Basic Mathematics Course Overview
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lemaza1000Basic Mathematics Course Overview
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lemaza1000كلية الزهراء للبنات
ALZAHRA COLLEGE FOR WOMEN
FOUNDATION DEPARTMENT
2020/2021
Lecture Notes & Tutorials
Prepared by :
BASIC
Qasim Mohammed Alkulifeen
Checked by : MATHEMATICS
Dr. Ahmed Alkarusi
Level 1
كلية الزهراء للبنات
ALZAHRA COLLEGE FOR WOMEN
FOUNDATION DEPARTMENT
2020/2021
Lecture Notes & Tutorials
Prepared by :
Qasim Mohammed Alkulifeen
Checked by :
Dr. Ahmed Alkarusi
DEPARTMENT : GFP Course : BASIC MATH (815)
كلية الزهراء للبنات
ALZAHRA COLLEGE FOR WOMEN
FOUNDATION DEPARTMENT
Lecture Notes & Tutorials
Prepared by :
Qasim Mohammed Alkulifeen
Checked by :
Dr. Ahmed Alkarusi
2020/2021
Level 1 Page 1 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
About the Course
1. Introduction about the course :
Corse Code: 815
Course Name: Basic Mathematics
Involved All students in GFP for all departments in the college including :
Students - Business and finicial
- Computing and Information Technology
- English Study in Faculty of Arts and Education
- Graphic Desighn
- Law
2. Course Description
In this Course, students are going to learn numbers and its subsets, basic arithmetic operations on
fractional and decimal numbers, calculate percentage, how to solve linear and quadratic equations,
modelling with linear equation and inequalities and changing intervals to inequality and real line.
They also learn about coordinate geometry, circular function, unit conversion from one form to
another. Once the students finish this course they will also have the knowledge of exponents,
rational expression, polynomial, Rationalization of numerator and denominator and trigonometric
functions, trigonometric Identities and its application in real life as angle of elevation and
depression. Ample practice is provided to help students acquire an adequate working competence
in these areas.
3. Course Learning Outcomes
On successful completion of this course, students will be able to
N Course Learning Outcomes
1. Describe the set of real numbers, all its subsets and their relationship.
2. Identify and use the arithmetic properties of subsets of integers, rational, irrational, and
real numbers, including closure properties for the four basic arithmetic operations where
applicable
3. Demonstrate an understanding of the exponent laws, and apply them to simplify
expression and manipulate fractions, ratios, decimals, and percentages.
4. Understand measurements and conversion from one unit to another.
5. Simplify rational expressions and rationalize numerators or denominators.
6. Translate worded problems into mathematical expression and model simple real life
problems with equations and inequalities.
7. Solve linear equations, equations involving radicals, fractional expression and inequalities.
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DEPARTMENT : GFP Course : BASIC MATH (815)
8. Use coordinate plane to solve algebraic and geometric problem, and understand geometric
concepts such as equation of a circle, perpendicular, parallel, and tangent lines.
9. Use the three types of symmetry of an equation to sketch its graph.
10. Perform operations on polynomials and manipulate numerical and polynomial expressions
and solve first degree equations.
11. Use the quadratic formula to find roots of a second-degree polynomial.
12. Know the relationship between degree and radian measure of an angle and find the length
of a circular arc and the area of a sector.
13. Understand trigonometric and circular functions and use the fundamental trigonometric
identities in various problems.
14. Solve a right angle triangles using angle of elevation and depression.
15. Apply knowledge of basic algebra and trigonometry in real life problems.
4. METHODS OF TEACHING FOR THIS COURSE
All teaching practices are based on student-centred learning. The methods of
instruction may include, but are not limited to:
Methods of
teaching according
to :
Teachers Students
Individual Peer-
Solving Group
Lectures Discussion problem assisted
Problems Study
solving learning
By Solving
By Solving Problem Assigements and
homworks
Level 1 Page 3 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Contents:
Chapter Chapter
Topycs of the chapter CLO Page
number Title
Real Numbers and its Subsets 3
Properties of Real Number 5
The Number Line 8
The Basics of number
Important types of Natural Numbers 11
Intervals 12
The Greatest Common Factor (GCF) 14
1 The Lowest Common Multiple (LCM) 1,2,3,5 15
Order of Operations 17
Absolute Value 20
Exponents and Radicals 22
Simplifying Rational Expressions 28
Numerators and Denominators
29
Rationalization
Defination of Fraction 34
Type of fraction 34
Fractions, Decimals, and
Arithmetics Operation for fractions 35
Percentages
Defination of Decimal 38
2 Arithmetics Operation for Decimals 3,4 38
Measuerment and Conversion of
40
Units(Length,Hiegt,Weight,Temp.)
Ratio and Percentages 42
Conversion of percentage to different form 46
Some Rules of percentage 48
Defination of Polynomials 56
Types of the polynomial 57
Algebra
3 Degree of the polynomial 5 , 10 59
Arithmetic operation on polynomials 61
Remainder and factor Theorem 72
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DEPARTMENT : GFP Course : BASIC MATH (815)
Chapter Chapter
Topycs of the chapter CLO Page
number Title
Defination of Linear Equation 76
Solving Linear Equation 77
Solving Equation
Modelling with linear equation 80
and Inquaility
Solving Quadratic Equation using Quadratic
82
4 Formula 6 , 7 , 10 , 11
Defination of Linear Inquaility. 84
Rules for Inequalities 85
Solving Linear Inequalities 86
Modelling with Linear Inequalities 88
The Coordinate Plane 94
The Coordinate Geometry
The Slope Formula 95
The Distance Formula 98
The Midpoint Formula 99
5 x & y – Intercepts of Straight Line 8,9 100
The equation of line in different form. 102
The equation of Parellel Lines 105
The equation of Perpendcular Lines 106
The equation of a circle 112
Different type of symmetry and graph 114
Angles, Rotations, and Degree Measure 118
Radian Measure 124
conversion between degree and radian angle 124
Arc Length and Central Angles 125
Trigonometry
Area of Sector 127
The Trigonometric Ratios 12 , 13 , 128
6
Pythagoras rule 14 , 15 129
Values of standard Angles : 30º, 45º, and 60º 132
The Six Ratios Related using standard
133
Angles
Angles of Elevation and Depression using
138
standard Angles
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DEPARTMENT : GFP Course : BASIC MATH (815)
Level 1 Page 2 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.1 Real Numbers and its Subsets
Main types of numbers are
Number
Real Complex
Numbers Numbers
Natural Whole Integes Rational Irrational
Numbers Numbers Numbers Numbers Numbers
1. Natural numbers (N)
The counting numbers 1, 2, 3 ... are called natural numbers.
They include all the counting numbers i.e. from 1 to infinity.
N {1,2,3,......... .......... .}
2. Whole numbers (W)
They are the natural numbers including zero.
W {0,1,2,3,......... ......... }
3. Integers (Z)
Positive and negative counting numbers, as well as zero.
Z {.......... .... 3,2,1,0,1,2,3.......... ....... }
OR
Z {0,1,2,3,......... ........ }
4. Rational numbers (Q)
Numbers that can be expressed as a fraction of integers.
p
Q { : p, q Z , q 0}
q
5 1
Examples: , , 9 ,3,0,2.5,2.66 are all rational numbers.
8 4
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DEPARTMENT : GFP Course : BASIC MATH (815)
5. Irrational numbers (Q/)
A number that is not rational is called irrational.
3 2
Examples: 7 , , , , 10 are all irrational numbers.
8 5
Real Numbers (R)
Real numbers are a union of rational and irrational numbers i.e. R Q Q / .
Practice 1: Put the following numbers in proper box as the examples.
3 5 3 25
-43 , π , 5 , , , , , 36 , 0 , 3.72 , 12 , 3.617
7 6 7 7
Natural num. Whole num. Integer num. Rational num. Irrational num. Real num.
1 1
2 2
9 9 9 9 ------- 9
Level 1 Page 4 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 2: Solve the following questions.
1) 24 is an example of which types of number ? -------------------------------------------
2) 1 is an example of which types of number --------------------------------------------------
3) 1.3 is an example of which type of number? ----------------------------------------------
1
4) is an example of which type of number? -----------------------------------------------
10
5) 12 is an example of which types of numbers? ---------------------------------------------
6) 1.18 is an example of which type of number? ----------------------------------------------
----------------------------------------------------------------------------------------------------
1.2 Properties of Real Numbers
Some important properties of real numbers are:
1. (a) Commutative property of addition
Definition: Let a, b are any two real numbers, then the rule a b b a is called
commutative property of addition.
Example: Let 2 and 3 are two real numbers. Then 2 3 3 2 is an example of commutative
property of addition.
(b) Commutative property of multiplication
Definition: Let a, b are any two real numbers, then the rule ab ba is called
commutative property of multiplication.
Example: Let 2 and 3 are two real numbers. Then 2 3 3 2 is an example of commutative
property of multiplication.
2. (a) Associative property of addition
Definition: Let a, b, c are any three real numbers, then the rule a (b c) (a b) c
is called associative property of addition.
Example: Let 2, 3, and 4 are three real numbers. Then 2 (3 4) (2 3) 4 is an example of
associative property of addition.
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DEPARTMENT : GFP Course : BASIC MATH (815)
(b)Associative property of multiplication
Definition: Let a, b, c are any three real numbers, then the rule a (bc) ( ab)c is called
associative property of multiplication.
Example: Let 2, 3, and 4 are three real numbers. Then 2(3 4) (2 3)4 is an example of
associative property of multiplication.
3. ( a) Identity property od Addition
Definition: Let a is any real number, then a 0 0 a a is the identity property of addition
or the rule of additive identity or identity element of addition. Therefore 0 is the identity
element of addition or additive identity.
Example: Let 4 is a real number then 4 0 0 4 4 . So 0 is the identity element of addition or
additive identity.
(b) Identity property of multiplication
Definition: Let a is any real number, then a 1 1 a a is the identity property of
multiplication or the rule of multiplicative identity or identity element of multiplication.
Therefore 1 is the identity element of multiplication or multiplicative identity.
Example: Let 4 is a real number then 4 1 1 4 4 . So 1 is the identity element of
multiplication or multiplicative identity.
4. (a) Inverse Property of Addition (Inverse element of addition or additive inverse)
Definition: Let a is any real number, then a (a ) a a 0 is the rule of additive inverse
or inverse element of addition. Therefore a is the additive inverse of a or a is the
inverse element of addition of a .
Example: What is the additive inverse of -3?
Solution: Since 3 3 0 , so additive inverse of -3 is 3.
5
Example: What is the additive inverse of ?
8
5 5 5 5
Solution: Since ( ) 0 , so additive inverse of is .
8 8 8 8
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DEPARTMENT : GFP Course : BASIC MATH (815)
(b) Inverse property of multiplication ( Inverse element of multiplication or multiplicative
inverse)
1 1
Definition: Let a is any real number, then a a 1 is the rule of multiplicative inverse
a a
1 1
or inverse element of multiplication. Therefore is the multiplicative inverse of a or is
a a
the inverse element of multiplication of a .
Example: What is the multiplicative inverse of -3?
1 1
Solution: Since 3 ( ) 1 , so multiplicative inverse of -3 is
3 3
5
Example: What is the multiplicative inverse of ?
8
5 8 5 8
Solution: Since 1 , so multiplicative inverse of is .
8 5 8 5
5. Distributive property
Definition: Let a, b, c are any three real numbers, then the rule a (b c) ab ac is called
distributive property.
Example: Let x, 3, and 4 are three real numbers. Then x(3 4) 3 x 4 x is an example of
distributive property.
Practice 3: Solve the following questions
1. What is the additive element of addition? -------------------------------
2. x ( y z ) ( x y ) z is an example of which property of real numbers? -----------------------
3. What is the additive inverse of 22.43? -------------------------------
4. What is the multiplicative inverse of 5 ? -------------------------------
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DEPARTMENT : GFP Course : BASIC MATH (815)
5. y 6 6 y is an example of which property of real numbers? -------------------------------
6. 5( x y ) 5 x 5 y is an example of which property of real numbers? ---------------------
3
7. What is the additive inverse of ? -------------------------------
8
8. What is the identity element of multiplication? -------------------------------
9. 2(3 7) 6 14 is an example of which property of real numbers? -------------------------------
9
10. What is the multiplicative inverse of ? -------------------------------
7
8
11. What is the additive inverse of ? -------------------------------
9
4
12. What is the multiplicative inverse of ? -------------------------------
5
13. Complete the table below :
Number Additive inverse Multiplicative inverse
23
9
13
7
5
1.3 The Number Line
Natural Number
Can be counted : 1, 2, 3, 4, 5, ... (and so on)
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DEPARTMENT : GFP Course : BASIC MATH (815)
Whole Number
All natural numbers plus “ zero “ , But no negative or fraction numbers>
Integer Number
Now , in addition of the whole number above , there are negative numbers , but still no fraction.
All other Numbers Subsets to Real Number
How to construct a number line ?
To construct a number line:
Step 1 : draw a horizontal line with arrows on both ends to indicate that it continues without
bound. Next, choose any point to represent the number zero; this point is called the originThe
point on the number line that represtents zero..
Step 2 : Mark Positive real numbers lie to the right of the origin and negative real numbers lie to
the left. The number zero (0) is neither positive nor negative. Typically, each distance between
two numbers represents one unit.
Level 1 Page 9 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Note : As illustrated below, the scale need not always be one unit. In the first number line,
1
each tick mark represents two units. In the second, each tick mark represents .
7
1 5
Example: Graph the following set of real numbers : -1 , 0 , ,
3 3
Solution: Graph the numbers on a number line with a scale where each distance between two
1
numbers represents unit.
3
Practice 4: Graph the following set of real numbers :
2 4
a) -5 , 3 , ,
5 5
2 4 2
b) , -2 , , 3, 2
9 9 9
a) -3.7 , 3.02 , - 5.8
3 1
a) -7 , -1.1 , ,
4 4
Level 1 Page 10 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.4 Important types of Natural Numbers
Type Defination Examples
Even are integers divisible
Number by 2
2 , 4 , 6 , 8 , ….., 24 , 26 , ….
Odd are integers not
Number divisible by 2
1 , 3 , 5 , 7 , …. , 21 , 23 , ….
is a number that has
Prime exactly two factors, it
Number can be evenly divided
2 , 3 , 5 , 7 , 11 , 13 , 17 ,…..
by only itself and 1.
is a number divisible
Composite
Number
by more than just 1 4 , 6 , 8 , 10 , 12 , 14 , …..
and itself.
1 , 4 , 9 , 16 , 25 36 , 49 , 64 , 81 , 100 , 121 , ….
is an integer that is
Perfect
the square of an
Squares
integer.
1 , 8 , 27 , 64 , 125 , ….
are the result when
Perfect integers are
Cubes multiplied by
themselves twice
Practice 5 : Determine the type(Types) of the following Numbers :
15 , 144 , 29 , 44 , 1000 , 1000 , 729 , 1 , 107 , 169 , 211 , 121 , 216
Level 1 Page 11 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.5 Intervals
An interval is the distance between one number and the next on the scale of a graph.
In other words “What is between two points
Bounded or Closed or
Interval Inequality Graph
Unbounded Open Or half
[a,b] Bounded Closed a≤x≤b a b
[a,b) Bounded Half closed a≤xb a b
(a,b] Bounded Half opened ax≤b a b
(a,b) Bounded Opened axb a b
[a,) Unbounded Half closed x≥a a
(a,) Unbounded Half Opened xa a
(-,b] Unbounded Half Closed x≤b b
(-,b) Unbounded Half Opened xb b
(-,) Unbounded Real Numbers -x
Example: if a = -7 , b = 4
Bounded
Close or Open
Interval or Inequality Graph
Or half
Unbounded
[-7,4] Bounded Closed -7≤x≤4 -7 4
[-7,4) Bounded Half closed -7≤x4 -7 4
(-7,4] Bounded Half opened -7x≤4 -7 4
(-7,4) Bounded Opened -7x4 -7 4
[-7,) Unbounded Half closed x≥-7 -7
Level 1 Page 12 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
(-7,) Unbounded Half Opened x-7 -7
(-,4] Unbounded Half Closed x≤4 4
(-,4) Unbounded Half Opened x4 4
(-,) Unbounded Real Numbers -x
Inequalities can be used to describe subset of real number called Intervals. In the bounded
intervals below, the real numbers a and b are the endpoints of each interval. The endpoints of a
closed interval are included in the interval, whereas the endpoints of an open interval are not
included in the interval.
