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IR PART 66 CAT A M7
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Mathematics
IR PART 66 CAT A M1
Training Manual
Fundamentals
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D-22335 Hamburg
D-60546 Frankfurt/Main
ATA
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Page: 1
2
+ 4
7
hundreds
tens
7
4
6
8
units
8
3
2
3
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To add the sum of the above, first add the units column, 8 + 3 + 2 makes 13.
Place the 3 in the units column of the answer and carry the 1 forward to the
tens column. Adding this we have 1 + 7 + 4 + 6 is 18. Place the 8 in the tens
column of the answer and carry the 1 forward to the hundreds column which
we now add. 1 + 2 + 4 is 7. Place the 7 in the hundreds column of the answer.
We see that the answer (sum) to the addition is 783.
Example:
The process of finding the total of two or more numbers is called addition. This
operation is indicated by the plus (+) symbol. When numbers are combined by
addition, the resulting total is called the sum.
When adding whole numbers whose total is more than nine, it is necessary to
arrange the numbers in columns so that the last digit of each number is in the same
column. The units column contains the values zero to nine, the tens column
contains multiples of ten, up to ninety, and the hundreds column consists of
multiples of one hundred.
ADDITION
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2
+4
7
Example:
hundreds
tens
7
4
6
8
.
.
.
.
units
8
3
0
3
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The process is identical if any of the numbers includes a decimal as long as the
decimal points are arranged in the same column.
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General
Arithmetic uses real, non--negative numbers and consists of four operations,
addition, subtraction, multiplication and division. Numbers are represented by
symbols which are called digits. There are ten digits which are 1, 2, 3, 4, 5, 6, 7,
8, 9 and 0. These digits are combined to represent any value.
ARITHMETIC
MATHEMATICS
M1.1 ARITHMETIC
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hundreds
4
-- 2
1
tens
4
6
8
units
3
2
1
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Place 262 under 443. 2 from 3 leaves 1. Write 1 in the units column of the answer.
6 from 4 is clearly impossible, so the 4 is increased in value to 14 by taking 1 from
the hundreds column leaving 3. 14 from 6 leaves 8. Write 8 in the tens column.
Finally, 3 from 2 in the hundreds columns leaves 1.
To check a subtraction problem, you can add the bottom number to the answer
and this should equal the top number.
Example:
SUBTRACTION
MATHEMATICS
M1.1 ARITHMETIC
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3
x4
12
or
4
x3
12
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Like addition and subtraction, when multiplying large numbers it is important they
are aligned vertically.
Example:
532
x 24
10640
2128
12,768
Example:
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MULTIPLICATION
MATHEMATICS
M1.1 ARITHMETIC
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40
16
16
8 ) 416
52
416
dividend
= 52
divisor
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To check a division problem for accuracy, multiply the quotient by the the
divisor and add the remainder (if any). If the operation is carried out properly,
the result equals the dividend.
or
Example:
DIVISION
MATHEMATICS
M1.1 ARITHMETIC
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Subtraction
i. 27.3 -- 4.36
MATHEMATICS
M1.1 ARITHMETIC
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or
25
-- 15
10
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Example:
Subtract 48 from --216
Step 1: Set up the subtraction problem --216 -- 48
Step 2: Change the operation sign to a plus sign and change the sign of the
subtrahend. Now add.
--216 + --48 = --264
When subtracting numbers with different signs, change the operation sign to plus
and change the sign of the subtrahend. Once this is done, proceed as you do in
addition. For example +3 -- --4 is the same as +3 + +4. There is no difference if the
subtrahend is larger than the minuend, since the operation is done as though the
two quantities are added.
25
+ (--15)
10
6 x 2 = 12
(--6) x (--2) = 12
--6 x --2 = 12
(--6) x 2 = --12
Example:
12 3 = 4
(--12) (--)3 = 4
12 (--3) = --4
(--12) 3 = --4
Page: 7
Example:
Multiplication of signed numbers is accomplished in the same manner as multiplication of any other number. However, after multiplying, the product must be
given a sign. There are three rules to follow when determining a products sign.
1. The product of two positive numbers is always positive.
2. The product of two negative numbers is always positive.
3. The product of a positive and a negative number is always negative.
When adding two or more numbers with the same sign, ignore the sign and find
the sum of the values and then place the common sign in front of the answer. In
other words, adding two or more positive numbers always results in a positive sum,
whereas adding two or more negative numbers results in a negative sum.
When adding a positive and negative number, find the difference between the two
numbers and apply (+ or --) of the larger number. In other words, adding negative
number is the same as subtracting a positive number. The result of adding or
subtracting signed numbers is called algebraic sum of those numbers.
Add 25 + (--15)
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MATHEMATICS
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xv. 11 -- (9 3) + 7
xiv. (7 x 5) -- (12 4) + 3
xiii. (7 x 5) -- 2 + (4 x 6 )
xii. 3 + 5 x 2
vi. 8 x (--3)
v. 6 + 4 -- 3 -- 5 -- 7 + 2
iv. --3 + 5 + 7 -- 4 -- 2
iii. 8 -- 7 -- 15
i. --8 + 5
MATHEMATICS
M1.1 ARITHMETIC
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Question 5.
32 pins each 61mm long are to be turned in a lathe. If 2mm is allowed on each
pin for parting off. what total length of material is required to make the pins.
Question 4.
The length of a metal plate is 891mm. Rivets are placed 45mm apart and the
distance between the centres of the end rivets and the edge of the plate is
18mm. How many rivets are required.
Question 3.
A machinist makes 3 parts in 15 minutes. How many parts can he produce in
an 8 hour shift allowing 20 minutes for starting and 10 minutes for finishing the
shift.
Question 2.
In the first 2 hours of a shift an operator makes 32 soldered joints per hour. In
the next 3 hours the operator makes 29 joints per hour. In the final two hours
26 joints are made per hour. How many soldered joints are made in the 7
hours.
Question 1.
16 holes spaced 48mm apart are to be marked off on a sheet of metal. 17mm
is to be allowed between the centres of the holes and the edge of the metal.
Calculate the total length of metal required.
xviii. 10 -- (12 6) + 3 (8 -- 3)
xvi. 11 -- (12 4) + 3 x (6 -- 2)
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Convert 8 2 = (8 3)+2 = 26
3
3
Example:
Example:
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Lowest Terms
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Introduction
COMMON FRACTIONS
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60 , 63 and 64 or 5 , 7 and 8
72 6 8
9
72 72
7 is equivalent to (7 9) = 63
8
72
(8 9)
Because all the fractions have been expressed with the same denominator all
that we need to do is to compare the numerators. Therefore the order of size is
8 is equivalent to (8 8) = 64
9
72
(9 8)
When the values of two or more fractions are to be compared, they should be
expressed as fractions with the same denominator. This common denominator
should be the lowest common multiple (LCM) of the denominators of the
fractions to be compared. It is sometimes called the lowest common
denominator (LCD).
