WEEK ONE

Topic: Quadratic equation by (a) Factorization (b) Completing the square method

LEARNING OBJECTIVES: Students should be able to

1. Factorize quadratic expressions
2. Use factorization method to solve quadratic equations
3. Form a quadratic equations given its roots
4. Use graphical method to solve quadratic equations

1
Quadratic Equations
A quadratic equation contains an equal sign and an unknown raised to the power 2. For example: 2x2
– 5x – 3 = 0
n2 + 50 = 27n
0 = (4a - 9)(2a + 1)
49 = k2

Are all quadratic equations.

Discussion: can you see why
0 = (4a – 9)(2a + 1) is a quadratic equation?
One of the main objectives of the chapter is to find ways of solving quadratic equations,
i.e. finding the value(s) of the unknown that make the equation true.

Solving Quadratic Equations

One way of solving quadratic equation is to apply the following argument to a quadratic expression that has
been factorized.
If the product of two numbers is 0, then one of the numbers (or possibly both of them) must be 0. For
example,
3 × 0 = 0, 0 × 5 = 0 and 0 × 0 = 0
In general, if a × b = 0
Then either a = 0
Or b = 0
Or both a and b are 0

Example 1
Solve the equation (x – 2)(x + 7) = 0. If
(x – 2)(x + 7) = 0
Then either x – 2 = 0 or x + 7 = 0
x = 2 or -7

Example 2
Solve the equation d(d – 4)(d + 62) = 0.
(3a + 2)(2a – 7) = 0, then any one of the four factors of the LHS may be 0,

⟹ d = 0, 4 or -6 twice.
i.e d = 0 or d – 4 = 0 or d + 6 = 0 twice.

EVALUATION
Solve the following equations. 1.
3d2(d – 7) = 0
2. (6 – n)(4 + n) = 0
3. A(2 – a)2(1 + a) = 0

Solving quadratic equations using factorization method

The LHS of the quadratic equation m2 – 5m – 14 = 0 factorises to give (m + 2)(m – 7) = 0.

Example 1
2
Solve the equation 4y2 + 5y – 21 = 0

⟹ (y + 3)(4y – 7) = 0
4y2 + 5y – 21 = 0

⟹either y + 3 = 0 or 4y – 7 = 0
y = - 3 or 4y = 7
y = - 3 or y = 7/4
y = -3 or 13
4
check: by substitution:
if y = -3
4y2 + 5y – 21 = 36 – 15 – 21 = 0
If y = 13,
4
4y2 + 5y – 21 = 4 x 7/4 x 7/4 + 5 x 7/4 – 21
= 49 + 35 – 21 = 0
4 4
Example 2
Solve the equation m2 = 16
Rearrange the equation.
If m2 = 16
Then m2 – 16 = 0
Factorise (difference of two squares)
(m - 4)(m + 4) = 0
Either m – 4 = 0 or m+4=0
m = +4 or m = -4
m = ±4

EVALUATION
Solve the following quadratic equations:
1. h2 – 15h + 54 = 0
2. 12y2 + y – 35 = 0
3. 4a2 – 15a = 4
4. v2 + 2v – 35 = 0

GENERAL EVALUATION
Solve the following equations:
1. y2(3 + y) = 0
2. x2(x + 5)(x - 5) = 0
3. (v - 7)(v - 5)(v - 3) = 0
4. 9f2 + 12f + 4 = 0

WEEKEND ASSIGNMENT
Solve the following equations. Check the results by substitution.
1. (4b - 12)(b - 5) = 0 A. ½, 4 B. 3, 5 C. 4, 6 D.5, 3
2 11 3 3
2. (11 – 4x) = 0 A. , 3 B.2 , 3 C. 2 twice D. 24 twice
3 4 4 3
3
3. (d – 5)(3d – 2) = 0 A. 5,2 B. 4, 5 C. 5, 9 D. 2, 5
3 3

4
Solve the following quadratic equations
4. u2 – 8u – 9 = 0A. – 9, 1 B. -1, 9 C. 1, 8 D. 9 , -1
5. c2 = 25 A. 5 B. -5 C.+5 D.±5

THEORY
Solve the equation
1. 2x2 = 3x + 5
2. a2 – 3a = 0
3. p2 + 7p + 12 = 0

WEEK TWO
TOPIC:General form of quadratic equation leading to Formular method
CONTENT
 Derivative of the Roots of the General Formof Quadratic Equation.
 Using the FormularMethods to solve Quadratic Equations
 Sum and Product of quadratic roots.

Derivative of the Roots of the General Form of Quadratic Equation

The general form of a quadratic equation is ax2 + bx + C = 0. The roots of the general equation are found
by completing the square.

ax2 + bx + C = 0
Divide through by the coefficient of x2.

ax2 +bx + C = 0
aaa

x2 + bx + C = 0
aa
x2 + b x = 0 - C
aa

x2 + bx = - C
aa

The square of half of the coefficient of x is

½xb2 = b2
a 2a

Add b2 to both sides of the equation.

2a
x2 + bx + b 2= - C+b2
2a2aa 2a
5
 2
[𝑥 + ] = - C+ b2
2𝑎
a 4a2
x + b2 = - 4ac + b2 2a
4a2
i.e x +b 2 = b2 – 4ac
2a 4a2
Take square roots2 of both sides of the equation :
√[𝑥 + 𝑏 ] = ±√𝑏 −4𝑎𝑐
2

2𝑎 4𝑎2

i.e x + b= ± √ b2 – 4ac
2a 2a

x=−𝑏 ± √𝑏 4𝑎
2−4𝑎𝑐
𝑎
2 2

Hence
x = -b ±√ b2 – 4ac
2a

EVALUATION
Suppose thegeneral quadratic equation is Dy2 + Ey + F = 0
Using the method of completing the square, derive the roots of this equation

Using the FormularMethods to Solve Quadratic Equations

Examples
Use the formula method to solve the following equations. Give the roots correct to 2 decimal places:
i. 3x2 - 5x – 3 = 0
ii. 6x2 + 13x + 6 = 0
iii. 3x2 – 12x + 10 = 0
Solution
1. 3x2 – 5x – 3 = 0
Comparing 3x2 – 5x – 3 = 0
With ax2 + bx+ C = 0
a = 3, b = -5, C = -3

Since
X = -b ±√b2 – 4ac
2a
x = -(-5) ±√ (-5)2 – 4 x 3 x -3
6
2x3
x = + 5 ± √ 25 + 36
6
x = + 5 ±√61
6

7
x = + 5 + 7.810 = + 12.810
6 6
or
x = +5 – 7.810 = -2.810
6 6
x = 12.810 or x = - 2.810
6 6
x = 12. 810 or x =- 2.810
2 6
i.e.x = 2.135 or x = -0.468
x = 2.14 or x = -0.47
to 2 decimal places
(2) 6x2 + 13x + 6=0
comparing 6x2 + 13x + 6=0
with ax2 +bx + c = 0
a= 6, b =13, c = 6
Since
x =-b ± √ b2 – 4ac
2a
x = - 13 ±√ (13)2 – 4 x 6 x 6
2x6
x = -13 ±√169 - 144
12
x =- 13 ±√25
12
x = =-13 ± 5
12
x = -13 + 5 or x = -13 – 5
12 12
x = -8 or x = - 18
12 12
x= -2 or x = -3
3 2
x=- 0.666 or x = - 1.50
i.e x= 0.67 or x = -150 to 2 decimal places .

(3) 3x2 – 12x + 10 = 0

comparing 3x2 – 12x + 10 = 0 with ax2 +bx + c = 0, then
a = 3, b= -12, c = 10.
Since
X = -b ± √b2 – 4ac
2a
then
x = - (-12) ±√(-12)2 -4 x 3 x 10
2x3
8
x = + 12 ±√ 144 – 120

9
 6
x = + 12 ±√24
6
x = 12 ± 4.899
6
x = + 12 + 4.899 = 16.899
6 6
or x = + 12 – 4.899 = 7.101
6 6
i.e x = 16.899 or x = 7.101
6 6
x = 2.8165 or x = 1.1835
i.e . x = 2.82 or x = 1.18 to 2 decimal places.