Practice 6: Solve the following
1) Change inequality to interval and state whether the interval is bounded or unbounded
a) x ≥ -7 b) x >13 c) 5 ≤ x <8
2) Change inequality to interval and graph ( real line / number line).
a) x > 12 b) -5 < x < 11 c) x ≤ -3
3) Change interval to inequality and graph ( Number line / Real line )
a) (-∞ , 7) d) (-3 ,4]
4) Change number line to inequality and interval.
a) -∞ ∞
9
b) -∞ ∞
0 7
c) -∞ ∞
-5 11
Level 1 Page 13 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.6 The Greatest Common Factor (GCF)
The Factor
Numbers we can multiply together to get another number.
Example: 2 and 3 are factors of 6, because 2 × 3 = 6
A number can have MANY factors!
Example: What are the factors of 12 ?
• 3 × 4 = 12, so 3 and 4 are factors of 12
• 2 × 6 = 12, so 2 and 6 are also factors of 12
• and 1 × 12 = 12, so 1 and 12 are factors of 12 as well
So 1, 2, 3, 4, 6 and 12 are all factors of 12
Example : Find the common factor of 12 and 30
Solution:
• The factors of 12 are: 1, 2, 3, 4, 6 and 12
• The factors of 30 are: 1, 2, 3, 5, 6, 10, 15 and 30
So the common factors of 12 and 30 are: 1, 2, 3 and 6
How to find the Greatest Common Factor ( GCF ) ?
To find the greatest common factor follow the steps below :
1. Find all the Factors of each number,
2. Choose the Common factors,
3. Choose the Greatest of those
Level 1 Page 14 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example : Find the Greatest Common Factor of 18 and 12 ?
Solution :
18 = 1 × 18 12 = 1 × 12
=2×9 =2×6
=3×6 =3×4
The factors of 18 are: 1, 2, 3, 6 , 9 and 18
The factors of 12 are: 1, 2, 3, 4 , 6 and 12
So the common factors of 18 and 12 are: 1, 2, 3 and 6
The greatest common factor of 18 and 12 is 6
Example: Find the Greatest Common Factor of 12 and 16
Solution :
The factors of 12 are: 1, 2, 3, 4, 6 and 12
The factors of 16 are: 1, 2, 4, 8 and 16
So the common factors of 12 and 16 are: 1, 2 and 4
The greatest common factor is 4
the common factor of 12 and 16 is 4
----------------------------------------------------------------------------------------------------
1.7 The Lowest Common Multiple (LCM)
The Multiple
A multiple is the result of multiplying a number by an integer (not a fraction).
Example: Multiples of 3: ..., −9, −6, −3, 0, 3, 6, 9, ...
15 is a multiple of 3 , as 3 × 5 = 15
16 is not a multiple of 3
Example: Multiples of 5 : ..., −15, −10, −5, 0, 5, 10, 15, ...
10 is a multiple of 5, as 5 × 2 = 10
11 is not a multiple of 5
Level 1 Page 15 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example : Find the common multiple of 4 and 6
Solution
• The multiple of 4 are: 4, 8, 12, 16, 20 , 24 , ……etc
• The multiple of 6 are: 6, 12, 18, 24, 30, ……, etc
So the common multiples of 4 and 6 are: 12, 24, …., etc
How to find the Lowest Common Multiple ( LCM ) ?
To find the lowest common multiple follow the steps below :
4. Find all the Multiples of each number,
5. Choose the Common Multiples ,
6. Choose the Lowest of those
Example : Find the Lowest Common Multiple (LCM) of 4 and 6 ?
Solution
• The multiple of 4 are: 4, 8, 12, 16, 20 , 24 , ……etc
• The multiple of 6 are: 6, 12, 18, 24, 30, ……, etc
So the common multiples of 4 and 6 are: 12, 24, …., etc
The lowest common multiples of 4 and 6 is 12
Example : Find the Lowest Common Multiple (LCM) of 7 and 8 ?
Solution :
• The multiple of 7 are: 7 , 14 , 21 , 28 , 35 , 42 , 49 , 56 , 63 , 70 , 77, 84, 91 , 98 ,105 , 112
, 119 , 126 , …..etc
• The multiple of 8 are: 8 , 16 , 24 , 32 , 40 , 48 , 56 , 64 , 72 , 80 , 88 , 96 , 104 , 112 , 120
, 128 , 136 , ….etc
So the common multiples of 7 and 8 are: 56, 112, 168 , …., etc
The lowest common multiples of 7 and 8 is 56
Level 1 Page 16 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.8 Order of Operations
"Operations" mean things like add, subtract, multiply, divide, squaring, etc.
If it isn't a number it is probably an operation.
But, when you see something like : 7 + (6 × 52 + 3) , what part should you calculate first?
Start at the left and go to the right? Or go from right to left?
Warning: Calculate them in the wrong order, and you can get a wrong answer !
So, long ago people agreed to follow rules when doing calculations, and they are:
The Order of Operations
Perform all operations within grouping symbols first. Grouping symbols
include: parentheses ( ), braces { }, brackets [ ], and fraction bars.
Evaluate exponents and roots of numbers, such as square roots.
Multiply and Divide, from left to right.
Add and Subtract, from left to right.
Some people use a saying to help them remember the order of operations. This saying is called
PEMDAS or “Please Excuse My Dear Aunt Salma.” The first letter of each word begins
with the same letter of an arithmetic operation.
Please Parentheses (and other grouping symbols)
Excuse Exponents
My Dear Multiplication and Division (from left to right)
Aunt Salma Addition and Subtraction (from left to right)
Level 1 Page 17 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Note: Even though multiplication comes before division in the saying, division could be performed
first. Which is performed first, between multiplication and division, is determined by which comes
first when reading from left to right. The same is true of addition and subtraction. Don’t let the
saying confuse you about this!
Example: Evaluate the value of 4 + 82 × (30 ÷ 5) .
Solution :
Start with the calculation inside the brackets : 30 ÷ 5 = 6
This gives you 4 + 82 × 6 = ?
Then calculate the orders - in this case the square of 8.
82 = 64
Your calculation is now 4 + 64 × 6
Then move to the multiplication 64 × 6 = 384
Finally perform the addition. 4 + 384 = 388
The answer is 388.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 7 : Solve the following
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DEPARTMENT : GFP Course : BASIC MATH (815)
1.9 Absolute Value
Absolute Value means : only how far a number is from zero:
"6" is 6 away from zero,
and "−6" is also 6 away from zero.
So the absolute value of 6 is 6,
and the absolute value of −6 is also 6
More Examples:
The absolute value of −9 is 9
The absolute value of 3 is 3
The absolute value of 0 is 0
The absolute value of −156 is 156
No Negatives!
So in practice "absolute value" means to remove any negative sign in front of a number, and to
think of all numbers as positive (or zero).
Absolute Value Symbol
To show that we want the absolute value of something, we put "|" marks either side (they are
called "bars" and are found on the right side of a keyboard), like these examples:
|−5| = 5 , |7| = 7
Sometimes absolute value is also written as "abs()", so abs(−1) = 1 is the same as |−1| = 1
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DEPARTMENT : GFP Course : BASIC MATH (815)
Subtract Either Way Around
And it doesn't matter which way around we do a subtraction, the absolute value will always be
the same:
|8−3| = 5 (8−3 = 5)
|3−8| = 5 (3−8 = −5, and |−5| = 5)
More Examples
Here are some more examples of how to handle absolute values:
a) |−3×6| = 18
Because −3×6 = −18, and |−18| = 18
b) −|5−2| = −3
Because 5−2 = 3 and then the first minus gets us −3
c) −|2−5| = −3
Because 2−5 = −3 , |−3| = 3, and then the first minus gets us −3
d) −|−12| = −12
Because |−12| = 12 and then the first minus gets us −12
Practice 8 : Find the following values :
1) |16 - 24| −|20 - 12| .
30
20
2) 15 ÷ 6 .
30 44
1
3) 6 11 .
4) |9-12| −|8×4−20| = 3 – 8 = - 5
Level 1 Page 21 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1.10 Exponents and Radicals
Definition of Exponent:
The exponent of a number says how many times to use the number in a multiplication.
In other words : Repeated multiplication can be written in exponential form.
Repeated multiplication Exponential form
a . a . a . a . a a5
( - 4) (-4) (-4) (-4 )3
(2x)(2x)(2x)(2x)(2x)(2x) ( 2x)6
Example: In 82 the "2" says to use 8 twice in a multiplication,
So 82 = 8 × 8 = 64
In words: 82 could be called "8 to the power 2" or "8 to the second power", or simply "8 squared"
Exponents are also called Powers or Indices.
Example: 53 = 5 × 5 × 5 = 125
In words: 53 could be called "5 to the third power", "5 to the power 3" or simply "5 cubed"
Example: 24 = 2 × 2 × 2 × 2 = 16
In words: 24 could be called "2 to the fourth power" or "2 to the power 4"
Example: 96 is easier to write and read than 9 × 9 × 9 × 9 × 9 × 9
You can multiply any number by itself as many times as you want using exponents.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Example : What if the Exponent is 1, or 0?
Solution :
To solve this question , let find the following :
73 = 7 × 7 × 7 = 343
72 = 7 × 7= 49 ( 343 ÷ 7 )
71 = 7 ( 49 ÷ 7 )
÷
0 ×
7 =1(7÷7)
7
7
1
7-1 = (1÷7)
7
1 1
7-2 = ( ÷7)
72 7
……..
……..
Generally : a0 = 1
Negative Exponents
Negative? What could be the opposite of multiplying? Dividing!
A negative exponent means how many times to divide one by the number.
1 1
Example: 8-1 = = 0.125
81 8
1
Example: 5-3 = = 0.008
53
In General :
Level 1 Page 23 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Properties of Exponent
1) Zero Exponent Property: Any base ( except 0) raised to the zero power is equal to one.
0
x 1
Example: 1) y 1
0
2) 6 1 0
3) 7 a b 1
3 1 0
2) Negative Exponent Property: If a factor in the numerator or denominator is moved
across the Fraction bar, the sign of the exponent is changed.
n
m 1 1
n
x m , m
x ,
m x y
x x y x
1
Example: 1) x 3
x3
1 1
2) 4 2
4 2 16
2 4x5
3) 4x y 5
y2
3
x2
3
y y3
4) 2 6
y x x
6
5) 3x y . 2 xy 6 x
2 3 1
y 2
xy 2
a 2b 3 b 3c 4 d
6) 2
c 4 d 1 a
2 2
2x2 y4
7) 2 x 2
y
4 2
4
y8
4
2
y 2 x 4x
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DEPARTMENT : GFP Course : BASIC MATH (815)
3) Product of Power Property: To multiply when two bases are the same, write the base
and ADD the exponent.
x m .x n x m n
Example: 1) x 3 .x8 x 3 8 x11 2) 2 4.2 2 2 42 26
3) x y . x y x
2 3 4 23 1 4
y x5 y 5
4) Quotient of Power Property: To divide when two bases are the same, write the base and
SUBTRACT the exponents.
xm mn
x
xn
x5 35
Example: 1) 2
x 5 2 x 3 2) 3
353 32
x 3
x2 y5
3) 3
x 21 y 53 xy 2
xy
5) Power of Power Property: To raise a power to another power, write the base
and MULTIPLY the exponents.
x m n
x m.n
Example: 1) x 3 2
x 3 .2 x 6
2) 3 2 4
32.4 38
3) z 5 2
z 5 2 z10
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DEPARTMENT : GFP Course : BASIC MATH (815)
6) Power of Product Property:
xym xm y m
Example: 1 ) 2a2 23 a3 8a3 2) 6 x
3 2
6 2 x 3 36 x 6
2
7) Power of Quotient Property:
m
x xm
m
y y
x 2 x 8 2x
3
x2
4 4
2x 3
23 x 3 8x 3
1) 2)
2
Example:
y y4 y4 3 y
3y 2 3 3
3 y
2 3 27 y 6
8) Rational Exponent Property ( Radical ) :
a a
1
a
m
n a, n 1
m
n a
n m n
n
x 25 5 2
1
x
4 4
Example: 1) 3 3
x 4 3
2)
1 1
NOTE: x For Example: 3
x 3
REMEMBER: An exponent applies to only the factor it is directly next to unless parentheses
enclose Other factors.
Examples: 1) 32 3 3 9 2) 3 33 9
2
Level 1 Page 26 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
1
2a 2 b 1c 3
Example: Simplify the expression. 4 2
4 a c
Solution:
1 1
2a 2 b 1c 3 4a 4 c 2 2 2 4( 2)
4 2
2 1 3 a bc 2a bc c
2 3 4 2 1 2a 6 b
4a c 2a b c 2
Example: Simplify the expression (–46x2y3z)0
Solution:
This is simple enough: anything to the zero power is just 1.
(–46x2y3z)0 = 1
Example: Simplify the expression –(46x2y3z)0
Solution :
The parentheses still simplifies to 1, but this time the "minus" is out front, out from under the
power,
so the exponent doesn't touch it. So the answer is: –(46x2y3z)0 = –1
Example: Simplify the following expression:
Solution :
you can cancel off the common factor of 5 in the number part of the fraction:
Now I need to look at each of the variables. How many extra of each do I have, and where are
they? I have two extra a's on top. I have one extra b underneath. And I have the same number of
c's top and bottom, so they cancel off entirely. This gives me:
Level 1 Page 27 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
m
OR By using property : a a mn , a 0
an
15a 5b 2 c 4 3 5 a 5 b 2 c 4 3 53 23 44 3 2 1 0 3a 2
3 3 4 a b c a b c
3 3 4
25a b c 5 5 a b c 5 5 5b
1.11 Simplifying Rational Expression
𝑸(𝒙)
Rational Expression is an expression with the form 𝑭(𝒙) , 𝑭(𝒙) ≠ 𝟎 ,
x5 1 x 25 x5
For example : is a rational Expression , but and are not.
x3 7x 8 x 5 3
4
x
Example : simplify the following rational expression :
3( x 2)( x 1) ( x 2)
1)
3.2( x 1)x 1 2( x 1)
x 2 32 ( x 3)( x 3) x 3
2)
6( x 3) 6( x 3) 6
4x x 2 4x x2 1 Re mmber :
3) . =
x 4 16 x
2
( x 2)( x 2) 16x 4( x 2) (a b)(a b) a 2 b 2
x 2 25 x 5 ( x 5)( x 5) x 4 x 5
4) =
x 16 x 4
2
( x 4)( x 4) x 5 x 4
x x5 x( x 4) ( x 3)( x 5) x 2 4 x x 2 5 x 3x 15 2 x 2 6 x 15
5)
x 3 x 4 ( x 3)( x 4) ( x 3)( x 4) ( x 3)( x 4) ( x 3)( x 4)
x 4x x( x 4) 4 x( x 2) x 2 4 x 4 x 2 8x 3x 2 4 x
6)
x 2 x 4 ( x 2)( x 4) ( x 2)( x 4) ( x 2)( x 4) ( x 2)( x 4)
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 9: Simplify the following expression:
4x3
2 4 2 4
1 ) 3x (5 x ) 2) 16x 6 3) (5 x )
4) 5(3 x)
2
5) 3x8 ( x 3 ) 6)
3x ( x )
8 3 0
4 x 1 y 5 24x 2 y 6 3 2 1 9 4
7) 8) 9) 10x y 2 x y
y8 3 x 3 y 9
2
3m 2 n 4 x2 y5 x 2 y 2
10) 11) 3 12)
9 m 3 n 7 xy z x 3 y 1
4 2
4a 2 b 3 c 0 2a 3 b 2 c 7
13) 3 4 3 14) 2 3 9
2
4 3
15) 5 x y 2 x y
2a b c 3a b c
x 2 16 x 3 x2 4 x 2 x 1 x 2 81
16) . 17) 18) .
x2 9 x 4 x 1 x 2 x 9 x2 1
4 x5 2x x 1 2x x3
19) 20) 21)
x 16 x 4
2
3x 1 x 4 x6 x6
1.12 Numerators and Denominators Rationalization
Definition: The method of moving a root from the bottom of a fraction to the top is called
rationalizing the denominator and the method of moving a root from the top of a fraction to the
bottom is called rationalizing the numerator.