Example:
Arrange the fractions 5 , 8 and 7 in order of size beginning with the smallest.
6 9
8
The LCM of the denominators 6, 8, and 9 is 72, i.e. the lowest number which
they can all be divided into is 72.
5 is equivalent to (5 12) = 60
6
72
(6 12)
MATHEMATICS
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(14 + 15)
35
= 29
35
2 + 3 = 14 + 15
5 7
35 35
Add 2 and 3
7
5
Example:
When two fractions have different denominators they cannot be added together
directly. However, if we express the fractions with the same denominator they can
be added.
= 6 + 10 + 9
15 15
= 6 + 19
15
= 6+1 4
15
4
= 7
15
42+23 = 6 +2+3
3
5
3 5
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Example:
Add 4 2 and 2 3
3
5
3 + 5 = (3 + 5) = 8
11 11
11
11
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When mixed numbers are to be added together, the whole numbers and the
fractions are added separately.
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Two fractions which have the same denominator can be added together by adding
their numerators. Thus
Addition of Fractions
MATHEMATICS
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5 3 = 10 9
6 4
12 12
(10 9)
=
12
1
=
12
Example:
Subtract 3 from 5
4
6
The lowest common denominator is 12
If the two fractions have different denominators then a method similar to that for
addition is used.
Example:
9 5 = 4 =1
16 16
16
4
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Subtract 3 5 1 1
8
16
53 9
16 8
53 18
16 16
35
16
2 3
16
Example:
Page: 12
Subtract 6 3 4 1
4
3
6 3 4 1 = 2 + 3 1
4
3
4 3
(9 4)
= 2+
12
5
= 2+
12
5
=2
12
Alternatively the numbers can be converted into improper fractions and then the
subtraction carried out as before.
Example:
When mixed numbers are involved first subtract the whole numbers and then deal
with the fractional parts.
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Subtraction of Fractions
If the fractions to be subtracted have the same denominator then one numerator
can be subtracted from the other.
MATHEMATICS
M1.1 ARITHMETIC
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5
16
2 5 21 = (1 5 1)
3 7 32
(1 1 16)
Example:
= 15
56
3 5 = (3 5)
8 7
(8 7)
Example:
Multiply 3 by 5
8 7
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1 3 2 1 = 11 7
8
3
8
3
(11 7)
=
(8 3)
= 77
24
= 3 5
24
Example:
Multiply 1 3 2 1
8
3
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Multiplication of Fractions
MATHEMATICS
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37 = 38
5 8
5 7
(3 8}
=
(5 7)
24
=
35
Example:
Divide 3 by 7
5 8
Division of Fractions
MATHEMATICS
M1.1 ARITHMETIC
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iv. 21 3 2
5
5
ii. 2 1 3 3
2
4
iii. 5 5 1
5
iv. 1 2 3 9
5 10
3
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i. 4 1 1
5
3
v. 2 8 1 2 + 1
9
3 2
v. 3 of 16
4
v. 1 3 2 2
4
5
v. 23 + 14
10
6
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iv. 3 3 + 5 2 + 4 3
7
8
4
MATHEMATICS
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27.6
27.16
27.026
Examples:
Example:
0.5 is read as five tenths
0.05 is read as five hundredths
0.005 is read as five thousandths
when writing decimals, the number of zeros to the right of the decimal does not
affect the value as long as no other number except zero appears. In other words,
numerically, 2.5, 2.50 and 2.500 are the same.
The number of digits after the decimal point are called decimal places
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Once everything is added, the decimal point in the answer is placed directly below
the other decimal points.
25.78
5.4
+ 0.237
31.417
Example:
The addition of decimals is done in the same manner as the addition of whole
numbers. However, care must be taken to correctly align the decimal points
vertically.
Adding Decimals
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The term decimal means related to ten and they are a method of representing
values less than one as an alternative to using fractions. Decimal numbers are
easier to add, subtract etc than common fractions. A common fraction can be
converted to a decimal fraction by dividing the numerator by the denominator. For
example, is converted to a decimal by dividing the 3 by the 4.
The decimal equivalent of is 0.75. Improper fractions are converted to decimals
in the same manner. However, whole numbers appear to the left of the decimal
point.
In a decimal, each digit represents a multiple of ten. The first digit represents
tenths, the second hundredths, the third thousandths.
DECIMALS
MATHEMATICS
M1.1 ARITHMETIC
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Example:
3 decimal
2 decimal
26.757
x 0.32
53514
80271
856224
8.56224
When multiplying decimals, ignore the decimal points and multiply the resulting
whole numbers. Once the product is calculated, count the number of digits to the
right of the decimal point in both the multiplier and multiplicand. This number
represents the number of places from the left the decimal point is placed in the
product.
Multiplying Decimals
325.25
-- 30.75
294.50
Example:
If you have 325.25 kilos of cargo on board and remove 30.75 kilos, how much
cargo remains?
Divide:
13.8
27 ) 372.6
27
102
81
216
27 ) 372.6
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Move the decimal in the dividend the same number of places to the right.
27 ) 37.26
Move the decimal in the divisor to the right to convert it to a whole number.
Example:
Divide 37.26 by 2.7
1. When the divisor is a whole number, the decimal point in the quotient aligns
vertically with the decimal in the dividend when doing long division.
When dividing decimals, the operation is carried out in the same manner as division of whole numbers. However, to ensure accurate placement of decimal point
in the quotient, two rules apply:
Like adding, subtracting decimals is done in the same manner as with whole
numbers. Again, it is important that you keep the decimal points aligned.
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Dividing Decimals
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Subtracting Decimals
MATHEMATICS
M1.1 ARITHMETIC
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0.037 = 37
1000
6.250 = 6+ 250 = 6 1
1000
4
Examples:
0.800 = 800 = 4
1000
5
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9 = 9 16
16
= 0.5625
When we have mixed numbers to convert into decimals we need only deal with
the fractional part. Thus to convert 2 9 into decimals we only have to deal with 9
16
16
= 0.84375
27 = 27 32
32
Convert 27 to decimals
32
To convert a fraction into a decimal we divide the denominator into the numerator.
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Although decimals are typically easier to work with, there are times when the use
of a fraction is more practical. For example, when measuring something, most
scales are fractional increments. For this reason it is important that you know how
to convert a decimal number into a fraction. For example, 0.125 is read as 125
thousandths, which is written as 125/1000. This fraction is then reduced to its
lowest terms.
