example
Use the rules to complete the table:
a) y=x+8 b ) p = 8t – 6

1+8=9 3 + 8 = 11 8(1) – 6 = 2 8(3) – 6 = 18

x 1 2 3 10 t 1 2 3 10
y 9 10 11 18 p 2 10 18 74

EXERCISE 12.3

Use the rules to complete the diagrams:

1. y = x – 7 2. m = 2n + 8

x 47 46 45 22 11 n 3 5 7 9 41
y m

3. y = _12 x – 4

x 36 30 24 18 12
y

4. Complete each table by evaluating the rule or the expression.

a) m m + 12 b) d d – 18
3 10
9 9
15 6
38 1

5. a ) Complete the table below by evaluating the rule:

y = 2x + 3
x 2 4 6 10
Challenge
y 7 11 21
If y = 4x + 3 and x = 2; b ) Complete the table below by evaluating the rule:
4; 6; 8; 10, draw a
b = 2a + _12
table to represent all
the values for x and y. a 1 2 3
b 2_12 4_12 6_12 12_12 22_12

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 Revision
1. If the perimeter of a rectangle is given as P = 2(l + b) where l represents the length and b represents
the breadth, determine the perimeters of the following if:
a ) l = 5 cm and b = 2 cm. (2)
b ) l = 15 m and b = 3,8 m (2)
c ) l = 12,3 cm and b = 5,7 cm (2)
1
_ 1
_
d ) l = 2 m and b = 4 m (2)
2. If the area of a circle is given as A = πr2 where π is given by 3,14 and r represents the radius,
determine the area (A) of the circles if:
a ) r = 6 cm (2)
b ) r = 1,2 cm (2)
c ) r = 0,08 cm. (2)
3. a ) If p = 3q + 3, use the following flow diagram to determine the output values for p. (5)

q p
1
2
3 p = 3q + 3
10
20

b ) If p = 4q – 3, use the following flow diagram to determine the output values for p. (5)

q p
1
2
3 p = 4q 3
10
20

4. Complete the table below by evaluating the rule.

y = 2,3x + 3
x 0 1 2 3 4 10
y 3 5,3 7,6 (6)
Total marks: 30

Revision 157

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 Topic

13 Algebraic expressions

Maths ideas Use mathematical language

• Interpret rules Mathematics is a language. To be successful at Mathematics and at any
or relationships language, you need to learn new words and understand what the words
represented in mean. Mathematical language is used in algebraic expressions. The four
symbolic form. basic operations are addition, subtraction, multiplication and division.
• Identify variables Each operation has a symbol. You can translate word problems into
and constants in mathematical language using the symbols in the table below.
formulae.
• Formulate Word Operation (Symbol) Meaning
algebraic Sum/Increase/More than Addition (+) Add
expressions.
Difference/Decrease/Less than Subtraction (–) Subtract
Product/Times/Of Multiplication (×) Multiply
Key words Quotient Division (÷) Divide
• symbol – a thing
that stands for
something else, for Example
example + is the Write these word problems in mathematical language:
symbol for add a ) The sum of 12 and 45
b ) 14 increased by 20
c ) The difference between 62 and 48
d ) 83 decreased by 22
e ) The product of 29 and 13
f ) One third of 9
g ) The quotient of 84 and 21
Answers
a ) 12 + 45 = 57 ← The sum b ) 14 + 20 = 34 ← The sum
c ) 62 – 48 = 14 ← The difference d ) 83 – 22 = 61 ← The difference
e ) 29 × 13 = 377 ← The product f ) _13 × 9 = 3 ← The product
g ) 84 ÷ 21 = 4 ← The quotient

Here are some other symbols and operations that you use in Mathematics.
Symbol Meaning Symbol Meaning
= equals ≠ not equal
< less than ≤ less than or equal to
> greater than ≥ greater than or equal to
___
( )2
squared √ 66 square root
3 ___
( )3 cubed √ 66 cube root

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 Example
Write these word problems in mathematical language.
1. The sum of the square of 4 and the square root of 9.
2. 6 is less than the square root of 49.
3. 10 is greater than the cube root of 512.
4. The square of 12 is not equal to 24.
Answers __ ___
1. 42 + √ 9 2. 6 < √49
3 ____
3. 10 > √ 512 4. 122 ≠ 24

EXERCISE 13.1

Write these word problems in mathematical language.

1. 36 is less than 41.
2. The product of 16 and 5. Did you know?
The word ‘algebra’ is
3. 66 is increased by 92.
a Latin word that
4. The quotient of 93 and 32. comes from the
Arabic word al-jabr.
5. The difference between 85 and 15. The Arab
mathematician,
6. 56 is less than the square of 10. Mohammed ibn-
Musa al-Khowarizmi,
7. The square root of 4 is greater than the cube of 1. wrote a book called
Hidab al-jabr wal-
8. Half of 100 is decreased by 28.
muqubala about 825
9. The cube root of 64 is equal to the square of 2. CE in Baghdad. CE
means Common Era
10. The square of 8 is not equal to 16. which used to be
written as AD.

Challenge
Steven delivered parcels to an office block and got
lost in the building. He started on the first floor. He
rode the elevator up six floors and then down two
floors, then up seven more floors and then down
another two floors. Determine on which floor he
ended up.

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 Use variables in algebra
In algebra, we use letters to represent numbers to help us solve problems.
Key word We call the letters ‘variables’ because they can stand for any unknown number.
• coefficient – a
number by which For example, if you know that a number will be 3 times bigger, you can use
to multiply a a letter for the unknown value to make an expression: 3 × x
variable
In an expression, the number on its own without any variable is the
constant. In the expression 5p + 3, the number 3 is the constant. The
number in front of the variable is called the coefficient. In this case, 5 is
Challenge
the coefficient of p. The coefficient together with its variable is called a
The height of the ink in term. Expressions are made up of a number of terms containing variable or
Simon’s pen is 6,55 cm. constant terms. The expression 5p + 3 has two terms, a variable term (5p)
He has measured that and a constant term (3).
for every page of
homework he does, By substituting different values for the variable, you will get different values
the ink drops by 0,075 for the expression 3 × p + 2:
cm. How many full
pages of homework If p = 1, then 3 × 1 + 2 = 5
will Simon be able to
do before the ink in his If p = 6, then 3 × 6 + 2 = 20
pen dries up?
Example
Find the values of the following expressions:
1. 3 × x – 5 if x = 3
2. 12 ÷ a + 4 if a = 6
3. m + 2 × p – q if m = 6, p = 4 and q = 2
Answers
1. If x × 3 : 3 × 3 – 5 = 4
Did you know?
2. If a = 6 : 12 ÷ 6 + 4 = 6
When the year
number can be 3. If m = 6, p = 4 and q = 2 : 6 + 2 × 4 – 2 = 12
divided by four
(except for when the
year can be divided
by 100 but not by EXERCISE 13.2
400) it is a leap year.
So, 1600 and 2000 are Find the values of the following expressions:
leap years but 2100 is 1. 4 × a + 2 if a = 3 2. b ÷ 8 – 3 if b = 24
not.
__
3. m2 – 4 if m = 5 4. 3√p + 8 if p = 27
5. x2 + y3 if x = 1 and y = 2 6. 2 × p + 5 × q if p = 2 and q = 3

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 Write terms of an expression
Expressions may consist of only one term or many terms. The parts of an
expression that are seperated by addition or subtraction signs are called Did you know?
terms. A term is either a single number or a variable. For example, 5 and Ancient civilizations
wrote out algebraic
x are terms in the expression 5 + x. A term can also be a combination of
expressions using
numbers and/or variables that involve multiplication and division. only occasional
abbreviations. But by
In the example below, the expression has two terms, 2x and 7 separated by medieval times, Islamic
a plus sign. The expression is the sum of the two terms. mathematicians were
able to talk about high
powers of the
2x + 7 unknown x, and work
out the basic algebra
of polynomials
coefficient variable constant
(without yet using
2x + 7 modern symbolism).

terms
[2x + 7]

expression

Other examples of expressions with many terms are:

x+y+z
2a – 3b + 4a2
3abc – 10a + 22x + 4y – 5bc + 2ac

When there is more than one operation in an expression, use brackets

where they are necessary:

Example
Write these phrases as expressions.
1. The difference between 25 and a number then multiplied by twice
the same number.
2. The product of three numbers less 3 times the sum of the same
three numbers.
Answers
1. (25 – x) × 2 × x 2. a × b × c – 3(a + b + c)

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 In algebra, you usually write the number before the variable in each term.
For example we write 3a or 15y and not a3 or y15.

The letters are written in alphabetical order. The terms 2abc and 2bca and
2cba are all the same but we write the term as 2abc to make simplifying
expressions easier.

Challenge EXERCISE 13.3

The fastest that an 1. In each of the following expressions identify the coefficient, variable
insect can beat its
wings is 57 000 times
and constant term.
per minute. The a ) 5p + 2 b) m+4
slowest wing beat is c ) 3 + 8x d ) 9 + 7y
0,005 times that of the
fastest wing beat. 2. Write down the constant terms in the following expressions.
Calculate the slowest a ) 4ab – 6bc + 1 – 3ac b ) 2x2 – 3x + 5
wing beat and round c) a–b+c–d–2 d ) 25 + 30d – 40f + 15e
your answer to the
nearest 100. 3. Write down the coefficient of y in the following expressions.
a ) 5x + 3y b ) 2a – 3b + 4y
c ) y – 6z d ) 13x – 12y
4. Write down the constant terms in the following expressions.
a ) Seven added to a certain variable.
b ) Twelve less than a variable.
c ) A variable is multiplied by four.
d ) Eight subtracted from a variable.
e ) Fifteen divided by a variable.
f ) A variable is increased by seven.
g ) The product of a certain variable and twenty.
h ) A variable multiplied by two and the product subtracted
from eleven.
i ) Nine is added to the square of a variable.
j ) The cube root of 64 added to two times a variable.
5. Describe the following expressions in words:
a) x+4 b) x–5
c ) 2x d ) _3x
e ) 6x – 1 f ) 2x + 7
g ) 2(x + y) h ) 3x – 4y
i ) (12 – 3x) + 8 j ) x + 3y

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 Revision
1. Write these word problems in mathematical language (without working out the answers):
a ) the difference between 69 and 43
b ) the sum of 112 and 28
c ) one third of 24 increased by 8
d ) the square root of 16 is equal to the square of 2
e ) 15 less than 99
f ) 20 more than 16. (6)
2. Find the values of the letters in the following flow diagrams:
a) 2 a b ) 12 d
8 ×3 b 15 +6 e
16 c 26 f

c) 1 22
16 +g 37
49 70
(7)
3. Write these phrases as expressions (write the unknown number as x).
a ) A number is decreased by the square of 4.
b ) The product of 6 and a number is increased by 10.
c ) A number divided by 3 is added to the square of that number.
d ) A number multiplied by 5 is subtracted from 25.
e ) Half of a number is added to one third of that number.
f ) 2 less than the product of a number and 8. (6)
4. Think of a number. Add 5. Multiply the sum by 2. Subtract 1. Write an expression using x for the
unknown. Find the value of this expression if x = 12,5. (2)
5. Copy and complete the following table:
input (x) –1 0 3 10 250
output (3x – 4) 5 (4)
6. If a = 2, b = 6 and c = 5, find the values of these expressions:
a ) 3b – a b ) 3(b – a) c ) a+b–c d ) 4b – 2c (4)
7. Write an expression to describe the relationship of the data in the tables:
a) m 5 8 12 17 b) x –1 –4 –8 –20
n 7 10 14 19 y –2 –8 –16 –40
(4)
8. What number doubled and added to 12 gives 20? (2)
Total marks: 35

Revision 163

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 Topic

14 Algebraic equations

Maths ideas Solve number sentences by inspection

• Write number To solve most problems in algebra, you must be able to make a number
sentences to sentence that is based on the information that you are given and that you
describe problem can solve.
situations.
• Analyse and In previous grades, you solved number sentences like:
interpret number 34 + 15 = □
sentences that
describe a given
∴ 49 – 15 = □
situation.
In Grade 7 we introduce a letter in the place of the answer, for example:
• Solve and
34 + x = 49, find the value of x
complete number
sentences by or 2x = 48, find the value of x.
inspection and trial
and improvement. In Mathematics, the difference An equation with two terms may
between an expression and a look like:
• Identify variables
and constants in number sentence is that you
2x + 7 = 13
given formulae or can simplify expressions, but
equations (number you cannot solve them. Number coefficient variable constant constant
sentences). sentences have equal signs, 2x + 7 = 13
so you can solve them. The formal terms
Key words word for a number sentence [2x + 7 = 13]
is equation.
• equation – the equation or number sentence
formal word for a
number sentence You can substitute a letter for the unknown value to help you solve the
problem.

Example
Think of a number. Multiply it by 2. Add 7 to this product. The answer is 13.
What is the number?

Answer
Let the unknown number be x.
x × 2 + 7 = 13
2x + 7 = 13
So, if we subtract 7 from 13, we are left with 6.
2x = 13 – 7
2x = 6
Now, we need to ask ourselves which number multiplied by 2 will give us
6. We could also divide 6 by 2 and that will give us the value of x.
x = _62
x=3
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 When you have solved a number sentence, you can check your solution by
substituting your answer back into the first line of the number sentence.
Did you know?
Euclid, the Greek
Example mathematician, lived
Check your answer. around 300 BC and
2x + 7 = 13 ← number sentence wrote books called
The Elements that
2 × 3 + 7 = 13 ← substituting the value x described
13 = 13 ← L.H.S = R.H.S Mathematics and
equations. In these
books, he included
algebraic equations
Example that he developed
Write a number sentence for each of the following problems and solve for from studying
the unknown number: geometric shapes.
1. When I divide a number by 4, the answer is 6.
2. If I add 8 to a certain number, I get 19.
3. When I multiply a certain number by 5, the answer is 45.
4. When I subtract 23 from a certain number, the answer is 12.
Answers
1. x ÷ 4 = 6, x = 6 × 4, x = 24
2. x + 8 = 19, x = 19 – 8, x = 11
3. x × 5 = 45, x = 45 ÷ 5, x = 9
4. x – 23 = 12, x = 12 + 23, x = 35

EXERCISE 14.1

1. Write a number sentence for each of the following problems and solve
for the unknown number. Check your solutions.
a ) If 12 is added to a certain number, the answer is 35. Challenge
b ) If 45 is subtracted from a certain number, the answer is 52.
Find out whether each
c ) A certain number is divided by 12. The answer is 7.
equation is true or
d ) When 6 is multiplied by a certain number, the answer is 54. false. Explain your
e ) 3 is multiplied by a certain number. 4 is added to this product. answers.
The answer is 19.
1. x + 1 = x
2. Find the values of the variables that makes these sentences true:
2. 3 + b = 1 + 2 + b
a ) 5 + a = 18 b ) b – 15 = 17
c ) 3c = 21 d) d÷8=5 3. 8 + g = g + 8
e ) 2e + 4 = 10 f ) 4f – 12 = 4
4. 93 × n = (100 – 2) × n

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 Use number sentences to solve problems
Sometimes you use number sentences to represent and solve word
problems.

If there are 12 learners in a school choir and 5 are boys, you can use a
mathematical sentence to help you work out the number of girls.
g + 5 = 12, which means there are 7 girls in the choir.

Example
1. Shuaib works 8 hours per day. How much does he earn per hour if he
earns R960 per day?
2. Nolovuyo buys her groceries at Yonela’s Spaza and pays R38,20. If the
VAT (Value-Added Tax) for her groceries was R4,69. What was the cost
of the groceries before the tax was added ?
Answers
1. Let ‘x’ be how much Shuaib earns per hour.
The equation will be: 8 × x = 960
x will be equal to: x = 960 ÷ 8
Did you know? x = 120
Some other words Shuaib therefore earns R120 per hour.
that have the same
prefix as equation 2. Let the cost of Nolovuyo’s groceries before tax be ‘x’.
are: equal, equator, The equation will be: x + 4,69 = 38,20
equality and x will be equal to: x = 38,20 – 4,69
equidistant
x = 33,51
Nolovuyo’s groceries cost R33,51 before the VAT was added.

Challenge EXERCISE 14.2

I buy 3 ℓ of cold drink Write and solve the number sentences that represent these word problems.
at a supermarket. The
total VAT is 18c. If I pay
Let x be the unknown number.
R2,01, what is the cost 1. Lee earns R200 an hour. Calculate how many hours he must work to
of 1 ℓ before tax is earn R1 200.
added?
2. Marius buys four cans of cooldrink for R28,80. Calculate the cost of each can.
3. Deidre packs eggs into 52 boxes. Each box can hold 12 eggs. In total,
how many eggs did she pack?
4. A school has 182 Grade 7 learners. A bus transporting 52 of the Grade 7
learners to school broke down and the learners could not attend school
for the day. How many learners were present?
5. An article in the supermarket is marked x cents. VAT on the article is 12c,
and altogether I pay R1,32. Find x.

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 Revision
1. Find the value of the variable that makes these number sentences true:
a ) h + 8 = 19
b ) 2p – 6 = 4
c ) _13 y = 12 (3)
2. Substitute the value for x in order to find the value of y in the following:
a ) y = 3x + 2 if x = 8
b ) y = 4x – 1 if x = _14
c ) y = 0,2x + 5 if x = 10
d ) y = 10x + 12 if x = 0,3 (4)
3. Write the following as number sentences:
a ) The difference between two numbers is 25
b ) The product of 5 and p is equal to the quotient of q and 2
c ) The difference between 14 and 2y is equal to 6
d ) The product of 15 and 4 is equal to four less than the sum of x and y. (4)
4. Solve the number sentences that represent these word problems.
a ) Six increased by three times a number is 42 (2)
b ) The sum of a number and four times itself is equal to 25 (2)
c ) One half of a number added to itself is equal to 6. (2)
5. Write a number sentence to describe these problems and then work out the solution:
a ) Two times a number minus 4 is equal to 16. Find the number. (3)
b ) If three less than one half a number is equal to one-third of the same number,
find the number. (3)
c ) The sum of three consecutive numbers is 36. Find the three numbers. (3)
6. Are the following number sentences true or false?
a ) 9 × n + 6 = 6 + 9n
b ) 8 × n + 4 = 4(2n + 1)
c ) 6 × n – 2 = 3(2n – 1)
d ) 10 ÷ 2 + 2 × 2n = 5 + 4n (4)
Total mark: 30

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 Topic

15 Graphs

Maths ideas Interpreting graphs

• Analyse, interpret It is often useful to represent data on a
and draw global graph as they are visual representations
graphs focussing of data. In previous grades you were
on: introduced to bar graphs and pie charts.
– Linear or
non-linear Pie charts are useful to represent data if
relationship.
– Constant,
you want to compare parts of a whole.
increasing and Bar graphs are useful to represent data
decreasing. if we want to compare properties of
different groups.

In this topic our focus will be on line

graphs. It is impossible or very difficult
to represent the relationship between
two quantities that vary, using a pie
chart or bar graph. The quantity that
changes (varies) we call a variable. So, to
represent the relationship between two variables graphically, we use a
line graph.

Example
The line graph below represents how the temperature of a hot drink
changes as time changes.
Temperature of hot drink
100
Temperature (°C )

90
80
70
60
50
40
30
20
10
0
0 10 20 30 40 50 60
Time (minutes)

The temperature is decreasing over time. This is a decreasing graph.

The graph can also be used to read the temperature of the hot drink after
a certain time, for example, after 10 minutes the temperature of the hot
drink is 55 °C. This is shown by the red line on the graph.

What do you think the temperature of the room is?

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 The previous example shows the relationship between two variables: the Key words
temperature and time. Temperature in degrees Celsius is indicated on
the vertical axis (we call this axis the y-axis) and time in minutes on the • dependent
horizontal axis (we call this the x-axis). It is clear from the line graph that the variable – the
quantity being
temperature of the hot drink is dependent on time. This means that as time
observed
changes the temperature of the hot drink changes. We call the temperature
variable the dependent variable and time the independent variable. • independent
variable – the
The dependent variable is the quantity being observed as the independent quantity being
variable is changing. manipulated

The independent variable is represented on the x-axis and the dependent

variable on the y-axis.

Example
The graph below represents the population of cats in a city over eight years.
Population of cats
600

500
Population

400

300

200

100

0
0 1 2 3 4 5 6 7 8
Time (years)

Question
What is the cat population after 8 years?

Answer
The cat population is around 500 after 8 years. This is indicated by the red
line on the graph.
Population of cats
600

500
Population

400

300

200

100

0
0 1 2 3 4 5 6 7 8
Time (years)

Notice that the population is increasing over time. This is an increasing

graph. The variable observed, as time changes, is the population and is
therefore the dependent variable. The independent variable is time.

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 Key words The relationship between two variables can be linear or non-linear. When
the relationship is linear the line graph shows a perfectly straight line, all
• linear other line graphs represent non-linear relationships. The line is perfectly
relationship straight because the graph increases or decreases at a constant rate.
– when the
relationship A line graph has a constant relationship when the line is a perfectly
between the
dependent and
horizontal straight line, parallel to the x-axis.
independent
variable is Example
represented on a
The following three graphs show the Speed of car A
line graph the line
is straight speed at which three motor cars are 140

Speed (km/h)
120

travelling in 60 minutes. In all three 100

• non-linear
80

graphs the speed is the dependent 60

relationship 40

– when the variable and time is the independent 20

relationship variable. 0 10 20 30
Time (minutes)
40 50 60

between the
dependent and Speed of car B
independent For each identify: 120

Speed (km/h)
variable is 100

represented on a a) if the graph is decreasing, 80

60

line graph the line increasing or constant 40

is not straight 20

b) if the variables have a linear or non- 0

0 10 20 30 40 50 60
• constant linear relationship Time (minutes)
relationship
– when the c) the initial speed of the car Speed of car C
relationship 70

between the d) at what speed the car is travelling 60

Speed (km/h)

50

dependent and after 30 minutes. 40

30
independent 20

variable is 10
0
represented on 0 10 20 30 40 50 60
Time (minutes)
a line graph, the
line is parallel Answers
to the x-axis 1. a ) Decreasing graph Speed of car A
(the dependent b ) Linear relationship 140
Speed (km/h)

120

variable stays c ) Initial speed is 120 km/h it is 100

80
constant while where the graph line starts. 60

the independent 40

d ) 60 km/h as shown by the red 20

variable changes) 0

line on the graph. 0 10 20 30

Time (minutes)
40 50 60

2. a ) Increasing graph Speed of car B

120
b ) Non-linear relationship
Speed (km/h)

100

c ) 0 km/h – the car starts from 80

60

rest 40

d ) 20 km/h as shown by the 20

red line on the graph. 0 10 20 30

Time (minutes)
40 50 60

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 3. a ) Constants Speed of car C
b) Linear graph 70
60

Speed (km/h)
c) Initial speed is 60 km/h. 50
40

d) Speed is constant so speed 30

20

will be 60 km/h after 30 10

0

minutes. 0 10 20 30
Time (minutes)
40 50 60

EXERCISE 15.1

1. The following three containers are used to collect water at the same
tap. Each container although different in shape holds can hold the same
volume of water.

A B C
a ) Water from the tap runs at a constant rate. Determine which of the
following graphs represents the height of water in the container as
it is being filled.
i) ii) iii)

Height Height Height

Volume Volume Volume

b ) Sketch what the containers would look like for the following graphs:

Height Height

Volume Volume

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 2. The following graph shows the temperature changes during the day.
Consider the graph and answer the following questions.

Temperature during the day

Temperature (ºC)
30
20
10
0
6:00 8:00 10:00 12:00 14:00 16:00 18:00

Time (Hours)
a) Is the temperature constant throughout the day?
b) At what time did we start measuring the temperature?
c) Define the dependent and independent variables.
d) Use the graph to determine the temperature at noon.
e) What was the highest temperature during the day?
f ) What was the minimum temperature during the day?
g) At what time was the temperature 15 °C?
3. Sylvia and her family went on a day trip on
Sunday to visit her grandmother in another
village. On the way they first stopped at
the store to buy her grandmother a present
before going to the next village. Study the
following line graph of the journey and
answer the following questions:

Distance from home

120
100
Distance (km)

80
60
40
20
0
0 0.5 1 1.5 2 2.5 3 3.5 4
Time (hours)

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 a) How long did it take them to get to the store?
b) How far away from them is the village in which her grandmother stays?
c) How much time did they spend visiting her grandmother?
d) How long did the whole journey take them?
e) On the line graph you will notice a change after they had been
travelling for 3 hours. Can you say what might have happened then?
4. Consider the graph below: It shows the rainfall in a particular area.
Rainfall
50
45
40
Rainfall (mm)

35
30
25
20
15
10
5
0
0 1 2 3 4 5 6 7 8 9 10
Time (hours)
a) For how long was the rainfall measured?
b) How much rain has fallen after 5 hours?
c) Is this a linear or non-linear relationship?
d) By how much did the rainfall increase every hour?
e) Will you be able to predict what the rainfall would be after 10
hours? Motivate your answer.

