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Mathsclinic Smartprep GR9 Eng

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Mathsclinic Smartprep GR9 Eng

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Sekgobela M. Miranda

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TABLE OF CONTENTS

CORE THEORY SUMMARIES

Paper 1
Number Systems 1
Integers 3
Rational Numbers 4
Algebraic Expressions 7
Exponents 10
Equations 12
Finance 16
Ratio, Rate and Proportion 19
Number Patterns 22
Linear Graphs 24

Paper 2
Euclidean Geometry: Lines and Angles 28
Euclidean Geometry: Triangles 30
Measurement 36
Probability 38
Statistics 40

www
www
Grade 9 Maths Essentials
Number Systems RECAP FROM Gr8 SCIENCE CLINIC 2022 ©

REAL NUMBERS (ℝ) Important Terms: Using prime factors to find HCF and LCM:
• Factor: A factor can be divided into a number with no remainder.
Rational Numbers: Irrational Numbers: HCF: Highest Common Factor
a e.g. The factors of 20 are F20 = {1, 2, 4, 5, 10, 20}
Can be written as if b ≠ 0 Non-recurring and non- LCM: Lowest Common Multiple
b terminating decimals • Multiple: The multiples of a number are found by multiplying the
(i.e. fractions) number by only natural numbers.
i.e. 5 or π * For smaller numbers you can write out a list of the factors and
e.g. The first 5 multiples of 5 are M5 = {5, 10, 15, 20, 25 …} multiples to find the HCF and LCM
Integers: • Prime Numbers: A prime number has only two factors, 1 and
= {… − 3, − 2, − 1, 0, 1, 2, 3, …} itself. e.g. Find the HCF and LCM of 24 and 18
e.g. 17 is a prime since its only two factors are 1 and 17 F24 = {1, 2, 3, 4, 6, 8, 12, 24} M24 = {24, 48, 72, 96, 120 . . . }
Whole Numbers: F18 = {1, 2, 3, 6, 9, 18} M18 = {18, 36, 54, 72, 90...}
• Composite Number: A composite number has more than two
= {0, 1, 2, 3, 4, …}
factors. HCF = 6 since it is the LCM = 72 since it is the
e.g. 8 is a composite number since F8 = {1, 2, 4, 8} highest factor on both lists lowest multiple on both lists
Natural Numbers: • Universal number: 1 is the universal number (it is neither prime
= {1, 2, 3, 4, …} * For larger numbers, use prime factors.
nor composite)
HCF: use the pairs common to both lists
• Square number: A number multiplied by itself is square.
LCM: use the pairs and ‘leftovers’
e.g. 16 is a square number since 4 × 4 = 16
EXAMPLE
EXAMPLE
Writing numbers as products of prime factors:
1. Using the set of numbers {1, 2, 3, 4, …, 25} list the following:
Each composite number can be written as a product of its prime Use prime factors to find the HCF and the LCM of:
a. Factors of 24 factors e.g. 20 = 4 × 5 = 2 × 2 × 5
1 × 24 1. 36 and 68
2 × 12 For bigger numbers: use the tree or ladder methods to find their 2 36 2 68
3×8 products. (Hint: always start with the smallest prime factors) 2 18 2 34
4×6 3 9 17 17
∴ F24 = {1, 2, 3, 4, 6, 8, 12, 24} EXAMPLE 3 3
1
1

b. Prime factors of 24 Hint: only use the factors from 1. Write 248 as a product of its prime factors
PF24 = {2; 3} (a) that are prime numbers a. Tree Method b. Ladder method 36 = 2 × 2 × 3 × 3 Circle the matching pairs
248 68 = 2 × 2 × 17
c. Multiples of 6 2 248
2 124
M6 = {6, 12, 18, 24} 2 124 HCF = 2 × 2 Only the pairs
= 4
2 62 2 62
d. Prime Numbers
31 31 LCM = 2 × 2 × 3 × 3 × 17 Pairs and leftover factors
{2, 3, 5, 7, 11, 13, 17, 19, 23} 2 31
1 = 612
31 1
2. Write down the:
∴ 248 = 2 × 2 × 2 × 31 2. 25 and 135
a. Factors of 30 25 135
2. Write 300 as a product of its prime factors (Circle the matching pairs)
1 × 30
a. Tree Method b. Ladder Method 5 5 25 = 5 × 5
2 × 15 3 45
300 135 = 3 × 3 × 3 × 5
3 × 10 5 1
2 300
5×6 2 150 3 15
(Only the pairs)
F30 = {1, 2, 3, 5, 6, 10, 15, 30} 2 150
2 75
3 5 HCF = 5
3 75
b. First five multiples of 30 3 25
5 25
5 1 (Pairs and leftover factors)
M30 = {30, 60, 90, 120, 150, …} 5 5 5 5 LCM = 5 × 5 × 3 × 3 × 3
1 = 675
c. Prime factors of 30 Hint: only use the factors from
5 1

PF30 = {2, 3, 5} (a) that are prime numbers ∴ 300 = 2 × 2 × 3 × 5 × 5

ORDER OF OPERATIONS: BODMAS 8 −7 ÷ 1 −1 SQUARES, CUBES AND ROOTS

6. ÷ (top); brackets (bottom)
16 ÷ (12 − 4)
Brackets 8 −7 −1
A number SQUARED: a number multiplied by itself
Order (Exponent) = − from L → R (top); ÷ (bottom) e.g. 6 × 6 = 62 = 36
16 ÷ 8
Division (Left to Right)
Multiplication (Left to Right) 0 A number CUBED: a number multiplied by itself twice
= ÷ e.g. 5 × 5 × 5 = 53 = 125
Addition (Left to Right) 2
Subtraction (Left to Right) Remember:
= 0 A SQUARE ROOT: 4 means ?2 = 4
0 ÷ □= 0
Note: and since 2 × 2 = 4 then 4 = 2
There are different ways of writing multiplication and division
7. 3 × 7 − 15 ÷ 5 × and ÷ from L → R A CUBE ROOT: 3 27 means ?3 = 27
= 21 − 3 and since 3 × 3 × 3 = 27 then 3 27 = 3
MULTIPLICATION DIVISION = 18
EXAMPLE
5 × 3 = 15 7÷7= 1
12 16 100 − 5 × 10 1. 13
4(2) = 8 = 6 8. − × and ÷
2 10 − 8 20 ÷ 2 = 1×1×1
(2) × (6) = 12 16 100 − 50 = 1
= − − in the numerator
(8)(1) = 8 2 10
16 50 2. 52
1 = − ÷ each fraction
10 ⋅ 5 = 50 (different from 10.5 = 10 ) 2 10 = 5×5
2 = 25
= 8 −5
= 3
EXAMPLES
3. 4 + 3 125 Remember BODMAS
= 2+ 5 (2 × 2 = 4 and 5 × 5 × 5 = 125)
1. 8 + 3 − 1 + 4 + and − from L → R 16 ÷ 8 × 5
9. × and ÷ from L → R = 7
= 14
10 − 5 × 2
10
= 4. 64 + 36
2. 8 + 3 × 1 + 4 × first 10 − 10
= 8+ 3+ 4 + from L → R = 100 (10 × 10 = 100)
= 15 10 = 10
=
0 Remember:
□ ÷ 0 = undefined A root sign acts like a bracket,
3. 6 × 2 ÷ 3(4) OF first = undefined 5. 25 × 9
= 25 × 9 so first add or subtract the
= 6 × 2 ÷ 12 × and ÷ from L → R
= 5×3 terms under the root, then
= 1
10. 15 ÷ 5 × 0 × and ÷ from L → R = 15 find the root
= 0
6 Remember: Alternatively: Multiplication makes one term
4. 6 − + 2 ÷ the fraction
3 □ × 0 = 0 25 × 9 so you can root each factor
= 6 −2 + 2 + and − from L → R = 225 separately as it can make the
= 6 = 15 sum easier
11. 4 + 2(9 − 5)2 Bracket
= 4 + 2(4)2 Exponent
5. 1 + 6 × (8 − 4) ÷ 3 Brackets = 4 + 2(16) × into the bracket
= 1+ 6×4÷3 × and ÷ from L → R = 4 + 32
= 1+ 8 = 36
= 9

TERMINOLOGY SUBTRACTING INTEGERS MULTIPLYING INTEGERS MIXED EXAMPLES

When you subtract a positive ( + ) integer: −3 ⋅ 4 × (−2)

Integers (ℤ) include whole numbers which are (+ )×(+ )= (+ ) ( + ) × ( −) = ( −) 1. BODMAS (top: × L → R
both positive or negative or zero. Move left on the number line. −5 − 3 + 9 bottom: + & − ; L → R)
When you subtract a negative ( − ) integer: ( −) × ( −) = ( + ) ( −) × ( + ) = ( −) 24 (+ )÷(+ )= (+ )
=
ℤ = { . . . − 3, − 2, − 1, 0, 1, 2, 3 . . . } Move right on the number line. 1
= 24
NOTE: EXAMPLES
On a number line, integers look like this: Subtracting a negative ( − ) integer is the same as 2. (−3 + 27 − 12) ÷ 3 Brackets (+ & − ; L → R)
adding its additive inverse. The additive inverse of 1. (+ 2) × (3) (+ )×(+ )= (+ ) = 12 ÷ 3 (+ )÷(+ )= (+ )
−5 is + 5 and the additive inverse of −3 is + 3. = 6 = 4

-3 -2 -1 0 1 2 3 4 2. (+ 2) × (−3) ( + ) × ( −) = ( −) 3. [3 + (6)(−4) − (8 + 1)] + 15 () First

= −6 = [3 − 24 − 9] + 15 − from L → R
EXAMPLES = − 15
3. −8 × 5 × (−2) BODMAS ∴ L → R
ADDING INTEGERS 1. 3 − 5 Subtract the + integer = − 40 × (−2) ( + ) × ( −) = ( −)
= −2 6(3) − 10(3) + (−4)
∴ move left = 80 ( −) × ( −) = ( + ) 4. top & bottom: multiply
When you add a positive ( + ) integer: 10 × 3 − 14
18 − 30 − 4
Move right on the number line. = − from L → R
4. 0 × (−10) Remember: 30 − 14
When you add a negative ( − ) integer: Move = 0 0 × □ = 0 −16
-2 -1 -0 1 2 3 4 = ( −) ÷ ( + ) = ( −)
left on the number line. 16
= −1
End Start
EXAMPLES
DIVIDING INTEGERS 5. 3 − (−10) + 4 ÷ (−2) ( + ) ÷ ( −) = ( −)
1. −3 + 7 Add the + integer = 3 − (−10) − 2 Subtract [ − ] is the same
2. −1 − (−5) Additive Inverse = 3 + 10 − 2 as [ + ] its additive inverse
= 4 ∴ move right (+ )÷(+ )= (+ ) ( + ) ÷ ( −) = ( −)
= −1 + 5 Subtract the − integer = 11 + &−; L→R
= 4 ∴ move right ( −) ÷ ( −) = ( + ) ( −) ÷ ( + ) = ( −)
-3 -2 -1 0 1 2 3 4 INTEGERS WITH ROOTS
EXAMPLES
-2 -1 0 1 2 3 4 5
End
EXAMPLES
Start 3
1. 1 − 64
10 = 1−4
Start End 1. (+ )÷(+ )= (+ )
5 = −3
2. −1 + (−5) Add the − integer
= −6 = 2 (−2) × (−2) × (−2) = 8
∴ move left 3. −1 + (−4) − 4 + (+ 1) 3
BODMAS ∴ add and 2. −8 × (−5)2 (−5) × (−5) = 25
= −5 −4 + 1 subtract from L → R (−2) × (25)
2. −15 ÷ 3 ( −) ÷ ( + ) = ( −) ( −) × ( + ) = ( −)
= −9 + 1 = − 50
= −5
= −8
-6 -5 -4 -3 -2 -1 0
3. (−24) ÷ (−2) ÷ (−6) ÷L→R 81 + 9
3. ( + ) ÷ ( −) = ( −)
= 12 ÷ (−6) ( −) ÷ ( −) = ( + ) 24 ÷ (−2)
End Start = −2 ( + ) ÷ ( −) = ( −) 9+ 3
=
−12
4. (−16) ÷ 4 ÷ 0 12 ( + ) ÷ ( −) = ( −)
= −4 ÷ 0 Remember: =
−12
= undefined □ ÷ 0 = undefined
= −1

TERMINOLOGY COMMON FRACTIONS

Changing mixed numbers into improper fractions: Multiplying Fractions: Dividing Fractions:
Numerator 3 STEPS: STEPS: STEPS:
Denominator 4 1) Multiplying the whole number by the denominator 1) Simply (cross cancel): Top with bottom 1) Tip and Times
2) Add the numerator 2) Multiply numerators (Invert the divisor and multiply)
Improper Fraction: The numerator is bigger than
3) Write over the denominator 3) Multiply denominators
7 4) Keep the original sign 4) Simplify
the denominator. e.g.
5 EXAMPLES
EXAMPLES EXAMPLES
Mixed Number: A whole number with a fraction. e.g. 1 1
1 1 3 1 4 1. ÷
1 which means 1 + 1. 1 1. × 2 3 Tip & Times
3 3 4 8 7 1 3
4×1+ 3 1 41 = ×
EQUIVALENT FRACTIONS = = × 2 1
4 82 7 1×3
7 1×1 =
These are fractions which have the same value but = = 2×1
look different. They are found by either multiplying or 4 2×7 3
1 = Mixed no. to
dividing both the numerator and denominator by the = 2
4 14 improper fraction
same number. 2. 2
5 1 1
EXAMPLES 12 3 5×2+ 4 3 2. ÷1 Mixed no. to
2. ÷ = 2. 2 × 4 16 improper fraction
15 3 5 16 1 17
3 2 21 3 = ÷ Tip & Times
1. × 4 14
4 2 = = = × 4 16
5 5 1 168 1 16
6 1 = ×
= 12 4 = 4 17
8 So = 14
15 5 1 1 164
3 6 3. −1 3 = × Cancel
So = 2 = 41 17
4 8 2×1+ 1 8 4
= − =
2 17
3 1 3 1 Mixed no. to
ADDING AND SUBTRACTING FRACTIONS = − 3. 3 × ×
2 4 26 9 improper fraction
13 3 1 1 2 21 Tip & Times twice
= × × 3. ÷ ÷
STEPS: 3 7 8
1 4 26 9
1) Convert mixed numbers to improper fractions 1 7 8
4. −3 Keep the original sign 131 31 1 = × ×
2) Find the LCD (Lowest Common Denominator) 4 = × × 3 2 21
4×3+ 1 4 262 93
1 71 84
3) Add and subtract the numerators (Remember to = − 1×1×1 = × × Cancel
4 = 3 21 213
use BODMAS) 13 4×2×3
= − 4
4) Simplify if possible (don't convert back to mixed 1 =
4 = 9
numbers) 24

EXAMPLES
1 1 1 1 1 1 1 1 Mixed no.s to improper fractions
2. + 3. + − 4. 1 + 2 −3
1 2 2 6 8 4 2 3 4 6
1. + Denominators 1 3 1 1 1 2 1 4 4 9 19
4 4 = × + LCD = 6 = + × − × LCD = 8 = + − LCD = 12
3 are the same 2 3 6 8 4 2 2 4 3 4 6
=
4 3 1 1 2 4 16 27 38
= + = + − BODMAS: L → R = + − BODMAS: L → R
6 6 8 8 8 12 12 12
4 1 5
= Simplify ÷ 2 =− =
6 8 12
2
=
3

MIXED EXAMPLES
Remember: BODMAS
COMMON FRACTIONS, DECIMALS AND PERCENTAGES

1 7 1 Reminder: A percentage is a fraction out of 100,

1. 2 − ×1 Mixed no. to improper fraction 1
2 8 21 Common Fraction To Decimal
e.g. 50% = 50/100 = = 0,5
5 7 22 2 Steps:
= − × Multiply first 1) Convert denominator to smallest power of 10
2 8 21
5 71 2211 Decimal To Percentage (10, 100, 1000...etc)
= − × Cancel 2) If you can't, do division
2 81 213 Steps:
5 11 1) Multiply by 100 (so move comma two places to the right)
= − LCD = 12
2 12
30 11 EXAMPLES EXAMPLES
= − Convert to decimals (without a calculator) and round off to 3
12 12
19 1. 0,64 decimal places where necessary
=
12 = 64 % 3 25
1. × (100 = 4 × 25)
4 25
5 3 (5 3)
1 1 1 1
2. − ÷ − LCD = 15 2. 0,053 75
= 2 zeros ∴ 2 dec places
= 5,3 % 100

5 3 ( 15 15 )
1 1 3 5 = 0,75
= − ÷ −
3. 1,25

5 3 ( 15 )
1 1 −2
= − ÷ Divide (Tip & Times) = 125 %
2
2. 1 Mixed no. to improper fraction

5 3 ( 2 )
1 1 −15 5
= − × Multiply 7 2
= × (10 = 5 × 2)
Decimal To Common Fraction 5 2
1 1 −155 Cancel Steps: 14
= − ×( ) = 1 zeros ∴ 1 dec places
5 31 2 ( −) × ( −) = ( + ) 1) Use denominators of 10, 100, 1000... etc. 10
1 5 2) Simplify Fractions
= + = 1,4
5 2
2 25 Add (LCD = 10)
= + EXAMPLES
10 10
27 3
= 1. 0,65 2 decimals ∴ denominator = 100 3. Can't make 7 a power of 10
10 7
65 = 3÷7
=
−10 100 = 7 3 Remember 3 = 3,0000...
3. LCD = 4
1 3 65 5
− 0,4285...
2 4 = ÷ Simplify = 7 3,0000...
−10 100 5
= 13 = 0,4285 Round up to 3 dec places
2 3
− = ≈ 0,429
4 4 20
−10
=
−1 Divide (Tip & Times)
4
2. 2,326 3 decimals ∴ denominator = 1000 2

( 4 )
−1 4. Can't make 9 a power of 10
= − 10 ÷ 326 9
=2
1000 = 9 2 Remember 2 = 2,0000...