1
Example: Rationalize the denominator of
3
Solution:
1 3 3 3
2
3 3 ( 3) 3
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DEPARTMENT : GFP Course : BASIC MATH (815)
1
Example: Rationalize the denominator of 4
2
Solution:
(2 can be written as 21 having 4th root. So we need 3 to get 4 as a power of 2. i.e. 21+3 = 24. It
means required number is 23 )
1 4 23 4 23
4
(multiplying and dividing by )
2 4 23 2
Example: Rationalize the numerator of 10
Solution:
10 ( 10 ) 2 10
10
10 10 10
7
53
Example: Rationalize the numerator of
2x
Solution:
(53 has 7th root. So we need 4 to get 7 as a power of 5. i.e. 53+4 = 57. It means required
number is 54 )
7
53 7 5 4 (multiplying and dividing by )
2 x 7 54
5
2 x.7 5 4
Conjugate of a number: The conjugate is where we change the sign in the middle of two terms.
It is only used in the expressions with two terms.
Examples:
Expressions Conjugate
5 1 5 1
23 7 23 7
2 3 13 2 3 13
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DEPARTMENT : GFP Course : BASIC MATH (815)
12
Example: Rationalize the denominator of
1 3
Solution:
12 1 3 (multiplying and dividing by the conjugate )
1 3 1 3
12(1 3 ) 12(1 3 )
(1) 2 ( 3 ) 2 1 3 (a b)(a b) a 2 b 2
12(1 3) 2 6(1 3)
6(1 3)
2 2
2x 5
Example: Rationalize the numerator of
5
Solution:
2x 5 2x 5 (multiplying and dividing by the conjugate 2 x 5 )
5 2x 5
(2 x 5) (2 x 5 )
5(2 x 5 )
(2 x) 2 ( 5 ) 2 (a b)(a b) a 2 b 2
5(2 x 5 )
4x 2 5
5(2 x 5 )
Level 1 Page 31 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 10 : Solve the following
14 1
1) Rationalize the denominator of 2) Rationalize the denominator of
2 2 3
6
4x 2
3) Rationalize the numerator of 4) Rationalize the numerator of 7.
7
3 4
6 2
5) Rationalize the numerator of . 6) Rationalize the numerator of .
3 16
76 3 5
5
7) Rationalize the numerator of . 8) Rationalize the numerator of .
21 20
3
5 3
9) Rationalize the numerator of . `10) Rationalize the denominator of .
10 1 2
12 22
11) Rationalize the denominator of . 12) Rationalize the denominator of
3x 3 4 5
.
4 5 7x 5y
13) Rationalize the numerator of . 14) Rationalize the numerator of .
21 11
6 3
15) Rationalize the numerator of .
3
Level 1 Page 32 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Level 1 Page 33 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2.1 Definition of Fraction
a
Definition: A fraction represents a part of a whole. A fraction represents as
. The top number
b
a is called numerator and the bottom number b is called denominator which cannot be a zero.
3 6 9 1
Examples: , , ,3 are some examples of fractions.
8 5 2 7
2.2 Type of fraction
1. Proper fractions
Definition: If the numerator of a fraction is less than its denominator the fraction is called a
proper fraction.
3 4 1
Examples: , , are some examples of proper fractions.
8 5 2
2. Improper fractions
Definition: If the numerator of a fraction is greater than or equal to its denominator the fraction
is called an improper fraction.
5 3 9 2
Examples: , , , are some examples of improper fractions.
4 2 7 2
3. Mixed fractions
Definition: A fraction can be expressed as a whole number and a proper fraction. These are
called mixed numbers or mixed fractions.
5 1 9
Examples: 3 ,5 ,4 are some examples of mixed fractions.
8 2 7
Practice 1: Put the following fraction in proper box as the examples.
3 1 5 9 25 7 36 19
, 7 , , , 5 , ,
7 6 8 5 7 3 4 12
Proper Improper Mixed
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DEPARTMENT : GFP Course : BASIC MATH (815)
2.3 Arithmetics Operation for fractions
Addition of fractions
Find the common denominator of the fractions and after expressing each fraction with this
Common denominator, add.
2 3
Example: Simplify
7 4
Solution:
(The numerator and denominator of will be multiplied
2 4 3 7
7 4 47 by 4 and the numerator and denominator of will be
8 21 8 21 29 1
1
28 28 28 28 28 multiplied by 7 to get 28 as a common denominator of
both the fractions).
1 3 7
Example: Simplify 1 3 2
2 4 8
Solution:
1 3 7
(1 3 2)( )
2 4 8
1 4 3 2 7 4 6 7
6( ) 6( )
2 4 4 2 8 8 8 8
467 17 1 1
6( ) 6 (6 2) 8
8 8 8 8
Subtraction of fractions
Find the common denominator of the fractions and after expressing each fraction with this
common denominator, subtract.
5 2
Example: Simplify
8 5
Solution:
(The numerator and denominator of will be
55 28
85 58 multiplied by 5 and the numerator and denominator of
25 16 25 16 9
will be multiplied by 8 to get 40 as a common
40 40 40 40
denominator of both the fractions).
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DEPARTMENT : GFP Course : BASIC MATH (815)
1 3 7
Example: Simplify 1 3 2
2 4 8
Solution:
1 3 7
(1 3 2)( )
2 4 8
1 4 3 2 7
(2 2)( )
2 4 4 2 8
4 6 7 467 27
4( ) 4( ) 4( )
8 8 8 8 8
9 1
4 5
8 8
Combined addition and subtraction of fractions
14 5 7
Example: Simplify 2
8 4 16
Solution: Method 1 Method 2
14 2 5 4 2 16 7 14 5 7
(0 0 2 0)( )
8 2 4 4 1 16 16 8 4 16
28 20 32 7
14 2 5 4 7
2
16 16 16 16 OR 8 2 4 4 16
28 20 32 7 8 32 7
28 20 7 28 20 7
16 16 2 2
40 7 33 1
16 16 16 16
2 87 1
16 16 16 2 2
16 16
3 2 3 1
Example: Simplify 1 4 2
8 5 8 2
Solution:
3 2 3 1
(1 4 2 0)( )
8 5 8 2
2 1
(3 2)( )
5 2
2 2 1 5 4 5 45 1
5( ) 5( ) 5( ) 5
5 2 25 10 10 10 10
Level 1 Page 36 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Multiplication of fractions
When multiplying together two or more fractions we first reduce the fractions to its lowest
form and then multiply all numerators and denominators together.
14 16
Example: Reduce to lowest form
8 21
Solution:
7 2 8 2 2 2 2 2 4
8 7 3 1 3 1 3 3
Division of fractions
To divide by a fraction, all we have to do is to invert and multiply.
17 51
Example: Reduce to lowest form
52 26
Solution:
17 26 17 13 2 1 2 1 2 1 1 11 1
52 51 13 4 17 3 4 3 2 2 3 2 3 2 3 6
Practice 2: Find the result of the following questions:
3 2 4 1 2 1 1 64 24
1) 2) 4 1 3 3 3)
12 9 6 4 8 2 24 36 63
2 1 2 1 25 81 15 4
4) 3 5 1 3 5) 6)
9 3 9 18 5 9 20 5
3 5 4 2 63 7
7) 8) 9)
4 2 3 5 81 9
1 2 1 45 27 5 2
10) 2 1 3 11) 12) 4
4 8 2 15 30 2 3
60 10 1 2 2 12 6
13) 14) 1 1 3 15)
30 6 6 3 6 14 7
Level 1 Page 37 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2.3 Defination of Decimal
1
Definition: A decimal number is a fraction written in a special form. Instead of writing , you
2
can write the fraction as the decimal 0.5
Examples: 2.375,0.625,58.80 are some examples of decimal numbers.
2.3 Arithmetics Operation for Decimals
Addition and subtraction of decimals
Adding and subtracting of decimals is done exactly the same way as for whole numbers.
Write the decimal points directly under one another.
Example: Find the result of 11.36 2.639 0.047
Solution:
11.36
2.639
+
0.047
14.046
Example: Find the result of 105.346 226.63 550.465
Solution: We will solve the question in two parts.
First take 105.346 226.63
To solve , write the big number up and small number down as below.
226.63
+ 105.346
121.284 (the sign of big number will come with the answer)
Then take 121.284 550.465
550.465
121.284
671.749 (the sign will be minus because both are minus)
Level 1 Page 38 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Multiplication & Division of decimals
Example: Find the result of 2.542100 (for multiplication the decimal point will move
Solution: 2.542100 254.2 two digits right side as there are two zeros in one
hundred)
Example: Find the result of 2.5421000 (for multiplication the decimal point will move
Solution: three digits right side as there are three zeros in
2.5421000 2542. 2542 one thousand)
Example: Find the result of 2.54210000 (for multiplication the decimal point will move
Solution: four digits right side as there are four zeros in ten
2.54210000 25420. 25420 thousand)
Example: Find the result of 25.42 0.02
Solution:
2542
× 2 first multiply without any decimal points
5084
2 numbers to the right of the decimals point + 2 numbers to the right of the
decimals point = 4 numbers to the right of the decimals point in the result
25.42 0.02 = 0.5084
Example: Find the result of 4.206 0.036
Solution:
04206
36
× 25236 first multiply without any decimal points
126180
378546
3 numbers to the right of the decimals point + 3 numbers to the right of the
decimals point = 6 numbers to the right of the decimals point in the result
4.206 0.036 = 0.037854
(for division the decimal point will move two digits
Example: Find the result of 2.542 100
left side as there are two zeros in one thousand)
Solution: 2.542 100 .02542 0.02542
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DEPARTMENT : GFP Course : BASIC MATH (815)
Example: Find the result of 2.542 1000
Solution: 2.542 1000 .002542 0.002542 (for division the decimal point will move three
digits left side as there are three zeros in one
Example: Find the result of 2.542 10000 thousand)
Solution: 2.542 10000 .0002542 0.0002542 (for division the decimal point will move four
digits left side as there are four zeros in ten
thousand)
Example: Find the result of 2.103 0.03
Solution: first divide as long devition without any decimal points
3 numbers to the right of the decimals point - 2 numbers to the right of the
decimals point = 1 numbers to the right of the decimals point in the result
2.103 0.03 = 70.1
2.4 Measuerment and Conversion of Units(Length,Hiegt,Weight,Temp.)
Example : Convert 12 miles to kilometer .
1 mile = 1.609 kilometer
12 miles 1.609 km
= 12 ×1.609 mile = 19.308 km
1 mile
Example : Convert 3.5 ton to kg
1 ton = 1000 kilogram ( kg)
3.5 ton X 1000 = 3500 kg
1 kg = 1000 gram
Example : Convert 715 gram to kg.
715 gram ÷ 1000 = 0.715 kg
Example : Convert 5 gallon to liter. 1 gallon = 4.546 liter
Solution:
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DEPARTMENT : GFP Course : BASIC MATH (815)
5 gallon 4.546 liter
= 5 ×4.546 liter = 22.73 liter
1 gallon
Example : Convert 13.23 liter to milli liter.
13.23 liter × 1000 = 13230 ml 1 liter = 1000 milli liter
Example : Convert 23.456 milli liter to liter.
23.456 milli liter ÷ 1000 = 0.023456 Liter
Example : Convert 40oC to oF. To convert Celsius to Fahrenheit,
F = 1.8 (40) + 32 = 72 + 32 = 104oF F = (1.8 ×C) + 32
2. Convert 104oF to oC. To convert Fahrenheit degree into Celsius
104 32 72 F 32
C= = = 40oC C
1 .8 1 .8 1 .8
Practice 3: Solve the following
a) Find the result
1) 2.542 3364.22 1.96 2) 325.42 2.653 23.966
3) 323.96 3426.5 32.33 4) 21.29 13.726 61.519
5) 986.21100000 6) 0.000421 2.2
7) 5.215 0.0005 8) 3.976 0.07
9) 42.36 0.09 10) 0.036910000
11) 426.32 0.001 12) 69.0310000
13) 2542.5 0.3 14) 5425.085 0.005
b) Do the following convertion
1. Convert 50 mile to km. 2. Convert 6.436 km to mile.
3. Convert 3.76 kg to ton 4. Convert 3.25 ton to kilogram.
5. Convert 3 kilogram to gram. 6. Convert 25 gallon to liter.
7. Convert 5.65 ml to liter.
8. Convert 50 degree Celsius to Degree Fahrenheit
9. Convert 131 Degree Fahrenheit to degree Celsius
Level 1 Page 41 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2.5 Ratio and Percentages
First: Ratio
A ratio is a way to show the relationships between two things.
For example, let’s say you have a basket of fruit. There are 7 apples and 12 oranges in the
basket. The ratio of apples to oranges is 7 to 12.
Ratios can be written in a few different ways :
1) Using the word “to”, for example, 7 to 12
2) With a colon, such as 7:12
3) As a fraction, like this:
Using the example above, we can create a ratio of apples to the total amount of fruit, as well as a
ratio of oranges to the total amount of fruit.
The ratio of apples to the total amount of fruit can be expressed in the following three ways:
1 ton = 1000 kilogram ( kg)
1 kg = 1000 gram
Simplifying Ratios
Some ratios share a Greatest Common Factor (GCF). This means that both numbers in the ratio
can be divided evenly by some other number. When you divide each number by this GCF, the
ratio can be simplified or written in its simplest form.
For example, let’s say a classroom has 9 boys out of 21 students in the class. The ratio of boys
to total students can be written as 9:21.
9 9 ÷3 3
9 ∶ 21 = = = =3∶7
21 21 ÷3 7
This ratio can be simplified. Both 9 and 21 can be divided by 3.
Using 3 as our GCF, we divide each number by 3 and get a ratio of 3:7 in simplest form.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Proportions
Earlier we learned that the ratio 9:21 could also be represented in simplest terms as 3:7. What we
are saying is that 9:21 = 3:7. This can also be written in fraction form like this:
You would read this as 9 over 21 equals 3 over 7. You can also say 9 is to 21 as 3 is to 7.
This concept, that two ratios are equal even though they have different values, is called
proportion. A proportion is any statement that follows this form:
The Rule of Proportions
In any proportion where is true, then a × d = b × c
This rule can be used to check whether a proportion is true or not.
Let’s take a look at some examples.
In this example, if we apply our rule, we would say 3 × 12 = 36 . 4 × 9 = 36 , it turns out that
3 × 12 = 4 × 9
So, 36 = 36, and this statement is a true proportion.
Here’s another example.
In this example, the rule says that if this is true, then 2 × 20 = 40 , 8 × 5 = 40 , it turns out that
2 × 20 = 8 × 5
So, 40 = 40, and this statement is a true proportion.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Let’s look at one last example.
In this example, the rule says that if this is true, then 5 × 15 = 75 , 6 × 10 = 60 , it turns out
that 5 × 15 6 × 10 , So, 75 60, and this statement is not a true proportion.
Cross Multiplication
You can use cross multiplication to help you find a missing number. Let’s see this in more detail.
In this statement, we are missing a number, currently replaced by x. We will use cross
multiplication to help us solve for x.
If we set up our cross products we get this:
2 × 15 = 3 × x
Multiplying this out we get:
30 = 3x
Now, to get x by itself, we need to divide both sides by 3:
10 = x
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 4 : Solve the following problems
a) The local softball team has played 22 games this season. The team has 17 wins and 5 losses.
