Training Course 7 Algebra II

Table of Content

Lessons

1. Powers and Exponents

2. Multiplication of Powers
3. Division of Powers
4. Laws of Exponents Involving Powers
5. Exponent of Zero and Negative Numbers
6. Rules of Exponents
7. Powers and Roots
8. Evaluating Powers with Rational Exponents
9. Evaluating Powers by Substitution
10. Scientific Notation (or Standard Notation)
11. Circumference, Radius and Diameter of Circle
12. Formula for Area of Circle
13. Arc Length and Sector Area of a Circle
14. Volume of Solids – Tetrahedron and Pyramid
15. Area and Volume Formulas
16. Speed, Distance and Time Formulas
17. Rational Expressions I
18. Rational Expressions II
19. Multiplying & Dividing Rational Expressions
20. Adding & Subtracting Rational Expressions
21. Solving Simultaneous Equations by Substitution
22. Solving Simultaneous Equations by Elimination
23. Word Problems Leading to Simultaneous Equations
24. Quadratic Function and Parabola
25. Graphing Quadratic Function using Table of Values
26. Modelling with Quadratic Functions
27. Completing the Square to graph Quadratic Functions
28. How to Find the Quadratic Function when given a Parabola
Activities

1. Exponential Outbreaks: The Mathematics of Epidemics

2. AIDS Transmission Game
3. Circle Calculator
4. Arc Length of Arcs with the Same Sector Angle
5. Platonic Solids
6. Poster using Formulas for 3-D Solids
7. Nets for 3-D Solids
8. Non-Routine Problem - Grains-of-Rice Problem
9. Non-Routine Problem -The Golden Ratio
10. Non-Routine Problem Fibonacci Sequence
Lesson 1 Powers and Exponents
Let us find the area of each of the following squares:

Let us find the volume of each of the following cubes

Example 1: Write in words and in long form:

Solution: reads “m to the exponent of 4” or “4th power of m.” In long form:

Example 2: Write in words and in long form:

Solution: reads “ to the exponent of 4” or “4th power of ” In long form:

Example 3: Evaluate (or find the value of )

Solution: = 81

Example 4: Evaluate (or find the value of )

Solution: =

Exercise:
1. List the base and the exponent of each of the following power:

2. Write the following in words and in long forms:

3. Evaluate the following:

YouTube video: Super Base (WSHS Math Rap Song) – Excellent video on Laws of Exponents
Lesson 2 Multiplication of Powers
Examples

Rule: For multiplying powers with the same base:

Example 1:
We add the
Exponents Example 2:

Bases are different here therefore we cannot

add exponents. Just write down the bases with
their exponents
Example 3: Simplify

Example 4:Simplify Note:

Note: If there is more than one base, then add the exponents of each base separately

When multiplying powers, multiply the numbers first, then write down the variables and add exponents.

Example 5: Simplify

Example 6: Simplify

= = Note: With fraction exponents, find the LCM of denominators and add

Example 7: = (4)(-2) =-8

Exercise Simplify the following:

1. 10.
2.
11.
3.
12.
4.
13.
5.
14.
6.
15.
7.
8. 16.
9.
Lesson 3 Division of Powers

Rule: For dividing powers with the same base

Rule: When dividing powers, divide the numbers first, then write down the variables by subtracting
exponents.
Example 1: Simplify

Example 2: Simplify

= = Note: With fraction exponents, find the LCM of denominators and subtract

Example 3: = (4) (-2) =-2

Exercise Simplify the following:

1. 4. 7.

2. 5. 8.

3. 6. 9.

10. 13. 15.

11.
14.
12.
Lesson 4 Laws of Exponents Involving Powers

Skill Rule Examples

Power Copy base and multiply

exponents

Each base is affected by the

exponent

=8

Example 1:

Example 2:

Example 3:

Example 4:

Exercise Simplify the following:

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

9.
16.
10.
Lesson 5 Exponent of Zero and Negative Numbers

Since Therefore

Examples

Exponent of Negative Numbers

If you have you can write it as

For , you can write it as or

That is but a 0. Why a ?

Examples

1. 2. 3.

4. = + = = + = =

Exercise Find the value of each of the following:

1. 9.
2. 10.
3. 11.
4. 12.
5. 13.
6. 14.
7. 15.
8.
Lesson 6 Rules of Exponents

Simplify each expression:

(x ) =
2 3
( −15h k ) 7 3 3
1. 12. 9
=  4d 3 
21.  5  =
2. (− y ) 5 4
=  c 
13. (k ) (k )
9 5 3 2
=
4
 3w 
3. (4y ) =
3 2 14. 6 x5  3x5  x 0 22.  6  =
( ) (x y z) = g 
2
15. 3y 6 5 2
4. ( −3h ) 9 3

3
8x 0  −4s 6 
5.
( ) ( −2 g h )
3 2 23.  3 5  =
3
16. 4h 3
=
( y4d 6 ) = tr 
8
6.
xy −2 ( ) (a c )
2 6 3 7
7. 17. 14a 4b 6 =  7d 2 
5

x2 y 24.  4 
=
 14d 
−40s 6
8. ( )( )( )( )
x 3 x −2 x 4 x −1 18.
20s 3
=
− 20 xy 8 − 5 x −3 y 5
9. (− 2 x ) (4 x )
2 −3 8
25. 
3x −4 y 2 (− 2 y )3
−2 21d 18e5
=
2
6x y 19.
10. 7d 11e3
3 y −4
11. ( −c h )
5 6 4
=
20.
−16 w7 r 2
=
 4 x −3 y 2 
26.   
−2
y4
−3 
−4wr  6 xy  x 6 y −5
Lesson 7 Powers and Roots
Examples on powers
, , = 81, 3 = 243
, , = 256, 4 = 1024

Complete the table below, without calculators: Finding Roots is the reverse of Powers

= 2 since = 16
= 3 since = 81
= 4 since = 256
= 5 since = 625
Fifth root of 32 is 2
Fifth root of 243 is 3
Fifth root of 1,024 is 4
Fifth root of 3,125 is 5
Notations for nth Roots: Instead of using the nth root sign, we can also use fraction exponents, e.g.