( 1 )
−10 −4
= × ( −) × ( −) = ( + ) 326 2 0,2222...
1 =2 ÷ Simplify = 9 2,0000...
40 1000 2
= = 0,2222 Round down to 3 dec places
1 163 ≈ 0,222
=2
= 40 500

Common Fraction To Percentage Percentage To Decimal & Common Fraction Square Roots & Cube Roots of Fractions & Decimals
Steps: STEPS:
1) Convert to decimal Remember: 1. Write as common fraction (if a decimal)
2) Multiply by 100 to make it into % □ 2. Convert any mixed numbers to improper fractions
% means
100 3. Take root of numerator & denominator
4. Convert back to a decimal (if necessary)
EXAMPLES

5 125 EXAMPLES
1. × (1000 = 8 × 125) EXAMPLES
8 125
625 1. 20 %
= 3 zeros ∴ 3 decimal places 4 4
20 1. 2. 1+ Mixed no. to improper fraction
1000 = (÷20) 9
100 9
= 0,625 × 100 (comma moves 2 right) 4 64
= 62,5 % = =
Decimal Common fraction 9 36
1 2 64
1 5 = 0,20 = = =
2. × (100 = 20 × 5) 5 3
20 5 36
5 or = 0,2
= 2 zeros ∴ 2 decimal places 8
= Simplify (÷2)
100 6
= 0,05 × 100 2. 36 % 4
36 Note: =
= 5% = (÷4) 3 64 3 3
100 3. 125000
125000 3
= 125 × 1000 3
1 3
64 4. 0,008 3 decimal places
3. −1 Mixed no. to improper fraction Decimal Common fraction = = 5 × 10
6 3 = 50 8
7 9 125000 = 3
3 zeros
= − = 0,36 = 1000
6 25 4
= Simplify (÷2) 3
8
= −6 7 7 = 7,0000... 50 =
3. 115 % 2 3
1000
1,1666... =
= − 6 7,0000... ( −) ÷ ( + ) = ( −) 115 25 2
· = (÷5) = 1 zero ∴ 1 decimal place
= − 1,166 6 × 100 100 10
= − 116,67 % = 0,2
Decimal Common fraction 5. 0,01
23 1
= 1,15 = =
20 100 3
6. 0,027
1
= 3 27
10 =
1000
= 0,1
3
=
10
= 0,3

LIKE AND UNLIKE TERMS SIMPLIFYING ALEBRAIC EXPRESSIONS

A number expression = 5 + 7
An algebraic expression = 3x − 4 EXAMPLES (BINOMIAL)(BINOMIAL)
(contains letters {variables} and numbers) Circle the like terms: FOIL
Simplify: EXAMPLE First
An algebraic expression is made up of terms. 5x ; 3a ; x y ; 7x 1. 3x 2 − 5x + 6 + x 2 − 5x − 11 (x + 2)(x + 3) Outer
Terms are separated by + or - = 4x 2 − 10x − 5 = x 2 + 3x + 2x + 6 Inner
Like terms are identical, they have the same
= x 2 + 5x + 6 Last
Let's look more closely at the term 3x DNA/ variables) 2. Subtract −3a + 12b + 4 from 11b − 6a + 14
Like terms can be added
3x = 3 × x (The expression that comes after from comes first!) (x − 7)(x + 2)
together
5x + 7x = 12x = x 2 + 2x − 7x − 14 Answer is a trinomial
A term is made up of letters and numbers that Unlike Terms cannot be 11b − 6a + 14 − 1(−3a + 12b + 4) Brackets NB =x 2 − 5x − 14
are glued together by × or ÷ = 11b − 6a + 14 + 3a − 12b − 4
5x + 7y added together! Invisible -1
= −b − 3a + 10 (x + 2)(x − 2) If the brackets are the
An algebraic expression is named according to in front F O I L same, but with differ-
the number of terms it has. Algebraic expressions can have values if you Signs change = x 2 − 2x + 2x − 4 ent signs, the answer
substitute given numerical values into the when multiplying by -1 = x2 − 4
after doing FOIL will
1 term ∼ Monomial variables.
−2x NB DISTRIBUTIVE LAW: Short Cut: be the difference of
e.g. x y 2; ; 3a; and 5(x + y) two squares (DOTS)
y EXAMPLES −(5x + 6 − 2y)
= −1(5x + 6 − 2y) F L
= −5x − 6 + 2y (x + 2)(x − 2)
2 terms ∼ Binomial Calculate the value of 5x − 3y 2 if x = − 2
e.g. 2x + 3y and y = − 1 = x2 − 4
−8 − 6m n
2(x + y) + a (x + y) ∴ 5x − 3y 2 PRODUCTS (2x − 1)(2x + 1)
NB: Always use
= 5(−2) − 3(−1)2 = 4x 2 − 1
brackets when
3 terms ∼ Trinomial = − 10 − 3(1) substituting Thinking back to grade 8: (5x − 4y)(5x + 4y)
The answer is the
e.g. x 2 − 5x + 6 = − 13
EXAMPLES = 25x 2 − 16y 2 difference of 2 squares
7m n + 5m 2 − 8
Given: 5x 3 − 8x + 6
Simplify:
Lets look more closely at the following and the 1. (3x 2 y)(−2x 2 y 3) (x 4 − 3)(x 4 + 3)
terminology that you need to know: 1. Write down the degree: = −6x 4 y 4 = x8 − 9 x 8 = (x 4 )2 - if the
3 exponent is even, it's
exponent constant 2. How many terms? 2. 5x (−2x 2 + 4y − 5) a perfect square
term = −10x 3 − 20x y − 25x
5x 2 + 2x − 3 3
coefficient 3. What do we call this expression? DISTRIBUTIVE LAW:
variable A trinomial Mono (poly)
4. Write down the coefficient of x : 3. x (3x − 2) − x (5x + 1)
The degree of the expression is 2.
−8 = 3x 2 − 2x − 5x 2 − x
= −2x 2 − 3x
5. The constant term:
Lastly, an algebraic expression with more than 3 6
terms is a POLYNOMIAL (“poly" meaning 6. If x = 2, calculate the value of the
“many”). This algebraic expression may consist of expression.
constants, variables and exponents combined
5(2)3 − 8(2) + 6
using addition, subtraction, multiplication and
division BUT it may not be divided by a variable. = 5(8) − 16 + 6
= 30

BINOMIAL: Difference of two squares (DOTS):

CHALLENGE:
Calculate the perimeter and area in terms of x.
EXAMPLES Remember (x − y)(x + y)
= x 2 − y2
1. (x + 2)2 ∴ x 2 − y2
4x – 3 NOTE:

2x + 10
= (x + 2)(x + 2) FOIL 1 = (x − y)(x + y) (Factors)
F O I L A= ×b×h
2
= x + 2x + 2x + 4
= x 2 + 4x + 4 EXAMPLES
x
2. (x − 3)2 The OI terms are identical p = 2x + 10 + 4x − 3 + x Factorise fully:
= (x − 3)(x − 3) = 7x + 7
= x 2 − 3x − 3x + 9 1. x 2 − 49
= x 2 − 6x + 9 1 = (x − 7)(x + 7)
A= (x)(2x + 10)
2
2
= x + 5x
Short Cut:
(x − 3)2 2. x 2 y 2 − 25
= (x)2 2(x)(−3) (−3)2 = (x y − 5)(x y + 5)
Square first term Double the product Square last term
= x 2 − 6x + 9
FACTORISING
3. x8 − 1
Factorising is the opposite process of PRODUCTS. = (x 4 − 1)(x 4 + 1) always check if bracket with the
Try another one:
4. (3x + 4)2 = (x 2 − 1)(x 2 + 1)(x 4 + 1) minus can be factorised further
= 9x 2 + 24x + 16 Numbers have factors. = (x + 1)(x − 1)(x 2 + 1)(x 4 + 1)
6= 2×3 (2 and 3 are factors of 6)

Same sign as This sign will Product Be Careful: x 2 + 4 cannot factorise

the bracket always be +
We are now going to factorise algebraic expressions with 2 or more 4. 2x 3 − 18x
terms. =2x (x 2 − 9) C.F
Brackets (if possible) Factorise DOTS
MIXED EXAMPLES Order (exponent, FOIL, distribute) = 2x (x − 3)(x + 3)
Remember BODMAS! Divide Common Trinomial
Multiply DOTS
Factor
Add like terms
Subtract like terms
Simplify: Common Factor:

1. x (x − y) − (x − y)2 EXAMPLES
Don't forget the -1 in
= x 2 − x y − 1(x 2 − 2x y + y 2 ) Factorise Fully:
front of the (x − y)2!
= x 2 − x y − x 2 + 2x y − y 2 1. 5a + 5b 2. 8a 2 b 3 − 20a b 2 3. x (y + 2) − 3(y + 2)
This answer must be
= x y − y2 =5(a + b) = 4a b 2 (2a b − 5) HCF = 4ab 2 = (y + 2)(x − 3) (common bracket)
put in a bracket

product (×)
distributive law
FOIL DOTS
2. 2(x + 3)(2x − 1) + 3(2x + 1)(2x − 1) 5(a + b) 5a + 5b
= 2(2x − x + 6x − 3) + 3(4x 2 − 1)
2
common factor
4. x (y − 2) + 3(2 − y)
= 4x 2 − 2x + 12x − 6 + 12x 2 − 3 = x (y − 2) − 3(y − 2) Swap around and change the
factorise (÷)
= 16x 2 + 10x − 9 = (y − 2)(x − 3) sign

TRINOMIAL: DIVISION OF ALGEBRAIC EXPRESSIONS SQUARING & SQUARE ROOTING ( )

Remember FOIL? In grade 8 (4x 4 )2 = 16x 8 Multiply exponent

(x + 1)(x + 2) Simplify:
∴ 16x 8 = 4x 4
= x 2 + 2x + x + 2
25x 2 y monomial
= x 2 + 3x + 2 1. (covered in exponents)
5x y monomial EXAMPLE
(binomial)(binomial) = trinomial = 5x
1. 64x 2 y 4
EXAMPLES 25x 2 y − 5x y binomial
2. = 8x y 2
Factorise:
5x y monomial
Start at the constant term (6), move 25x 2 y 5x y
1. x 2 + 5x + 6 to the L. Find factors of 6 that add = − Distributive law with ÷ 2. x 2 − 10x + 25
= (x + 2)(x + 3) up to + 5: 6 5x y 5x y
= (x − 5)(x − 5)
1×6 2×3 = 5x − 1
= (x − 5)2
2. x 2 − 5x+ 6
= (x − 2)(x − 3) NOW

CUBING & CUBE ROOTING( )

We are going to simplify algebraic fractions using factorisation. Let’s look at 3
3. x2 − x − 6 Find factors of 6 that when subtracted number 2 above.
= (x − 3)(x + 2) from each other give −1: 6 2×3
Note that the signs are different. EXAMPLE
25x 2 y − 5x y
4. x 2 + 2x − 15 Remove common factors (5x y)
Note: 5x y 1. (−2x 2 y)3 Note: −16 = non real
= (x + 5)(x − 3)
The biggest factor always gets 5x y(5x − 1)
= Cancel factors = −8x 6 y 3
5. 2x 2 − 8x − 24 the sign of the middle term and 5x y
smallest the opposite sign
= 2(x 2 − 4x − 12) = 5x − 1 3
= 2(x − 6)(x + 2) 2. −8x 6 y 3
= −2x 2 y
6. x 2 − 8x + 16 EXAMPLES
= (x − 4)(x − 4)
= (x − 4)2 Simplify:

EXAMPLE: Challenge 6a − 12 a 2 + 4a + 4
1. 2.
6 2a + 4
1. Find the value of k if (x − 4) is a factor of x 2 − k x + 20 6(a − 2) (a + 2)(a + 2)
x 2 − k x + 20 = =
6 2(a + 2)
(x − 4)(x − 5) (a + 2)
= a −2
−5x − 4x = − k x =
−9x = − k x 2
∴k = 9

2. The expression will be undefined when? x 2 − y2

5 −y 3.
x2 + x y − 2y 2
1 − y2 (x − y)(x + y)
5 −y =
= Factorise denominator (x + 2y)(x − y)
(1 − y)(1 + y) x+ y
=
∴ y = 1 or y = − 1 (Undefined when x + 2y
denominator = 0)

