S2 Maths 1 ST Term

S.2 Mathematics Study Group Chapter7 P.
1
S.2 Mathematics Study Group Chapter1 P.1
Unit 1 Estimation and Approximation

A. Estimation in Measurements
Measurements can only give approximate values and hence errors must exit.
However, instruments with finer graduation give more accurate results. In order to get
the same results in measurements, precision have to be specified. According to the
precision, an appropriate value of the measurement can be obtained.
Types of Measurement Suitable units

Length mm cm m km
Area mm2 cm2 m2 km2
Volume mm3 cm3 m3 km3
Capacity mL L
Weight mg g kg
Time s min h day
Example:
Y Z
Correct to the nearest
Length cm 0.5cm 0.1cm
XY 4cm 3.5cm 3.6cm
YZ 2cm 2.0cm 2.1cm
B. Numerical Estimation
A few strategies of numerical estimation are:
- Reformulation
1. Rounding
Numbers are first rounded into simpler form, no matter rounding up or down, before
calculation.
e.g. 2.374 + 1.982 + 3.113 + 5.8244
≈2+2+3+6
= 13
2. Clustering
Basing on the values of a group of numbers, a clustered value is used to represent the
whole set of number for estimation.
e.g. 5.9 + 6.2 + 6.1 + 5.8 + 6.5 + 5.6
≈6x6
= 36
3. Using compatible numbers

Numbers are changed for an easier calculation.
e.g. 0.34 x 1195
≈ (1 ÷ 3) x 1200
= 400
- Compensation
Adjustments are first made for an easier calculation.
e.g. 6591 x 98
≈ 6000 x 100 + 600 x 100
= 660000
- Translation
The order of numbers are changed before calculation.
e.g. 33 x 25 ÷ 11
= 33 ÷ 11 x 25
= 75
- Rounding up / Rounding down

The values of numbers are chosen slightly greater or smaller.
e.g. 24 + 35 + 62 + 81
In rounding up,
≈ 30 + 40 + 70 + 90
= 230
In rounding down,
≈ 20 + 30 + 60 + 80
= 190
C. Significant numbers
In rounding up or rounding off a number, we delete the less important digits and the
remaining digits are called significant figures.
Rules:
Significant numbers
For number greater than 1 All zeros between 2 non-zero digits in this
numbers are significant.
For number between 0 and 1 Only non-zero digits and zeros after a non-zero
digit are significant.
Example : Correct the following numbers to : (The significant numbers are

underlined as hints)
2604817 (cor. to 3 sig. fig.) ≈ 2600000 0.000328 (cor. to 2 sig. fig.) ≈ 0.00033
387561 (cor. to 2 sig. fig.) ≈ 390000 0.300069 (cor. to 2 sig. fig.) ≈ 0.30
4999503 (cor. to 4 sig. fig.) ≈ 5000000
D. Errors
1. Absolute errors
The difference between the measured value and the actual value is know as the
absolute error. The larger the absolute error, the less accurate.
Suppose the actual value is 8 cm
when the measured value is 8.4cm, the absolute error is 0.4cm.
when the measured value is 7.7cm, the absolute error is 0.3cm.
Maximum Absolute Error = ( Upper limit – Lower limit ) ÷ 2
2. Relative errors
The smaller the relative error, the greater the accuracy.
AbsoluteError MaximumAbsoluteError
Relative Error = or
TrueValue MeasuredValue
Note: Relative errors have no units.
3. Percentage errors
Percentage error = Relative error × 100%
Example : The flag pole is 3m tall. However, Mary measured the height of the flag
pole as 2.7m. Find the percentage error.
(3m - 2.7m) ÷ 3m x 100%
= 0.3m ÷ 3m x100%
=10%
E. Upper and Lower Limit

For measured value n
Upper Limit = n + (max. absolute error)