MATHEMATICS
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8% as a fraction = 8% = 8 = 2
100%
100
25
Examples:
Example:
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Examples:
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MATHEMATICS
M1.1 ARITHMETIC
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4% of 60 = 4 60 = 240 = 12 = 2 2
100
100
5
5
Examples:
Example:
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Example:
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MATHEMATICS
M1.1 ARITHMETIC
x 1.2 x
102
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Calculate:
i. 4% of 30
ii 0.8% of 360
iii. 1.5% of 60
iv. 120% of 75
v. 80% of 90
Express:
i. 30 as a percentage of 50
ii. 24 as a percentage of 16
iii. 0.5 as a percentage of 12.5
iv. 3.2 as a percentage of 2.4
v. 0.08 as a percentage of 0.72
vii. 7
20
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v. 1.09 x 104 12
iii. 0.6875 22
Division
i. 233.1 18.5
v. 1.09 x
104
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40 : 2200 = 40 = 1
2200
55
i. 40mm to 2.2m
2.2m = 2200
Example:
Express the following ratios as fractions reduced to their lowest terms:
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Ratio
A ratio is a comparison between two similar quantities. If the length of an aircraft
is 75m and a model of it is 1m long then the length of the model is 1 of the length
75
of the aircraft. In making the model all the dimensions of the aircraft are reduced
in the ratio of 1 to 75.
The ratio 1 to 75 is usually written 1 : 75.
A ratio can also be written as a fraction, as indicated above, and a ratio of 1:75
means the same as the fraction 1 .
75
Before we can state a ratio the units must be the same. we can state a ratio
between 3mm and 2m provided we bring both lengths to the same units. Thus if
we convert 2m to 2000mm the ratio between lengths is 3:2000.
MATHEMATICS
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This same proportion may also be expressed as 3:2 = 2,700 : X. The first and last
terms of the proportion are called extremes, and the second and third terms are
called the means. In any proportion, the product of the extremes is equal to the
product of the means. In this example, multiply the extremes to get 3x, and multiply
the means to get 2 x 2,700 or 5,400. This results in the identical derived earlier;
3x = 5,400.
3 = 2700
x
2
3x = 5, 400
x = 1, 800rpm
3 = (engine---speed)
2
(propeller---speed)
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Therefore
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Example:
Two pulleys of 150mm and 50mm diameter are connected by a belt. If the larger
pulley revolves at 80 rev/min find the speed of the smaller pulley.
Because the belt moves the circumference of each pulley the same distance we
can imagine that the smaller pulley must be revolving faster than the larger pulley
because its circumference is shorter. So we can see that the rotational speed
and diameter are in inverse proportion to each other. ie. The pulley diameters have
the relationship 1:3 whilst the speeds have the
relationship 3:1.
Inverse Proportion
A motor car will travel 30km in 1 hour if its speed is 30km per hour. If its speed is
increased to 60 km per hour the time taken to travel 30km will be hour. That is
when the speed is doubled the time taken is halved. This is an example of inverse
proportion. When we multiply the speed by 2 we divided the time taken by 2.
Example:
The electrical resistance of a wire 150mm long is 2 Ohms. Find the resistance of
a similar wire which is 1m long.
The lengths of the two wires are increased in the ratio of 1000:150. The resistance
will also increase in the ratio 1000:150.
Direct Proportion
If 5 litres of oil has a mass of 4kg, then 10 litres of the same oil will have a mass
of 8kg. That is, if we double the quantity of oil its mass is also doubled. Now 2
litres of oil will have a mass of 2kg. That is if we halve the quantity of oil we halve
its mass. This is an example of direct proportion. As the quantity of oil increases
the mass increases in the same proportion. As the quantity of oil decreases the
mass decreases in the same proportion.
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Proportion
A proportion is a statement of equality between two or more ratios and represents
a convenient way to solve problems involving ratios. For example, if an an engine
has a reduction gear ratio between the crankshaft and the propeller of 3:2 and the
engine is turning 2,700 rpm, what is the speed of the propeller? In this problem,
let X represent the unknown value, which in this case is the speed of the
propeller. Next set up a proportional statement using the fractional form 3 = 2700
x .
2
To solve this equation, cross multiply to arrive at the equation 3x = 2 x 2,700, or
5,400. to solve for (x), divide 5,400 by 3. The speed of the propeller is 1,800 rpm.
MATHEMATICS
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Length of AC = 2 x 2 = 4m
Length of BC = 3 x 2 = 6m
Therefore,
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Example:
A certain brass is made by alloying copper and zinc in the ratio of 7:3. How
much copper must be mixed with 30g of zinc.
3 parts have a mass of 30g
1 part has a mass of 10g
7 parts have a mass of 70g
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Proportional Parts
The diagram below shows the line AB whose length represents 10m divided into
two parts in the ratio 2:3. From the diagram the line has been divided into a total
of 5 parts. The length AC contains 2 parts and the length BC contains 3 parts. Each
part is 2m long, hence AC is 4m long and BC is 6m long.
MATHEMATICS
M1.1 ARITHMETIC
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A train travels 200km in 4 hours. If it travels at the same rate, how long will it take
to complete a journey of 350km.
A bar of metal 10.5m long is to be cut into three parts in the ratio of 1 : 1 3 : 3. Find
2 4
the length of each part.
8 people take 5 hours to change an engine. How long would it take 4 people to do
this work.
4 people can clean an office in 6 hours. How many people would be needed to
clean the office in 4 hours.
Five men build a wall take 20 days to complete it. How long would it take 4 men
to complete it.
i. 15g to 2 kg
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111= 1
2 2 2
8
Example:
2--3 is read 2 to the power of minus 3. This means that the reciprocal of two is
multiplied as below.
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2
and
16 = 4 because 4 x 4 = 16
Note that the 2 is generally not used so if the radical sign appears with no
number then it is assumed to be 2 (square root).
Roots
The root of a number is that value which, when multiplied by itself a certain
number of times, produces that number. For example, 4 is a root of 16 because
when multiplied by itself, the product is 16. However, 4 is also a root of 64
because 4 x 4 x 4 = 64.
The symbol used to indicate a root is the radical sign ( x ) placed over the
number.
If only the radical sign appears over a number, it indicates you are to extract
the square root or second root of the number under the sign. If the radical
sign appears with an index number next to it this indicates the root which is to
be taken. For example 3 64 indicates that the cube root or third root is to be
taken.
3
So
64 = 4 because 4 x 4 x 4 = 64
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Powers
When a number is multiplied by itself, it is said to be raised to a given power.
For example, 6 x 6 is expressed as 62, 6 x 6 x 6 is expressed as 63 etc. In
this example the number 6 is referred to as the base number and the small
numbers 2 an 3 are referred to as the exponents. If the exponent is a positive
number then the base is multiplied by itself as shown above.
Example:
MATHEMATICS
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a a a = a3
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Similarly
Indices
Base, Index & Power
MATHEMATICS
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or
( 2 x 2 x 2) x ( 2 x 2 x 2) x ( 2 x 2 x 2) x ( 2 x 2 x 2)
or
2 3x4 or 2 12
Raising a power to a power can be achieved by multiplying the indices
together.