EVALUATION
Use the formula method to solve the following quadratic equations .
1. t2 – 8t + 2 = 0
2. t2 + 3t + 1 = 0

i. Sum and Product of quadratic roots.

We can find the sum and product of the roots directly from the coefficient in the equation
It is usual to call the roots of the equation α and β If the equation
ax2 +bx + c = 0..........................I
has the roots α and β then it is equivalent to the equation

𝑥 − ∝ +𝛽) + ∝ 𝛽 = 0 ………… 2
(x – α )( x – β ) = 0
2
(
Divide equation (1)by the coefficient of x2
ax2+ bx + c = 0.....................3
aaa
Comparing equations (2) and (3)
x2 + b x + c = 0
aa
x2 - ( α +β)x + αβ = 0
then
α+ β= -b
a
and αβ = c
a
For any quadratic equation, ax2 +bx + c = 0 with roots α and β
α + β = -b
a
αβ = C
a
Examples

10
1. If the roots of 3x2 – 4x – 1 = 0 are αand β, find α + β and αβ

11
2. If α and βare the roots of the equation
3x2 – 4x – 1 = 0 , find the value of
(a) α + β
β α
(b) α - β

Solutions
1a. Since α + β = -b
a
Comparing the given equation 3x2 – 4x – 1= 0 with the general form
ax2 + bx + c = 0
a = 3, b = -4, c = 1.
Then
α + β = -b =-(-4)
a 3
= + 4 = +1 1/3
3
αβ =c = -1 = -1
a 3 3
2. (a)α + β = α2 +β2
β α αβ
= (α + β )2 - 2αβ
αβ
Here, comparing the given equation, with the general equation,
a = 3, b = -4, c = - 1
from the solution of example 1 (since the given equation are the same ),
α + β = -b = - (-4) = +4
a 3 3
αβ = c = - 1
a 3
then
α + β = ( α+ β ) 2 – 2 αβ
β α αβ
.2
= (4/3 ) – 2 (- 1/3)
-1/3
= 16 + 2
9 3
-1
3
= 16 + 6 ÷ -1
9 3
22 x -3
9 1
= -22
12
3

13
or α + β = - 22 = - 7 1/3 β
α 3

(b) Since
(α-β) 2 =α2 + β 2-2α β
but
α2 + β2 = (α + β)2 -2 α β
:.(α- β)2 = (α+ β)2 - 2αβ -2αβ
(α – β)2 = (α + β)2 - 4α β
:.(α – β) = √(α + β )2 - 4αβ
(α – β) =√(4/3)2 – 4 (- 1/3)
= √16/9 +4/3
16+12
= √
9

√28
=28 = 3
√
9
:. α - β = √28
3
EVALUATION
If α and β are the roots of the equation 2x2 – 11x + 5 = 0, find the value of
a. α - β

∝+1 + 𝛽+1
1
b. 1

GENERAL EVALUATION
Solve the following quadratic equations:
1. 63z = 49 + 18z2
2. 8s2 + 14s = 15
Solve the following using formula method:
3. 12y2 + y – 35 = 0
4. h2 – 15h + 54 = 0

READING ASSIGNMENT
New General Mathematics SS Bk2 pages 41-42 ,Ex 3e Nos 19 and 20 page 42.
WEEKEND ASSIGNMENT
If α and β are the roots of the equation 2x2 – 7x – 3 = 0 find the value of:
1. α + β (a) 2/3 (b) 7/2 (c) 2/5 (d) 5/3
2. α β (a) -3/2 (b) 2/3 (c) 3/2 (d) – 2/3
3. α β2 + α2 β (a) 21/4 (b) 4/21 (c) – 4/21 (d) -21/4
Solve the following equation using the formula method.
4. 6p2 – 2p – 7 = 0
5. 3 = 8q – 2q2.

14
THEORY
1. Solve the equation 2x2 + 6x + 1 = 0 using the formula method
2. If α and β are the roots of the equation 3x2 -9x + 2 = 0, find the values of

15
 i. α β2 + α2β
ii. α2 - αβ + β2

WEEK THREE
Topic:Solution of quadratic equation by graphical method.
CONTENT
 Reading the roots from the graph
 Determination of the minimum and maximum values
 Line of symmetry.
The following steps should be taken when using graphical method to solve quadratic equation :
i. Use the given range of values of the independent variable (usually x ) to determine the
corresponding values of the dependent variable (usually y ) by the quadratic equation or
relation given. If the range of values of the independent variable is not given, choose a suitable
one.
ii. From the results obtained in step (i), prepare a table of values for the given quadratic expression.
iii. Choose a suitable scale to draw your graph.
iv. Draw the axes and plot the points.
v. Use a broom or flexible curve to join the points to form a smooth curve.

Notes
1. The roots of the equation are the points where the curve cuts the x – axis because along the x- axis y
=0
2. The curve can be an inverted n – shaped parabola or it can be a v-shaped parabola. It is n-shaped
parabola when the coefficient of x2 is negative and it is V- shaped parabola when the coefficient of
x2 is positive. Maximum value of y occurs at the peak or highest point of the n-shaped parabola
while minimum value of y occurs at the lowest point of V-shaped parabola.
3. The curve of a quadratic equation is usually in one of three positions with respect to the x – axis.
(a) (b) (c)
y y y

x
x
x

In fig(a), the curve crosses the x-axis at two clear points. These two points give the roots of the
quadratic equation.In fig (b), the two points are coincident, i.e their points are so close together that
the curve touches the x axis at one point. This corresponds to an equation which has one repeated
root.
In fig (c), the curve does not cut the x-axis. The roots of an equation which gives a curve in such a
position are said to be imaginary.
4. The line of symmetry is the line which divides the curve of the quadratic equation into two equal

16
parts.

17
Examples
1a. Draw the graph of y =11 + 8x – 2x2 from x = -2 to x = +6.
b. Hence find the approximate roots of the equation 2x2 – 8x – 11=0
c.From the graph, find the maximum value of y.
2a.Given that y = 4x2 – 12x + 9 ,copy and complete the table below
X -1 0 1 2 3 4
4x2 4 16 64
-12x 12 -24 -48
+9 9 9 9
Y 25 1 3 25
2
b.Hence draw a graph and find the roots of the equation 4x – 12x + 9 = 0
c. From the graph, what is the minimum value of y ?
d. From the graph, what is the line of symmetry of the curve?
Solutions
Y = 11 +8x -2x2
from x =-2 to x = + 6
When x =-2
Y=11+8(-2)-2(-2)2
Y = 11 – 16 -2 ( +4)
Y =11 -16 – 8
Y = -5 – 8 = -13.
When x = -1
Y= 11 + 8 (-1) -2 (-1)2
Y= 11 – 8 – 2 ( + 1)
Y = 11 – 8 -2
Y = 3 -2 = 1.
When x = 0
Y = 11 + 8 (0) – 2 (0) 2
Y = 11 + 0 – 2 x 0
Y =11+ 0 - 0
Y=11
When x=1
Y = 11 + 8 ( 1) -2 ( 1)2
Y = 11 + 8 – 2 x 1
Y = 19 -2 = 17
When x =2
Y = 11 + 8 (2) -2 (2)2
= 11 + 16 - 2 x 4
= 27 – 8 = 19
when x = 3
y = 11 + 8 ( 3) – 2 ( 3) 2
= 11 + 24 – 2 x 9

18
= 35 – 18 = 17

19
when x = 4
y = 11 + 8 (4) – 2 (4) 2
= 11 + 32 – 2 x 16
= 43 – 32 = 11
when x = 5
y = 11 + 8 (5) -2 ( 5)2
= 11 + 40 -2 x 25
= 51 – 50 = 1
when x = 6
y = 11 + 8 ( 6) – 2 (6)
= 11 + 48 -2 x 36
= 59 – 72
=-13
The table of values is given below :
X -2 -1 0 1 2 3 4 5 6
Y -13 1 11 17 19 17 11 1 -13
Scale
On x axis, let 2cm = 1 unit; on y axis, let 1cm = 5 units