Raising a Power to a Further Power: MIXED EXAMPLES

exponent
base an power
EXAMPLE
LAWS:
( p a )b
= p a×b
Simplify the following leaving answers in positive exponential form:
(remember BODMAS)
Simplify the following:
( p a × q b )c = p a×c × q b×c 1. −8x y (x y 2 )3 1st step, raise power to remove bracket
211 = −8x y × x 3 y 6
a n = a × a × a × a … n times 1. = −8x 4 y 7
26
= 211−6 EXAMPLE
= 25
= 32 (but not necessary) Simplify the following: 2. (2a 2 b 5)3(3a 4 b)2 6. (2x 0 )2 × (2x 3)3
Remember the laws learned in Grade 8:
= 23a 6 b 15 × 32 a 8 b 2 = (2 × 1)2 × (2x 3)3
57 1. (25)10
Multiplication of Powers: 2.
515 = 25×10 = 22 × 23 x 9
= 8 × 9a 14 b 17
1 = 250
=
515−7 = 72a 14 b 17 = 25 x 9 or 32x 9
LAW: 1 2. (k 8)7
p a × p b = p a+ b =
58 = k 8×7
= k 56
(2.32 )4 p −5 . r 3
36 × 74 3. 7.
3. 3. (34× 55)7 22.310 p −2 . r −5
34 × 78
Division of Powers: = 34×7 × 55×7
36−4 24 × 38 = p −5−(−2) × r 3−(−5)
= = 328 × 535 =
78−4 22 310
LAW: 32 = p −3 × r 8
= 4. (a 4 b 6 )6 22 4
pa 74 = a 4×6 × b 6×6 = or r8
= p a−b; if a > b 32 9 =
pb = a 24 b 36 p3
x 22
4.
pa 1 x 14 5. (3a 5b 4 )3
= ; if a < b = x 22−14 6x 8 y 4 3 8. 2x y 2 ÷ (4x 2 y 4 )2 × 8x 4 y 4
4. (
18x y 3 )
pb p b−a = 31×3 × a 5×3 × b 4×3
= x8 = 33a 15b 12
2x y 2 × 8x 4 y 4
Or = 27a 15b 12 =
m 25 1x 7 y 3
=(
3 )
5. (4x 2 y 4 )2
EXAMPLE m 35
1 Note 1: 16x 5 y 6
= 1x 21y 3 x 21y 3 =
Simplify the following: m 35−25 = or 16x 4 y 8
a3 a × a × a 3 3 27
1 = = 1 x
1. 38 × 3 × 33 3 = 31 = a3 a ×a ×a =
m 10 y2
= 38+ 1+ 3 a3
=312 BUT = a 3−3 = a 0
38 b 5 a3 5. a x−1 × a x × a 1−x
6.
3b 8 Therefore a 0 = 1
2. 25 × 5× 23 × 54 38−1 = a x−1+ x+ 1−x a n+ 1 . a 2
= 25+ 3 × 51+ 4 = 9.
b 8−5 a n−4
= 28 × 55 = ax
37 Note 2: a n+ 1+ 2
= =
3. m2 × m3 × m5 b3 a4 a n−4
= a 4−5 = a −1
= m 2+ 3+ 5 a5
12a 8 b 7 = a n+ 3−(n−4)
= m 10 7. 1 1
3a 3b 4 BUT =
a 5−4 a = a n+ 3−n+ 4
4. 34 b 6 × 3b × 32 b 7 12 a 8−3 × b 7−4
= × 1
= 34+ 1+ 2 × b 6+ 1+ 7 3 1 Therefore a −1 = = a7
=37 × b 14 = 4a b 3
5 a

ROOTS SCIENTIFIC NOTATION

Remember : This a method used to write exceptionally large or small numbers in simpler method using the powers of 10

1. x2 = x×x= x 1
100 = 102 or = 10−2
x6 = x3 × x3 = x3 100
1
(find 2 powers that are the same that multiply back to x 6) 1 000 = 103 = 10−3
1000

2. 3 x6 = 3 x2 × x2 × x2 = x2 1
10 000 = 104 = 10−4
10000
(Get 3 powers that are the same)
For correct scientific notation only 1 significant figure can be in front of the decimal comma. A significant figure is a NON-ZERO digit.

LAW: EXAMPLE 1 EXAMPLE 2

m n
an = a m
Write the following in scientific notation correct to 2 decimal 1. Write the following in decimal notation:
places:
a. 7,34 × 10 4 (decimal moves 4 places forward, i.e. so
EXAMPLE: 1. 1 200 000,0 (the decimal comma moves 6 places = 73 400 2 digits behind 4 and then add 2 zeros)
= 1,2 × 106 forward to behind the 1)
Simplify the following:

6 16 b. 3,578 × 1010
(moved comma 10 places forwards)
1. 144a 6 b16 = 12a 2 b 2 2. 122 350 000 000 = 35 780 000 000
=12a 3b 8 = 1,22 × 1011

c. 1,48 × 10−6 (moved comma 6 places backwards)

9 12 3. The distance from the sun to the earth: 150,95 million km
2. 3
27x 9 y 12 = 3x 3 y 3 = 0,000 001 48
150 950 000
= 3x 3 y 4 = 1,51 × 108 km
2. Calculate the following:

15 20 (Note: this is not correct scientific notation a. 4,2 × 10 3 × 2,4 × 10 5

3. 5
x 15 y 20 = x5y5 4. 14,45 × 107
= 1,45 × 108 as there are 2 significant figures in front of = 4,2 × 2,4 × 10 3+ 5
= x 3y 4 the comma = 10,08 × 108 (not correct scientific notation)
= 1,008 × 109
(becomes a negative power as decimal
5. 0,000 456
4 comma moved 4 places back to behind
4. (2a 4 b 2 ) = 24 a 16 b 8 = 4,56 × 10−4 first significant figure) Or on calculator:
4 16 8
= 22a 2 b2 PRESS: Shift >> Setup >> 7:Sci >> Sci 0~9? 5
= 22 a 8 b 4 or 4a 8 b 4 6. 0,000 000 3056 Type this into your calculator:
= 3,06 × 10−7 4,5 key × 10 x 3 × 2,4 key x10 x 5 = 1,08 × 109

Will be expected to do on a calculator

5. (3 343d 6 e 9 )3 = (7d 2 e 3)3 b. 7,25 × 107 ÷ 4,22 × 10−5
= 343d 6 e 9
Type this into your calculator:
If you look carefully you will see your answer is what is under 7, 25 key × 10 x 7 ÷ 4,22 key x10 x key (-)5
the cube root therefore a cube cancels a cube root. = 1,718 × 1012

ALGEBRAIC EQUATIONS EQUATIONS WITH BRACKETS

An equation containing variables and constants, where LHS = RHS. EXAMPLE

We will write an equation to solve a problem. Note that any letter can be 3 9 1
2. (3x − 5) − = (2x + 4)
used to represent or in place of the unknown quantity. 4 4 2
Solve the equations: 9 15 9
x− − = x+ 2
EXAMPLE 4 4 4
1. 6 − 2(x − 1) = 4x − 16 Distributive law 9 15 9
x −x = 2+ +
6 − 2x + 2 = 4x − 16 4 4 4
What must be added to 67 to give 143?
24 = 6x 5 Multiply by the inverse
x = 8 4
24
= x
4 fraction ( )
67 + x = 143 32 5
6 x =
x = 143 − 67 5
4= x
x = 76
This example has fractions in it, which we treated as rational
numbers, using a calculator to work out.
LINEAR EQUATIONS
EQUATIONS WITH FRACTIONS
EXAMPLE
EXAMPLE
Solve for x:
Solve the following equations:
1. 2x + 6 = 26 Variable is to the power of 1
2x = 26 − 6 Opposite operation for constant term x 1 x
1. = 8 or x = 8 or = 8 LCD = 2
2x = 20 2 2 2
x = 10 1 solution to the equation (aka “root” of 1 x 8×2 Put whole numbers over 1 and let denomina-
x = 8×2 x = 8÷ =
the equation) 2 2 1×2 tors fall away ∴ just work with numerators
x = 16 x = 8×2 ∴x = 16
x = 16

2. 5x − 22 = − x + 50 Get all variables on one side

x −6 binomial
5x + x = 50 + 22 2. = −1 is 1 term (× both sides by −3)
−3 monomial
6x = 72
x = 12 x −6 = 3
x = 9

Hint: always put a bracket around the binomial

x x 2x − 3 3x + 1
3. + = 25 LCD = 6 4. − = 1 LCD = 4
2 3 2 4
x 3 x 2 25 6 2 × (2x − 3) 1 × 1(3x + 1) 4×1
× + × = × − =
2 3 3 2 1 6 2×2 1×4 4×1
Think about it: 2(2x − 3) − 1(3x + 1) = 4 × 1 Always write the numerator first and
3x + 2x = 150 1 1
LHS: (30) + (30) 4x − 6 − 3x − 1 = 4 then multiply out the bracket
5x = 150 2 3 x = 4+ 6+ 1
x = 30 = 15 + 10 x = 11
= 25

EQUATIONS WITH EXPONENTS WORD PROBLEMS

A different type of question:

EXAMPLES
Solve for x:
Is 2 the root of the equation: 5(x − 1) = x + 3? (They are asking
if x = 2). We need to substitute 2 into x and prove that
+ −
LHS = RHS
Addition, sum, plus, Subtract, minus,
1. 2 x = 8 Change RHS to have base of 2 more than, add deduct, less than,
2 x = 23 Bases need to be the same to be ‘dropped” LHS = 5(x − 1) RHS = x + 3 difference
x = 3 (i.e. make the exponents equal) = 5(2 − 1) = (2) + 3
= 5 = 5
2. 2 x+ 1 = 8
2 x+ 1 = 23
x+ 1= 3 ∴ LHS = RHS
× ÷
x = 2 ∴x = 2
Times, multiply, double, Divide, quotient, half, a
∴ 2 is a root of the equation
triple, product, third
1
3. 2 x = twice as many
8
1 CHALLENGES
2x =
23 Remember: MATHS is a language!
2 x = 2−3 Let a number = x
1. 5−2 × 5x = 1 a× a3 Double the number = 2x
x = −3 2. = ax
5−2+ x = 50 a2 ∴ an even integer = 2x
4. 52 x−1 = 0,04 Change decimal to fraction −2 + x = 0 a4 an odd integer = 2x + 1 (an even number + 1)
1 = ax
52 x−1 = x = 2 a
25 a3 = a x STEPS TO FOLLOW
52 x−1 = 5−2
∴x = 3
∴ 2x − 1 = − 2 1) Read through the problem carefully
2x = − 1 2) Let the unknown quantity be x
1
x = − 3) Using mathematical symbols change the wording into an
2
algebraic equation
EXAMPLE
4) Solve the equation
5. 3(5x ) − 1 = 374 Approach the same as a linear eq.
5) Answer the problem by substituting your answer for x back into
3(5x ) = 375 Get the x-term on its own 1
If 2 is subtracted from of a number, the answer is 9. your original statement
5x = 125 5
5x = 53 Find the number.
x = 3 EXAMPLE
Let the no = x
Find 3 consecutive integers that add up to -39.
x
−2 = 9
Remember 5 Let 1st integer = x
x Let 2nd integer = x + 1
23 = 8 22 = 4 21 = 2 20 = 1 = 11 Let 3rd integer = x + 2
5
1 1 1
2−1 = 2−2 = 2−3 = ∴ ℤ1 + ℤ2 + ℤ3 = − 39
2 4 8 x = 55
x + x + 1 + x + 2 = − 39
∴ The number is 55 3x = − 42
x = − 14
∴ − 14; − 13; − 12

EXAMPLES MORE EXAMPLES QUADRATIC EQUATIONS

1. The length of a rectangle is 23cm more than its width. If the 3. The fee to enter Laser Light Valley to see a spectacular show is Reminder:
perimeter of the rectangle is 74cm, use an equation to find its R120/per adult and R70/per child. A group of 30 people decided to Solve for x:
dimensions and hence the area of the rectangle. go there one evening and their total entrance fee was R2900. Use
an equation to find out how many children went to the show. 2x − 1 = 5 variable is to the power of 1
Let W = x 2x = 6
L = x + 23 Let the no. of children = x x = 3 1 solution so linear equation
A + C = 30
∴ the no. of adults = 30 − x A + x = 30
Perimeter = 2(L + W )
x Now:
∴ A = 30 − x
74 = 2(x + 23 + x) 70x + 120(30 − x) = 2900
74 = 2(2x + 23) x + 23 70x + 3600 − 120x = 2900 a x2 + b x + c = 0 variable is to the power of 2
74 = 4x + 46 −50x = − 700 ∴ will be 2 solutions
28 = 4x x = 14 always = 0
7= x
∴ There were 14 children in the group If a·b = 0 then either a = 0 or b = 0 (to make LHS = RHS)
∴ B = 7c m and L = 30c m (0) × b = 0
(0) × a = 0 ∴ 2 answers
∴ Area = L × B
= 30 × 7
= 210c m 2 4. Two cyclists, Tom and Jerry, leave at the same time from towns Solve for x:
that are 220km apart. They cycle towards each other, Tom travel-
ling at 15km/hr and Jerry at 18km/hr. After how many hours would x 2 = 16 We can solve for x by inspection
they meet? ∴ x = 4 or x = − 4 (4)2 = 16 and (−4)2 = 16
2. A father is now 9 times as old his son. In 4 years time, he will
be 5 times as old as his son. What are their present ages? (A table is the best way to tackle a Distance, Speed and Time But that's from Grade 8! Let’s solve this using factorising!
question)
Now: Step 1: Is it Quadratic? Yes ∴ make = 0
Let son’s age = x D S T
So dad’s age = 9x x 2 = 16
TOM 15x 15 x
x 2 − 16 = 0
In 4 year’s time: JERRY 18x 18 x
Son’s age = x + 4 Step 2: Factorise the DOTS
Dad’s age = 9x + 4 They cycle for the same amount of time, just at
different speeds, hence they are both x.
D (x − 4)(x + 4) = 0
Dad = 5 × son x − 4 = 0 or x + 4 = 0
9x + 4 = 5(x + 4) Now we can form an equation: S T
9x + 4 = 5x + 20 Distance Tom + Distance Jerry = 220 Step 3: Solve for x
4x = 16 ∴ 15x + 18x = 220
x = 4 33x = 220 x = 4 or x = − 4
x = 6,66...
∴ Dad is 36 years old and his son is 4 years old. x = 6 hrs and 0,66 of an hr (0,66 × 60 = 40 minutes) So now we have 2 roots (from 2 factors)

∴ They will meet after 6 hours and 40 minutes.

EXAMPLES ANOTHER TYPE OF EQUATION TABLE METHOD

1. (x + 2)(x − 5) = 0 2. x (2x + 1) = 0 y = − 2x − 4 (There are two variables: x and y) Given: y = − 2x − 4

∴ x + 2 = 0 or x − 5 = 0 x = 0 or 2x + 1 = 0
x = −2 x = 5 2x = − 1 Flow chart Complete the Table:
1
x = − INPUT OUTPUT
2
x y x −1 0 1 2 3
A very important tool you need for Quadratic Equations is FACTORISING! We need to -1 -2
factorise in order to solve for x. y −2 −4 −6
0 ✖(-2) -4 -4
1. Common Factor (x ; y) (−1; − 2) (0; − 4) (1; − 6)
5x 2 − 25x = 0 Take out a common factor 1 6
-6
5x (x − 5) = 0
When x = − 1, y = − 2. We can write this as an Given: y = x 2 − 4
5x = 0 or x −5 = 0
ordered pair (−1; − 2)
0
x = x = 5 Complete the Table:
5
x = − 1 so we can calculate y through substitution:
x = 0

y = − 2x − 4
2. DOTS x −2 −1 0 1 2 3
y = − 2(−1) − 4
x 2 − 100 = 0 y = 2−4
(x − 10)(x + 10) = 0 y = −2 y 0 −3 −4
x − 10 = 0 or x + 10 = 0 ∴ (−1; − 2)
x = 10 x = − 10 (x ; y) (−2; 0) (−1; − 3) (0; − 4)

3. Trinomials
x 2 − 4x + 3 = 0 x 2 + 8x + 15 = 0
6
(x − 3)(x − 1) = 0 (x + 3)(x + 5) = 0 Given: y =
x
x −3 = 0 or x −1 = 0 x+ 3= 0 or x+ 5= 0
x = 3 x = 1 x = −3 x = −5
Complete the Table:

x −6 −3 0 2
x 2 − 2x − 15 = 0 x 2 + 9x = 22 (NB: Quad eqn = 0)
(x − 5)(x + 3) = 0 x 2 + 9x − 22 = 0
y −1 −2 Und 3
x −5 = 0 or x+ 3= 0 (x + 11)(x − 2) = 0
x = 5 x = −3 x + 11 = 0 or x −2 = 0
(x ; y) (−6; − 1) (−3; − 2) (2; 3)
x = − 11 x = 2

x (x − 13) = − 42 (BODMAS as RHS ≠ 0) We have generated sets of co-ordinates which you can plot on
x 2 − 13x + 42 = 0 a cartesian plane to draw a graph
(x − 7)(x − 6) = 0
x = 7 or x = 6

