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Book No:

IR PART 66 CAT A M7

Lufthansa Resource
Technical Training Ltd
Cwmbran S. Wales

For Training Purposes Only


Lufthansa 1995

Mathematics
IR PART 66 CAT A M1

Training Manual
Fundamentals

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manual may be sold or reproduced in any form
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Copyright by Lufthansa Technical Training GmbH.

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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

Page: 2

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:

The process of finding the difference between two numbers is known as


subtraction and is indicated by the minus (--) sign. Subtraction is accomplished
by taking the quantity of one number away from another number.
To find the difference between two numbers, arrange them in the same manner
used for addition. With one number at the top and the number to be subtracted
at the bottom, align the vertical columns so the last digits are in the same column.
Beginning on the right, subtract the bottom number from the top. Repeat this for
each column.

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 is a special form of repetitive addition. When a given number is


added to itself a specified number of times, the process is called multiplication.
The sum of 4 + 4 + 4 = 12 is expressed by multiplication as 4 x 3 = 12. The
numbers 4 and 3 are called factors and the answer, 12, represents the product.
Multiplication is typically indicated by an x or by the lack of any operation sign.
One important factor to remember when multiplying is that the order in which
numbers are multiplied does not change the product.

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:

Just as subtraction is the reverse of addition, division is the reverse of


multiplication. Division is a means of finding out how many times a number is
contained in another number. The number divided is called dividend, the number
you are dividing by is the divisor, and the result is the quotient. With some
division problems, the quotient may include a remainder. A remainder represents
that portion of the dividend that cannot be divided by the divisor.
Division is indicated by the use of the division sign ( ) with the dividend to the left
and the divisor to the right of the sign, or with the dividend inside the sign and the
divisor to the left. Division also is indicated in fractional form.
For example, in the fraction 3 the 3 is the dividend and the 8 is the divisor. When
8
division is carried out, the quotient is 0.375.
The process of dividing large quantities is performed by breaking the problem
down into a series of operations, each resulting in a single digit quotient. This is
best illustrated by example.

DIVISION

MATHEMATICS
M1.1 ARITHMETIC

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v. 1.09 -- 1.2 - 68.3

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iv. 10.75 -- 19.999 -- 21.100

iii. 32.76 -- 20.086

ii. 21.76 -- 18.51

Subtraction
i. 27.3 -- 4.36

v. 27.3 + 0.021 + 68.3

iv. 1.09 + 1.2 + 10.14

iii. 0.025 + 10.995

ii. 18.098 + 210.099

Calculate the sum of the following examples:


Addition
i. 0.251 + 10.298

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.

Subtracting Signed Numbers

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

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Like multiplying signed numbers, division of signed numbers is accomplished in


the same manner as dividing any other number. The sign of the quotient is
determined using the rules identical to those used in multiplication.

Dividing Signed Numbers

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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Multiplying Signed Numbers

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Adding Signed Numbers

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xv. 11 -- (9 3) + 7

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xiv. (7 x 5) -- (12 4) + 3

xiii. (7 x 5) -- 2 + (4 x 6 )

xii. 3 + 5 x 2

xi. (15 x (--3) x 2) ((--5) x (--6))

x. --16 ((--2) x (--4))

ix. (--3) x (--4) x 5

viii. 4 x (--3) x (--2)

vii. (--2) x (--5) x (--6)

vi. 8 x (--3)

v. 6 + 4 -- 3 -- 5 -- 7 + 2

iv. --3 + 5 + 7 -- 4 -- 2

iii. 8 -- 7 -- 15

ii. --7 -- 6-- 3

i. --8 + 5

Calculate the sum of the following examples:

MATHEMATICS
M1.1 ARITHMETIC
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IR PART 66

Page: 8

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)

xvii. (15 (4 + 1)) --( 9 x 3) + 7 (4 + 3)

xvi. 11 -- (12 4) + 3 x (6 -- 2)

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Express 27 as a mixed number


4
27 = 6 3 (since 27 4 = 6 remainder 3)
4
4

Convert 8 2 = (8 3)+2 = 26
3
3

Example:

Reduce 21 to its lowest terms


35
21 is equivalent to 21 7 and 35 7 = 3
35
5

Example:

Page: 9

A fraction is said to be in its lowest terms when it is impossible to find a number


which will divide exactly into both its numerator and denominator. The fractions
5 and 11 are both in their lowest terms but the fraction 6 is not in its lowest terms
7
19
10
3
because it can be reduced to by dividing top and bottom numbers by 2.
5

A common fraction represents a portion or part of a quantity. For example, if a


number is divided into three equal parts, each part is one--third ( 1 ) of the number.
3
A fraction consists of two numbers, one above and one below a line, or fraction
bar. The fraction bar indicates division of the top number, or numerator, by the
bottom number, or denominator. For example, the fraction 3 indicates that three
4
is divided by four to find the decimal equivalent of 0.75.
When a fractions numerator is smaller than the denominator, the fraction is called
a proper fraction. A proper fraction is always less than 1. If the numerator is
larger than the denominator, the fraction is called an improper fraction. In this
situation the fraction is greater than 1. If the numerator and the denominator are
identical, the fraction is equal to 1 as any number divided by itself is 1.
A mixed number is the combination of a whole number and a proper fraction.
Mixed numbers are expressed as 1 5 and 29 9 and are typically used in place of
8
16
improper fractions. The numerator and denominator of a fraction can be changed
without changing the fractions value. A mixed number can be converted into an
improper fraction and vice versa.