20

15

10

5
x
-2 -1 1 2 3 4 5 6
-5

-10

-15

-20

20
b. From the graph, the approximate roots of the equation are the points where the curve cuts the x
axis,this is so because
y = 11 + 8x – 2x2
-1 x y = -1 x (11) + 8x ( – 1) – 2x2 (-1)

21
-y = -11 - 8x + 2x2
-y = 2x2 – 8x – 11 = 0
-1x – y = 0 x -1
i.e y = 0
Thus, from the graph, the roots of the equation 2x2 -8x – 11 = 0 are x = -1.1or x = 5.1
c. The maximum value of y = 19.
2 a. The completed table is given as follows
X -1 0 1 2 3 4
2
4x 4 0 4 16 36 64
-12x 12 0 -12 -24 -36 -48
+9 9 9 9 9 9 9
Y 25 9 1 1 9 25
Scale
On x axis, let 2cm =1unit and on y-axis, let 1cm = 5 units

y
30

25

20

15

10

x
-2 -1 0 1 2 3 4
-5

From the graph, the roots of the equation is the points where the curve touches the x axis i.e x = 1.5
twice
c. Fromthe graph, the minimum value of y = 0
d. Fromthe graph, the line of symmetry of the curve is line x = 1.5

22
EVALUATION
a. Usinga suitable scale, draw the graph of y = x2 – 2x from x = -2 to x = + 4
b. From the graph, find the approximate roots of the equation
x2 – 2x = 0

23
c. What is the minimum value of y ?
d. Find the values of x when y = 7.

Finding an equation from a given graph

In general, if a graph (curve) cuts the x axis, at points a and b, the required equation is obtained from the
expression ( x – a) ( x – b ) = 0
Examples
Find the equation of the graphs in the figures below:
Fig. 1 y

6–

4–

2–

-3 -2 -1 1 2 3
-5- x
-10-

15 –

10 –

5–

-5 -4 -3 -2 -1 1
-2-

-4-

Solutions
1. First in figure 1 when y = 0, x = -2 and x = ½
Hence
24
 x – (-2) x–½ =0

x +2 x–½ =0

25
x ( x – ½) + 2 (x – ½ ) =0

x2 – 1/2x + 2x – 1 =0
x2 + 1 ½ x – 1 = 0...................( 1)
Second:
At the intercept in y axis
y = -2 when x = 0
However, the constant term in equation (1) is – 1
Then, multiply both sides of the equation (1) by 2
i.e 2x2 + 3x – 2 = 0.....................2
Equation (2) satisfies

x -1/2 x – (-2) = 0

and the requirement that the constant term should be -2

:. The equation of the curve is y = 2x2 + 3x – 2 = 0
2. First in fig (2), the curve just touches the x axis at the point x = -4. Since a quadraticic equation has
two roots, this implies that the root are repeated when y = 0
i.e when y = 0, x = -4 (twice )
So the equation must satisfy

x – (-4) x – (-4) =0

x+4 x+4 =0

x x+4 +4 x +4 =0

x2 + 4x + 4x + 16 =0
x2 +8x + 16 = 0................1
Second:
At the intercept on y- axis
y = 15 when x = 0
However, the constant term in equation ( 1) is + 16. Then multiply both sides of the equations (i) by – 1.
i.e –x2 – 8x – 16 = 0................2
Thus equation 2 satisfies
( x + 4) ( x + 4) = 0 and the requirement that the constant term should be - 16.
:. The equation of the curve is
y = -x2 – 8x – 16.
EVALUATION
Find the equations of the graph in the figure below:-

26
 y
y
4–

-1 5 /2 x -1 4 x

-2

y y
10 -
4–

-2 5 x
-1 2 x

GENERAL EVALUATION
1. a. Draw the graph of y = x2 + 2x – 2 from x = -4 to x = + 2.
b. Hence find the approximate roots of the equation x2 + 2x – 2 = 0
2. a. Draw the graph of y = x2 – 5x + 6 from x = -5 to x = + 1
b. Hence find the approximate roots of the equation x2 – 5x + 6 = 0
READING ASSIGNMENT
New General mathematics SS 1 pages 69– 74 by MF macrae et al
WEEKEND ASSIGNMENT
Use the graph below to answer question 1- 5
 y

x
-3 -2 -1 1 2 3 4

-2 –

-4 –

Page 16
-6 –

1. Find the equation of the graph above

2. What are the solutions of the equations obtained in question (I) above?
3. What is the minimum value of y?
4. From the graph, what is the value of x when y = 2?
5. From the graph, what is the value of y when x = 1 ½ ?

THEORY
a. Prepare a table of values for the graph of y = x2 + 3x – 4 for values of x from – 6 to + 3
b. Use a scale of 1cm to 1 unit on both axes and draw the graph.
c. Find the least value of y
d. What are the roots of the equation x2 + 3x – 4 = 0?
e. Find the values of x when y = 1

WORD PROBLEM LEADING TO QUADRATIC EQUATIONS

Examples
1. Find two numbers whose difference is 5 and whose product is 266.
Solution
Let the smaller number be x.
Then the smaller number be x+5.
Their product is x(x+5) .

Hence,
x(x+5) = 266
x2+5x- 266 = 0
(x-14)(x+19)=0
x=14 or x= -19

The other number is 14+5 or -19+5 i.e 19 or -14

:. The two numbers are 14 and 19 or -14 and -14.

2. Tina is 3 times older than her daughter. In four years time, the product of their ages will be
1536. How old are they now?

Solution
Let the daughter’s age be x.
Tina’s age = 3x
In four years’ time,
Daughter’s age = (x+4)years
Tina’s age = (3x+4)years
The product of their ages :
(x+4)(3x+4)= 1536
3x2+ 16x – 1520 = 0
(x-20)(3x+76) = =0
x=20 or x=-25.3

Since age cannot be negative, x=20years.

:. Daughter’s age = 20years.
Tina’s age = 20x3=60years.

Evaluation
1. Think of a number, square it, add 2 times the original number. The result is 80. Find the
number.
2. The area of a square is 144cm2 and one of its sides is (x+2)cm. Find x and then the side of the
square.
3. Find two consecutive odd numbers whose product is 224.

WEEK FOUR
TOPIC:
Mensuration: The concept of B – D a shape cube, cuboids, cylinder, triangular prism, cone,
rectangular based pyramid, total surface area of cone, cylinder and their volumes.
Learning objectives: students should be able to
1. Recall and use appropriate formulae to calculate the perimeter of plane shapes.
2. Calculate the lengths of arcs and perimeters of shapes in circles
3. Calculate area of sectors and segments of a circle
4. Total surface area of solid shapes

MENSURATION OF SOLID SHAPES

Properties of solid shapes

a) A Cube L
L

A cube has the following properties.

1. It has 12 straight edges
2. It has 8 vertices
3. It also has 6 square faces
4. Its net consists of 6 square faces joined together

b) A Cuboid
Len
Bre
Heig

A cuboid has the following properties.

1. It has 12 straight edges
2. It has 8 vertices
3. It also has 6 rectangular faces
4. Its net consist of 6 rectangular faces

c) A Triangular Prism
 A triangular prism has the following properties:
1. It has 6 vertices
2. It has 9 straight edges
3. It also has 3 rectangular faces and two triangular faces which are the end faces
4. Its net consist of 3 rectangles and 2 triangles joined together

d) A Cylinder
r

He

Properties:
1. A cylinder has 2 circular faces
2. It has 1 curved surface
3. It has 2 curved edges
4. Its net consist of two circular faces and 1 rectangular face i.e its net consist of 2 circles
and 1 rectangle.

e) A Cone
Ver

L
h

A cone has the following properties:

1. It has one vertex
2. It has 2 curved edges
3. It has 1 curved surface
4. It also has 1 circular face
5. Its net consist of a sector of a circle and a circle
f) Rectangular based pyramids

L
A rectangular based pyramid has the following properties:
1. It has 8 straight edges
2. It has 5 vertices
3. It has 4 triangular faces
4. It has 1 rectangular face
5. Its net consists of 4 triangles and 1 rectangle

EVALUATION
1. (a) Mention and draw 3 solid shapes that you know
(b) Write down the properties of each of the solid shapes you mentioned in 1a above
(c) List one real object for each of the solid shape mentioned in (1a) above