PROFIT AND LOSS SIMPLE INTEREST

Profit = selling price - cost price So the final amount can be calculated as follows: The formula can be manipulated as follows :
= a positive value P × r × t
Simple interest (SI) = SI × 100
100 A = P + SI Time (t) =
Loss = selling price - cost price P ×r
P ×r ×t Now factorise by taking
= a negative value A= P+ SI × 100
Where P = Principle amount deposited 100 out a HFC Rate (r) =
P ×t
r = Interest rate (%) r ×t
A = P (1 +
100 )
Profit
% Profit = × 100 t = Time in years SI × 100
Cost Present value (p) =
t ×r
Loss r
% Loss = × 100 Then we make i = (always written in decimal)
Cost 100 OR
EXAMPLES and t = n
A
EXAMPLES So n = ( − 1) ÷ i
1. Joe deposits R5000 in an account offering 11% p.a. P
(per annum) simple interest for 6 years.
1. Thabiso bought 10 tickets for a soccer A = P(1 + i ⋅ n) A
P =
match for R90 each. He sells 4 for R110 a. How must interest does he earn? 1+ i⋅n
each and the rest for R70 each. b. What is his final bank balance?

a. Determine if he made a profit or a loss. P × r × t

a. SI = (p = R5000, r = 11%, t = 6)
Selling price – cost price 100
= (R110 × 4 + R70 × 6) − (R90 × 10) EXAMPLES
R5 000 × 11 × 6
= − R40 SI =
100
∴ Thabiso made R40 loss 1. Mary earns R594,75 interest after three years. 3. If Gina invests R1 800 from 1 January 2017
SI = R3 300 How much did she invest (present value) if the to 31 December 2019 and makes R432
b. Determine the percentage profit or loss interest rate was 13% p.a.? interest, what was the rate p.a.?
R40 b. Final Balance = P + SI (Note: 1 January 2017 to 31 December
% Loss = × 100
R900 = R5 000 + R3 300 SI × 100 2019 is 3 years)
P= (Use this formula as SI
= 4,44 % = R8 300 t × r
OR A= P (1 + i ⋅ n) is given, not A) SI × 100
r=
= 5 000(1 + 0,11 × 6) R594,75 × 100 P × t
= R8 300 =
2. Eggs are bought by SJ Wholesalers for 3 × 13 R432 × 100
= (Use this formula as SI
R16,20 per dozen (12 eggs). They sell R1 800 × 3
2. How much simple interest would Keke pay on a loan = R1 525 is given, not A)
them for R17,80 per dozen. What is their
of R1 900 for 3 years at 9,5% p.a. simple interest?
profit and percentage profit? = 8 % p.a.
P × r × t
Profit = R17,80 − R16,20 SI = (p = R1900, r = 9,5%, t = 3)
100
= R1,60 2. How much did Kayla loan if she owes 4. JC loaned R10 500 to pay his first year var-
R1 900 × 9,5 × 3
SI = R6 247,50 after 3 years at 7,5% p.a.? sity fees. After 4 years he owes R14 280.
100 What interest rate was he charged?
R1,60
% Profit = × 100 SI = R541,50 A
R16,20 P=
A
i = ( − 1) ÷ n
1+ i⋅n
= 9,88 % P
OR A = P (1 + i ⋅ n) R6247,50
=
R14 280
= ( − 1) ÷ 4
= 1 900(1 + 0,095 × 3) 1 + 0,075 × 3
= R2 441,50 R10 500
∴ SI = A −P = R5 100
= R2 441,50 − R1 900,00 = 0,09
= R541,50 = 9 % p.a.

HIRE PURCHASE COMPOUND INTEREST

Hire purchase is an agreement whereby expensive goods can be bought when the buyer does not have the cash. Compound interest means that the interest is added to the principal at the end of each
They make a deposit and pay off the balance plus interest with set monthly instalments period, so that when interest is worked out for the next period, it is based on the original
principal plus the interest that was added to it.
EXAMPLE 1 EXAMPLE 2
Where A = Final Amount
P = Principle amount deposited
Sally-Ann needs to buy a new fridge worth R6 400. At Joe bought an i-Pad worth R4350 on hire purchase. He
Hippie Hyper she is offered a Hire purchase agreement had to pay a 10% deposit and 24 monthly instalments A = P(1 + i )n i = interest rate /100 (decimal)
n = time in years
as follows: 12% deposit and 24 equal monthly instal- of R212,06.
ments at an interest rate of 12,7% p.a.

a. What deposit must Sally-Ann pay up front? a. Calculate how much Joe paid for his i-Pad on hire EXAMPLE 1
12% × R6 400 purchase.
12 A = R212,06 × 24 Heidi needs to invest R5 500, she gets offered the following two options:
= × R6 400 = R5 089,44
100 i) 6% p.a. simple interest for 4 years
= R768 ii) 5,6% p.a. compounded annually for 4 years.
Deposit = 10% × R4 350
= R435 Which is the better option?
b. How much interest must Sally-Ann pay?
loan = P = cash price − deposit Therefore total payed = R5 089,44 + R435 i) A = P (1 + i ⋅ n)
P = R6 400 − R768 = R5 632 = R5 524,44 = R5 500(1 + 0,06 × 4)
P × r × t = R6 820
SI =
100
R5 632 × 12,7 × 2 b. Determine the interest he was charged. ii) A = P (1 + i ) n
= P = R4 350 − R435 = R3 915
100 = R5 500(1 + 0,056)4
A
= R1 430,53 i = ( − 1) ÷ n = R6 839,41
P
5089,44
Alt: A = P (1 + i ⋅ n) = ( − 1) ÷ 2 (24 months = 2 years) Therefore the best option is 5,6% compounded annually.
3915
= R5 632(1 + 0,127 × 2) i = 0,14999
= R7 062,53 ∴ rate is 15% EXAMPLE 2
∴ SI = A −P
= R7 062,53 − R5 632 Jill invested R5 250 at 9,5% p.a. compounded annually for 78 months. What was her
= R1 430,53 final balance and how much compound interest did she earn?

n = 78 ÷ 12 = 6,5
c. What are her monthly instalments?
monthly instalments = (loan + SI) ÷ no . of months) A = P (1 + i ) n
(Alt: A ÷ no . of months) = R5 250(1 + 0,095)6,5
R5 632 + R1 403,53 = R9 470,02
monthly instalment =
24
R7 062,53 ∴ Compound Interest(CI) = A - P
= = R9 470,02 − R5 250
24
= R4 220,02
= R294,27

d. How much more did she pay for the fridge on the
hire purchase agreement than if she paid cash
instalments?
extra payed = SI = R1 430,53

COMISSIONS EXCHANGE RATE

A commission is an amount a salesperson will earn on the sale of This is used to convert between the different countries’ currencies. Can be written in two different ways:
goods. It is usually given as a percentage of the sale and this
percentage can be increased if their sales increase. 1. Rand to Dollar: R1 = $ 0,05747
2. Dollar to Rand: $1 = R17,40

EXAMPLE Or can be written as a ratio

Rand : Dollar
A property is sold for R580 000. 4,5% commission is asked on the 17,40 : 1
first R300 000 and then 5,5% on the balance of the retail price. Or 1 : 0,05747
Calculate the commission paid when the property is sold.

As the sale was more than R300 000, two lots of commission will EXAMPLE
be earned.
1. Gold is selling at $423,50 per fine ounce. The exchange rate is R16,3512 per dollar. Calculate how much 2 500 fine ounces of gold will
1st: 4,5% × R300 000 be in rand
= R13 500 Rand : Dollar
16,3512 : 1
2nd: 5,5% × (R580 000 − R300 000) ?? : 423,50
= 5,5% × R280 000
= R15 400 ∴ 423,50 ÷ 1 × 16,3512
= R6 924,7332 per fine ounce
Total Commission = R13 500 + R15 400 ∴ R6 924,7332 × 2 500 = R17 311 833
= R28 900

2. Kim is going on holiday to New Zealand and has R22 000 spending money. If the exchange rate is 0,091 New Zealand Dollars to the
South African Rand, how many Dollars will she have as spending money?
Rand : NZD
1 : 0.091
R22 000 : ??

∴ 22000 ÷ 1 × 0,091
= $2 002

3. In Germany a bottle of cold drink costs €0,65. If R1 = €0,052, how many bottles of cold drink can you buy with R30?
R1 = € 0,052
?? = €0,65

∴ 0,65 ÷ 0,052 × 1
= R12,50

∴ R30 ÷ R12,50 = 2
You can buy 2 cold drinks.

RATIO RATIO AND SHARING

A ratio is a way of comparing two quantities that are the same. COMMON CONVERSIONS If sweets are shared between you and your friend in the ratio 2:3,
Some real life examples are: it means that for every two sweets that you get your friend gets 3.
• a scale on a map 1 kg = 1000 g 1 kl = 1000 l 1 m = 100 cm
So the total shared is 5 (2+3=5 parts).
• measurements when baking 1 g = 1000 mg 1 cm = 10 mm
1 l = 1000 ml
EXAMPLES
COMPARING AND SIMPLIFYING RATIOS 1 hour = 60 min 1 km = 1000 m R1 = 100 c
1. Divide 30 sweets between Thabo and Jenny in the ratio 2:3.
• Ensure all units are the same (or that all fractions have an LCD) 1 min = 60 sec 1 m = 1000 mm

}
• Divide each part of the ratio by the largest number that still Thabo : Jenny Given ratio
leaves the answers with whole numbers. 2:3
So total parts = 2 + 3 = 5
EXAMPLES 2
∴ Thabo gets × 30 = 12 sweets
5
1. Simplify:
3
a) R2,20 : 60 c b) 3,4 kg : 34 mg Jenny gets × 30 = 18 sweets
R2,20 : 60 c × 100 to get same units 5
3,4 kg : 34 mg × 1000 (kg)
220 c : 60 c ÷ 20 (check 12 + 18 = 30)
3 400 g : 34 mg × 1000 (g)
11 : 3 No units in final answer
3 400 000 mg : 34 mg ÷ 34
1 100 000 : 1 2. Share 69 apples between the horses, pigs and goats on a farm in the
c) 2 h : 4 seconds ratio 15:5:3.
2
1
2 h : 4 sec × 60 (h) 3 1

15 : 5 : 3 }
2 d) :4 horses : pigs : goats
8 4 Given ratio
150 min : 4 sec × 60 (min)
3 1
9 000 sec : 4 sec ÷4 :4 Convert to improper fraction
8 4 Total parts = 15 + 5 + 3 = 23
2250 : 1
3 17 15
: LCD = 8 ∴ Horses get × 69 = 45 apples
e) 5,2 kl : 120 l 8 4 23
3 34 5
5,2 kl : 120 l × 1000 (kl) : Leave out denominator pigs get × 69 = 15 apples
8 8 23
5200 l : 120 l ÷ 40 3
3 : 34 goats get × 69 = 9 apples
130 : 3 23
(check 45 + 15 + 9 = 69)
2. Simplify these scales:
b) 500 mm : 1 cm × 10 (cm)
a) 5 mm : 1,2 km × 1000 (km)
5 mm : 1200 m × 1000 (m) 500 mm : 10 mm ÷ 10 3. In a bag of marbles there are blue and pink marbles in the ratio 2:7.
5 mm : 1 200 000 mm ÷5 50 : 1 If there are 16 blue marbles, how many marbles are there in total?
1 : 240 000 1mm on map represents
240 000 mm in real life
}
Blue : pink
Given ratio
2 : 7
INCREASING OR DECREASING EXAMPLES 16 : x known/unknown values
IN A GIVEN RATIO x 7 pink
=
1. Increase R100 in the ratio 5:4. 16 2 blue
5 7
• When increasing in a given ratio the numerator R100 × = R125 Numerator larger than denominator x = × 16 NOTE:
4 125 5 2
needs to be bigger than the denominator. Check: = FRACTIONS are a com-
1 4 x = 56 pink marbles mon way of writing ratios
• When decreasing in a given ratio the numera- 2. Decrease 240ml in the ratio 3:8. ∴ Total = 16 + 56 = 72 marbles
tor needs to be smaller than the denominator. 3
240ml × = 90 ml Numerator smaller than denominator
8 90 3
Check: =
240 8

RATE

A rate is a way of comparing two different quantities.

Some real life examples are:

• The price of meat (R/kg)
• The speed of a car (km/h)

EXAMPLES:

1. Express each of these as a rate:

1
a. 5 kg of chicken for R179,99 b. Traveling 275 km 2 hours
2
R179,99 275k m
5k g 1
2
2
= 35,998 ≈ 36,00 = 110km / h
= R36,00/ kg

c. 180 apples trees planted in 15 rows d. 1250 l of paint used in 53 hours

180 trees 1250l
15 rows 53h
= 12 trees /row = 23,58l / h

2. Which deal is cheaper? 30 milk chocolate bars for R270 or 42 mint chocolate bars for R320.

Milk Mint
R270 R320
30 42
= R9/ bar = R7,62 / bar
∴ the mint bars are cheaper

3. A 200 ml can of orange juice costs R8,20. Determine the cost per litre.

200 ml = 0,2 l
R8,20
Price per litre =
0,2l
= R41/ litre

DIRECT PROPORTION INVERSE PROPORTION MIXED EXAMPLES

• As one quantity increases, the other does too • As one quantity increases, the other decreases 1. There are 3640 pears in 13 boxes. How many pears will there be in 8
boxes?
• There is a constant ratio between the quantities and so: • There is a constant product between the quantities and so:
↓ Boxes ↓ Pears ∴ direct proportion
y y x
x ∴
y
= k ( constant ratio)

= k x×y = k
y x pears
=
3640 pears
8 boxes 13 boxes
3640
x x x = ×8
13

EXAMPLES EXAMPLES x = 2240 pears

1. Show that the following data represents direct proportion 1. Show that the following data represents inverse proportion
2. A man drives at 115km/h and reaches his destination in 6.5 hours. If he
x 1 3 5 8 10 x 10 20 30 40 had rather travelled at an average speed of 120 km/h, how long would it
have taken him?
y 15 45 75 120 150 y 12 6 4 3

↑ Speed ↓ Time ∴ inverse proportion

x 1 3 5 10 × 12 = 120
= = = etc
y 15 45 75 20 × 6 = 120 ∴ x × y = k (constant product)
∴ there is a constant ratio 30 × 4 = 120
∴ direct proportion ∴ there is a constant product x hours × 120km/h = 6,5 hours × 115km/h
∴ inverse proportion
NOTE: x × y = 1 × 15 = 15 Not a constant 120x = 747,5
10 5 20 10 5 10
Not a constant ratio ( ≠
3 )
x × y = 3 × 45 = 135 product
NOTE: = and = x = 6,23 hours
12 6 6 3 6

2. Tracey earns R8 100 in 4 weeks. How long should she 2. It takes 6 men 2 hours to clean a yard. How long will it take 4 3. 10 boys are going camping for 3 days and take 40kg of food with them.
work to earn R12 150? men to clean the yard if they work at the same pace that the 6 How long would the food last them if 4 additional boys ended up joining
men work? them?
To earn more money she needs to work longer ∴ ↑ Money
↑ weeks - so this is direct proportion. Fewer men will take longer ∴ ↓ Men ↑ time - so this is inverse ↑ Boys ↓ Days worth of food ∴ inverse proportion
proportion.
x ∴ x ×y = k
= k
y ∴ x ×y = k
x weeks 4 weeks x hours × 4 men = 2 hours × 6 men x days × 14 boys = 3 days × 10 boys
=
R12510 R 8100 4x = 12
4 14x = 30
x = × 12510 x = 3 hours
8100
x = 6 weeks x = 2,14 days

In Grade 8, you did the identifying and expanding of dif- PATTERNS WITH A CONSTANT RATIO
ferent kinds of number patterns which includes those with EXAMPLE (Decreasing Pattern)
a constant difference, constant ratio and other types of Consider the following pattern: 3; 6; 12; 24; . . .
patterns. You had to find the general rule for the patterns
with a constant difference. Consider the following pattern: 18; 16; 14; 12; …
It is quite easy to see that we have a constant ratio. Finding the next few terms is not a
problem, but finding the 50th term might not be so easy and will be very time consuming
In Grade 9 we will explore how to find the nth term 1. Give the next three terms. if we do not have a general rule.
(general rule) for the other types of patterns. Let’s make 10; 8; 6; …
sure you remember how to find the general rule for a pat- Denote your constant ratio with a r. Then we are going to link our term number (position
tern with a constant difference: 2. Write the general term (Tn) for this pattern. of the term) to the constant ratio to find our general rule:
Tn = − 2n + 20
T1 = 3×1= 3
PATTERNS WITH A T2 = 3 × 21 = 6
CONSTANT DIFFERENCE 3. Find the T71 of this pattern.
T3 = 3 × 22 = 12
T71 = − 2(71) + 20 = − 122
T4 = 3 × 23 = 24

2; 5; 8; 11; 14; . . . 4. Which term has the value of -106 If you look closely, you will see the pattern in the equations.
−2n + 20 = − 106
+ 3 + 3 + 3 + 3 −2n = − 126 T1 = 3 × 1 = 3 This is your constant ratio to a power
n = 63 This is the value of the 20 = 1 (The power can be linked to
1. State the next three terms: first term of the pattern term position: 𝑛 − 1)
17; 20; 23
We can now write the general term as Tn = 3 × 2n−1
NOTE:
2. Describe the patterns in words.
n will ALWAYS be a REMINDER:
The pattern starts at 2 and then adds 3 to every term
positive integer. Dividing with any number is the same as multiplying with its inverse.
after that.
1 1
12 ÷ 2 = 12 × or 18 ÷ 6 = 18 ×
3. Write the general term (Tn) for this pattern. 2 6
Tn = 3n− 1 We always multiply in our number patterns. When we have a decreasing number
EXAMPLE (Fraction as a constant difference) pattern, we will multiply with a fraction.