Challenge
The following line graphs show the speed of roller coasters on different tracks. Draw
sketches of possible tracks by studying the graphs.

Speed Speed

Distance Distance

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 Drawing graphs

In this unit you will draw line graphs from descriptions of problem situations.

Example
The side view of three different petrol tanks are shown below. The tanks
are being filled at the same rate by a petrol tanker.

1. Sketch three line graphs showing the depth of the petrol over time.
2. Determine the independent and dependent variables.
Answers
It is important to notice that the depth of the petrol will increase faster if
the cross section is smaller and slower if the cross section is larger.
1.

Depth Depth Depth

Time Time Time

2. The depth of the petrol is being observed over a period of time;

therefore, the depth is the dependent variable and time the
independent variable.

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 Example
A bottle of milk is taken out of the refrigerator which has a temperature Did you know?
of 5 °C and it is left outside on a table. The temperature of the room is An electrocardiogram
20 °C. It takes the bottle of milk 15 minutes to reach the room (ECG) is a heart rate
temperature. Sketch a line graph to represent the change in temperature monitor that is used
to measure the
of the milk for the first 25 minutes.
electrical activity of
Answer the heart over a
period of time. It is
Make sure you label the axes correctly and that you include the unit of represented on a line
measurement. graph and doctors
Temperature of milk can use this graph to
25 analyse a patient’s
heart rate, size of
20 heart chambers,
Temperature (°C)

presence of damage
15
to the heart and to
10 test the effects of
stimuli on the heart,
5 for example exercise
and drugs.
0
0 5 10 15 20 25
Time (minutes)

EXERCISE 15.2

1. Represent the following relationships on a line graph. Place the

dependent variable on the y-axis and the independent variable on
the x-axis.
a ) There is a linear relationship between wind speed and temperature. As
the wind speed increases the temperature drops at a constant rate.
b ) The pressure in a space craft is kept constant.
c ) The relationship between the frog population in the local river is
non-linear and it is increasing.
d ) The speed of a racing car increases at a constant rate, then is constant
for a time, after which it increases again at a non-constant rate.
2. Sebastian decides to go for a bike ride. He travels 8 km in 40
minutes while travelling at a constant speed when he sees his
friend. He immediately stops and spends 30 minutes chatting
to his friend after which he returns home at a constant speed.
He arrives back home after 1 hour and 30 minutes. Use a line
graph to represent the relationship between the distance he has
travelled from home and the time it took him.

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 Revision
1. Give definitions for the following terms: 4. The outside temperature was measured over
a ) Independent variable. (1) the previous 9 hours and represented in the
b ) Dependent variable. (1) graph. Answer the following questions.
2. Say which of the following graphs represent a Outside Temperature
constant, linear or non-linear relationship 30
between the dependent and independent 25

Temperature (ºC)
variables. 20
15
10
5
0
0 1 2 3 4 5 6 7 8 9
a) b) c) Time (hours)

(3) a ) Is the temperature increasing or

decreasing over time? (1)
3. Three differently shaped containers are b ) It there a linear or non-linear relationship
used to carry petrol back to a village from between the time and the temperature? (1)
the closest petrol station. The petrol pump c ) What is the dependent variable in
supplies fuel at a constant rate. The graphs the graph? (1)
below show the height of the petrol in the d ) What is the independent variable in
container over time. Sketch neat diagrams the graph? (1)
showing the possible shape of the buckets. e ) What was the temperature outside
a) b) c)
when we started our measurements? (2)
f ) What was
Height of water

Height of water

Height of water

the outside
temperature
after 4 hours? (2)
g ) How many hours
did it take for
Time Time theTime
outside
c) temperature to
reach 4 °C? (2)
Height of water

5. A rain gauge is used

to measure rainfall.
In the first hour Rain gauge
100 mm of rain fell
and thereafter only 50 mm of rain fell
Time Time every hour. We stopped our measurements
(3) after 5 hours. Using a line graph sketch the
rainfall over the last 5 hours. (5)

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 Revision
6. After school Max goes to visit his grandmother c ) Which company should Joseph choose
and then he goes home. Consider the graph if he speaks for more than 50 minutes?
below: Motivate your answer. (3)
d ) Which company should Joseph choose
Max’s journey home from school
if he speaks for less than 50 minutes?
Distance from home (km)

6 Motivate your answer. (3)

5
4 8. The population of the rhinoceros in a park is
3 represented by the line graph below.
2
1
35

0 30

Rhinoceros population
0 5 10 15 20 25 30 35 40 45
Time (minutes) 25

a ) How far away is the school from Max’s 20

house? (2)
15
b ) How far away from Max’s home does his
grandmother live? (2) 10
c ) For how long does he visit his 5
grandmother? (2)
0
d ) How long does it take Max to cycle from
0 1 2 3 4 5 6 7 8 9 10
his grandmother’s house to his? (2)
Time (months)
7. Joseph has to decide which of two cellphone a ) Is the rhino population increasing or
companies to use. He uses the following line decreasing? (1)
graphs to make his decision. b ) What was the initial population of
Cost of calls the rhinos? (2)
c ) Is this a linear or non-linear relationship? (1)
Cell X d ) How many rhinos die every month? (2)
e ) If this trend continues, after how many
Cost per month (Rand)

months will no rhinos be left in the

Cell Z
park? (2)
120
100

0 50
Time (minutes)
a ) Which company has the highest service
fee (the basic fee you pay excluding cost
for calls) per month? What is this service
fee? (2)
b ) What will be the cost if you speak for 50
Total marks: 50
minutes on Cell X and for Cell Z? (3)
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 Topic

16 Transformation geometry

Maths ideas Investigate translations

• Recognise, To transform means to change, so transformation of a 2D shape is a change
describe made to the shape. We can transform a shape in different ways: by moving
and perform it, reflecting it or turning it. All the transformations that we deal with in this
translations, unit are rigid transformations. This means that the size and the shape of
reflections and
rotations.
the 2D shape remain unchanged. We call the original shape the object and
the transformation is called the image.
• Identify and draw
lines of symmetry. We will deal with translation first. A translation moves an object from one
• Draw place to another. Every point in a 2D shape is moved by a fixed distance in a
enlargements given direction. The shape can be moved up or down and left or right.
and reductions of
geometric figures. The letter T has been moved to the right: T T
• Combine
transformations. The letter S has been moved down: S

Key words
• transformation
– a change in the S
position and/or
the orientation of a
shape
• rigid
transformations
– transformations
in which size
and shape are
preserved (do not
change)
• object – the
original shape
before a The star has been translated right and down.
transformation
• image – the
shape after a
transformation
• translation – a
transformation
in which a shape The green shape is the image of the original shape after a translation.
moves left/right or A translation is also sometimes referred to as a slide. You slide an object
up/down to get its image.

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 In this translation, the green shape has moved 3 blocks right and 2 blocks up.

When describing the translation, it is essential to state the direction of the

move as well as the distance of the move where possible:

Example
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
a
b A F
c D
d E
e B C
Shape A has been translated 3 units downwards to give shape B.
Shape B has been translated 5 units to the right to give shape C.
Shape E has been translated 4 units to the right and 2 units upwards to
give shape F.

EXERCISE 16.1

Use the grid in the example above to describe each translation.

1. Describe how shape A has been translated to give shape F.

2. Describe how shape C has been translated to give shape B.
3. Describe how shape C has been translated to give shape D.
4. Describe how shape F has been translated to give shape B.
5. Which shape is the translation of E 1 unit upwards and 4 units to
the left?
6. Which shape is the translation of D 1 unit downwards and 4 units
to the right?
7. Which shape do you find in these cells?
a ) b2 b ) d3 c) d15
d ) c10 e ) b19 f) e7
8. Translate shape D to the blocks: d18, d19, d20, d20, e18, e19, e20 and
describe the translation.

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 9.
Did you know?
A T
The word
‘tessellation’ means
repeating a shape
over without any
gaps or overlapping.
This is what tilers do
when they make
patterns on a floor
with tiles.
On squared paper, redraw shapes A and T.
a ) Translate square A five blocks right.
b ) Translate triangle T four blocks down.
10.

On squared paper, redraw kite K and translate K six blocks right and two
blocks down.

Challenge
Design a shape on squared paper and give instructions to translate the shape a
certain number of squares up or down and left or right. Give the shape to a friend to
see whether they can perform the translation accurately.

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 Investigate reflections Key words
The second transformation that we will deal with is a reflection. Many • reflection – a
plants and other living things in nature are symmetrical. mirror image of
a shape that has
been reflected
• line of symmetry
– the line over
which the shape
is reflected. This
is also called the
mirror line

A reflection of a 2D shape is a mirror image of the shape. This

transformation ‘flips’ a figure over a mirror line called the line of
symmetry. A line of symmetry divides a figure into two mirror-image
halves and is usually drawn as a dotted line. Can you imagine a dotted
line drawn exactly through the middle of the pictures above?

object image
C

In each diagram a shape has been reflected across the dotted line.

EXERCISE 16.2

1. For each pair of shapes, say whether or not shape Q is a reflection of

shape P.
a) b) c)

P P

P Q
Q
Q

2. If shape F is a reflection of shape E, is it true to say that shape E is also a

reflection of shape F? Explain your answer.

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 3. Draw a reflection of each shaded square over the red line of reflection.
Did you know? Write down the new position of each square after it has been reflected.
All shapes can be 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
reflected, but not all a
shapes have a line of b
symmetry. Also, c
some shapes have d
only one line of e
symmetry, while f
other shapes have g
more than one line of
symmetry.
4. Describe the similarities and the differences between translations
and reflections.
Challenge 5. Which of the following lines drawn through the numbers below are
lines of symmetry?
Look at the number of
lines of symmetry you
drew for the regular 4 3 7 8
polygons in question 8
in Exercise 16.2. 6. Reflect the triangle over the dotted line:
Generalise a rule about
the number of lines of
symmetry for regular
polygons.

7. Draw any lines of symmetry in the following shapes:

Ellipse Isosceles trapezoid Parallelogram

8. Draw all the lines of symmetry for these regular polygons:

Equilateral triangle Square Regular pentagon Regular hexagon

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 Investigate rotations Key words
The third transformation that we deal • rotation – a
with is rotation. In a rotation, a 2D shape transformation in
is turned around a point that is called the which you rotate
(turn) a shape
point of rotation.
object • point of rotation
– the point
around which a
shape rotates in a
image rotation
• order of
We describe a rotation as being clockwise or
rotational
anticlockwise around the point of rotation. symmetry –
The hands on a clock face move to the right, the number of
rotating around the centre of the clock face. We positions a shape
call this movement a clockwise rotation. can be rotated to
without making
The number of positions a shape can be rotated to without making any any changes to
changes to the way it looked originally is called the order of rotational the way it looked
originally and get
symmetry.
back to its original
position
Every 2D shape has rotational symmetry of at
least order 1. If the order of rotational symmetry
of a 2D shape is 1, we do not regard this shape
as having true rotational symmetry.

An equilateral triangle (with all sides equal) has

order of rotational symmetry of 3.

You can rotate a circle through any angle and it will always look exactly the
same. We say that a circle has an infinite order of rotational symmetry.

Example
The shape below has been rotated clockwise through 90° four times until
it finally completes a full turn. The shape has order of rotational symmetry
equal to 4 because it looks the same in all four positions.

90°

180° 270° 360°

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 EXERCISE 16.3

1. Describe the transformation that blades of a pinwheel make when they

turn.
2. Draw a 90° clockwise rotation of these shapes.
a) b) c) d)

Did you know?

A circle has an infinite
order of rotation. This triangle square pentagon hexagon
is because it can be
rotated any number
of times from the 3. Draw a 180° clockwise rotation of these shapes.
centre and it will still
a) b) c) d)
look the same.

4. Draw a rectangle and decide the order of rotational symmetry of your

rectangle.
5. What is the order of rotational symmetry of a regular hexagon?

6. Write down the order of rational symmetry of the following shapes:

a) b)

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 c) d)

e) f )

7. Describe how the pink shape must be rotated to become the blue shape
in the diagram below:

8. Copy the rectangle onto squared paper and rotate it 180° clockwise
around point P.

9. In the diagram below, describe the rotation from triangle A'B'C' to

triangle A'''B'''C'''. Challenge
C'
What angle must this
B isosceles right-angled
A' triangle be rotated
C through from point p
so that it completes
A Centre of rotation B' one full revolution?
B''' A"
C"
A''' P
B"
C'''

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 Key words Enlarge and reduce geometric figures
• enlargement – a The transformations studied so far do not change the shape or size of the
transformation original objects. Translations, reflections and rotations produce congruent
of an object figures. The object and its image have the same shape and the same size.
that maintains
the shape but Enlargements and reductions change the size of objects by increasing
increases the size
of the object
or decreasing the lengths of the sides from a point called the centre of
enlargement. The angles remain the same, producing similar objects rather
• reduction – a
than congruent objects. The amount by which the object is enlarged or
transformation
of an object reduced is called the factor of enlargement or the factor of reduction.
that maintains
the shape but
decreases the size
of the object image
• centre of
enlargement object
– the point
from which the
enlargement takes
centre
place
of
• factor of
enlargement
enlargement –
the number of
times the object
is enlarged (for These transformations are not rigid
example, by a transformations because when an object
factor of 2 means undergoes an enlargement or reduction, the
the lengths of the size of the 2D shape changes.
sides are doubled)
• factor of Imagine looking at a flower through a
reduction – the magnifying glass. The shape stays the same but
factor by which the the size increases.
object is reduced
(for example, by a The rectangle which is one block high and two blocks wide is enlarged
factor of _12 means
by a factor of enlargement of 2. This means that the length of each side is
the lengths of the
sides are halved) doubled.

The image has the same shape as the original object but not the same size.
The ratio of the length and width of the rectangles stays the same because
2:1 is the same as 4:2. The sides stay in the same proportion.

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 EXERCISE 16.4
Did you know?
1. a ) In the previous example, calculate the area of the original rectangle Concentric circles are
with length 2 cm and width 1 cm. circles that share the
b ) What is the area of the larger rectangle? same centre.
2. Draw the letter N on square paper
and enlarge the letter by a factor of
enlargement of 4. Challenge
3. If a circle has a radius of 10 cm and a If the factor of
second circle is drawn with a factor of enlargement of a
reduction of _21 . What is the radius of the rectangle is 3, how
much larger than the
smaller circle?
area of the original
4. If the perimeter of a square is 12 cm object will the area of
and the square is enlarged by a factor the image be?
of enlargement of 2, what will be the
perimeter of the larger square?
5. If the perimeter of a square is 24 cm and the square is reduced by a scale
factor of reduction of _13 , what is the perimeter of the smaller square?
6. In the shapes below, work out the ratio of the area of the original shape
to to the area of the enlarged shape.
a) b)

7. Use squared paper to draw these shapes and enlarge them by a factor of 2:
a) b) c)

8. What is the factor of enlargement or reduction in the shapes below?

a) b) c)

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 Key words Solve problems involving transformations
• tessellation You may have a combination of transformations
– a pattern of in one situation. Some patterns are made with
congruent shapes rotations and translations. Patterns that use a variety
that covers a
of transformations to cover a surface like a floor are
surface without
gaps or overlaps called tessellations if there are no gaps or overlaps.
Tessellation is also referred to as tiling. For example,
different colours may be used to give a 3D effect.

EXERCISE 16.5

1. Look at the drawing of a yacht. What transformation is shown here?

2. Which transformation best describes the position of the three triangles?

3. Find the centre of a sheet of cm2-dotted paper or grid paper by folding

the paper in half and half again (as shown in the illustration).
A
4

C 3 B

Now draw △ABC with B at the centre of the sheet of paper with
^
AB = 4 cm, BC = 3 cm and B = 90°.
a ) Reflect △ABC around BC to give △ADC.
b ) What kind of triangle is ADC?
c ) Reflect ADC around AD to give quadrilateral AEDC.
d ) What kind of quadrilateral is AEDC?
e ) Translate quadrilateral AEDC 4 units upwards and 3 units to the
right to give quadrilateral AFGE.

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 f ) What kind of quadrilateral is AFGE?
g ) Translate quadrilateral AEDC 4 units downwards and 3 units to the
right to give quadrilateral EHID.
h ) Translate quadrilateral AEDC 4 units downwards and 3 units to the
left to give quadrilateral CDJK.
i ) Translate quadrilateral AEDC 4 units upwards and 3 units to the left
to give quadrilateral MACL.
j ) What is the correct mathematical name for the polygon
AFGEHIDJKCLM?
4. Look at these shapes on the grid below:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
a C E
b
c
d
e
f A B
g G H
h D F
i

a) What kind of single transformation changes shape A to shape B?

b) What kind of single transformation changes shape C to shape D?
c) What kind of single transformation changes shape E to shape F?
d) What kind of single transformation changes shape G to shape H?
5. In the grid above, which leaf shape do you find in these cells?
a ) e17 b ) b10 c ) d6
d ) d13 e ) e10 f ) f20
6. Copy the word Exit on grid paper and reflect it over the mirror line.

7. A floor tiler has square ceramic tiles that are

30 cm × 30 cm in size. He has to tile a kitchen
floor that is 600 cm long and 300 cm wide.
If he fits the tiles next to each other using
translations, rotations and reflections, how
many tiles will he need to cover the floor?

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 Revision
1. Draw any lines of symmetry in the shapes below: (5)

2. Draw a 90° clockwise rotation of each shape:

a) b) c) d)

(4)
3. If a shape, M has been translated 5 units left and 3 units upwards to give shape N,
describe how to translate shape N to get back to shape M. (2)
4. If a shape has rotational symmetry of 1, how many degrees must you rotate it
before it lands on itself? (1)
5. If a shape is translated, is the image congruent to the original object? Use an example
to explain your answer. (2)
6. If a shape is reflected, is the image congruent to the original object? Use an example to explain
your answer. (2)
7. If a shape is rotated, is the image congruent to the original object? Use an example to explain
your answer. (2)
8. If a shape is enlarged by a factor of 2, is the image congruent to the original object?
Use an example to explain your answer. (2)

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 Revision
9. Consider the pairs of shapes below. In each case, identify whether the second shape is
a translation, reflection or rotation of the first shape.
a) b) c)

(3)
10. Translate △ABC four units right and two units down. Then reflect the new triangle about
the shortest side. (3)

Answer

11. Rotate △DEF 180° clockwise. Then translate the image of △DEF two units left and three
units up. (3)

F
Answer

D E

12. The sides of △ABC are 3 cm, 4 cm and 5 cm and the triangle is enlarged by a factor of 4.
What are the lengths of the sides of the enlarged image of △ABC? (1)
Total marks: 30

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 Formal Assessment Exemplar: Project

How we use water

In this project you will look at how water is used in the country and in an average household.
1. A survey has shown that the average household in a town uses 20 000 ℓ of water every month. The
data is shown in the bar graph on the right.
a ) From the bar graph, read the number of litres used for each household activity. Then copy
and complete the table. (5)

Activity Number of litres % of total Amount of water used

Bath/wash/shower in a household
6 000
Cooking/drinking
5 000

Number of litres
Garden
4 000
Laundry/dishes 3 000
Toilet 2 000
1 000
0

Bath/wash
shower
Cooking/
drinking

Garden

Laundry/
dishes

Toliet
b) Draw a pie chart to show this data. (7)
c) Calculate the average weekly use of water in each category. (3)
d) Calculate the average daily use of water in each category. (2)
Activity
e) Discuss how households could use less water. (2)

2. The Weather Bureau has provided this data in a graph of the total rainfall for the year.
Total rainfall for each month of the year

60
50
Rainfall (mm)

40
30
20
10

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Months

a) During which month was the lowest rainfall recorded? (1)

b) During which month was the highest rainfall recorded? (1)
c) How many millimetres of rain fell in March? (1)
d) Discuss how the rainfall pattern can affect water consumption. (2)

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 3. Study the graphs showing water use measured in million m3 every year.
a ) How many million m3 of water were used for irrigation in 1995? (1)
b ) In which year were 17 000 million m3 used in total? (1)

Water use from 1980 to 2010

22
Total
20
Water use (1 000 million m3)

18

16

14
Irrigation
12

10
Domestic,
8 industrial,
mining
6 and power
stations Key words
4
• trend – the
2 general direction
in which
something
1980 1985 1990 1995 2000 2005 2010 changes or moves
Years A food crop being irrigated

c ) Redraw the graphs on graph paper and continue the lines of water usage to 2020 for
all three graphs. What is your predicted figure for the total water use in the year 2020? (1)
d ) Calculate the difference between the amount of water used for irrigation and the
amount used for domestic, industrial, mining and power stations in: (2)
i ) 1980 ii ) 2010
e ) Describe the trend you noticed from your answers to Question 3d). (2)
f ) Explain why you think this trend is happening. (2)
4. Water pollution is the dumping of waste material into seas, rivers, lakes and dams. 1 ℓ of oil can
pollute 1 000 kl of drinking water.
a ) How many million kl of drinking water can 900 000 ℓ of oil pollute? (2)
b ) Discuss the effects that water pollution can have on a country. Explain how the pollution
affects people, animals, households and the economy of the country. (5)
Total marks: 40

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 Topic

17 Geometry of 3D objects

Maths ideas Classify 3D objects

• Identify and name 3D (three-dimensional) objects are sometimes
3D objects. called solids or solid shapes. They have three height
• Describe, sort dimensions, which are length, width and height.
and compare 3D
objects according Below are some 3D objects that you may
length
to their properties. already know. width
• Build models of 3D
objects using nets.

cube square-based pyramid

cone cylinder

Did you know?

Did you know that
the plural of
polyhedron is
‘polyhedra’?
Polyhedron comes
from the Greek
language: poly
meaning many and sphere triangular prism
edron meaning face.

tetrahedron or triangular pyramid cuboid or rectangular prism

A polyhedron is a solid in which all the surfaces are flat. Each flat surface of a
vertex polyhedron has the shape of a polygon and is called a face. Two faces meet
face at an edge. Each point where three or more faces meet to form a point is
called a vertex.

In Topic 10 we discussed two important groups of polyhedra: prisms and

edge
pyramids.

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 EXERCISE 17.1 Challenge
1. Copy and complete this table. Insert the names of the eight 3D objects Find objects around
on page 194 in the correct columns. the classroom or at
home that look like
Flat faces only Flat and curved faces Curved faces only mathematical 3D
objects. Draw a sketch
of each object and
write down the name
of the 3D object that it
looks the most like.

2. For each of the objects below, name the shape and give:
a ) The number of faces b ) The number of edges
c ) The number of vertices
i) ii)

iii) iv)

3. Write down the 3D objects that would make good models for each of
these items:
a ) The pointed end of a pencil b ) A tennis ball
c ) A can of fruit juice d ) A six-sided dice
e ) A mattress f ) A door wedge
4. Give the correct 3D names for the following objects:
a) b)

c) d)

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 Key words Prisms and pyramids
• hexagonal – in A prism is a 3D object that has a constant cross-
the shape of a section. It has a pair of parallel faces that are
hexagon (6-sided congruent polygons. In other words, the cross- ends
figure)
section of the shape stays the same along the ends
• regular prism whole length of the prism. These faces are called
– a prism whose the ‘ends’ of the prism.
ends are regular
polygons
A cube is a special type of rectangular prism because all its
• heptagonal – in faces are congruent. A cube has four sides and two ends.
the shape of a These six sides are all equal. A hexagonal shape has six sides
heptagon (7-sided
and two ends.
figure)

Regular and irregular prisms

If the end shape of a prism is a regular polygon, then we call the prism a
regular prism. If the end shape is not a regular polygon, then we call the
prism an irregular prism.

a regular pentagonal prism an irregular pentagonal prism

The face or cross-section of the regular pentagonal prism is a regular

pentagon with all sides equal.