Surface Area and Volume of Common Solid shapes

A prism is a solid which has uniform cross section. Cubes, cuboids, and cylinders are examples
of prisms. In general,

Volume of prism = area of uniform cross section X perpendicular height

=area of base x height

L
L
L

Cube Cuboids
Cylinder

Triangular prism

Cube
Volume = l3
Surface area = 6l2
 Cuboid
Volume =lbh
Surface area = 2 (lb + lh + bh)

Cylinder
Volume = πr2 h
Curved surface area = 2πrh
Total surface area = 2πrh + 2π r2
= 2πr ( h + r)
Examples
1. Calculate the volumes of the following solids. All lengths are in cm.

a)
P
5
7
4
Q Rs 1

In the figure above, PQRS is a trapezium

b)

14
2. Calculate the total surface area of the solids in 1 (b) above

Solutions
1a.) Volume of prisms = area of uniform cross section X perpendicular height
= area of base X length of the prism
Area of PQRS = ½ ( 7 + 4) X /QR/ cm2
P
3 5
x S
4
Q R

4cm
Since /QR/ = / X S/
Consider triangle P X S

/ PX /2 + /XS/2= 52

3 2+ /XS/2 = 25
9 + / XS/2 = 25

/XS/2 = 25 – 9

/XS/2 = 16

/XS/ = √16cm = 4cm

Thus /XS/ = /QR/ = 4cm

Area of PQRS = ½ x ( 7 + 4) x /QR/ cm2

= ½ x 11 x 4 cm2
= 22cm2
Hence,
Volume of Prism = area of uniform cross section X length of prism

= 22cm2 x 12cm
= 264cm3

(b) volume of given cylinder = πr2h

from the given cylinder,

r = d/2 = 14/2 cm = 7cm

h = 4cm
volume of given cylinder = π x (7) 2 x 4cm3
22/7 x 49 x 4cm
= 22 x 28cm3
= 616cm3

2a) To calculate the total surface area of the solid shapes in 1a and b above.
2b) Total surface area of the given cylinder = 2πrh + 2πr2
= 2πr ( h + r)
= 2 x 22/7 x 7 ( 4+ 7 ) cm2
= 44 x 11cm2
= 484 cm2

EVALUATION
1a. A rectangular tank is 76cm long, 50cm wide and 40 cm high. How many litres of water can
it hold?
b. Calculate the total surface area of the rectangular tank in question 1a above
Surface area of a Cone
A sector of a circle can be bent to form the curved surface of an open cone. In the figure below,
the sector OA x B is of radius l and arc A X B subtends angle θ at O. This sector is bent to form
a cone of base radius r and slant height D
X B
L
θ B r
X
A
o

The following points should be noted

1. The area of the sector is equal to the area of the curved surface of the cone .
2. The length of arc A x B in the 1st part of the figure above is the same as the circumference
of the circular base of the cone in the 2nd part of the figure above
Curved surface area of cone =θ x πl2 …………..0
360
Also,
θ x 2πl = 2 πr
360
Divide both sides by 2π

θ x 2πl = 2 πr
360 2π 2π
θ x l =r
360
divide both sides by l
θ = r
360 l
substitute r/l for θ in equation i) above:
360
Curve surface area of cone =r x πl2
l
= Πrl
Hence,
Total surface area = curved surface area of a cone + area of circular base
= πr l +π r2
= πr ( l + r)

Examples
A paper cone has a diameter of 8cm and a height of 3cm

a). Make a sketch of the cone and hence use Pythagoras theorem to calculate its slant height.

b). Calculate the curved surface area of the cone in terms of π

c ) If the cone is cut and opened out into the sector of a circle. What is the angle of
the sector?

d) Assuming that the paper cone is closed at its base, what will be the total surface area of the
closed paper cone?

Solutions.
L
3
4 4
8c

From the given information about the paper cone,

Diameter = 8cm
:. Radius = diameter
2
= 8cm = 4cm
2
using Pythagoras theorem in the right angled triangle OBC

l2 = /OB/2 + /BC/ 2
l2 = 32 + 42

l2 = 9 + 16
l2 = 25
Take square root of both sides

√ l2 =√ 25
l = 5cm
:.the slant height of the paper cone is 5cm

b) Curve surface area of the cone = πrl

= π x 4 x 5 cm
= 20 πcm2 L=r

c)
θ
If the paper cone is cut and opened out into the sector of a circle as shown in the figure above,
then
area of sector of circle = curved surface area of the cone

i.eθx π x (5) 2 = 20 x π
360
5
θx π x 25 = 20 x π
360
12
5 θ = 72 x 20
Divide both sides by 5
5 θ =72 x 20
5
5 θ = 72 x 4

θ = 288o

EVALUATION
1. A 216 sector of a circle of radius 5cm is bent to form a cone. Find the radius of the base of
the cone and its vertical angle
2. Calculate (a) the curved surface area (b) the total surface area of the cone formed in
question (1) above. Leave your anser in terms of П

Volume of Pyramids and Volume of cone

In general,
Volume = 1/3 x base area x height

h L
L

Square based pyramid rectangular based pyramid Cone

:. Volume of square based pyramid = 1/3 x b2 x h

volume of rectangular based pyramid = 1/3 x l x b x h
volume of cone = 1/3 x Πr2 x h
Examples
1.A pyramid 8cm high stands on a rectangular base 6cm by 4cm.Calculate the volume of the
pyramid.
2. A right pyramid on a base 4cm square has a slant edge of 6cm.Calculate the volume of the
pyramid.
3. Calculate the volume of a cone 14cm in base diameter and 24cm high.
Solutions
1) Volume of a rectangular based pyramid = 1/3 x l x b x h
= 1/3 x 6 x 4 x 8 cm3
= 8 x8 cm3
= 64cm3

2) Considering the square base ABCD O

C 6
/DB/ 2= /DC/ 2 + /CB/2 4 D
Pythagoras rule: E
B
4
A
2 2 2
/DB/ = 4 + 4
/B/2 = 16 + 16.

:. √/DB/ = √ 32

/DB/ = 4 √2 cm
but
/ EB/ = ½ /DB/
Since t is the midpoint of / DB/

Then /EB/ = ½ X 4 X √ 2

= 2 √2 cm.

Now
Consider right angle OEB
OE 2 + EB 2 = ( OB)2
OE 2+ ( 2√2) 2 = ( 6) 2
OE 2 + 4 x 2 = 36
OE 2 + 8 = 36
OE 2 = 36 – 8
OE2 = 28
OE = √28
OE = √4 x 7

OE = 2 x √ 7 cm
OE = 2 √7cm
But OE =height of the pyramid = 2√7
:.volume of square of based pyramid = 1/3 x b2 x h
1/3 x 42 x 2 x √7 cm3

1/3 x 16 x 2 x √7 cm3

= 32 x √7 cm3
3
32 x 2.646cmm3
3
= 32 x.0.882cm3
= 28. 224cm3
= 28.2cm3 to 1 d.p. 2

1
3)

Since
Diameter = 14cm
Radius = diameter
2
= 14 cm.=7cm
2
:. Volume of cone = 1/3 πr2 h
= 1/3 x 22/7 x ( 7 ) 2 x 24

= 1/3 x 22/7 x 49 x 24 cm3

= 22 x 56cm3
= 1232 cm3

EVALUATION
1. A cone of height 9cm has a volume of n cm3 and a curved surface area of n cm3. Find the
vertical angle of the cone
2. A right pyramid on a base 8cm square has a slant edge of 6cm. Calculate the volume of the
pyramid

GENERAL EVALUATION
1. A solid cone has a circular base of radius 7cm. the vertical height of the cone is 15cm. the
cone is melted and recast into a metal cube of side xcm. Calculate correct to 3.s.f. the value
of x.
2. A cylindrical container with a diameter 80cm and height 50cm is full of liquid. The liquid is
then poured into another cylinder with a diameter 90cm. calculate the depth of the water.

READING ASSIGNMENT
NGM SS Bk 1 pg 166- 170 Ex 15a Nos 1 (d), 1(f), 2(b) and 29c) pages 168 -169.

