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678 '9:;<;











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This publication is uesigneu to pioviue accuiate anu authoiitative infoimation in iegaiu to the subject
mattei coveieu. It is solu with the unueistanuing that the publishei is not engageu in ienueiing legal,
accounting, oi othei piofessional seivice. If legal auvice oi othei expeit assistance is iequiieu, the seivices
of a competent piofessional shoulu be sought.













Copyiight 2u14 NKALA Enviionmental

All Rights Reseiveu.

No pait of this book may be iepiouuceu oi useu in any foim without wiitten peimission fiom the
publishei. The oiiginal puichasei is heieby gianteu peimission to piint oi copy the pages foi use with the
oiiginal puichasei's chiluienstuuents.















Publisheu by NKALA Euucational Seivices

P.0. Box 1781
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"""





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2.2 8lnA8?, uLClMAL, Anu PLxAuLClMAL nuM8L8S
2.3 uLClMAL LACLS Anu 8CunulnC
2.4 AuulnC Anu Su818AC1lnC
2.3 MuL1lL?lnC
2.6 ulvlulnC
2.7 lAC1C8lnC
2.8 C8LA1LS1 CCMMCn lAC1C8
2.9 LLAS1 CCMMCn MuL1lLL
2.10 SlMLll?lnC l8AC1lCnS
2.11 CCnvL81lnC 8L1WLLn l8AC1lCnS Anu uLClMALS

#
11
21
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31
41
47
31
33
39
63
69

*( ; <56=5.:
3.1 CCnvL81lnC 8L1WLLn l8AC1lCnS, uLClMALS, Anu L8CLn1S
3.2 llnulnC L8CLn1
3.3 L8CLn1S Cl CPAnCL
3.4 1Ax, 1lS, ulSCCun1S, Anu MA8kuS
3.3 SlMLL Anu CCMCunu ln1L8LS1

#
74
80
83
89
93
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4.1 vL88AL Lx8LSSlCnS
4.2 C8uL8 Cl CL8A1lCnS
4.3 ulS18l8u1lvL 8CL81?

#
101
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"#
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3.1 SCLvlnC ALCL88AlC LCuA1lCnS
3.2 C8APlnC SlnCLL-vA8lA8LL lnLCuALl1lLS
3.3 SCLvlnC ALCL88AlC lnLCuALl1lLS

$
119
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137

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6.1 ulvlSl8lLl1? 8uLLS
6.2 LxCnLn1S
6.3 SClLn1lllC Anu LxCnLn1lAL nC1A1lCn
6.4 8CC1S

$
143
131
137
163
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171
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8.3 W8l1lnC LlnLA8 LCuA1lCnS
8.6 C8APlnC LlnLA8 lnLCuALl1lLS
8.7 C8APlnC S?S1LMS Cl LCuA1lCnS
8.8 SCLvlnC S?S1LMS Cl LCuA1lCnS 8? Su8S1l1u1lCn
8.9 S?S1LMS Cl LCuA1lCnS WC8u 8C8LLMS

$
193
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209
217
233
243
237
263
267

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9.1 luLn1ll?lnC LlkL 1L8MS
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$
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v
NNIANIN0

Ti 9

Auesua 1

This woikbook is wiitten foi Afiikan people - homeschool stuuents, paients, auult leaineis, publicpiivate
school stuuents, unschooleis, anu most impoitantly those seeking Afiikan centeieu iesouices. This book is
best useu as a supplement to an Afiikan centeieu mathematics couise (oi tutoiial) oi as a iefieshei guiue
foi those alieauy familiai with the topics insiue. Each section contains a biief explanation of how to solve
the pioblems within, but uoes not go into uetail. Success in each section is uepenuent on the stuuent's
ability to look at the example(s), finu the patteins anu apply them to similai pioblems within a uiffeient
context.