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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)

Comparing the Size of Fractions

MATHEMATICS
M1.1 ARITHMETIC

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(14 + 15)
35

= 29
35

2 + 3 = 14 + 15
5 7
35 35

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The lowest common denominator of 5 and 7 is 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

Page: 11

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

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M1.1 ARITHMETIC

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5 3 = 10 9
6 4
12 12
(10 9)
=
12
1
=
12

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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

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2 5 21 = (1 5 1)
3 7 32
(1 1 16)

Find the value of 2 5 21


3 7 32

Example:

If any factors are common to a numerator and a denominator they should be


cancelled before multiplying.

= 15
56

3 5 = (3 5)
8 7
(8 7)

Example:
Multiply 3 by 5
8 7

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In problems with fractions the word of is frequently used. It should always be


taken as meaning multiply.

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

Mixed numbers must be converted into improper fractions before multiplying.

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Multiplication of fractions is performed by multiplication the numerators of each


fraction to form the product numerators, and multiplying the individual
denominators to form the product denominator. The resulting fraction is then
reduced to its lowest terms.

Multiplication of Fractions

MATHEMATICS
M1.1 ARITHMETIC

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Mixed numbers must be converted into improper fractions before multiplying.

37 = 38
5 8
5 7
(3 8}
=
(5 7)
24
=
35

Example:
Divide 3 by 7
5 8

Division of common fractions is accomplished by inverting, or turning over, the


divisor and then multiplying. However, it is important that you invert the divisor only
and not the dividend. Once the divisor is inverted, multiply the numerators to obtain
a new numerator, multiply the denominators to obtain a new denominator, and
reduce the quotient to its lowest terms.

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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Arrange the following sets of fractions in order of size:


i. 1  5  2  7
ii. 3  5  9  17
iii. 3  5  2  5
2 6 3 12
4 8 16 32
8 9 6 18

i. 4 1 1
5
3

Divide and simplify the following fractions:




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

Multiply and simplify the following fractions:


i. 3 5 ii. 2 1 2 iii. 7 3 1 iv. 3 3 1 3 1 1
4 7
9
3
5
2
4
5
8

Subtract the following fractions:


i. 7 5
ii. 3 3 1 1
iii. 5 3 2 9
8 6
8
4
8
10

Add the following fractions:


i. 3 + 3
ii. 1 + 2 + 5
iii. 7 2 + 6 3
4 8
8 3 12
3
5

Convert the following improper fractions to mixed numbers:


i. 11 ii. 21 iii. 53 iv. 210 v. 99
7
3
5
4
8

Convert the following mixed numbers to improper fractions:


i. 2 6 ii. 3 4 iii. 21 3 iv. 5 21 v. 2 1
7
7
9
5
25

Solve the following equations:

MATHEMATICS
M1.1 ARITHMETIC

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27.6
27.16
27.026

Examples:

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one decimal point


two decimal points
three decimal points and so on.

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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Page: 16

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

rewrite with the decimal points aligned and add.

Add the following 25.78 + 5.4 + 0.237

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

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Example:

count 5 decimal places to the left of the digit 4

3 decimal
2 decimal

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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

Page: 17

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

2. When the divisor is a decimal fraction, it should first be converted to a whole


number by moving the decimal point to the right. However, when the decimal in
the divisor is moved, the decimal in the dividend must also move in the same
direction and the same number of spaces.

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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Page: 18

The division shows that 9 = 0.5625 and hence 2 9 = 2.5625.


16
16
Sometimes a fraction will not divide out exactly. If the number is recurring the
answer can be given to 1 or 2 decimal places or that specified by the equation.

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.

Converting Fractions to Decimals

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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.

Converting Decimals to Fractions

MATHEMATICS
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12% (12.5) as a fraction = 12.5% = 25 1 = 25 = 1


100%
2
100
200
8

8% as a fraction = 8% = 8 = 2
100%
100
25

Examples:

To change a percentage to a fraction, divide by 100%.

Converting Percentages to Fractions

4 3 as a percentage = 19 100% = 1900 = 475%


4
4
1
4

3 as a percentage = 3 100%= (3 100) = 60%


5
5
5

Example:

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32% as a fraction = 32.5, as a decimal = 0.325


100

65% as a fraction = 65 , as a decimal = 0.65


100

Examples:

Page: 19

To convert a percentage to a decimal, firstly, convert the percentage to a fraction,


then the fraction to a decimal.

Converting Percentages to Decimals

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To change a fraction to a percentage you must multiply by 100.

Converting Fractions to Percentages

MATHEMATICS
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3% of 1500 = 3.5 1500 = 5250 = 525 = 105 = 52 1


100
100
10
2
2

4% of 60 = 4 60 = 240 = 12 = 2 2
100
100
5
5

Examples:

To find the value of a percentage of a quantity, firstly, express the percentage as


a fraction and multiply by the quantity.

Values of a Percentage of a Quantity

0.43 as a fraction = 430 = 43 , as a decimal = 43%


1000
100

0.037 as a fraction = 37 = 3.7 , as a decimal = 3.7%


1000
100

0.021 as a fraction = 21 = 2.1 , as a decimal = 2.1%


1000
100

Example:

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3.2 as a percentage of 2.4 = 3.2 100 = 13.333% or 13 1%


3
2.4

4 as a percentage of 60 = 4 100 = 6.67%


60

12 as a percentage of 50 = 12 100 = 24%


50

Example:

Page: 20

To express one quantity as a percentage of another, make a fraction of the two


quantities and multiply by 100.