The cross-section is the polygon shape made

if you cut straight through a 3D object.

The face or cross-section of the irregular pentagonal

prism is an irregular pentagon where all the sides
are not equal:

Example
Name the prism.

Answer
The prism has end faces that are heptagons (seven-sided
polygons), so it is heptagonal. The end faces are regular
heptagons, so it is regular. It is a regular heptagonal prism.

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 Properties of prisms
If you cut a prism along its length from one end to the other, then it has
the same cross section along its whole length. As long as the cut you make
is parallel to the ends of the prism, it will have the same cross section, no
matter where you make the cut. A cross section is the plane shape that
forms the two new faces if you cut straight through a solid shape.
cut 1 cut 2

face 1 face 2

In a prism, there is a relationship between the number of sides of the end

polygon and the number of faces, edges and vertices that it has.

Look at this rectangular prism.

It has 12 edges and the rectangular base has four sides. This means that the
number of edges of the prism is three times the number of sides in the base
of the prism.

The prism has six faces and eight vertices. The sum of the number of faces and
vertices of the prism is two more than the number of edges in the prism.

In Exercise 17.2, you will complete a table showing the number of sides,
faces, edges and vertices of four different prisms.

See whether these prisms have the same relationship between their sides,
faces, edges and vertices as the rectangular prism.

Find out whether the number of edges of a prism is always three times the
number of sides in the base of each prism.

Find out whether the sum of the number of faces and vertices of each prism
is always two more than the number of edges of each prism.

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 EXERCISE 17.2

1. Name each of these prisms.

a) b)
Did you know?
A rectangular prism is
also called a cuboid.

c) d)

2. Copy and complete this table.

Type of Number Number of Number of Number of

prism of sides of faces edges vertices
each end
polygon
Pentagonal
prism
Rectangular
prism
Triangular
prism
Hexagonal
prism

3. For each of the prisms that have these end polygons:

a ) A hexagon
b ) A nonagon
c ) A decagon
d ) An octagon
e ) A dodecagon (twelve-sided polygon),
Find:
i) the number of faces
ii) the number of edges
iii) the number of vertices.

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 4. For prisms with these features, find how many sides the end polygon
has.
a ) 48 edges b ) 20 faces c ) 26 vertices

Did you know?

When white light passes through a triangular prism, it is separated into the
different colours of a rainbow: red, orange, yellow, green, blue, indigo and violet.

Challenge
Which other 3D object
that is not classified
with the prisms is
closely related to the
prism? Explain your
reasoning.

Pyramids
A pyramid is a 3D object that has sloping sides that apex
meet at a point called an apex. It is made by joining a
polygonal base and a point, which is called the apex, by
triangular faces. base

There are regular and irregular pyramids.

A pyramid is named according to the shape of its base.

Triangular Square Pentagonal Regular Irregular

pyramid pyramid pyramid hexagonal hexagonal
pyramid pyramid

‘Regular’ and ‘irregular’ describes the shape of the base of a pyramid.

If the base of the pyramid is a regular polygon, then the pyramid is called a
regular pyramid. If the base of the pyramid is an irregular polygon, then the
pyramid is called an irregular pyramid.

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 ‘Right’ and ‘oblique’ describe the position of the apex. If the apex of the
pyramid is directly above the centre of the base, then the pyramid is a right
pyramid. If the apex is not directly above the centre of the base, then the
pyramid is an oblique pyramid. A pyramid with a five-sided base is called a
Right square pentagonal pyramid and a pyramid with an eight-sided base is called an
pyramid octagonal pyramid.

A plane of symmetry is a flat surface that cuts a 3D shape into two

identical shapes.

EXERCISE 17.3
Oblique square
pyramid 1. Name these pyramids. Use the words triangular, square, pentagonal,
hexagonal and octagonal in the names.
a) b) c) d) e)

2. Which of the pyramids below are regular and which ones are irregular?
a) b) c) d) e)
Key words
• pentagonal – in
the shape of a
pentagon(5-sided
figure)
• octagonal – in 3. Which of the pyramids in question 2 are right and which ones are oblique?
the shape of an
4. Copy and complete the table.
octagon (8-sided
figure)
Name of Number of sides on the Number of edges
• plane of pyramid base polygon
symmetry – a flat
surface that cuts a a) Triangular
3D shape into two b) Square
identical shapes
c) Pentagonal

d) Hexagonal

e) Octagonal

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 5. Zakele looks at a triangular pyramid and says: ‘The triangular pyramid
has six edges. Its base is a triangle, which is a three-sided polygon. Challenge
I think that the number of edges on a pyramid is always twice the Investigate and
number of sides on the polygon that makes the base’. describe the
relationship between
Do you think Zakele’s statement is correct? Explain your answer. the number of faces
A B C D and the number of
vertices on different
types of pyramids.

6. Ken is investigating the symmetrical properties of this set of regular,

right pyramids above. He knows that a plane of symmetry shows a
1b
__
cross-section that would cut the shape exactly in half. This diagram on 2
the right shows one of these planes of symmetry on the first pyramid.
a ) How many planes of symmetry does each pyramid have?
b ) Is there a relationship between the number of sides on the base and 1b
__
2
the number of planes of symmetry the pyramid has? If there is a b
relationship, describe it.
7. Ken finds another regular, right pyramid.
a ) How many planes of symmetry does this pyramid have?
b ) Write a rule or formula to describe the relationship between the
number of sides on the base of this pyramid (n), and the number of
planes of symmetry it has (s).

Did you know?

When you hear the word
‘pyramid’, you may think of The
Great Pyramids of Giza in Egypt.
These enormous tombs were
built for three Egyptian kings
about 4 000 years ago.
Mathematicians in ancient Egypt
planned these impressive
structures by using their
knowledge of pyramids.

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 Building 3D models
You can see and touch 3D shapes but you can
only draw them flat on 2D paper. A net of a solid
can be drawn and you can cut out the flat shape,
fold it and use glue or tape to make a 3D object.
You will not be able to fold
A cube has six faces, each of which is a square. this net into a cube.
This means that the net for a cube must be made
up of six squares. However, you cannot fold every
arrangement of six squares to make a cube.
Nets of other Here are some other nets that can be used to build
3D objects
a cube:

You can fold this net into a

cube by cutting along the
solid lines and then folding
along the dotted lines.

Cube Net of a cube

Cubes are not the only 3D objects that can have a number of different nets.
There is usually more than one way to draw a net for a shape. For example,
alongside are two possible nets for a triangular prism.

Can you sketch a third net for a triangular prism?

EXERCISE 17.4

1. For each of these arrangements of six squares, say whether you think it
will fold to make a cube. Check your answers by making each net from
squared paper and trying to fold it into a cube.
a) b) c) d)

e) f ) g) h)

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 2. The six faces on the net of a cube have been labelled A, B, C, D, E and F.
A
When the net is folded into a cube, which face will be opposite these
faces? B C D
a) D U
V E
b) E T W
c) F P
P Q
Q F
S S R
3. The vertices of this cube have R
been labelled PQRSTUVW.
Here is the net for this cube.
Copy the net and write the correct letters of the vertices
in each of the small boxes to show how the net will fold
to form a cube.
4. Sketch a net for each of these objects.
a) b) c)

d) e) f)
Key words
• tab – a small flap
or strip of material
attached to an
object to hold it in
place

Use tabs
A net shows the minimum amount of material (for
example, paper or card) that you need to make a
3D object. However, you might want to add extra top top
flaps of material along some of the edges to make
it easier to join the shape together. These flaps are side back side back
called tabs. For example, here is a net of a cube,
and a net of the same cube with tabs added.
base side base side
You need to add one tab wherever two sides of
the net meet to form an edge. A cube has twelve front front
edges. On this cube, five of the edges are made by
folds. This means there are still seven edges that
need to be joined, so you need seven tabs.

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 EXERCISE 17.5

1. On thin card, draw a net that will make this polyhedron. Use a ruler and
3 cm set square or protractor to make sure that your net is exactly the right
size and shape.
8 cm 6 cm
Add as many tabs to your net as you think you need. Cut out the net
and carefully fold it to make the polyhedron. Put glue on the tabs to join
the object together.

Did you know? 2. Identify the shapes that these nets make:
An octahedron is a) b)
made up of two
tetrahedrons.

c) d)

Challenge

This is an octahedron.
It has eight faces. e) f )
Each face is an
equilateral triangle.
Here is a net that will
fold to make an
octahedron. How
many others can you
find?

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 Revision
1. Choose the correct words to complete each of 5. Draw a net of a dice so that the numbers on
these sentences. the opposite sides add up to 7 (3)
a ) Solid shapes have three dimensions: ___,
6. How many planes of symmetry do these 3D
___ and ___.
objects have?
b ) A rectangular prism has three pairs of
a ) Rectangular prism with no square faces
congruent and parallel ___.
_______.
c ) Two faces of a polyhedron meet at an ___.
b ) Octagonal pyramid _____.
d ) A plane shape that can be cut out and
c ) Equilateral triangular prism _____. (6)
folded to make a three-dimensional
object is called a ___. 7. Name the 3D objects that can be made with
e ) Three or more faces meet to form each net:
a point at a ___. (5) a)
2. Name the following solids:
a) b)

c) d)

b)
e)

(5)
3. Complete the statements below: c)
a ) A regular prism with 5 faces will have _____
edges and _____ vertices.
b ) A cube has ______ more edges than a
square pyramid.
c ) Another word for a tetrahedron is a ____.
d ) A heptagon has ____ sides.
e ) A regular prism has ______ times as many
edges in total as it has on one face. (5) (3)
4. Write down the 3D object that would make a Total marks: 30
good model for a:
a ) tennis ball
b ) can of cooldrink
c ) a box of tissues. (3)
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 Formal Assessment Exemplar: Test

1. Calculate the next three terms in each number pattern:

a ) 23; 20; 17; … b) 1; 4; 9; … c) 400; 200; 100; … (3)
2. Use the given rules to find the first three terms of each sequence:
a ) Start with 2 and multiply by 0,5 to extend the sequence (1)
b ) Start with 19 and subtract 6 to extend the sequence (1)
3. Study these tile designs:
i) ii) iii)

a ) Draw the fourth design (2)

b ) Copy and complete the table to show what happens to the red tiles compared to the
white tiles.
Design 1 2 3 4 5 10
Red tiles 8 9 10
White tiles 4 6 8
(6)
c ) Write down the rule you would use to extend the pattern. (1)
4. Complete the following flow diagrams:
a) 1 b) 5
1 22
1
_
4 × 2 15 ×2 +2
5
_
2 42
7
_
2 25 (10)
5. Write algebraic expressions for the following:
a ) Three times a certain number increased by 9 (1)
b ) The sum of eight times a number and three times another number (1)
c ) The difference between the product of five and a number and double the number (1)
6. A cup of coffee is left for 20 minutes in 100 Temperature of coffee
the staff room where the temperature
75
Temperature (⁰C)

is 25 °C.
a ) What is the temperature of the 50
coffee after 5 minutes? (1)
25
b ) After how many minutes does the Room air temperature
coffee cool down to 50 °C? 0 5 min 10 min 15 min 20 min (1)
c ) As the time increases, does the Cooling time (min)
temperature of the coffee increase or decrease? (1)

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 Jackie’s performance in
a school marathon
7. Jackie runs in a school marathon. The graph shows
40
her performance.
a ) How many hours did it take her to run 30 km? 30 (1)

Distance (km)
b ) After 2 hours, how many kilometres had she run? (1)
c ) How long did it take her to run 25 km? 20 (1)
10

8. Describe the translations that have taken place in

1 2 3 4 5
triangles A, B and C below: Time (h) (6)

a) b) c)

A C’
B B’

A’
C
A’

12 cm 12 cm
9. Triangle ABC is enlarged to get triangle A’B’C’ A

a ) What is the factor of enlargement? (2)

4 cm 4 cm
b ) Calculate the area of triangle ABC given height = 3,87 cm (2)
c ) Calculate the area of triangle A’B’C’ given height = 11,61 cm B 2 cm C B’ 6 cm C’ (2)
d ) How many times larger than triangle ABC is triangle A’B’C’? (1)

1 10. Match each solid

2 with its net:
1 2
a) b) c)

3 1 1 42 23 4
3 4
1 2

(4)
Total marks: 50
3 4
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 4 Term 4

Children build a model aeroplane

208

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 Topics 18–26

Starting off
People build models of real life objects for many
different reasons. Sometimes we build models to
learn about how the real life object works. At other
times we use models to show what something will
look like in real life after it has been built.

1. Explain why you think that models are useful in

each of these situations.
a ) Children have built a model aeroplane.
b ) Learners have made models of different 3D
objects such as a cuboid and a cylinder.
c ) An architect has drawn a design for a
new building. She makes a model of the
building to show her customers.
2. A model is always built to a given scale.
a ) Explain what a scale of 1 : 300 means.
b ) Explain why it is important to know the
scale of a model.

Contents covered in Term 4

Topic 18: Integers; Topic 19: Numeric and geometric patterns; Topic 20: Functions
and relationships; Formal Assessment Exemplar: Assignment; Topic 21: Algebraic
expressions; Topic 22: Algebraic equations; Formal Assessment Exemplar:
Investigation; Topic 23: Collect, organise and summarise data; Topic 24: Represent
data; Topic 25: Interpret, analyse and report data; Topic 26: Probability; Formal
Assessment Exemplar: Exam Practice

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 Topic

18 Integers

Maths ideas Count, order and compare integers

• Count forwards Integers are from the family of numbers with no fractional parts and that
and backwards in contain positive and negative whole numbers and zero. Negative integers
integers. are whole numbers less than 0 and positive integers are whole numbers
• Recognise, order greater than 0. You can represent integers on a number line:
and compare
integers.
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10
• Add and subtract
with integers. negative direction positive direction

• Properties of You write negative integers with a You write positive integers with a positive
negative sign in front of the number, (–7). sign in front of the number, (+7) or without
integers. the sign (7).
• Solve problems
0 is an integer, but it is neither positive nor negative.
with integers.
Positive and negative integers are called directed numbers. This is because
Key words an integer shows its direction from 0 as well as its distance from 0.

• integers –
numbers with no Example
fraction parts Start on 3 on the number line below and move 7 spaces in the negative
• negative integers direction.
– whole numbers
less than 0
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
• positive integers
negative direction positive direction
– whole numbers
greater than 0
Note that you finish on –4.
• directed numbers
– numbers that
show direction
When you need to compare two integers or arrange them in order, think of
from 0 as well as the position of the numbers on a number line.
distance from 0
• ascending order –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
– from smallest to
largest numbers increase in value

• descending order
– from largest to
smallest –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9

numbers decrease in value

As you look along a number line from left to right, the numbers get bigger.
They increase in size. This is called ascending order. As you look along a
number line from right to left, the numbers get smaller. They decrease in
value. This is called descending order.

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 Look at the two numbers –3 and 2 that are circled on the number line on Key words
page 210. You can express the relationship between these two numbers • additive inverse
in different ways. For example, –3 is further left on the number line than 2 – the number you
so we say –3 is less than 2. Mathematically we write this as –3 < 2. We can add to another
also say that 2 is greater than –3 because it is further to the right along the number to get 0, for
number line. You can write this as 2 > –3. On the second number line –6 is example, –8 and 8
further left than –2 so it is less than –2. We write –6 < –2. are additive inverses

Every integer has an opposite: the opposite of +8 is –8. These numbers are
called additive inverses. If we add a number to its additive inverse we get Did you know?
zero. For example, 8 and –8 are additive inverses as –8 + 8 = 0. Lake Assal in Djibouti
is 157 metres below
sea level and is the
Example lowest point in Africa
Arrange the following numbers in ascending order: (– 157 m).
–6; 23; –35; 19; 0; –12

Answer
–35 < –12 < –6 < 0 < 19 < 23
Game
EXERCISE 18.1 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8

You will need a

1. Given the numbers: –10; 23; 0; 4; –6; 12; –2; 1; 33 six-sided dice,
a ) List all the positive integers. b ) List all the negative integers. numbered 1, 2, 3, –1,
c ) Write down a number that is neither positive nor negative. –2, –3; a counter and
d ) What is the additive inverse of –10? a number line. Divide
into an A Team and a
2. Which number is greater in these pairs? B Team. Place the
a ) 6 or 3 b ) –5 or 2 c ) –2 or –8 d ) 0 or –3 counter on 0 on the
number line. Take
3. Which number is smaller in these pairs? turns to throw the
a ) 16 or 13 b ) –15 or 12 c ) –22 or –8 d ) 0 or –11 dice. If you throw a
4. Arrange these numbers in ascending order: positive number,
move the counter in
a ) 10; –5; 2; –12 b ) 21; 0; –16; –8; 15
the positive direction.
c ) 5; –6; 12; –7 d ) 453; –621; 1 010; –2 012 If you throw a
5. Arrange these numbers in descending order: negative number,
a ) 31; – 35; 12; –24 b ) 50; 0; –26; – 38; 15 move the counter in
the negative
c ) 50; –60; 102; –75 d ) 513; –281; 1 105; –212 direction. If the
6. Say whether these statements are true or false: counter reaches 8,
a ) –2 < 2 b ) –11 < 16 c ) –7 > –5 d ) 1 < –10 the A Team wins. If it
reaches –8, the B
7. Write down the integers from ___ the list of numbers below: Team wins.
1,25; –6; –254; 0; __12 ; –3,76; 52; √16 ; 0,19
8. Fill in the missing numbers in the sequences:
a ) –4; –3; …; –1; 0; 1; 2 b ) –9; –6; …; 0; 3; 6; 9
c ) –15; –10; –5; 0; 5; …; 15 d ) –32; –16; –8; …; –2

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 Calculate with integers
Did you know? Adding and subtracting integers
The words ‘plus’ and Integers may be added to or subtracted from each other. When two positive
‘minus’ come from integers are added, the answer will be positive. For example: 14 + 8 = 22.
Latin and mean
‘more’ and ‘less’. When two negative integers are added, the answer will be negative. For
example: (–14) + (–8) = –22.
When a positive integer is added to a negative integer, the sign of the
answer depends on the size of the numbers, for example: –15 + 8 = –7. The
answer is negative, but –15 + 23 = 8 gives a positive answer.
It helps to look at the number line. Move in a positive direction (to the right)
when adding a number and move in a negative direction (to the left) along
the number line when adding a negative number.
This sign says add

Example: (+18) + (–10) = +8

These signs show direction

Adding a negative number is the same as subtracting the additive inverse of
the negative integer. For example: (+18) + (–10) = 8 is the same as 18 – 10 = 8.
It is useful to use brackets around negative numbers until you get used to
working with integers.

Example
1. Use a number line to find the sums:
a ) 8 + (–5) b ) –8 + (–5)
Answers
a)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b)
–15 –14 –13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0

2. Use a number line to find each of these differences:

a ) 8 – (–5) b ) –8 – (–5)
Answers
a)
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b)
–15 –14 –13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0

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 Example
Simplify the following:
a ) –7 – 5 = … b ) –8 + 12 = …
Answers
a ) –12 b) 4

EXERCISE 18.2

1. Calculate the following: (You may use a number line to help you.)
a ) –8 + 6 b ) –12 – 20
c ) 20 – (–30) d ) –9 + (–12)
e ) 3 – (–8) f ) 14 – 28
g ) –14 + 26 h ) –100 – 200
2. Simplify the following:
a ) 15 + (–11) b ) –230 – 245
c ) 300 – (– 300) d ) 1 235 + (–1 100)
3. Write down the value of n that makes each of the following true:
a ) – 12 + 12 = n b ) –10 + n = 6
c ) 10 + n = 4 d ) –8 + 2 = n – 8
e ) 11 – 15 = –15 + n f ) –7 – n = – 15

Multiplying and dividing integers

Count down in intervals of 3 to see what happens when you multiply
integers:
3×3=9 3×0=0
3×2=6 3 × –1 = –3
3×1=3 3 × –2 = –6
You can see that multiplying a positive integer with a negative integer
results in a negative answer.

Now start with a negative integer and count in intervals of 3 as you multiply:
–3 × 3 = –9 –3 × 0 = 0
–3 × 2 = –6 –3 × –1 = 3
–3 × 1 = –3 –3 × –2 = 6
You can see that multiplying a negative integer with a negative integer
results in a positive answer.

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 If you multiply two numbers with the same sign, the answer will be positive.
Did you know? If you multiply two numbers with different signs, the answer will be
Chinese negative.
mathematicians
worked with negative
numbers as early Remember the following multiplication rules for integers:
as 200 B.C.E. In (+) × (+) = + (+) × (–) = – (–) × (+) = – (–) × (–) = +
India the Hindu
mathematician,
Brahmagupta,
worked with negative Division is the inverse of multiplication so the same rules apply for
numbers in the 7th dividing integers:
century. (+) ÷ (+) = + (+) ÷ (–) = – (–) ÷ (+) = – (–) ÷ (–) = +
(B.C.E. means Before
Common Era.)
Example
Simplify the following:
a) –8×7= b ) (–6) × (–5) =
c ) 12 ÷ (–4) = d ) –10 ÷ (–2) =
Answers
a ) –56 b ) 30
c ) –3 d) 5

EXERCISE 18.3

1. Calculate the following:

a ) –4 × 6 b) (–120) ÷ (– 20)
c ) 20 × (–3) d) –9 × (–12)
e ) (–36) ÷ (–6) f ) 14 × (– 2)
g ) – 24 ÷ ( – 8) h) –100 ÷ 20
2. Calculate:
a ) 12 × 8 b ) 12 × – 8
c ) –12 × 8 d ) –12 × –8
3. Calculate:
a ) 24 ÷ 6 b ) 24 ÷ –6
c ) –24 ÷ 6 d ) –24 ÷ –6
4. Calculate:
a ) –25 × 0 b ) –12 × 1
c) 4×3×2 d ) –4 × 3 × 2
e ) 4 × –3 × 2 f ) –4 × 3 × –2

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 Properties of integers
When you add or multiply integers, the order of the numbers does not
matter. For example: –4 – 5 = – 5 – 4 and –4 × – 5 = –5 × – 4

When you add or multiply numbers, the order in which you add or multiply
numbers does not matter: For example:
(–6 + 5) – 7 = – 6 + (5 – 7) and (–6 × 5) × 7 = –6 × (5 × 7)

When numbers in brackets are multiplied by a number in front of the

brackets, each number in the brackets is affected. This property of numbers
works for addition and for subtraction.
For example: – 4(5 + 6) = (–4 × 5) + (– 4 × 6) or – 6(–5 – 4) = (–6 × – 5) – (–6 × 4).

Example
1. 5 × (–2 + 4) 2. 5 (–2) + 5 × 4 3. 30 ÷ –6 4. 30 ÷ –5
Answers
1. 5 × 2 = 10 2. –10 + 20 = 10 3. 30 ÷ –6 = – 5 4. 30 ÷ –5 = – 6

EXERCISE 18.4 Challenge

1. Calculate: If you are finding
a ) –15 ÷ 3 b) –15 ÷ –5 c) –3 × – 5 the product of
a few numbers,
2. Calculate:
how can you use
a ) 24 ÷ –6 b) 24 ÷ –4 c) –6 × –4
the number of
3. Find the missing numbers in the flow diagram below: negative signs in
the multiplication
Input Output
to predict the sign
12
of the answer?
24
3 ÷ 3 Generalise a rule
12 for this.
6

4. Calculate:
a ) (–10 + 4) – 3 b ) –10 + (4 – 3)
c ) 2(4 – 6) d ) (2 × 4) – (2 × 6)
e ) –3(9 – 5) f ) (–3 × 9) – (–3 × 5)
5. Calculate:
a ) 4 × (–3 + 4) b ) 4 × (–3) + 4 × 4
c ) –1 × (7 – 5) d ) (–1 × 7) – (–1 × 5)
e ) 24 ÷ –6 + (–18 ÷ –6) f ) (24 – 18) ÷ – 6

Topic 18: Integers 215

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 Solve problems with integers
Did you know? When a negative integer is squared, the result is a positive number.
Sutherland is a town For example (–4)2 = (– 4)(– 4) = +16.
in the Karoo where
the largest telescope Square numbers are always positive.
in the Southern
Hemisphere was Note that (–4)2 and –42 give different answers. (–4)2 = 16 and –42 is equal to
built. The telescope is –(4)(4) = –16
so powerful that you The minus sign is only squared when it is inside a bracket.
would be able to see
a candle flame on the When a negative integer is cubed, the result is a negative number.
moon. Sutherland is
the coldest place in For example (–4)3 = (–4)(–4)(–4) = –64
South Africa and the Cube numbers keep the sign of their cube root.
coldest temperature
recorded there was
–16 °C in July 2003. Example
Gugu says that (–3)3 is smaller than –52. Is she correct?