WEEKEND ASSIGNMENT
1. Calculate the volume of a cylinder which has a radius of 21cm and height 6cm. A. 8500cm3
B. 8316cm3 C. 7632cm3 D 7500cm3 E. 8000cm3
2. Calculate the total surface of the cylinder in question 1. A, 5346cm2 B, 4653cm3
2 2 2
C. 3000cm D. 3564 cm E 3800cm
3. Calculate the volume of a cone which has a base diameter of 7cm and a height of 6cm A.
77cm3 B. 70cm3 C. 88cm3 D. 90cm3 E. 65cm3
4. Calculate the curved surface area of the cone in question 3 above. A, 152cm2 B.
150cm2 C. 132cm2 D 142cm2 E. 160cm2
5. Calculate the total surface area of a cuboids which is 8cm by 5cm by 3cm. A.198cm2
B. 178cm2 C 188cm2 D 168cm2 E. 158cm2.

THEORY
1. A water tank is 1.2m square and 1.35m deep. It is half full of water . How many times can a
9 litre bucket be filled from the tank?
2. A measuring cylinder of radius 3cm contains water to a height of 49cm. If this water is
poured into a similar cylinder of radius 7cm, what will be the height of the water column?.

WEEK FIVE Date……………………

TOPIC:
(a) Volumes of frustums of cone, rectangular based pyramid and other pyramids
(b) Proofs of angles sum of a triangle = 180o
(c) The exterior angle

(a) Volumes of frustums of cone, rectangular based pyramid and other pyramids
Many composite solids can be made by joining basic solids together. In the figure below, the
composite solids are made as follows:

(a) a cube and a square based pyramid.

(b) A cylinder and cone

Examples:
1. The figure below shows a composite solid consisting of a cube of edge 28cm and a
square-based pyramid of height 16cm. Calculate the volume of the solid

16

2.

2. The outer radius of a cylindrical metal tube is R and t is the thickness of the metal.
(a) Show that the volume V, of metal in a length, I units, of the tube is given by
V = П lt (2R – t)

(b) Hence calculate V when R = 7.5, t = 1 and 1 = 20

Solutions
1. From the diagram of the composite solid given in Question(1)
Volume of = Vol. of + Vol.
Composite solid square-based of
Pyramid cube

= 1/3 b2h + l3

= 1/3 x 28 x 28 x 16 + 283 cm3

= 784 x 16 + 28 x 28 x 28 cm3

= 12544 + 784 x 28 cm3

3

= 12544 + 21952 cm3

3

= 12544 + 65856 cm3

3
= 26133 /3 cm3
1

= 26133cm3

Vol. of the Vol. of Vol. of

Cylindrical metal = outside - inside
Tube cylinder cylinder

= П R2l - П r2l ..................1

But
R = t + r ...................2

Where
R = radius of outside cylinder
t = thickness of the cylindrical metal tube
r = radius of inside cylinder
From equation (2)
r = R - t
And substituting П R – t for r in equ (1):
Vol of the cylindrical = ПR2l - Пr2l
Meta.tube = ПR2l –П (R – t)2l
= ПR2l – П(R2 – 2Rt + t2) l
= ПR2l– ПR2l + 2ПRtl - Пt2l
= 2 П Rtl – Пt2l
= Пlt (2R – t)

(b) When R = 7.5, t = 1 and l = 20, then

Vol. of the cylindrical
Metal tube = П l t (2R – t)
= 22/7 x 20 x 1 (2 x 7.5 - 1)
= 22/7 x 20 x (15 – 1)
= 22/7 x 20 x 14
= 44 x 20
= 880

If a cone or pyramid standing on a horizontal table is cut through parallel to

the table, the top part is smaller cone or pyramid. The other part is called a frustum.
To find the volume or surface area of a frustum, it is necessary to consider the frustum, as a
complete cone (or pyramid) with the smaller cone (or pyramid) removed.

Examples:
1. Volume of a right circular cone is 5 litres. Calculate the volumes of the two parts into
which the cone is divided by a plane parallel to the base, one-third of the way down from
the vertex to the base. Give your answers to the nearest ml.

Solutions:
From the question, L
h = 1
H 3 L H
B
H = 3h
Also using similar triangles:
r = h = 1
R H 3

Thus:
R = 3r

Vol. of frustum Vol. of - Vol. of

Of cone = big cone small cone

= 1 П R2 l t - 1 П r2 h
3 3

But vol. of big cone = 5 litres

= 5 x 1000 ml
Since 1 litre = 1000 ml

i.e.
Volume of = 5000 ml
Big cone
1/3 П R2H = 5000 ml
П R2H = 3 x 5000 ml
П R2H = 15000 ml ………. (1)
Also,
From 3h = H
h = H/3

and 3r = R
r = R/3

Thus, vol. of small = 1/3 Пr2h

Cone

[ ]
2
1 R 4
= 3x π x 3 x3R
1 R2 4
ƛ× ×
= 3 9 3
2
ƛR 4
= 81
Since from equation (1) above ПR2H = 15000
Then
ƛ R 2 4 15000
Vol. of small = 81 = 81
Thus:
Vol. of frustum of cone = Vol. of big cone - Vol. of small cone

=
( 5000 5000
1
−
27 )
ml

=
(135000−5000
27 ) ml
130000
ml
= 27

= 4814.8m

4815ml

WEEK SIX
TOPIC: SIMPLE EQUATION AND VARIATIONS
CONTENT
 Change of subject of formulae
 Types of variation such as: direct, inverse, joint and partial
 Application of variations
Learning objectives: students should be able to
1. Solve simple equations
2. Substitute given values into formula
3. Change the subject of a formula
4. Understand and solve equations involving variations
EQUATIONS
An equation is a statement of two algebraic expressions which are equal in value. For example, 4
– 4x = 9 – 12x is a linear equation with an unknown x. this equation is only true when x has a
particular numerical value. To solve an equation means to find the real number value of the
unknown that makes the equation true.

Example 1
Solve 4 – 4x = 9 – 12x
4 – 4x = 9 – 12x
Add 12x to both sides of the equation.
4 – 4x + 12x = 9 – 12x + 12x
4 + 8x = 9
Subtract 4 from both sides of the equation.
4 + 8x – 4 = 9 – 4
8x = 5
Divided both sides of the equation by 8
8x
=5
8
5
x=
8
5
is the solution or root of the equation.
8
5
Check: when x = ,
8
5 1 1
LHS = 4 – 4 x = 4 - 2 = 1
8 2 2
5 1 1
RHS = 9 – 12 x = 9 - 7 = 1 = LHS
8 2 2
The equation in Example 1 was solved by the balance method. Compare the equation with a pair
of sales. If the expressions on opposite sides of the equals sign ‘balance’, they will continue to do
so if the same amounts are added to or subtracted from both sides. They will also balance if both
sides are multiplied or divided by the same amounts.
Example 2
Solve 3(4c - 7) – 4(4c - 1) = 0
Remove brackets.
12c – 21 – 16c + 4 = 0
Collect like terms.
-4c – 17 = 0
Add 17 to both sides
-4c = 17
Divided both sides by -4.
−17
C=
4
1
C = -4 ,
4
1
Check: When c = -4 ,
4
LHS = 3(-17 - 7) – 4(-17 - 1)
= 3(-24) – 4(-18)
-72 + 72 = 0 = RHS

EVALUATION
Solve the following equations
1. 2 – 5t = 20 – 8t
2. d = 12 – (11 + 4d)
1
3. 2 d = 28
3
Change of Subject of Formulae
If is often necessary to change the subject of a formula. To do this, think of the formula as an
equation. Solve the equation for the letter which is to become the subject. The following
examples show how various formulae can be rearranged to change the subject.