1. What is the ratio of wins to losses?
2. What is the ratio of losses to total games?
b) Simplify the following ratios in simplest terms :
1. the ratio 4:12
2. the ratio of 24:6
3. the ratio of 12:30
c) Check which of the following propotion is true and which not .
1. The proportion
2. The proportion
3. The proportion
4. The proportion
d) For the following true propotion , find the value of x
1. The proportion
2. The proportion
3. The proportion
4. The proportion
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DEPARTMENT : GFP Course : BASIC MATH (815)
Second: Percentages
Definition: Fractions expressed with a denominator of 100 are called percentages. It is denoted
by the percent sign "%". Percentages are used to express how large or small one quantity is
relative to another quantity.
45
Examples: 45% (read as "forty-five percent") is equal to or 0.45,
100
111 35
111% is equal to or 1.11 and −35% is equal to or −0.35
100 100
2.6 Conversion of percentage to different form
1) Change Percentages to Decimals
Example: Change 20% to decimal number.
20 20.
Solution: 20% .20 0.2 (for division the point will move two digits left
100 100 side as there are two zeros in one hundred)
Example: Change 62.5% to decimal number.
62.5
Solution: 62.5% .625 0.625 (for division the point will move two digits left
100 side as there are two zeros in one hundred)
2) Change Percentages to Fractions in their Lowest Forms
Example: Change 30% to fraction to its lowest form.
30 3
Solution: 30%
100 10
Example: Change 7.5% to fraction to its lowest form.
7 .5 7.5 75 15 5 5 3 5 3 3
Solution: 7.5%
100 100 10 100 10 10 10 10 5 2 5 2 10 2 2 10 40
3) Change Fractions to Percentages
To change fraction to percentage we use the rule fraction 100
Level 1 Page 46 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
4
Example: Change to percentage.
10
Solution:
4 4
100 10 10 4 10 40%
10 10
6
Example: Change to percentage.
25
Solution:
6 6 6
100 10 10 5 2 5 2 6 2 2 24 24%
25 55 55
4) Change Decimals to Percentages
To change decimal to percentage we use the rule decimal 100
Example: Change 0.35 to percentage.
(for multiplication the point will move two digits
Solution: 0.35 100 35. 35% right side as there are two zeros in one hundred)
Practice 5 :Solve the following
1) Change Percentages to Decimals
1) 99% 2) 65.45% 3) 0.025% 4) 52%
2) Change Percentages to Fractions in their Lowest Forms
1) 94% 2) 6.5% 3) 0.8% 4) 25%
3) Change Fractions to Percentages
12 3 24 17
1) 2) 3) 4)
50 4 75 20
4) Change Decimals to Percentages
1) 0.987 2) 0.5 3) 0.369 4) 0.0024
Level 1 Page 47 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2.7 Some Rules of Percentages
Rule 1: To find Percentage.
Q) S is how much percent (x) of T ?
S
x 100 %
T
Example: 28 is how much percent of 70?
Solution: % = x, S = 28, T = 70
By using rule 2 we have
28
x 100
70
74
10 10
7 10
4 10
40
x 40%
Practice 6: Solve the following
1) 49 is how much percent of 50?
2) 44 is how much percent of 80?
3) 22.5 is how much percent of 60?
4) 105 is how much percent of 90?
5) 787 is how much percent of 800?
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DEPARTMENT : GFP Course : BASIC MATH (815)
Rule 2: To find Score.
Q) Find x % of y?
x
y
100
Example: Find 30% of 900
Solution: x = 30, y = 900
Percentage means per 100
By using rule 1 we have
30 x
30% of 900 = 900 => x% =
100 100
30 9
Of any number => multiply
270
x
6 x % of y = y
Example: Find % of 490 100
7
6
Solution: x = , y = 490
7
By using rule 1 we have
6 6
% of 490 = 490
7 7
100
6 6
490 49
7 100 7 10
23 3 21
77 7
7 25 5 5
Example: Find 0.5% of 120
Solution: x = 0.5, y = 120
By using rule 1 we have
0 .5
0.5% of 120 = 120
100
0.5 5 5
120 120 12 10
10 100 10 100 10 20 5
12 4 3 3
0.6
20 4 5 5
Level 1 Page 49 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 7: Solve the following
1) Find 35% of 110 2) Find 0.5% of 120 3) Find 7.5% of 16
1 2
4) Find % of 200 5) Find % of 550 6) Find 5% of 250
8 5
7) Find 4% of 480 8)Find 30% of 90 9) Find 3.5% of 700
Rule 3: To find the Total.
Q) S is x % of which number?
S
T 100
x
Example: 12 is 30% of which number?
Solution: T = ?, x = 30, S = 12
By using rule 3 we can solve the same problem as below
12
30 100
x
30 x 12 100
30 x 12 100 3 4 10 10
4 10
30 30 10 3
x 40
Practice 8: Solve the following
1) 24 is 12% of which number? 2) 105 is 70% of which number?
3) 67 is 81% of which number? 4) 56.8 is 25% of which number?
5) 0.24 is 15% of which number? 6) 111 is 68.5% of which number?
Level 1 Page 50 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Rule 4: To find increased percentage.
increased
Small num. Big num.
% increased big number small number 100%
Small number
Example: A shopkeeper increased the price of a bag from RO 50 to RO 80. Find the
percentage increased?
Solution: big number = 80, small number = 50
By using rule 3 we have
80 50 30 5 6
% increased = 100 100 10 10 6 10 60 60%
50 50 10 5
Rule 5: To find decreased percentage.
Decreased
Big num. Small num.
% decreased big number small number 100 %
Big number
Example: A shopkeeper decreased the price of a camera from RO 80 to RO 68. Find the
percentage decreased?
Solution: big number = 80, small number = 68
By using rule 4 we have
80 68
% decreased = 100
80
12 12 12 43
100 10 10 10 5 2 3 5 15 15%
80 10 8 8 4 2
Level 1 Page 51 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 9: Solve the following
1) The number of students in a college increased from 250 to 300. Find the percentage
increased?
2) The weight of a student increased from 45 kg to 50 kg. Find the percentage increased?
3) The price of a car increased from RO 400 to RO 550. Find the percentage increased?
4) The weight of a student decreased from 75 kg to 60 kg. Find the percentage decreased?
5) The price of a book decreased from RO 30 to RO 21. Find the percentage decreased?
6) The number of visitors in a country decreased from 800 to 680. Find the percentage
decreased?
Level 1 Page 52 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Level 1 Page 55 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
3.1 Definition of Polynomial
A polynomial of degree n is a function of the form :
Where n is a nonnegative integer and . The numbers
are called the Coefficients of the polynomial. The number is the constant coefficient
or constant term. The number , the Coefficient of the highest power is the leading
coefficient, and the term is the leading term.
a: (constant or coefficient) should be a real number.
n: (power) should be a natural number.
x: (variable) should not be under the square root or in the denominator.
Examples: These are not polynomials
3xy-2 is not, because the exponent is "-2" (exponents can only be 0,1,2,...)
2
is not, because dividing by a variable is not allowed
x2
1
x 4 is not, because the exponent is " " (see fractional exponents)
2
But these are allowed:
x
is allowed, because you can divide by a constant
3
3x 8
also for the same reason
7
2 is allowed, because it is a constant (= 1.4142...etc.)
Level 1 Page 56 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
A polynomial looks like this:
example of a polynomial
this one has 3 terms
3.2 Types of Polynomial
Polynomial comes from poly- (meaning "many") and -nomial (in this case meaning "term") ... so
it says "many terms"
Monomial, Binomial, Trinomial
There are special names for polynomials with 1, 2 or 3 terms:
Can Have Lots and Lots of Terms
Polynomials can have as many terms as needed, but not an infinite number of terms.
Level 1 Page 57 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Polynomials can also have no variable at all
Example: 21 is a polynomial. It has just one term, which is a constant Or one variable
Example: x4-2x2+x has three terms, but only one variable (x) Or two or more variables
Example: xy4-5x2z has two terms, and three variables (x, y and z)
Example: State if the following are polynomial or not , and which type for the polynomial?
1) 2x – 3 Yes ( Binomial )
2) 4 x 2 3x 7 Yes (Trinomial)
3) 3x Yes (Monomial)
1
4) 6 x 2 x
3
Yes (Trinomial)
3
3
5) 2x 5 Not polynomial because variable under the square root
x
x 2 3x 2
6) Not polynomial because variable in the denominator
x3
7) 4 x y 3xy z
3 2 2 5
Yes ( Binomial )
Level 1 Page 58 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
3.3 Degree of Polynomial
Polynomial forms can be classified according to their degree. If a term in a polynomial has only
one variable as a factor, then the degree of that term is the power of the variable. If two or more
variables are present in a term as factors , then the degree of that term is the sum of the powers
of the variables. The degree of a polynomial is the degree of the nonzero term with the highest
degree in the polynomial. Any nonzero constant is defined to be polynomial of degree 0. Then
the number 0 is also a polynomial but is not assigned a degree.
The degree of a polynomial with only one variable is the largest exponent of that variable.
Example: Find the degree of the polynomial
Degree is 3 ( The largest exponent of x )
Example : Find the degree of the polynomial 2x5 – 5x3 – 10x + 9
Degree is 5 ( The largest exponent of x )
Example: Find the degree of the polynomial 3xy 2 2 xyz3 3
1+2 1+3+1 0
3 5 0
Degree is 5 ( The largest addition of exponent of x , y and z
Practice 1 : Solve the following
1) Which of the following statement is polynomial ?
9 2
(a) 3 2 x 3 (b) x4 (d) x 3 5x 8
x (c) 5 x 3x
6 3
2) One of the following polynomial is called Binomial , what is it ?
(a) 3x (b) 3 2x (c) x 2 x 1 (d) 6
3) What is the degree of the polynomial 5 x 3 x 12 ?
8 10
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DEPARTMENT : GFP Course : BASIC MATH (815)
(a) 5 (b) 8 (c) 10 (d) - 12
4) Which of the following statement is polynomial ?
2
(a) 3 2 x 3 (b) 7 x 4 (c) 5 x 6 3x 3 (d) x 5 5
5) One of the following polynomial is called Trinomial , what is it ?
(a) 3x - 4 (b) 2 7 x 3 (c) 11x 2 5 x 9 (d) 17x
6) What is the coefficient leader of the polynomial 4 x 2 x 10 ?
12 5
(a) 10 (b) 4 (c) - 4 (d) - 10
7) The degree of the polynomial 3x4 - 3x + 2x8 + 12 is …………….
(a) 4 (b) 8 (c) 12 (d) 20
8) The degree of the polynomial 7x4 yz3 - 3x2 z8 + 2xy8 + 1 is …………….
(a) 7 (b) 8 (c) 9 (d) 10
9) If the polynomial 5x6k + x5 + 2x8 + 9 with degree 12 , then k = ……
(a) 2 (b) 3 (c) 6 (d) 12
10) Complete the table below :
Polynomial Degree constant coefficients leading leading Type of
or constant terms
coefficient terms polynomial
P(x) = 4x3 – 25 3 4x3 Binomial
P(x) = 20x 1 20 Monomial
P(x) = 1 – 3x6 + 12x2 1
11) Complete the table below :
Polynomial Degree constant coefficients leading leading Type of
or constant terms
coefficient terms polynomial
P(x) = 2x - 9 1 -9
P(x) = 3 + 5 x4 + 2x 5 5 x4 Trinomial
P(x) = - 8 x 1 Monomial
Level 1 Page 60 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
3.4 Arithmetic operation on polynomials
Adding Polynomials
Two Steps:
Place like terms together
Add the like terms
Example: Add (2x2 + 6x + 5) and (3x2 - 2x – 1)
Solution :
Start with : 2x2 + 6x + 5 + 3x2 − 2x − 1
Place like terms together: (2x2+3x2 ) + ( 6x − 2x) + (5 – 1)
Which is: (2+3)x2 + (6−2)x + (5−1)
Add the like terms: 5x2 + 4x + 4
Here is an animated example:
(Note: there was no "like term" for the -7 in the other polynomial, so we
didn't have to add anything to it.)
Adding in Columns ( Adding Several Polynomials)
We can also add several polynomials together in columns like this example :
Example: Add (2x2 + 6y + 3xy) , (3x2 - 5xy - x) and (6xy + 5)
Solution:
Line them up in columns and add:
2x2 + 6y + 3xy
3x2 - 5xy - x
6xy +5
5x2 + 6y + 4xy - x + 5
Using columns helps us to match the correct terms together in a complicated sum.
Level 1 Page 61 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Subtracting Polynomials
To subtract Polynomials, first reverse the sign of each term we are subtracting (in other words
turn "+" into "-", and "-" into "+"), then add as usual.
Example : Simplify (5x3 – 7x2 – 8) – (4x2 + 5x – 6)
Solution:
(5x3 – 7x2 – 8) + (-4x2 - 5x + 6)
5x3 - 7x2 –8
-4x -5x +6
2
--------------------------------
5x3 -11x2-5x–2
Here are the steps required for Adding and Subtacting Polynomials:
Step 1: Remove all parentheses. I suggest writing the problem vertically rather than horizontally
because it makes the next step must easier. When adding, distribute the positive (or
addition) sign, which does not change any of the signs. When subtracting, distribute the
negative (or subtraction) sign, which changes each sign after the subtraction sign.
Step 2: Combine like terms. This step is much easier if things are written vertically because like
terms are written above one another. Remember that to combine like terms the variable
and the power of each variable must be exactly the same.
Example 1 – Simplify: (3x3 – 5x + 9) + (6x3 + 8x – 7)
Step 1: Remove all parentheses.
Step 2: Combine like terms.
Example 2 – Simplify: (–3x2 + 9xy – 5y2) – (4x2 + 7xy – 8y2)
Step 1: Remove all parentheses.
Step 2: Combine like terms.
Level 1 Page 62 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example 3 – Simplify: (5x3 – 7x2 – 8) – (4x2 + 5x – 6)
Step 1: Remove all parentheses. In this case, notice I left a blank in the
first row to help align the like terms, making them easier to combine in
the next step.
Step 2: Combine like terms.
Example 4 – Subtract 4x2 – 7x + 5 from 3x2 – 2x + 6.
Step 1: Write the problem using parentheses.
We should use parentheses in this type of
problem because we are subtracting groups of
terms.
Step 2: Remove all parentheses.
Step 3: Combine like terms. - x2 + 5x + 1
Practice 2 : Solve the following
1) Simplify: (5x4 – 3x2 + 4) + (6x3 – 4x2 – 7)
2) Simplify: (5x3 – 7x2 + 3x – 4) – (8x3 + 2x2 + 3x – 7)
3) Subtract 6x2 – 7x + 4 and 7x2 – 9x + 8
4) Simplify: (2x2y – 5xy + 3y2) – (7xy – 6y2 + 5x2y)
5) Subtract 4x3 – 5x – 8 from 6x2 – 3x + 8
6) Simplify: (9x5 – 6x3 + 7x2) – (7x3 – 6x5 + 2x2)
7) Add 4x3 – 9x + 3 and 5x2 – 4x + 7.
Level 1 Page 63 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Multiplying Polynomials
To find the product of two polynomials, multiply each term in the first factor by
each term in the other factor. Then combine like terms.
Example : Simplify (2x – 3)(x2 - 2x + 1)
Solution:
(2x – 3)(x2 - 2x + 1) = (2x)( x2 - 2x + 1) + (-3)( x2 - 2x + 1)
= 2x3 - 4x2 + 2x - 3x2 + 6x + 3
= 2x3 - 7x2 + 8x + 3
OR
You can use the Box Method if this seems too confusing!
x2 -2x 1
2x . x2 = 2x . (-2x) = 2x . 1 =
2x
2x3 -4 x2 2x
-3 . x2 = -3 . (-2x) = -3 × 1 =
-3
-3 x2 6x -3
Add the Result : 2x3 -4 x2 -3 x2 + 6 x + 2x -3
= 2x3 -7 x2 + 8 x -3
Practice 3 : Simplify the following using any way
1) (5x – 2)(3x2 + 9x + 2) 2) (2x2 - x + 4) (-6x2 - 2x + 5)
Level 1 Page 64 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Division Polynomials including Simplifying Rational Expressions
Here are the steps required for Dividing by a Polynomial Containing More Than One Term
(Long Division Method): ( used in general Division )
Step 1: Make sure the polynomial is written in descending order. If any terms are
missing, use a zero to fill in the missing term (this will help with the spacing).