Expressing one Quantity as a Percentage

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To convert a decimal to a percentage, firstly, convert the decimal to a fraction, then


convert the fraction to a percentage.

Convert a Decimal to a Percentage

MATHEMATICS
M1.1 ARITHMETIC

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x 1.2 x

102

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Find the difference between i. 19 and 0.295


64

ii. 1 3 and 1.1632


16

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

Express the following as fractions:


i. 25% ii. 13% iii. 4.5% iv. 33%

Express the following as a percentage %:


i. 0.43 ii. 0.025 iii. 1.25 iv. 3 v. 3
vi. 1
7
8
12

vii. 7
20

Place the following in ascending order of size;


i. 1  0.167 3 ii. 2  0.44 7 iii. 11  0.3594 0.3125
5
20
5
16
32

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M1

IR PART 66

Convert the following fractions to decimals (3 decimal places)


i. 3 ii. 11 iii. 21 iv. 1 5 v. 2 7
8
16
32
8
16

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Convert the following decimals to fractions in their lowest terms:


i. 0.2 ii. 0.45 iii. 0.3125 iv. 2.55 v. 0.0075
vi. 2.125

v. 1.09 x 104 12

iv. 24.024 4.62

iii. 0.6875 22

ii. 0.1254 0.057

Division
i. 233.1 18.5

v. 1.09 x

104

iv. 27.3 x --9.31

iii. --1.01 x 0.89

ii. 1.27 x 0.871

Solve the following equations:


Multiplication
i. 5.05 x 13.8

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800 : 1600 = 800 = 1


1600
2

ii. 800g to 1.6kg


1.6kg = 1600g

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:

M1

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A ratio provides a means of comparing one number to another. For example, if an


engine turns at 4,000 rpm and the propeller turns at 2,400 rpm, the ratio of the two
speeds is 4,000 to 2,400, or 5 to 3, when reduced to lowest terms. This relationship
can also be expressed as 5/3 or 5:3.
The use of ratios is common in aviation. One ratio you must be familiar with is compression ratio, which is the ratio of cylinder displacement when the piston is at
bottom centre to the cylinder displacement when the piston is at top centre. For
example, if the volume of a cylinder with the piston at bottom centre is 96 cubic
inches and the volume with the piston at top centre is 12 cubic inches, the
compression ratio is 96:12 or 8:1 when simplified.
Another typical ratio is that of different gear sizes, for example, the gear ratio of
a drive gear with 15 teeth to a driven gear with 45 teeth is 15:45 or 1:3 when
reduced. This means that for every one tooth on the drive gear there are three
teeth on the driven gear. However, when working with gears, the ratio of teeth is
opposite the ratio of revolutions. In other words, since the drive gear has one third
as many teeth as the driven gear, the drive gear must complete three revolutions
to turn the driven gear one revolution. This results in a revolution ratio of 3:1, which
is opposite the ratio of teeth.

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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.

RATIO & PROPORTION

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3:2 = engine speed : propeller speed


3:2 = 2,700 : x
3x = 2 : 2,700
3x = 5,400
x = 1,800 rpm.

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)

M1

IR PART 66

Speed of smaller pulley = 80 3 = 240 rev/min.


1

Therefore

Page: 23

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.

Thus resistance of wire 1m long = 2 1000 = 13.3 Ohms


150

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.

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Length of AC = 2 x 2 = 4m
Length of BC = 3 x 2 = 6m

We could tackle the problem as follows;


Total number of parts = 2 + 3 = 5
Length of each part = 10 = 2m
5

Therefore,

Mass of copper needed = 70g.

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M1

IR PART 66

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.

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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.

An engineering company employ 12 men to fabricate a number of containers.


They take 9 days to complete the work. If the company had employed 8 men, how
long would it have taken.

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.

iv. 1:2.6 = x:13 v. 18:x = 2:1

ii. 21ft to 9inches iii. 20cm to 100mm iv. 400m to 3km

Find the missing value;


i. 3:4 = 6:x ii. 20:1 = x:3.2 iii. 240:400 = x:1

i. 15g to 2 kg

Express the following ratios as fractions reduced to their lowest terms;

Solve the following equations:

MATHEMATICS
M1.1 ARITHMETIC

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M1

IR PART 66

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If the exponent has no sign then it is assumed to be positive.

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.

2 3 is read 2 cubed or 2 to the power of three.


If the exponent is a negative number then the reciprocal of the number is multiplied by itself.

3 2 is read 3 squared or 3 to the power of 2.

M1

IR PART 66

Page: 26

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:

POWERS AND ROOTS

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M1.1 ARITHMETIC

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a a a = a3

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Here a 3 is the third power of the base a, and the index is 3.


Thus in this expression
xn
xn is called the nth power of x
x is called the base, and
n is called the index.Remember that, in algebra, letters such as a in the above
expression merely represent numbers.
Hence the laws of arithmetic apply strictly to algebraic terms as well as
numbers.The expression 1 is called the reciprocal of 2,
2
1
Similarly the expression p is called the reciprocal of p likewise the expression
1
n
x n is called the reciprocal of x

Similarly

The quantity 2 2 2 2 may be written as 2 4. Now 2 4 is called the fourth


power of the base 2.
The number 4, which gives the number of 2s to be multiplied together is called
the index (plural : Indices).