Answer
(–3)3 = (–3)(–3)(–3) = –27
–52 = –(5)(5) = –25
–27 is less than –25, so Gugu is correct.

EXERCISE 18.5

1. Which temperature is lower:

a ) 0 °C or –10 °C? b ) –5 °C or –8 °C?
2. David delivers papers to earn pocket money. He earns R56 on his first
day and R68 on his second day. If he owed his mother R100 and pays
her back, how much money does he have left?
3. Mariana Trench in the South Pacific Ocean is 10 900 m deep and Mount
Everest is 8 848 m high. What is the height difference between the
bottom of the Mariana Trench and the top of Mount Everest?
4. The highest recorded temperature on Earth is 58 °C and the lowest
recorded temperature on Earth is –89 °C. What is the difference
between the highest and lowest temperatures?
5. The early morning temperatures in °C were noted as –8 °C; –5 °C; 0 °C;
3 °C; –1 °C; 2 °C; –4 °C.
Write down the lowest temperature.
Write down the highest temperature.
List the temperatures in ascending order.

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 Revision
1. Write down the missing numbers in the following patterns.
a)

25 20 10

b)
6 5 4 2 1 0 1 2 3 5 6 7 8 9 10 11
(2)
2. Use one of the following signs, < or >, to make these sentences true:
a ) –2 ? –1 b ) +3 ? –6 c ) –4?0 d ) –5 ? –8 (2)
3. Write down the missing numbers to complete the following sentences:
a ) –9 × □ = – 27 b ) 32 ÷ □ = – 8 c ) –26 ÷ –2 = □
d ) 5 × □ = – 35 e ) –64 ÷ □ = 8 (5)
4. a ) Arrange the following numbers in ascending order: 48; –50; –12; 0. (1)
b ) Arrange the following numbers in descending order: –36; 24; –15; 1. (1)
5. Evaluate (find the value of ):
a ) 12 – 6 – (–10) b ) –4 + 9 + (–11) c) –7 – 14 – (–21) (3)
6. Calculate:
a ) 5 × (–3) × 2 b ) –6 × (–2) × 4
c ) 3 × (–8) × –2 d ) –4 × (–7) × – 1 (4)
7. Simplify:
a ) 5 ÷ (–5) × 2 b ) –72 ÷ (–8) × 4
c ) 33 ÷ (–3) × –2 d ) –48 ÷ (–12) × 2 (4)
8. Which temperature is the lowest?
a ) –12 °C or –22 °C b ) 2 °C or –3 °C c) –1 °C or 0 °C (1)
9. The temperature one winter night is –3 °C. In the morning, it is 10 °C. By how much did the
temperature rise? (1)
10. Thandi owes R36 and Zoe owes Tumelo R19.
a ) Who has the larger debt? (1)
b ) How much money is owed altogether? (1)
11. The daytime temperature was recorded at 3 °C. During the night it dropped by 4 °C. What is the
temperature in the morning? (2)
12. In order to buy a new cellphone, Faziela borrows R250 from her brother, Saliem. She also
borrows R100 from her mother and R50 from her friend Shamima. How much money does
she owe altogether? (2)
Total marks: 30

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 Topic

19 Numeric and geometric patterns

Maths ideas Describing patterns

• Investigate and Constant difference and constant ratios
extend numeric In a number sequence we find a number pattern with a constant difference.
and geometric This means that you can either add or subtract the same number between
patterns looking
two consecutive terms. Consider the following number sequences:
for relationships
between numbers,
1; 4; 7; 11; … → Here you have a common difference of 3. Therefore
including patterns:
– represented this is a number sequence.
in physical or 2; –3; –8; –13; … → Here you have a common difference of –5. Therefore
diagram form this is a number sequence.
not limited
to sequences
involving In a geometric sequence you find a number pattern with a constant ratio.
a constant This means that you can either multiply or divide with the same number
differences and between two consecutive terms.
ratios
– of learner’s own Consider the following geometric sequences:
creation
– represented in 2; 4; 8; 16; 24; … → Here you multiply by 2 to get to the next term.
tables. Therefore this is a geometric sequence.
• Describe and 3; –8; 27; –81; … → Here you multiply by –3 to get to the next term.
justify the general Therefore this is a geometric sequence.
1 __1
rules for observed __
3; 1; 3 ; 9 ;… → Here you divide by –3 to get to the next term.
relationships
between numbers
Therefore this is a geometric sequence.
in your own words.

Example
Describe the following sequences by determining the constant
difference or the constant ratio and state whether the sequence is
numeric or geometric.

Answer
5; 1; __15 ; __
1
25
; … common ratio. Divide by 5.
This is a geometric sequence.
–8; –12; –16; –20; … common difference. Subtract 4.
This is a numeric sequence.

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 EXERCISE 19.1 Key words
• extend a pattern
1. Describe the following sequences by determining the constant – to continue with
difference or the constant ratio and state whether the sequence is a pattern using the
numeric or geometric: same rule
a ) 1; 3; 5; 7; … b ) 2; 1; __12 ; __14 ; …
c ) 6; 3; 0; –3; –6; … d ) 1; 2; 4; 8;…
e ) –4; –44; –484; –5 324; … f ) 5; –25; 125; –625; …
g ) –10000; 1000; –100; 10; …
2. Describe the following patterns in your own words and extend them by
the 3 terms in the sequence:
a ) 34; 40; 46; 52; … b ) __18 ; __12 ; 2; 8; 32; …
c ) –22; –20; –18; –16; … d ) 3; 7; 12; 18; 25;…
1 1
e ) 64; 49; 36; 25;… f ) 10; –1; __ ; – ___
10 100
g ) 1; 8; 27; 64; …
3. Fill in the missing numbers in the following sequences and then in your
own words describe the pattern:
a ) 10; …; …; 16; 18; 20 b ) –2; –4; …; …; …; –12; –14; –16
c ) …; 6; …; 24; 48; 96; … d ) 5; –15; …; –135; 405; …; …
1 __ 3
1 __ 3 __7
__ __
e ) 16 ; 8 ; 16 ; …; …; 8 ; 16 f ) …; …; …; __14 ; __18 ; __
1 __
; 1
16 32
g ) –0,096; –0,48; …; –12; –60; –300; …
h ) 729; …; … 27; 9; 3; …
4. Study the following pattern and answer the questions that follow.

a ) Draw the next drawing in the pattern.

b ) In your own words, describe how to reach the next drawing in the
pattern.
5. Study the following pattern and answer the questions that follow:

a ) Draw the next drawing in the pattern that will follow in this row.
b ) In your own words, give a rule that will describe this pattern.
c ) How many squares will be in the 10th pattern?

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 Using rules to complete tables

Example
Find the tenth term in the pattern using a rule instead of continuing the
pattern to the tenth term.

Position in the sequence 1 2 3 4 10

Term 3 4 5 6 12

I added 2 to the position in the sequence to get the term

Find the 18th term in the pattern using a rule instead of continuing the
pattern to the 18th term.

Position in the sequence 1 2 3 4 18

Term –8 –16 –24 –32 –144

I multiplied the position in the sequence by –8 to get the term

EXERCISE 19.2

Find the unknown term in the pattern using a rule instead of continuing the
pattern to that term.

1. Position in the sequence 1 2 3 4 10

Term 6 12 18 24

2. Position in the sequence 1 2 3 4 10

Term –7 –6 –5 –4

3. Position in the sequence 1 2 3 4 10

Term 13 26 39 53

4. Position in the sequence 1 2 3 4 10

Term –7 –14 –21 –28

5. Position in the sequence 1 2 3 4 10

Term 1 4 9 16

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 Rules

Example
Use the rule to complete the table below:
y = 2x – 5

x 1 2 3 4 5 6
y = 2x – 5 –3 –1 1 3 5 7

Substitute the x value in the equation.

y = 2(1) – 5
∴ y = –3

So we will also find that

y = 2(2) – 5 ⇒ y = –1
y = 2(3) – 5 ⇒ y = 1
y = 2(4) – 5 ⇒ y = 3

EXERCISE 19.3

1. Use the given rules to complete the following tables:

a) x 1 2 3 4 5 6
y = –3x
b) x –1 –2 –3 –4 –5 –6
y = –4x – 8
c) x –3 –2 –1 0 1 2
y = –x – 8
d) q –10 –1 0 1 10 100
p = –5q + 4

2. Complete the table using the given rules.

x –3 –2 –1 0 1 2 3
16 – 2x
2x2
x2 + 4
–x – 5
–0,5x

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 Find the rule for any given numeric pattern.

Example
To find a rule for numeric patterns we can use the number sentences in
the following way:
Consider this pattern: 4; 7; 10; 13; …
T1 4=3×1+1

T1 T2 T3 T4
T2 7=3×2+1
4 7 10 13

3 3 T3 10 = 3 × 3 + 1
3

T4 13 = 3 × 4 + 1

Constant Tn = 3 × n + 1 3n + 1
erence

Position in the
sequence e.g.
T1, T2, T3 : . . .

The constant difference is 3 and therefore we will use the number

sentences:

T1 = 3(1) + □ = 4 therefore T1 = 3(1) + 1 = 4

T2 = 3(2) + 1 = 7
T3 = 3(3) + 1 = 10
T4 = 3(4) + 1 = 13

Notice how the position of the term corresponds to the number in the
brackets.

T20 = 3(20) + 1 = 61

The n term of the pattern is Tn = 3n + 1 where we substitute the term

number and the number in brackets with n.

EXERCISE 19.4

Use number sentences to describe the rule and the n term for the following:
1. 6; 10; 14; 18; … 2. 10; 18; 26; 34; …
3. 5; –1; –7; –13; … 4. 4; 13; 22; 31; …
5. –11; –19; –27; –35; …

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 Revision
1. Describe the following sequences by determining the constant difference or the constant ratio, and
state whether the sequence is numeric or geometric:
a ) 7; 12; 17; 22;… b ) 10; 6; 2; –2; … (4)
1
__ 1
__
c ) 125; –25; 5; –1; … d ) –3 2 ; –3; –2 2 ; –2; … (4)
1 __
__ 1 __3 __5
e ) 0,5m; 1,5m; 4,5m; 13,5m; … f ) 8; –8; –8; –8; … (4)
2. Describe the following patterns in your own words and extend them by the next 3 terms in the
sequence:
a ) 26; 30; 34; 38;… b ) __18 ; __14 ; __12 ; 1; 2; … (4)
c ) –26; –22; –18; –14; … d ) 25; 36; 49; 64;… (4)
1 __
e ) 1; 8; 27; 64; … f ) – ___ 100 10
; 1 ; –1; 10; … (4)
3. a ) Find the 10th term in the pattern using a rule instead of continuing the pattern to the 10th term.

Position in sequence 1 2 3 4 10
Term 3 6 9 12 (2)
b ) Find the 15th term in the pattern using a rule instead of continuing the pattern to the15th term.

Position in sequence 1 2 3 4 15
Term –7 –6 –5 –4 (2)
4. Use the rule y = –2x – 3 to complete the table below.

x –1 –2 –3 –4 –5 –6
y = –2x – 3 (3)
5. The perimeter of the following
rhombuses has been extended
with matchsticks to form Pattern 1,
Pattern 2 and Pattern 3.

Pattern 1 Pattern 2 Pattern 3

a ) Use the sketch to complete the table below.

Pattern number 1 2 3 8 45
Matchsticks used (5)
b ) Give a rule in your own words to describe the relationship between the pattern number and
the number of matchsticks used in the perimeter. (1)
6. Use number sentences to describe the rule and the n term of the following pattern:
16; 19; 22; 25; …; n (3)
Total marks: 40

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 Topic

20 Functions and relationships

Maths ideas Number sentences

• Determine input A function in mathematics is the relationship between a set of input numbers
values, output and its corresponding output values. We use number sentences, tables and flow
values or rules diagrams to describe the relationship between numbers. Later on in the senior
for patterns and phase we will also use graphs to describe functions and relationships.
relationships using
flow diagrams,
tables and Input Function ( f ) output f(x)
formulae.
• Determine,
interpret and
justify equivalence 10 y = 3x 30
of different
descriptions of the
same relationship The y = 3x is the function that describes the relationship between the input
or rule. (10) and the output (30).

Example
Find the missing values in the following number sentences:
1. 3 × □ = –24 2. □ ÷ 4 +12 = –8
Answers
1. 3 × □ = –24
(3 ÷ 3) × □ = –24 ÷ 3; therefore the □ = –8
2. □ ÷ 4 +12 = –8
□ ÷ 4 +12 – 12 = –8 – 12 = –20
□ ÷ 4 × 4 = –20 × 4; therefore the □ = –80

EXERCISE 20.1

Find the correct value to replace the □

1. 1 172 – □ = –225 2. □ × 3 = –396
3. 56 ÷ □ + 3 = –4 4. 8 × □ = –4
5. 113,8 + □ = 4 6. –225 = 2 × □ – 1
7. __23 × □ = –1 8. –1__12 – 3__12 = □
9. □2 – 50 = –1 10. 7 – □3 = –20

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 Number variables
Challenge
In algebra we use letters to represent numbers to help us solve problems.
We call the letters variables because they can stand for any unknown 1. How many
number. triangles can
you find in the
following sketch?
Example
Determine the value of x in the following:
a ) 16 + x = 9 therefore x = –7 because 16 + (–7) = 9
b ) x – 14 = –22 therefore x = –8 because –8 – 14 = 22
In algebra, we can also write 3 × x as 3x or –5 × n = –5n and so on.
2. Can you count all
the squares in the
sketch?
EXERCISE 20.2

Find the value of x if:

1. 5 + x = –36 2. x + 1 345 = –2 605 3. x – 1 457 = –26
4. 46,14 – 2x = 66,14 5. x + 20 135 = 10 135 6. –5x = 212,5

Example
In the expression p = n + 3, both p and n are variables. We can only find
the value of one variable if we know what the value of the other variable
is. This means we can find the value of p if we substitute the n with a
number.

For example, if p = n + 3, we can determine p if n is substituted by

numbers, as is the case in the following:
a ) If n = –3, then p = –3 + 3, therefore p = 0.
b ) If n = 7, then p = 7 + 3, therefore p = 10.

EXERCISE 20.3

1. If y = x – 6, determine the value of y, if x = –4.

2. If y = x – 24, determine the value of y, if x = 9
3. If y = x + 10,5, determine the value of y, if x = 3,5
4. If m = n + 6, determine the value of m, if n = –6
5. If p = 2n – 6, determine the value of p, if n = –8

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 Use flow diagrams and tables
You can also make use of a combination of flow diagrams and tables to illustrate
an algebraic expression or to find the unknown variable of the equation.

You can think of an expression as a machine where a value is put in at one end,
processed in the machine and then a different value comes out at the other end.

Example
Complete the flow diagram and the table next to it. In the last column, determine the rule.
3
2
1 x
0 ×3+7 Input 3 2 1 0 –1 –2
1 Output 16 13 10 7 4 1 x × 3 + 7
2
x

EXERCISE 20.4

1. Complete these flow diagrams and the tables next to them. In the last
block, determine the rules.
a) 1
2
3 Input 1 2 3 4 5 6 p
4 ×2 9
5 Output
6
p
b) 3
2
1 Input –3 –2 –1 0 1 2 t
0 × ( 2) 10
1 Output
2
t
c) 3
2
1 Input –3 –2 –1 0 1 2 k
0 k2 2
1 Output –1
2
k

2. Find out the rule for the following diagram:

5 6
4 4
3 2
2 0
1 2

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 Revision
1. Complete the following number sentences:
a ) 4 × □ = –36 (1)
b ) 3 + □2 –6 = 22 (3)
c ) –1__12 – 3__12 = □ (2)
2. Determine the value of x if:
a ) 2x = –36 (1)
b ) x – 123 = –49 (1)
c ) x – 12,8 = 2,5 (1)
d ) –3x + 2 = –13 (3)
3. Complete the following:
a ) If y = x – 16, determine the value of y, if x = –2 (2)
b ) If y = x + 12,3, determine the value of y, if x = –2,5 (2)
c ) If m = 2n + 3, determine the value of m, if n = –4 (3)
4. Complete the flow diagram and the table below it.
–5

9 × 3 – 12

–2 (5)

Input –5 16 48 102 n
Output

5. Represent the table as a flow diagram.

Input 5 6 7 8 n
Output 14 2n + 4
(4)
6. Determine the rule for the following flow diagram by making use of any method:
–5 –12
–4 –9
–3 –6
–16 –45
(2)
Total marks: 30

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 Formal Assessment Exemplar: Assignment

How rates affect a business

If a business is to succeed, it is important that it consistently makes a profit.

1. Sipho buys peanuts in bulk at R5/kg and sells them in 100 g

packets for R1 each. His aunt owns a packaging business
and supplies Sipho with free packets for packaging
the peanuts. Write Sipho’s profit as:
a ) a rate per kg (2)
b ) a rate per 100 g packet (2)
c ) Calculate the percentage profit that Sipho makes on
his peanuts. (2)
2. Sipho’s aunt sells her business and the new owner is not prepared to supply Sipho with free
packaging. He now has to buy the packets and pays R50 for 1 000 packets.
a ) Calculate what one packet costs him. (1)
b ) If Sipho continues to sell the packets at R1 each, calculate the percentage profit that he will
make on his peanuts. (2)
c ) If Sipho wants to make the same profit on the peanuts as before, calculate what he should
charge for a 100 g of peanuts. (2)
d ) What practical problem do you foresee in the case of
Question 2. c)? (2)
e ) Describe how you would advise Sipho to price his peanuts. (2)
3. A business seldom involves simply buying a product and selling it at a profit.
A business usually has hidden costs.
a ) Give the meaning of the term ‘hidden costs’. Find out if you do not know. (2)
b ) Give two examples of hidden costs that a supermarket would have. (2)
c ) Give two examples of hidden costs that Sipho’s business might have. (2)

4. Thandi starts a new business baking pies that she sells to a local
Spaza shop. She uses the family kitchen to bake her pies. Thandi used
this formula to calculate her profit:
Profit = money received for sales − cost of ingredients
Her profits are shown in the table.

Week 1 2 3 4 5
Number of pies sold 25 34 39 42 40
Profit R75 R102 R117 R126 R120

a ) Write Thandi’s profit per pie as a rate. (1)

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 b ) Calculate Thandi’s total profit for the five-week period. (2)
c ) Do you think that it is fair that Thandi should keep all the
profits for herself? Explain your answer. (3)
5. Beauty and Peter enjoy knitting beautiful woollen scarves
and hats. They decide to turn their hobby into a business.
Their business starts off very well. For May, June and July
their profits are R2 100, R2 500 and R2 900 respectively.
a ) Calculate their average monthly profit over the
three-month period. (2)
b ) By what amount is their monthly profit increasing
every month? (1)
c ) Write your answer to Question 5. b) as a rate. (1)
d ) If this trend continues, Beauty calculates that they
can expect to make a profit of R4 900 in December.
Show how Beauty arrived at this amount. (3)
e ) Do you agree with Beauty’s prediction in Question 5. d)?
Give as many reasons as possible to support your answer. (3)
6. Michael says that the petrol price is an example of a rate.
a ) Do you think he is correct? (1)
b ) Explain your answer to Question 6. a). (2)
7. A minibus driver transports people between
Smalltown and Bigtown. The distance between
the two towns is 20 km. On average his
minibus gives 8 km to the litre.
a ) If petrol costs R8/litre, calculate how
much the petrol for a one-way trip will cost him. (2)
b ) Petrol is not the minibus driver’s only cost.
Every trip that he makes results in wear-and-
tear to his minibus. He estimates that wear-
and-tear costs him 50c/km. Calculate the total cost of
a one-way trip. (2)
c ) If the minibus driver wants to make 60% profit on every trip, calculate how much he should
charge his passengers in total for a one-way trip. (2)
d ) If the petrol price increases by 80 c/litre and the cost of wear and- tear to the minibus
increases by 10c/km, calculate how much he should charge his passengers in total for
a one-way trip if he still wants to make a 60% profit. (3)
8. Businesses that import or export goods are affected by special rates.
These rates express the value of one country’s currency (money) in terms
of another. Give the name of these rates. Find out if you do not know. (1)
Total marks: 50

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 Topic

25
21 Algebraic expressions

Maths ideas Algebraic expressions used in number patterns

• Recognise and When working with number patterns you can use your knowledge of algebraic
interpret rules expressions to describe relationships between the numbers in number patterns
or relationships or sequences. We can use an algebraic expression to represent the general term
(including integers) of a sequence. The general term can be used to determine the value of any term
represented in
of the number sequence if we know the position (n) of the term in the sequence.
symbolic form.
• Identify variables What is the rule for the following number sequence –3 ; –2 ; –1 ; 0; 1; … ?
and constants in
n–4 general term (rule)
formulae.
• Translate simple
statements Position of the term in the sequence/pattern
into algebraic
expressions. Term 1 : n = 1 ; substitute into n – 4 = (1) – 4 = –3.
• Represent and Term 2 : n = 2 ; substitute into n – 4 = (2) – 4 = –2.
use relationships Term 3 : n = 3 ; substitute into n – 4 = (3) – 4 = –1.
between variables
Term 4 : n = 4 ; substitute into n – 4 = (4) – 4 = 0.
in order to
determine input
If you want to determine the 20th term of the sequence above, you can use
and /or output
values using verbal the general term: Term 20 : n = 20 ; substitute into n – 4 = (20) – 4 = 16.
descriptions, flow
diagrams and
tables.
Example
Use the rule Tn = 2n – 8 to determine :
Key words 1. The first three terms of the sequence.

• general term – 2. The 12th term of the sequence.

the general term
of a pattern/ Answers
sequence is a 1. Term 1 : n = 1 ; substitute into 2n – 8 = 2(1) – 8 = –6.
rule/formula that Term 2 : n = 2 ; substitute into 2n – 8 = 2(2) – 8 = –4.
describes the Term 3 : n = 3 ; substitute into 2n – 8 = 2(3) – 8 = –2.
pattern/sequence 2. Term 12 : n = 12 ; substitute into 2n – 8 = 2(12) – 8 = –16.

Challenge EXERCISE 21.1

Think of a number.
1. Using the following rules, determine the first three terms of the sequence:
Multiply it by itself.
Add twice the a ) 4n b ) –2n c) n–2 d) 3n – 1 e ) –2n + 4
number you started
2. Using the given rule, determine the value of the given term.
with. Divide by the
number you started a ) 2n ; 14th term b ) –5n ; 5th term
1
__
with. Subtract 2. c ) n – 2 ; 10th term d ) 4n + 3 ; 7th term
What is your answer?

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 Use flow diagrams to illustrate expressions
You can use flow diagrams to illustrate an algebraic expression.

Input value Operation Output value

–6 –8

0 2n + 4 4

3 10

We can think of an expression as a machine where a value is put in at one

end, processed in the machine and then a different value comes out at the
other end. This is sometimes called a flow diagram. When writing algebraic
expressions, you must remember the order of operations so that the
calculation is carried out in the correct order.

In the input and output flow diagram machine, there is a consistent rule that
uses the input number on the left to generate the output number on the right.

Example
Use the flow diagram below to determine either the input or output values.
–2 a
0 b
c × __12 1
5
__
d 2
6 e

Remember to use the inverse operation when you need to determine the
input value when the output value is given.