Step 2: Divide the term with the highest power inside the division symbol by the term
with the highest power outside the division symbol.
Step 3: Multiply (or distribute) the answer obtained in the previous step by the
polynomial in front of the division symbol.
Step 4: Subtract and bring down the next term.
Step 5: Repeat Steps 2, 3, and 4 until there are no more terms to bring down.
Step 6: Write the final answer. The term remaining after the last subtract step is the
remainder and must be written as a fraction in the final answer.
𝑥 3 −4𝑥 2 +2𝑥−3
Example 1 – Divide:
𝑥+2
Step 1: Make sure the polynomial is written in descending order. If any
terms are missing, use a zero to fill in the missing term (this will help
with the spacing). In this case, the problem is ready as is.
Step 2: Divide the term with the highest power inside the division
symbol by the term with the highest power outside the division symbol.
In this case, we have x3 divided by x which is x2.
Step 3: Multiply (or distribute) the answer obtained in the previous step
by the polynomial in front of the division symbol. In this case, we need
to multiply x2 and x + 2.
Step 4: Subtract and bring down the next term.
Step 5: Divide the term with the highest power inside the division
symbol by the term with the highest power outside the division symbol.
In this case, we have –6x2 divided by x which is –6x.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Step 6: Multiply (or distribute) the answer obtained in the previous step
by the polynomial in front of the division symbol. In this case, we need
to multiply –6x and x + 2.
Step 7: Subtract and bring down the next term.
Step 8: Divide the term with the highest power inside the division
symbol by the term with the highest power outside the division symbol.
In this case, we have 14x divided by x which is +14.
Step 9: Multiply (or distribute) the answer obtained in the previous step
by the polynomial in front of the division symbol. In this case, we need
to multiply 14 and x + 2.
Step 10: Subtract and notice there are no more terms to bring down.
Step 11: Write the final answer. The term remaining after the last
subtract step is the remainder and must be written as a fraction in the
final answer.
Level 1 Page 66 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
−13𝑥 2 +4𝑥 3 +2𝑥−7
Example 2 – Divide:
𝑥 2 +3𝑥−2
Step 1: Make sure the polynomial is written in
descending order. If any terms are missing, use a
zero to fill in the missing term (this will help with
the spacing). In this case, we should get:
Step 2: Divide the term with the highest power
inside the division symbol by the term with the
highest power outside the division symbol. In this
case, we have 4x3 divided by x2 which is 4x.
Step 3: Multiply (or distribute) the answer obtained
in the previous step by the polynomial in front of the
division symbol. In this case, we need to multiply 4x
and x2 + 3x – 2.
Step 4: Subtract and bring down the next term.
Step 5: Divide the term with the highest power
inside the division symbol by the term with the
highest power outside the division symbol. In this
case, we have –25x2 divided by x2 which is –25.
Step 6: Multiply (or distribute) the answer obtained
in the previous step by the polynomial in front of the
division symbol. In this case, we need to multiply –
25 and x2 + 3x – 2.
Step 7: Subtract and notice there are no more terms
to bring down.
Step 8: Write the final answer. The term remaining
after the last subtract step is the remainder and must
be written as a fraction in the final answer.
Level 1 Page 67 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
3𝑥 3 −2𝑥 2 +5
Example 3 – Divide:
𝑥 2 −1
Step 1: Make sure the polynomial is written in descending
order. If any terms are missing, use a zero to fill in the
missing term (this will help with the spacing). In this case,
we should get:
Step 2: Divide the term with the highest power inside the
division symbol by the term with the highest power outside
the division symbol. In this case, we have 3x3 divided by x2
which is 3x.
Step 3: Multiply (or distribute) the answer obtained in the
previous step by the polynomial in front of the division
symbol. In this case, we need to multiply 3x and x2 – 1.
Step 4: Subtract and bring down the next term.
Step 5: Divide the term with the highest power inside the
division symbol by the term with the highest power outside
the division symbol. In this case, we have –2x2 divided by x2
which is –2.
Step 6: Multiply (or distribute) the answer obtained in the
previous step by the polynomial in front of the division
symbol. In this case, we need to multiply –2 and x2 – 1.
Step 7: Subtract and notice there are no more terms to
bring down.
Step 8: Write the final answer. The term remaining after the
last subtract step is the remainder and must be written as a
fraction in the final answer.
Level 1 Page 68 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2𝑥 3 +2𝑥+7𝑥 2 +9
Example 4 – Divide:
2𝑥+3
Step 1: Make sure the polynomial is written in descending order.
If any terms are missing, use a zero to fill in the missing term
(this will help with the spacing). In this case, we should get:
Steps 2, 3, and 4: Divide the term with the highest power inside
the division symbol by the term with the highest power outside
the division symbol. Next multiply (or distribute) the answer
obtained in the previous step by the polynomial in front of the
division symbol. In this case, we should get 2x3/2x = x2 and x2(2x
+ 3). Finally, subtract and bring down the next term.
Steps 5, 6, and 7: Divide the term with the highest power inside
the division symbol by the term with the highest power outside
the division symbol. Next multiply (or distribute) the answer
obtained in the previous step by the polynomial in front of the
division symbol. In this case, we should get 4x2/2x = 2x and 2x(2x
+ 3). Finally, subtract and bring down the next term.
Steps 8, 9, and 10: Divide the term with the highest power inside
the division symbol by the term with the highest power outside
the division symbol. Next multiply (or distribute) the answer
obtained in the previous step by the polynomial in front of the
division symbol. In this case, we should get –4x/2x = –2 and –
2(2x + 3). Finally, subtract and notice there are no more terms to
bring down.
Step 11: Write the final answer. The term remaining after the
last subtract step is the remainder and must be written as a
fraction in the final answer.
Level 1 Page 69 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
𝑥 3 +3𝑥 2 −4𝑥−12
Example 5 – Divide:
𝑥 2 +𝑥−6
Step 1: Make sure the polynomial is written in descending
order. If any terms are missing, use a zero to fill in the
missing term (this will help with the spacing). In this case,
the problem is ready as is.
Steps 2, 3, and 4: Divide the term with the highest power
inside the division symbol by the term with the highest
power outside the division symbol. Next multiply (or
distribute) the answer obtained in the previous step by the
polynomial in front of the division symbol. In this case, we
should get x3/x2 = x and x(x2 + x – 6). Finally, subtract and
bring down the next term.
Steps 5, 6, and 7: Divide the term with the highest power
inside the division symbol by the term with the highest
power outside the division symbol. Next multiply (or
distribute) the answer obtained in the previous step by the
polynomial in front of the division symbol. In this case, we
should get 2x2/x2 = 2 and 2(x2 + x – 6). Finally, subtract and
notice there are no more terms to bring down.
Step 8: Write the final answer. The term remaining after
the last subtract step is the remainder and must be
written as a fraction in the final answer. In this case, there
is no remainder, so you do not need to write the fraction.
Practice 4 : Find remainder and quotient for the following by using long division
1)
2)
3)
4)
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DEPARTMENT : GFP Course : BASIC MATH (815)
(Synthetic Division Method) ( used when we divide by first degree function )
Example: Find remainder and quotient when 2x2-5x-1 is divided by x-3 using Synthetic
division method
X -3 =0
X=3
x2 x number ( wrire the variables )
3 2 -5 -1 ( write the coefficient of each)
0 6 3
2 1 2
Remainder r(x) = 2
Quotient q(x) = 2x +1
Example: Find remainder and quotient of f(x) = x3 – 7x – 6 divided by x-4 usin Synthetic
division method
Solution :
X -4 =0
X=4
x3 x2 x number
4 1 0 -7 -6
0 4 16 36
1 4 9 30
Remainder = 30
Quotient q(x) =
Level 1 Page 71 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
3.4 Remainder and factor Theorem
Remainder theorem & Factor theorem:
If a polynomial f(x) is divided by x-c, the remainder is r(x) = f(C) , C is constant (number).
If r(x) =0 then x – C is a factor for f(x).
Example: Find remainder when 2x2-5x-1 is divided by x-3 using remainder theorem.
f(x) : 2x2-5x-1 g(x) : x – 3
g(x) : x - c
c=3
Therefore : r(x) = f(c)
2 x 2 – 5 x -1 = 2(3)2-5(3)-1 change x by 3
= 2(9) - 15 -1 = 18 -15-1 = 2
Example:
1) Use the Factor Theorem to determine whether x – 1 is a factor of f (x) = 2x4 + 3x2 – 5x + 7.
Solutiom :
f(x) = 2x4 + 3x2 – 5x + 7 , x - 1 = 0 => x = 1
r(x) = f(1) = 2(1)4 +3(1)2 -5(1) +7 = 2 +3 -5 +7 = 7
x – 1 is not a factor of f (x).
2) Using the Factor Theorem, verify that :
x + 4 is a factor of f (x) = 5x4 + 16x3 – 15x2 + 8x + 16.
Solutiom :
f (x) = 5x4 + 16x3 – 15x2 + 8x + 16. x + 4 = 0 => x = - 4
r(x) = f(-4) = 5(-4)4+ 16 (-4)3-15(-4)2 +8(-4)+16 = 0
x + 4 is a factor of 5x4 + 16x3 – 15x2 + 8x + 16.
Level 1 Page 72 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 5: Solve the following
1) Find remainder and quotient when f (x) = x 4 +4x 3 + x - 10 is divided
by g(x) = 2x - 3 by synthetic division.
2) Find remainder and quotient when f (x) = 2x 4 -x 3 -7 x 2-3 x + 10 is divided by
g(x) = x - 2 by Synthetic division.
4
3) Find remainder and quotient when f (x) = x +7x 3 +5 x 2-4 x + 15 is divided by g(x) = x + 2
using synthetic division method.
4) Find the remainder and quotient by synthetic division method.
9 x 2 5x 7 4 x 2 19 x 5
1) 2)
x 1 x5
2 y 2 9 y 18
4) f ( x) 3x 12x x 2
3 2
3) ; g(x) = x+1
y6
5) Simplify the following Rational expression by synthetic division method.
8x 2 5x 4 x3 2x2 1
1) 2)
x 1 x2
2x2 x 1 x 3 10x 21
3) 4)
x2 x3
6) Choose the correct answer for the following:
(1) What is the remainder when 3x2 - 5x + 6 is divided by x - 2 ?
(a) -4 (b) 8 (c) 28 (d) 32
2
(2) What is the remainder when 5x + 3x - 7 is divided by x + 9 ?
(a) 439 (b) 425 (c) 385 (d) 371
2
(3) What is the remainder when 2x - 3x + 5 is divided by 2x - 1 ?
(a) 2 (b) 3 (c) 4 (d) 5
2
(4) What is the remainder when 3x + 6x - 4 is divided by 5x + 2 ?
(a) -5.92 (b) -1.12 (c) 1.12 (d) 5.92
Level 1 Page 73 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
(5) If the reminder of the division (x3 + m x – 6) / (x – 4) is 30 , what is m ?
(d) 25
(a) -25 (b) - 7 (c) 7
6) Solve the following problems :
(1) Use the Remainder Theorem to evaluate r , if f (x) = 6x3 – 5x2 + r x – 17
is divided by q(x) = x – 3 and reminder is 112
(2) If (x+ 4) is a factor of ( x6 + 5x5 + bx4 + 5x3 + 2x2 – 10x – 8 )
what is the value of b ?
(3) Determine whether x + 1 is a factor of the following polynomials.
a) 3x 4 + x 3 – x 2 + 3x + 2 b) x 6 + 2x(x – 1) – 4
(4) Prove that (x + 1) is a factor of P(x) = x2 + 2x + 1
Is (x + 2) a factor of x3 + 4x2 − x − 3?
(5) For the following , calculate the reminder using reminder theorem ,
then check either p(x) is a factor or not for f(x)
1. f(x) = 4x3 - 3x2 - 8x + 4 , p(x) = x – 3
2. f(x) = 3x4 - 6x3 - 5x + 10 , p(x) = x – 1
3. f(x) = 3x6 + 2x3 – 176 , p(x) = x + 2
4. f(x) = 4x6 - 64x4 - x2 – 16 , p(x) = x – 4
f ( x) r ( x)
(6) For the following : q( x) , where r(x) is remainder , find a
g ( x) g ( x)
1) f(x) = 3x2 + 5x − a , g(x) = x - 4 , r(x) = 14
2) f(x) = 3x + a x − 20x + 5
3 2
, g(x) = x + 4 , r(x) = - 123
3) f(x) = x + 2x – a x – 6
3 2
, g(x) = x + 1 , r(x) = 0
4) f(x) = (x − 5x + x − 2x – a )
4 3 2
, g(x) = x + 4 , r(x) = 172
4 2
5) f(x) = (a x - 10x + 30x - 60) , g(x) = x + 4 , r(x) = 606
Level 1 Page 74 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Level 1 Page 75 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
4.1 Defination of Linear Equation
EQUATION { f(x)=0 }
Linear Equation Quadratic Equation
Ax +B = 0 Ax2+Bx +C = 0
Where A , B , C are any real numbers with A ≠ 0
Linear Equation:
Definition: An equation with one or two variables in which all the variables have power one and
there is no product and division of variables involved, is called a linear equation (ax +b = 0). The
graph of a linear function( y = ax + b) is a straight line.
5x 2x
Examples: x 3 5 , 2 , 7 x 3 3x 17 , 3 x y 1 , 4 y 1 , are some examples of
3 5
linear equations.
Solution:
The following equations are not linear equations.
x2 x 9 0 (The power of x is 2)
4 x 3 xy 5 (There is a product of x and y )
x
2x 1 (There is a division of x and y )
y
Level 1 Page 76 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
4.2 Solving Linear Equations
Example: Solve x 3 5
Solution:
x3 5
x 53 (move -3 to right side of equality and change the sign to +)
x8
x
Example: Solve 3
6
Solution:
x 3
6 1
x 1 6 3 18 (by cross multiplication)
Example: Solve 7 x 3 5x 17
Solution:
(move 5x to left side of equality and change its sign to – and
7 x 3 5 x 17 move 3 to right side of equality and change its sign to -)
7 x 5 x 17 3
2 x 14 (dividing 2 on both sides)
2 x 14
2 2
27
x 7
2
Example: Solve 2(3x 7) 16
Solution:
2(3 x 7) 16
6 x 14 16 (by multiplying 2 with 3x and 7 respectively)
6 x 16 14 2 (move 14 to right side of equality and change its sign to - )
6x 2
6 6
(dividing 6 on both sides)
2 1
x sides)
23 3
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DEPARTMENT : GFP Course : BASIC MATH (815)
4(2 x 3) 4 x 1
Example: Solve
3 1
Solution:
4(2 x 3) 4 x 1
3 1
8 x 12 4 x 1 (by multiplying -4 with 2x and 3 respectively)
3 1
1(8 x 12) 3(4 x 1) (by cross multiplication)
8 x 12 12x 3 (by multiplying -1 with -8x and -12 respectively and
by multiplying -3 with 4x and 1 respectively)
8x 12x 3 12 (move -12x to left side of equality and change its sign to +
20x 15 and move 12 to right side of equality and change its sign to -)
20x 15
(dividing 20 on both sides)
20 20 sides)
53
x
5 4
3
x
4
Example: Solve 3x 8 4
Solution:
3x 8 4
( 3x 8 ) 2 4 2 (take power 2 on both sides to cancel the square root)
3 x 8 16
3 x 16 8 (move -8 to right side of equality and change its sign to + )
3 x 24
3 x 24
(dividing 3 on both sides)
3 3 sides)
38
x
3
x8
Level 1 Page 78 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example: Solve 5
2 x 1 1
Solution:
5
2 x 1 1
(5 2 x 1) 5 (1) 5 (take power 5 on both sides to cancel the 5th root)
2 x 1 1
2 x 1 1 (move -1 to right side of equality and change its sign to + )
2x 0
2x 0
(dividing 2 on both sides)
2 2 sides)
x0
Example: Solve 3
x 6 1 3
Solution:
3
x 6 1 3
3
x 6 3 1 (move 1 to right side of equality and change its sign to - )
3
x6 2
(3 x 6 ) 3 2 3
x68
x 86 (move 6 to right side of equality and change its sign to - )
x2
Practice 1: Solve for x
1. Solve 3x 1 2x 6 2. Solve 3x 3 2x 12
3. Solve 1 x 2 2 4. Solve 5( x 2) 7 2(3 x 1)
2( x 1) x 1 x 2
5. Solve 3( x 1) 6. Solve
3 3 2
7. Solve 2( x 3) 1 1 8. Solve 5 x 16 7( x 1) 3 x
2( x 3) 3x 4 x 2
9. Solve 3 x 8 10. Solve
3 1 2
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DEPARTMENT : GFP Course : BASIC MATH (815)
2( x 3) 3(2 x 3) 1 2x 3 4x
11. Solve 12. Solve
3 2 3 5
13. Solve 3x 5 4 14. Solve 6 5 x 6
15. Solve 3 2( x 3) 1 1 16. Solve 5
5 x 3 10 11
17. Solve 7 3(2 x 1) 6 7 18. Solve 4
1 3x 2
19. Solve 3 x 2 ( x 3) 3 20. Solve 6
4x 1 1
21. Solve 4 2 x 1 ( x 2) 3 22. Solve 7
x 3 7 3 4x
23. Solve 5 9 3(1 2 x) 4 x 4 24. 1. Solve 8 3 4 x 3( x 1) 12
4.2 Modeling with Linear Equations
Modeling with equation is the process of solving a real life problem by converting the situations
into mathematics equations.