= = 5, = = 5, = = 8, = 4.
Exercise Evaluate the following
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
Lesson 8 Evaluating Powers with Rational Exponents
In the previous section, we learned how to evaluate roots of integers. We will continue working on this
topic with rational exponents. In evaluating powers with rational exponents, e.g., , it’s
easier to find the nth root first, i.e. the denominator of the exponent, and then the nominator.
Example 1
Evaluate
Solution Find the square root of 9 first, which is 3, then cube it, answer is

Example 2
Evaluate

Solution Find the square root of first, which is , then square it, answer is

Example 3
Evaluate

Solution Find the 4th root of 81 first, which is 3, then cube it, answer is

Example 4
Evaluate

Solution First change the exponent to positive by finding the reciprocal of the power,that will
give us Then find the cube root of , which is , then square it, answer is

Exercise Evaluate the following

1. 8.

2. 9.

3. ( 10.
11.
4.
5. 12. (

6.

7.
Lesson 9 Evaluating Powers by Substitution

Evaluate each monomial by substituting x = 5, y = -1 and z = 4

1. y 4 = 2. 3x3 = 3. 2 y 2 = 4. z 2 =

5. ( yx ) = 6. x 2 z 2 =
3
7. 8.

Evaluate each quotient by substituting x = 2, y = -2 and z = 10, you may wish to simplify the term first:

x3 x3 y z 4 x2 y
1. = 2. = 3. =
x xy 3 zxy 2

( yz ) y 3 ( 3zx )
2 2
z x +1
4. = 5. = 6. =
z 9 x3 zx
3
z x+ x  xz 
7. y +3 = 8.   = 9.
z  y

10. 11. 12.

Lesson 10 Scientific Notation (or Standard Notation)

Has anyone has ever tried to solve a Rubik’s Cube. If yes, any suggested strategies?

According to the manufacturer, there are 43 quintillion different possible moves on the Rubik’s Cube.
The number for 43 quintillion: 43,000,000,000,000,000,000. It’s not practical to write nor remember
such large numbers. There is a much simpler way to do it, and that is to use exponents, or scientific
notation. The way to express 43 quintillion in scientific notation is (with an exponent of 19).
That means 10 multiplied by itself 19 times. Scientists use very large and very small numbers in their
work and have developed a notation in which exponents of 10 are used to express such numbers
concisely. There are two types of scientific notations:
• Numbers that are larger than 1, e.g. distance between Earth and Moon = m
• Numbers that are smaller than 1, e.g. distance between atoms in Silicon = m
Definition A number expressed in scientific notation is made up of two parts:
1. a decimal number equals to or larger than 1 but less than 10.
2. a power of 10, e.g. , , etc. which is obtained by counting the number of places
the decimal point is moved, when moving to the left, +, moving to the right, -.
Exercise
1. Express the following in scientific notations:
a. 700,000 f. 93,272
b. 989,000 g. 24,912
c. 7,900 h. 3.1416
d. 0.000705 i. 0.987
e. 0.0000130 j. 0.00028
2. Express the following scientific notations in decimals:
a. f.
b. g.
c. h.
d. i. 893
e. j. 8
3. Express the following in scientific notations:
a. Distance light travels in a year is exactly 9,460,528,400,000,000 km
b. Density of oxygen is 0.001332 g/mL
c. Approximate speed of light is 1,080,000,000 km/hour
d. Length of the shortest wavelength of visible light is 0.0000004 m
e. Distance from the Earth to the sun is 93,000,000 miles
f. Diameter of a grain of sand is 0.0024 inch
g. Mass of an electron is 0.00000000000000000000000000000091093822 kg
h. The average thickness of a regular copy paper ranges from 0.05 to 0.10 mm
i. The world population is 7,600,000,000 (7.6 billion) as of October, 2017.
j. What are the estimates of world population in 2100? In scientific notations?
Lesson 11 Circumference, Radius and Diameter of Circle

Students can work in pairs on this activity.

1. Measure the circumference of circular objects brought from home or available in the classroom.
Students can using strings or threads and a ruler to measure the circumference in cm.
2. Use the formula C = to find the radius and then multiply by 2 to get the diameter.
3. Use the formula to find the area of a circle.
4. Complete the following table with circular objects available in the classroom.
Example: Find the radius, diameter and area of a Size 5 football whose circumference is 70 cm.
Solution: C = where C=

(Rule 4) = 3.14 x

= 3.14 x 124.32

11.15 cm = r 22.3 = d = 390.4

d = 2r = 2 (11.15) = 22.3 cm
Answer: Official soccer ball has diameter 220 cm and area 390.4 round off to one decimal places.

Exercise: Complete the following table with circular objects available in the classroom

Object Name Circumference Radius Diameter Area

Football (Size 5) 70 cm 11.15 cm 22.3 cm 390.4

Football (Size 4) 65 cm

Women Basketball 72.39 cm

(Size 6)
8 inch pizza

Guyana $5 coin
Lesson 12 Formula for Area of Circle

1. Start at the center of a circle and cut it into an even number of equally sized pie-shaped wedges.
2. Arrange these wedges so they lie next to each other such that they alternate pointed up and down
and up again until all the wedges are used, the resulting figure will resemble a parallelogram.
3. Note: The more wedges we have, the smaller each wedge will be and a better looking
parallelogram will result. See diagrams on the right.
4. The distance around a circle is called the circumference. We learned that C = 2πr.
5. Since half of the wedges are pointed up and half are pointed down, our parallelogram will have a
base equal to half of the circumference or ½C = ½(2πr) = πr.
6. The height of our parallelogram would be the length of our wedge or the radius r of the circle.
7. Using the formula for the area of a parallelogram with a base of πr and a height of r would give
us: A = bh = (πr)(r) = πr2.

Example 1: If r = 5 cm, find the area of circle: Example 2: If diameter = 8 m, find the area of
A = πr2 circle.
A = π(5)2
A = (3.14)(25) r=
A = 78.54 cm2 (rounded to the nearest
A = πr2
hundredth)
A = π(4)2
A = (3.14)(16)
A = 50.2 m2 (rounded to the nearest tenth)
Exercise

1. Find the area of a circle of radius, use π = 3.14, answers rounded to the nearest hundredth:
(a) 5 cm (b) 6 cm (c) 8 m (d) 10 m

2. Find the area of a semicircle of radius, use π = 3.14, answers rounded to the nearest tenth:

(a) 5 cm (b) 9 cm (c) 20 cm (d) 25 m

3. Find the area of a circle of diameter, use π = 3.14, answers rounded to the nearest tenth:
(a) 12 cm (b) 16 cm (c) 8 m (d) 15 cm

4. Calculate the circumference and area of the following circles, use π = 3.14, answers rounded to
the nearest hundredth:

a) b) c)

18 cm 6m 23 cm

d) e) f)

10 m
4 cm
7 cm

5. The diameter of a semi-circular rug is 134 cm.

a) What is the radius? b) Circumference? c) Area? d) Perimeter?