Answers
–2 × __12 = a; a = –1

0 × __12 = b; b = 0

c × __12 = 1; c = 1 ÷ __12 = 2

d × __12 = __52 ; d = __52 ÷ __21 = 5

6 × __12 = e; e = 3

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 –4
7 c –7 f

–1 d 203 29
a
–4
EXERCISE 21.2
+6 e 355 +× g2 44
b
Challenge 1 ...f
–7 767 85
c
Find a number so 1. Find + 1the letters ...
2n of
2 the value in the following flow diagrams:
that if you multiply it a )3 ... b)
by 4 and then 20
3 a29 –8 gd
–1
subtract 12 the
35
5 × g2
+ b44 –4 ÷+ 46 h
answer you get is 5 ... 1 –4 ... e
double the number 76
7 c85 –12 i
you started with. 10 n 6 ... 2 –7 2n + 1 ... f
c15) ... d )3 ...
–8
–1 dg 12
20 429
–4
10 +4
÷ 6 ...eh 6
5 35
1 – jg
+ ... –2
44
–12
25–7 3n + 2 ...fi 102 –4
76 2nn + 16 ... –12
85
36 ... 153 ...
2. Use the rule to work out the output values in the following flow diagrams:
a 12
20
) 4
29 b ) –8 g
1816
35 +– gj ...44
–2 105
–4 ÷4 ... h
–4
242
76 23nn +÷ 14 ...85
–12 25
10
–12
3nn + 26 ... i
503 ... 36
15 ...
c )–8 g d)
Did you know? 12 4
125
–4 ÷4 ...h 10
18 ...
In Mathematics, 6 –j –2
expressions do not 106
–12
5nn 63 ...i 25
24 33nn +÷ 24 ...
have an equals sign –4 –12
154 ... 50
36 ...
(=).

12 4
10 ... 12
18 ...
–j
6 express a situation
You can using–2 a variable in place of the unknown
25 3n + 2 ... of the expression
246 53nn ÷ 43 ...
number.
–4 Then work out the value–12 for a given number.
36 ... 504 ...
Example
... 12 ...
1. 18Think of a number. Add 2. Multiply by 3. Subtract 4. Write an
n ÷describe
24expression 3to 4 this...problem 6using x as 5the
n unknown
3 ...
50number. Find the value of... this expression
4 if x = 25. ...
Answer
First draw a flow diagram describing
12 ... the expression:
x→ +2 → ×3 → –4 →…
6 5n 3 ...
This expression simplifies to: (x + 2) × 3 – 4
4 ...
Substitute 25 for x: (25 + 2) × 3 – 4 = 77
This means that the value of the expression (x + 2) × 3 – 4 when
x = 25 is 77.

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 2. Think of a number. Multiply by 6. Add 3. Divide by 2. Add 7. Find the Challenge
value of this expression if = 38,95.
Three sides of a
Answer triangle have lengths
First draw a flow diagram describing the expression: (4x + 1) cm, (3x + 2)
x → × 6 → + 3 → ÷ 2 → +7 →… cm and (5x – 3) cm.
6x + 3 Write down an
This expression simplifies to: _____
2
+7 expression for the
6(38,95) + 3
2 507 perimeter of the
Substitute 38,95 for x: _________
2
+ 7 = _____
20
= 125,35
triangle and simplify
6x + 3
This means that the value of the expression _____
2+7
when x = 38,95 the expression.
is 125,35

EXERCISE 21.3

1. Draw a flow diagram and evaluate each algebraic expression:

a ) 35 – a if a = 27
b ) a + b – 6 if a = 22 and b = 25
c ) r + 36 if r = 75
d ) n ÷ 2 + 16 if n = 84
e ) m × 6 – 3 if m = 5
f ) 4 added to d and then the sum multiplied by 3 if d = 8
g ) y multiplied by 3 and 4 added to the product if y = –2
2. a ) 1 b) 5
1 22
4 × _12 15 ×2 +2
5
_
2 42
7
_
2 25
c) 1
0,5
× 0,5 +3
0,25
0,75
3. Write each of the following as an algebraic expression:

a) x→ ×6 → +3 b) x→ +3 → ×6

c ) x → ÷2 → + 7 d ) x → + 7 → ÷2
4. Think of a number. Multiply by 2. Add 5 and then subtract 7.
Draw a flow diagram and work out the value of the expression if the
number is 8.

Topic 21: Algebraic expressions 233

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 Use tables to illustrate expressions
You can use tables to illustrate an algebraic expression.

Example
Look at the set of blocks below and write the number of
blue tiles and white tiles in a table. Then write down an
expression describing the relationship between the
number of blue tiles and the number of white tiles.
Answer
Number of blue tiles Number of white tiles
1 5
2 7
3 9
4 11
As the blue tiles increase by one, the white tiles increase by 2. You can write rule as 2g + 3 where
g represents the number of blue tiles and 2g + 3 represents the number of white tiles. The letter
symbol g is called the variable symbol that represents the unknown number. The expression 2g + 3
describes the number of white tiles.

EXERCISE 21.4

Did you know? 1. Write an expression to describe the relationship of the data in each table:
A monomial is an
a) b) c) d)
expression with one n s p r
term, for example 2n
or 5x2. 10 7 36 6 2 10 5 2,5
A binomial is an 12 9 30 5 3 15 6 3
expression with two 14 11 24 4 4 20 7 3,5
terms, for example 16 13 18 3 5 25 8 4
2n – 5 or 5x2 + 3.
A polynomial is an 2. Complete each table by evaluating the rule or the expression:
expression with a) b) c) d)
many terms, for m m + 12 d d – 18 f 9f +2 h –6h – 3
example: 10 4
3 –1
3a – 4b + 5c – 6d.
9 9 –2 6
15 6 –4 8
38 1 –8 10

3. Complete the following tables:

a) b)
n –2 –1 0 1 2 n –2 –1 0 1 2
n +12
–2n + n + 1
2

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 3 a
6 ×4 b
Revision c
9
1. Use the rule 4n – 5, to determine:
a ) the first three terms of the sequence
3 a 11 d
b ) the value of the 10th term 6 ×4 b e
14 ×8
c ) which term has a value 15. f (3)
9 c 27
2. Find the value of the letters in the following flow diagrams:

3 a 11 d 1 6
6 ×4 b 14 ×8 e 17 +g 24
9 c 27 f 38 45
(7)
3. Write these phrases as expressions:
a ) The sum of a numberdand twice1the number
11 6
14 × 8 a numbere
b ) 15 less than 17 +g 24
c ) 3 more than six timesfa number
27 38 45
d ) 1 less than the product of a number and nine. (4)
4. Think of a number. Add 5. Multiply the sum by –2. Subtract 1. Write an expression using x for
1 6
the unknown. Find the value of this expression if x = 12,5. (2)
17 +g 24
5. Copy and complete the following
45 table:
38
input (x) –1 0 3 10 250
output (3x – 4) 5

(4)
6. If a = 2, b = –4 and c = 5, find the values of these expressions:
a ) 3b – a b ) 3(b – a) c ) a+b–c d ) 4b – 2c (4)
7. Write an expression to describe the relationship of the data in the tables:
a)
m 5 8 12 17
n 7 10 14 19
(2)
b)
x –1 –4 –8 –20
y –2 –8 –16 –40

(2)
8. What number doubled and added to 12 gives 20? (2)
Total mark: 30

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 Topic

22 Algebraic equations

Maths ideas Solve number sentences with integers

• Write number Number sentences or equations in Mathematics are written using
sentences. mathematical symbols and they tell us that two things are the same. When
• Analyse and you add an equal sign to an expression and write something on each side
interpret number of the equals sign, you have a number sentence. For example, 15 – 6 = 9 is a
sentences. number sentence, but 15 – 6 on its own is an expression.
• Solve and
complete number Some number sentences are always true, for example, 6 + 9 = 20 – 5 is
sentences. always true. Some number sentences are never true. For example,
• Use substitution.
a + 3 = a – 2 has no solution as there is no value of a that would make the
number sentence true. The solution to a number sentence is the value
of the unknown that makes the number sentence true.

In an algebraic number sentence, there is often only one value of the

variable that makes the number sentence true.

For example 5 x – 6 = 9 is only true if x = 3.

Sometimes there may be more than one correct answer. For example, if
x2 = 9, there are two possible correct answers: x = 3 or x = –3, then x2 = 9.
Check that this is true by substitution: 32 = 3 × 3 = 9 and (–3)2 = –3 × –3 = 9.

In Topic 14 you learnt about solving algebraic number sentences containing

whole numbers, fractions and decimals. In this topic, you will solve number
sentences that may contain integers as well. Remember to check your
solution to a number sentence by substituting the answer back into the first
line of the original number sentence.

Example
a) Solve x + 6 = 21 where x is a natural number.
b) Solve x + 6 = –12 where x is an integer.
c) Solve 3x = –24 where x is an integer.
d) If y = x3 – 2, calculate y when x = 2.
Answers
a ) x = 15 (what natural number must be added to 6 to give 21?)
b ) x = –18 (what integer must be added to 6 to give –12?)
c ) x = –8 (what must be multiplied by 3 to give –24?)
d ) y = (2)3 – 2 = 6 (substitute 2 for x in the number sentence).

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 An algebraic number sentence is like a pair of balanced scales
with an equals sign in the middle.

To make sure that both sides always stay balanced, whatever you
do to one side, you must do the same to the other side.

Example
Here is a more complicated number sentence to solve: (x + 5) × 3 = 24
If (x + 5) × 3 = 24 is the number sentence, solve for x.

Answer (x + 5) × 3 ÷ 3 = 24 ÷ 3

The number sentence is a balanced scale:

x+5 = 8
Divide each side by 3: (x + 5) × 3 ÷ 3 = 24 ÷ 3

Simplify where possible: (x + 5) = 8 x+5–5 = 8–5

Subtract 5 from both sides: x + 5 – 5 = 8 – 5

x = 3

Simplify to get the answer: x = 3

EXERCISE 22.1

1. Solve these number sentences and check your solutions:

a ) What should be added to 63 to get 90?
b ) The product of two numbers is 140. One of the numbers is 7. Find
the other number.
c ) 3 times a number plus 6 is equal to 21. Find the number.
d ) Find a number that if you add 4 to it and multiply the answer by 5,
you get 35.
2. Find the value of the variables that make these number sentences true:
a ) a + 6 = 10 b ) 3b – 4 = 11
1
__
c ) 2 c = 15 d ) __14 y + 1 = 3
e ) 0,75d = 9 f ) –12e = 60
3. Substitute the value for x in order to find the value of y in the following
number sentences:
a ) y = 3 x if x = –1 b ) y = x + 15 if x = 10
c ) y = x2 + 2 if x = 3 d ) y = –2x – 5 if x = 10
e ) y = __12 x + 6 if x = –12 f ) y = 0,2x + 9 if x = 5

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 4. Rewrite the following number sentences and put plus or minus signs in
the brackets to make the number sentences true:
Did you know?
A linear equation a ) ( 3) + ( 8) = 5 b ) ( 5) + ( 12) = –7
may have one c ) ( 4) – ( 9) = 5 d ) ( 1) – ( 11) = 12
solutions.
e ) ( 2) + ( 6) = –4 f ) ( 6) + ( 9) = –15
A quadratic equation
may have two 5. Write down the values of the letters in the number sentences below by
solutions.
inspection:
A cubic equation may
have three solutions. a) 1a 2
You will learn how to 2a 4
solve all these 3a = 6
equations in the next 4a 8
few years.
5a 10

b) 3b 9
5b 15
7b = 21
9b 27
11b 33

c) 2c 8
5c 20
10c = 40
15c 60
25c 100

d) 3d 18
8d 48
12d = 72
20d 120
500d 3 000

e) 7e 35
12e 60
18e = 90
30e 150
200e 1 000

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 Use number sentences to solve problems
Mathematics is a language and problems can be translated from English
into mathematical language using symbols. For example:

Symbol Meaning Symbol Meaning

= is equal to ≠ is not equal to
+ sum – difference
× product ÷ quotient
> is greater than < is less than
≥ is greater than or equal to ≤ is less than or equal to

Example Challenge
Write number sentences for the following:
The sum of two
1. The sum of a number and 3 is equal to 21. numbers is 80. One of
the numbers is 4
2. The difference between two numbers is 14. times the other
number. Find the two
3. The product of 5 and y is greater than the quotient of x and 4. numbers.
4. The sum of 6 and x is less than or equal to –3.
Answers
1. 3 + x = 21
2. x – y = 14
3. 5y > __4x
4. 6 + x ≤ – 3

EXERCISE 22.2

1. Write the following as number sentences:

a ) The sum of a number and 9 is equal to 35.
b ) The difference between two numbers is 48.
c ) The product of 15 and x is equal to the quotient of x and 4.
d ) The sum of –18 and twice m is equal to 3 less than m.
e ) The product of 8 and y is twice the difference between –24 and 2y.
f ) Five less than the sum of x and y is equal to the product of 6 and –4.

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 2. Write number sentences for the following inequalities:
a ) Twice a number is less than 8.
Did you know?
b ) The sum of two numbers is greater than 11.
A dozen means a set c ) The product of 4 and x2 is greater than or equal to 20.
of twelve. The word
d ) The difference between y and 7 is less than or equal to –13.
originates from the
Latin for two duo and 3. Write and solve the number sentences that represent these word
ten decem.
problems. Let x be the unknown value.
a ) The sum of a number and 15 is 63. Find the number.
b ) Trevor earns R80 per hour. Calculate how many hours he must work
to earn R720.
c ) Nelisa buys three cans of cooldrink for R9,75. Calculate the cost of
each can.
d ) A certain number of eggs are packed in boxes of 12 eggs each.
Altogether there are 52 boxes of eggs. Calculate how many eggs
are packed.
e ) The school has 175 Grade 7 learners. 18 go home for lunch and the
rest eat lunch at school. Calculate how many Grade 7 learners eat
their lunch at school.
f ) The sum of two positive integers is 78. The second number is twice
the first number. Find the two numbers.
g ) A number multiplied by itself and then multiplied by itself again
gives –216. Find the number.
4. Solve for x where x is a natural number:
a ) x + 7 = 56
b ) x – 19 = 23
c ) 4x = 52
5. Solve for x where x is an integer:
a ) x + 5 = –7
b ) –2x = 28
c ) 3x – 8 = –2

Challenge
If 52 dozen eggs are sold @ R15 per dozen,
what is the total cost of the eggs?
If 13 of the eggs are cracked, what fraction
of the total number of eggs is cracked?

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 Revision
1. Find the values of the variables that make these number sentences true:
a ) p – 4 = 11 b ) 2m + 6 = 12
c ) __12 n = 40 d ) __14 r = 20
e ) 0,25s = 9 f ) –11t = –77 (6)
2. Substitute the value for x in order to find the value of y in the following number sentences:
a ) y = 2x – 3, if x = 1
b ) y = x – 5, if x = 39
c ) y = 3x – 12, if x = –4
d ) y = –2x + 3, if x = 5
e ) y = __12 x – 1, if x = 10
f ) y = 0,8x – 2, if x = 5 (6)
3. Write the following as number sentences:
a ) The sum of a number and 12 is equal to 23.
b ) The difference between two numbers is 58.
c ) The product of 5 and n is equal to the quotient of m and 6.
d ) The sum of twice y and 6 is equal to 2 less than x.
e ) The difference between –4 and 2b is equal to 10.
f ) The product of 12 and –3 is equal to three less than the sum of x and y. (6)
4. Solve the number sentences that represent these word problems.
a ) The sum of a number and –5 is 7. Find the number.
b ) Joe buys six cans of cooldrink for R15. Calculate the cost of each can.
c ) Emma earns R125 an hour. How much does she earn in 6 hours?
d ) The sum of two positive integers is 45. The second number is twice the first number.
Find the two numbers.
e ) A number multiplied by itself and then multiplied by itself again gives –27. Find the number.
f ) Jabu earns R140 an hour. If he earns R840, how many hours has he worked? (6)
5. a ) A school has 64 Grade 7 learners. The mathematics teacher buys 4 boxes of calculators and gives
each learner a calculator. How many calculators are in each box? (1)
b ) The Grade 7 learners are divided into teams of 8 to play soccer on the field. How many learners
are in each team? (1)
6. State whether the following number sentences are true or false:
a ) 8m + 1 = 1 + 8m
b ) 7 × 3y = 3y × 7
c ) 6p + 3 = 3(2p + 1)
d ) 8 – 12a = 8(1 – 2a) (4)
Total marks: 30

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 Formal Assessment Exemplar: Investigation

Make an architectural model

An architect has been asked to design a new school. She is going to present
her design to the local council. She has done drawings of her design, but
she also wants to use a model in her presentation.

The architect has asked your class to build a scale model of the school for
her. If your group’s model is good enough, she may choose it to use it in her
presentation.

Here are the architect’s drawings of the building:

3m

3m

10 m
7m

Elevation view from the front

40 m

10 m

Perspective view
4m

Plan view from above 4m

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 What to do
1. First decide which 3D objects you will need to make to
construct the model. You will
2. Draw a rough sketch of the net for each object. paperneed:
pen
3. Decide on the scale you are going to use for your thin ccailrsd
protrrauclters
model, and convert all the measurements on the plan

set squoars or
into the measurements you are going to use to make
the model. Write these measurements on the sketches
of the nets. scissorsres
4. On thin card, draw the real nets to the measurements
glue
you have worked out. Make sure that you measure all
the lengths and angles accurately. You might not be
able to cut all your nets out of a single piece of card. If
this is the case, cut out part of a net from one piece of
card and the other part from another piece. Then join
the pieces together.
5. Before you cut out the nets, work out where you will need to put tabs so
that you can join the edges together. Then draw in the tabs.
6. Cut out the net of each object, fold it carefully and stick it together.
7. Glue the shapes together so that they look like the architect’s plans.
8. If you have time, decorate the outside of the model to make it look more like the architect’s
drawings. (20)
Answer these questions about your model:
1. Write down the scale that you chose to use for your model. (1)
2. Calculate the volume of your model. Ignore the roofs. (4)
3. Calculate the volume of the actual building. Ignore the roofs. (4)
4. Write as a unit ratio, the volume of your model:
the volume of the actual building. (3)
5. Compare your scale in Question 1 to your unit
ratio in Question 4. Describe what you notice. (5)
6. Calculate the volume of your model as a percentage
of the volume of the actual building. Round your
answer to two decimal places. (3)
Total marks: 40

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 Topic

23 Collect, organise and summarise data

Maths ideas Collect data

• Pose questions Data is information or facts about things or people. There are many sources
about own of data all around us, for example, in magazines and newspapers, on the
environment. television and on the Internet. A weather report shows data that has been
• Select sources for collected by meteorologists (people who study the weather). This data is
collecting data. useful when we want to know what weather conditions to expect.
• Design and
use simple There are examples of data in your own classroom. A class list consists of
questionnaires. data such as learners’ names, ages and so on. If your teacher compiles a list
• Organise data
of test marks for your class, this is also data.
using tallies, tables
and stem-and-leaf Sometimes we need to collect our own data. When you want to do this, you
displays. need to decide from whom you will collect the data. The population is the
whole group of people that you will be studying.
• Group data into
intervals.
It is not practical to interview the whole population at one time. It may take
• Summarise data too long and it is not possible to get all the members of the population
using the mean, together. In this case, you must choose a sample to represent the
median, mode and
population.
range.
A questionnaire is a list of the questions that we want to ask. A
Key words questionnaire that has different options for the answers is a multiple-
choice questionnaire. A person who answers a questionnaire is called a
• data – facts or
respondent.
information about
things or people
Below are some important points to remember when you design a
• population – the questionnaire:
people living in a
particular area or • Ask questions the answers of which will give useful information. For
country example, the answer to: ‘Do you have a favourite colour?’ will be either
‘yes’ or ‘no’, which does not tell you about what colours people like.
• sample – a small
part or amount of • Do not make your questions too open-ended. For example, if you ask:
something that is ‘What is your favourite colour?’ you may answers like red, blue and
examined green, but you could also get unusual answers like apricot, lime green,
• questionnaire lilac, and so on. In this case it is better to limit the answers to a few
– a list of the choices like red/blue/green/other. Build in an extra option like ‘other’ in
questions that case the respondent does not like any of the choices that you gave.
we want to ask to • Be careful about asking questions that are personal or insulting. For
get data about a example, if you ask: ‘Are you overweight?’ a respondent could find this
situation hurtful to answer.
• Other questions could be difficult to answer honestly. For example,
questions like: ‘Have you ever smoked a cigarette?’ or ‘ Have you ever
copied your homework from a friend?’

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 • Make sure that your questions are appropriate for your sample. For Key words
example, if you ask a learner questions about their family’s income and
budget, they may not know the answers. • multiple-choice
questionnaire –
a questionnaire
Example that has different
options for the
A Grade 7 learner has been asked to find out the importance of regular answers
exercise in the lives of her classmates. She has prepared a list of
• respondent
questions to ask them. For each question, comment on how effective
– a person
that question will be. who answers a
1. Do you think it is important to get regular exercise? questionnaire
Yes □ No □ • census – an
2. Do you get exercise every day? Yes □ No □ official count
of a country’s
3. How often do you exercise?
population
Not at all □ Once a week □
Twice a week □ Three times a week □
More than three times a week □
4. How many hours of exercise do you get a week?
0 hours □ 1-2 hours □
3-4 hours □ 5-6 hours □
More than 6 hours □
Answers
1. This question does not give much information. Most people will say
that it is important to get regular exercise, because they think it is
the ‘right’ thing to say.
2. Again, this question does not tell us much. Learners may say that
they get exercise every day, even if they only walk to school. It is too
easy to say ‘yes’ without really thinking about it.
3. This question forces the respondent to think more about formal
exercise. It is better because the answers are more specific.
4. This question is even better, because the answers will express actual
time spent doing exercise.

Did you know?

When the government of a country wants to find out information about its people, it conducts a
population census. A census tells the government how many people live in the country, about their
gender and age, their living conditions and so on. The government uses this information to help
them in planning housing, education, healthcare and transport for the citizens of the country.

In South Africa, a census takes place every 10 years. The most recent census in South Africa was held
in October 2011. People were counted where they were on the night of 9 October 2011. Census
fieldworkers went from door to door and completed a questionnaire on behalf of each household.

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 EXERCISE 23.1

1. Which source(s) would you use to find answers to each of the following
questions? For each question, choose one or more sources from the list
below, or give your own source(s):
· Family members
· Friends
· Neighbours
· A teacher
· Classmates
· Schoolmates
· A library
· A newspaper
· A magazine
· The radio
· The TV
· The Internet

a ) How many siblings (brothers and sisters) on average, do the

learners in your school have?
b ) What are the favourite hobbies of children of your age?
c ) What is the most popular brand of calculator in your class?
d ) How many tourists visited South Africa last year?
e ) How many people in your community are vegetarians?
f ) Is there a history of food allergies in your family?
g ) Are the people in your community involved in a recycling effort?
h ) What will the weather be like later this week?
i ) How many families in your community have a savings scheme?
2. You have been asked to design a simple questionnaire to find out how
many siblings the learners in your school have.
a ) What would the population be for this project?
b ) Describe a practical sample that you could use.
c ) Design a multiple-choice question that would work for this
questionnaire.
3. You have been asked to design a simple questionnaire to find out how
your classmates spend their pocket money.
a ) What would the population be for this project?
b ) Describe a practical sample that you could use.
c ) Design a multiple-choice question that would work for this
questionnaire. Think about how you will handle the fact that some
learners do not get pocket money.

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 Organise data Key words
Data that we collect is called raw data. This data has not been organised • raw data – data
or summarised. Lists of raw data can be difficult to read and to make sense that has not been
of, so we organise them in ways that make them easier to work with. In this organised or
summarised
unit, you will organise data in frequency tables and stem-and-leaf displays.
• frequency table –
A frequency table has three columns: one for the data values, another for a table with three
the tallies and a third for the frequencies. columns: one for
the data values,
Tallies are counting marks that are grouped in bunches of five. another for the
tallies, and a third
for the frequencies
Example • tallies – counting
marks that are
A soccer coach kept a record of his team’s results during a season. Here is
grouped in
his data: bunches of five
W; L; L; D; W; D; W; W; L; D; W; D; L; D; W; W; L; W; D; W • stem-and-leaf
display – a way
He organised this data into a frequency table, as follows: of organising
numerical data in
The results of a soccer team for one season which we break
up each data value
Result Tallies Frequency into a stem part
Wins 9 and a leaf part

Draws 6
Losses 5

The data in the example above consists of letters, but from now on you will
focus on numerical data. Numerical data is data that consists of numbers.