Guidelines for modeling with equations
Define variable : Identify the quantity that problem asks you to find.
Set up the model : Formulate the problems as a mathematical expression involving the
variable.
Solve the equation : Solve the equation for required variable.
Conclusion : Express the solutions as a sentence that answers the question posed in the
problem.
Level 1 Page 80 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example: Solve the following
1) The perimeter of fenced rectangular area is 45 m. Write a linear equation relating the
length and width . If the length is 10 m , find the width.
Perimeter p of a rectangle is given P = 2L +2w
Width
Length
45 = 2L+ 2w is the required linear equation
Substitute L = 10
45 = 2 × 10 + 2w
45 – 20 = 2w
25 = 2w
Therefore
W = 25 ÷ 2
= 12.5 m
The required width is 12.5 meters.
2) Find the two consecutive integers whose sum is equal to 31.
Let x be the number, then two consecutive numbers are : x and x+1
Sum of two consecutive number is : x + (x+1) = 31 is the required linear equation
Solve this for x
2x + 1 = 31
2x = 31 – 1
2x = 30
x = 30 ÷ 2 = 15
Therefore two consecutive number are : x = 15 and x+1 = 15+1 = 16
Level 1 Page 81 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 2 : Solve the following
(i) Find four consecutive odd integers with a sum of 96.
(ii) The sum of 40 and twice a number is 132. What is the number?
(iii) Six more than half of a number is 30. What is the number?
(iv) Find three consecutive integers with a sum of 63.
(v) A rectangular garden is 25 m wide. If its area is 1125 m, what is the length of the garden?
(vi) Find four consecutive even integers with a sum of 60.
4.3 Solving Quadratic Equation using Quadratic Formula
Quadratic Equation:
Definition: An equation with one variable in which all the variables have power two, is called a
quadratic equation (ax2 + b x + c = 0).
5x 2
Examples: x 2 3 x 5 , 2 x 1 , 7 x 2 3 5 x are some examples of quadratic equations.
3
Solving Quadratic Equation
To solve Quadratic Equation , we have 4 ways , which are :
1. Using Quadratic Formula Method ( QFM).
2. Using common factor Method (CFM).
3. Using Square Root Method (SRM).
4. By Factorizing.
Note : In this course( Basic Math ) we will discuss how to use quadratic formula
only , and we leave the remaning metod to be studied in Applied or Pure Math.
Now , Let discuss how to solve QE’s using Formula
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DEPARTMENT : GFP Course : BASIC MATH (815)
A Quadratic Equation looks like this:
And it can be solved using the Quadratic Formula:
Example : Solve the following equation 2x2 = 4 - 2x using QFM
Solution:
To solve the equation using QFM follow the steps below :
Step 1 : Check if the equation in standard form : ax2 + bx + c = 0
This equation 2x2 = 4 - 2x , so must put it in standard form to be :
2x2 + 2x – 4 = 0
Step 2 : find a , b , c
For the equation 2x2 - 2x – 4 = 0, a = 2 , b = - 2 , c = - 4
Step3 : Substitute the values of a , b , c in the formula below
Level 1 Page 83 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
b b 2 4ac
x
2a
(2) (2) 2 4(2)(4)
x
2(2)
(2) 4 32 2 36 2 6
x x
2 4 4
26
x 2
4
or
26
x 1
4
The solution are { 2 , -1 }
Practice 3 : Solve the following equations using QFM
(a) x2 - 3 x + 2 = 0
(b) x2 - 6 x - 27 = 0
(c) x2 = x + 2
(d) 5 x - 2 = 3x2
(e) -7x2 + 5 = 2x
4.4 Defination of Linear Inquaility
Definition:
An inequality says that two values are not equal. a ≠ b says that a is not equal to b
There are other special symbols that show in what way things are not equal.
a < b says that a is less than b
a > b says that a is greater than b
(those two are known as strict inequality)
a ≤ b means that a is less than or equal to b
a ≥ b means that a is greater than or equal to b.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Examples of Inquaility :
1) 3𝑥 + 2 > 11 2) 2x- 5 ≤ -1 3) 4𝑥 − 12 ≥ 3𝑥 + 9 4) 5x+3 > 7x-1
Examples of Not Inquaility :
3) x 7 0
2
1) 3x-1 = 4 2) 4𝑥 − 12 = 3𝑥 + 9
4.5 Rules for Inequalities
Inequality Number Doing Inequality Status
Adding positive number
a<b + a+n<b+n no change
(+n) on both sides
Subtracting positive
a<b number (+n) on both - a-n<b–n no change
sides
Multiply positive number
a<b × a×n<b×n no change
(+n) on both sides
Multiply negative number
a<b × a × (-n) >b × (-n) change
(-n) on both sides
Divide positive number a b
a<b ÷ no change
(+n) on both sides n n
Divide negative number a b
a<b ÷ change
(-n) on both sides n n
Level 1 Page 85 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
4.6 Solving Linear Inequalities
Example: Solve the inequality 𝟑𝒙 + 𝟐 > 𝟏𝟏
Solution:
-2
3𝑥 + 2 > 11 Arrange number with x in one side
and number without x in other side
3x > 11 – 2
3x > 9 Divide both side by 3
3x 9
No change in inequality direction.
3 3
x > 3
Example: Solve the inequality 5x -7 ≤ 9x + 3
Solution:
+7
5x -7 ≤ 9x + 3 Arrange number with x in one side
and number without x in other side
-9x
5x – 9x ≤ 3 + 7
-4x ≤ 10 Divide both side by -4
4 x 10
Change the inequality direction
4 4
5
x
2
Level 1 Page 86 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example: Solve the inequality 4 - 2x < 3 ( 2x- 5)
Solution:
4 - 2x < 3 ( 2x- 5) Multiply by 3
+2x
4 – 2x < 6 x – 15 Arrange number with x in one side
and number without x in other side
+15
4 + 15 < 6x +2x
19 < 8x Divide both side by 8
19 8 x
No change in Inequality direction
8 8
19
x
8
Practice 4 : Solve the inequality
1) −2𝑥 − 7 ≤ −1 2) 4(𝑥 + 1) < 2𝑥 + 3
x3 1 2
3) 2 4) x 2
5 2 3
2 1
5) x 1 2x 6) −𝑥 − 12 ≤ 30
5 5
7) 4𝑥 − 12 > 3𝑥 + 9 8) −12 > −3 − 7𝑥
9) 7 − 2𝑥 < 4𝑥 + 10 10) 5(𝑥 + 2) ≥ 25
11) 8 − 3𝑥 ≥ 14 12) 4(𝑥 − 1) > 40
Level 1 Page 87 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
4.7 Modelling with Linear Inequalities
Writing Inequalities from Word Problems
Read through the entire problem.
Highlight the important information and key words that you need to solve the problem.
Identify your variables.
Write the equation or inequality.
Solve.
Write your answer in a complete sentence.
Check or justify your answer.
Inequality Key Words
At least – means greater than or equal to
No more than – means less than or equal to
More than – means greater than
Less than – means less than
Example : Amer has OR 500 in a savings account at the beginning of the summer. He wants to
have at least OR 200 in the account by the end of the summer. He withdraws OR 25 each week
for food, clothes, and movie tickets.
Write an inequality that represents Amer's situation.
How many weeks can Amer withdraw money from his account? Justify your answer.
Solution
Step 1: Highlight the important information in this problem.
Note: At least is a key word that notes that this problem must be written as an inequality.
Step 2: Identify your variable. What don't you know? The question verifies that you don't know
how many weeks.
Let w = the number of weeks
Level 1 Page 88 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Step 3: Write your inequality.
500 - 25w > 200
I know you are saying, "How did you get that inequality?"
I know the "at least" part is tricky. You would probably think that at least means less than.
But... he wants the amount in his account to be at least OR 200 which means OR 200 or greater.
So, we must use the greater than or equal to symbol.
Step 4: Solve the inequality.
The number of
weeks that Amer
can withdraw money from his account is 12 weeks or less.
Step 5: Justify (prove your answer mathematically).
I'm going to prove that the largest number of weeks is 12 by substituting 12 into the inequality
for w. You could also substitute any number less than 12.
Level 1 Page 89 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Since 200 is equal to 200, my answer is correct. Any more than 12 weeks and his account
balance would be less than OR 200. Any number of weeks less than 12 and his account would
stay above OR 200.
Examples :
1) If Rahama's age is represented by R, which inequality represents the statement " Rahama is at
most 29 years old"?
a) R < 29 b) R > 29 c) R ≤ 29 d) R ≥ 29
2) The sign shown below is posted in front of a roller coaster ride at the Wadsworth County
Fairgrounds. If h represents the height of a rider in inches, what is a correct translation of the
statement on this sign?
a) h < 48 b) h > 48 c) h ≤ 48 d) h ≥ 48
3) Mrs. Laila wrote "Eight less than three times a number is greater than fifteen" on the board. If
x represents the number, which inequality is a correct translation of this statement?
a) 3x − 8 > 15 b) 3x − 8 < 15
c) 8 − 3x > 15 d) 8 − 3x < 15
4) The length of a rectangle is three feet less than twice its width. If x represents the width of the
rectangle, in feet, which inequality represents the area of the rectangle that is at most 30 square feet?
a) x(2x − 3) ≤ 30 b) x(2x − 3) ≥ 30
c) x(3 − 2x) ≤ 30 d) x(3 − 2x) ≥ 30
5) The length of a rectangle is 15 and its width is w. The perimeter of the rectangle is, at most,
50. Which inequality can be used to find the longest possible width?
a) 30 + 2w < 50 b) 30 + 2w ≤ 50
c) 30 + 2w > 50 d) 30 + 2w ≥ 50
Level 1 Page 90 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 5 :
1) Roger is having a picnic for 78 guests. He plans to serve each guest at least one hot dog.
If each package, p, contains eight hot dogs, which inequality could be used to determine
how many packages of hot dogs Roger will need to buy?
a) p ≥ 78 b) 8p ≥ 78 c) 8 + p ≥ 78 d) 78 − p ≥ 8
2) Jeremy is hosting a Halloween party for 80 children. He will give each child at least one
candy bar. If each bag of candy contains 18 candy bars, which inequality can be used to
determine how many bags, c, Jeremy will need to buy?
a) 18c ≥ 80 b) 18c ≤ 80 c) 18c ≥ 80 d) 18c ≤ 80
3) Carol plans to sell twice as many magazine subscriptions as Jennifer. If Carol and
Jennifer need to sell at least 90 subscriptions in all, which inequality could be used to
determine how many subscriptions, x, Jennifer needs to sell?
a) x ≥ 45 b) 2x ≥ 90 c) 2x − x ≥ 90 d) 2x + x ≥ 90
4) An electronics store sells DVD players and cordless telephones. The store makes a OR75
profit on the sale of each DVD player (d) and a OR30 profit on the sale of each cordless
telephone (c). The store wants to make a profit of at least OR255.00 from its sales of
DVD players and cordless phones. Which inequality describes this situation?
a) 75d + 30c < 255 b) 75d + 30c ≤ 255
c) 75d + 30c > 255 d) 75d + 30c ≥ 255
Level 1 Page 91 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
5) The ninth grade class at a local high school needs to purchase a park permit for OR 250.00
for their upcoming class picnic. Each ninth grader attending the picnic pays OR 0.75. Each
guest pays OR 1.25. If 200 ninth graders attend the picnic, which inequality can be used to
determine the number of guests, x, needed to cover the cost of the permit?
a) 0.75x − (1.25)(200) ≥ 250.00 b) 0.75x + (1.25)(200) ≥ 250.00
c) (0.75)(200) − 1.25x ≥ 250.00 d) (0.75)(200) + 1.25x ≥ 250.00
6) Students in a ninth grade class measured their heights, h, in centimeters. The height of
the shortest student was 155 cm, and the height of the tallest student was 190 cm. Which
inequality represents the range of heights?
a) 155 < h < 190 b) 155 ≤ h ≤ 190
c) h ≥ 155 or h ≤ 190 d) h > 155 or h < 190
7) If five times a number is less than 55, what is the greatest possible integer value of the
number?
a) 12 b) 11 c) 10 d) 9
8) Jason’s part-time job pays him OR 155 a week. If he has already saved OR 375, what is
the minimum number of weeks he needs to work in order to have enough money to buy a
dirt bike for OR 900?
a) 8 b) 9 c) 3 d) 4
9) An online music club has a one-time registration fee of OR 13.95 and charges OR 0.49
to buy each song. If Emma has OR 50.00 to join the club and buy songs, what is the
maximum number of songs she can buy?
a) 73 b) 74 c) 130 d) 131
Level 1 Page 92 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Level 1 Page 93 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
5.1 The Coordinate Plane
The coordinate plane is a basic concept for coordinate geometry. It describes a two-
dimensional plane in terms of two perpendicular axes: x and y.
For example: In the coordinate plane below, point L is represented by the coordinates (–3, 1.5)
because it is positioned on –3 along the x-axis and on 1.5 along the y-axis. Similarly, you can
figure out why the points M = (2, 1.5) and N = (–2, –3).
Practice 1 : Figure the following points in the coordinate plane :
(1,-3) , (0,4) , (-6,-7) , (3,0) , (-2.5,1.5) , (4,-4)
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DEPARTMENT : GFP Course : BASIC MATH (815)
5.2 The Slope Formula
change..in.. y..value y2 y1
Slope
change..in..x..value x2 x1
Example : Given two points, P = (0, –1) and
Q = (4,1), on the line we can calculate the slope of the
line.
Solution :
y 2 y1 1 (1) 2 1
Slope
x 2 x1 40 4 2
Negative Slope
Example: Consider the two points, R(–2, 3) and S(0, –1) on the line. What would be the slope of
the line?
Solution :
y2 y1 1 3 4
Slope 2
x2 x1 0 (2) 2
Level 1 Page 95 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
IMPORTANT NOTE:
Direction of the line Type of Slope Graph
If the line makes an acute slope is positive number
angle with positive of x- axis m is greater than zero
( m > 0 ).