Lower Limit = n - (max. absolute error)
Exercise
Warm up exercise
Write the correct answer on the blank provided.
1) Round off 473990 to
a) 1 significant figure
b) 2 significant figure
c) 4 significant figure
2) Round off 0.030476 to
a) 1 significant figure
b) 2 significant figure
c) 4 significant figure
3) Round off 32072.68 to
a) One decimal place
b) the nearest integer
c) the nearest tenth
Fill in The Blank
Write down the number of significant number of the followings

0.5008 48561
7002 0.0125
1.014 3000
5060 3.303
Round of the following numbers to

One decimal place 2 significant figure 3 significant figure
3286.26
2016.94
0.4381
1.993
Measured value Actual value Absolute error Relative error

3.10 km 3.15km
48 50
$47.5 $50
Exercise
Multiple choice
1. The length of three rods are 15.7, 24.1 and 17.39. The total length of the
rods correct to 1 decimal place is
a) 45.6 b) 57.1
c) 57.2 d) 62.3
2. The speed of a car is 60 km/h, correct to the nearest km/h. The

maximum
error is
a) 0.1 km/h b) 0.5 km/h
c) 1 km/h d) 5 km/h
3. The upper limit of 935 cm3 correct to the nearest cm3 is

a) 935.5 cm3 b) 936 cm3
c) 936.5 cm3 d) 940 cm3
4. Consider the number 0.0246. Which of the following is/are true?

(i) The first significant digit is 0
(ii) The number of significant figure is 3.
(iii) When the number is given to correct to the nearest integer,
its estimate is zero.
a) (iii) only b) (i) and (ii) only
c) (ii) and (iii) only d) All of the above
5. The width and length or a garden are 23.5 m and 30.0 m respectively,
correct to the nearest 0.1 cm. Find the upper limit of the area of the
garden.
a) 702m2 b) 704m2
c) 706m2 d) 708m2
6. The radius of a circle is measured to be 12.5 cm, correct to the nearest

0.5cm. The greatest possible area of the circle is (takeπas 22 ÷ 7)
a) 472 cm2 b) 487 cm2
c) 491 cm2 d) 511 cm2
Exercise
Long Question
1) There are 27 cubes, each side measures 7 cm, correct to the nearest cm.
These cubes fit exactly into a cubic box.
a) Find the least possible length of the box.
b) Find the greatest possible base area of the box.
c) Find the greatest possible volume of the box.
2) An object travels at 8 m/s, correct to the nearest metre per second. Find
the greatest and least possible distance travelled by the object in 15
seconds.
Exercise
Long Question
3) Using a ruler in which the distance between two successive markings is 1
cm, the length of a book is measured as 23 cm. Using another ruler in which
the distance between successive markings is 0.5 cm, the length of a pen is
measured as 9 cm.
a) Find the percentage error in measuring the book.
b) Find the percentage error in measuring the pen.
c) Hence, determine which measurement is more accurate.
Unit 2 Polynomials End of exercise

A. Monomials
Monomial: an algebraic expression of exactly 1 term.
The term can be either‧ a number;
‧ a variable; or
‧ the product of a number and one or more variables.
The degree of the monomial is the sum of the powers of the variables.
Example:
Is each of the following expressions a monomial? If yes, find its degree. If not, why?
1. –8 Ans: Yes; 0 4. x-8 Ans: No; there is more than 1 term
2
2. 6pq Ans: Yes; 3 5. 2x Ans: No; the power is variable
2
3. x Ans: Yes; 1 6. x Ans: No; the denominator is a variable
B. Polynomials
The sum of monomials is called a polynomial Note that a term should also
Monomial (1 term) includes the positive/negative sign
Polynomial Binomial (2 terms) before the number or variable
Trinomial (3 terms)
The coefficient of a term is the numerical part which is multiplied to the variables.
The constant term is the term which consists no variables.
The degree of the polynomial is the degree of the term with the highest degree
Example:
For the polynomial 5-2x2+x3-x:
(i) Complete the table
Variable Degree No. of What are the Coefficients of Constant
terms terms? x3
x2
x term
3 2
x 3 4 x , -2x , -x, +5 1 -2 -1 +5
(ii) Arrange it in ascending and descending powers of x respectively.
In ascending powers of x: 5-x-2x2+x3
In descending powers of x: x3-2x2-x+5
C. Addition and Subtraction of Polynomials