You will now learn about another way to organise numerical data. A stem-
and-leaf display is a very useful way of organising numerical data of which
some (or all) of the values have more than one digit. In a stem-and-leaf
display, we break up each data value into a stem part and a leaf part. We
choose the values of the stems in such a way that the leaves consist of a
single digit.

Example
Queenie measured the heights of 30 children, correct to the nearest
centimetre. Her measurements are shown below:

108 103 101 120 123 121 109 105 120 120
121 100 117 121 104 103 113 109 112 117
115 117 102 124 117 118 116 117 118 121

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 Key words She organised this data in a stem- Queenie then ordered the leaves of
• interval – a range and-leaf display, as follows: each stem, as follows:
of data values Stem Leaf Stem Leaf
10 8319504392 10 0123345899
11 73275778678 11 23567777788
12 031001141 12 000111134

Now Queenie can easily see that:

· the shortest child is 100 cm tall
· the tallest child is 124 cm tall
· the most common height is 117 cm.
Do you agree with these statements?

A stem-and-leaf display groups data into tens, as you saw in the previous
example. Sometimes, however, we want to group data into different
intervals. An interval is a range of data values. We can choose any
convenient intervals.

Example
Mrs Mafaya is a bee-keeper. She keeps track of the number of jars of
honey that she sells each week. Below is her data for 40 weeks:
5 13 1 11 8 12 13 9 17 10
3 16 10 12 12 3 7 11 17 16
10 24 22 18 7 6 12 8 15 5
5 19 10 20 2 9 14 4 5 13
She organised this data into a frequency table, as follows:

Number of jars of honey sold per week for 40 weeks

Jars Tallies Frequency
0–4 5
5–9 11
10–14 14
15–19 7
20–24 3

This frequency table gives Mrs Mafaya a lot of information. For example:
· In 25 of the 40 weeks, she sold between 5 and 14 jars of honey per
week.
· In 10 of the 40 weeks, she sold at least 15 jars of honey per week.
Do you agree with these statements?

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 EXERCISE 23.2

1. What numbers are represented by this Stem Leaf

stem-and-leaf display? 8 56689
2. Copy and complete the frequency table 9 245677
below to show the number of days in 10 0134
each month in a normal year (in other words, not a leap year).
Number of days in each month in a normal year
Days Tallies Frequency
28
29
30
31

3. The ages of 50 people in a village are shown below:

33 57 29 80 1 5 15 22 48 11
27 33 29 13 20 60 52 6 2 9
72 66 51 38 16 12 43 62 71 8
52 38 41 51 4 1 3 32 40 63
12 37 5 35 42 16 58 61 11 50

a ) Represent this data in a stem-and-leaf display.

b ) Use your stem-and-leaf display to answer the following questions:
i. How many people were at least 50 years old?
ii. How many people were less than 20 years old?
4. The nurses at a hospital charted the mass (in grams) of 25 newborn
babies, as shown in the list below:

3 575 g 3 020 g 3 390 g 2 635 g 3 880 g

3 915 g 3 870 g 3 000 g 3 860 g 3 060 g
3 415 g 3 225 g 3 210 g 3 295 g 3 160 g
2 965 g 4 650 g 4 350 g 4 105 g 3 380 g
3 325 g 3 700 g 3 900 g 3 665 g 2 780 g

a ) Copy and complete the frequency table below:

Mass (in grams) of 25 new-born babies
Mass (g) Tallies Frequency
2 500 – 2 999
3 000 – 3 499
3 500 – 3 999
4 000 – 4 499
4 500 – 4 999
b ) Which was the most common birth mass interval for these babies?

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 Key words Summarise data
• measures of We use measures of central tendency to describe the middle values of a
central tendency data set. There are three measures of central tendency. These are the mean,
– numbers that the median and the mode. From previous grades, you will remember the
describe the
following:
middle values of a
data set
The median of a data set is the middle value of the ordered data set.
• median – the
· If you want to find the median of a data set that is not ordered, you
middle value of an
ordered data set must first order the data set. This means that you must arrange all the
values of the data set in ascending order (from smallest to biggest).
• mode – the value
· If there is an odd number of values in the data set, the median is the
(or values) that
appear most often middle value.
in a data set · If there is an even number of values in the data set, the median is the
• bimodal – having
average of the two middle values.
two modes The mode of a data set is the value (or values) that appear most often in a
• mean – the average data set.
of all the numbers in
· A data set can have one mode, two or more modes or even no modes.
a data set
· If a data set has two modes, we say that it is bimodal.

Example
In each of these data sets, find:
a) the median b) the mode.
1. 5; 8; 17; 17; 27; 29; 39; 41; 50
2. 14; 4; 20; 4; 10; 18; 2; 45; 24; 32; 24; 40; 28; 33
Answers
1. a) There are 9 values in the data set. The middle value is the 5th
Did you know? value, so the median is 27.
b) The mode is 17, because it is the only data value that appears
Real estate agents
use medians and twice.
modes when 2. First order the data set: 2; 4; 4; 10; 14; 18; 20; 24; 24; 28; 32; 33; 40; 45
comparing the prices
of the houses for sale.
a) There are 14 values in the data set, so the median lies halfway
This is to ensure that between the 7th and the 8th values. These are 20 and 24, so the
20 + 24
the prices are kept in median is ______
2
= 22.
relation to the b) The modes are 4 and 24, because both of these numbers appear
market. twice. This data set is bimodal.

Now you will learn about a third measure of central tendency, called the
mean. The mean of a data set is the average of all the numbers in the data
the sum of the values in a data set
set. The formula for the mean = _______________________________
the number of values in the data set

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 Example Key words
20 learners scored these percentages in a Life Orientation test: • measures of
88% 62% 51% 33% 77% 33% 65% 83% 81% 72% dispersion –
numbers that
90% 61% 68% 70% 55% 42% 67% 26% 65% 31% describe the
Find the mean of these percentages. spread of the
values in a data set
Answer • range – the
The mean difference between
88 + 62 + 51 + 33 + 77 + 33 + 65 + 83 + 81 + 72 + 90 + 61 + 68 + 70 + 55 + 42 + 67 + 26 + 65 + 31 the largest and the
= _________________________________________________________
20
1 220
= ____ = 61% smallest values in a
20
data set

We use measures of dispersion to describe the spread of the values of a

data set. You will now learn about one of the measures of dispersion, called
the range. The range of a data set is the difference between the largest and
the smallest values in the data set. The bigger the range, the further the
Did you know?
values in a data set are spread apart. Car manufacturers
study the mean
dimensions of a
Example person’s body when
Find the range of each of these data sets: designing a car. In
this way they make
1. 5,5 3,0 2,3 3,9 1,9 4,9 4,7 6,3 5,7 1,9 2,8 4,2 sure that the interior
2. 11 –46 26 32 –92 14 68 –23 76 30 space of a car suits
most people.
Answers
1. The range = 6,3 – 1,9 = 4,4
2. The range = 76 – (–92) = 76 + 92 = 168

EXERCISE 23.3

1. There are seven Grade

7 classes in Madiba
School. The number
of learners in each
class is 42; 38; 41; 47;
39; 36 and 45. What is
the mean number of
learners per class?

Grade 7 learners and their teacher in class at

Madiba School

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 2. Calculate the mean, median, mode and range of each of the following
Challenge sets of numbers:
a ) 1; 2; 2; 3; 4; 4; 4; 5; 6
The mean of five
b ) 49,2; 86,6; 0,4; 19,9; 28,4; 18,3; 52,8; 31,5
numbers is 63. The
first three numbers c ) –344; 372; 302; –25; 116; –18; 71; 132; –144; –333; 300
are 52, 60 and 71. If
3. a ) Calculate the mean, median, mode and range of these numbers:
the last two numbers
are equal, calculate 3; 6; 1; 8; 2; 3; 5; 2; 5; 9; 3; 1; 6; 88; 5; 7; 2; 1; 6; 2
the values of each of b ) Which measure of central tendency best describes this data? Give a
the last two numbers. reason for your answer.
4. Five friends are comparing the percentages that they obtained for the
tests that they have written so far this term. The table below shows their
percentages:

English Mathematics Science Technology Geography

Jyoti 90 52 44 93 71
Anna 64 50 89 70 88
Lungi 47 92 59 77 95
James 67 74 67 77 75
Unathi 56 57 84 80 77

a) What is Lungi’s average for the five tests?

b) What is the modal percentage for Technology?
c) What is the range of all these percentages?
d) If James wants to impress his parents, should he use the mean, the
median or the mode of his percentages? Show all your calculations.
5. A farmer counted the number of potatoes that each potato plant in his
garden produced. He collected data from 24 plants and listed his results:
15; 12; 19; 16; 20; 12; 19; 17; 12; 14; 18; 17;
14; 15; 18; 14; 11; 10; 15; 13; 12; 11; 18; 21
Calculate the mean, median, mode and range of these values.
6. The mean heights of five boys is
151 cm. The height of four of them
are 149 cm, 148 cm, 152 cm and
153 cm.
a ) Estimate the height of the
fifth boy.
b ) Calculate the height of the
fifth boy.

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 Revision
1. Mr Ncube owns a Spaza shop. There is a new brand of fruit
juice on the market and he wants to know how popular this
brand will be with his customers. One Saturday he offers all
the people who come into his shop a taste of the juice and
asks them whether or not they will buy this brand in future.
He gets these responses:
yes; no; unsure; yes; yes; no; unsure; yes; no; no; yes; unsure;
yes; yes; no; yes; yes; unsure; yes; unsure; no; yes; yes; no;
unsure; yes; no; yes; unsure; yes; no; yes; yes; no; unsure; yes.
a) Identify the population in this case. (1)
b) Identify the sample in this case. (1)
c) How large was the sample? (1)
d) Draw up a tally table to show Mr Ncube’s results. (4)
e) What percentage of the sample said that they would buy this juice in future? (1)
f ) Do you think that Mr Ncube should stock this juice? Give a reason for your answer. (2)
2. Refer back to the ‘Did you know?’ box on page 245 about the 2011 South African Census.
a ) Was a population or a sample used for the census? Explain. (2)
b ) If you were staying over with a friend on the night of 9 October 2011, would you have been
counted in the census? Explain. (2)
c ) In what year will the next census be held? (1)
3. Below are the birthdays of the learners in a Grade 7 class:
4 18 27 6 29 2 13 5 11
19 23 17 25 8 22 8 26 9
21 30 1 7 12 31 16 10 30
23 16 29 3 3 29 12 4 16
28 16 31 14 20 28 12 10 29
a) How many learners are there in the class? (1)
b) Represent this data in a stem-and-leaf display. (4)
c) Which stem has the most number of leaves? (1)
d) Which stem has the fewest number of leaves? (1)
e) If you were to draw a stem-and-leaf display of the birthdays of all the learners in your school,
which stem would you expect to have the fewest number of leaves? Explain. (2)
4. 20 Grade 7 learners sold raffle tickets to raise money for their classroom. The number of raffle tickets
that they sold is shown below:
120 80 110 70 40 110 50 60 80 90
150 80 90 110 130 120 20 100 80 70
a ) What is the range of this data? (1)
b ) Calculate the mean, median and mode of this data. (3)
c ) The raffles were printed in booklets. How many raffles do you think there were in one booklet?
Give a reason for your answer. (2)
Total marks: 30
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 Topic

24 Represent data

Maths ideas Draw bar graphs and double bar graphs

• Draw bar graphs In previous grades you learnt how to draw bar graphs and double bar
and double bar graphs. In this unit you will revise these skills.
graphs.
• Draw histograms. A bar graph consists of vertical or horizontal bars. The bars are separate and
do not have to touch. The length or the height of the bar represents a value
• Draw pie charts.
in your set of data, and all the bars are the same width. When you draw a bar
graph, choose a suitable scale to represent the data.
Key words
• bar graph – a Example
graph that A school held a competition amongst the learners in Grades 3–7 to see
uses vertical or which grade could collect the greatest number of items for recycling.
horizontal bars to The results are shown in the table below:
show data
• double bar graph Number of items collected for
– a graph that uses recycling
two sets of bars to
compare two sets
Grade Grade Grade Grade Grade
of data 3 4 5 6 7
45 45 60 52 67

The Grade 7 class drew a bar graph to

show the results of the competition.

Results of a recycling
competition
80
Number of items collected

70
60
50
40
30
25
10
0
Grade Grade Grade Grade Grade
3 4 5 6 7

A double bar graph is similar to a bar graph, but it shows two sets of bars. It
is a useful way of comparing two sets of data on one graph.

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 Example
The table below shows the same data as in the previous The Grade 7 class drew a double bar
example, but this time the data has been broken down graph to show the new data.
into the number of items collected by girls and by boys: Results of a recycling
competition

Number of items collected

Number of items collected for recycling
Grade Grade Grade Grade Grade 40

3 4 5 6 7 30
Girls 20 24 26 29 36 20 Girls
Boys 25 21 34 23 31
10 Boys
0
Grade Grade Grade Grade Grade
3 4 5 6 7

EXERCISE 24.1

1. Refer to the previous two examples. Do not look at the tables, but only
at the graphs as you answer the following questions:
a ) Which graph (the bar graph or the double bar graph) shows at a
glance which grade collected the most items?
b ) Which graph shows the most information?
c ) Which two grades collected the same number of items for
recycling? Which graph tells you this?
d ) In which two grades did boys outperform girls? Which graph tells
you this?
2. A municipality collected data on the number of road accidents every
month and also recorded the causes of those accidents. The table below
shows data that they collected for six months:

Month Jan Feb Mar Apr May Jun

Total number of accidents 11 8 11 17 9 10
Speeding accidents 8 5 8 12 5 6

a ) Display the information in the table on a double bar graph.

b ) Do you see that the bars for ‘Total number of accidents’ are always
higher than the bars for ‘Speeding accidents’? Give a reason for this.
c ) In which month did the highest number of accidents take place?
d ) Give one possible reason for the high number of accidents in that
month.
e ) What percentage of the total number of accidents was caused by
speeding? Show all your calculations.

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 Key words Draw histograms
• histogram – a You will now learn about a new kind of graph called a histogram. Like a
graph that uses bar graph, a histogram also consists of bars. The main difference between
vertical bars to a bar graph and a histogram is that a bar graph is used to display discrete
show grouped
data, while a histogram is used to display data that has been grouped into
data
intervals. These intervals must be consecutive (they must follow on from
• discrete data one another) and they may not overlap. Also, in a bar graph, the bars may or
– data that is
counted
may not touch. In a histogram, the bars always touch.

• continuous
data – data that is Example
measured 45 learners wrote a Mathematics test. The teacher converted each mark
to a percentage and then she grouped the results into intervals, as
shown below:

Percentage 20–29 30–39 40–49 50–59 60–69 70–79 80–89

Frequency 1 1 10 16 13 2 2

Finally, she represented this data in a histogram, as shown below:

Percentages obtained by learners

in a Mathematics test
16
14
Number of learners

12
10
8
6
4
2
0
20-29 30-39 40-49 50-59 60-69 70-79 80-89

Test results (%)

A bar graph is used to display discrete data, while a histogram is often used
to display continuous data. Discrete data can be counted. Continuous
data is data that is measured.

An example of continuous data (data that is measured) is people’s heights.

This data is continuous, because people do not grow in steps of, for
example, 1 cm at a time. The growth is gradual and must be measured.
Note that a person’s height is always rounded off to the nearest mm or cm,
depending on the purpose of the data and on the measuring instrument
that is being used.

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 If you want to draw a graph of the heights of learners in a class of Grade 7, it will
not be practical to graph each learner’s height separately. Instead, we group
these heights into intervals. (It is important that the intervals do not overlap,
otherwise we would not know in which interval to place borderline cases.)

Example
Emilio measured the heights of 30 He represented this data in
Grade 7 learners, correct to the nearest the histogram below:
centimetre. His measurements are
Heights of 30 Grade 7 learners
shown below: 10

Number of learners
9
139 142 144 146 147 8
7
148 148 148 149 150 6
5
150 151 151 152 153 4
3
153 153 154 155 156 2
1
0
156 156 157 158 158 135-139 140-144 145-149 150-154 155-159 160-164 165-169

160 161 162 165 167 Heights (cm)

EXERCISE 24.2

1. Refer back to Emilio’s histogram in the previous example.

a ) What does the height of each bar represent?
b ) How would you use the heights of the bars to show that the
histogram represents 30 learners?
c ) We can see that the shortest learner has a bar all to him/herself. Does
this bar tell us the actual height of the learner? Explain your answer.
2. The grouped frequency table below shows the masses (rounded off to
the nearest 10 g) of 50 bags of apples:

Mass (kg) 750-790 800-840 850-890 900-940 950-990

Frequency 5 10 12 15 12
Draw a histogram to show this data.
3. 36 learners were asked to record the number of minutes they spent
listening to music in one week. These are the results:
25 36 19 26 55 38 60 45 48
56 62 38 68 36 28 66 80 75
47 45 57 60 82 18 22 47 33
41 52 63 81 69 72 56 82 76
a ) Draw a grouped frequency table with time intervals of 10–19; 20–29
and so on.
b ) Draw a histogram to show this data.
c ) Which interval contains the highest number of learners?

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 Key words Draw pie charts
• pie chart – a A pie chart consists of a circle that is divided into slices, called sectors. The
chart that consists circle represents the whole data set, and the sectors represent the different
of a circle that is parts of the whole.
divided into slices
To draw a pie chart:
· Use a pair of compasses to draw a neat circle.
· Calculate the angle of each sector of the circle as a fraction of 360°.
· Divide the circle into sectors of the sizes that you calculated. You can
use a protractor to do this, or you can estimate the size of each sector by
first dividing the circle into halves, quarters or eighths.
· Give your pie chart a heading.
· Inside each sector, write a description to show what it represents.

Example
How Vusi spends a Vusi spends a typical weekday as follows:
typical weekday Sleep Meals School Homework Sport Leisure
8 hours 2 hours 7 hours 2 hours 2 hours 3 hours
Leis

Draw a pie chart to show this information.

u

Sp
re

ort p
S lee
Answer
Homework 8
__ 2
__
Sleep: 24
× 360° = 120° Homework: 24
× 360° = 30°
M 2
__ 2
__
ea Meals: 24
× 360° = 30° Sport: 24
× 360° = 30°
l
oo

ls 7 3
School: __ × 360° = 105° Leisure: __ × 360° = 45°
Sch

24 24
Check: 120° + 30° + 105° + 30° + 30° + 45° = 360°.

EXERCISE 24.3

1. A soccer team won 8 matches, lost 2 matches and drew 6 matches.

a ) Draw a pie chart to show these results. Show all your calculations.
Remember to give your pie chart a heading and to write a
description inside each sector to show what the sector represents.
b ) What percentage of their matches did the team win? Explain.
2. A netball team won __35 of their matches, drew 10% of their matches and
lost the rest.
a ) Why can you draw a pie chart of this data, even though you do not
know how many matches the team played? Explain your reasoning.
b ) Draw a pie chart to show these results. Show all your calculations.
Give your pie chart a heading and label each sector.
c ) What percentage of their games did the team lose?
d ) If the team played 20 matches, how many matches did they lose?

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 Revision
1. The frequency table below shows the ages of the learners in a Grade 7 class:

Age Tallies Frequency

12 6
13 20
14 * 9
15 *

a) Write down the missing tally shown by the asterisk (star) in the table. (1)
b) Write down the missing frequency shown by the asterisk in the table. (1)
c) How many learners were there in the class? (1)
d) Represent this data in a pie chart. Show all your calculations. Give your pie chart a heading
and label each sector. (5)
2. Joel has a fruit and vegetable stall at the market. One Saturday, he recorded his sales in the table
below:

Item Apples Oranges Bananas Potatoes Onions

Sold 90 60 30 120 60

a ) Draw a bar graph to show this data. (4)

b ) Draw a pie chart to show this data. (5)
3. The number of cars coming off an assembly line each month was
recorded for the first six months of the year, as shown in the table
below:

Jan Feb Mar Apr May Jun

Last year 320 425 350 480 400 350
This year 275 350 375 400 450 400

a ) Represent this data on a double bar graph. (6)

b ) Which months showed the greatest increase in cars from last
year to this year? (2)
4. The table below shows the masses of 200 potatoes:

Mass (g) 51–100 101–150 151–200 201–250 251–300

Number of potatoes 15 40 65 70 10

a ) Why is a histogram the best choice for representing this data? (1)
b ) Represent this data in a histogram. (4)
Total marks: 30

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 Topic

25 Interpret, analyse and report data

Maths ideas Interpret data

• Critically read and In the previous topic, you drew different kinds of graphs. In this unit, you
interpret data will interpret data that is given in words and in graphs.
represented in
words, bar graphs,
double bar graphs, Example
pie charts and The pie chart on Water use in South Africa
histograms. the right shows Nature conservation Municipal and domestic
1,0% 17,8%
• Critically analyse how water is used
Stock watering
data by answering in South Africa. 1,7%
Industrial
questions related Each fraction 11,3%
to data categories of the pie chart Mining
and data intervals,
represents a 3,3%
data sources and
contexts, central percentage of the
Power generation
tendencies and total amount of 4,3%
water used. Which Irrigation
scales used on 60,6%
graphs. sector uses the
• Summarise most water, and
data in short which sector uses
paragraphs that the least water?
include drawing
conclusions, Answer
making
More than half of the water used in South Africa is used for irrigation.
predictions,
identifying sources Nature conservation uses the least amount of water, because the sector
of error and bias corresponding to Nature conservation is the smallest.
and choosing
appropriate
summary statistics. EXERCISE 25.1

1. Study the pie chart on the right. It Favourite subjects of Grade 7 learners
shows the favourite subjects of
Grade 7 learners.
a ) List the subjects in order from Mathematics
0,425
most favourite to least favourite.
Did you know? b ) If 120 learners were asked about
Natural
their favourite subjects, how
97% of the Earth’s Sciences
many learners chose these Social
water is salt water. 0,20
Sciences
subjects as their favourite?
5 y

2% of the water is at
12 og

0,25
0, nol

the poles. This leaves i) Mathematics

ch

ii) Social Sciences

Te

only 1% of the Earth’s

water for human use.

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 2. Average results for June
100

80
boys
Average mark

60 girls
40

20

Cr olo s
Isi sh

he on
So Sci sa
Lif l Sc es

rts
rie ces

tiv y
ch tic
g
i
ho

M tati
gl

eA
Te ma
cia en
e O en
En

n
i

n
ea
at
l
ra
tu
Na

Subject

The double bar graph shows the average June marks for all Grade 7 learners at
the Vuka Sizwe Primary School.
Use the double bar graph to answer the following questions:
a ) In which learning area did the girls outperform the boys most?
b ) In which learning area did the boys outperform the girls most?
c ) In which two learning areas did the girls and the boys perform almost
equally?
d ) Which was the only learning area in which the average mark for both girls
and boys was above 80?
3. A shopkeeper recorded the sales in his shop during one day. He drew a
histogram of the results as shown below:
Sales during the day
30
25
Number of sales

20
15
10
5
9:00

10:00

11:00

12:00

13:00

14:00

15:00

16:00

17:00

Time
a) Why do you think the shopkeeper chose a histogram to represent his data?
b) How many sales took place between 2 p.m. and 3 p.m.?
c) Estimate how many sales the shopkeeper made overall on that day.
d) At what time of day did the shopkeeper make the greatest number of sales?
e) Based on the sales for that day, do you think it would be wise for the
shopkeeper to close his shop over lunch? Explain.

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 Analyse data
Key words When we analyse data, we focus on what the data means and what it tells
us about a particular situation. We also need to be aware that data can
• bias – prejudice or sometimes be manipulated and misrepresented. We say that statistics show
unfairness bias when they do not represent a situation fairly and honestly. You will see
some of examples of these in this unit.

Example
Thandi and Thabo both interviewed some of the learners in their class
to find out how they like to spend their leisure time. They asked each
person to choose one of the following:

Relaxing with Relaxing with Playing or Doing

family friends watching sport something
creative

They each summarised their findings in a pie chart. Their pie charts are
shown below:

Thandi’s pie chart Thabo’s pie chart

Creative Family
Creative Family

Friends
Sport
Sport

Friends

From the pie charts above, it is very likely that Thandi and Thabo
interviewed different groups of people. They probably interviewed
their own groups of friends and did not choose samples that were
representative of the whole class. One of the main differences is that
Thandi’s group is more sociable than Thabo’s group, while Thabo’s group
is more interested in sport than Thandi’s group. See if you can find other
differences as well.