2 3 is equal to 2 3 x 2 3 x 2 3 x 2 3
3. Powers of Powers
5
(2x2x2x2x2)
If powers are to be divided, it can be seen that 2 3 is equal to
2
(2x2x2)
2. Division
1. Multiplication
Laws of Indices
MATHEMATICS
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(x x x x)
we have a value which is x 1 or x. So
(x x x)
Any number raised to the power of one is equal to itself.
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If we consider
(x x x)
we have a value of 12
x
(x x x x x)
35
2
which can be expressed as x or x
If a base is raised to a negative power the value is equal to the reciprocal
of the base raised to a positive power.
Negative indices
If we consider
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5 1
3 5 1
3 5 1
3 = 51
3+1
3+1
3 = 5
d 1
4 d 1
4 d 1
4 d 1
4 = d 1
4+1
4+1
4+1
4 = d
4
d = d 1
4
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Similarly the fourth root of base d ( written as 4 d ) is the number which, when
multiplied by itself four times, gives d.
4
d 4 d 4 6 4 d = d
The cube root of 5 (written as 3 5 ) is the number which, when multiplied by itself
three times, gives 5.
3
5 3 5 3 5 = 5
Fractional Indices
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MATHEMATICS
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3
x.
216
71
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vii. 9 3
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viii. t t 3
iv. 10 5 10 3 10 4
ix.
iii. n 8 n 5
vi. 3 2 3 3 3 3
ii. a a 2 a5
v. z 4 z 2 z 3
i. 2 5 2 6
3
3
viii.
8 ix.
27
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ii. Transpose x =
y
to make b the subject
b
Step 1. Multiply both sides by b. then,
y
xb = b
b
bx = y or y = bx
Examples:
i. Transpose the formula F = ma to make a the subject.
Step 1. Divide both sides by m. then,
ma
F
m= m
F
F
or
m = a or a = m
for R
for r
n = p + cr
y = x + 17
5
for x
y = ax + b for x
for t
for J
GY = T
J
l
v = u + at
for R
M=E
I
R
S = ts for t
T
P = RT for T
V
x = ay for y
v 2 = 2gh for h
I = PRT
S = dn for d
C = d for d
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TRANSPOSITION OF FORMULAE
MATHEMATICS
M1.1 ARITHMETIC
Page: 31
M1
IR PART 66
AlJ
Area = l b
Perimeter = 2l + 2b
Rectangle
The following provides the formulae for areas and perimeters of simple geometrical shapes.
Area = r 2
Area = 1 b h
2
Circumference = 2r = d = 3.142 or 22
7
Circle
Triangle
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The area of a plane figure is measured by seeing how many square units it
contains. 1 square metre is the area contained in a square metre is the area
contained in a square having a side of 1 metre; 1 square centimetre is the area
contained in a square having a side of 1 centimetre, etc. The standard
abbreviations are
1 square metre
1m2
1 square centimetre
1cm2
1 square millimetre
1mm2
1 square inch
1in2
1 square foot
1ft2
1 square yard
1yd2
AREAS
MATHEMATICS
M1.1 ARITHMETIC
Page: 32
M1
IR PART 66
1m3
1cm3
1mm3
1in3
1ft3
1yd3
AlJ
The following figures give the formulae for the volumes and surface areas of
solid figures.
1 square metre
1 square centimetre
1 square millimetre
1 square inch
1 square foot
1 square yard
Sphere
Cylinder
Volume = r 2h
Volume = 4 r 3
3
Surface Area = 4r 2
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The volume of a solid figure is found by seeing how many cubic units it contains.
1 cubic metre is the volume contained inside a cube having an edge 1 metre long;
1 cubic centimetre is the volume contained inside a cube having an edge 1
centimetre long, etc. The standard abbreviations for units of volume are as follows:
VOLUMES
MATHEMATICS
M1.1 ARITHMETIC
Page: 33
M1
IR PART 66
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vi. A rectangular tank is 2.7cm long, 1.8cm wide and 3.2cm high. How many
litres of water will it hold when full?
v. Calculate the volume of a metal pipe whose inside diameter is 6cm and
whose outside diameter is 8cm, if it 20cm long.
iv. The area of a triangle is 40ft2. Its base is 8ft long. Calculate its vertical
height.
iii. A triangle has a base of 7cm and an altitude of 3cm. Calculate its area.
ii. A carpet has an area of 36m2. If it is square what length of side has the
carpet?
MATHEMATICS
M1.1 ARITHMETIC
Page: 34
M1
IR PART 66
AlJ
1 0F
1 0C
0C
1 HP
1 HP
1W
1W
1 Btu/hr
1N
1 imp gal
1 US gal
1in.
1m
1ft.
4,546 litres
3.785 litres
2.54cm
39.37in. or 3.281ft.
0.3048m
550 ft.lb/sec
746 W
1 J/sec
0.738 ft.lb/sec
0.293 W
0.2248lb1lb
=
=
=
((9/5)x 0C) + 32
- 32 x (5/9)
K + 273.15
0F
Temperature
=
=
=
=
=
Power
=
=
Volume
=
=
=
Length
CONVERSIONS
MATHEMATICS
M1.1 ARITHMETIC
1 litre water
1 bar
100,000 Pa
760 mmHg
29.92 inHg
14.7 lb/in2
0.000145 lb/in2
14.5 lb/in2
9.8 N/kg
1kg
Fundamental Constant
=
=
=
=
=
1 atm
1 atm
1 atm
1 Pa
1 bar
Pressure
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Page: 35
M1
IR PART 66
AlJ
215F
100F
16F
--40F
88C
37C
--5C
--20C
i. Convert 6m to feet.
MATHEMATICS
M1.1 ARITHMETIC
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Page: 36
M1
IR PART 66
AlJ
8. 3 7 =
5 8
7. 3 5 =
8 7
6. 5 3 =
6 4
5. 2 + 3 =
5 7
4. 53 =
3. 10 -- 12 6 + 3 (8 -- 3) =
2. 5 x 4 -- 3 x 6 + 5 =
1. 7 + 4 x 3 =
TEST
MATHEMATICS
M1.1 ARITHMETIC
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Page: 37
M1
IR PART 66
AlJ
A=lxb
and
(12 + 10)
8
= 22 = 2.75 or 2.
8
(3y + 2z)
= (3 4) + (2 5)
(x + z)
3+5
Example:
If x = 3, y = 4 and z = 5 find the value of:
The process of finding the numerical value of an algebraic expression for given
values of the symbols that appear in it is called substitution.
if
SUBSTITUTION
A = l x b = 50 x 30 = 1500mm2
USE OF SYMBOLS
M1
IR PART 66
Knowing what the symbols A, l and b stand for, this statement conveys as much
information as the first statement. To find the area of a particular rectangle we
replace the symbols l and b by the actual dimensions of the rectangle, first making
sure that l and b have the same units. To find the area of a rectangle whose length
is 50mm and whose breadth is 30mm we put l = 50 mm and b = 30mm.