Indices
Base, Index & Power

MATHEMATICS
M1.1 ARITHMETIC

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IR PART 66

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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

If a power is to be itself raised to a power then we have the following.

3. Powers of Powers

This fraction can be reduced to 2 x 2 which is equal to 2 2


5
so 2 3 = 2 53 = 2 2
2
Division of powers which have the same base can be carried out by subtracting one index from the other.

5
(2x2x2x2x2)
If powers are to be divided, it can be seen that 2 3 is equal to
2
(2x2x2)

2. Division

If powers are multiplied together then we can see the following.


2 3 2 4 is equal to (2 x 2 x 2) x (2 x 2 x 2 x 2)
so 2 3 2 4 = 27
Multiplication of powers which have the same base can be simplified by
adding the powers together.

1. Multiplication

Laws of Indices

MATHEMATICS
M1.1 ARITHMETIC

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M1

IR PART 66

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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.

AlJ

If we consider

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(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

M1

IR PART 66

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

Page: 29

Comparing these expressions


The law is:
A fractional index represents a root, the denominator of the index
denotes the root to be taken.

But we also know that

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

but we also know that


Comparing these expressions
3

5 = 5 1
3

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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The most difficult indices to visualise are x and x .


(x x x x)
If we consider
we have a value of 1 as any number divided by
(x x x x)
itself is 1.
4
This fraction can also be expressed as x 4 or x 0. So:
x
Any number raised to the power of zero equals one.

4. Numbers raised to the power of zero or one.

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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

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Find the value of the following


i. 811/4 ii. 82/3 iii. 163/4 iv. 92.5

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

Simplify the following, giving each answer as a power

3
3
viii.
8 ix.
27

Find the values of the following


i. 8 2 ii. 2 4 iii. 3 3 iv. 2 5 v. 16 vi. 144 vii. 169

Solve the following equations:

MATHEMATICS
M1.1 ARITHMETIC

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IR PART 66

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ii. Transpose x =

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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

Transpose the following:

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The formula y = ax + b has y as its subject. By rearranging this formula we


could make x the subject. We are then said to have transposed the formula to
make x the subject.
The rules for transforming a formula are:
1. Remove square roots or other roots.
2. Get rid of fractions.
3. Clear brackets.
4. Collect together the terms containing the required subject.
5. Factorise if necessary.
6. Isolate the required subject.
These steps should be performed in the order given.

TRANSPOSITION OF FORMULAE

MATHEMATICS
M1.1 ARITHMETIC

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IR PART 66

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Area = l b

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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

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M1

IR PART 66

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1m3
1cm3
1mm3
1in3
1ft3
1yd3

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Surface Area = Lateral Surface + Ends i.e. (perimeter of cross--section x


Length of Solid) + (Total area of ends)

Volume = Cross--sectional area x Length of solid

Any solid having a uniform cross--section;

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

Surface Area = 2r(h + r)

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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

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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?

Solve the following problems:


i. Find the area and perimeter of a rectangle whose length is 12inches and
width is 7inches.

MATHEMATICS
M1.1 ARITHMETIC

Page: 34

M1

IR PART 66

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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

=
=
=

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((9/5)x 0C) + 32
- 32 x (5/9)
K + 273.15

0F

Temperature

=
=
=
=
=

Power

Force & Weight

=
=

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

Other Useful Data

Fundamental Constant

=
=
=
=
=

1 atm
1 atm
1 atm
1 Pa
1 bar

Pressure

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IR PART 66

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215F

100F

16F

--40F

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vii. Convert the following to C

88C

37C

--5C

--20C

vi. Convert the following to F

v. Convert 350 imperial gallons to litres.

iv. Convert 4.5 litre to US gallons

iii. Convert 254 inches to cm.

ii. Convert 25US gallons to litres.

i. Convert 6m to feet.

Convert the following weights and measures:

MATHEMATICS
M1.1 ARITHMETIC

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12. convert 3 to a percentage =


5

11. Convert 0.800 to a fraction =

10. multiply 20.3 x 17.4 =

9. divide 74.52 by 8.1 =

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 =

Work out the value of the following:

TEST

MATHEMATICS
M1.1 ARITHMETIC

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A=lxb

then the statement becomes:

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

A = the area of the rectangle


l = the length of the rectangle
b = the breadth of the rectangle

SUBSTITUTION

The difference of two numbers = x -- y


Two numbers multiplied together = a x b
One number divided by another = p q

Many verbal statements can be translated into symbols as the following


statements show:

A = l x b = 50 x 30 = 1500mm2

is a perfectly general statement which applies to all rectangles. If we use symbols


we obtain a much shorter statement.

Area of a rectangle = length x breadth

A technician often has to indicate that certain quantities or measurements have


to be added, subtracted, multiplied or divided. Frequently this has to be done
without using actual numbers.
The statement:

USE OF SYMBOLS

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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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The methods of algebra are an extension of those used in arithmetic. In algebra


we use letters and symbols as well as numbers to represent values. When we write
that a sum of money is 50 we are making a particular statement but if we write
a sum of money is P we are making a general statement. This general statement
will cover any number we care to substitute for P.

Introduction

ALGEBRA

MATHEMATICS
M 1.2 ALGEBRA

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a + b+ c

viii. 5a + 9b + 8c

iv. 4c + 6b

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iii. 3bc

vii. abc
6

ii. 9c

vi. 8c -- 4b

i. a +7

v. a + 2b + 5c

If a = 2, b = 3 and c = 5. Find the values of the following.