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 EXERCISE 25.2

1. Mrs Sogiba charted the masses of the learners in her class. She drew two
histograms of this data:
Masses of learners in
Mrs Sogiba’s class Masses of learners in
Mrs Sogiba’s class
24
22
Number of learners

20 20

Number of learners
18 18
16 16
14 14
12 12
10 10
8 8
6 6
4 4
2 2
0 0
31–40 41–50 51–60 36–40 41–45 46–50 51–55 56–60
Masses (kg) Masses (kg)

a ) What is the main difference between the two histograms?

b ) Do the histograms show the same data? Write a few sentences to
motivate your answer. Hint: Look carefully at all the information on
both histograms to answer this question fully.
c ) Which histogram is more useful? Give a reason for your answer.
2. Shafika graphed the rainfall in her town for one week and displayed her
results in the bar graph below.
Rainfall figures for one week

35
30
Rainfall in millimetres

25
20
15
10
5
0
Mon Tue Wed Thu Fri Sat Sun

a ) There are no bars for Monday, Saturday or Sunday. What does this
mean?
b ) Calculate the following measures of central tendency for this data:
i) the mean ii) the median iii) the mode.
c ) Which measure of central tendency in Question 2. b) do you think
represents this data best? Give a reason for your answer.

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 3. 50 Grade 7 learners in a school were interviewed to find out how many
schoolchildren lived in their households. The results were summarised
in the graphs below:
Number of schoolchildren in Number of schoolchildren in
learners’ households learners’ households
14
12

Number of households
10 6+ 1
8
5 2
6
4
2 4
0 3
1 2 3 4 5 6 7 8 9 10
Number of schoolchildren

Number of schoolchildren in Number of schoolchildren in

learners’ households learners’ households

6+ 1

5 2

4
3
1 2 3 4 5 6 7 8 9 10
Number of schoolchildren
a ) What do the heights of the bars in the bar graph mean?
b ) Use the bar graph to complete the following table:

Number of schoolchildren in 50 learners’ households

Number of schoolchildren in a household 1 2 3 4 5 6 7 8 9 10
Number of households

c ) What does the number 6+ in the pie chart mean?

d ) Why do you think a single sector labelled 6+ was used in the pie
chart?
e ) Which graph is easier to understand? Give a reason for your answer.
f ) Why are there no households with zero schoolchildren?
g ) Is it possible that the same household was represented more than
once? Give a reason for your answer.

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 4. Cara is concerned about the number of cases of theft in her school.
She collected data about the theft of bicycles, book bags and items of
clothing. She represented her findings in the double bar graph below.
Number of thefts reported
In our school
24
23
22
Number of thefts

21
20
19
18
17
16
15
Bicycles Book bags Items of
clothing

First half of the year

Second half of the year

a ) On Cara’s graph, it looks as though the number of bicycle thefts has

doubled in the second half of the year. Is this correct? Use the scale
on the left of the graph that shows the number of thefts to help you
decide, and give a reason for your answer.
b ) What did Cara do to the scale on the left of her graph to create this
impression?
c ) Explain why Cara’s graph is biased.
d ) Redraw Cara’s graph so that it creates an accurate impression.

Challenge
Your school has decided to design a sports
shirt and wants to find out which of these
colours the learners prefer: red, green,
blue or yellow. The school interviewed
some of the Grade 7 learners. These were
the results:
• 10% of the learners interviewed
chose yellow.
• 25% chose red and the rest of the
learners were divided equally
between green and blue.
What was the minimum number of learners
who were interviewed? Explain your reasoning.

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 Report data
Did you know? Once we have analysed data, we need to be able to report our findings.
A single dripping tap In this unit, you will practise writing simple reports.
can waste on average
17 ℓ of water per day. To write a good report:
· Keep your language simple and clear.
· Write short paragraphs. Each paragraph should deal with one main
idea.
· If you have any conclusions or predictions, write these at the end of
your report.

EXERCISE 25.3

Quarterly income of a craft market 1. Mrs Mafaya runs a local craft market. She
12 000 has kept track of all the income that the
10 000 craft market has made over the past two
Income (Rands)

8 000 years. Her quarterly figures are shown in

2011
6 000
2012
the graph on the left.
4 000
Write a short report on the income of the
2 000
craft market over the two years. Comment
0
Q1 Q2 Q3 Q4 on the following:
Quarters of the year · Which two quarters have the best
sales in each year?
· Compare the income for the first and last quarters of 2011. Then
compare the income for the first and last quarters of 2012. What do
you notice?
· Make a prediction about the future income of the craft market.
2. A municipality conducted a survey Monthly water usage of an
about water usage in their district. average household
The monthly water usage of an average
household is shown in the pie chart on Cooking/
drinking
the right.
Garden
Write a short report on the results of Washing
this survey. Comment on: clothes/dishes

· What activity used the most water?

Bathing/ Toilet
· What activity used the least water?
· What percentage of the total water Washing/
was used for bathing, washing, Showering
showering and toilet altogether?
· How could these households save
water?

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 Revision
Jabu has written five Maths tests so far this year. Below are his marks:

Test 1 Test 2 Test 3 Test 4 Test 5

12
__ 15
__ 18
__ 24
__ 33
__
15 20 25 35 50

1. Convert each test mark to a percentage. Show all your calculations. (5)
2. Are Jabu’s percentages increasing or decreasing? (1)
3. Use the percentages that you calculated in Question 1. Calculate the following measures of central
tendency for these percentages:
a ) The mean (1)
b ) The median (1)
c ) The mode. (1)
4. Which of the measures of central tendency that you calculated in Question 3 do you think best
describes Jabu’s test marks? Explain. (2)
5. Jabu drew the bar graph below to show his parents:
Mathematics test marks

35
30
25
20
Marks

15
10
5
0
Test 1 Test 2 Test 3 Test 4 Test 5

Study this bar graph carefully. Explain what Jabu has done to create the misleading impression that
his marks have been increasing throughout the year. (2)
6. Write a report to Jabu’s parents. (12)
· Include Jabu’s actual percentages and the measures of central tendency that you calculated.
Explain which measure of central tendency best represents Jabu’s marks.
· Comment on Jabu’s bar graph. Explain exactly why this graph shows bias.
· Draw an accurate bar graph to show Jabu’s percentages. Point out the differences between your
bar graph and Jabu’s bar graph.
· Make a prediction about Jabu’s next test mark for Mathematics, based on his current
performance.
· Finally, offer some advice to Jabu’s parents on how they can help him to improve his Mathematics
test marks.
Total marks: 25
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 Topic

26 Probability

Maths ideas Elementary probability

• Perform simple The subject of probability can be traced back to the 17th century when it
experiments. arose out of the study of gambling games. Probability is a mathematical way
• List possible of describing how likely something is to occur.
outcomes based An experiment is a situation involving probability or chance that leads to results
on the conditions called outcomes. The experiment in the example below is to roll one fair six-sided
of the activity.
dice 50 times to find out which of its numbers will most often show at the top of
• Determine the the dice. A single trial of our experiment is to roll the dice once. This results in an
probability outcome. In other words, an outcome is the result of a single trial of an experiment.
of possible
outcomes, using
As there are six numbers on the dice, there will be six outcomes. Each outcome will
the definition of be represented by x.
probability.
Example
Key words 1. Roll one fair six-sided dice 50 times. Find out how often each number
• experiment – appears on top. In the table below, the last column gives the frequency of
an activity that the outcome. This is the number of times a specific outcome occurs.
produces distinct
possibilities called Possible outcomes Tally Frequency (f)
outcomes 1 13
• outcome – the 2 8
final result of an
action 3 6
4 8
5 9
6 6

If you examine the table, you will see that the frequency of the
outcome x = 1 is 13 and the frequency of the outcome x = 4 is 8.
Also notice that there are three possible outcomes for x to be an
even number, namely the outcomes 2, 4 and 6.
2. In this experiment you toss a coin. There are two possible outcomes:
heads or tails. A coin has been tossed 58 times and the results
recorded in the table below. You will see that the frequencies of the
two outcomes are close, so it is likely that a coin will have an equal
chance of landing on either side.

Possible Tally Frequency (f)

outcomes
Heads 30
Tails 28

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 3. Here is an experiment conducted with a spinner. There were 30 trials Key words
in the experiment. • event – it is
composed of
Also in this experiment, the frequencies of the six outcomes are
outcomes
grouped close together.
• frequency – the
Possible outcomes Tally Frequency (f) number of times
an outcome occurs
Red 4
in an experiment
Yellow 5
Green 4

e
gr

blu
ee
Blue 6

n
Black 5 yellow black
Purple 6

pu
Number of trials conducted 30

rp
red

le
When rolling a fair six-sided dice as in Example 1, there is an equal chance of
getting any number from 1 to 6. There are therefore six equally likely outcomes.
The probability of getting the outcome x = 4 is 1 in 6, or __16 = (number of ways to
roll a 4) divided a by (the number of all possible outcomes).
In probability, an event is composed of outcomes. In Example 1, the event ‘x
is even’ has three favourable outcomes of the six possible outcomes, namely
the outcomes 2, 4 and 6. When we ask, ‘What is the probability of a specific
event?’ then the answer is a number which is associated with the event. If P
stands for ‘probability’, then:
number of favourable outcomes in the event __
P(x is even) = ________________________________
number of all possible outcomes
= 36 = __12
number of favourable outcomes in the event __
Similarly, P(x is uneven) = ________________________________
number of all possible outcomes
= 63 = __12 , and
P(throwing a 5) = __16 .
If the event is ‘x is greater than 4’ then there are two outcomes in this event,
namely 5 and 6. Then P(x is greater than 4) = __26 = __13 . In Example 2, if the
event is ‘getting heads’, then P(getting heads) = __12 . Also, P(getting tails) = __12 .
5
In Example 3, we can write P(landing on black) __ = __1 = P(landing on yellow).
30 6

Did you know?

Gerolamo Cardano (1501 – 1576) was an Italian physician
and mathematician. He wrote the “Book on Games of
Chance”, the first study of probability from a
mathematical point of view. There were many gamblers
in 17th-century Europe who were interested in the
chances of winning at gambling tables.
Topic 26: Probability 269

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 When tossing a coin there are two equally possible outcomes: heads or
Challenge tails. We express this by saying that the chance of getting tails is fifty-fifty
(50–50). We sometimes express this chance as the ratio 50:50, as the proper
A box contains four
fraction __12 , as the decimal 0,5 or as the percentage 50%.
coins of which three
are normal and one is
If in an experiment, an event will definitely happen, we say the event
double-headed.
Sandra selects a coin is certain to happen. When rolling a fair six-sided dice, then the event
at random and tosses ‘the outcome will be one of the numbers 1, 2, 3, 4, 5, 6’ will definitely
it into the air. Show happen; it is a certain (or, sure) event. The probability of this event is
that the probability number of outcomes in the event __
equal to ________________________ = 66 = 1. The probability of the certain
that the selected coin number of all possible outcomes
falls heads up is __58 . (or sure) event is 1.

If in an experment, an event will definitely not happen, we say the event

is impossible. For example, when rolling a fair six-sided dice, the event
‘throwing an 8’ will definitely not happen; it is an impossible event. The
number of outcomes in the event __
probability of this event is equal to ________________________
number of all possible outcomes
= 06 = 0.
Hence, the probilility of this impossible event is 0. The probability of all
events will therefore be numbers between 0 and 1, inclusive.

Example
1. A jar contains 5 red, 4 green, 11 blue and 2 yellow marbles. If a single
marble is chosen at random from the jar, what is the probability of
choosing:
a ) a red marble? b ) a green marble?
c ) a blue marble? d ) a yellow marble?
Answers
The possible outcomes of this experiment are: red, green, blue
and yellow.
the number of ways to choose red 5
a ) P(choosing red) = _________________________ = __
total number of marbles in the jar 22
the number of ways to choose green 4 2
b ) P(choosing green) = ___________________________
total number of marbles in the jar
= __ = __
22 11
the number of ways to choose blue 11 __
c ) P(choosing blue) = __________________________
total number of marbles in the jar
= __ =1
22 2
the number of ways to choose yellow 2 1
d ) P(choosing yellow) = ___________________________
total number of marbles in the jar
= __ = __
22 11
You are more likely to choose a blue marble than any other colour.
You are least likely to choose a yellow marble. Hence, the outcomes
in this experiment are not equally likely to occur.
2. Choose a number at random from 1 to 5.
a ) What is the probability of each outcome?
b ) What is the probability that the number chosen is even?
c ) What is the probability that the number chosen is uneven (odd)?

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 Answers Challenge
The possible outcomes of this experiment are 1, 2, 3, 4, and 5.
the number of ways to choose 1 Dice, coins and
a ) P(choosing 1) = _______________________
total number of numbers
= __15 spinners are
commonly used to
Similarly, P(choosing 2) = P(choosing 3) = P(choosing 4)
illustrate probability.
= P(choosing 5) = __51 Work in groups to see
b ) P(choosing an even number) if you can come up
with a brand new
the number of ways to choose an even number
= __________________________________
total number of numbers
= __25 idea for an
experiment that
c ) P(choosing an uneven number) illustrates probability.
the number of ways to choose an uneven number Your experiment
= ____________________________________
total number of numbers
= __35 should be based on
the idea of equally
3. A pack of 52 playing cards is shuffled, and one card is selected at likely outcomes, as
random. Write down the probability that this card is: well as of
a ) a heart b ) a queen randomness (that is,
c ) any seven d ) the king of spades involving an
unpredictable
Answers component).
13 __
a ) P(a heart is selected) = __ =1
52 4
4 1
b ) P(a queen is selected) = __ = __
52 13
4 1 Did you know?
c ) P(any seven is selected) = __ = __
52 13 The Rubik cube,
1
d ) P(the king of spades is selected) = __
52 invented in 1974 by
the Hungarian
4. In an experiment, a learner picked a ball at random out of a bag engineer Erno Rubik,
containing five balls of the same size, each of a different colour. She then is a 3 × 3 × 3 coloured
put the ball back into the bag, shook it well and repeat the experiment a cube whose six faces
number of times. She then summarised her results in a table. can be independently
rotated so as to yield
Colour Red Blue White Black Yellow 43 252 003 274 489
Frequency 2 4 1 3 0 856 000 different
patterns. In the early
a) How many different possible outcomes were there? 1980s, when the Rubik
b) What is the probability of picking the yellow ball from the bag? cube craze was at its
height, over 100
c) What is the probability of picking the blue ball from the bag?
million cubes were
d) How many trials did she make? sold and public
e) Does the experiment show that blue is the learner’s favourite cube-solving contests
colour? Explain. were held in Hungary
and elsewhere.
Answers
a ) There are 5 possible outcomes.
b ) __15 c ) __15 d ) 10
e ) No, because the balls were picked at random each time.

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 EXERCISE 26.1

1. A jar contains the following buttons: 6 yellow, 9 apple green, 5 blue,

Challenge 10 lilac, 11 brown, 7 violet, 5 mauve, 8 orange. Shake the jar so that
the buttons are well mixed. Write down a number which gives the
What is the probability of taking out the following:
probability that you a ) one blue button
will get a tail and b ) one lilac button
an odd number if c ) one yellow button, putting it back in the jar, and taking out one
you toss a coin and yellow button again.
throw a dice?
2. Twenty cards are numbered from 1 to 20. The cards are shuffled and
then placed face down on a table. A card is then drawn at random. What
is the probability that the number on this card is (a) 14; (b) an even
number; (c) less than 11; (d) divisible by 5; (e) a prime number?
3. The diagram shows a spinner with six equal-sized sectors. The spinner
e
gr

blu

will be spun once.

ee
n

a ) List all the possible outcomes for the spinner;

b ) What colour is the most likely outcome?
yellow black c ) What is the probability it stops on black?
d ) What is the probability it does not stop on purple?
pu

4. a ) Copy the table below.

rp
red

le

Number 1 2 3 4 5 6
Tallies
Frequency
Percentage (out of 60)
b ) Take turns to roll a dice. Mark the number that comes up each time,
in the ‘Tallies’ row in your table. Let each person in the group have
an equal number of turns to make a total of 60 rolls of the dice.
c ) Add the tallies for each number and write the results in the
‘Frequency’ row in your table.
d ) Calculate each frequency (out of 60) as a percentage and write the
result in the ‘Percentage’ row in your table.
e ) Discuss the results in your group. Did you expect each number to
come up once out of every six rolls? Did this happen in practice?
f ) Compare your results with that of another group. Did you get
similar results, or were they very different?

The weather and my mood have little connection.

I have my foggy and my fine days within me.
– Blaise Pascal (1623 – 1662),
French mathematician and philosopher

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 Revision
1. In the game of Lotto, 49 balls numbered from 1 to 49 are mixed thoroughly, and then released
one by one from their container. Determine these probabilities for the first numbered ball released:
(a) P(first numbered ball is 17); (b) P(first numbered ball is less than 23); (c) P(first numbered ball is
a multiple of 6). (3)
2. The table below shows the percentage distribution of the projected provincial share of the total
South African population, 2001–2011.

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Eastern Cape 14,48 14,37 14,27 14,17 14,07 13,97 13,87 13,78 13,69 13,59 13,50
Free State 6,00 5,94 5,87 5,81 5,75 5,70 5,64 5,59 5,54 5,50 5,46
Gauteng 21,04 21,04 21,21 21,37 21,52 21,67 21,80 21,93 22,05 22,18 22,39
KwaZulu-Natal 21,26 21,27 21,28 21,30 21,31 21,33 21,34 21,35 21,36 21,38 21,39
Limpopo 11,08 11,06 11,03 11,02 11,00 10,99 10,99 10,98 10,98 10,98 10,98
Mpumalanga 7,47 7,44 7,42 7,39 7,37 7,34 7,32 7,30 7,27 7,25 7,23
Nothern Cape 2,31 2,30 2,28 2,26 2,25 2,24 2,22 2,21 2,19 2,18 2,17
North West 6,62 6,60 6,57 6,55 6,53 6,51 6,49 6,48 6,46 6,44 6,43
Western Cape 9,74 9,82 9,91 9,98 10,05 10,12 10,20 10,26 10,33 10,40 10,45
Total 100,00 100,00 100,00 100,00 100,00 100,00 100,00 100,00 100,00 100,00 100,00

Which province has the largest share of the population ? Which provinces show a steady increase in
population? Which provinces show a steady decrease in population? (5)
3. Thirty cards are numbered from 1 to 30. The cards are shuffled and then placed face down on a
table. A card is then drawn at random. What is the probability that the number on this card is a) 21or
smaller; b) an uneven number; c) greater than 18; d) divisible by 4; e) prime; f ) 22 or greater. (12)
4. What is the probability of each of the following events?
a ) An odd (uneven) number appears in a single toss of a fair six-sided dice.
b ) At least one head appears in two tosses of a fair coin.
c ) The sum 7 appears in a single toss of a pair of fair six-sided dice.
d ) The queen of hearts or any king is selected from a pack of 52 playing cards. (4)
5. There are 62 jelly beans in an 80 g packet of jelly beans. There are: 7 red, 9 yellow, 5 orange, 15 black,
12 green, 6 purple and 8 brown jelly beans. Shake the packet so that the jelly beans are well mixed.
A jelly bean is taken at random from the packet.
a ) What is the probability of taking out one of the following:
i) red ii) green iii) black iv) orange.
b ) What colour is the most likely outcome?
c ) What colour is the least likely outcome? (6)
Total marks: 30

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 Formal Assessment Exemplar: Examination Practice

1. Which of these numbers is an integer?

a ) 18,75 b ) –356 798
c ) 1 000 000 d ) __12
e ) –0,36 (1)
2. Calculate: 60 (–3) + (–20) ÷ 4 (1)
3. Replace * with the missing relationship sign (< or > ): (1)
–2 896 453 126 * –2 896 486 102
4. Arrange these numbers in ascending order: (1)
521 m; –287 m; 649 m; –1 203 m
5. A rectangle is twice as long as it is wide. The perimeter
measures 36 cm. What is the area of the rectangle? x (2)

2x
6. Find the percentage of the pie chart that is shaded. (1)

7. Convert these measurements:

a ) 80 m2 to cm2 b ) 4 cm3 to mm3 c) 3 000 cm2 to m2 (3)
8. In Ethiopia, 4% of the land area is covered by trees. The area of Ethiopia is approximately
1 120 million km2. Calculate the area that is covered by trees. (2)
9. Which is greater: 18% of 96 or 26% of 65? (2)
Jay–Lee’s deliveries and earnings
10. Jay-Lee delivers pizzas to earn extra money. He receives 140
R20 every day from the pizza company and earns R10 extra
for each delivery that he makes on that day. 120

Look at the graph that describes his earnings and answer 100
Amount earned (R)

the questions that follow:

80
a ) How many deliveries does Jay-Lee need to make
to earn R80? 60 (1)
b ) Jay-Lee made ten deliveries on one day. What
did he earn in total that day? 40 (1)
c ) Jay-Lee works for 15 days in one month and makes
20
six deliveries each day. Calculate his total earnings for
the month. (2)
2 4 6 8 10 12
Deliveries

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 11. Lindiwe is travelling by car from Johannesburg to Bloemfontein.

Johannesburg

Bloemfontein
Durban

Cape Town

She follows a map and records her distance every hour.

She records this information in a table:

Time(h) 1 2 3 4
Distance(km) 90 180 270 360
a ) Describe the rule that is shown in the table. (1)
b ) What is Lindiwe’s average speed? (1)
c ) If the distance from Johannesburg to Bloemfontein is 394 km, how much longer will
she travel? (2)
12. a ) How many edges does a square-based pyramid have? (1)
b ) How many faces does a rectangular-based prism have? (1)
13. David wants to bake bread in a rectangular oven dish. Which of the dishes below would be able to
hold 2,5 ℓ of mixture?
a) b) c)
4 cm

10 cm
8 cm 25 cm
25 cm 6 cm 20 cm

20 cm 25 cm (3)
14. How many planes of symmetry do each of these objects have?

(4)

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 Formal Assessment Exemplar: Examination Practice

15. Draw an accurate net of this triangular prism: (2)

5 cm
2 cm
2 cm

5 cm
2 cm

16. Name each of the 3D objects below:

a) b) c)

(3)
17. A learner collected this data:
6; 8; 9; 4; 3; 82; 8; 2; 13; 10
a ) Work out the mean of the data. (1)
b ) Work out the median of the data. (1)
c ) Work out the mode of the data. (1)
d ) Work out the range of the data. (1)
18. Here is a stem and leaf display showing the marks of a history test.