6. The diameter of a bicycle wheel is 570 mm. What is its radius? How far will you move in one
turn of your wheel? What is the distance covered in 5 turns of the wheel?

7. The center spot of a football field has a radius of 9.15 m. What is its area?

8. The centre circle of a netball court and a diameter of 3 feet and each goal circle (semicircle) has a
diameter of 16 feet. Find the area of each.
Lesson 13 Arc Length and Sector Area of a Circle

Definitions
ARC: An arc is any of the following three figures—a minor arc, a major arc, or a semicircle.

ARC LENGTH: The length of an arc is the circular distance around the arc.

SECTOR AREA: Area enclosed by arc length and the two radii.

There are numerous websites to find the arc length and sector area, they are quite easy to use, just enter
the inside or central angle and radius. Sample sites are:

Website Calculator to find sector area: https://www.miniwebtool.com/area-of-a-sector-calculator/

Website Calculator to find arc length: https://www.omnicalculator.com/math/arc-length

Radius:

Angle in degrees: degrees

Calculate Area of Sector

Formula for area of sector:

where:
A = area of a sector
π = 3.14
r = radius of the circle
θ = central angle in degree

Formula for arc length of sector:

Example 1 Find the area of sector where sector Example 2 Find the arc length of with sector
angle is and radius is 10 cm, correct to 1 dec angle and radius is 10 cm, correct to 1 dec
place. place.

= 3.14
100 0.167 = 52.438 = 52.4 correct to 1 = 10.47 = 10.8 cm correct to 1 dec place.
dec place.
Exercise
1. Find the arc length and area of the sectors below, correct to 1 decimal place.
40°
16 in 8m
18 m 135°

2. Find the arc length and area of the sectors below, correct to 1 decimal place.

D
B
10 cm Y
6 cm C 60° 8 m 70°
120°

A
X

3. The area of a circle is 225 . Find the area of the sector whose central angle is 45 .
4. The central angle of a sector is 60 and area of the circle is 144 . Find the area of the sector.

5. A circle has a radius of 12 cm. Find the area of the sector whose central angle is 120 .
6. Find the radius of a circle which has a sector area of 90 whose central angle is 90 .

7. The central angle of a sector is 72 and the sector has an area of 150 . Find the radius.
8. In the baseball diamond above, the "points" of the bases are 90 feet (27.5 m) apart, fine the arc
length and the area of the baseball diamond.
9. Find the area of a slide of a 10-inch pizza if it’s cut into (a) 10 pieces, (b) 6 pieces, (c) how much
pizza is left for others in each case?
10. Find out how much time each day is spent on each activity in the circle graph.
Lesson 14 Volume of Solids – Tetrahedron and Pyramid

A tetrahedron is bounded by four congruent

equilateral triangles.

Volume of a tetrahedron
= 1/3 × area of the base × height
Surface area of tetrahedron
= 6 x area of triangle = 6 x x base x height

Volume of a pyramid
= 1/3 × area of the base × altitude
Surface area of the pyramid
= area of its slant surface + area of its base
= 4 x area of triangle + area of square base

= 4 x x base x slant height +

Example
The Great Pyramid of Giza is the oldest and largest of the three pyramids in the Giza pyramid
complex in El Giza, Egypt. It is the oldest of the Seven Wonders of the Ancient World, and the only one
to remain largely intact. It has a base length of 230 m, height is 147 m and altitude is 139 m. Find its
surface area and volume.

Surface area of Great Pyramid of Giza

= 4 x x base length x slight height +
Volume of Great Pyramid of Giza
= 1/3 × area of the base × altitude
= 4 x x 230 m x 230 m + 230 m x 230 m
= 1/3 x 230 m x 230 m x 147 m
= 105800 +52900 = 158700
= 2,592,100

Exercise
1. Find the volume of a regular pyramid with a square base measuring 6 cm and height 8 cm.
2. A square pyramid has a height of 7 m and a base that measures 2 m on each side. Find the volume
of the pyramid. Explain whether doubling the height would double the volume of the pyramid.
3. Find the surface area of a regular pyramid given a base length of 4 m and a slant height of 5 m.
4. 1/3 of area of the roof shaped regular tetrahedral pyramid with base edge 10 m and height of 4 m
is already covered with roofing. How many square meters still needs to be covered?
Lesson 15 Area and Volume Formulas

How many of the above figures do you recognize? What are their names? We have used
formulas to find the area and volume of these figures in Mathematics and Science.
Exercise
1. Find the area of each figure below:
a) Rectangle: L = 15 m, w = 7 m
b) Square: s = 25 m
c) Triangle: b = 17 cm, h = 12 cm
d) Circle: r = 5 cm, = 3.14
e) Trapezoid (Trapezium): a = 20 cm, b = 15 cm, h = 8 cm
f) Parallelogram: b = 46 cm, h = 18 cm

2. Find the volume of each figure below:

a) Rectangular Prism: l = 6 cm, b = 4 cm, h = 2 cm
b) Cylinder: r = 2.5 cm, h = 5 cm
c) Sphere: r = 3 cm, = 3.14
d) Cone: r = 5 cm, h = 7.5 cm, = 3.14
e) Triangular Prism: l = 9.4 cm, w = 6.3 cm, h = 7.2 cm

3. A football is 22 cm in diameter for a regulation size 5 ball. Find its volume.

4. The Great Pyramid at Giza in Egypt has a square base with a side of 230 metres and
a vertical height of 147 metres. What is the volume of the Great Pyramid?