Solve the following substitution equations:

MATHEMATICS
M 1.2 ALGEBRA

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3b2 + 7b2 = (3 + 7) b2 = 10b2


--3y -- 5y = (--3 --5) y = --8y
q -- 3q = (1 -- 3) q = --2q
Only like terms can be added or subtracted. Thus 7a + 3b -- 2c is an expression
containing three unlike terms and it cannot be simplified any further. Similarly with
8a2b + 7ab3 -- 6a2b2 which are all unlike terms. It is possible to have several sets
of like terms in an expression and each set can then be simplified.
8x + 3y -- 4z -- 5x + 7z -- 2y + 2z
= (8 -- 5)x + (3 -- 2)y + (--4 +7 + 2)z
= 3x + y + 5z

7x -- 5x + 3x = (7 -- 5 + 3) x = 5x

An expression consisting of like terms can be reduced to a single term by adding


or subtracting the numerical coefficients.

are three like terms.

7x, 5x and --3x

Like terms are numerical multiples of the same algebraic quantity.

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.

MULTIPLICATION & DIVISION SIGNS

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ADDITION & SUBTRACTION OF ALGEBRAIC TERMS

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M 1.2 ALGEBRA

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4x = 4x
3y
(3y)

(5x)
= + 5x = 5x
6y
6y
(6y)

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3mn 2n 2 = 3 m n (2) n n = 6mn3

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)

(3x)(2y) = + (3x)(2y) = 6xy

(4x)(2y) = (4x)(2y) = 8xy

(2x)(3y) = (2x)(3y) = 6xy

(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

2x 2+12x43x 4 3x 2x 2 = 2x2 + 9x4 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

When dividing algebraic expressions, cancellation between numerator and


denominator is often possible, cancelling is equivalent to dividing both numerator
and denominator by the same quantity:

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MULTIPLICATION & DIVISION OF ALGEBRAIC QUANTITIES

MATHEMATICS
M 1.2 ALGEBRA

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ix 7a2b2 3ab

iv. 4a 2b

viii. 8a2bc2 4ac2

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vii. (--12a2b) 6a

iii. (--5a) 8b

xiii. 8mn x (--3m2n3)

ix. 8p x (--q) x (--3r)

v. z x (y)

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v. 4ab 2a

xvi. 5a2 x (--3b) x 5ab

xii. 3m x (--3m)

xv.m2n x (--mn) x 5m2n2

ii. 4a (--7b)

vi. 12x2yz2 4xz2

3)
i. 12x 6

xiv. 7ab x (--3a2)

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

vi. (--3a) x (--2b)

2)
i. 2z x 5y

xiv. pq + 2.1qr -- 2.2rq + 8qp

xiii. 3a2b + 2ab3 + 4a2b2 -- 5ab3 + 11b4 + 6a2b

iv. q x 16p

xi. --5x + 7x -- 3x -- 2x

xii. 3x -- 2y + 4z -- 2x -- 3y + 5z + 6x + 2y -- 3z

x. 14xy + 5xy -- 7xy + 2xy

iv. --2x --4x

vii. 5m + 13m -- 6m

iii. 3x -- 6x

ix. 6ab -- 3ab -- 2ab

vi. --2x + 7x

v.--8x + 3x

viii. 6b2 -- 4b2 + 3b2

ii. 7x -- 5x

1)
i. 7x + 11x

Simplify the following:

MATHEMATICS
M 1.2 ALGEBRA
M1

IR PART 66

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(pq) = p+q

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3(2x+3y)(x+5y) = 6x+9yx5y = 5x+4y

(3x+7y)(4x+3y) = 3x+7y4x3y = x+4y

2(p+3q) = 2p6q
When simplifying expressions containing brackets first remove the brackets and
then add the like terms together.

(m+n) = mn

3(2x5y) = (3) 2x+(3) 5y = 6x+15y

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:

4a(2a+b) = 4a 2a+4a b = 8a 2+4ab

3x(2p+3q) = 3x 2p+3x 3q = 6px+9qx

m(a+b) = ma+mb

4(a2b) = 4 a4 2b = 4a8b

5(2x+3y) = 5 2x+5 3y = 10x+15y

3(x+y) = 3x+3y

2(5a+3b)+3(a2b) = 10a+6b+3a6b = 13a

x(a+b)x(a+3b) = ax+bxax3bx = 2bx

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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

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v. 5(2x -- y) -- 3(x + 2y)

ii. 5(2a + 4) -- 3(4a + 2)

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ix. 3(a -- b) -- 2(2a -- 3b) + 4(a -- 3b)

viii. 2x(x -- 5) -- x(x -- 2) -- 3x(x -- 5)

vii. --(4a + 5b -- 3c) -- 2(2a -- 3b -- 4c)

iv. 4(1 -- 2x) -- 3(3x -- 4)

i. 3( x + 1) + 2(x + 4)

xiv. --3y(3x + 4)

vi. (y -- 1) + (2y -- 3)

iii. 3(x + 4) -- (2x + 5)

xvi. 3x2(x2 -- 2xy + y2) xvii. --7p(2p2 -- p + 1)

xiii. 2k(k -- 5)