When adding or subtracting polynomials, we just need to add or subtract the
coefficients. The powers of the variables should not be changed. The result should be
in the simplest form.
Example: Simplify ( 1 - 4x + 2x2 ) - ( 10x - 5x3 + 8 ).
Method 1 (Working in Rows):
( 1 - 4x + 2x2 ) - ( 10x - 5x3 + 8 )
= 1 - 4x + 2x2 - 10x + 5x3 - 8

= 5x3 + 2x2 + (-4 - 10) x + 1 - 8
= 5x3 + 2x2 - 14x - 7
Method 2 (Working in Columns):
2x2 ﹣4x + 1
﹣) ﹣5x3 + 0x2 + 10x + 8
5x3 + 2x2 - 14x – 7
D. Multiplication of Polynomials
a b
c I II
d III IV
Area of the figure = Area of I + Area of II + Area of III + Area of IV

( a+b ) ( c+d ) = ac + bc + ad + bd
The above result shows that the distributive law (learned in Book 1B) of
multiplication can be extended to the case of multiplying two binomials:
Distributive law:
( a+b ) ( c+d ) c( a + b ) = ca + cb
= ( a+b )c + ( a+b )d or ( a + b )c = ac + bc
= ac + bc + ad + bd
The above method is called the method of expansion. Apart from it, we can also use
the method of long multiplication. Here is an example:
4a + 7
×) 5a ﹣8
20a2 + 35a
+) ﹣32a ﹣56
20a2 + 3a ﹣56
S.2 Mathematics Study Group Chapter1
Exercise:
Warm up exercise
1. Complete the following table
Polynomial Terms No. of Name of the
terms polynomial
xy (a) (b) (c)
a+b (d) (e) (f)
ab2 – 4c (g) (h) (i)
3x2 + 5x – 2 (j) (k) (l)
2. Classify the following expressions:

4a 4x-3-ay -9 4ab2+bc-d a3+b 2÷m a10+b+c7 b2-4ac
(a) Monomials :
(b) Binomials :
(c) Trinomials :
(d) None of the above:
In question 3 to 5, arrange the terms of the following polynomials in descending powers

of the variables.
3. 3y + 2 – 5y3 + y5 =
4. 7 + 3x3 – x – x5 =
5. 4c2 – 5c3 + 3 + 2c =
In question 6 to 8, arrange the terms of the following polynomials in ascending powers of
the variables.
6. p4 + 3p3 – 5p2 + p =
7. 2x3 – 4x6 + 7 – 9x =
8. –r2 + 8 – 10r5 – 6r3 =
Simplify the following expressions. Answer
9. ( 4x – 2 ) + ( 6x + 4 )
10. ( 5a + 4b ) – ( 3a - 11b )
11. ( 2a + 3b – 4 ) + ( 3a – 2b )
12. ( 8ab + 5 ) – ( 4a2 – 2ab ) – 6ab
Expand the following: Answer
13. -2c(a - 2b)
14. (y – 2)(y + 2)
15. (4 + a)(3 – 3a)
16. (m – n)(3m + 3n)
Multiple Choice Questions