If the line makes an obtuse the slope is negative number
angle with positive of x- m is less than zero (m
axis and makes right angle < 0)
with the y-axis
If the line parallel to the y- the slope of the line is
axis and makes right angle undefined
with the x-axis ( m is ).
If the line parallel to the x- the slope of the line is Zero
axis ( m = 0 ).
Level 1 Page 96 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example:
1) Find the slope of the line passing through the point
A( 2 , 5 ) and B( 2 , -3 ) ?
y2 y1 3 5 8
Slope
x2 x1 20 0
2) Find the slope of the line passing through the point A( -2 , 3 ) and B( 4 , 3) ?
y2 y1 33 0
Slope 0
x2 x1 2 4 6
Practice 2 : Solve the following
1)Find the slope of the line passing through the point A( 4 , -5 ) and B( 4 , 3) ?
2) Find the slope of the line passing through the point A( -1 , 3 ) and B( 2 , - 3) ?
3) Find the slope of the line passing through the point A( 2 ,-2 ) and B( 4 , -1) ?
Level 1 Page 97 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
5.3 The Distance Formula
Distance Formula
The distance between the two points (x1,y1) and (x2,y2) is
d x2 x1 2 y2 y1 2
For example:
1) Find the distance between A(1,1) and B(3,4)
d x2 x1 2 y2 y1 2
AB 3 12 4 12
AB 2 2 32
AB 4 9
AB 13
2) Find the distance between A( 2 -5) and B( -11 , 3 ).
d x2 x1 2 y2 y1 2
AB 11 22 3 (5)2
AB (13) 2 8 2
AB 169 64
AB 233
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DEPARTMENT : GFP Course : BASIC MATH (815)
5.4 The Midpoint Formula
To find a point that is halfway between two given points, get the average of the x-values
and the average of the y-values.
The midpoint between the two points (x1,y1) and (x2,y2) is
x1 x2 y1 y2
,
2 2
For example:
1) The midpoint of the points A(1,4) and B(5,6) is
x1 x2 y1 y2 1 5 4 6 6 10
, = , , 3,5
2 2 2 2 2 2
2) Find the co-ordinate of mid point of the line AB with A(7,6) and B(-3,-2)?
x1 x2 y1 y2 7 (3) 6 (2) 4 4
, = , , 2,2
2 2 2 2 2 2
3) If A(x, 6) and B(2 , 8) have the co-ordinate of mid-point as C(5,7).Find the value of x .
x 2 6 8 x 2 14 x 2
, , ,7 5,2
2 2 2 2 2
x2
=5
2
x 2 = 5 × 2 = 10
x = 10 – 2 = 8
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 3 : Solve the following
5.5 x & y – Intercepts of Straight Line
The general equation of straight line is given by: Ax + By = C
The y-intercept is where the line intercepts (meets) the y-axis.
To find y-intercept replace x with 0 and solve for y
The X-intercept is where the line intercepts (meets) the X-axis.
To find x-intercept replace y with 0 and solve for x
For example: In the opposite diagram, the line intercepts the X-
axis at (2,0). Its X-intercept is equals to 2.
Also, the line intercepts the Y-axis at (0,-1) . Its Y-intercept is
equals to -1.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Example :
Find the x & y –intercepts for the following straieght line equations :
1) 2x – 4y = 8
X – intercept y –intercept
Put y =0 Put x =0
2x – 4(0) = 8 2(0) – 4y = 8
2x = 8 -4y = 8
x=4 y = -2
The point is (4,0) The point is (0,-2)
2) 6x=-3y-12
X – intercept y –intercept
Put y =0 Put x =0
6x=3(0)-12 6(0)=3y-12
6x = -12 12 = 3y
x = -2 y=4
The point is (-2,0) The point is (0,4)
Practice 4 : Find the x-intercepts and y-intercepts for the following equations :
a) 2x + 5 = y
b) 3y-2x=4
c) 24-2x=8y
d) -3x-8y=48
e) 4(x-2y) + 7 =11
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DEPARTMENT : GFP Course : BASIC MATH (815)
5.6 The equation of line in different forms
Known of Fornm of the Equation Examples for equation
equation
y = mx + b Find the equation of the line if it
has slope = m and y-intercept = b
, where m is the slope , and b is
for the following :
the y intercept of the line. 1) m = 5 , b = -3
Slope & y - Solution:
y = 5x – 3
intercept 2
2) m = -5 , b =
b 3
Solution:
2
y = -5x + multiply by 3 :
3
3y = 15x + 2
Find the equation of the line if it
has slope = m and the point (x1 , y1)
is in the line. for the following :
y – y1 = m(x – x1) 1) m = 5 , ( -2 , 7 )
Solution:
, where m is the slope , and the y - 7 = 5 (x – (-2))
y – 7 = 5(x+2)
point (x1 , y1) is on the line. y – 7 = 5x + 10
y = 5x +7 + 10
Slope & a point y = 5x + 17
1
on the line. 2) m = - , ( -2 , -6 )
4
Solution:
1
y – (-6) = - (x – (-2))
4
1
y +6=- (x+2) multiply by 4
4
4y + 24 = - 1 (x+2)
4y + 24 = -x - 2
4y = -x -2 -24
4y = -x – 26
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DEPARTMENT : GFP Course : BASIC MATH (815)
Known of Fornm of the Equation Examples for equation
equation
Find the equation of the line if
y y1 y 2 y1 it is passing throw the points
A(x1 , y1) , B(x2 , y2). for the
x x1 x2 x1 following :
1) A(3,-2) , B(0,4)
, where the points (x1 , y1) , (x2 , y2) are Solution:
y (2) 4 (2)
on the line. x3 03
y2 42
x3 03
y2 6
cross
x3 3
multiplying
-3(y + 2) = 6 (x – 3)
-3y – 6 = 6x – 18
-3y = 6x -18 +6
Two points -3y = 6x – 12
Divide by (-3) is possible
y = -2x + 4
2) A(1,-5) , B(-3,5)
Solution:
y (5) 5 (5)
x 1 3 1
y 5 55
x 1 3 1
y 5 10
cross
Note : you can find the slope of the line x 1 4
y y multiplying
by using slope formula Slope 2 1 -4(y + 5) = 10 (x – 1)
x2 x1
-4y – 20 = 10x – 10
, then reply the formula y-y1 = m (x-x1) using
-4y = 10x -10 +20
any point you have.
-4y = 10x + 10
Try to solve the same examples using this
Divide by (-2) is possible
way.
2y = -5x - 5
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Practice 5: Solve the following
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5.7 The equation of Parellel Lines
Parallel Lines : Two non-vertical lines in a plane are parallel if they have both:
o the same slope
o different y-intercepts
Any two vertical lines in a plane are parallel.
Example : Find the slope of a line parallel to the line y = −3x + 4.
The given line is written in y = mx + b form, with m = −3 Identify the slope of the
and b = 4. The slope is −3. given line.
A line parallel to the given
Answer The slope of the parallel line is −3.
line has the same slope.
Example : Determine whether the lines y = 6x + 5 and y = 6x – 1 are parallel.
The given lines are written in y = mx + b form,
with m = 6 for the first line and m = 6 for the Identify the slopes of the given lines.
second line. The slope of both lines is 6.
Look at b, the y-value of the y-
The first line has a y-intercept at (0, 5), and the intercept, to see if the lines are
second line has a y-intercept at (0, −1). They are perhaps exactly the same line, in
not the same line. which case we don’t say they are
parallel.
The slopes of the lines are the same
and they have different y-intercepts,
Answer The lines are parallel.
so they are not the same line and they
are parallel.
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DEPARTMENT : GFP Course : BASIC MATH (815)
Example : If the line 3y = kx – 15 is parallel to the line 2y = 8x + 12 , find k
The given line which is 3y= kx–15 is written in y = mx + b
𝐤
form to be y= x– 5 ( Divideng both sides by 3 ) with m
𝟑
𝐤 𝐤
= and b = – 5. The slope is . Identify the slope of the
𝟑 𝟑
given line.
The given line which is 2y= 8x+12 is written in y = mx + b
form to be y = 4x + 6 ( Divideng both sides by 2 ) with
m = 4 and b = 6. The slope is 4.
Because the two lines are parallel, then the
slopes of the two lines are equal A line parallel to the given
Answer
𝐤 line has the same slope.
= 𝟒 , then k = 12
𝟑
5.8 The equation of Perpendicular Lines
Perpendicular Lines
Two lines are perpendicular if the product ot their slopes equal (-1) .
If the slope of the first line is m1 , and the slope of the second line is
m2 , then the two lines are perpendicular if only : m1 × m2 = -1
So you can check the two slopes to see if the lines are perpendicular by multiplying the two
slopes together. If they are perpendicular, the product of the slopes will be −1.
Example : Find the slope of a line perpendicular to the line y = 2x – 6.
The given line is written in y = mx + b form,
Identify the slope of the given line.
with m = 2 and b = -6. The slope is 2.
To find the slope of a perpendicular line,
The slope of the perpendicular 1
find the reciprocal, , and then find the
2
Answer 1
line is . 1
2 opposite of this reciprocal .
2
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1
Example : Determine whether the lines y = −8x + 5 and y = x - 1 are parallel,
8
perpendicular, or neither.
The given lines are written in y = mx + b form, with
1 Identify the slopes of the given
m = −8 for the first line and m = for the second
8 lines.
line.
1
−8 ≠ , so the lines are not parallel.
8 Determine if the slopes are the
1 same or if they are opposite
The opposite reciprocal of −8 is , so the lines are
8 reciprocals.
perpendicular.
1
−8 × = -1, so the lines are
Answer The lines are perpendicular. 8
perpendicular.
Example : If the line 3y = kx – 15 is perpendicular to the line 2y = 8x + 12 , find k
The given line which is 3y= kx–15 is written in y = mx + b
𝐤
form to be y= x– 5 ( Divideng both sides by 3 ) with m
𝟑
𝐤 𝐤
= and b = – 5. The slope is . Identify the slope of the
𝟑 𝟑
given line.
The given line which is 2y= 8x+12 is written in y = mx + b
form to be y = 4x + 6 ( Divideng both sides by 2 ) with
m = 4 and b = 6. The slope is 4.
Because the two lines are perpendicular, then
A line perpendicular to the
the product ot their slopes equal (-1)
Answer given line then :
𝐤 𝟑𝐤
× 𝟒 = −𝟏 , then k = - m1 × m2 = -1
𝟑 𝟒
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DEPARTMENT : GFP Course : BASIC MATH (815)
Writing Parallel and Perpendicular Lines
The relationships between slopes of parallel and perpendicular lines can be used to write
equations of parallel and perpendicular lines.
Let’s start with an example involving parallel lines.
Example : Write the equation of a line that is parallel to the line x – y = 5 and goes
through the point (−2, 1).
x–y=5 Rewrite the line you want to be parallel to
−y=−x+5 into the
y=x–5 y = mx + b form, if needed.
In the equation above, m = 1 and b = −5.
Identify the slope of the given line.
Since m = 1, the slope is 1.
To find the slope of a parallel line, use the
The slope of the parallel line is 1.
same slope.
Use the method for writing an equation from
y = mx + b
the slope and a point on the line. Substitute 1
1 = 1(−2) + b
for m, and the point (−2, 1) for x and y.
1 = −2 + b
Solve for b.
3=b
Write the equation using the new slope for m
Answer y=x+3
and the b you just found.
When you are working with perpendicular lines, you will usually be given one of the lines
and an additional point.
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Example : Write the equation of a line that contains the point (1, 5) and is
perpendicular to the line y = 2x – 6.
The given line is written in y = mx + b form, with Identify the slope of the line you
m = 2 and b = - 6. The slope is 2. want to be perpendicular to.
To find the slope of a perpendicular
1
1 line, find the reciprocal, , then the
The slope of the perpendicular line is . 2
2
1
opposite, .
2
Use the method for writing an
y = mx + b
equation from the slope and a point
1 1
5= +b on the line. Substitute for m, and
2 2
the point (1, 5) for x and y.
10 = -1 + 2b
2b = 10+1 = 11
Solve for b.
11
b=
2
1 11 Write the equation using the new
Answer y= x+
2 2 slope for m and the b you just found.
Summary
When lines in a plane are parallel (that is, they never cross), they have the same slope. When lines
are perpendicular (that is, they cross at a 90° angle), their slopes are opposite reciprocals of each
other. The product of their slopes will be -1, except in the case where one of the lines is vertical
causing its slope to be undefined. You can use these relationships to find an equation of a line that
goes through a particular point and is parallel or perpendicular to another line.
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Practice 6 : Solve the follwing
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25. If the line 6y = 2kx – 30 is Parallel to the line 7y = -7x + 14 , find k
26. If the line 6y = 2kx – 30 is perpendicular to the line 7y = -7x + 14 , find k
2 7
27. Find the Parllel and Perpencular slope for the equation : y x8
5 10
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5.9 The equation of a circle
A circle is all the points (x,y) that are "r" away from the center (a,b).
The equation of the circle in "Standard Form" is (x−a)2 + (y−b)2 = r2
Example : Find the equation of the circle for the following
1) Center (-3,5) , radius = 7
a = -3 , b=5 ,r=7
(x−(-3))2 + (y−5)2 = 72
(x + 3)2 + (y−5)2 = 49
2) Center (0,0) , radius = 4
a=0 , b=0 , r=4
(x− 0)2 + (y−0)2 = 42
x2 + y2 = 16
3) Center (2,0) , radius = 5
a=2 , b=0 ,r= 5
(x−2)2 + (y−0)2 = ( 5 )2
(x - 2)2 + y2 = 5
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Example : Write the equation for a circle centered at (-1,5) passing through the point (4,4).
Solution :
The radius of the circle is the distance between the
two points A and B
d x2 x1 2 y2 y1 2
r 4 (1) 2 4 52
r 4 12 4 52
r 52 12
r 25 1 26
r2 26 26
2
The equation of the circle with center (-1,5) , r = 26 is
(x−(-1))2 + (y−5)2 = 26
(x + 1)2 + (y − 5)2 = 26
Example : Find the center and the radius for the following equations
1) (x – 7)2 + (x+7)2 = 100
2) (x + 4)2 + x2 = 13
Solution:
1) Center = ( 7 , -7 ) , r = 100 = 10
2) Center = ( -4 , 0) , r = 13
Practice 7 : Solve the follwing
1) Find the equation of the circle if the Center (-11,8) , radius = 12
2) Write the equation for a circle centered at (9,0) passing through the point (-5,-1).
3) Find the center and the radius for the following equations (x + 3)2 + (x+6)2 = 15
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5.9 Different type of symmetry and graph
Symmetry of a point Symmetry of a point with respect to y- Symmetry of a point
with respect to x-axis axis with respect to the
origin
The Rule is : The Rule is :
(x,y) (x,-y) (x,y) (-x,-y)
The Rule is :
Examples : Examples :
(x,y) (-x, y)
(4,-7) (4,7) (4,-7) (-4,7)
Examples :
(-8,6) (-8,-6) (-8,6) (8,-6)
(4,-7) (-4,-7)
(5,0) (5,0) (5,0) (-5,0)
(-8,6) (8,6)
Symmetry about x- Symmetry about origin
(5,0) (-5,0)
axis changed the sign changed both signs of
Symmetry about y-axis changed the
of y-axis. x and y-axis.
sign of x-axis.
Practice 8 : Determine the coordinadte of the points below if they are symmetry with
respect to x & y axis and origin : ( -8,9) , (0,7) , (-4,-7) , (-12,0) , ( 3,-3) , (x-5,y-1).
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Symmetry for any Equation and graph
Examples :
1) Test the equation x y 2 for symmetry and Sketch its graph.
X-axis sym. Y-axis sym. Origin sym.
Rule: change y to –y Rule: change x to -x Rule: change
x to –x & y to -y
x y2 x y2 x y2
x ( y ) 2 x y2 x ( y ) 2
x y2 x y2 x y2
x-axis symmetry No y- axis sym. No origin sym.
For sketch
(input) y -2 -1 0 1 2
Output x y 2 4 1 0 1 4
(x , y) (4,-2) (1,-1) (0,0) (1,1) (4,2)
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Practice 9: Solve the following
1) Test for symmetry.