Remove the brackets and simplify:

xv. 4xy(ab -- ac + d)

xii. --5(4 -- 3x)

xi. --2(2x -- 5)

x. --4(x + 3)

v. 5(2p -- 3q)

xi. (2x + 3)2

viii. (x -- 2) (x + 7)

v. (x -- 4) (x -- 2)

ii. (2x + 5) (x + 3)

x. (3x + 4y) (2x -- 3y)

vii. (2x -- 4) (3x -- 2)

iv. (7x + 2) (3x + 2)

i. (x + 4) (x + 5)

Find the products of the following:

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ix. --(3p -- 3q)

iv. (x -- 1)

viii. --(a -- 2b)

iii. 3(3x -- 2y)

vii. --(a + b)

ii. 2(a + b)

vi. 7(a -- 3m)

i. 3(x + 4)

Remove the brackets in the following:

MATHEMATICS
M 1.2 ALGEBRA

ix. (2x + 5) (x -- 2)

vi. (2x -- 1) (x -- 4)

iii. (5x + 1) (2x + 3)

M1

IR PART 66

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= (x + y)

(x y)
1
= (x + y)
= (x + y)(x y)
1
(x y)

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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

and adding these new fractions we have:

Example:
a = (a d) = ad and c = (c b) = cb
b
bd
d
bd
(b d)
(d b)

Adding & Subtracting Algebraic Fractions


Consider the expression a + c which is the addition of two fractional terms.
b d
If we wish to express the sum of these fractions as one single fraction then we use
the same technique as for number fractions.
First find the lowest common denominator. This is the LCM of b and d which is bd.
each fraction is then expressed with bd as the denominator.

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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:

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(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;

As with ordinary arithmetic fractions, numerators can be multiplied together, as


can denominators, in order to form a single fraction.

Multiplication & Division of Algebraic Fractions

MATHEMATICS
M 1.2 ALGEBRA
M1

IR PART 66

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4y
5z

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2
2
xvi. ab2 a 3
bc
bc

xiii.

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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

Simplify the following:

MATHEMATICS
M 1.2 ALGEBRA
M1

IR PART 66

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and

5x = (2x + 5)
3
2

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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.

In the process of solving an equation the appearances of the equation may be


considerable altered but the values on both sides must remain the same. We must
maintain this equality, and hence whatever we do to one side of the equation we
must do exactly the same to the other side.

are both examples of linear equations.

7t 5 = 4t + 7

Linear equations contain only the first power of the unknown quantity.

Solving Linear Equations

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.

A statement of the type x 3 = 5 is called an equation.

Equations

An arithmetical quantity has a definite value, such as 93, 3.73 or 3. An algebraic


4
quantity, however, given by algebraic expressions such as x ( 3) or x 2,
represents many amounts depending on the value given to x.

LINEAR EQUATIONS

MATHEMATICS
M 1.2 ALGEBRA
M1

IR PART 66

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Solve the equation x 4 = 8

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Check: when x = 12, LHS = 12 -- 4 = 8, RHS = 8

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.

If we add 4 to each side, we get


x4+4= 8+4
x = 12

Example:

Equations Requiring Addition & Subtraction

Check: when x = 18, LHS = 18 , RHS = 3


6

Solve the equation x = 3


6
Multiply each side by 6, we get
x6 = 36
6
x = 18

xvii.

xvi. 2x = x + 1
5
8 2

xiii. 7(2 -- 3x) = 3(5x -- 1)

xv. 3x + 3 = 2 + 2x
8
3

(x + 3)
(x 3)
=
2
3

xiv. x + x = 10
2 3

xii. 3(2x -- 1) + 4(2x + 5) = 40

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

Solve the following equations:

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Equation Requiring Multiplication & Division

MATHEMATICS
M 1.2 ALGEBRA

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AlJ

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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).

COORDINATES & GRAPHS

GEOMETRY

MATHEMATICS
M 1.3 GEOMETRY
M1

IR PART 66

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0
0
1
1

1
2
1
3

2 3 4
4 6 8
1 1 1
5 7 9

5
10
1
11

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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:

By taking the x values 0, 1, 2, ........5, we can calculate the corresponding y values,


as shown below, by first evaluating the component parts of the equation.

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.

The value of y therefore depends on the value allocated to x. We therefore call y


the dependent variable. Since we can give x any value, we call x the
independent variable. It is usual to mark the values of the independent variable
along the horizontal axis (x). The dependent variable values are marked off along
the vertical axis (y).

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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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ii. y = 3x -- 5

i. y = 2x + 5

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Draw graphs of the following functions taking values of x between --3 and
4.

MATHEMATICS
M 1.3 GEOMETRY
M1

IR PART 66

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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

The equation of a straight line is given by:


y = mx + c

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).

In this example m = --3 and c = 6

Example:

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A straight line is defined as the shortest distance between two points.

The Straight Line Graph

MATHEMATICS
M 1.3 GEOMETRY

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0 = --2 + 4
4x = 2
x = 0.5
Hence the x intercept is x = 0.5.

M1

IR PART 66

These case are illustrated below:

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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In this example, m = 4 and c = --2.


We know, immediately that the intercept is --2 (the value of c). To find the x
intercept, we substitute y = 0 into the equation of the line.