1. A binomial is a polynomial which has a total of
A. 1 term
B. 2 terms
C. 3 terms
D. 4 terms
2. What is the degree of 4a3b2 ?
A. 3
B. 4
C. 5
D. 6
3. Which of the following expressions is NOT a monomial ?
A. 6rs
B. 0
C. mn – y
D. x2
4. 3x3 + 2x – 3 – (x2 + x – 1) =
A. 2x3 + 3x – 4
B. 2x3 + x – 2
C. 3x3 – x2 + 3x – 4
D. 3x3 – x2 + x – 2
5. The constant term of the sum of 2x3 + 6x2 + 4x – 2 and
5x3 + 4x2 – 2x – 8 is
A. -10
B. –2
C. –6
D. 6
6. How many terms are there after the simplification of
(a – b)(a2 + ab + b2) ?
A. 2
B. 3
C. 4
D. 5
7. ( 1 – x )( 3 – x ) – ( x2 + 4x + 3 ) =
A. 0
B. 8x
C. –8x
D. 2(x2 – 3)
Long Questions
1. Expand (a – b)(a + b) by using
(a) the method of expansion.
(b) the method of long multiplication.
2. (a) Expand (x + 1)(2x – 1 + x2)
(b) Arrange the result of (a) in ascending powers of x.
3. (a) Expand (a + 1)(a – 1).
(b) Hence, expand (a + 1)(a – 1)(a2 – 1).
(x – 6) cm
4.
(3x – 4) cm
(a) Find the perimeter of the above rectangle.
(b) Also, find its area.
(c) 2x of the above rectangle can form a square, find the area of the square.
Unit 3 Use of Formulae

A. Addition and Subtraction of algebraic fractions
We need to multiply the denominator and the numerator of each algebraic fraction
with a non zero number to make a common denominator.
Example:
(1) 1 1
+
2x 9x
1× 9 1× 2
= + L.C.M. of 2 and 9 = 2 × 9 = 18
2x × 9 9x × 2
9 2
= +
18 x 18 x
11
=
18 x
(2)
3 2
+
( a + 2) x ( a + 2 ) y
3× y 2× x
= +
( a + 2) xy ( a + 2) xy
3y + 2x
=
axy + 2 xy
B. Basic concept of Factorization

Taking out common factors
Example:
(1) 5a+5b=5(a+b)
5 is the common factor of 5a and 5b.
5 and a+b are the factors of 5a+5b.
(2) -2x-2y=-2(x+y)
Be careful to the negative number!
(3) 5(3m-n)2-(n-3m)
=5(3m-n)2+(3m-n)
= (3m-n)(15m-5n+1)
(3m-n) is regarded as one term
C. Formulae and Substitiution

V = l hb , A = 3ab , C = 9dw are some examples of formulae.
Example:
Formula: V=lhb
When l=2, h=3 and b=5, the value of V is
V = lhb
=2 × 3 × 5
= 30
D. Change of Subject in a Formula
Example:
Change the subject to a.
3a + 2b = 9c - 8a
11a = 9c - 2b < Put all the term containing (a) to one side first.
9c − 2b
a=
11
Exercise
Multiple choices
1. Factorize the polynomial Ax − Bx + Cx + Cy − By + Ay .

a) ( A − B + C )( x − y ) b) ( A − B + C )( x + + y )
c) ( A + B − C )( x − y ) d) − ( A − B + C )( x − y )
2. Factorize the polynomial ab − bd + ac − cd

a) ( a − d )(b − c ) b) ( a + d )(b − c )
c) 2( a − d )(b + c ) d) ( a − d )(b + c )
2 1
3. Simplify −
a−b b−a
3 2a − b
a) b)
2a − b 3
3 3
c) d)
a−b a+b
1 1− t
4. Simplify +
1+ t 1− t + t2
2−t 2+t
a) b)
1+ t3 1− t3
4−t 2
c) d)
7 + t3 t3
T +2
If D=5 and T=3, find P. D =
2
5.
P
1 1
a) b)
25 7
4 1
c) d)
25 5
2a + u
6. If x=5 and a=6, find u. x=
a−u
a) 3 b) 7
1 1
c) d)
3 2
Short Questions:
1. − 7 x 2 y − 21xy 2 2. 2v 2 − 6uv 3
3. 6 p − 4 q + 8r 4. 15 x 2 + 12 xy − 18 y
5. 4ax+6ay-4cx-6cy
2x2 + 4x
6.
4 xy
ax + ay x 3x − 3 y
7. 8. ×
2ax + 2ay x− y y
2 1 1 1
9. − 10. −
a−b b−a a a+b
Long Questions:
1. When b=-3, a= 2 and D=17, find the value of c from the formula D= b2-4ac.
2. If h=5 and V=4, find E.
1
E = 10h + v
2
3. If S=-12 and a=-8, find R.
a
s=
1− R
1 1 1
4. Make u the subject of the formula = +
f u v.
5. Change the subject of the formula H = (a − b) x + (a + b) y to a.
b( a + c )
6. Change the subject of the formula c= to d.
b+d
End of exercise
Unit 4 Identities and Factorization