5. Diameter of an ice cream cone is 6.66 cm and its height is 15.24 cm. Find its volume?

6. Radius of a Coke can is 3.3. cm and its height is 12.27 cm. Find its volume.

7. A cone has a volume of 263.2 . If its height is 9.3 m, find its radius.

8. A cylindrical can has a volume of 626 . If its height is 11.3 cm, find its radius.

9. Find the height of rectangular prism with length 9.4 m, width 6.3 m, and volume 242.8 .
Lesson 16 Speed, Distance and Time Formulas

1. If these animals (greyhound, Bolt, and Cheetah) were in a 100 m race, what order would they
finish in?
2. How much time do you think each animal would take to finish the race?
3. How fast do you think they can go - speed?

Example 1

The fastest recorded human footspeed was recorded in Bolt's world record 9.58-second 100m final in
Berlin in 2009. Find his speed.

Solution = 10.4 m/s

Example 2

Cheetah is the fastest land animal, reaching speeds between 120 km/h in short bursts covering distances
up to 460 m. Find its speed in m/s and the time it takes to cover 100 m.

Solution = 33.3 m/s (Convert speed from km/h to m/s)

t= =3s

Example 3

In a race, greyhound can reach 20 m/s for the first 250 metres. Find how long it takes to cover 100 m.

Solution t = =5s

If these animals were in a 100 m race, the order of finish would be cheetah, greyhound and Usain Bolt.
YouTube Video: Cheetah vs Greyhound | World's Fastest Dog In Super Slow Motion
Exercise

1. A football field is about 100 m long. If it takes Charlene 20 seconds to run its length, how fast (what
speed) was she running?

2. Bart ran 5000 meters from the cops and an average speed (velocity) of 6 meters/second before he got
caught. How long did he run?

3. If Raja races his Toyota down Highway for 2560 meters in 60 seconds, what is his average speed?

4. Mike rides his motorcycle at an average speed of 20 meters/second for 500 seconds, how far did he
ride?

5. Sarah backstrokes at an average speed of 8 meters per second, how long will it take her to complete
the race of 200 meters length?

6. Lauren’s SUV was detected exceeding the posted speed limit of 60 km/h, how many km/h would she
have been traveling over the limit if she had covered a distance of 10 kilometers in 5 minutes?

7. Tina’s calculations of the tarantula found that the spider was able to cover 20 cm in 5 seconds, what
was the average speed of the spider?

8. A bullet travels at 850 m/s. How long will it take a bullet to go 1 km?
9. How long will it take light moving at 300,000 km/s to reach us from the sun? The sun is 15,000,000
km from earth?
10. It is 21,000 kilometers around the earth and the earth rotates in 24 hrs. How fast is it rotating?
Lesson 17 Rational Expressions I

Rational expressions are algebraic fractions where both the numerator and denominator are
polynomials. The polynomials may contain one term (monomial), two terms (binomial), three terms
(trinomial), and so on.

Rational Expressions Rational Expression Rational Expression

(monomial/monomial) (binomial/binomial) (binomial/trinomial)

Since rational expressions represent division, we must be careful to avoid division by zero, i.e.
denominator cannot be zero. A rational expression divided by zero is undefined.

In Math, an expression is undefined means it has no meaning, for examples, , There is

no number which, multiplied by 0, will give you 3, 10 or x.

So any expression divided by zero is undefined. The expression 0/0 is also undefined.

Examples: What value(s) of x will make the following rational expressions undefined?

1. Solution: The denominator is zero when x = 0 and y = 0, therefore and

2. Solution: The denominator is zero when x – 3 = 0 or x = 3, therefore

3. Solution: The denominator is zero when =0

(x + 3)(x – 3) = 0 (Factor
x -3 and x 3

4. Solution: The denominator is zero when =0

(x + 4)(x – 1) = 0 (Factor )
x -4 and x
Exercise What value(s) of x will make the following rational expressions undefined?

1. 5. 9.

6.
2. 10.

7.
11.
3.
8.
4. 12.
Lesson 18 Rational Expressions II

Rules:
1. Factor the nominator and denominator separately, if possible.
2. Cancel common factors in both nominator and denominator.
3. Write down the domain or the values when the expression is undefined.
Example 1: Simplify the expression = = = and 0

Example 2: Simplify the expression = =

Example 3: Simplify the expression = = ,

Example 4: Simplify the expression = = ,

Example 5: Simplify the expression = =

Example 6: Simplify the expression = =

Exercise Simplify the following expressions, indicating the domain or restrictions:

4x + 8 x 2 − 16 x 2 − 7 x + 10
1. 7. 13.
x+2 x−4 x 2 + 7 x + 10

x −3 x 2 − 11x + 10 x 2 − 36
2. 8. 14.
5 x − 15 100 − x 2 x 2 + 12 x + 36

3. x 2 − 2 x − 15 x 2 − 8 x + 16
9. 15.
x 2 + 10 x + 21 x 2 − 16
4.
x2 + 5x + 6 9 x + 36
10. 16.
x+5 x 2 + x − 12 x2 + 4 x
5.
x − 25
2

x 2 + 7 x + 12 7 x 2 − 14 x
11. 17.
x+3 x 2 − 7 x − 30 x−2
6.
x2 + 9
x 2 − 8 x + 12 x2 + 7 x + 6
12. 2 18.
x − 13x + 42 8x2 + 8x
Lesson 19 Multiplying & Dividing Rational Expressions

Multiplying Rational Expressions Rules: Similar to the rules in Section 14

1. Factor the nominator and denominator separately, if possible, for both rational expressions.
2. Cancel common factors in both nominator and denominator.
3. Write down the domain or the values when the expression is undefined.
Example 1: Simplify the expression = =

Example 2: Simplify the expression =

Example 3: Simplify the expression = = , -2, -3

Dividing Rational Expressions

Rules: Similar to the rules above, like dividing fractions, invert the second expression and multiply

Example 1: Simplify the expression = =

Example 2: Simplify the expression =

Example 3: Simplify the expression = = , -2, -3

Exercise Simplify the following

12 x 3 40 6 x − 18 x 3 x 2 + 5x − 24 3x + 24
1.  7.  13.  2
25 9 x 2 4x2 2x − 6 2x + 2 x − 8x − 9
24 x 3 15 y 2 6 5x − 25
2.  8.  x 2 − x − 12 2 x + 6
25 y 5 8 x 2 x − 9 x + 20
2
15 14. 
x−4 x−5
7 x 2 14 x 3
3. .  x+3 x+2
12 x 48 y 3 9.  2 m 2 − 2m − 8 2m − 8
4 x + 4x + 3 15.  2
4.
15x 2 5x 6
 8m + 24 m + 7m + 12
45x 3 9 x 4
x + 3 x 2 + 3x + 2 5 x 2 − 6x − 7 x 2 − x − 12 x 2 − 6 x + 8
5.  10.  16. 
5 x + 20 x 2 + 5 x + 6 x + 1 3x − 21 4 x + 12 6

y 2 − 2 y − 15 8 3x + 12 x + 4
6.  11. 
4 y+3 12 x 48 x 3
x − 5 2 x − 10
12. 
6 12
Lesson 20 Adding & Subtracting Rational Expressions

You need a common denominator to add/subtract numerical fractions

Adding (or subtracting) rational expressions also requires a

COMOON DENOMINATOR (LCD)

Numerical denominators
Step 1: Find the LCD.