Although this book uoes incluue much infoimation about the coiiect context of Afiikans in the
uevelopment of mathematics I want to emphasize that this is not a histoiy book. The focus is not on "what
we uiu" but on "how we uiu it." Foi that ieason I have not gone into gieat uetail on the histoiy. Foi moie
infoimation on the histoiical accomplishments of Afiikans in the uevelopment of mathematics, see the
ieauing list in Appenuix B.

Subsequent euitions will be maue available entiiely in the AkanTwi language. The authoi stiongly
iecommenus that stuuents leain to speak about anu solve mathengineeiing pioblems in vaiious Afiikan
languages. The uevelopment of Afiikan languages to be useu foi scienceengineeiing pioblem solving
applications is veiy impoitant woik to be continueu by futuie geneiations of pan-Afiikan nationalists.

Solutions to all of the pioblems aie available foi uownloau at www.nkalaeuucation.com.

!!"# %&'() * +!
#$$% &'()* (+,') ,-' *,(), .+ ,-' /&0,0(1 2'3.45,0.16

!"#$%& ()(*%#(
+&,-,!( +. !"#$%& ()(*%#(
*/ 0

123456 7











!"# %&'()* +,-.)'- - Crlglns of number SysLems

A fltst qtoop of elqbt slqos, colleJ tbe sectet cooot, teptoJoces tbe fltst seveo oombets, wblcb,
occotJloq to o j8omooo] mytb, wete eoqtoveJ lo spoce wbeo, tbtooqb jtbe sopteme beloq's]
wotJ, tbe cteotot fotmeJ tbe oolvetse. lt ls solJ tbot tbey cootolo tbe wbole oolvetse, fot tbey
ote oo otltbmetlcol sommoty of tbe cteotot ooJ jtbe cteotots] wotk. 1be oombet ooe tepteseots
tbe ptlmotJlol tbooqbt tbot fotmeJ tbe wotlJ, two symbollzes tbe spllttloq lo two of tbe fltst
ptloclple. 1be oombet tbtee cottespooJs to tbe elemeot of flte ooJ tbe moscolloe ptloclple, lt ls
tbe otlqlo of llfe, movemeot, ooJ tlme. 1be oombet foot symbollzes tbe femole ptloclple, boto of
... ootote ooJ tbe elemeot of wotet. Nombet flve ls tbe syotbesls of tbe cteotot ooJ jtbe
cteotots] wotk, slx tepteseots mole os well os femole twlosblp, seveo, wblcb ls tbe som of tbtee
ooJ foot, tepteseots tbe coople, tbe petsoo (botb mole ooJ femole), lotelllqeoce, fecooJlty, ooJ
tbe eottb.
1




ln Lhe same way LhaL Lhe splrlLual observaLlons of Afrlkan people were used Lo creaLe Lhe foundaLlons
of asLrology, asLronomy, agrlculLure, geomeLry, geodesy, geography, and carLography Lhese same
observaLlons were used ln Lhe formaLlon of Lhe branch of maLhemaLlcs called arlLhmeLlc.

ArlLhmeLlc ls Lhe branch of maLhemaLlcs LhaL deals wlLh quanLlLy, numbers, and Lhe comblnlng of
numbers Lhrough Lhe operaLlons of addlLlon, subLracLlon, mulLlpllcaLlon, and dlvlslon. When Afrlkan
women dlscovered LhaL Lhelr bodles operaLed on a monLhly cycle LhaL was ln sync wlLh Lhe moon Lhey
developed Lhe flrsL number sysLem as a way Lo measure and charL LhaL cycle as well as Lo measure and
charL Lhe dlfferenL sLages of Lhelr pregnancy.

1he oldesL plece of physlcal
evldence LhaL we have of Lhls
calendar/charL/arlLhmeLlc
connecLlon ls Lhe lebombo
bone. 1hls 37,000 year old
bone, Lhe flbula of a baboon,
was found ln Lhe mounLalns
beLween Azoolo and
Nqwooe
2
. 1hls bone had 29
dlsLlncL noLches cuL lnLo lL,
whlch were used Lo charL Lhe
29 days of Lhe lunar monLh.