Example 1
Make x the subject of the formula a = b(a - x)
Clear brackets.
a = b –bx
rearrange to give terms in x on one side of the equation.
bx = b – a
divide both sides by b.
b−a
x=
b

Example 2
b+ x
make x the subject of the formula a =
b−x
b+ x
a=
b−x
clear fractions. Multiply both sides by (b – x)
ab – ax = b + x
collect terms in x on one side of the equation.
ab – b = ax + x
take x outside a bracket (factorise).
ab – b = x(a + 1)
divide both sides by (a + 1).
ab−x
=x
a−1
ab−b b(a−1)
∴x= =
a−1 a−1

Example 3
Make x the subject of the formula
1 2 2
b = √ a −x
2
clear fractions.
2b = √ a2−x 2
Square both sides.
(2b)2 = a2 – x2
4b2 = a2 – x2
Rearrange to give the term in x on one side of the equation.
x2 = a2 – 4b2
Take the square root of the both sides.
x = ± √ a2−4 b2
The general method of Example 1, 2 and 3 is to treat the formula as an equation and the new
subject as the unknown of the equation.
There are many different formulae. Therefore it is not possible to give general rules for changing
their subject. However remember the following:
1. Begin by clearing fractions, brackets and root
2. Rearrange the formula so that all the terms that contain the new subject are on one side of the
equals sign and the rest on the other. Do not try to place the subject on the left-hand side if it
comes more naturally on the right
3. If more than one term contains the subject, take it outside a bracket (i.e. factorise)
4. Divide both sides by the bracket, then simplify as far as possible.

EVALUATION
Make x the subject of the following equations.
1. x(a - b) = b(c - x)
2. √ x 2−a2= b
3. (ax – b)(bx + a) = (bx2 + a)a

Types of Variation such as: Direct, Inverse, Joint and Partial

Direct Variation
If a person buys some packets of sugar, the total cost is proportional to the number of packets
bought
The cost of 2 packets atNx per packet is N2x
The cost of 3 packets at Nx per packet is N3x.
The cost of n packets at Nx per packet is Nnx.
Thus, the ratio of total cost to number of packets is the same for any number of packets bought.

These are both examples of direct variation, or direct proportion. In the first example, the cost, C,
varies directly with the number of packets, n.

Example 1
If 1 packet of sugar costs x naira what will be the cost of 20 packets?
Cost varies directly with the number of packets bought.
Cost of 1 packet = x naira
Cost of 20 packets = 20 x n naira
= 20x naira

Example 2
If C∝ n and C = 5 when n = 20, find the formula connecting C and n.
C
C ∝ n means is constant.
n
Let this constant be k.
C
Then, = k
n
Or C = kn
C = 5 when n = 20
Hence 5 = k x 20
1
k=
2
1
thus, C = n is the formula which connects C and n.
4

1
a formula such as C = nis often known as a relationship between the variables C and n.
4

Example 3
If M ∝ L and M = 6 when L = 2, find
a. The relationship between M and L,
b. The value of L when M = 15.

a. If M ∝ L, then M =kL when k is a constant.

M = kL
When M = 6, L = 2
Thus, 6 = k x 2
K=3
Therefore M = 3L is the relationship between M and L.
b. M = 3L and M = 15,
Thus 15 = 3L
L=5

EVALUATION
1. If P ∝ Q and P = 4.5 when Q = 12, find
a. The relationship between P and Q
b. P when Q = 16
c. Q when P = 2.4

Inverse Variation
a. 5 equal sectors, b. 12 equal sectors.

72o
30o

Fig 1 Fig 2
In fig 1, there ar 5 equal sectors in the circle. The angle of each sector is 72o.
In fig 2, there are 12 equal sectors in the circle. The angle of each sector is 30o.
If there are 18 sectors, the angle of each sector would be 20o.
Therefore, the greater the number of sectors, the smaller the angle of each sector.
Similarity, if a car travels a certain distance, the greater its average speed, the less time it will
take.

These are both examples of inverse variation, or inverse proportion. Sometimes known as
indirect variation. In the first example, the size of the angle, θ , varies inversely with the number
of sectors, n. in the second, thetime taken, T, is inversely proportional to the average speed, S.
these statement are written:
1 1
θ∝ T∝
n S

Example 1
1
If θ ∝ andθ = 72 when n = 5, find
n
b. θ when n = 12
c. n when θ = 8

First: find the relation between θ and n

1 k
θ ∝ meansθ= where k is a constant.
n n
K
θ=
n
When θ = 72, n = 5
K
Thus, 72 =
5
K = 5 x 72 = 360
360
Thus,θ=
n
360
a. θ=
n
When n = 12,
360
θ= = 30
12
360 360
b. If θ= then n= .
n θ
When θ = 8,
360
n= =45
8

Joint Variation
The mass of a sheet of metal is proportional to both the area and the thickness of the metal.
Therefore M ∝ At (where M, A and t are the mass, area and thickness). This is an example of
joint variation. The mass varies jointly with the area and thickness.

Example 1
Y varies inversely as X2 and X varies directly as Z2. Find the relationship between Y and Z,
given C is a constant.
From the first sentence:
1
Y ∝ 2 and X ∝ Z2
X
A
Or Y = 2 and X = BZ2
X
Where A and B are constants.
A
Substituting BZ2 for X in Y = 2
X
A A
Y= 2 2
= 2 4
(B Z ) B Z
C A
Or Y = 4 where C is a constant = ( 2 )
Z B
Thus Y varies inversely as Z4.
(Alternatively, YZ4 = C)
EVALUATION
1. A rectangle has a constant area, A. its length is l and its breadth is b.
a. Write a formula for l in terms of A and b
b. Write a formula for b in terms of A and l.
c. Does l vary inversely or directly with b?

Partial Variation
When a tailor makes a dress, the total cost depends on two things: first the cost of the cloth;
secondly the amount of the time it takes to make the dress. The cost of the cloth is constant, but
the time taken to make the dress can vary. A simple dress will take a short time to make; a dress
with a difficult pattern will take a long time. This is an example of parital variation. The cost is
partly constant and partly varies with the amount of time taken. In algebraic from, C= a + kt,
where C is the cost, t is the time taken and a and k are constants.

Example 1
R is partly constant and partly varies with E. when R = 350, E = 1,600 and when R = 730, E =
3,600.
b. Find the formula which connects R and E.
c. Find R when E = 1300

a.From the first sentence,

R = c + KE where c and k are constants. Substituting the given values gives two
equations.
530 = c + 1600k (1)
730 = c + 3600k (2)
These are simultaneous equations.
Subtract (1) from (2)
200 = 2000k
200 1
K= =
2000 10
Substituting in (1),
1
530 = c + 1600 x
10
530 = c + 160
Thus, c = 370
1
Thus, R = 370 + E is the required formula.
10
E
b. R = 370 +
10
when E = 1300,
1300
R = 370 +
10
= 370 + 130
= 500

EVALUATION
1. The cost of a car service is partly constant and partly varies with time it takes to do the work.
1
It cost N3, 500 for a 5 hour service and N2, 900 for a 4-hour service.
2
a. Find the formula connecting cost, NC with time, T hours
1
b. Hence find the cost of a 7 hour service.
2
2. X is partly constant and partly varies as y. when y = 2, x = 30, and when y = 6, x = 50.
a. Find the relationship between x and y.
b. Find x when y = 3

GENERAL EVALUATION
1. If a man cycles 15km in 1 hour, how far will he cycle in two hours if he keeps up the same
rate?
2. A piece of string is cut into n pieces of equal length l.
a. Does n vary directly or inversely with l?
3. The mass of rice that each woman gets when sharing a sack varies inversely with the number
of women. When there are 20 women, each gets 6kg of rice. If there are nine woman, how
much does each get?

READING ASSIGNMENT
New General Mathematics SSS 1 pages 220 Exercise 18a 11 – 15

WEEKEND ASSIGNMENT
y
x∝ when y = 7 and z = 3, x = 42.
z
1. Find the relation between x, y and z A. y = xz B. x = y/z C. x = 18y/z D. y = 18xz
2. Find x when y = 5 and z = 9 A. 20 B. 5 C. 2 D. 10
3. Which of the following give the correct expressions for inverse variation A. x = ky B. x =
k/y C. x = kyz D. x = 1/y
4. If r ∝ 1/T and T = 8 when R = 4, find the relationship between R and T A. R = 32/T B. R
= 32T C. R = T/32 D. 32 = R
5. If D varies inversely as T use the symbol ∝ to show a connection between d and t. A. d ∝ t
B. d ∝ 1/t C. d = 1/2t D. d ∝ = 1/t

THEORY
1. The number of bricks, b, that a man can carry varies inversely with the mass of each brick, m
1
kg, find the relationship between b and m. hence find the number of 3 kg bricks that he can
2
carry.
2. If x – 3 is directly proportional to the square of y and x = 5 when y = 2, find x when y = 6

WEEK SEVEN Date………………….