Step 2: If any denominator is not the LCD, multiply that numerator by the SAME value that is used to
create the LCD.

Note: Entire nominator must be multiplied, it’s good to use parentheses, especially in subtraction.

Step 3: Collect the like terms in the numerator

Step 4: Check to see if the expression can be reduced further.

Example 1: =

Example 2: =

Example 3: = = Reduce further by ( 4)

Variable denominators

When denominator contains a variable(s), LCD will need contain the largest exponent of all variable(s).

Example 4: =

Example 5: =

Example 6: = = =

Example 7: = = =
Exercise Simplify the following:
2x 3y 3 2
+ 4 7
− 5 4
5 7 a b ab
4a 2b +
−
5 3
+
3 2
−
4a 9b
-
7 5
+ +
2c 3c
7 2
+
x 2 y 2 xy 5

+ -

+ +

+ -

+ -

+ -
Lesson 21 Solving Simultaneous Equations by Substitution
Simultaneous equations is a system of two or more equations.

Example 1 Solve for x and y in the following simultaneous equation

x + y = 10
x–y=2

This means that we must find values of x and y that will solve both equations. We can illustrate this by
using graphical method. We learned in Grades 7 and 8 that the equation x + y = 10 is a line with a slope
m of -1 and y-intercept 10 and x – y = 2 has a slope m of 1 and y-intercept of – 2. The graph is below:

We can see that these two lines intersect at the point (6, 4). That is the solution or root of the
simultaneous equations. Check: When x = 6 and y = 4, x + y = 10 and x – y = 2.

There are other methods of solving simultaneous equation. One method is called substitution.

Method: We find an expression for one of the variables, e.g. x = ? and substitute this into the other
equation and solve for y.

Example 2 Solve simultaneously for x and y.

2x + y = 4 (Equation 1)
x – y = - 1 (Equation 2)
Solution: From Equation 2, x = y – 1 (Equation 3)
Now substitute x = y – 1 into Equation 1, we get:
2x + y = 2(y – 1) + y = 4 Substitute x = y - 1
2y – 2 + y = 4 Simplifying the equation
3y – 2 = 4
3y = 6 Rule 4
=

y=2
Substitute into Equation 3 to find x: x = y – 1 = 2 – 1 = 1
Therefore the solution is x = 1 and y = 2 or (1, 2)
Check the solution: Equation 1: 2x + y = 2(1) + (2) = 4 Equation 2: x – y = 1 – 2 = - 1.
Example 3 Solve simultaneously for x and y.
2x + 3y = 5 (Equation 1)
4x + y = 5 (Equation 2)
Solution: From Equation 2, 4x + y = 5 or y = 5 – 4x (Equation 3)
Now substitute into Equation 1, we get:
2x + 3y = 2x + 3(5 – 4x) = 5
2x + 15 – 12x = 5 Simplifying the equation using distributive Law
- 10 x +15 = 5
-10x + 15 - 15 = 5 - 15 Rule 2
- 10 x = -10 Rule 4
=

x=1
Substitute into Equation 3 to find y: y = 5 – 4x = 5 – 4(1) = 5 – 4 = 1
Therefore the solution is x = 1 and y = 1 or (1, 1)
Check the solution: Equation 1: 2x + 3y = 2(1) + 3(1) = 5 Equation 2: 4x + y = 4(1) + (1) = 5

Exercise Solve the following simultaneous equations by substitution method:

1. y = 3x – 1 5. 2x + y = 7
y=x+5 x+y=5

2. 3x + 4y = 2 6. 3x + y = 12
4x – y = 9 2x + 5y = 21

3. 4x – y = 5 7. x – 3y = 1
x–y=7 3x + 2y = 17

4. 2x + y = 5 8. 2x + y = 10
x+y=4 3x – 2y = 3
Lesson 22 Solving Simultaneous Equations by Elimination

Another method of solving simultaneous equations is based on the elimination of one of the
variables.

Example 1 Solve simultaneously for x and y.

x + y = 7 (Equation 1)
x – y = 1 (Equation 2)
Solution: By adding the two equations we can eliminate one of the variables, y, then solve for x.
x + y = 7 (Equation 1)
x – y = 1 (Equation 2)
2x = 8 (Equation 1 + 2)
=
x = 4 (Rule 4)
Substitute into Equation 1 to find y: x + y = 7
4+y=7
y=3
Therefore the solution is x = 4 and y = 3 or (4, 3)
Check the solution: Equation 1: x + y = 3 + 4 = 7 Equation 2: x – y = 4 - 3 = 1.

Example 2 Solve simultaneously for x and y.

2x + y = 7 (Equation 1)
x + y = 5 (Equation 2)
Solution: By subtracting the two equations we can eliminate one of the variables, y, then solve for x.
2x + y = 7 (Equation 1)
- x – y = -5 (Equation 2)
x =2 (Equation 1 – Equation 2)
Substitute into Equation 2 to find y: x + y = 5
2+y=5
y=3
Therefore the solution is x = 2 and y = 3 or (2, 3)
Check the solution: Equation 1: 2x + y = 2(2) + 3 = 7 Equation 2: x + y = 2 + 3 = 5.

Example 3 Solve simultaneously for x and y.