Stem Leaf
1 01334
2 11245777
3 0045578
Favourite subjects of Grade 7 learners
a ) How many learners wrote the test? (1)
b ) Write down all the marks in ascending order. (1)
Mathematics
19. The pie chart shows the favourite subjects of Grade 7 learners. 0,425
a ) List the subjects from least favourite to favourite (1)
b ) If 160 Grade 7 learners were asked which their favourite Natural
subject is, how many learners chose Mathematics? Sciences
Social (1)
0,20
gy Sciences
o lo 0,25
n 5
e ch ,12
T 0

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 20. If you pick one letter at random from the word PROBABILITY, is it more likely to be a vowel or a
consonant? (1)
21. A number is chosen at random from 1 to 10. What is the probability that the number chosen is a
factor of 12? (1)
22. In an experiment, a learner picked a bottle top at random out of a box containing 6 red tops,
4 blue tops and 2 white tops.
a ) What is the probability that the bottle top picked was blue? (1)
b ) What is the probability that it was red or white? (1)

23. What is the probability of throwing a 3 when a dice is tossed? (1)

24. A coin is tossed twice. What is the probability of getting heads both times? (1)

Total marks: 50

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 Glossary
A centre the point in the middle of the circle that
is an equal distance from every point on the
acute angle an angle that is less than 90°
circumference
Topic 4
Topic 4
acute–angled triangle a triangle with all three
centre of a circle the point that is equidistant
angles acute
from every point on the circumference
Topic 5
Topic 5
additive inverse the number you add to
centre of enlargement the point from which
another number to get 0. For example -8 and 8
the enlargement takes place
are additive inverses
Topic 16
Topic 18
chord a line joining two points on the
angular sum the sum of all the internal angles
circumference of a circle
of a polygon
Topic 5
Topic 5
circumference the distance around a closed
anticlockwise the opposite direction to the
circle
one in which the hands of a clock rotate
Topic 4
Topic 4
clockwise the direction in which the hands of a
apex the highest vertex in a polyhedron
clock rotate
Topic 10
Topic 4
arc part of the circumference of a circle
coefficient a number by which to multiply a
Topic 4
variable
area the amount of space that a flat surface or
Topic 13
shape covers
common fraction both the numerator and
Topic 9
denominator are whole numbers. It is written
ascending order from smallest to largest
Topic 18 as: _ab
Topic 6
compass (or pair of compasses) a drawing
B instrument used to construct circles and
B measure distances
bar graph a graph that uses vertical or Topic 4
horizontal bars to show data composite numbers numbers with more than
Topic 24 two factors
bias prejudice or unfairness Topic 1
Topic 25 composite shapes shapes that can be divided
bimodal having two modes into more than one of the basic shapes
Topic 23 Topic 9
congruent the same size and shape
C Topic 5
constant a number or quantity that does not
capacity the amount of space inside a solid
change
Topic 10
Topic 8
census an official count of a country’s
population
Topic 23

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 constant difference every time we add a descending order from largest to smallest
constant number, such as 3 to the previous Topic 18
term, for example 1; 4; 9; 10; □ ; also every time diagonal a straight line joining two non-
we subtract a constant number, such as consecutive vertices of a polygon or
4 from the previous term, for example polyhedron
13; 9; 5; 1; □ Topic 5
Topic 11 diameter straight line from side to side of the
constant ratio when we multiply by a constant circle through its centre
number, for example 3; 9; 27; 81; □; also when Topic 4
we divide by a constant number, such as 5, for difference the result of subtraction
example 25; 5; 1; _15 ; □ Topic 1
Topic 11 directed numbers numbers that show direction
constant relationship when the relationship from 0 as well as distance from 0
between the dependent and independent Topic 18
variable is represented on a line graph, the line discrete data data that is counted
is parallel to the x-axis (the dependent variable Topic 24
stays constant while the independent variable divisible the ability of a number to divide
changes) exactly into another number leaving no
Topic 15 remainder
continuous data data that is measured Topic 1
Topic 24 double bar graph a graph that uses two sets of
corresponding matching bars to compare two sets of data
Topic 5 Topic 24
cube a rectangular solid with six square flat
faces E
Topic 10 edge where two faces of a polyhedron meet
cube number a number multiplied by itself Topic 10
three times, for example: a3 = a × a × a enlargement a transformation of an object
Topic 2 that maintains the shape but increases the size
cube root a number that is multiplied by of the object
itself three times to give a cube number,
_________ _ Topic 16
3 3
for example: 2 = √(2 × 2 × 2) or 2 = √8 equation the formal word for a number
Topic 2 sentence
Topic 14
D equilateral having three equal sides
data facts or information about things or Topic 4
people equilateral triangle triangles with three sides
Topic 23 equal
denominator the whole number below the Topic 5
fraction line equivalent fractions fractions with the same
Topic 6 value
dependent variable the quantity being Topic 6
observed event it is composed of outcomes
Topic 15 Topic 26

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 experiment an activity that produces distinct G
possibilities called outcomes
general term the general term of a pattern/
Topic 26
sequence is a rule/formula that describes the
exponent a number that shows how many
pattern/sequence
times a base is used as a factor
Topic 21
Topic 2
expression a list of terms separated by +, –, ×
or ÷ signs H
Topic 8 heptagonal in the shape of a heptagon
extend a pattern to continue with a pattern (7-sided figure)
using the same rule Topic 17
Topic 19 hexagonal in the shape of a hexagon (6-sided
figure)
F Topic 17
highest common factor (HCF) is the highest
face a flat surface of a solid
Topic 10 factor that is common to two or more
factor is a number that divides exactly into a numbers
Topic 1
whole number with no remainder
Topic 1 histogram a graph that uses vertical bars to
factor of enlargement the number of times show grouped data
Topic 24
the object is enlarged (for example, by a
hypotenuse the side opposite the right angle
factor of 2 means the lengths of the sides are
in a right angled triangle
doubled)
Topic 5
Topic 16
factor of reduction the factor by which the
object is reduced (for example, a factor of _21 I
means the lengths of the sides are halved) image the shape after a transformation
Topic 16 Topic 16
flow diagram a mathematical diagram using an improper fraction a common fraction with the
input and a rule to determine an output denominator smaller than the numerator
Topic 8 Topic 6
formula an equation containing symbols and included angle the angle that is formed by two
numbers to do a specific calculation, such as: sides of a triangle
A=ℓ×b Topic 5
Topic 9 included side a side that lies between two
frequency the number of times an outcome angles; we say that it is common to two angles
occurs in an experiment Topic 5
Topic 26 independent variable the quantity being
frequency table table with three columns: one manipulated
for the data values, another for the tallies, and Topic 15
a third for the frequencies input, rule and output the number that you
Topic 23 put in or start off with (input), using a rule to
get to the answer (output)
Topic 8

280 Glossary

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 integers numbers with no fraction parts long multiplication is a method of multiplying
Topic 18 large numbers writing them out in columns
internal angle an angle on the inside of a Topic 1
shape lowest common multiple (LCM) is the lowest
Topic 4 multiple that is common to two or more
intersections points at which two or more lines numbers
cross Topic 1
Topic 4
interval a range of data values M
Topic 23
irregular polygon a polygon where all the mean the average of all the numbers in a data
sides are not the same length or all the angles set
Topic 23
are not the same size
Topic 9 measures of dispersion numbers that describe
isosceles having two equal sides the spread of the values in a data set
Topic 4 Topic 23
isoscele triangle triangle with two sides equal measures of central tendency numbers that
Topic 5 describe the middle values of a data set
Topic 23
median the middle value of an ordered data set
K Topic 23
kite a quadrilateral with two pairs of adjacent mixed number a number consisting of a whole
sides equal number and a fraction
Topic 4 Topic 6
mode the value (or values) that appear most
L often in a data set
Topic 23
LCD lowest common denominator
multi-choice questionnaire a questionnaire
Topic 6
that has different options for the answers
line segment a set of points with a definite
Topic 23
starting point and end point
multiple is the product of two natural numbers
Topic 3
Topic 1
line of symmetry the line over which the shape
is reflected. This is also called the mirror line
Topic 16 N
linear relationship when the relationship natural numbers are whole numbers greater
between the dependent and independent than or equal to 1: (1; 2; 3; 4; …) and are
variable is represented on a line graph the line represented by the symbol ℕ
is straight Topic 1
Topic 15 negative integers whole numbers less than 0
long division is a method of dividing numbers Topic 18
that are too big to divide using short division net a 2D shape that can be folded into a 3D
Topic 1 shape
Topic 10

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 non linear relationship when the relationship parallel lines two lines are parallel if the
between the dependent and independent perpendicular distance between the lines is
variable is represented on a line graph the line constant
is not straight Topic 3
Topic 15 parallelogram a quadrilateral with two pairs of
number sentence an equation in Mathematics opposite sides parallel
where we use a □ in the place of a number, Topic 4
for example 12 + □ = 36 patterns an arrangement of shapes or numbers
Topic 8 Topic 11
numerator the whole number above the pentagonal in the shape of a pentagon
fraction line (5-sided figure)
Topic 6 Topic 17
percentage fraction with denominator of 100
Topic 6
O
perfect squares numbers that have natural
object the original shape before a numbers as their square roots
transformation Topic 2
Topic 16 perimeter the total length of the sides of a
obtuse angle an angle that is greater than 90° polygon
and less than 180° Topic 9
Topic 4 perpendicular means at right angles
obtuse–angled triangle a triangle with one Topic 4
angle obtuse perpendicular height the line segment
Topic 5 drawn from the vertex (top) of a figure to the
octagonal in the shape of a octagon (8-sided opposite side at a right angle
figure) Topic 3
Topic 17 perpendicular lines two lines are
opposite across from each other; not adjoining perpendicular when the angle where the lines
Topic 4 meet is 90°
order of rotational symmetry the number of Topic 3
positions a shape can be rotated to without pie chart a chart that consists of a circle that is
making any changes to the way it looked divided into slices
originally and get back to its original position Topic 24
Topic 16 plane of symmetry a flat surface that cuts a 3D
outcome the final result of an action shape into two identical shapes
Topic 26 Topic 17
plane shape a flat shape; also called a two
P dimensional shape
pair of compasses the instrument you use to Topic 4
draw circles point of rotation the point around which a
Topic 4 shape rotates in a rotation
parallel means never intersects. Parallel lines Topic 16
are always the same distance apart polygon a flat shape with straight sides
Topic 4 Topic 4

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 polygonal in the shape of a polygon range the difference between the largest and
Topic 10 the smallest values in a data set
polyhedron a solid formed by flat faces Topic 23
Topic 10 ratio a comparison between two numbers or
population the peole living in a particular area two quantities that are measured in the same
or country units
Topic 23 Topic 1
positive integers whole numbers greater than raw data data that has not been organised or
0 summarised
Topic 18 Topic 23
power an expression to show that a number is ray a set of points with a definite starting point
multiplied by itself a number of times and no definite end point
Topic 2 Topic 3
prime numbers numbers that have only two rectangle a quadrilateral with two pairs of
factors, the number itself and 1 opposite sides equal and all interior angles
Topic 1 equal to 90°
prism a solid that has at least one pair of Topic 4
parallel flat faces reduction a transformation of an object that
Topic 10 maintains the shape but decreases the size of
product the result of multiplication the object
Topic 1 Topic 16
profit the difference between the selling price reflection a mirror image of a shape that has
and the cost price of an article been reflected
Topic 1 Topic 16
proper fractions a common fraction with the reflex angle an angle that is greater than 180°
denominator bigger than the numerator and less than 360°
Topic 6 Topic 4
protractor an instrument used to measure regular polygon an equiangular and
angles equilateral polygon
Topic 4 Topic 9
pyramid a solid formed by a polygon base, an regular prism a prism whose ends are regular
apex and triangular flat faces polygons
Topic 10 Topic 17
respondent a person who answers a
Q questionnaire
Topic 23
quadrilateral a polygon with four sides
Topic 4 revolution a complete 360° turn
Topic 4
questionnaire a list of the questions that we
rhombus a quadrilateral with all sides equal
want to ask to get data about a situation
Topic 4
Topic 23
right angle an angle that is 90°
Topic 4
R right angled triangle triangles with one angle
radius any straight line from the centre of a equal to 90°
circle to the circumference Topic 5
Topic 4

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 rigid transformations transformations in similar shapes the same shape but a different
which size and shape are preserved (do not size
change) Topic 5
Topic 16 solid a geometrical object having three
rotate to turn dimensions
Topic 4 Topic 10
rotation a transformation in which you rotate stem-and-leaf display a way of organising
(turn) a shape numerical data in which we break up eah data
Topic 16 value into a stem and a leaf part
rounding down means approximating to a Topic 23
number smaller than the original number square a quadrilateral with all sides equal and
Topic 1 all interior angles = 90°
rounding up means approximating to a Topic 3
number larger than the original number square number a number multiplied by itself,
Topic 1 for example: a2 = a × a
rules explanations of how a pattern is arranged Topic 2
Topic 11 square root a number that is multiplied by
term a number, or combination of a numbers itself ______
to give a square
__ number, for example:
and a variables in a numerical pattern or 3 = √(3 × 3) or 3 = √9
mathematical expression Topic 2
Topic 10 stem-and leaf display a way of organising
numerical data in which we break up each
S data value into a stem part and leaf part
Topic 23
sample a small part or amount of something
straight angle an angle that is 180°
that is examined
Topic 4
Topic 23
straight line a straight line is a set of points
scale the relationship between the size of an
with no definite starting point or end point
object and its drawing
Topic 3
Topic 4
sum the result of addition
scalene having three unequal sides
Topic 1
Topic 4
surface area total area of all faces of a solid
sector a portion of the circle enclosed by two
Topic 10
radii and an arc
symbol a thing that stands for something else,
Topic 5
for example. + is the symbol for add
segment area inside a circle between a chord
Topic 13
and the circumference
symmetrical having two halves that are exactly
Topic 5
the same shape and size
semi circle half a circle
Topic 4
Topic 5
sequence numbers that follow each other in
order T
Topic 11 tab a small flap or strip of material attached to
set square a flat piece of plastic in the shape of an object to hold it in place
a right-angled triangle used to draw angles Topic 17
Topic 4

284 Glossary

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 tallies counting marks that are grouped in trial and improvement a method of solving a
bunches of five problem using estimations to get closer to the
Topic 23 answer
term a number or combination of numbers Topic 2
and variables in a numeric pattern or triangle a three sided polygon
mathematical expression Topic 4
Topic 11 two-dimensional (2D) a flat shape with only
tessellation a pattern of congruent shapes that length and breadth
covers a surface without gaps or overlaps Topic 9
Topic 16
tetrahedron a pyramid with four triangular V
faces
variable something that can change in value
Topic 10
Topic 8
three-dimensional (3D) have length, width
vertex the point where the arms of an angle
and height
meet
Topic 10
Topic 4
three point notation the convention of
volume tells how much space a solid takes up
naming angles using three letters, each of
^ Topic 10
which represents a point, for example ACB
Topic 4
transformation a change in the position and/ W
or the orientation of a shape whole numbers or counting numbers are the
Topic 16 numbers 0; 1; 2; 3; 4; . . . and are represented by
translation a transformation in which a shape the symbol ℕ0.
moves left/right or up/down Topic 1
Topic 16 ≡ symbol for ‘is congruent to’
trapezium a quadrilateral with one pair of Topic 5
opposite sides parallel
Topic 5
trend the general direction in which something
changes or moves
Topic 16

Glossary 285

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 Index
2D shapes C D
area and perimeter of
112–124 capacity of solids 133, 134, 135 data
geometry of 56–69 Cardano Gerolamo 269 analysing 262–265
3D models building of 202–203 census 245 collecting 244–250
objects centre interpreting 260–261
classifying 194 of circle 47, 68 organising 247–249
geometry of 194–204 of enlargement 186 reporting 266
shapes, surface area and chord 68 representing 254–258
volume of 126–136 circles 68–69 summarising 250–252
constructing 47–49 decagon 129
A drawing 48 decimal fractions 90
features of 47, 68 adding and subtracting
acute angle 36 patterns 49 95–96
acute-angled triangle 56 circumference 47, 68 comparing and ordering 92
additive inverses 211 clockwise scale 38 converting to common
algebraic equations 164–165, coefficient 160 fractions 94
236–240 common fractions 76–87 equivalent forms 94
algebraic expressions 158–163, addition and subtraction multiplying and dividing
230–234 82–84 97–100
number patterns 230 comparing and ordering reading and writing 90
angles 34–44 80–81 rounding 91
classifying 34 equivalent 79 denominator 76
constructing 41 multiplication 85–86 dependent variables 169
measuring 38 compasses pair of 48 diameter 47, 68
naming 37 composite numbers 12 difference 7
anticlockwise scale 38 congruence 63–65 directed numbers 210
apex 128 congruent double bar graphs 254–255
arc 34, 68 figures 186
area triangles 66–67 E
of polygons 117–121 constant 160
solving problems 122–124 difference 142, 218 edge 194
axis of symmetry 57 ratio 142, 218 enlargements 186–187
relationship 170 equation 164
B constants, recognition of 104 equations
constructions 34–55 algebraic 164–165
bar graphs 168, 254–255 cube substitution of variables
bimodal data 250 number 18 in 105
root 19 equilateral triangles 43, 57
cubes 126 equivalence, number variables
to justify 225

286 Index

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 equivalent forms, decimal of straight lines 30–33 K
fractions 94 transformation 178–199
equivalent fractions 79 graphs kite 45
event 269 drawing 174–175, 254–257
experiment 268 interpreting 168–173 L
exponential form, comparing
numbers in 18–20 H LCD (lowest common
exponents 18–27 denominator) 80
calculations with 23–24 HCF (highest common factor) LCM (lowest common
laws of operations with 12 multiple) 12, 80
21–22 histograms drawing 256–257 laws of operations with
solving problems 25–26 hypotenuse 67 exponents 21–22
expression 161 line
writing terms of 161–162 I graphs 168
of symmetry 181
F image 178 segment 30
improper fractions 77 linear relationship 170
face 126 included angle 67 lowest common denominator
factor independent variables 169 (LCD) 80
of enlargement 186 inputs 106 lowest common multiple
of reduction 186 using flow diagrams to (LCM) 12, 80
factors 12–13 determine 154
flow diagrams 106, 154, 226, using formulae to M
231–233 determine 152
formulae, use to determine using tables to determine mathematical language 158–
inputs and outputs 152 156 159
fractions integers 210–216 mean of data 250
common see common adding and subtracting measure
fractions 212–213 of central tendency 250
decimal see decimal counting, ordering and of dispersion 251
fractions comparing 210–211 median of data 250
frequency 268 multiplying and dividing mixed numbers 77
table 247 213–214 mode of data 250
functions 104–108, 152–156, properties of 215 multiples 12–13
224–225 solving number sentences
with 236–238 N
G solving problems 216
interval 248 natural numbers 4–17
geometric irregular negative integers 210
figures enlargement and polygon 110 nets 133–136, 202
reduction of 186–187 prisms 196 non-included angle 67
patterns 147–148, 218–222 isosceles trapeziums 60 non-linear relationship 170
geometry isosceles triangles 43, 57 number patterns
of 2D shapes 56–69 algebraic expressions in 230
of 3D objects 194–204 recognising and extending
142–144
Index 287

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 number sentences 104–105, 224 solving problems 122–124 prism 127–129, 196
solving by inspection perpendicular lines 30–31, 45, relationships 104–108, 152–156,
164–165 53 224–225
solving problems 166, pie charts 168, 258 respondent 244
239–240 plane of symmetry 200 revolution 36
solving with integers 236– plane shape 47 rhombus 45
238 point of rotation 183 right angles 36
number variables 225 polygons 45 right-angled triangles 56
numbers area of 117–121 rigid transformations 178
composite 12 perimeter of 112–117 root 164
prime 12 polyhedra 127 rotations 183–185
whole 4–17 population 244 rounding off, up, down 4–5
numerator 76 positive integers 210 rule 106
numeric patterns 142–146, power 18 rules 142
218–222 prime numbers 12 of numeric pattern 146
prisms 128, 196–199 using to form a pattern
O probability 268–272 144–145
product 7 using to complete tables
object 178 profit 15 220–222
obtuse angles 36 proper fractions 77
obtuse-angled triangles 56 protractor 38 S
order of rotational symmetry pyramids 129, 199–201
183 sample 244
outcome 268 Q scalene 43
outputs 106 sector 68
using flow diagrams to quadrilaterals segment 68
determine 154 angular sum of 59 semi-circle 68
using formulae to constructing 45–46 set square 46
determine 152 properties of 57–58 similar shapes, properties
using tables to determine special, angles in 60 of 66
156 questionnaires 244 similarity 66–67
solids 126–135
P R capacity of 133–134, 135
geometry of 194–204
pair of compasses 48 radius 47, 68 surface area of 130, 135
parallel lines 31, 45, 51 range of data 251 volume of 131–132, 135
parallelogram 45 ratio 14 square 45
patterns raw data 247 number 18
describing 218–219 ray 30 root 19
geometric 147–148, 218–222 rectangle 45 stem-and-leaf display 247
numeric 140–146, 218–222 reductions 186–187 straight angles 36
percentages 87–88 reflections 181–182 straight lines geometry of
perfect squares 21 reflex angles 36 30–33
perimeter regular sum 7
of polygons 112–117 polygon 112

288 Index

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 surface area of 3D shapes terms 142, 160 V
126–136 of expression 161–162
symbols 158 tessellations 188 variables 104–105
symmetrical patterns 49 three-dimensional see 3D dependent 169
symmetry three-point notation 37 independent 169
axis of 57 transformation geometry recognition of 104–105
line of 181 178–191 substituting in equations
plane of 200 translations 178–180 105
trapeziums, isosceles 60 using in algebra 160
T trial and improvement vertex 34
method 21 volume
tables 107 triangles 56–58 of 3D shapes 131–136
to illustrate expressions 234 angular sum of 56–57 of solids 131–132, 135
using 156, 226 congruent 64
using rules to complete constructing 43–44 W
220–222 special, angles in 57
tallies 247 two-dimensional see 2D whole numbers 4–17
tangrams 46 adding 9
calculations with 9–11
dividing 10
multiplying 10
properties of 7
solving problems 14–16
subtracting 9

Index 289

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 Useful resources

Mathematical symbols
Word Symbol Meaning
sum + add

difference – subtract

product × multiply

quotient ÷ divide

Rules for rounding off

If the digit to the right of the place you are rounding off to is less than 5, round down.
If the digit to the right of the place you are rounding off to is 5 or more, round up.

Useful squares
12 1 42 16 72 49 102 100
2 2 4 52 25 8 2 64 112 121
32 9 62 36 92 81 122 144

Principal units
kilo – thousand (Greek)
milli – thousandth (Latin)
centi – hundredth (Latin)
metre – measure (Latin)

1 km = 1 000 m 1 m = 100 cm 1 m = 0,001 km 1 cm = 0,01 m

1 km = 100 000 cm 1 m = 1000 mm 1 cm = 0,00001 km 1 mm = 0,001 m
1 km = 1 000 000 mm 1 cm = 10 mm 1 mm = 0,000001 km 1 mm = 0,1 cm

Capacity
1 litre = 1 000 millilitres or 1 ℓ = 1 000 ml
1 millilitre = 0,001 litre or 1 ml = 0,001 ℓ
1 kilolitre = 1 000 litres or 1 kl = 1 000 ℓ
1 litre = 0,001 kilolitre or 1 ℓ = 0,001 kl

290 Useful resources

mml_9780636141407_plt_mat_g07_lb_eng_zaf.indb 290 2013/05/27 10:05 PM

 Percentages
Percentage Fraction Percentage Fraction Percentage Fraction
1
_ 1
__
100% 1 50% 2 10% 10
3
_ 1
_ 1
__
75% 4 25% 4 5% 20

Formulas
To calculate Use the formula Where
area of a rectangle A = lw l = length, w = width (breadth)
area of a square A = l2 l = length
area of a triangle A = _12 bh b = base, h = height

volume of a cuboid V = lbh l = length, b = breadth, h = height

volume of a cube V = l3 l = length

Hundred square

Useful resources 291

mml_9780636141407_plt_mat_g07_lb_eng_zaf.indb 291 2013/05/27 10:05 PM

 Platinum Mathematics Grade 7
Learner's Book

Maskew Miller Longman (Pty) Ltd

Forest Drive, Pinelands, Cape Town

website: www.mml.co.za

© Maskew Miller Longman (Pty) Ltd 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the copyright holder.

Every effort has been made to trace the copyright holders of material produced in this title. We
would like to apologise for any infringement of copyright so caused, and copyright holders are
requested to contact the publishers in order to rectify the matter.

First published in 2013

ISBN 978-0-636-14140-7
Edited by Linda Symons
Typesetting by Lizette Watkiss
Printed by

Artwork by Will Alves and Andre Plant

Acknowledgements:
The author(s) and publisher wish to thank the following for granting permission to reproduce
photographs:

Bigstock.com (pp. 2–5, 11, 12, 16, 28, 29, 74, 75, 84, 86–88, 90, 96, 99, 115, 127, 140, 141, 145,
150, 152, 159, 162, 171, 175–177, 189, 193, 201, 205, 216, 228, 229, 242, 243, 245, 246, 251, 259);
Corbis/Great Stock (p. 74); David Pickett/DIS (pp. 13, 41, 48, 50, 59, 68, 160, 252, 277); Graeme
Williams/Africa Media Online (p. 253); Hoberman Collection/Getty (p. 168); INTERFOTO/Alamy/
The Bigger Picture (p. 13); Istock.com (pp. 96, 151, 166, 174); Jan van der Poll (p. 251); Kayatana
Stamps (p. 115); Michael Runkel/Corbis/Great Stock (p. 211); Nisian Hughes/Getty Images/Gallo
Images (p. 261); Paul Barton/Corbis/Great Stock (p. 216); Rubberball/Mike Kemp/Images/Gallo
Images (p. 92)

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