4. Find the 20th term in this pattern.

EXAMPLE
T20 = 3(20) − 1 = 59 1 3 5
Study the following pattern: ; 1; ; 2; ; 3; . . .
2 2 2 Study the following pattern: 81; 27; 9; …
5. Which term has the value of 140
Tn = 3n− 1 = 140 This seems very complicated! But the trick is to write 1. State the next three terms:
ALL the terms as fractions. Then it will be clear to you 1
3n = 140 + 1 3; 1;
1 3
3n = 141 the constant difference is actually
n = 47 2
2. Write the general term (Tn) for this pattern.
1 2 3 4 5 6 1 n−1
The constant difference can be any value including ; ; ; ; ; ; ... Tn = 81 × ( )
2 2 2 2 2 2 3
positive numbers, negative numbers and even fractions!
Now we can write our general term: 3. Find the 10th term in this pattern.
In another example we will explore a number pattern
1 9
with a constant difference that is a fraction. 1 T10 = 81 × ( )
Tn = n 3
2 1
T10 =
243

OTHER TYPES OF NUMBER PATTERNS REPRESENTING PATTERNS IN A DIFFERENT WAY

Number patterns that does not have a constant difference or a constant ratio You have seen in Grade 8 that we can have patterns in shapes and in tables. The key is to find the number pattern from the
can often be written in terms of the position of the term squared. sketch and then determine the general rule for the specific pattern.

Consider the following pattern: 2; 5; 10; 17; 26; … In the following table is a summary of some patterns you may come across:

+ 3 + 5 + 7 + 9

To get Tn of this type of pattern, we will square the term n2 + n

position and work from there to get the rest of the rule. Triangular Numbers 1 ; 3 ; 6 ; 10 ; 15 ; 21 ; ... Tn =
2

T1 = 2 = (1)2 + 1
T2 = 5 = (2)2 + 1
T3 = 10 = (3)2 + 1
Square Numbers 1 ; 4 ; 9 ; 16 ; 25 ; 36 ; ... Tn = n2
T4 = 17 = (4)2 + 1
T5 = 26 = (5)2 + 1

∴ Tn = (n)2 + 1 Each term is found by cubing the

Cube Numbers 1 ; 8 ; 27 ; 64 ; 125 ; ... Tn = n3
position of the term

The next number is found by Tn = Tn−1 + Tn−2

Fibonacci Numbers 1 ; 1 ; 2 ; 3 ; 5 ; 8 ; 13 ; ...
adding the two previous numbers

FINDING A PATTERN FROM A FORMULA EXAMPLE

EXAMPLE 1 EXAMPLE 2 Study the following pattern:

Given: Tn = n2 + 4n− 2 Given: Tn = 2·3n−1

1. Find the first five terms in this pattern 1. Find the first five terms in this pattern
T1 = (1)2 + 4(1) − 2 T4 = (4)2 + 4(4) − 2 T1 = 2·31−1 T4 = 2·34−1
1 2 3
= 1 + 4 −2 = 16 + 16 − 2 = 2×1 = 2 × 33
= 3 = 30 = 2 = 54 1. Give the number pattern:
1; 4; 9; . . .
T2 = (2)2 + 4(2) − 2 T5 = (5)2+ 4(5) − 2 T2 = 2·32−1 T5 = 2·35−1
= 4 + 8 −2 = 25 + 20 − 2 = 2×3 = 2 × 34 2. Find the general term:
= 10 = 43 = 6 = 162 Tn = n2

T3 = (3)2 + 4(3) − 2 T3 = 2·33−1 3. Find the value of T27

= 9 + 12 − 2 = 2 × 32 T27 = 272 = 729
= 19 = 18
4. Which term will be equal to 2 916?
n2 = 2916
Term Position 1 2 3 4 5 Term Position 1 2 3 4 5 n2 = 2916
n = 54
Term Value 3 10 19 30 43 Term Value 2 6 18 54 162
∴ T54 = 2916

From grade 8 you know that you need two different

variables an independent (horizontal or x-axes) and • We plot the n on the 𝑥-axis as it is the independent variable
N 1 2 3 4 5
a dependent variable (vertical or y-axes) to be able and the Tn on the 𝑦-axis as it depends on the n.
to plot a graph on a Cartesian Plane. Tn = 3n 3(1) = 3 3(2) = 6 9 12 15
• The points must not be joined by a solid line as n is natural
Tn = 3n + 2 3(1) + 2 = 5 3(2) + 2 = 8 11 14 17 numbers only. Values are discrete and can be joined with a
dotted line, if you want to.
TYPES OF VARIABLES
Tn = 3n− 3 3(1) − 3 = 0 3(2) − 3 = 3 6 9 12 • The graph also starts at 𝑛 = 1 and ends at given n value.
Discrete variables: are values with gaps in between
for example natural numbers, terms in a number pattern
and cars entering a parking lot. Tn = − 3n −3(1) = − 3 −3(2) = − 6 −9 −12 −15
STRAIGHT LINE GRAPHS
Continuous variables: are values that have an infinite (LINEAR FUNCTIONS)
number of possible values within a selected range, for Tn = − 3n + 4 −3(1) + 4 = 1 −3(2) + 4 = − 2 −5 −8 −11
example real numbers, height and temperature. Linear functions can be given in the following formats:

Dependent variables: are variables whose quality de- • y = mx + c

18
pends on the estimation or value of another variable, eg. ◼
Distance, height. 16 • ay + bx + c = 0
▲
14 ◼
Independent variables: describe a variable whose • f (x) = a x + q
values are independent of changes in another variable, 12 ▲ ♦
eg. Time, age. ◼ • f = (x ; y)/y = a x + q, x ∈ any number system (Similar to one
10
8 ◼
▲ ♦ above but put in set builder notation)

6 ▲ ♦ Note all of them mean the same thing.

SKETCHING LINEAR PATTERNS AND GRAPHS
◼
4 You have already seen the first one in the input/output lesson.
2
▲ ♦ The second one can be changed to the first by solving for y as
Tn = d n+ c, n ∈ N ✚ follows:
1♦ n
Tn

0
2 3 4 5 6
-2 ✚ ay = − bx − c
EXAMPLE -4
●
−b c
✚ ∴y = x−
Sketch the following graphs by completing the table: -6 ● a a
-8 ✚ −b −c
Tn = 3n ● Where m = and c =
-10 a a
✚
Tn = 3n− 3
-12 ●
-14 The last two have been written in function notation which you
●
Tn = − 3n+ 4 -16 will deal with in lots of detail from Grade 10 onwards. For now,
▲ Tn = 3n you need to understand that f (x) means we have given y a
Tn = 3n+ 2 name f, and this is read as f is a function of x.
◼ Tn = 3n + 2

Tn = − 3n ♦ Tn = 3n - 3
● Tn = -3n
✚ Tn = -3n + 4

FUNCTION NOTATION METHODS OF SKETCHING GRAPHS

1. TABLE METHOD 2. DUAL INTERCEPT METHOD

Given f (x) = 3x − 2 determine the following:
EXAMPLE • Dual means 2 so we are looking for both axes (x & y) intercepts.
a) f (3)
Given f = {(x ; y)/y = 3x − 2, x ∈ ℤ} • For the y-intercept, we make x = 0 and solve for y
Here we are given the 𝑥 calculate the 𝑦. (but this is also coordinate (0; c))
∴ y = f (3) = 3(3) − 2 a) Sketch the graph using the table method. (Note: choose your own 𝑥 values
• For the x-intercept we make y = 0 and solve for x.
y = 7 (2 negative, zero and 2 positive) Don’t go too big or small as then you’ll need
∴ (3; 7) a large set of axes) NOTE:
this is the method you will eventually use
b) f (x) = − 8 x -2 -1 0 1 2

Here we have been given the 𝑦 and we must y = 3(−2) − 2 y = 3(−1) − 2 y = 3(0) − 2 y = 3(1) − 2 y = 3(2) − 2 EXAMPLE
y
solve for the 𝑥. y = −8 y = −5 y = −2 y = 1 y = 4
Sketch the following graphs using the dual intercept method and state if
−8 = 3x − 2
they are increasing or decreasing functions:
−6 = 3x (÷3) y
∴ x = −2 8 --
-- a) y = − 3x + 6 b) 2y − 4x + 6 = 0
∴ (−2, − 8) 6 --
--
4 -- (2;4) ● y-int: (0; 6) y-int: 2y − 4(0) + 6 = 0
--
2 -- 2y = − 6
(1;1)
x
⚬ x-int: 0 = − 3x + 6 y = −3
-- ●
--
-4 -3 -2 -1 -- 1 2 3 4 3x = 6 ∴ (0; − 3)
-2 ●
-
(0;-2) x = 2
--
(-1;-5) -4 -- ∴ (2; 0) x-int: 2(0) − 4x + 6 = 0
● --
−4x = − 6
-6 --
(-2;-8) -- 3
● -8 - x =
2
1
∴ (1 ; 0)
b) Is the graph a straight line and is it a function (one 𝑥 gives one y value)? 2
It is a straight line but not solid as 𝑥 ∈ 𝑍 (𝑥 is an element of integers) Now we plot these 2 coordinates and join them to form a straight line.
which means discrete. It is a function y
8 -
c) Is it an increasing or decreasing function?
6 ⚬- (0;6) 2y - 4x + 6 = 0
Increasing as x gets bigger so does y (i.e. it is going up-hill)
4 -
d) Give the coordinates where graph cuts the 𝑦 −axis (𝑦-intercept)
2 -
(0; − 2) x
⚬- (1,5;0)
⚬ ⚬
(2;0)

e) Give the coordinates where graph cuts the 𝑥 −axis (𝑥-intercept)

-2 -1 1 2 3 4
-2 -
Can’t be clearly read off so approximate the answer. Lies between 0 and 1 ⚬ (0;-3) y = -3x + 6
2
but more than half ∴ ( ; 0)
-4 -
3

f) Read 𝑓(3) from the graph. y = − 3x + 6 is a decreasing function and 2y − 4x + 6 = 0 is an

∴ (3; 7) increasing function.

VERTICAL AND HORIZONTAL LINES DETERMINING INFORMATION FROM POINTS OF INTERSECTION OF TWO GRAPHS
THE FORMULA
These are lines that are parallel to the x-axis or y-axis. This is the coordinate (x ; y) where the two graphs cut each other.

EXAMPLES EXAMPLE Method 1: Graphically

Determine the point of intersection of the lines y = 2x + 4 and x = 1.
Sketch the graphs of: Given 2y + 6x = 4 determine:
Use dual intercept to sketch y = 2x + 4.
a. y = − 2 b. x = 5 Note: First put the formula into standard form y = m x + c
y -int: (0; 4)
y a) the gradient (m) and y-intercept. x -int: 0 = 2x + 4
x=5 −2x = 4
3- 2y = − 6x + 4 (÷2)
x = −2
2- y = − 3x + 2
∴ m = −3 (−2 : 0)
1- x and c = 2

-4 -2
⚬- 2 4 6 8
∴ (0; 2)
Now sketch the 2 graphs
-1 - y
-2 - 8–
y = -2 b) if it is an increasing or decreasing function.
-3 - It is a decreasing function as m < 0
7–
-4 - 6 – ● (1;6)
5–
c) if (−2; 1) lies on the graph or not. 4 –●(0;4)
LHS = y RHS = − 3x + 2
Now sub in (−2; 1) RHS = − 3(−2) + 2
3–
GRADIENT (OR SLOPE) LHS = 1 RHS = 8 2–
1–
x
1. Always get the formula into standard form: y = m x + c. ∴ LHS ≠ RHS so (−2; 1) does not lie on the line.
-4
(-2;0) ●
-3 -2 -1
⚬– 2 3
-1 –
2. As seen already, c = y-intercept, so let’s look at the m. -2 –
d) if (2; −4) lies on the graph or not.
We can use the previous examples to help explain the m. LHS = y RHS = − 3x + 2
Now sub in (2; − 4) RHS = − 3(2) + 2 ∴ intersect at (1; 6)
• If m > 0 we can see that the graph is increasing. LHS = − 4 RHS = − 4

• If m < 0 we can see that the graph is decreasing. ∴ LHS = RHS so (2; − 4) does lie on the line.

• If m = 0 then the graph is parallel to the 𝑥 −axis. Method 2: Algebraically

Solve simultaneously to find point of intersection of the graphs:
e) if it is parallel to 3y = 12 − 9x
2x − 5y + 4 = 0 and y = − 2
• If line is parallel to 𝑦 −axis then the m is undefined. First put equation into standard form.
3y = − 9x + 12
y = − 3x + 4 Sub y = − 2 into 2x − 5y + 4 = 0 and solve for 𝑥.
∴ lines are parallel as the gradients are the same
(m = − 3 for both) 2x − 5(−2) + 4 = 0
2x + 10 + 4 = 0
2x = − 14
x = −7

∴ intersect at (−7; − 2)

FINDING THE EQUATION OF A GRAPH

y = mx + c

OR EXAMPLE 2 EXAMPLE 3

Determine the equations of the following graph: Determine the equation of the line passing through (3; 2) and (−1 : − 4)
y − y1 = m(x − x1)
First find m:
y
y2 − y1
m =
REMEMBER: x 2 − x1
●
(-1;4) −4 − 2 2 − (−4)
m = or
y − y1 −1 − 3 3 − (−1)
m= 2 3
x 2 − x1 m =
2
c = y -intercept 2 x
⚬ ● Now sub in m and (3; 2) or (−1 : − 4) into y − y1 = m (x − x1)

3
y −2 = (x − 3)
EXAMPLE 1 2
3 9
Determine the equations of the following graph: y = x− + 2
2 2

y y-int. not given ∴ workout m first 3 5

y = x−
y − y1 2 2
m = 2
x 2 − x1
or
4 −0
m =
● −1 − 2 2y = 3x − 5
4 4
= −
3
EXAMPLE 4
-2 x Now sub m and either (2; 0) or (−1; 4) into y − y1 = m (x − x1)
● ⚬ 4
y − 0 = − (x − 2) Distribute
Determine the equation of the line parallel to 2y − 4x = 6 and passing
through (0; − 3).
3
Std. form: y = 2x + 3
4 8
y = − x+
3 3 ∴m = 2 (as the line parallel, so m is the same)
c = 4 as it is y -int.
∴ y = mx + 4 or
Now sub m and (0; − 3) into y = m x + c

sub in(−2 : 0) 3y + 4x = 8
∴ y = 2x − 3

0 = m (−2) + 4
2m = 4
m = 2

∴ y = 2x + 4

TYPES OF ANGLES Important Reminders: EXAMPLE

• Each new statement needs a reason. Determine, giving reasons, the unknowns
• Once you have calculated an angle size you can use that value for
Smaller than 90∘ other calculations.
ACUTE
• There are often multiple ways to solve a geometry problem. Statement Reason
• Set up your geometry solutions in a statement/reason table.
a vert. opp. ∠ 's =
a = 62∘
b b + 62∘ = 180∘
BASIC ANGLES b = 118∘ ∠ 's on str. line
RIGHT Exactly 90∘
62º
Statement Reason

Complemen- x + 30∘ = 90∘ Compl. ∠ 's p + 40∘ = 90∘ Compl. ∠ 's

OBTUSE Between 90∘and tary angles x = 90∘ − 30∘ p p = 50∘
180∘ add up to 90 x = 60∘ ∠ 's round a pt
30º q + 220∘ + 90∘ = 360∘
40º q + 310∘ = 360∘
x
q q = 50∘
220º
STRAIGHT Exactly 180∘ Vertically op- y = 64∘ vert. opp. ∠ 's =
posite angles y
are equal
3x = 90∘ Given
Between 180∘ 64º
REFLEX
and 360∘
x x = 30∘ ∠ 's on str. line
y 3x x + 3x + y = 180∘
Adjacent an- a + 160∘ = 180∘ ∠ 's on str. line 30∘ + 90∘ + y = 180∘
gles on a a = 180∘ − 160∘ y + 120∘ = 180∘
straight line
a = 20∘ y = 60∘
REVOLUTION Exactly 360∘ are supple- a 160º
mentary (add
up to 180)

OTHER USEFUL TERMINOLOGY

Angles around b + 150∘ + 30∘ + 35∘ = 360∘ ∠ 's round a pt
35º 30º
• Complimentary angles: a point add up b + 215∘ = 360∘
add up to 90∘ to 360 b = 360∘ − 215∘
150º b
• Supplementary angles: b = 145∘
add up to 180∘
• Parallel Lines (ll):
are always the same distance apart (so they never
meet/touch).
• Perpendicular lines:
meet or intersect at 90∘(a right angle).
• Adjacent Angle:
are next to each other and share a common vertex,
but must be on the opposite sides of the common
side.