A. The Concept of Identity
An equation is true only for some special value(s) of the unknown(s). But in an
identity, it is true for all values of the unknown(s).
Example:
1) Determine whether the following equations are identities.

a) 2( 9x – 6 ) = 3 ( 6x – 4 )
LHS = 2 ( 9x – 6 )
= 18x -12
RHS = 3 ( 6x – 4 )
= 18x – 12
∵ LHS = RHS
∴ the equation is an identity.
b) x² + 4x + 4 =(x–2)²
RHS =(x–2)²
= ( x – 2 )( x + 2 )
= x² - 2x - 2x + 4
= x² - 4x + 4
∵ RHS not equal to LHS

∴ the equation is not an identity.
Example:
2) If ( x – 2 )( x + 4 ) ≡ x² + Ax + B, where A and B are constants, find A and B.
( x – 2 )( x + 4 ) = x² + Ax + B
x² + 4x - 2x - 8 = x² + Ax + B
x² + 2x - 8 = x² + Ax + B
∴ A= 2 and B= -8.
B. Algebraic Identities
1. ( a + b )( a - b )
= a ( a + b ) - b( a + b )
= a² + ab - ab - b²
= a² - b²
( a + b )( a - b ) ≡ a² - b²
2. (a–b)²
= ( a - b )( a - b )
= a ( a – b ) - b ( a - b)
= a² - ab - ab + b²
= a² - 2ab + b²
( a - b )² ≡ a² - 2ab + b²
3. (a+b)²
= ( a + b )( a + b)
= a ( a + b) + b ( a + b)
= a² + ab + ab + b²
= a² + 2ab + b²
( a + b )² ≡ a² + 2ab + b²
Example :
Expand the following expressions.
1a) ( a – 2 )( a + 2) 1b) (6+4x)( 8x-12 )

= a² - 2² = 2 ( 3 + 2x ) × 4 ( 2x + 3)
= a² - 4 = 8 ( 9 + 4x² )
Expand the following expressions.

2a) (x + 3) ² 2b) (3- y) ²
= x²+ 2(x)(3) +3² = 3 ²- 2(3)(y) +y ²
= x²+ 6x +9 = 9 -6y +y ²
C. Factorization
We can factorize the expression by taking out the common factor.
Example :
Factorize the following expressions.
( 3x – 2 )( x - y ) + 2x ( y - x )
= ( 3x – 2 )( x - y ) - 2x ( x - y )
= ( x-y )( 3x – 2 - 2x )
= ( x - y )( x - 2 )
We can factorize the expression by grouping terms.
Example :
1a) 4px - 6x + 3y - 2py 1b) Ax - Bx + Cx + Cy – By +Ay
Solutions:
1a) 4px - 6x + 3y - 2py 1b) Ax - Bx + Cx + Cy – By +Ay
= 2x ( 2p -3 ) + y ( 3 - 2p ) = x (A– B + C ) + y ( C – B +A)
= 2x ( 2p - 3 ) - y( 2p - 3 ) = ( x + y )( A – B + C )
= ( 2p - 3 )( 2x - y )
We can factorize the expression by using algebraic identities.
Example :
2a) 4x² -64 2b) (w²)² -1 2c) ( a+b )² -6( a+b ) +9
Solutions:
2a) 4x² - 64
= 4 ( x² - 4² )
= 4( x - 4 )( x + 4 )
2b) (w² )² - 1
= ( w² - 1 )( w² + 1 )
= ( w - 1 )( w + 1 )( w² + 1 )
2c) ( a + b )² - 6( a + b ) +9
= ( a + b )² -2 (3)( a + b ) +3²
= ( a + b - 3) ²
D. Simplification of algebraic fractions