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Introduction
ALGEBRA
MATHEMATICS
M 1.2 ALGEBRA
AlJ
a + b+ c
viii. 5a + 9b + 8c
iv. 4c + 6b
iii. 3bc
vii. abc
6
ii. 9c
vi. 8c -- 4b
i. a +7
v. a + 2b + 5c
MATHEMATICS
M 1.2 ALGEBRA
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M1
IR PART 66
AlJ
7x -- 5x + 3x = (7 -- 5 + 3) x = 5x
M1
IR PART 66
Example:
(lp)
= lp 2R
(2R)
The division sign is seldom used in algebra and it is more convenient to write
p
P q in the fractional form q
When using symbols multiplication signs are nearly always omitted and l x b
becomes lb. Of course the same scheme cannot apply to numbers and we cannot
write 9 x 6 as 96. The multiplication sign can, however, be omitted when a symbol
and a number are to be multiplied together. Thus 5 x m is written 5m. The system
may be extended to three or more quantities and hence P x L x A x N is written
PLAN. The symbols need not be written in any special order because the order
in which numbers are multiplied together is unimportant. Thus PLAN is the same
as LANP or NAPL. It is usual, however, to write numbers before symbols, that is,
it is better to write 8xy than xy8 or x8y. In algebraic expressions the number in front
of the symbols is called the coefficient. Thus in the expression 8x the coefficient
of x is 8.
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MATHEMATICS
M 1.2 ALGEBRA
4x = 4x
3y
(3y)
(5x)
= + 5x = 5x
6y
6y
(6y)
AlJ
5m 2n 3mn 3 = 5 m m n 3 m n n n = 15m3n 4
(m) m 2 = (m) m m = m 3
3m 5m = 3 m 5 m = 15m 2
m m = m2
When multiplying expressions containing the same symbols, indices are used:
(3x)
= 3x
2y
2y
(+ x)
= + xy = xy
(+ y)
(x)(y) = (xy) = xy
5x 3y = 5 3 x y = 15xy
(+ x)(+ y) = + (xy) = + xy = xy
The rules are exactly the same as those used with numbers.
M1
IR PART 66
= 4x 2
= 5x 2x2
= 2x 2+3x2x 2
Thus
Remember the word BODMAS which gives the initial letters of the correct
sequence i.e. Brackets, Of, Division, Multiply, Add, Subtract.
(18x 2y2z)
(18 x x y y z)
=
= 3xy
(6xyz)
(6 x y z)
(3p 2q)
(3 p p q)
3p
p
=
=
=
6q
2q
(6pq 2)
(6 p q q)
(p q)
pq
=q
p =
p
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MATHEMATICS
M 1.2 ALGEBRA
AlJ
ix 7a2b2 3ab
iv. 4a 2b
vii. (--12a2b) 6a
iii. (--5a) 8b
v. z x (y)
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v. 4ab 2a
xii. 3m x (--3m)
ii. 4a (--7b)
3)
i. 12x 6
xi. a x a
viii. (--4a) x 3b
iii. 3 x 4m
vii. 8m x (--3n)
ii. 3a x 3b
x. 3a x (--4b) x (--c) x 5d
2)
i. 2z x 5y
iv. q x 16p
xi. --5x + 7x -- 3x -- 2x
xii. 3x -- 2y + 4z -- 2x -- 3y + 5z + 6x + 2y -- 3z
vii. 5m + 13m -- 6m
iii. 3x -- 6x
vi. --2x + 7x
v.--8x + 3x
ii. 7x -- 5x
1)
i. 7x + 11x
MATHEMATICS
M 1.2 ALGEBRA
M1
IR PART 66
(pq) = p+q
AlJ
2(p+3q) = 2p6q
When simplifying expressions containing brackets first remove the brackets and
then add the like terms together.
(m+n) = mn
When a bracket has a minus sign in front of it, the signs of all the terms inside the
bracket are changed when the bracket is removed. The reason for this rule may
be seen from the following examples:
m(a+b) = ma+mb
4(a2b) = 4 a4 2b = 4a8b
3(x+y) = 3x+3y
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Brackets are used to indicate the order in which certain operations must take
place. When removing brackets each term within the bracket is multiplied by the
quantity outside the bracket:
BRACKETS
MATHEMATICS
M 1.2 ALGEBRA
M1
IR PART 66
AlJ
i. 3( x + 1) + 2(x + 4)
xiv. --3y(3x + 4)
vi. (y -- 1) + (2y -- 3)
xiii. 2k(k -- 5)
xv. 4xy(ab -- ac + d)
xi. --2(2x -- 5)
x. --4(x + 3)
v. 5(2p -- 3q)
viii. (x -- 2) (x + 7)
v. (x -- 4) (x -- 2)
ii. (2x + 5) (x + 3)
i. (x + 4) (x + 5)
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iv. (x -- 1)
vii. --(a + b)
ii. 2(a + b)
i. 3(x + 4)
MATHEMATICS
M 1.2 ALGEBRA
ix. (2x + 5) (x -- 2)
vi. (2x -- 1) (x -- 4)
M1
IR PART 66
= (x + y)
(x y)
1
= (x + y)
= (x + y)(x y)
1
(x y)
AlJ
You should note in the last example how we put brackets round x + y and x y
to remind us that they must be treated as single expressions, otherwise we may
have been tempted to handle the terms x and y on their own.
(x y)
(x+y)
1
and
and
a c = a d = ad
b d
b c
bc
(1 a)
1
a
=a
a=1a= 11 =
1
1
1
M1
IR PART 66
a + c = ad + cb = (ad + cb)
b d
bd bd
bd
Example:
a = (a d) = ad and c = (c b) = cb
b
bd
d
bd
(b d)
(d b)
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Since algebraic expressions contain symbols (or letters) which represent numbers
all the rule of operations with numbers also apply to algebraic terms, including
fractions.
Thus
ALGEBRAIC FRACTIONS
MATHEMATICS
M 1.2 ALGEBRA
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or
2
3x p r 2 = (3x p r )
s
2y 4q
(2y 4q s)
AlJ
Example:
(5 x x y 4a a b)
(8 a b b b 10 x y)
= ax2
4b
(5x 2y)
(5x 2y) (4a 2b)
10xy
8ab 3
8ab 3
10xy
(4a 2b)
8ab 9mn 2 = (8 a b 9 n n m)
3mn
4ab 2
(3 m n 4 a b b)
= 6n
b
Factors which are common to both numerator and denominator may be cancelled.
it is important to realise that this cancelling means dividing the numerator and
denominator by the same quantity.
a c = (a c)
b d
(b d)
Example;
MATHEMATICS
M 1.2 ALGEBRA
M1
IR PART 66
4y
5z
AlJ
2
2
xvi. ab2 a 3
bc
bc
xiii.
xviii.