PARALLEL LINES

“Fun” Angles EXAMPLE

Remember to name the parallel lines with reason
Determine, giving reasons, the unknowns

Statement Reason
Statement Reason

Corresponding Corresp. ∠ 's P Q

A B 26∘
angles are equal x = 56∘ A B ∥ CD y y =
x
x + 10∘ + y = 180∘ Corresp. ∠ 's PQ ∥ R S
R x+10º S
C D x + 10∘ + 26∘ = 180∘ Co-int. ∠ 's PQ ∥ R S
26º
56º x + 36∘ = 180∘
x = 144∘
Cointerior angles P t + 91∘ = 180∘ Co-int. ∠ 's
R
are supplemen- t = 180∘ − 91∘ PQ ∥ R S
tary (add up to
t = 89∘
180∘)

t 91º r = 30∘ Corresp. ∠ 's A B ∥ C D

Q S p = 30∘ Alt. ∠ 's A B ∥ C D
A q r B p + q = 180∘ ∠ 's on str. line
Alternate angles r = 50∘ Alt. ∠ 's p
V
X 30∘ + q = 180∘
are equal V W ∥ XY q = 180∘ − 30∘
r 30º
50º C D q = 150∘
W Y

CLASSIFYING TRIANGLES
EXAMPLE
ANGLES SIDES Determine the values of the unknowns and give reasons

60º Statement Reason

All angles Equilateral All sides Equilateral
are equal triangle are equal triangle 1) a + 38∘ + 90∘ = 180∘ int . ∠ ′s of △
60º 60º a + 128∘ = 180∘
38º a = 52∘
(Note: 2 options to
calculate “b” ) ∠ ′s on str . line
Two angles Isosceles Two sides Isosceles i) a + b = 180∘
a b
are equal triangle are equal triangle 52∘ + b = 180∘
70º 70º b = 128∘
ext ∠ ′s of △
ii) b = 90∘ + 38∘
a = 128∘
One angle
Right-angled No sides Scalene
is 90 de-
triangle are equal triangles 2)
grees x = y ∠ ′s opp = sides
25º
x + y + 25∘ = 180∘ int ∠ ′s of △
x + y = 155∘
∴ x = y = 77,5∘ vert . opp . ∠ 's =
PROPERTIES OF TRIANGLES x y
z = y = 77,5∘
z
STATEMENT REASON

The sum of the interior angles a 3)

p p= q = 60∘
of a triangle is 180∘ a + b + c = 180∘ int. ∠ 's of △ equilat . △
r+ q = 180∘
b c
r+ 60∘ = 180∘ ∠ ′s on str . line
The exterior angle of a triangle q r r = 120∘
y
is equal to the sum of the
x = y+ z ext. ∠ 's of △
interior opposite angles
z x

The interior angles of an 4) r

equilateral triangle are each 60∘
E p F p = 65∘ alt ∠ 's E F ∥ GH
p= 60∘ equilat. △
23º q + 23∘ + 65∘ = 180∘ int ∠ ′s of △
p
q + 88∘ = 180∘
q q = 92∘ corresp ∠ 's E F ∥ GH
In an isosceles triangle the 65º
G H r = q = 92∘
angles opposite the equal sides
t = 50∘ ∠ 's opp = s i d es
are equal
50º t
(This problem has multiple solutions: only one is shown)
A
In an isosceles triangle the sides NOTE:
opposite the equal angles are 75º If there are ∥ lines,
AC = BC sides opp = ∠ 's remember to look for the
equal
75º ”FUN” angles.
C B

THEOREM OF PYTHAGORAS

NOTE: REMINDER: In a right-angled triangle, the square on the hypotenuse is equal to the sum
Theorem of Pythagoras is only valid for right-angled triangles of the squares on the other two sides

Statement Reason
REMINDER: In a right-angled triangle, the hypotenuse is the side directly
opposite the right-angle (and it is always the longest side). AC 2 = A B 2 + BC 2 Pythag.

hypotenuse 4 5

3
NOTE:
The hypotenuse always goes alone.
hypotenuse

EXAMPLES 1-3 EXAMPLE 4 EXAMPLE 5

Determine, giving reasons, the values of x , y, z Determine, giving reasons, the values of x , y, z Determine, giving reasons, the values of x , y, z

1)
A A z What should you
Statement Reason D notice?
6 8 • Both triangles
x x 2 = 42 + 32 y 1cm are right-angled
4 x B
x 2 = 16 + 9 Pythag. D ⎷ 23cm • Bottom triangle
x 2 = 25
x C is also an isosce-
y 4 les triangle.
3 x = 25 = 5 B
C

2) 5 Statement Reason
Statement Reason
x 2 = 52 + 122
x 2 = 25 + 144 Pythag. △ ABD △ BCD
12 x 2 = 169 ∠ 's opp=sides
x x2 = 62 + 82 x + x + 90∘ = 180∘
x = 169 = 13 int ∠ of △
x2 = 36 + 64 Pythagoras 2x = 90∘
x2 = 100 x = 45∘
Pythagoras
x = 100 = 10 y 2 = 12 + 12
y2 = 2
3) y = 2

6 △ BCD △ ABD
2
x 2 = y 2 + 42 z2 = 23 + y 2
10 2 = x 2 + 62 10 2 = y 2 + 42 2 2 Pythagoras
100 = x 2 + 36 z2 = 23 + 2
x Pythag. 100 = y 2 + 16
10 64 = x 2 z 2 = 23 + 2
84 = y 2
x = 64 = 8 z = 25 = 5
y = 84

Triangles are SIMILAR ( | | | ) if they have the same shape, but PROVING TRIANGLES SIMILAR
different sizes. In other words the triangle is just a bigger
(enlarged) version of the other. Method 1: Prove that the corresponding angles are equal (AAA) Method 2: Prove that the sides are in proportion

PROPERTIES OF
SIMILAR TRIANGLES EXAMPLE EXAMPLE

1. The 3 corresponding angles are equal (AAA) Prove that △ A BC | | | △ X Y Z

1. Prove that △ PQ R | | | △ ST U

D 2. Determine the length of y X

T
A
A
P
60º 5 3
8 6
80º
y 10
x o x o
B C E F 60º x
40º 80º
B 10 C Y 4 Z
Â = D,̂ B̂ = E,̂ Ĉ = F̂ Q 8 R
∴ △ A BC | | | △ DE F (AAA) U 15 S

1. Statement Reason Statement Reason

2. The 3 pairs of corresponding sides are in proportion
x+ 60∘
+ 80∘
= 180∘ In △ A BC and △ X Y Z
A x + 140∘ = 180∘ AB 8
= = 2
x = 40∘ YZ 4
2 3 4,5 BC 10
3 In △ PQ R and △ ST U = = 2
YX 5
P̂ = Ŝ = 80∘ Given
AC 6
Q̂ = T ̂ = 60∘ Given = = 2
XZ 3
B 4 C R̂ = Û = 40∘ Proven
E 6 F AB BC AC
∴ △ PQ R | | | △ ST U AAA = =
YZ YZ XZ
AB 2 ∴ △ A BC | | | △ X Y Z 3 sides in prop.
=
DE 3 2. Because △ PQ R | | | △ ST U the sides are in proportion: And so: Â = Z,̂ B̂ = Y,̂ Ĉ = X̂
BC 4 2
= =
EF 6 3 PQ PR QR
= =
AC 3 2 ST SU TU
= =
DF 4,5 3 PQ y 8
= =
ST 15 10
*Sides are in proportion (ie. the same ratio)
∴ △ A BC | | | △ DE F (sides in prop) y 8
=
15 10
8
y = × 15
NOTE: 10
NB: The order of the letters is important!
y = 12

PROVING TRIANGLES SIMILAR

MIXED EXAMPLE 1 MIXED EXAMPLE 2

1. If △ PQ R and △ A BC are similar, calculate the values of x and y a) Prove that △ E F G | | | △ E H J

y
B 85º
C b) Calculate the length of HJ
P
50º E
x
4 21 12
50º

mm
85º

170
Q 5 R A
H i i J
Since △ PQ R | | | △ A BC:

m
PQ QR PR

8m
= =
AB BC AC

23
x 5 4 x 5 1 Use this ratio (there
= = so = =
21 y 12 21 y 3 are no unknowns)
x 1 5 1 F 288mm G
= and =
21 3 y 3
x 1 5 1
× 21 = × 21 ×y = ×y
21 3 y 3 a)
1 Statement Reason
x = 7 5= y
3 In △ E F G and △ E H J
1
5×3= y ×3 Ê = Ê common angle
3
F̂ = Ĥ 1 corr ∠ s H J ∥ F G
15 = y
Ĝ = J1̂ corr ∠ s H J ∥ F G
∴ △ EFG ||| △ EHJ AAA

b) Since the triangles are similar, the sides are in proportion:

EF FG EG
= =
EH HJ EJ
238 + 170 288 EG
= =
170 HJ EJ
408 288
=
170 HJ
288
H J × 2,4 = × HJ
HJ
2,4H J = 288
H J = 120mm

Triangles are CONGRUENT (≡ ) if they have EXACTLY the same shape and size.

CONDITIONS FOR CONGRUENT TRIANGLES

Triangles can be proven congruent using any of these four conditions:

1) SSS (side, side, side) 2) SAS (side, included angle, side) 3) AAS (angle, angle, side) 4) RHS (right-angle, hypotenuse, side

NOTES:
1: NB: The order of the letters is important for all of these courses!
2: AAA is NOT a condition for congruency

EXAMPLES OF EACH CONDITION

Condition 1 (SSS): Condition 3 (AAS):

Statement Reason Statement Reason
A F K W
In △ A BC and △ DE F In △ K L M and △ X W T
30º 75º
A B = DE Given 15 K̂ = T ̂ = 30∘ Given
BC = DF Given L̂ = Ŵ = 75∘ Given
AC = E F Given 75º 30º L M = X W = 15 Given
AB C E ∴ △ A BC ≡ △ DE F L 15 M
FD SSS K X W T ∴ △ KLM ≡ △ TWX AAS

30º 75º
15

75º 30º
B C D E L 15 M X T

Condition 2 (SAS): Condition 4 (RHS):

Statement Reason Statement Reason

P V In △ PQ R and △ T V S A B C In △ A BD and △ BC D
PQ = V S Given 2 1 B̂1 = B̂2 = 90∘ Given ∠ s on str line
70º Q̂ = V̂ = 70∘ Given A D = CD = 5 Given
QR = VT Given 5 5 BD = BD Common side
70º ∴ △ PQ R ≡ △ SV T SAS ∴ △ A BD ≡ △ C BD RHS
Q P R T V S
D
70º

70º
Q R T S

EXAMPLES
1. Prove that △ K L N ≡ △ M N L if KLMN is a parallelogram 3. a) Prove that △ ACE ≡ BDE
b) Use congruency to complete the following:
Â =
Ĉ =
AC =

a) Statement Reason

In △ ACE and △ BDE

A E = BE Given
E2̂ = E1̂ Vert opp ∠ s
Statement Reason CE = DE Given
In △ K L N and △ M N L ∴ △ ACE ≡ △ BDE SAS
K L = MN Opp sides parm
KN = LM Opp sides parm
b) Since △ A BC ≡ △ BDE:
LN = LN Common side
Â = B̂
∴ △ K L N ≡ △ MNL SSS Ĉ = D̂
AC = BD

2. Prove that △ PBH ≡ △ T BS

4. If O is the centre of the circle, prove that ST = TP
P H In order to prove that ST = TP you first need to prove that △ ST O ≡ △ P T O

2 Statement Reason
B
In △ ST O and △ P T O
1
T1̂ = T2̂ = 90∘ Given
O
OS = OP Radii
OT = OT Common side
∴ △ ST O ≡ △ P T O RHS
S T ∴ ST = P T 1 2
S T P

Statement Reason

In △ PBH and △ T BS
B̂2 = B̂1 Vert opp ∠ s =
P̂ = T ̂ Alt ∠ s PH | | ST
PB = B T Given
∴ △ PBH ≡ △ T BS AAS

Follow us on Instagram: @science.clinic Visit www.scienceclinic.co.za to download a free copy of these SmartPrep summaries, or to join interactive online Maths classes. Page 35
HERSIENING VAN GR. 8 FORMULES AREA EN OMTREK VAN ANDER VIERHOEKE
HERSIENING VAN GR. 8 FORMULES OMTREK EN AREA VAN VEELHOEKE
AREA EN EN SIRKELS
OMTREK VAN ANDER VIERHOEKE
O
HERSIENING VAN GR. 8 FORMULES PARALLELOGRAM AREA
ROMBUS
O VLIEËR
EN OMTREK VAN ANDER VIERHOEKE TRAPESIUM
VierkantGrade 9 Maths Essentials
Vierkant
Omtrek = som van 4 sye
Area and Perimeter of Polygons and Circles
Omtrek = som van 4 sye
PARALLELOGRAM
OMTREK EN AREA VAN VEELHOEKEROMBUS
EN SIRKELS
OMTREK EN AREA VAN VEELHOEKEO EN SIRKELS
VLIEËR TRAPESIUM
SCIENCE CLINIC 2022 ©