TOPIC: GEOMETRICAL CONSTRUCTION
(a) Revision of Construction of Triangle
(b) Drawing and bisection of Line Segment
(c) Construction and Bisection of Angles 90o, 45o, 135o, 221/2o, 571/2o
(d) Construction and Bisection of Angles: 30o, 60o, 90o, 120o, 150o

(a) Revision of Construction of Triangles

Example
1. Construct ABC in which !AB ! = 7cm, !AC! = 9.5cm and ABC = 120o.Measure !BC!
2. Construct PQR in which !PQ != 5.5cm !QR! = 8..5cm and PQR = 75o . Construct M the
midpoint of PR Measure /QM/

Solutions
1. First make a sketch of the triangle to be constructed .
9.

7c

Draw a line AB = 7cm

Then construct angle 120o at B with radius 9.5cm and centre A, draw an arc to cut the 120 o at
C. Draw line AC

9.5c
120

A 7cm B

From the diagram /BC/ = 3.6cm

2) First make a sketch of the triangle to be constructed.

a. Draw line PQ = 5.5cm

b. Construct angle 75o at Q
c. With centre Q and radius 8.5cm , draw an arc to cut the angle 75o at R.
d. Draw line QR.
e. Bisect line PR
R
8.

P 7
From the diagram, /QM/ = 5.5cm

EVALUATION
a. Construct XYX in which /YZ/ = 7.5cm XYZ = 60o and XZY = 45o
b measure !XY !and !XZ!

(b) Drawing and Bisection of Line Segments

To bisect a given line segment means to divide the given line segment into two parts of equal
length. The steps to take to bisect a given line segment are as follows:
1. Draw the given line segment AB ( let AB = 8.6cm)
2. With centre A and radius of about ¾ of length of AB, draw an arc above and below the
line AB
3. With centre B and the same radius used in step 2 above, draw arcs to cut the previous
arcs in step 2.
4. Draw a line through the 2 points of inter- section of the pair or arcs obtained from steps 2
and 3 . The line drawn is the perpendicular bisector of line AB.

A E B
8.

Thus AE = EB = 4.3cm

EVALUATION
1. Draw a line CD = 11cm
Bisect the line CD
2. Construct the mid point M of the line drawn below

C 10. D
Where length CD = 10.6cm

(c) Construction and Bisection of angles : 90o, 45o, 135o, 22 ½ , 67 ½ o.

To construct angle 90o, take the following steps:
1. Draw a line BC and mark a point A at which the angle 90o is to be constructed .
2. With centre B and any suitable radius draw an arc above line BC.
3. With centre C and the same radius used in step 2, draw an arc to cut the previous Arc at
D.
4. Draw a line through points A and D. thus < DAB = <DAC = 90o
D

B A

Since 45o = ½ of 90o, angle 90o is bisected to obtain angle 45o. This is shown in the figure below:

B C

4
A
Thus < IGF = 45o
Also < HGI = 45o
Similarly 22 ½ o = ½ of 45o, By bisecting angle 45o, we can obtain angle 22 ½ o as shown in the
figure below:

D
E

B C
 F

2
A

Thus <EDB = 22 ½ o. Also <EDB = 22 ½ o

Also 135o = 90o + 45o. Thus by constructing angle 90o at a point on a line and bisecting the 90o
on the other side, we can obtain angle 135o. This is shown in the figure below:

1
B C

Thus <FDE = 135o.

As explained above bisection of angle 135o will give angle 67 ½ o

Bisection of a given Angle.

The step to take for bisecting a given angle are as follows.
1. Draw the given angle ABC i.e<ABC
2. With centre B and any suitable radius, draw an arc to cut AB at D and BC at E.
3. With centre D and any suitable radius, draw an arc
4. With centre E and the same radius as the one used in step (3) above, draw another arc to cut
the previous arc at F.
5. Draw the line BF. Line BF is the bisector of ABC. This is shown in the figure below
A
F

B C

Thus < FBC = , ABF = ½ <ABC.

EVALUATION
1. Construct angle 135o
2a. Construct angles 22 ½ o
b. Construct angle 67 ½

(d) Construction and bisection of angle: 60o, 30o, 75o, 105o, 120, 150o.
To construct angle 60o, the following steps must be taken:
1. Draw a line AB and mark the point A at which the angle 60o is to be constructed
2. With centre A and any convenient radius, draw an arc to cut line AB at C.
3. With centre C and the same radius used to draw the arc in step 2 above, draw another arc
to cut the previous arc at D.
4. Draw line AD and extend it to E
5. Then ,EAB = 60o.

A C B

To construct angle 30obisect angle 60o to give angle 30o, this is shown in the figure below:

3
A B

Thus, <ABC = 30o

To construct angle 75o . Since 75o = 60 + ½ of 30o, then first construct angle 90o at a point on a
straight line. Next construct angle 60o at the same point where angle 90o has been constructed.
Then the angle 30o difference between the angle 90o and 60o is bisected to give 15o on either
side .thus 60 o + 15 = 75. This is shown in the figure below:
 B

F
E

7
D A C

Thus, <ABC = 75.

Construction of angle 105o .
Angle 105o can be constructed by constructing 60o in the adjacent right angle at E and
E bisecting
o
the remaining 30 . Thus 105 = 90 + ½ x 30.this is shown in the figure below:

1
F E D

F
1
C B

A
Thus <FED = 105.

To construct angle 120o

the following steps must betaken :
1. Draw a straight line AB and mark a point C on the line where the angle 120o is to be
constructed.
2. With centre C and a suitable radius, draw a well extended arc to cut line CB at point D.
3. With centre D and the same radius used in step 2 above draw an arc to cut the extended arc in
step 2
at point E.
4. With E as centre and the same radius, draw an arc to cut the extended arc at point F.
5. Draw line CF. Thus <FCB = 120. This is shown in the figure below:

1
A C B

Construction of angle 150 o.

Since 150 = 120o + ½ of 60o, first construct angle 120o on a straight line angle. Then bisect the
adjacent 60o angle to get 30o. Thus 30o + 120o on the right hand side gives the required angle
150o. This is shown in the figure below:
<DCB = 150o

EVALUATION
1. Construct angle 70o
2. (a) Construct angle 105o
(b) Construct angle 150o.

GENERAL EVALUATION
Construct the following angles using compasses only.
(a) 60o
(b) 45o
(c) 135o
(d) 37.5o

READING ASSIGNMENT
NGM SS Bk I pg 176-178;Ex.16a. No 1 pg 177

WEEKEND ASSIGNMENT
Construct ∆ XYZ such that XY = 5cm, XY^ Z = 120o and YZ = 7cm. measure the following
1. XZ A. 10.4cm B. 13cm C. 8cm D. 4cm
2. Y ^
X Z A. 25o
B. 30 o
C. 35 o
D. 40 o

3. X ^Z Y A. 30o B. 250 C. 50o D. 60o

Construct ∆ ABC such that AB = 6cm, BC = 7.5cm and ABC = 75o. bisect AB at P and AC at Q.
Measure
4. PQ A. 3.8cm B. 10cm C. 2cm D. 8cm
5. QC A. 5.1cm B. 6.8cm C. 4.1cm D. 8.2cm

THEORY
1. (a)Use ruler and compasses to construct PQR in which Q = 90o, /QR/ = 5cm and /PR/ =
10CM
(b) Measure /PQ/
(c) Use pytahgoras theorem to check the result.
2. (a) Construct ABC such that /AB/ = 7cm, /BC/ = 6cm and ABC = 60o
(b) The bisector of C meets the perpendicular bisector of AC at X. Find the point X by
construction
(c) Measure !BX

WEEK 8 Date……………..
TOPIC: CONSTRUCTIONS
(a) Construction of quadrilateral polygon i.e. four sided figure with given certain
conditions parallelogram
(b) Construction of equilateral triangle
(c) Locus of moving points including equidistance from two lines of two points and
constant distance from the point.