(2m + n)
7
x.
(a b)
ab
v. 3 2
5p 3q
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ad 8cd 2
xiv. 6ab
c 2b 4bc
ix. 3m
iv. 3y 5 + 4
3y 5y
3pq
p2
15s 2
5rs
6pq 8s 2
3p
4rs
viii. 1x + 1y
iii. 2q 3
2q
2
xvii. 6ab 4a
5cd 7bd
2
y
xii. 9x 2 3
6y
x
vii. 1 2x + x
5
8
ii. 5a 7a
12 18
2
2
3
xv. 2z 2 6a 2 10c3
3ac
5zy
3y
x. 6a2 b 2
b
3a
vi. 3x
i. x + x + x
3 4 5
MATHEMATICS
M 1.2 ALGEBRA
M1
IR PART 66
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and
5x = (2x + 5)
3
2
AlJ
After an equation is solved, the solution should be checked by substituting the result in each side of the equation separately. If each side of the equation then has
the same value the solution is correct. In the detail which follows, LHS means left-hand side and RHS means right--hand side.
7t 5 = 4t + 7
Linear equations contain only the first power of the unknown quantity.
This means that the quantity on the left--hand side of the equation is equal to the
quantity on the right--hand side. We can see that, unlike an identity, there is only
one value of x that will satisfy the equation, or make the left--hand side equal to
the right--hand side. The process of finding x = 8 is called solving the equation,
and the value 8 is known as the solution or root of the equation.
Equations
LINEAR EQUATIONS
MATHEMATICS
M 1.2 ALGEBRA
M1
IR PART 66
AlJ
x4 = 8
x=8+4
x = 12
The operation of adding 4 to each side is the same as transferring --4 to the
RHS but in so doing the sign is changed from a minus to a plus.
Example:
xvii.
xvi. 2x = x + 1
5
8 2
xv. 3x + 3 = 2 + 2x
8
3
(x + 3)
(x 3)
=
2
3
xiv. x + x = 10
2 3
x. 2(x + 1) = 9
ix. 5x -- 8 = 3x + 2
M1
IR PART 66
v. 5x + 3 = 18
viii. 4x -- 3 = 6x -- 9
iv. 2x -- 7 = 9
xi. 5(x -- 3) = 12
vii. 9 -- 2x = 3x + 7
vi. 3x -- 7 = x -- 5
iii. 2x = 8
i. x + 3 = 8
Example:
ii. x -- 4 = 6
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MATHEMATICS
M 1.2 ALGEBRA
AlJ
Any point on this diagram can be defined by its coordinates (consisting of two
numbers). The first, the x coordinate, defines the horizontal distance of the point
from the y axis, the second, the y coordinate, defines the vertical distance of the
point from the x axis.
In general, a point is defined by its coordinates which are written in the form
(x,y), the x coordinate always written first. The coordinates are always written in
brackets with a comma between them to avoid confusion.
Along the x and y axes we can mark off units of measurement (not necessarily the
same on both axes). The origin takes the value zero on both axes. The x axis takes
positive values to the right of the origin and negative values to the left of the origin.
The y axis takes positive values above the origin and negative values below the
origin.
Example:
The point (3, 2) may be plotted on the coordinate axes as follows
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Coordinates
Coordinates are numbers which are used to represent a particular point on a
graph. Coordinate axes consist of a horizontal line (x axis) and a vertical line (y
axis). The point of intersection of these two lines is called the origin (denoted by
the letter O).
GEOMETRY
MATHEMATICS
M 1.3 GEOMETRY
M1
IR PART 66
0
0
1
1
1
2
1
3
2 3 4
4 6 8
1 1 1
5 7 9
5
10
1
11
AlJ
We then plot the points obtained, each point being defined by its x coordinate and
its corresponding y coordinate. The points are then joined together to the graph.
x:
2x
+1
y:
Example:
Draw the graph of y = 2x + 1 between x = 0 and x = 5
M1
IR PART 66
Equations of the type y = 2x + 1, where the highest powers of the variables, x and
y, are the first are called equations of the first degree. All equations of this type
give graphs which are straight lines and hence they are often called
linear equations. In order to draw graphs of linear equations we need only take
two points, however three points are advisable.
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Graphs
An equation involving two variables can be represented, on coordinate axes, by
means of a graph. The linear and quadratic equations considered in the last
chapter can be represented as lines on a graph. For a given range of values of x,
the corresponding y values can be calculated from the equation being considered.
The points obtained can then be plotted and joined together to form the graph.
Before plotting the points on a graph, the axes must be drawn in a way that takes
into account the range of the x--values and the range of the y--values. If graph
paper is used (which is desirable) you should use a scale that involves a sensible
number of units per square i.e. you should use steps of, for example, 1, 2, 5 or 10
etc. units per square depending on the question. You should avoid using steps
along the axes of, for example 7 or 9 units per square as this can complicate the
graph unnecessarily.
MATHEMATICS
M 1.3 GEOMETRY
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AlJ
ii. y = 3x -- 5
i. y = 2x + 5
Draw graphs of the following functions taking values of x between --3 and
4.
MATHEMATICS
M 1.3 GEOMETRY
M1
IR PART 66
AlJ
Note: in this example m = 2 and c = 0, whenever c = 0 the line will pass through
the origin.
Where m represents the gradient of the line and c is the point where the line
crosses the y axis (the y intercept). The point where the line crosses the x axis is
called the x intercept.
Gradient can be defined as the increase along the y axis compared to the increase
along the x axis. In the diagram below it can be seen that as the value of x
increases by 1, the value of y increases by 2 so the gradient is 2. In the diagram
on the right it can be seen that as the value of x increases by 1 the value of y
decreases by 3. This decrease is represented mathematically as an increase of
-3 so the gradient is -3.
m = Gradient of the line
c = Intercept on the y axis
M1
IR PART 66
we have, when
y=0
6 -- 3x = 0
3x = 6
x =2
Hence the line cuts the x axis at x = 2. We can now say that the y intercept = 6 and
the x intercept = 2.
As c = 6, we know that this line cuts the y axis at y = 6 (this can be verified by
substituting x = 0 into the equation of the line, as x = 0 along the y axis)
Similarly, as y = 0 along the x axis, we can substitute y = 0 into the equation of the
line to find where the intersects with the axis (the intercept).
Example:
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MATHEMATICS
M 1.3 GEOMETRY
AlJ
0 = --2 + 4
4x = 2
x = 0.5
Hence the x intercept is x = 0.5.