To simplify an algebraic fraction, we can cancel the common factors of the numerator
and the denominator.
Example :
1a) 2x² + 4x 1b) 5x² ÷ 10x³

4xy 2y² -4y
Solutions:
1a) 2x² + 4x 1b) 5x² ÷ 10x³
4xy 2y² -4y
= 2x ( x + 2) = 5x² × 2y (-2)
2x (2y) 2y (y) 5x² (2x)
= ( x + 2) = -2
2y 2(xy)
= -1
xy
Exercise
1) Prove that the following equations are identities.
a) 5 ( 2x + 3 ) = 10x + 15
b) 3y² ( 5y – 8 ) = 7y³- 8y² (3 - y)

2) Show that the following equations are not identities.

a) x² - 6x + 9 = ( x - 4) ² -7
b) 6x + 1 = 2x –3 ( x + 3)
3) Determine whether the equations are identities.

a) 8 ( x + 3) – 2 ( 7 - 3x ) = 7 ( 2x + 1)
b) 15 ( 2 - 6x) + 8x = 3 ( 13x + 4 ) + 18 ( 1 - 5x ) - 31x
4) Substitute x = 0 into the equation (x – 2 )( x – 6 ) = ( x – 4 ) ²- 6 to show that the

equation is not an identity.
5) Find the values of the constants A and B in each of the following identities.
a) 2x + 7 ≡ Ax + B
b) ( 2y – 3 )( 5y + 7) + 21 ≡ Ay + By²
6) Find the values of the constants A, B and C in each of the following identities.
a) ( x – 5 )( 2 - 3x) ≡ Ax² + Bx +C
b) A ( x - 1) ² + B ( x – 1 )( x - 2) ≡ 9x²- 23x + C
7) If x² + 6x - 1≡ ( x + p) ²+ q, where p and q are constants, find p and q.

8) Expand the following expressions.

a) ( -3 – k )( -3 + k)
b) ( 4x - 5y )( 5y + 4x )
9) Expand the following expressions.

a) ( 5y + 8 ) ²
b) ( 8 - 4p ) ²
10) If 6( x²+ 1 )+ Ax - 18 ≡ ( x - B )( Cx - 4 ), find the values of the unknown constants

A, B and C.
11) Factorize the following expressions by taking common factors.

a) k³ - ck² + c²k
b) 15x ² + 12xy - 18y
12) Factorize the following expressions by grouping terms.

a) x + y – ax – ay
b) 4xy - 3y + 3z - 4xz
13) Factorize the following expressions by using identities.

a) 75 ( s - 3t ) ²- 27( 2s - 5t ) ²
b) 25p ² + 60pq + 36q ²

14) Factorize the following expressions.

a) 36p² + 60pq + 25q²
b) 49 – ( 2 - d ) ²
15 a) Factorize m² + 6m + 9 .
b) Use the result (a) to factorize x² + 2xy + y² + 6 ( x + y ) +9.
16) Simplify the following expressions.

a) 14a²b - 6ab² b) 4y²- 1
2ab 4y - 2
Unit 5 Pythagora’s Theorem

End of exercise
A. Squares and Square roots
If x² = n, then n is the square of x.
Every positive number has positive and negative roots.
Example:
3×3=9 and -3 × -3 = 9
∴ 3 and -3 are the square roots of 9.
Surd means the square root which is an irrational