Example:

MATHEMATICS
M 1.3 GEOMETRY

AlJ

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v. 1.09 -- 1.2 - 68.3 = -68.41

iv. 10.75 -- 19.999 -- 21.100 = -30.349

iii. 32.76 -- 20.086 = 12.674

ii. 21.76 -- 18.51 = 3.25

Subtraction
i. 27.3 -- 4.36 = 22.93

v. 27.3 + 0.021 + 68.3 =95.621

iv. 1.09 + 1.2 + 10.14 =12.43

iii. 0.025 + 10.995 =11.020

ii. 18.098 + 210.099 = 228.197

Calculate the sum of the following examples:


Addition
i. 0.251 + 10.298 = 10.549

From Page 5

ANSWERS TO QUESTIONS

MATHEMATICS
M1.1 ARITHMETIC

Page: 55

M1

IR PART 66

x. --16 ((--2) x (--4))=-2

AlJ

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xv. 11 -- (9 3) + 7= 15

xiv. (7 x 5) -- (12 4) + 3=4

xiii. (7 x 5) -- 2 + (4 x 6)= 57

xii. 3 + 5 x 2=13

xi. (15 x (--3) x 2) ((--5) x (--6))=-3

=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

ix. (--3) x (--4) x 5=60

viii. 4 x (--3) x (--2)=24

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

xviii. 10 -- (12 6) + 3 (8 -- 3)=23

xvii. (15 (4 + 1)) -- (9 x 3) + 7 (4 + 3)= 25

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

vii. (--2) x (--5) x (--6)=-60

vi. 8 x (--3)=-24

v. 6 + 4 -- 3 -- 5 -- 7 + 2=-3

iv. --3 + 5 + 7 -- 4 -- 2=3

iii. 8 -- 7 -- 15=-14

ii. --7 -- 6-- 3=-16

i. --8 + 5=-3

Calculate the sum of the following examples:

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

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ii. 2 1 3 3 = 2
2
4 3

Divide and simplify the following fractions:

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

Multiply and simplify the following fractions:


i. 3 5 = 15 ii. 2 1 2 = 10 iii. 7 3 1 = 4 9
4 7 28
9
3 27
5
2
10
of 16=12

Subtract the following fractions:


i. 7 5 = 1 1
ii. 3 3 1 1 = 2 1
8 6
24
8
4
8
3
2

13
v. 1 2 =
4
5 20

Add the following fractions:


i. 3 + 3 = 1 1
ii. 1 + 2 + 5 = 1 5
4 8 8
8 3 12
24
23
23
14
19
= 13
v.
+ =4
56
10
6
30

Convert the following improper fractions to mixed numbers:


i. 11= 3 2 ii. 21= 4 1 iii. 53 = 7 4 iv. 210= 51 1 v. 99= 12 3
7
7
3
3
5
5
4
2
8
8

Convert the following mixed numbers to improper fractions:


i. 2 6 = 20 ii. 3 4 = 31 iii. 21 3 = 108 iv. 5 21 = 146 v. 2 1= 15
7 7
7 7
9 9
5 5
25 25

Solve the following equations:

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

CWM August 2006

Convert the following decimals to fractions in their lowest terms:


i. 0.2 = 1 ii. 0.45 = 9 iii. 0.3125= 5
iv. 2.55= 2 11 v. 0.0075 = 3
5
20
16
20
400
1
vi. 2.125 -= 2
8
Find the difference between i. 19 and 0.295 =0.001875
64
ii. 1 3 and 1.1632 = 0.9757
16

v. 1.09 x 104 12= 908.334

iv. 24.024 4.62= 5.2

iii. 0.6875 22= 0.03125

ii. 0.1254 0.057= 2.2

Division
i. 233.1 18.5= 12.6

v. 1.09 x

104

iv. 27.3 x --9.31=-254.163

iii. --1.01 x 0.89= -0.8989

ii. 1.27 x 0.871= 1.10617

Multiplication
i. 5.05 x 13.8= 69.69

Solve the following equations:

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%

Express the following as fractions:


i. 25% = 1/4 ii. 13% = 13/100 iii. 4.5% = 9/200 iv. 33% = 33/100

i. 0.43= 43%

ii. 0.025 = 2.5% iii. 1.25 = 125% iv. 3 = 37.5%


8
7
3
1
v. = 42.86%
vi.
= 8.34% vii.
= 35%
7
12
20

Express the following as a percentage %:

Place the following in ascending order of size;


i. 1  0.167 3 = 1  0.167 3 ii. 2  0.44 7 = 2  7  0.44
5
20 5
20
5
16
5 16
iii. 11  0.3594 0.3125 = 0.3125 11  0.3594
32
32

Convert the following fractions to decimals (3 decimal places)


i. 3 = 0.375 ii. 11 =0.688 iii. 21 =0.656 iv. 1 5 =1.625 v. 2 7 =2.438
8
16
32
8
16

Page: 58

M1

IR PART 66

iv. 1:2.6 = 5:13 v. 18:9 = 2:1

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CWM August 2006

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

An engineering company employ 12 men to fabricate a number of containers.