1) y x 4 2) y x 2 2
3) 8y x3 4) y x 4 x 2
5) x y 4 y 2 6) x 2 y 2 xy 1
7) y x 3 10x 8) x 4 y 4 x 2 y 2 1
2) Test for symmetry & Sketch.
1) 2 x y 6 2) y 1 x 2
3) y x3 9x 4) 4 y x 2
5) x y 3 6) xy 2
7) x y 3 8) y 16 x 4
9) x y 2 4
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6.1 Angles, Rotations, and Degree Measure
Parts of an Angle
The corner point of an angle is called the vertex
And the two straight sides are called arms
The angle is the amount of turn between each arm.
Types of Angles
As the Angle Increases, the Name Changes:
Type of Angle Description Shape of angle
Acute Angle an angle that is less than 90°
Right Angle an angle that is 90° exactly
an angle that is greater than 90° but
Obtuse Angle
less than 180°
Straight Angle an angle that is 180° exactly
Reflex Angle an angle that is greater than 180°
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Positive and Negative Angles
An angle is a measure of rotation. Angles are measured in
degrees. One complete rotation is measured as 360°. Angle
measure can be positive or negative, depending on the
direction of rotation.
Initial side and Terminal side of an angle -
In trigonometry an angle is usually drawn in what is
called the "standard position" as shown. In this
position, the vertex (B) of the angle is on the
origin, with a fixed side lying at 3 o'clock along the
positive x axis. The side that is fixed along the
positive x axis (BC) is called the initial side. To
make the angle, imagine of a copy of this side
being rotated about the origin to create the second
side, called the terminal side.
Coterminal Angles
All angles that are coterminal with d° can be written as
𝑑 ° + 𝑛. 360°
where n is an integer (positive, negative, or zero).
Example : Is an angle measuring 200° coterminal with an angle measuring 940°?
If an angle measuring 940° and an angle measuring 200° were coterminal, then
940° = 200° + 𝑛. 360°
740 ° = n. 360°
Because 740 is not a multiple of 360, these angles are not coterminal.
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Example : Name 5 angles that are coterminal with −70°.
Solution:
−70° + (1) 360° = 290°
−70° + (2) 360° = 650°
−70° + (3) 360° = 1010°
−70° + (−1) 360° = 430°
−70° + (−2) 360° = 790°
An angle is said to be in standard position if it is drawn on the Cartesian plane (x-y plane)
on the positive x-axis and turning counter-clockwise (anti-clockwise).
The initial side of an angle is the ray where the measurement of an angle starts.
The terminal side of an angle is the ray where the measurement of an angle ends.
Co-terminal angles are angles which when drawn at standard position share a terminal side.
For example, 30°, -330°, 390° are all coterminal.
The following diagram shows the coterminal angles 30°, -330°. Scroll down the page for more
examples and solutions.
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We can find the coterminal angles of a given angle by using the following formula:
Coterminal angles of a given angle θ may be obtained by either adding or subtracting a multiple
of 360° or 2π radians.
Coterminal of θ = θ + 360° × k if θ is given in degrees,
Coterminal of θ = θ + 2π × k if θ is given in radians.
Two angles are coterminal if the difference between them is a multiple of 360° or 2π.
Example:
Determine if the following pairs of angles are coterminal
a) 10°, 370°
b) –520°, 200°
c) –600°, –60°
Solution:
a) 10° – 370° = –360° = –1(360°), which is a multiple of 360°
So, 10° and 370° are coterminal
b) –520° – 200° = –720° = –2(360°), which is a multiple of 360°
So, –520 and 200° are coterminal
c) –600° – (–60°) = –540°, which is not a multiple of 360°
So, –600° and –60° are not coterminal
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quadrantal
Angles that are in standard position are said to be quadrantal if their terminal side coincides
with a coordinate axis. Angles in standard position that are not quadrantal fall in one of the four
quadrants, as shown in Figure 2 .
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Example 1: The following angles (standard position) terminate in the listed quadrant.
94° 2nd quadrant
500° 2nd quadrant
−100° 3rd quadrant
180° quadrantal
−300° 1st quadrant
Two angles in standard position that share a common terminal side are said to becoterminal. The
angles in Figure 3 are all coterminal with an angle that measures 30°.
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Practice 1 :
Name 5 angles that are coterminal with the following angles and graph them , then determen
the position of each angle in the coordinate plan :
1) −20°. 2) 50°. 3) −38°. 4) 125°. 5) −650°.
6.2 Radian Measure
In order for us to be able to define radians, it is necessary to introduce the concept of a central
angle. A central angle is an angle whose vertex is at the center of a circle. In the circle below,
the center is point O, the length of the radius is r, and AOB is a central angle.
6.3 Conversion between degree and radian angle
Degree to Radian form =
1800
Example: 1) Convert 300 to radian form.
300 3
180 0
180 0
3 6 6
0
2) Convert 80 to radian form.
4
800 8 2 4
180 0
180 0
18 29 9
1800
Radian to Degree form =
Example: 1) Convert to degree form.
3
1800
1800 1800
600
3 3
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 2 : Solve the following
a) Convert each of the following angle to radian form
1) 1200 2) -300 3) 660
b) Convert each of the following angle to Degree form
2
1) 2) 3) 2
3 4
6.4 Arc Length and Central Angles
Notice that AOB cuts off or determines an arc 𝐴𝐵
̂ that has length s.
The radian measure of a central angle, often denoted by the Greek letter
theta (), is defined to be the ratio of the arc length to the length of the
radius. So the radian measure of AOB is given by:
𝑎𝑟𝑐 𝐿𝑒𝑛𝑔𝑡ℎ 𝑠
𝜃= =
𝑟𝑎𝑑𝑖𝑢𝑠 𝐿𝑒𝑛𝑔𝑡ℎ 𝑟
Arc length, s, and radius, r, must be in the same units.
Example:
Example : Determine The measure of central angle AOB
𝑠 6 𝑖𝑛 In this circle, r = 3 inches. The arc determined
𝜃= = =2
𝑟 3 𝑖𝑛 by AOB has length s =6 inches. Substitute
these into the formula.
Answer The measure of central angle AOB is 2 radians.
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Example : Find the measure of central angle AOB in radians.
In this circle, r = 1 cm. The arc determined by AOB has
𝑐𝑚
𝑠 3
𝜃= = = length S = cm. Substitute these into the formula.
𝑟 1 𝑐𝑚 3 3
Answer
The measure of central angle AOB is radians.
3
Example : Find the Arc length for radius 5 cm angle 600 .
Since the given angle is in degree form, we need to change the angle to Radian form.
600 r = 5 cm S =?
600 0
6
180 18 3
5
S 5
3 3
Practice 3: Solve the following
1) Find the arc length of radius 8 cm and 1200
2) Find the radian angle for arc length 6 inches and radius 7 inches.
3) Find the radian angle for arc length 3 cm and radius 9 cm.
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6.5 Area of Sector
Formula to find Area of Sector is
1
A r 2
2
, Where => Radian angle and r => Radius , A => Area of Sector
Example:
1) Find the Area of sector for radius 12 feet angle 6 radian.
Since the given angle is in radian form, we can use it directly to the formula
12 6 0.5 144 6 432 feet2
1
A
2
2) Find the Area of Sector for radius 4 cm angle 600 .
Since the given angle is in degree form, we need to change the angle to Radian form.
600 r = 4 cm A =?
600 0
6
180 18 3
4
1
A
2
2 3
8
A 0.5 16 cm 2
3 3
Practice 4 : Solve the following
2
1) Find the Area of sector for and radius 2 mm.
3
2) Find the Area of sector for 60 and radius 8 mm
3) Find the Area of sector for 45 and radius 15 cm
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6.6 The Trigonometric Ratios
Right Angled Triangle
The triangle of most interest is the right-angled triangle.
The right angle is shown by the little box in the corner.
We usually know another angle θ.
And we give names to each side:
Adjacent is adjacent (next to) to the angle θ
Opposite is opposite the angle θ
the longest side is the Hypotenuse
The Trigonometric Ratios
Trigonometric Ratios Inverse Trigonometric Ratios
Example: Find all trigonometric and inverse ratios of the following right angle triangle.
opposite 10 hypotenuse 136
sin csc
hypotenuse 136 opposite 10
adjacent 6
cos sec
hypotenuse
136
hypotenuse 136 adjacent 6
opposite 10 5 adjacent 3
tan cot
adjacent 6 3 opposite 5
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Practice 5: Find all trigonometric and inverse ratios of the following right angle triangles.
6.7 Pythagoras Rule
Pythagoras Rule
Example: Find the value of x by using Pythagoras theorem.
Hyp2 opp2 adj2
AC 2 AB 2 BC 2
42 32 x 2
16 9 x 2
16 9 x 2
7 x2
x 7
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Practice 6 : Find the value of x by using Pythagoras theorem.
Relation between The Six Ratios
3
Example. If sin , then find cos and Tan
4
3 opposite
Answer : sin
4 hypotenuse
Therefore: Opposite = 3 , Hypotenuse = 4
Hyp2 opp2 adj2
AC 2 AB 2 BC 2
42 32 x 2
adjacent 7
16 9 x 2 cos
hypotenuse 4
therefore
16 9 x 2 opposite 3
tan
7 x2 adjacent 7
x 7
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Practice 7: Solve the following
1) If Tan 1 , then find cos and sin
2) If cos
2
, then find tan and sin
5
3
3) If cos , then find sin and Tan
5
5
4) If sin , then find cos and Tan
7
5) If Tan 3 , then find cos and sin
3 13
6) If Sin = , Cos = , then what is the Adjacent side of the angle ?
4 4
(d) 16
(a) 3 (b) 13 (c) 4
7) Using opposite triangle , the value of x = …….
(a) 3 (b) 6
x
15
(c) 9 (d) 27
12
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6.8 Values of standard Angles : 30º, 45º, and 60º
Trigonometric Values of Standard Angles
Method to find these value By using the
two below right triangles
Examples: What is the value of the following :
0
a) cos 60 b) sin 600 c) tan 90
0
d) cos 60 sin 60
2 0 2 2 0
e) 2 sin2 45 – 8 × cos 30
By using the above table or the two right triangles :
Solution:
1 3
cos 600 b) sin 60 c) tan 90 Not..defined
0 0
a)
2 2
2
1
2
3 1 3
d) cos 60 sin 60
= 1
2 0 2
2
2 4 4
2
3
2
1
8 × =1–6=-5
2 0
e) 2 sin 45 – 8 × cos 30
2
= 2 ×
2 2
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DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 8 : Without using calculator , find the value of the following :
0 0 0
1) cos 30 + 7 cos 90 2) cos 0 - 4 sin2 45
4) tan 30 sin 30
0 0 2 0 2
3) tan 60 × tan 45 -5 3
5) tan 45 - Sin 45 Cos 45 6) sin 2 45 6 cos 2 60 cos 2 45 6 sin 2 60
6.9 The Six Ratios Related using standard Angles
Examples:
1) Find the value of x of the following figure.
Solution :
From the figure we can see
hyp = x , adj = 3 and 60 0
We know that, the relation between hyp and adj is cos
Therefore:
adj
cos
hyp
3 1
Since cos 60
0
cos 600 2
x
1 3
2 x Cross multiply
x 23
x6
Level 1 Page 133 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2) Find the value of x of the following figure.
Solution :
From the figure we can see
opp = x , adj = 4 and 30 0
We know that, the relation between opp and adj is tan
Therefore:
opp
tan
adj
x 1
tan 300 Since tan 30
0
4 3
1 x
3 4
x 3 1 4 Cross multiply
x 3 4
3 3
4
x
3
Level 1 Page 134 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 9 : Find the value of x of the following figure.
Level 1 Page 135 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Area of a triangle
Area of right angle triangle is given by
1
Area Base Height
2
1
Area Adj Opp
2
Example: Find the area of the following right angle triangle.
Solution: From the figure we have
Opp = x , Adj = 4 and 450
1
Area Adj Opp
2
Since Opp = x , so first we have to calculate for x.
We know the relation between opp and adj is tan
opp
tan
adj
x
tan 450
4
x
1
4
x4
1 1 16
Therefore: Area adj opp 4 4 8
2 2 2
Level 1 Page 136 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Practice 10 : Find the area of the following right angle triangle.
1) 2)
3) 4)
5) The area of the shown right triangle is ....................?
1 1
(a) xy (b) xz
2 2 z x
1 1
(c) yz (d) xyz
2 2
y
Level 1 Page 137 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
6.10 Angles of Elevation and Depression using standard Angles
1) What is angle of elevation?
The angle of elevation is the angle between a horizontal line from the observer and the line of
sight to an object that is above the horizontal line.
In the diagram below, AB is the horizontal line. θ is the angle of elevation from the observer at A
to the object at C.
Example:
You are six feet tall and measure the angle between the horizontal and a
bird in the sky to be 45 ∘ . You can see that the shadow of the bird is
directly beneath the bird, and 200 feet away from you on the ground.
How high is the bird in the sky?
Solution :
We can use the tangent function to find out how high the bird is in the
sky:
height
tan 45
200
height 200 tan 45
height 200 1 200m
We then need to add your height to the solution for the triangle. Since you are six feet tall, the
total height of the bird in the sky is 200+6=206 feet.
Level 1 Page 138 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
2) What is angle of depression?
The angle of depression is the angle between a horizontal line from the observer and the line of
sight to an object that is below the horizontal line.
In the diagram below, PQ is the horizontal line. θ is the angle of depression from the observer at
P to the object at R.
How to define an angle of elevation or an angle of depression?
Find angles of depression and angles of elevation, and the relationship between them.
Angles of elevation and depression are equal.
Angle of elevation = Angle of depression
Level 1 Page 139 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example:
From the top of a vertical cliff 40 m high, the angle of depression of an object that is level with
the base of the cliff is 30º. How far is the object from the base of the cliff?
Solution :
Let x m be the distance of the object from the base of the cliff.
From 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 APO , we have :
40
tan 30 = ( TOA)
x
tan 30 . x = 40 ( Cross Multiplying )
1
∴ . 𝑥 = 40
√3
∴ 1 . 𝑥 = 40 . √3 (Multiply both sides by √3 )
∴ 𝑥 = 40 . √3
So, the object is 40 . √3 m from the base of the cliff.
Level 1 Page 140 of 145 GFP
DEPARTMENT : GFP Course : BASIC MATH (815)
Example:
A man who is 2 m tall stands on horizontal ground 30 m from a tree. The angle of elevation of
the top of the tree from his eyes is 45˚. Estimate the height of the tree.
Solution:
Let the height of the tree be h. Sketch a diagram to represent
the situation.
ℎ−2
tan 45 =
30
h – 2 = 30 tan 45˚ = 30 . 1 + 2 = 32
The height of the tree is approximately 32 m.
Practice 11: Solve the following
1. Mr. Mohammed is looking up to the top of a tree. The angle of elevation to the tree is 600
and the distance from Mr. Mohammed to the base of the tree is 15 feet. What is the height of
the tree?
2. How far away is a boat from the lighthouse if the lighthouse is 120 m tall and the angle of
depression to boat is 45°?
3. A boat is 500 meters from the base of a cliff. Jackie, who is sitting in the boat, notices that the
angle of elevation to the top of the cliff is 300. How high is the cliff? (Give your answer to the
nearest meter).
4. From a boat on the river below a dam, the angle of elevation to the top of the dam is 30°. If
the dam is 2039 feet above the level of the river, how far is the boat from the base of the dam (to
the nearest foot)?
7. If a man is just about to ski down a steep mountain. He estimates the angle of depression from
where he is now to the flag at the bottom of the course to be 45°. He knows that he is 800 feet
higher than the base of the course. How long is the path that he will ski? (Round to the nearest
foot)
8. A man at ground level measures the angle of elevation to the top of the building to be 60°. If
at this point, he is 15 feet away from the building, what is the height of the building?
Level 1 Page 141 of 145 GFP
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