P VAN
aOmtrek
aGR.a8a8=FORMULES PARALLELOGRAM AREAROMBUS VLIEËR TRAPESIUM
HERSIENING
Vierkant HERSIENING
REVISION OF GRADE PVANaGR.
8 FORMULAS a a avan 4 sye
FORMULES
som OMTREK EN AREA VAN VEELHOEKE
AREA ANDAREA
EN SIRKELS
EN OMTREK
EN OMTREK
PERIMETER
VAN ANDER VIERHOEKE
OFVAN ANDER
OTHER VIERHOEKE
QUADRILATERALS
PHERSIENING
P4a4a VAN GR. 8 FORMULES O EN OMTREK VAN ANDER VIERHOEKE
AREA
P a a a a PARALLELOGRAM ROMBUS
O VLIEËR TRAPESIUM
Vierkant Omtrek = som van 4 sye PARALLELOGRAM ROMBUS VLIEËR
Square Vierkant Perimeter =P
sum 4
ofa4 =sides
Omtrek som van 4 sye
PARALLELOGRAM RHOMBUS
O KITE TRAPESIUM
TRAPEZIUM
Area = basis VLIEËR
Px hoogte
Area = basis xahoogte PARALLELOGRAM ROMBUS TRAPESIUM
a Vierkant a a= som
Omtrek a van 4 sye a
a + Pa + aa4a2 ax2 hoogte
P aa a
P = a +Area
A aPP= abasis
A a a
P = 4a a
4a a
a
a a b
d2
P 42a
AAreaa= basis
a ax hoogte a h a
Reghoek
Reghoek Omtrek
Omtrek = som
= som vanvan 4 sye
4 sye
a a Area = base xArea
height
= basis
Areax =hoogte
basis
Omtrek == som
Omtrek
2 x hoogte
som van
van 44sye
sye Omtrek = som
aOmtrek van
= som a4 sye
van 4 sye
h Omtrek = som van
Omtrek 4 sye
= som van 4 sye
Reghoek A som
Omtrek = a van
a 4asye Omtrek = som van 4 sye Omtrek = som van 4 sye Omtrek = som van 4 sye
PA =Paa× aab= abA a b a2 a a 2
2 a ab aA a
PP a a a1 a a aa a4a 4a
PP aa baa bb bb d P a P b ac bd c d
Reghoek P 2
P a a
Omtrek2bb= a
som b
van
P 2a 2b Omtrek = som van 4 P 4 sye P Omtrek
P2a =22som
a bb van 4 sye
a b b P a =asomavana4 sye
Omtrek 4a OmtrekP a van
= som b 4 sye
c d
a Reghoek P 2a 2b sye 2 a
PP 2Omtrek
a a2=b som
Perimeter = sum of 4 sides
van 4 sye a
Omtrek = som van 4 sye
Reghoek Omtrek
P a= som b vana 4b sye Omtrek a= som van
b b4 sye Perimeter
POmtrek = som
a =asum aof 4avan 4 sye
4a Omtrek = som van 4 sye Omtrek = som van 4 sye
P Omtrek
a =b =sum som
c ofdvan 4 sye
Area = basis x hoogte
P a b a b P a a a sides
a 4a Omtrek = som van 4 sye Perimeter 4 sides
Rectangle Perimeter
Area = = sum
basis PPxof hoogte
4a2sides
a b 2ba b P = a +P a + 2
bPa+ b a2b a b b Area = basis x hoogte Omtrek = som van 4 sye P Area
a =b c d
Area = basis xPhoogte 2a 2b P aPx hoogte a2a b2b b P a= basis
Area a axxhoogte
basis a 4a
hoogte P a a b b som P Area a + b=c + dc sd e
Area
P = 2a=+ basis Area =
=Psom a 4asyebb b P = =aan
Area + bparallelle
P = a+ A ab
2b
b b +P + b2a 2b Area = P
basis 2 ax 2b
hoogte P = aA+ a +aa + ha = 4a Omtrek
P P 2aa van
a 2 b b som ansom an parallelle
parallelle s e hs e
A bAreaa= basisax=hoogte
P = 2a + 2b A bArea
Area = basis x hoogte Area =A Abasisaax hoogte
h Omtrek = som van 4 sye
P 2bofa2b4van2b4 syeArea 2 h
xhhoogte
Perimeter =2sum sides Area = h
Driehoek basis x hoogte
Area = base A× b
height h
Area = basis x hoogte
Area OF
= basis
base × height P P
Omtreka a
a
= som b = 2
som an parallelle s e 2
Driehoek
a Driehoek a Area = A basisb x A
a b a
hoogte A AArea h x hoogteArea =Area
b bh= basis A= Abasis
hoekl a
OF
n1 OFahxhoekl
hoogte n2
P a a b b
PPP = 2a2aa+ a 2+2bbb + b som Area sum of parallel
an parallelle
Area = =2
s e sides
h
Area = base x height A = b × h Area = hoekl n1
h
hoekl n2 P a a b b som b2 dh s e × h
2 an parallelle
Driehoek Driehoek A b a Area =A basis
b x
h hoogte hoekl
A = a × hAOF OF n1 hoekl n2 P = 2a
Phoekl
+ 2b
2a n1 2b hoekl n2 A b d bh dh
A b h Area
Area ==hoekl n1a2 2hoekl
h Area = A 2 h
b b d+ d 2hA h
A = b × a = som van 3 sye
Omtrek n2 hoekl hoekln1 hoekl
n1 n2
hoekl n2 b d 2
b
Driehoek
Voorbeeld:
A b h Area = = hoekl n1 2 hoekl n2 Area = = 1 × diagonal 2
Omtrek = som van 3 sye EXAMPLE Voorbeeld:
Omtrek = som van 3 sye OR Area d OF2d Areadiagonal
hoekl n1
hoekl n1 hoekl hoekl
2 n2 n2 2 AAA = h× h 2
Parallelogram
Voorbeeld: 1 22
A hoekldd1 n1 dd2hoekl n2Area Area =
Area== 2
P Omtrek
a b =Omtrek csom van 3 sye
= som van 3 sye Parallelogram
Voorbeeld:
Voorbeeld: d1222 d 2 2 22 b d
P ofa3 sides
b c Area =A
Parallelogram d1 × d 2d1 2
Parallelogram d1 d d 2 A h
Triangle Perimeter = sum
P aOmtrek
b P c= asomPbvanac 3 bsyec Parallelogram
Parallelogram A
A A 12 22 2 Ahoekld n1 d hoekl n2
Area =dA×ddd 1d2 d12 d 2 Voorbeeld:
A= 2
d1 2 d 2
Voorbeeld: 2 2 2 A =AA 1 1A
12 22 2 Voorbeeld:
c P = a+ b+ c Parallelogram 2
2 EXAMPLE Trapesium
Voorbeeld:
Voorbeeld: Voorbeeld:
a h Area = (basisPx hoogte)÷2
Area = (basis
a b c
x hoogte)÷2
A
Voorbeeld:
Voorbeeld:2
22d
1 d2 2 Trapesium
Trapesium
Trapesium Trapesium
Area = (basis x hoogte)÷2
Area = (basis x hoogte)÷2 Rombus
EXAMPLE Voorbeeld:
ABCD
Voorbeeld:met A
Voorbeeld: Voorbeeld:
Area
Area = (basis x hoogte)÷2
(base x height) ÷2 Rombus Voorbeeld:
RombusABCD
ABCD met Voorbeeld: 2
b Hoeklyne
RombusABCD
Rhombus
Hoeklyne
AC
ABCD
AC
= 80met
met
with mm
diago-
==80
EXAMPLE
Vlieër Voorbeeld:
ABCD
Voorbeeld: met Trapesium
Rombus ABCD 80mm Vlieër ABCD met
80met Voorbeeld:
Hoeklyne AC mm Vlieër ABCD met
A=
b ×Area
h b h
= (basis
b bhx hoogte)÷2
b h
Hoeklyne
en BD
nals AC
en en==
BDBD
AC =and
40mm
Voorbeeld:
80mm
= 40mm
= 40mm
mm Vlieër
Kite ABCD
hoeklyne
ABCD AC
hoeklyne
hoeklyne
met
AC
with
AC 8==m88en
m
= diagonals
m en
en
A A Ah Hoeklyne
enRombus
=BD
AC = met
= 40mm
ABCD 80 mm =Vlieër
hoeklyne
BD AC ABCD
=BD=
8 m3m.
Voorbeeld: met
en
BD===3m
c 2 BD 40mm AC
BD 8m
3m and
3m
h a b h2A 2 2 2 enHoeklyne
BD = 40mm
AC = 80 mm hoeklyne
BD Vlieër
= 3m AC
ABCD met = 8 m en
A b h en BD = 40mm BD = 3m
hoeklyne AC = 8 m en
P =P10P
+10 7P+ 10
+ 10 7 10
710
7 7 7
b 2 A 1010
P 10P 10 34cm77 77 BD = 3m P 6 P9 6 8 12
2 P 34 cm
PP 3434cm
P = 34cm cm 6Pcm96 8 991288 12
PP P35
12
Sirkel P 10 10 A 10
7 7 P 35 =P 6 + 35
P cm35 9 + cm
cm 8 + 12
P 10 10 572 7
h a
c
Sirkel Sirkel Sirkel Omtrek PA A3410
A
A = 10 × P
cm
5
1034
10 5 50cm
5
A cm P 50 50 50 50 A 9
P9 = 12
P 35cm 6 6P9 86 12 9 8 12
Omtrek Omtrek
Omtrek C 2 r 5 2 22 P
1299 12 12 35 cm
A A50
A cm
5050cm
cm P50
P PP 5050200
50
50 mm50
50 5050 50
50
50 P 2 2 5 5 A PA2 235cm 6 66
Sirkel Sirkel 2 C2 2r r r
C C A = 50cm2
A 10A 510 5 PP=P 2 2
+14
2m+25 + 55 A 63A cm29 + 12
b
Omtrek Omtrek
PP
P = 50 200
P 200+ 50mm
+ 50 +
mm
200 mm 50 PP 22 22 555 5 A= 2 22× 6
Area 2
A 50Acm50 cm 2 80 40 PP=PP 1414
m
14m A 63
AAcm63 12229
9263cm12
cm
8 3m
P = P
200mm 14m
Circle Perimeter = 2 × pi × radius
CArea 2AreaA r r2
P A80 5050 5050 5050 50
50 AA
= 63cm2 A 6 6
C 2 Area r 80
PAP8020020040
2
40
mm A P P2 2212m 2
5 5 2 2 2
C = 2×π ×r A r2 r2
40
mm
A A80A× 401600 mm2 8 283 m3 22 5 5
8P× 3814 A 63A
cm 63cm2
22 2 A
A = AA P 14m 312 m
A A r 2Area A =A 16002 mm2 2 22
12m 22
12
Area 2
A AA1600 80
1600 40
mm 2
Area = pi × radius2 80 mm 40 2 2 8 3
A2 r2 A = 1600mm2
A A = 12m
r 2 A 8 312m 2 2
A
A = π × r2
r 2 mm22
A 1600 A 2 12m
A 1600mm 2

Follow us on Instagram: @science.clinic Visit www.scienceclinic.co.za to download a free copy of these SmartPrep summaries, or to join interactive online Maths classes. Page 36
VOLUME (V) EN TOTALE BUITE-OPPERVLAK (TBO) VAN PRISMAS
Volume VOLUME
(V) and Total Surface Area
PRISMAS (TSA) of Prisms
VOLUME (V) EN TOTALE BUITE-OPPERVLAK (TBO) VAN PRISMAS
Grade 9 Maths Essentials (V) EN TOTALE BUITE-OPPERVLAK (TBO) VAN SCIENCE CLINIC 2022 ©
KUBUS SILINDER
KUBUS SILINDER Voorbeelde:
Voorbeelde:
KUBUS CYLINDER
SILINDER
CUBE Die ba i a i i de i i e. Voorbeelde:Extra example Gr 9 Measurement
Die ba i a i i de i i e. EXAMPLE
1. Bepaal die volume van die silinder.
V l b h a 3
3
The base of a Die ba iis aacircle.i i de i
cylinder i e. 1. Bepaal die volumeDetermine
van die silinder.
the surface area and volume of the following:
V l b h a 3 Volume = basis-area x hoogte Determine
1. Bepaal die volume vanthe surface
die area and volume of the following:
silinder.
Volume = basis-area x hoogte 12 m
V =Vl × bl × hb = ah3 a Volume = basis-area x hoogte
12 m
V B H 12 m d 12m
d r 126m
TBO 2 6a22 V B H
Volume = base area x height
m
r 6m d 12m
TBO
T SA = 6a 6a
V B H
4m
4m
TBO 6a 2 H V = B×H r 6m
H V r 2
H 4m
H V = π r 2V× H r 2
H
H
r V r 2
H 8cm m
r 2 0c
KUBOÏEDE/REGHOEKIGE
CUBOID/RECTANGULARPRISMA
PRISM r V r 22 H
KUBOÏEDE/REGHOEKIGE PRISMA r r V r H
r V 622 46cm 2
KUBOÏEDE/REGHOEKIGE PRISMA r V 6 43 r H
V
V First
452,39 m
make 3sure you have all the sides of the triangle. We don’t
V 452,39V m 62 4
V =V l × lb ×bh = ha b cabc r have
First the hypotenuse
make so must
sure you have do sides
all the Pythagoras.
of the triangle.
V l b h abc V 452,39
2. Bepaal die TBO van die silinder
3
m is oop
(die silinder
= TSA = 2(base area) + (base perimeter x H) 2. Bepaal die TBO van die
=
V = 2a
T SA l b b+ 2ahc + 2babc
c T SA = 2 × B + P × H
aan die bokant). We = silinder
x 2don’t 62(die
82 +have thesilinder is oop so must do Pythagoras
hypotenuse
aan die bokant). 2
x = !100 !
T TBO
SA
= = 2(a2ab
× b) + 2ac
(2a + 22b)
bc× c T SA = 2(π r 2 ) + (2π r × H ) 2. Bepaal die! !TBO
= 8van
+ 6die silinder (die silinder is oop
(Pythag.)
TBO 2ab 2ac 2bc aan die bokant).
4 cm x = 10 cm
As die bokant
4 cm ! ! = 100As die bokant of of
TBO 2ab 2ac 2bc H onderkant
Surface Area = 2 ×van diebase + Perimeter base × H
Area
onderkant van die
silinder oop is,1moet
!4 =
cm10 )*silinder
2πr 15 cm daar = oop
net × (is,
As
2een diemoet
b ×bokant
basis h) + (s +ofs + s) × H
15 cm daar net een
ingereken word 2basis
onderkantvir van die
TRIANGULARPRISMA
DRIEHOEKIGE PRISM Surface Area = 2 ,-./ 0/1. + 2.-3*.4.- 56 0/1. × 8
ingereken
die TBO= en word 1 vir
DRIEHOEKIGE PRISMA ×nie
( twee
2silinder × 6oop
× 8)is, moet
+ (8 + 6 + 10) × 20
r die TBO en
nie. daarnie
2" 0twee
net een basis
Volume
Volume==base area x height
basis-area x hoogte 15 cm
nie.
= 2 × 9 × ℎ; + (1 + 1 + 1) × 8
! 2
VVolume
= B×H
DRIEHOEKIGE = basis-area x hoogte
PRISMA TBO = 2(basis-area) + (basis-omtrek x H) ingereken
= 528 cm word vir
b×h TBO = 2(basis-area) + (basis-omtrek x H) die" TBO en nie twee
V= ×H = 2 × 9! × 6 × 8; + (8 + 6 + 10) × 20
2 = basis-area x hoogte TBO 2 B P H Volume nie. × Height of prism
= Area triangle
Volume EXAMPLES TBO 2 B P H TBO = basis-area + (basis-omtrek x H)
TBO = 2(basis-area) + (basis-omtrek x H) TBO = basis-area 6 × 8
2 + (basis-omtrek !
x H)
1. Determine the volume2 of the cylinder TBO ( 4 2) (2 = = 528 )*
4 ×15) 20
TSA = (2 x base area) + (base TBO ( 4 ) (2 2 4 15)
TBO 2( r 2 ) (2 r H ) TBO 16 120 Volume = , 4-3/?@A. × 8.3@ℎ4 56 B-31*
perimeter x H) TBO TBO
2( r )2 (2B r PH )H TBO TBO
16 =26120 cm3
T SA = 2 × B + P × H
TBO 427, cm 22 = 480
basis-area + (basis-omtrek x H)
12m V= π × r2 ×H TBO 427, 26cm= 2× 20
#×%