1
Diop, CA. Civilization or Barbarism. Brooklyn: Lawrence Hill Books, 1991, pg. 317
2
Two countries in southern Afrika. Also known as South Afrika and Swaziland respectively


!"# %&'()* +,-.)'- - Crlglns of number SysLems
1he mosL well known maLhemaLlcal arLlfacL ls Lhe lsbooqo bone. 1hls was also Lhe flbula of a baboon
3

LhaL was found near Lake 8uLanzlge ln Lhe flshlng dlsLrlcL of lsbooqo near Lhe border of Lhe kongo and
uganda aL Lhe source of Lhe rlver nlle. 1hls 23,000-year-old arLlfacL has several groups of marklngs
(boLh fronL and back vlews shown below) LhaL lndlcaLe knowledge of a declmal (base 10) number
sysLem, prlme numbers, and a meLhod of mulLlpllcaLlon by doubllng. 1he lsbooqo bone was also used
as a lunar calendar and lL ls belleved Lo have been used as a wrlLlng/engravlng Lool as Lhere ls a plece
of quarLz sLone embedded lnLo one end of Lhe bone.
4
Can you flnd some paLLerns ln Lhe grouplngs on
Lhe lsbooqo bone?












3
It is interesting to note that both the Lebombo and the Ishango bones were fibulas belonging to baboons. It is probably no coincidence
then that in the Nile Valley the NTR Djehuity who is associated with the moon and with baboons (baboons are intelligent, nocturnal
animals who sing to the moon at night) and is credited with the creation of mathematics and time amongst other things. Djehuity is often
depicted as having the head of an ibis, which is a bird has a beak that resembles the crescent moon.
4
In a neighboring district other artifacts were found such as harpoon heads, which have been dated back 70,000 years ago. Interestingly
enough, these same kinds of artifacts, as well as the same method of multiplication by doubling is seen further north along the Nile river
amongst the Nile valley civilizations. This is yet another piece of evidence which speaks to the central Afrikan origins (as opposed to
european or non-Afrikan origins) of ancient Kemetic civilization.


!"# %&'()* +,-.)'- - Crlglns of number SysLems




As Lhe developmenL of maLhemaLlcs conLlnued Lhese ldeas and Lechnlques were complled lnLo
maLhemaLlcal LexLbooks. 1here are several maLhemaLlcal LexLbooks LhaL we know of whlch
demonsLraLe maLhemaLlcal knowledge ranglng from Lables of kemeLlc unlL fracLlons Lo Lhe foundaLlons
of lnLegral calculus.

Cne LexLbook lncludes 84 problems lnvolvlng arlLhmeLlc, algebra, geomeLry, LrlgonomeLry, and more.
1hls book was a copy of an earller LexLbook. 1he auLhor of Lhe book ls a scrlbe who was called lahmesu
(commonly referred Lo as Ahmes), and he wroLe Lhls LexLbook around 1834 bce durlng Lhe mlddle
klngdom of kM1.






!"#$$%& !"#$%&'()*
(")*+, "%-."/
!"#$%&'(+ -%./0 123 $0 ."12+."1-)(& 1-.+& .+,-)-%+&
3*-1-%4& 535


!"# %&'()* +,-.)'- - Crlglns of number SysLems
1he LlLle page of Lhe lahmesu maLhemaLlcal papyrus ls a very lnLeresLlng one:

koles fot cooJoctloq teseotcb loto ootote, fot tbe potpose of koowloq oll tbot exlsts, eocb
mystety ooJ eocb sectet. lot tbot potpose, tbls popytos toll wos copleJ lo tbe yeot JJ, foottb
mootb of Akbet, ooJet tbe Mojesty of tbe kloq of uppet ooJ lowet jkM1], Ao-wset-ko, moy be
llve! AoJ tbls wos occototely copleJ ftom oo oocleot text ptoJoceJ lo tbe tlme of tbe kloq of
uppet ooJ lowet jkM1], Ne-Moot-ko, by tbe sctlbe lobmeso (Abmes), wbo losctlbeJ tbls copy.
5