2x + 3y = 16 (Equation 1)
5x - 2y = 2 (Equation 2)
Solution: By multiplying Equation 1 by 2 and Equation 2 by 3 and add, we can eliminate one of the
variables, in this case, y, then solve for x.
2x + 3y = 16 (Equation 1) x 2
5x - 2y = 2 (Equation 2) x 3
4x + 6y = 32 (Equation 1)
15x - 6y = 6 (Equation 2)
19 x = 38
=
x=2
Substitute into Equation 2 to find y: 5x - 2y = 2
5(2) – 2y = 2
10– 2y = 2
10 – 10 - 2y = 2 - 10 (Rule 2)
-2y = -8
= (Rule 4)
y=4
Therefore the solution is x = 2 and y = 4 or (2, 4)
Check the solution: Equation 1: 2x + 3y = 2(2) + 3(4) = 4 + 12 = 16.
Equation 2: 5x - 2y = 5(2) - 2(4) = 10 - 8 = 2

Exercise Solve the following simultaneous equations by elimination method

1. x – y = 2
x+y=4

2. 2x + y = 4
3x – y = 6

3. 2x – y = 3
x–y=6

4. 2x - 3y = 7
x – 2y = 3

5. 5x + 2y = 5
2x + 3y = 13

6. 4x – y = 7
6x + 5y = 17

7. 3x + y = 12
2x + 5y = 21

8. 2x + y = 10
3x - 2y = 8
Lesson 23 Word Problems Leading to Simultaneous Equations

Example 1 Find two numbers such that twice the larger plus 3 times the smaller is 17 and 5 times the
larger less than twice the smaller is 14.

Solution: Let the larger number be x and the smaller number by y.

(Equation 1) Twice the larger and 3 times the smaller is 17: 2x + 3y = 17

(Equation 2) 5 times the larger less than twice the smaller is 14: 5x – 2y = 14

Now we have two simultaneous equations, we can solve them by substitution or elimination, it’s easier to
use the latter in this case:

2x + 3y = 17 (Equation 1) x 2 Substitute into Eq 1, 2x + 3y = 17

5x – 2y = 14 (Equation 2) x 3 2(4) + 3y = 17
4x + 6y = 34 8 + 3y = 17
15x – 6y= 42 8 – 8 + 3y = 17 – 8 Rule 2
19x = 76 Rule 4 3y = 9 Rule 4
=
x=4 y=3
Answer The two numbers are 4 and 3.
Check: 2x + 3y = 2(4) + 3(3) = 8 + 9 = 17, 5x – 2y = 5(4) – 2(3) = 20 – 6 = 14.

Exercise
1. The sum of two numbers is 131 and their difference is 25. Find the numbers.
2. The sum of two numbers is 24. Twice the smaller plus three times the larger is 62. Find the
numbers.
3. The difference in two numbers is 6. Three times the larger minus twice the smaller is 21. Find
the numbers.
4. If 5 times a smaller number plus 9 times a larger number equals 19. Four times the smaller plus 7
times the larger is 29. Find the numbers.
5. A department store employed 120 people. The full-time staff outnumbered the part-time staff by
66. How many people worked part-time?
6. A sporting store sold three more footballs than basketballs. Three times the number of
basketballs plus 4 times the number of footballs is 96. How many footballs were sold?
7. In Pauline’s class there were 30 students. There are two more boys than girls. How many girls
are there in the class?
8. Paul has a total of 70 marks in History and Math. Twice his History mark minus 40 equals his
Math mark plus 33. What was his History mark?
Activity 1 Exponential Outbreaks: The Mathematics of Epidemics – Work in pairs

Have you started a rumor recently? We all have, especially today with Facebooks and emails. Suppose on Day 1 a
single person tells someone else a rumor, and suppose that on every subsequent day, each person who knows the
rumor tells exactly one other person the rumor. Think, discuss and answer questions like: “How many days until 50
people have heard the rumor? 100 people? The whole school? The whole country?” The transmission rate this high
means that the number of people who know the rumor will grow very quickly, we say, exponentially. One way to
explore the exponential model is through simple multiplication. Since the number of people who know the rumor
doubles every day, and so repeated multiplication by 2 is used. For example, after four days, the total number of
people who know the rumor has doubled four times, and so is 1 x 2 x 2 x 2 x 2 = 16.

Questions: How many will know the rumor about a week? = 128, in two weeks?

2097152. Find out if the entire population of Jamaica would know the
rumor in less than a month?

The above calculation is based on 100% of the people will spread the rumor which unlikely. What if only half or
50% of the people will spread the rumor. Then we will have 1 x 1.5 x 1.5 x 1.5 x 1.5 = 5 or five people who would
have learned the rumor after 4 days, in one week? = 17, in one month? in three weeks =

4988, in one month = = 1917511 people will have learned the rumor. Still a lot people.

Exercise: What if only 10% of the people will spread the rumor? Find out how many people will learn the rumor
after 4 day? One week? Two weeks? Three weeks? One month? Two months? One year?

Mathematically, the spread of disease can be modeled in a manner as the spread of a rumor. The exponential model
captures the basic impact of transmission rates on the dispersion of a disease among a population, e.g. chikungunya
outbreak in Jamaica in 2014 that infected almost half of our population, Zika virus in Jamaica in 2016, and worst of
all Ebola outbreak in West Africa.

Exercise: The exponential curves for Guinea, Sierra Leone and Liberia are in the diagram below. Using the dates
on the x-axis (March 21 to October 29) and the number of cases, can you find the percent rates of the Ebola virus
spread in each country?
Activity 2 AIDS Transmission Game
Teacher Preparation
Teacher Preparation One test tube/paper cup full of distilled water per student. One test tube/cup full of
diluted NaOH for one student (to dilute NaOH, combine 20 g of NaOH with 1000 mL of diluted water or
just a few drops NaOH into a test tube filled with water). Have vinegar on hand to neutralize hydroxide.

Each student receives one of three possible instructions cards representing responses to having sex:

• Card #1 states that the participants may exchange fluids with as many people as possible.
• Card #2 states that the participant must find a partner and only exchange fluids with that person.
• Card #3 states that the participant should always say “no” to any request to exchange liquid.