They take 9 days to complete the work. If the company had employed 8 men, how
long would it have taken. 13.5 Days

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

Find the missing value;


i. 3:4 = 6:8 ii. 20:1 = 64:3.2 iii. 240:400 = 0.6:1

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

Express the following ratios as fractions reduced to their lowest terms;

Solve the following equations:

From Page 24

MATHEMATICS
M1.1 ARITHMETIC

Page: 59

M1

IR PART 66

71  = 7

vii. 9 3 = 9 7

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CWM August 2006

viii. t t 3 = t 6

z3

Find the value of the following


i. 811/4 =3 ii. 82/3 =4 iii. 163/4 =8 iv. 92.5 = 243

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 =

i. 2 5 2 6 = 211 ii. a a 2 a5 = a 8 iii. n 5 n 3 = n 3

Simplify the following, giving each answer as a power

3
3
ix.
27 = 3 x.
216 = 6

i. 8 2 = 64 ii. 2 4 = 16 iii. 3 3 =27 iv. 2 5 =32


v. 16 = 4 vi. 144 = 12 vii. 169= 13 viii. 3 8 =2

Find the values of the following

Solve the following equations:

From Page 29

MATHEMATICS
M1.1 ARITHMETIC

Page: 60

M1

IR PART 66

so R = I
PT

s
(n)

so R = IE
M

AlJ

CWM August 2006

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 =

Transpose the following:

From Page 30

MATHEMATICS
M1.1 ARITHMETIC

x=

yb
a

y = x + 17 so x = 5y 17
5

y = ax + b so

Page: 61

M1

IR PART 66

AlJ

CWM August 2006

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

IR PART 66

AlJ

CWM August 2006

215F = 101.67

100F = 37.78

16F = -8.89

--40F = -40

vii. Convert the following to C

88C = 190.4

37C = 98.6

--5C = 23

--20C = -4

vi. Convert the following to F

v. Convert 350 imperial gallons to litres. = 1591.1 Litres

iv. Convert 4.5 litre to US gallons = 1.19 US Gallons

iii. Convert 254 inches to cm. = 645.16

ii. Convert 25US gallons to litres. = 94.625

i. Convert 6m to feet.= 19.686

Convert the following weights and measures:

From Page 35

MATHEMATICS
M1.1 ARITHMETIC

Page: 63

M1

IR PART 66

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12. convert 3 to a percentage = 60%


5

11. Convert 0.800 to a fraction = 4


5

10. multiply 20.3 x 17.4 = 353.22

9. divide 74.52 by 8.1 = 9.2

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

Work out the value of the following:

TEST

MATHEMATICS
M1.1 ARITHMETIC

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M1

IR PART 66

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iv. 4c + 6b= 38

CWM August 2006

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

If a = 2, b = 3 and c = 5. Find the values of the following.

From Page 38
Solve the following substitution equations:

MATHEMATICS
M1.1 ARITHMETIC

v. a + 2b + 5c = 33

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IR PART 66

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i. 12x 6 = 2x ii. 4a (--7b) = 4 a iii. (--5a) 8b = 5 iv. 4a 2b = 2a


7b
8b
b
v. 4ab 2a vi. 12x2yz2 4xz2 = 3xy vii. (--12a2b) 6a = -2ab
viii. 8a2bc2 4ac2 = 2ab ix 7a2b2 3ab = 21a3b3

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

Simplify the following:

From Page 41

MATHEMATICS
M1.1 ARITHMETIC

Page: 66

M1

IR PART 66

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i. 3( x + 1) + 2(x + 4) = 5x +11 ii. 5(2a + 4) -- 3(4a + 2) = -2a-15


iii. 3(x + 4) -- (2x + 5) = x+7 iv. 4(1 -- 2x) -- 3(3x -- 4) = 16--17x
v. 5(2x -- y) -- 3(x + 2y) = 7x-3y vi. (y -- 1) + (2y -- 3) = -11/4 +2y
vii. --(4a + 5b -- 3c) -- 2(2a -- 3b -- 4c) = -8a+11b+5c
viii. 2x(x -- 5) -- x(x -- 2) -- 3x(x -- 5) = -2x2+7x
ix. 3(a -- b) -- 2(2a -- 3b) + 4(a -- 3b) = 3a-9b

Remove the brackets and simplify:

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

Find the products of the following:

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Remove the brackets in the following:

From Page 43

MATHEMATICS
M1.1 ARITHMETIC

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2
2
2
xvi. ab2 a 3 = cb
a
bc
bc

CWM August 2006

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

i. x + x + x = 47x ii. 5a 7a = a iii. 2q 3 = 1 iv. 3y 5 + 4 = 32


3 4 5
60
12 18
36
2q
2q
3y 5y 15y
9q 10p
4y
15zx 4y
3
2
2x
x
v.

=
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

Simplify the following:

From Page 46

MATHEMATICS
M1.1 ARITHMETIC

Page: 68

M1

IR PART 66

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i. x + 3 = 8 so x=5 ii. x -- 4 = 6 so x=10


iii. 2x = 8 so x=4
iv. 2x -- 7 = 9 so x= 8 v. 5x + 3 = 18 so x= 3 vi. 3x -- 7 = x -- 5 so x= 1
vii. 9 -- 2x = 3x + 7 so x= 2/5
viii. 4x -- 3 = 6x -- 9 so x= 3
ix. 5x -- 8 = 3x + 2 so x= 5 x. 2(x + 1) = 9 so x = 31/2
xi. 5(x -- 3) = 12 so x= 5 2/5 xii. 3(2x -- 1) + 4(2x + 5) = 40 so x= 23/14
xiii. 7(2 -- 3x) = 3(5x -- 1) so x= 17/36
xiv. x + x = 10 so x= 12 xv. 3x + 3 = 2 + 2x = 39
2 3
8
3
56
(x
(x
+
3)

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COORDINATES & GRAPHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


ANSWERS TO QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ATA
ARITHMETIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TABLE OF FIGURES

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