1hls Lells us LhaL anclenL Afrlkan people envlsloned maLhemaLlcs as a meLhod LhaL would allow us Lo
beLLer undersLand Lhe naLure around us. 1he Akan oJlokto symbol bwemoJoo can offer us some
lnslghL as Lo Lhe naLure of Lhe Afrlkan concepL of research." 1he proverb assoclaLed wlLh bwemoJoo ls
as follows: Sc wohwehwc mu a, na wohu mu, sc wopusu mu a, na woLe ne pampan.
6
1hls symbol
Leaches us of Lhe lmporLance of crlLlcal examlnaLlon ln all LhaL we do. lndeed, Lhls was Lhe same Lype
of crlLlcal examlnaLlon, or obwebwemo LhaL early Afrlkans engaged ln.


5
Ahmes, Ahmes Mathematical Papyrus 1316 AFK (1834 BCE)
8
196: ;*</= >?@3: AB5 3C6D/:3 /EF /E4 GB:E3:E4 </HH I3 9:B<:J 6:2 <@3: AB5 4@693 /EF AB5 </HH 9:B< /E4 4D3HHKL


!"# %&'()* +,-.)'- - Crlglns of number SysLems
/)').01 %&')*23-

1he leLLers and numbers LhaL we are famlllar wlLh were noL creaLed by Afrlkans. Powever, Lhe lmages
below are our symbols!





!"# %&'()* +,-.)'- - Crlglns of number SysLems



kemeLlc numerals

1



10



100



1000



10,000



100,000






!"# %&'()* +,-.)'- - Crlglns of number SysLems
/)').01 4*21.056-



2/3



1/2



1/3



1/7




!"# %&'()* +,-.)'- - Crlglns of number SysLems

!"#$%& $()%*"+#, %#- "#$()%!"*"$,
,!+.$

*/ 0

%12345 6









!"# %&'()* +,-).&/'0 )'1 2'(,-)3&.&(0 " #$%&'

!"#$% '() '*+,*+- ./$ %#(0$1

The slope of a lineai function is a measuie of the line's steepness. A positive slope inuicates "climbing
uphill" fiom left to iight, anu a negative slope inuicates "climbing uownhill" fiom left to iight. The closei the
value of slope is to zeio, the moie hoiizontal the line is. Any line with a slope = u, is a hoiizontal line. The
faithei the value of the slope is away fiom zeio the moie veitical the line is.






Slope (usually calleu "m") is the iise ovei the iun of the line. That is, the change in the Y-values (the iise)
uiviueu by the change in the X-values (the iun) between any two points on the line. The slope is the same
thioughout the entiie line.

! !
!!
!!
!
!
!
! !
!
!
!
! !
!
!
!
!
! !
!
!
!
! !
!

uiaph with a slope neai zeio. uiaph with a laige positive slope.
uiaph with a slope equal to zeio. uiaph with a negative slope.


!"# %&'()* +,-).&/'0 )'1 2'(,-)3&.&(0 " #$%&'
!"#$%&'(

"# $%& '(&) *+# ,-./# 0#*1##& %&2 *1. /.(&*, %, '.--.1,3 4556758 %&) 495:697:8;

! !
!!
!!
!
!" ! !!!"!
!! ! !!!"!
!
!!
!!
!
!
!
! !!!