Procedure

1. Students are invited to a “party” where each participant is offered a paper cup/test tube of water
and given an instruction on a piece of paper.
2. Students should be given an instruction card (one of Card #1, 2, or 3) to wear and one test tube.
3. Warn the students that although the contents of each cup look the same, the contents of one of the
cups is different, that represents a person who has HIV/AIDS.
4. Students are asked share (or abstinence) their liquids with one partner only. Use the card they are
wearing for responses to sharing or abstinence. Then return to their seat. Teacher monitor this.
5. When all students are seated, repeat the process #4 2-4 more times (depending on class size).
6. Once the process has been completed, tell the students they are now taking a trip to the
clinic/teacher to be tested for HIV. Add a drop of dye/phenolphthalein to each cup/test tube.
Those students whose liquid turns pink have been infected – positive HIV test result. Clear water
indicates a negative result. The teacher reminds the students that only one glass did not contain
pure water at the beginning of the activity. This indicate how HIV can be spread so easily.
7. The teacher then demonstrates the role of antiretroviral (ARV) treatment by dropping some
vinegar (acetic acid) into a positive test result. The pink liquid will become clear. This
demonstrates an undetectable viral load and illustrates the efficacy of treatment. It could be
argued that this part of the activity might deflect attention from the activity's chief message that
HIV is easy to acquire but cannot be cured. In a climate of despair and stigma, it is important,
however, to give students a sense of hope by emphasising the availability and effectiveness of
treatment.
Follow-up activity/class discussion:

1. How many of you tested positive? How many of you tested negative? What were your
instructions on the instruction card?
2. How many people tested positive even though their instructions told them to share with only one
partner or to refuse to exchange liquids?
3. What is the rate of transmission in this group and why?
4. What does this tell us about HIV transmission?
5. The teacher elicits the different scenarios and behaviours that make a person susceptible to
contracting HIV. See Note on HIV/AIDS above.
6. It would be best for students to bring up some of these conclusions. The activity shows, for
example, that one may be infected by an unfaithful partner even if one is faithful oneself.
Although someone may refuse to have sex initially, they are often coerced into having it and may
become positive as a result. The activity demonstrates that having multiple partners without using
a condom increases the risk of contracting the virus.

http://www.ndtwt.org/twtunits/Bertsch/Act%203%20INFDISEASE.pdf

Source: Addressing HIV/AIDS in South African Classrooms by Lindsey Rabinowitz

The project was initiated by immunologist and native South African Professor Siamon Gordon,
University of Oxford. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3445444/

Dr. Joong had used similar activities with in-service teachers in Nepal, Canada, and Sierra Leone during
the AIDS epidemic in the 1980s, especially in Africa. Long before the discovery of the antiretroviral
(ARV) treatment.
Activity 3 Circle Calculator

Circle Calculator

Choose a Calculation
Find r and C | Given A

https://www.calculatorsoup.com/calculators/geometry-plane/circle.php

Use this calculator to find the area, circumference or radius of a circle. Given any one variable of a circle
you can calculate the other 2 unknowns. Answers in different units and significant figures.

r = radius
C = circumference
A = area
π = pi = 3.1415926535898
√ = square root

Calculate A and C | Given r Given the radius of a circle calculate the area and circumference

• A = πr2
• C = 2πr

Calculate r and C | Given A Given the area of a circle calculate the radius and circumference

• r = √(A / π)
• C = 2πr

Calculate A and r | Given C Given the circumference of a circle calculate the radius and area

• r = C / 2π
• A = πr2

Circle Formulas in terms of π, radius r, and diameter d

• Radius and Diameter: r = d/2

• Area of a circle: A = πr2
• Circumference of a circle: C = 2πr = πd

Reference: Furey, Edward "Circle Calculator"; from https://www.calculatorsoup.com.

Activity 4 Arc Length of Arcs with the Same Sector Angle

In Section 3, we studied arcs in the context of the degree measure of arcs and how arc lengths and areas
are determined. This activity will examine the actual length of the arc, or arc length. Think of arc length
in the following way: If we laid a piece of string along a given arc and then measured it against a ruler,
this length would be the arc length.

Example What is the length of the arc that D

measures 𝟔𝟎° in a circle of radius 𝟏𝟎 𝐜𝐦?

C 60°

= = cm

Activity – Work in pairs on this activity

This activity will determine the relationships between the arc lengths of concentric circles with the same
sector angle.

Formula for arc length of sector:

Formula for area of sector:

Steps:
1. Draw five concentric circles on a piece of paper with a compass.
2. Draw the same sector with a sector angle of covering all five circles, e.g. above diagram with
only two concentric circles.
3. Measure the radii of the five circles.
4. Complete the table below with your measurements of radii and arc lengths.
5. Determine the relationship between length of radius and length of arc.
6. Repeat Steps 4 and 5 to find the relationship between the length of radius and sector area.

Radius (cm) Arc length (cm) Arc length (cm) Sector Area (cm)
using string and using formula using formula
ruler
Activity 5 Platonic Solids

http://twt.wm.edu/vavocab/printdefs.php?ws=99
Platonic solid is a regular, convex polyhedron with congruent faces of regular polygons. They
are named for the ancient Greek philosopher Plato. Five solids (see above) meet those criteria,
and each is named after its number of faces. Geometers have studied the mathematical beauty
and symmetry of the Platonic solids for thousands of years. The templates below can be used to
construct the solids. You must enlarge the templates first, then cut and fold. Can you identify
which template is for which solid? See https://www.mathsisfun.com/platonic_solids.html

Top and bottom

http://www.matematita.it/personali/index.php?blog=7&cat=150

Activity: Students can work in groups of five (one per solid) make solids using above templates,
then complete a table similar to the one above. They can then find the total surface area of each
solid using formulas from Section 10 in this unit. This activity can also be used in the
Measurement Unit.
Activity 6 Poster using Formulas for 3-D Solids

Work in groups of 3 on the following poster, you may divide up the task but hand in only
one poster.
1. Use manipulative or 3-D solids made by fold-up nets to make ten solids in the Quick
Guide below.
2. Make the required measurements to calculate the volume and surface area of each solid.
Make sure the measurements, formulas and calculations are correct to 1 decimal place.
Show all your measurments, formulas, subsitutions into formulas. Use the formulas from
the Quick Guide below.
3. Find at least one real life application for each 3-D solid and explain the application.
4. Put #1-3 in a large poster for display.
5. Grading: 25% for each of the four parts above.
Activity 7 Nets for 3-D Solids
The templates (called nets) below can be used to construct the solids. You must enlarge the
templates first, then cut and fold. Can you identify which net is for each solid?