(a) Construction of Quadrilaterals

Learning objectives: students should be able to
1. Use ruler and compasses to bisect a line and an angle
2. Construct special angles
3. Construct triangles and quadrilaterals
4. Define locus
5. Construct locus of point that are equidistant from two given points and two given
lines

Examples
1. Construct a quadrilateral ABCD in which AB is parallel to DC /AB/= 4cm, /BC /= 5cm and
/DC/= 7cm and <ADC = 105o..Measure the diagonal BD.
2. Use your ruler and compasses to construct the parallelogram PQRS in which /QR/ = 5cm,
/RS /=11cm and < QRS = 135o.
b. Measure the length of the shorter diagonal of PQRS.

Solutions
First make a sketch of the quadrilateral to be constructed as shown in the figure below:
4 B
A

1
C
D 7
Steps of the required construction are stated as follows:
i. Draw DNC = 7cm with DN = 3cm and NC = 4cm
ii. Construct CDM = 105o
iii. With N as centre, radius 5cm draw an arc to cut DM at A
iv. With A as centre and radius of 4cm draw an arc.
With C as centre and a radius of 5cm draw a second arc to cut the first arc at B
v. Join A to B and C to B to complete the quadrilateral ABCD.
By measurement , /BD/= 4.5cm
M

4
A B
 5

D 3 4 C

2)First make a sketch of the parallelogram PQRS

11
1
Q 5 R

The step of the construction are stated as follows:

i. Draw line QR = 5cm
ii. Construct R = 135o
iii. With R as centre and radius 11 cm draw an arc to cut the angle 135o line at S.
iv. With S as centre and radius 5cm, draw an arc
v. With Q as centre and radius 11cm, draw a second arc to cut the arc of step iv. This is
point P
vi. Draw lines to join S to P and P to Q
vii. Draw dotted line through diagonal RP and measure it.

P
S

11

1
 Q 5

By measurement the length of the shorter diagonal PR is 8.7cm

EVALUATION
a. Construct quadrilateral ABCD such that /AB/ = 5cm, /BD/= /DC/ =8cm,<ABD =30 o and
<BCD = 45o.
b. Measure the diagonal /AC/.

(b) Construction of Equilateral Triangle

An equilateral triangle is a triangle in which all the sides are of equal length and each of its
angle is 60o.

Examples
1. Construct an equilateral triangle XYZ such that /XY/= 5CM
2. (a) Construct an equilateral triangle ABC such that /AB/= 7cm
(b) Construct the bisectors of A, B and C
(c) What do you observe?
Z

Solutions
Sketch:
Z

5 5

X Y X Y

2) Sketch: The required construction is

7 7

7
C. The bisectors of each angle meet each other at a point inside the equilateral triangle.

(c) Construction of Loci of Moving Points

1. Locus of points at a given distance from a fixed point.

In the figure below, O is a fixed point, Pi, P2 are at a constant distance x cm from O . The locus
of the points is a circle of radius x cm.(see the figure below).

P
x P
O

ii). Locus of point at a given distance from a straight line

x
P P Lo
x
P P

In the figure above AB is a straight line which continues indefinitely in both directions. Points
Pi, P2, P3, P4 are each a distance x cm from AB. In two dimensions, the locus of the points
consist of two straight lines parallel to AB, each at a distance x cm from AB.
Note that this locus consist of two separate lines.

iii.) Locus of points equidistant from two given points.

X P
 Y

In the figure above, x and y are two fixed points . Points Pi, P2, P3 are such that /PiX/ =
/PiY/, /P2X/= /P2Y/and /P3Y. /. P1, P2, P3, lie on the perpendicular bisector of XY. The locus
of the points is the perpendicular bisector of XY (shown in the figure above).

iv) Locus of Points Equidistant from two straight lines.

A D

B
C

In the figure above, AB and CD are straight lines which intersect at O. P1 is equidistant from AB
and CD . Similarly, P2 is equidistant from the two lines. P1 and P2 lie on the bisector of the
acute angle between the two lines.
P

A D

C B
In the figure above, P3 is equidistant from AB and CD.P3 lies on the bisector of the obtuse angle
between the two lines.
Thus, the complete locus of points which are equidistant from two straight liens is the pair of
bisectors of the angles between the lines.( see the figure below).
Note that the two parts of the locus intersect at right angles.

A D

C B

Example
Using ruler and compasses only
a, Construct ABC such that /AB/ = 6cm, /AC/ = 8.5cm and BAC = 120o

b. Construct the locus l1 of points equidistant from A and B,

c. Construct the locus l2 of points equidistant from AB and AC.

d.Find the points of intersection P1 and P2, of l1 and l2 and measure /P1 P2/

Solution
B

6
1 C
A 8.5
P
B

6
P

A 8.5 C
a. Note the construction of BAC = 120o.

b. l1 is the perpendicular bisector of AB

c. l2 is in two parts. AP1 is the bisector of BAC. AP2 is perpendicular to AP1, Note that points
on AP2 are equidistant from AB and CA produced.
d. By measurement /P1P2/ = 6.8cm

EVALUATION
a. Construct an equilateral triangle ABC such that /AB/= 8cm
b. Construct the midpoints of AB, BC, and CA
c. What do you observe?

READING ASSIGNMENT
NGM SS BK 1 pages 176-186 Ex 16e No.6 page 186.

GENERAL EVALUATION
a. Construct a XYZ in which /YZ/ = 8.2cm, XYZ = 45o and XZY = 75o.
measure !XY!.
b. Using ruler and compasses only, construct:
i. The locus of a point equidistant from Y and Z.
ii. A point Q on this locus, equidistant from YX and YZ.

WEEKEND ASSIGNMENT
1. A circle centre O, radius 5cm is drawn on a sheet of paper. A point P moves on the paper so
that it is always 2cm from the circle . The locus of O A. a circle, centre O, radius 3cm
B. two circles,centre O radii 3cm and 7cm C. a circle, centre O, radius 6cm D. two
circles,centreO,radii 4cm and 6cm E. a circle, centre O, radius 3.5cm.
2. XYZ is a straight line such that /XY/ =/YZ/= 3cm .A point P moves in the plane of XYZ so
that /PY/ < /XY/, which of the following describes the locus of P? A. line through X
perpendicular to XZ B. line through Y perpendicular to XZ C. line through Z
perpendicular to XZ D. circular disc, centre X,radius 3cm E. circular disc, centre 4,
radius 3cm.
3. Describe the locus of a point which moves so that it is always 5cm from a fixed point O in a
plane. A. rectangle which measures 10cm by 5cm B. square of side length 5cm C. a
parallelogram whose diagonals are 10cm and 5cm C. a circle of radius 5cm, centre O
E. a circle of radius 10cm, centre O.
4. Describe the locus of a point which moves along a level floor so that it is 2m from a wall of a
room.A. One line, parallel to and 2m from the wall. B. Two lines, one each side of,
parallel to and 2m from the wall C. A circle of radius 2m D. A semi-circle of radius ½
m E. Two perpendicular lines, each of length 2m
5. Describe the locus of a point which moves so that it is 3cm from a fixed line AB in a plane.
A. 2 lines parallel to AB and 6cm apart, joined by semi-circular ends. B. 2 lines parallel to
 AB and 8cm apart; joined by semi-circular ends C. 2 lines perpendicular to AB D. A
circle of radius 6cm E. circle of radius 3cm.

THEORY
1. construct a trapezium ABCD in which AB is parallel to DC, AB =4cm BC = 8cm, CD =
11cm, DA = 6cm. (hint: in a rough figure, divide the trapezium into parallelogram AB X D
and triangle BCX. (First construct triangle BCX )
2. Using ruler and compasses only, construct
a) ABC such that /AC/ = 8.5cm and ACB = 135o.
b) Using any geometrical instruments, find a point P within ABC which is at a distance
2.8cm from AC and 6cm from B. Measure the length of AP.