T SA = 2 ×
b×h
+ (a + b + c) × H = π ×6 ×4 2 TBO ( !4 ) (2 4 15)
2
TBO = 2(basis-area)+(basis-omtrek x H) TBO 2
2( r ) (2OMSKAKELING
r = H452,39m
) 3
TUSSEN EENHEDE TBO 16= 480)*
120&
4m OMSKAKELING TUSSEN EENHEDE
TBO = 2(basis-area)+(basis-omtrek x H) TBO 427, 26cm 2
CONVERTING LENGTE AREA VOLUME EN KAPASITEIT
TBO 2 BETWEEN
B P H UNITS LENGTE d = 12m
AREA VOLUME EN KAPASITEIT
TBO 2 B P H ∴OMSKAKELING
r = 6m TUSSEN EENHEDE
LENGTH TBO = 2(basis-area)+(basis-omtrek
✖1000 ✖100 ✖10 x H)
b h 2. Determine the TSA of the cylinder (the cylinder is open at the top). If
TBOkm 2 bm h cm (a b mm
c) H AREA VOLUME EN KAPASITEIT
TBO TBO
2 22 B(a Pb H c) H the top orLENGTE
bottom is open, then only one base should be used when
➗1000 2➗100 ➗10 calculating the TSA and not two.
AREA:
✖10002 1002 102
b ✖h ✖ 4cm
TBOkm2 2 m2 ( a bmmc2 ) H
2 cm
2
TSA = base area + (base perimeter x H)
10002 1002 102
T SA = (π × 42 ) + (2 × π × 4 × 15)
➗ ➗ ➗
15cm = 16π + 120π
VOLUME AND CAPACITY: = 427,26c m 2
✖10003 ✖1003 ✖103

km3 m3 cm3 mm3

➗10003 ➗1003 ➗103

TERMINOLOGY (Use the example of rolling a die.) EXAMPLES All of the probability you have covered so far, is considered
for single events. In grade 9 we go a bit further and study
• Experiment: The experiment is the actual rolling of the die.
1. A letter is chosen at random from the word SEPTEMBER. Determine the probability of compound events.
• Trial: Rolling the die a certain number of times the probability of choosing:
• Outcome: The outcome is the result of the roll. PROBABILITY OF COMPOUND EVENTS
a) the letter R
• Sample Space: This is a set of ALL possible outcomes. In this example 1 A compound event consists of two or more simple events.
there will be six (6) possible outcomes. P (R ) =
9 Rolling a die once is considered a single simple event.
• Probability Scale: All probabilities will lie between 0 and 1. b) the letter E Compound events happen when we roll that same die
3 1 twice, or toss a coin twice.
P (E ) = =
9 3
impossible even chance certain The outcomes of a compound event can be represented
c)a vowel
3 1 in two-way tables or tree diagrams.
low chance high chance P (vowel) = =
9 3
d)the letter E or M EXAMPLE 1
0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1 3 1 4
P (E or M) = + =
9 9 9 The first hockey team will be playing two matches
e)a letter in the second half of the alphabet in a row. They can either win, lose or draw the
Relative frequency: This is the actual number of times a specific event 4 games.
P (N to Z) =
occurred out of the total number of trials done. 9
1. Draw a two-way table to represent all the possi-
ble outcomes
number of times the event happens 2. You use a spinner to play a game with friends. The spinner consists
Relative Freq . = out of 8 equal segments.
the total number of trials

The table shows the results of physically rolling the die 10 times

Trial 1 2 3 4 5 6 7 8 9 10

Result 6 4 2 5 3 3 2 6 4 1

So the relative frequency of rolling a 3 is:

There are 9 possible outcomes. Any question can
2 1 a) What is the probability of obtaining a 4 on you first spin? now be answered from this:
Relative Frequency = =
6 3 1
P (4) =
8 2. What is the probability of winning both matches?
b) What is the probability of having a factor of 6? 1
number of times the event occurs P (W; W) =
4 1 9
Probability = P (1; 2; 3; 6) = =
the number of possible outcomes 8 2
c) How many 8’s would you expect to get in 1000 spins? 3. What is the probability of winning and losing a
1 match?
Remember that the probability can be expressed in 3 ways. Relative frequency = × 1000 = 125
8 2
P (W; L) =
What is the probability of rolling a die, and landing on an even number? 9
3 1
• Fraction: P (even) = 6 = 2 4. What is the probability of winning at least one
• Decimal Number: P (even) = 0,5 match?
5
P (Win at least one) =
• Percentage: P (even) = 50 % 9

EXAMPLE 1 CONTINUED EXAMPLE 2

5. Draw a tree diagram to represent all the possible outcomes. A bag contains 5 red marbles, 6 blue marbles and 7 green marbles. One marble is drawn, put back in
the bag, and then a second marble is drawn.

1st match 2nd match 1. Draw a tree diagram to represent this information.

There are 9 possible outcomes. Any question can now be answered from this:

6. What is the probability of winning both matches? 2. Determine the probability of:
1
P (W; W) =
9 a) Getting marbles of the same colour
25 1 49 55
7. What is the probability of winning and losing a match? P (RR; BB; GG) = + + =
1 1 2 324 9 324 162
P (W; L) = + =
9 9 9
b) Getting one red and one blue marble.
8. What is the probability of winning at least one match? 5 5 5
5 P (BR or RB) = + =
P (Win at least one) = 54 54 27
9

COLLECTING DATA
In Gr8, the following topics of statistics were discussed:
We want to study the shoe sizes of woman in South Africa. A popu-
We collect data using some of the following tools: Surveys, questionnaires and
• Collecting data lation is made up of the entire group of people studied, in this case,
interviews.
ALL the woman in South Africa. You will agree it is close to impossi-
• Sorting data ble to collect the data of ALL the woman in South Africa. That is the
Raw data is data that has not been organised in any way. After collection it must
• Presenting data be sorted in a meaning full way and presented in such a way so that we can an- reason why will only use a sample of a population. A sample is a
• Analysing and interpreting data alyse and interpret the information collected. smaller selection of that population.

Information is referred to as data, and we use informa- Discrete data is data that can be counted. The data values are all whole num- The following conditions for selecting a sample must be adhered to:
tion to make informed decisions and predictions. bers. For example, if you count people, or goals scored, or shoe sizes.
• The sample must represent the whole population.
SORTING DATA
Continuous data is data that is measured. The data values are rational numbers. • The sample must be chosen at random to not influence the
We can sort data by using a frequency table or stem- For example, if you work with lengths of people, or times taken by athletes run- results. The sample must be unbiased.
and-leaf displays. ning races, or different weights of people attending a gym.

EXAMPLE 1 EXAMPLE 2
After-school activities are very important. 70 Pupils from a school have In the previous example, there were only a few data items. When there are many different data items, it is easier to group the data in
participated in a survey about which activities they do after school in class intervals to make tallying more efficient. The ages of 30 teachers at school were recorded as follows:
the afternoons.
AGES OF TEACHERS We are now going to display the raw data on a
T: Tennis CH: Chess H: Hockey S: Soccer 24 27 36 47 39 42 38 64 30 36 back-to-back stem-and-leaf display.
C: Cross Country O: No Sport
38 33 35 62 29 49 51 54 36 58 Unordered stem-and-leaf- display
Boys Girls
49 25 52 50 49 27 45 32 41 26
Males Stem Females
T S S CH C CH C C T CH C T O C
CLASS INTERVALS TALLY FREQUENCY 4,7,7,9 2 5,6
CH H O T H S S O H S O S C H
10-19 0
H H CH CH H CH CH CH CH O T S O S 6,8,0,5,6 3 6,2,9,8,3
20-29 |||| | 6
CH S CH T S T C C T CH C O C T 9,9,5 4 7,9,1,2
30-39 |||| |||| 10
C S O S O H O H C C CH CH T CH 8 5 1,2,4,0
40-49 |||| || 7

The raw data is now sorted and we can follow on to the next step. 50-59 |||| 5 4,2 6

60-69 || 2
Ordered stem-and-leaf display
Boys Girls Let’s set up a stem-and-leaf display: The data that has been collected of the
teachers have been split into male and female teachers. Males Stem Females
FREQUENCY TALLY SPORT TALLY FREQUENCY
AGES OF TEACHERS 4,7,7,9 2 5,6
4 |||| T |||| | 6
MALES FEMALES 0,5,6,6,8 3 2,3,6,8,9
9 |||| |||| CH |||| || 7
24 27 36 47 39 42
6 |||| | H ||| 3 5,9,9 4 1,2,7,9
38 64 30 36 38 33
8 |||| ||| S |||| 4 8 5 0,1,2,4
35 62 29 49 51 54
4 |||| C |||| |||| 9
2,4 6
36 58 49 25 52 50
4 |||| O |||| | 6
49 27 45 32 41 26

PRESENTING DATA

Once the data has been collected and sorted, we can represent the data graphically using bar graphs, histograms, pie charts and broken-line graphs. This will give you a visual picture of the data.

Bar graphs: Histograms:

A bar graph has vertical or horizontal bars and usually represent discrete data. The bars have spaces Histograms are used to represent grouped data graphically. You also use bars to represent the data, but
between them. there are no spaces between the bars. The x-axis normally shows continuous measurement and is
labelled with the class intervals.

We are going to use the same information used in EXAMPLE 1 to draw our bar graph. The following is the height of a group of 20 Grade 1 learners in centimetres.

Boys Girls Height of Grade 1 Pupils

FREQUENCY TALLY SPORT TALLY FREQUENCY 97 91 102 100 98 89 120 105 109 108

4 |||| T |||| | 6 104 101 115 117 114 95 122 107 105 111

9 |||| |||| CH |||| ||| 7

6 |||| | H ||| 3 CLASS INTERVALS TALLY FREQUENCY

8 |||| ||| S |||| 4 80 ≤ h < 90 | 1

4 |||| C |||| |||| 9 90 ≤ h < 100 |||| 4

4 |||| O |||| | 6 100 ≤ h < 110 |||| |||| 9

110 ≤ h < 120 |||| 4

120 ≤ h < 130 || 2

After School Activities
10
Height of Grade 1 Learners
9
10
8 9
7 8

6 7
Frequency

Frequency
6
5
5
4
4
3 3
2 2
1 1
0
0 80 ≤ h < 90 90 ≤ h < 100 100 ≤ h < 110 110 ≤ h < 120 120 ≤ h < 130
Tennis Chess Hockey Soccer Cross Country No Sport

Boys Girls Height in cm

The data in this histogram is continuous since the heights are measured.

Pie Charts:
Broken-line Graphs:
A pie chart is a circle that is divided into sectors. Whenever we need to represent information in percentage, we will use a pie chart.
A broken-line graph is made up of straight lines connecting points that have
The following background knowledge is necessary to enable you to draw a pie chart:
been plotted. The y-axis normally represents the frequency and it does not
A circle consists out of 360∘, thus if you have a sector of 45∘ you need to: have to start at zero.
45∘ 1 45º
1) Express it as a fraction: = of the total
360 ∘ 8
EXAMPLE 4
1
2) Write it as a percentage: × 100 = 12,5%
8 The following table shows the cost of petrol per litre from January to Sep-
tember in 2019 and 2020.
EXAMPLE 3:
The table below shows a list of budget items and what percentage of the salary goes to certain expenses:
Jan Feb Mar Apr May Jun Jul Aug Sep
Expenses Percentage Angle size
2019 13.79 13.86 14.60 15.94 16.48 16.57 15.61 15.72 15.83
Tax 18%
2020 15.84 15.71 15.52 13.76 12.02 13.40 14.83 14.88 14.89
Retirement Fund 8%

Medical Aid 10% We can now represent this information in a broken-line graph.
Rent 19%

Utilities 5%
Petrol Price in 2019 and 2020
17,00
Petrol 5% 16,80
16,60
Groceries 14% 16,40
16,20 2019
Car Payment 12% 16,00
15,80

Price (Rand/litre)
Entertainment 4% 15,60
15,40
2020
15,20
Savings 5% 15,00

Step 2: Now draw a pie chart to represent this information. 14,80

Step 1: Complete the given table. 14,60

14,40
MONTHLY EXPENSES 13,80

Expenses Percentage Angle size Tax Retirement Medical Aid Rent Utilities
13,60
13,40
Petrol Groceries Car payment Entertainment Savings
18% × 360∘ = 65∘
13,20
Tax 18% 13,00
12,80
Retirement Fund 8% 8% × 360∘ = 29∘ 5%
4% 12,40
12,20
Medical Aid 10% 10% × 360∘ = 36∘ 12,00

Jan Feb Mar Apr May Jun Jul Aug Sep

Rent 19% 19% × 360∘ = 68∘ 18%
12%
Month
Utilities 5% 5% × 360∘ = 18∘
8%
Petrol 5% 5% × 360∘ = 18∘ 14%
10%
Groceries 14% 14% × 360∘ = 50∘

Car Payment 12% 12% × 360∘ = 43∘ 19%

5%
Entertainment 4% 4% × 360∘ = 14∘
5%
Savings 5% 5% × 360∘ = 18∘

Scatter Plots: ANALYSING AND INTERPRETING DATA

We use scatter plots to represent the relationship between two sets of data. You will now study the graphs and look for trends in the data. We use measures of central tendency (mean, median and mode) as
The scatter plot will show you if there is any relationship between these two well as measures of dispersion (range and outliers) to investigate different aspects of the data.
sets of data and then what that relationship is. We call this relationship the
correlation between data. Measures of Central Tendency: Measures of Dispersion:

Mean: The average of all the data values Range: Range is the spread of the data that has been collected.
EXAMPLE 5
sum of all the values
Mean =
The table represents the sale of ice cream from a beach vendor during the number of values Range = Highest Value − Lowest Value
December holidays. The temperature of the relevant days have also been
recorded.
Median: Once the data is sorted in numerical order, you find the
Days 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 middle value. If there are an even number of values, the median Outliers: These are values that are significantly higher or lower
lies between the two middle values. than the other data values. They “stand out”. Outliers can affect
No. of ice the mean and are sometimes excluded from the data.
21 20 9 14 20 23 54 49 45 32 30 38 65 55 47 Mode: This is the number that occurs most often.
creams sold

Temp (C ∘) 27 25 18 22 28 28 31 30 29 26 25 27 32 30 29 EXAMPLE
We are going to use a previous example to illustrate the measures of central tendency. The following is the height of a group of
20 Grade 1 learners in centimetres.
Draw a scatter plot of the information. We can find the actual mean because the heights of the 20
Height of Grade 1 Pupils 2110
learners were given. Actual Mean = = 105,5. In the case
Ice cream sales for 15 days in December 97 91 102 100 98 89 120 105 109 108 20
34 that you ONLY receive the frequency table, you will be able to
33
32
104 101 115 117 114 95 122 107 105 111 calculate an estimated mean only.
31
30
Complete the frequency table.
Daily Temperature ºC

29 CLASS MIDPOINT Midpoint ×

28 FREQUENCY
INTERVALS (x) Frequency
27
CLASS INTERVALS TALLY FREQUENCY
26
25
80 ≤ h < 90 80 ≤ h < 90 85 1 85
24 | 1
90 ≤ h < 100
23
95 4 380
22 90 ≤ h < 100 |||| 4
21
20 100 ≤ h < 110 105 9 945
19 100 ≤ h < 110 |||| |||| 9
110 ≤ h < 120 115 4 460
18
17 110 ≤ h < 120 |||| 4
16
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 120 ≤ h < 130 125 2 250
120 ≤ h < 130 || 2
Number of ice creams sold
Totals 20 2120

From the scatter plot it is clear to see the correlation between the number
of ice creams sold and the daily temperature. We can say that it follows a sum of fx(x)
Estimated Mean =
positive linear trend. number of results
2120
Estimated Mean = = 106
20

Modal Class = 100 ≤ h < 110 (9 learners)

Median will be between the 10th and 11th value. That value
also falls within the class 100 ≤ h < 110

Follow us on Instagram: @science.clinic Visit www.scienceclinic.co.za to download a free copy of these SmartPrep summaries, or to join interactive online Maths classes. Page 43

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