<+# ,-./# .' *+# -(&# *+%* /%,,#, *+=.>?+ *+# /.(&*, 4556758 %&) 495:6 97:8 (, @A
!
!
3 <+(, @#%&, '=.@ %&2
/.(&* .& *+(, -(&# (' 2.> =(,# B >&(*, (& *+# C9)(=#$*(.& %&) *+#& =>& D >&(*, (& *+# E9)(=#$*(.& 2.> 1(-- ,*(-- 0#
.& *+# -(&#3



!
B
D"


!"# %&'()* +,-).&/'0 )'1 2'(,-)3&.&(0 " #$%&'

Slope is only one pait of a lineai equation. The othei pait is calleu the Y-inteicept. This is the point wheie
the giaph of the line ciosses (oi inteicepts) the Y-axis. If you know the slope anu the Y-inteicept of a line
you can wiite an equation foi that line as follows:

! ! !" ! !

This is known as the "slope-inteicept equation" foi a line wheie ! is the slope, " is the Y-inteicept, # is any
x-cooiuinate, anu $ is the y-cooiuinate that coiiesponus to that x-cooiuinate. Anothei foim is the stanuaiu
foim foi the equation of a line:

!" ! !" ! !

Finally, anothei useful foim is the "point-slope foim" of a lineai equation. You can use this foimula to
ueteimine the equation of a line baseu on only having the slope anu one point (x1,y1) on the line:

! ! !
!
! !!! ! !
!
!

!"#$%&'(

Finu the slope of the line: 2x+4y=12

Conveit the equation in stanuaiu foim to slope-inteicept foim like this:

!! ! !! ! !"
!! ! !! ! !! ! !" ! !!
!! ! !" ! !!
!!
!
!
!" ! !!
!

! !
!"
!
!
!!
!
! ! !
!
!
!
! ! ! !
!
!
!

Baseu on this slope-inteicept foim of the oiiginal equation we can see that the slope of this line is ! ! !
!
!
.




Worksheet by Kuta SoItware LLC
Linear Equations and Inequalities
Slope
z Find the slope of each line.
1)
x
y
2)
x
y
3)
x
y
4)
x
y
5)
x
y
6)
x
y
7)
x
y
8)
x
y
Worksheet by Kuta SoItware LLC
9)
x
y
10)
x
y
Find the slope of the line through each pair of points.
11) (1, 14), (16, 12) 12) (11, 11), (3, 8)
13) (2, 10), (12, 9) 14) (13, 14), (20, 8)
15) (11, 6), (7, 5) 16) (15, 6), (12, 9)
17) (15, 10), (20, 6) 18) (18, 18), (7, 15)
19) (18, 2), (10, 12) 20) (14, 3), (16, 11)
Find the slope of each line.
21)

2

x + 3

y = 12 22)

x 2

y = 8
23)

9

x 5

y = 20 24)

y = 1
25)

3

x +

y = 2 26)

y = 5
27)

x 5

y = 25 28)

y = 4
29)

2

x

y = 3 30)

x

y = 0
31)

y =

7
2

x 3 32)

y =

2
3

x + 4
33)

y =

4

x + 2
34)

y =

3
4

x 3
Worksheet by Kuta SoItware LLC
35)

y =

6
5

x + 1
36)

y =

x + 1
37)

y =

1
2

x
38)

y =

x 2
39)

y =

3
4

x + 2 40)

y =

2
3

x 2
41) 0 =

10

x 4 2

y 42) 9

x =

5

y
43)

2 2

y =

x 44)

3

y 6 = 2

x
45) 0 =

10

y 10 8

x
46)

3

1
2

x =

y
47) 5 =

y +

1
2

x
48)

6

x + 4 =

y
49)

x + 5 =

y 50)

y =

5

x
www.nkalaeducauon.com
!"#$# &'()*+,-*. /0123)04 | C 8ox 1781, uurham, nC 27702 usa | +1-919-628-4208
56789/
number SysLems
Algebralc Lquauons
Algebralc lnequallues
LxponenLs
ercenL
Llnear Lquauons
Llnear lnequallues
lacLorlng
roporuons and SlmllarlLy
olynomlals