M1
IR PART 66
A straight line parallel to the x axis takes the form y = constant. Similarly, a straight
line parallel to the y axis takes the form x = constant.
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Example:
MATHEMATICS
M 1.3 GEOMETRY
AlJ
Subtraction
i. 27.3 -- 4.36 = 22.93
From Page 5
ANSWERS TO QUESTIONS
MATHEMATICS
M1.1 ARITHMETIC
Page: 55
M1
IR PART 66
AlJ
xv. 11 -- (9 3) + 7= 15
xiii. (7 x 5) -- 2 + (4 x 6)= 57
xii. 3 + 5 x 2=13
=2016mm
Page: 56
Question 5.
32 pins each 61mm long are to be turned in a lathe. If 2mm is allowed on each
pin for parting off. what total length of material is required to make the pins.
Question 4.
The length of a metal plate is 891mm. Rivets are placed 45mm apart and the
distance between the centres of the end rivets and the edge of the plate is
18mm. How many rivets are required.=19
Question 2.
In the first 2 hours of a shift an operator makes 32 soldered joints per hour. In
the next 3 hours the operator makes 29 joints per hour. In the final two hours
26 joints are made per hour. How many soldered joints are made in the 7
hours.= 213
Question 1.
16 holes spaced 48mm apart are to be marked off on a sheet of metal. 17mm
is to be allowed between the centres of the holes and the edge of the metal.
Calculate the total length of metal required. = 754mm
xvi. 11 -- (12 4) + 3 x (6 -- 2) = 20
M1
IR PART 66
Question 3.
A machinist makes 3 parts in 15 minutes. How many parts can he produce in
an 8 hour shift allowing 20 minutes for starting and 10 minutes for finishing the
shift.=90
vi. 8 x (--3)=-24
v. 6 + 4 -- 3 -- 5 -- 7 + 2=-3
iii. 8 -- 7 -- 15=-14
i. --8 + 5=-3
From Page 7
MATHEMATICS
M1.1 ARITHMETIC
AlJ
v. 2 8 1 2 + 1 = 1 1
3
9
3 2
iii. 5 5 1 = 25
5 26
ii. 2 1 3 3 = 2
2
4 3
i. 4 1 1 = 3
5
3 5
iv. 3 3 + 5 2 + 4 3
7
8
4
iv. 1 2 3 9 = 2 1
3
5 10
2
iv. 3 3 1 3 1 1 = 6 3 v. 3
4
5
8
4
4
iii. 5 3 2 9 = 2 19 iv. 21 3 2 = 4
8
10
40
5
5 5
iii. 7 2 + 6 3 = 14 4
3
5
15
13
v. 1 2 =
4
5 20
From Page 14
MATHEMATICS
M1.1 ARITHMETIC
Arrange the following sets of fractions in order of size:
i. 1 5 2 7 = 1 7 2 5
2 6 3 12 2 12 3 6
ii. 3 5 9 17 = 17 9 3 5
4 8 16 32 32 16 4 8
iii. 3 5 2 5 = 5 2 3 5
8 9 6 18 18 6 8 9
Page: 57
M1
IR PART 66
x 1.2 x
102=1308000
AlJ
Division
i. 233.1 18.5= 12.6
v. 1.09 x
104
Multiplication
i. 5.05 x 13.8= 69.69
From page 20
MATHEMATICS
M1.1 ARITHMETIC
Calculate:
i. 4% of 30 = 1 1/5 or 1.2
ii 0.8% of 360 = 2 22/25 or 2.88
iii. 1.5% of 60 = 9/10 or 0.9
iv. 120% of 75 = 93 3/4 or 93.75
v. 80% of 90 = 72
iv. 120% of 75
v. 80% of 90
Express:
i. 30 as a percentage of 50 = 60%
ii. 24 as a percentage of 16 = 150%
iii. 0.5 as a percentage of 12.5 = 4%
iv. 3.2 as a percentage of 2.4 = 133%
v. 0.08 as a percentage of 0.72 = 11.12%
i. 0.43= 43%
Page: 58
M1
IR PART 66
AlJ
A train travels 200km in 4 hours. If it travels at the same rate, how long will it take
to complete a journey of 350km. 7 hours
A bar of metal 10.5m long is to be cut into three parts in the ratio of 1 : 1 3 : 3. Find
2 4
the length of each part. 1m, 3.5m, 6m
8 people take 5 hours to change an engine. How long would it take 4 people to do
this work. 10 Hours
4 people can clean an office in 6 hours. How many people would be needed to
clean the office in 4 hours. 6 people
Five men build a wall take 20 days to complete it. How long would it take 4 men
to complete it. =25days
i. 15g to 2 kg = 3:400 ii. 21ft to 9inches = 28:1 iii. 20cm to 100mm = 2:1 iv. 400m
to 3km = 2:15
From Page 24
MATHEMATICS
M1.1 ARITHMETIC
Page: 59
M1
IR PART 66
71 = 7
vii. 9 3 = 9 7
AlJ
viii. t t 3 = t 6
z3
ix.
vi. 3 2 3 3 3 3 = 3 4
iv. 10 5 10 3 10 4 = 10 4 v. z 4 z 2 z 3 =
3
3
ix.
27 = 3 x.