In groups of 6, each member will cut the net and make a solid, then complete Table 1 below as a
group. Then make a poster similar to the one on the bottom right hand side with your solids.
Name and Draw real-life objects that resemble your solids on the right column of poster, e.g.
cone = ice cream cone, cylinder = bottle, rectangular prism = lunch box, etc.
Table 1: Characteristics of Solid

Name of Solid Sketch the Sketch the Sketch a Measure an Sum of

net Solid Face & name interior interior angles
the figure angle
on each Face

Cylinder

Cone

Rectangular
Prism

Cube

Triangular
Based Pyramid

Square Based

Pyramid
Activity 8 Non-Routine Problem - Grains-of-Rice Problem

There is an ancient story that says a man was put in prison for committing a crime, and the king
said he would honor one wish for the man. The prisoner showed the king a checkerboard and asked
that he put 1 grain of rice on the first of the 64 squares, 2 grains on the second, 4 grains on the
third, 8 grains on the fourth, and so on. Then, he asked the king to give all of this rice to his family
so that they would be well fed. Is his request reasonable? Will his family have enough to eat for the
rest of their lives? Why or why not?

Students can use this diagram or an actual checkboard for this activity and rice grains.

To solve this problem, one might begin by looking at the pattern of numbers representing the
number of grains of rice on each square. The numbers are 1, 2, 4, 8, 16, 32, . . . , 263. So, the total
number of grains of rice could be found by taking 1 + 2 + 4 + 8 + . . . + 263. Alternatively,
students might use an EXCEL spreadsheet containing the commands shown below.

By using the FILL DOWN command on a standard spreadsheet program, the student can
immediately have the computer calculate the number of grains of rice on each of the 64 squares
and the total for all of the squares combined. The spreadsheet display would look like:
Questions:

1. But how much rice is this after 10, 20, 30, … 64 squares?
2. How much does it weigh, and how much space would it occupy after 10, 20, 30, … 64
squares? Hint: First, one might want to weigh, say, 100 grains of rice and then use a
proportion to determine an estimate of the total weight of all of the rice.
3. Incidentally, the amount of rice produced in this problem is a quantity considerably
greater than the total worldwide production of rice for an entire year!
4. Application problem: this problem cannot be solved unless the student has the skill of
using a balance and can apply this skill to solve the problem.
5. Application problem/objective often requires a student to explain how or why a problem
can be solved so that the teacher can gain a sense of the student’s ability to solve real-life
problems.
6. Open-ended questions/problems have several possible solutions or problem-solving
approaches—are often scored on a rubric.
Activity 9 Non-Routine Problem -The Golden Ratio – Work in pairs on this activity

The golden ratio (symbol is the Greek letter ) is a special number approximately equal to 1.618. It
appears many times in geometry, art, architecture and other areas. The Golden Ratio is equal to:

= 1.61803398874989484820... (etc.)

The Golden Ratio is an irrational number like π=3.14159…, is an irrational number.

Some artists and architects believe the Golden Ratio makes the most pleasing and beautiful
shape. Many buildings and artworks have the Golden Ratio in them, such as the Parthenon in
Greece, the Taj Mahal in India and Mona Lisa at the Louvre.

the whole length divided by the long part

is also equal to
the long part divided by the short part

Try it with the left rectangle, measure a + b, a & b, then substitute into the formula and check.

Then check the Golden Ratio slider in https://www.mathsisfun.com/numbers/golden-ratio.html

You can calculate it yourself by starting with any number, e.g. 2, and following these steps:

• A) divide 1 by your number (=1/number)

• B) add 1
• C) that is your new number, start again at A
Calculation for Golden Ratio – Work in pairs on this activity
With a calculator, just keep pressing "1/x", "+", "1", "=", around and around. I started with 2 and
got this:
Number 1/Number Add 1
2 1/2=0.5 0.5+1=1.5
1.5 1/1.5 = 0.666... 0.666... + 1 = 1.666...
1.666... 1/1.666... = 0.6 0.6 + 1 = 1.6
1.6 1/1.6 = 0.625 0.625 + 1 = 1.625
1.625 1/1.625 = 0.6154... 0.6154... + 1 = 1.6154...
1.6154...
It is getting closer and closer to 1.618 …
Golden Ratio Rectangle Construction With Compass
1. Draw a square (of size "1")
2. Place a dot half way along one side
3. Draw a line from that point to an opposite corner (it is √5/2 in length, show calculation if
you can)
4. With a compass and the line √5/2 as radius, construct an arc to meet an extension of the
square's side as shown.
5. Complete the rectangle as shown.
6. This is a Golden Ratio rectangle.
7. Discuss with your partner to explain why this is a Golden Ratio. (Hint: use above formula
.

Golden Ratio Rectangle Construction Using Geogebra https://www.geogebra.org/m/FVrKKqhG

1. A rectangle appears on screen
2. On right menu, press Open Geogebra, menu appears on top left
3. Use the 3 dots icon and follow instruction to find the mid-point on AB
4. Use the circle menu and select circular arc, select centre T and two points I and K (top vertices of
square)
5. The arc will intersect the rectangle at a point on bottom right of rectangle.
6. This construction as the same as the one using compass. Why is this called Golden Ratio?
Activity 10 Non-Routine Problem Fibonacci Sequence

His name was Leonardo Pisano Bogollo, he

lived between 1170 and 1250 in Italy.
"Fibonacci" was his nickname, which
roughly means "Son of Bonacci".

Fibonacci Sequence is a series of numbers

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ...

(The next number is found by adding up the

2 numbers before it, e.g. next number is 55)

Exercise
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181, 6765, 10946,
17711, 28657, 46368, 75025, 121393, 196418, 317811, ...

Can you figure out the next few numbers?

Golden Ratio and the Fibonacci Sequence

There is a special relationship between the Golden Ratio and the Fibonacci Sequence. When we
divide any two successive (one after the other, like 2 and 3, 3 and 5, etc.) Fibonacci
Numbers, their ratio is very close to the Golden Ratio = 1.618033…

A B B/A
2 3 1.5
3 5 1.666666666...
5 8 1.6
8 13 1.625
... ... ...
144 233 1.618055556...
233 377 1.618025751...
... ... ...