216 = 6
From Page 29
MATHEMATICS
M1.1 ARITHMETIC
Page: 60
M1
IR PART 66
so R = I
PT
s
(n)
so R = IE
M
AlJ
np
c
n = p + cr
so r =
u
so t = v
a
v = u + at
GY = T so J = Tl
J
GY
l
M=E
I
R
S = ts so t = ST
s
T
P = RT so T = PV
V
R
x = ay so y = ax
2
v 2 = 2gh so h = v
2g
I = PRT
S = dn so d =
c
C = d so d =
From Page 30
MATHEMATICS
M1.1 ARITHMETIC
x=
yb
a
y = x + 17 so x = 5y 17
5
y = ax + b so
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M1
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vi. A rectangular tank is 2.7cm long, 1.8cm wide and 3.2cm high. How many
litres of water will it hold when full? 0.015552 litres
v. Calculate the volume of a metal pipe whose inside diameter is 6cm and
whose outside diameter is 8cm, if it 20cm long. 439.88 cm2
iv. The area of a triangle is 40ft2. Its base is 8ft long. Calculate its vertical
height. = 10ft
iii. A triangle has a base of 7cm and an altitude of 3cm. Calculate its area. =
10.5cm
ii. A carpet has an area of 36m2. If it is square what length of side has the
carpet? 6m
From Page 33
Solve the following problems:
i. Find the area and perimeter of a rectangle whose length is 12inches and
width is 7inches. area= 84 in2 perimeter = 38inches
MATHEMATICS
M1.1 ARITHMETIC
Page: 62
M1
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215F = 101.67
100F = 37.78
16F = -8.89
--40F = -40
88C = 190.4
37C = 98.6
--5C = 23
--20C = -4
From Page 35
MATHEMATICS
M1.1 ARITHMETIC
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M1
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8. 3 7 = 24
5 8 35
7. 3 5 = 15
8 7 56
6. 5 3 = 1
6 4 9
5. 2 + 3 = 29
5 7 35
4. 53 = 125
3. 10 -- 12 6 + 3 (8 -- 3) = 23
2. 5 x 4 -- 3 x 6 + 5 = 7
1. 7 + 4 x 3 = 19
TEST
MATHEMATICS
M1.1 ARITHMETIC
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iv. 4c + 6b= 38
a + b+ c
viii. 5a + 9b + 8c = 7.7
iii. 3bc= 45
vii. abc = 5
6
ii. 9c = 45
vi. 8c -- 4b =28
i. a +7 =9
From Page 38
Solve the following substitution equations:
MATHEMATICS
M1.1 ARITHMETIC
v. a + 2b + 5c = 33
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M1
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3)
2)
i. 2z x 5y = 10yz ii. 3a x 3b = 9ab iii. 3 x 4m = 12m iv. q x 16p = 4pq
v. z x (y) = xyz vi. (--3a) x (--2b) = 6ab vii. 8m x (--3n) = -24mn
viii. (--4a) x 3b = -12ab
ix. 8p x (--q) x (--3r) = 24pqr
x. 3a x (--4b) x (--c) x 5d = 12abc xi. a x a = a2
xii. 3m x (--3m) = -9m2
2
3
3
4
2
xiii. 8mn x (--3m n ) = --24m n xiv. 7ab x (--3a ) = -21a3b
xv.m2n x (--mn) x 5m2n2 = -5m5n4 xvi. 5a2 x (--3b) x 5ab = -75a3b2
1)
i. 7x + 11x = 18x ii. 7x -- 5x = 2x iii. 3x -- 6x = -3x iv. --2x --4x = -6x
v.--8x + 3x = -5x vi. --2x + 7x = 5x vii. 5m + 13m -- 6m = 12m
viii. 6b2 -- 4b2 + 3b2 = 13b2 ix. 6ab -- 3ab -- 2ab = ab
x. 14xy + 5xy -- 7xy + 2xy = 14xy xi. --5x + 7x -- 3x -- 2x = -3x
xii. 3x -- 2y + 4z -- 2x -- 3y + 5z + 6x + 2y -- 3z = 7x - 7y +6z
xiii. 3a2b + 2ab3 + 4a2b2 -- 5ab3 + 11b4 + 6a2b = 9a2b -3ab3+4a2b2+11b4
xiv. pq + 2.1qr -- 2.2rq + 8qp = 9pq +4.3 qr
From Page 41
MATHEMATICS
M1.1 ARITHMETIC
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i. (x + 4) (x + 5) = x2+9x+20
ii. (2x + 5) (x + 3) = 2x2+8x+15
iii. (5x + 1) (2x + 3) = 10x2+17x+3
iv. (7x + 2) (3x + 2) = 21x2+20x+4 v. (x -- 4) (x -- 2) = x2--6x+8
vi. (2x -- 1) (x -- 4) = 2x2--9x+4 vii. (2x -- 4) (3x -- 2) = 6x2--16x+8
viii. (x -- 2) (x + 7) = x2+5x-14 ix. (2x + 5) (x -- 2) 2x2+x-10
x. (3x + 4y) (2x -- 3y) = 6x2--6xy-12y2 xi. (2x + 3)2 = 4x2+12x+9
i. 3(x + 4) = 3x +12
ii. 2(a + b) = 2a+2b iii. 3(3x -- 2y) = 9x-6y
iv. (x -- 1) = x -
v. 5(2p -- 3q) = 10p - 15q vi. 7(a -- 3m) =7a-21m
vii. --(a + b) = -a-b viii. --(a -- 2b)-a+2b ix. --(3p -- 3q) =-3p+3q
x. --4(x + 3) = -4x-12 xi. --2(2x -- 5) = -4x+10 xii. --5(4 -- 3x) =-20+15x
xiii. 2k(k -- 5) = 2k2--10k xiv. --3y(3x + 4) = -9xy-12y
xv. 4xy(ab -- ac + d) = 4abxy-4acxy+4dxy
xvi. 3x2(x2 -- 2xy + y2) = 3x4--6x3y+3x2y2
xvii. --7p(2p2 -- p + 1) = -14p3-7p2--7p
Page: 67
M1
IR PART 66
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From Page 43
MATHEMATICS
M1.1 ARITHMETIC
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AlJ
2
2
2
xvi. ab2 a 3 = cb
a
bc
bc
2
2
xvii. 6ab 4a = 21b
5cd 7bd
10ac
xviii.
3pq
p2
9qs
= pr
5rs
15s 2
2
3y
6pq 8s 2
4qs
y3
xi. 6a2 b 2 = 3 xii. 9x 2 3 =
xiii.
= r
b
3a
ab
6y
x
2x
4rs
3p
ad 8cd 2
6a 2 d3
2z 2
6a2
10c 3
8acx
xiv. 6ab
c 2b 4bc = b c xv. 3ac 2 5zy 2 3y3 = 3y5
=
vi. 3x
=
vii. 1 +
= 1 21x
5p 3q
15pq
5z
5z
5
8
40
(2m + n)
(a b)
y+x
1
1
19m
+
n
viii. x + y = xy
ix. 3m
=
x.
7
7
ab
From Page 46
MATHEMATICS
M1.1 ARITHMETIC
Page: 68
M1
IR PART 66
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AlJ
3)
xvi. 2x = x + 1 so x = 1 9 xvii.
=
so x = -6
5
8 2
11
2
3
From Page 48
Solve the following equations:
MATHEMATICS
M1.1 ARITHMETIC
Page: 69
M1
IR PART 66
2
2
3
4
5
9
16
22
26
31
32
33
35
37
38
38
38
40
40
41
43
45
48
50
50
55
64
ADDITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SUBTRACTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
MULTIPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DIVISION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
COMMON FRACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DECIMALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
RATIO & PROPORTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
POWERS AND ROOTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TRANSPOSITION OF FORMULAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
AREAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VOLUMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CONVERSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ALGEBRA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
USE OF SYMBOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SUBSTITUTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ADDITION & SUBTRACTION OF ALGEBRAIC TERMS . . . . . . . . . . .
MULTIPLICATION & DIVISION SIGNS . . . . . . . . . . . . . . . . . . . . . . . . . .
MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES . . . . .
BRACKETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ALGEBRAIC FRACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LINEAR EQUATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GEOMETRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ATA
ARITHMETIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TABLE OF FIGURES
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Page i