\ number, cannot be expressed as a fraction or an
√ a ×√b = √ab where a > 0 and b > 0.
Example :
Simplify the following.
1. √2³ = √2 × 2²
= 2√2
2. √5³ =√5 × 5²
= 5√5
B. Pythagoras’ Theorem
In a right-angled triangle, the square of the length of the hypotenuse is equal to the
sum of the squares of the lengths of the adjacent sides.
In ΔABC, if ∠B = 90°
Then a² + b² = c². (Pyth. Theorem)
If the square of the length of the longest side of triangle is equal to the sum of the
squares of the lengths of the other two sides, then it is a right-angled triangle.
In ΔABC, if a² + b² = c²
Then ∠B = 90° (Converse of Pyth. Theorem )
Example :
1a) Find x.
b) Find the area of ΔABC.
Solution:
1a) 5 = 4²+ x² ( Pyth. Theorem)
x = √5²- √4²
x = 3
1b) 3×4÷2
=6
∴ the area of ΔABC is 6 cm².
Example :
Prove ΔABC is a right-angled triangle.
5² + 12² = 169
13² = 169
∵ 5² + 12² = 13².
∴ ΔABC is a right-angled triangle. (Converse of Pyth. Theorem)
C. Rationalization of denominators
Rationalization of denominators is to change the denominator from a surd into
rational number without change its value.
Example:
a = a × √b
√b √b √b
= a√b
b
Exercise
Short questions
Find the values of the following questions. Give the answer correct to 3
significant figures if necessary.
1) √441 2) √1024 3) - √12321
4) - √0.81 5) √23 6) √1. 24² + 7
7) √121×√64 8) √ab² ×√a³ 9) √2ac ×√(ab) ²
10) √7²+5³ 11) √7a+ 9a 12) √a²+ 8a+ 4

Rationalize the denominators of the following.
13) 4 14) √50

√5 √2
15) 10 16) 4√5

√12 √24
17) √6 18) √3
√7 √320
Long Question
Find the following unknowns, give the answers correct to 3 significant figures if
necessary.
1a)
1b)
1c)
1d)
2) Determine whether the following triangles are right-angled triangles.
a)
b)
3) In the figure, BC= 3AB. Find BC.
4) In the figure 5QR= 8PR. Find QR.
5) In the figure, find the values of x and y.

6) Given that, ABCD is a square and the area of ABCD is 72.25 cm². And BCEF is
a parallelogram. Find the area of ΔBCE.
7) In the figure, ΔABC is a right-angled triangle, Where ∠ACB= 90° and CD⊥
AB.
a, Prove that ΔACD ~ΔABC.

Hence prove that x = b
b c
b, Prove that ΔCBD ~ΔABC.

Hence prove that y = a
a c
c, Using the results of (a) and (b), prove that a²+b²=c².

8) In the figure, ABCD and CEFG are two squares. Find the lengths of sides of
ΔACE.
9) In the figure, ABCD is a straight line, find

a) EC – EB
b) ED – FC
10) The figure shows the cross-section of a stage. If the heights of all stairs are the
same, find the height of each stair.
11) In the figure, find the perimeter of the trapezium ABCD.
12) In the figure, find the area of the trapezium.
13) Two vertical poles are 6m apart. The heights of the poles are 3m and 7m. If
their tops are connected by a tight rope, find the length of the rope.
14) In the figure, ABC is a right-angled triangle, where ∠ACB= 90°,

AC=6,
BC=8 and CD is an altitude of ΔABC. Find
a) the length of the hypotenuse AB
b) the ratio in which AB is divided by

the altitude CD.
15) Peter has a square-shaped garden and the area of garden is 12.3 ㎡. If he wants to
hedge around the garden and each meter cost $22. So how much does it cost?
16) If a piece of rectangular iron by 18cm × 8cm melt and form a square. What is the
percentage of the new perimeter of iron to the original one?
End of exercise
Unit 6 Analysis of Statistical Graphs

A. Types of Data
Data can be classified into two types, discrete data and continuous data. Continuous
data are data that are collected by measurement and are only estimated values.
Discrete data are data that are accurate values.
B. Grouping of Data
Data are grouped into classes for easier management. Hence a frequency table is made.
However, if the trend is not clear from the frequency distribution table, the number of
classes should be reduces and the range of each class should be increased.
C. Terminologies about Classes

Range The different between the maximum value and the minimum value
of the data.
Class interval Intervals of equal length that cover the range of the data between the
maximum and the minimum without overlapping.
Class limit The values at the two ends of each of each class interval. The smaller
value is the lower class limit and the greater value is the upper class
limit.
Class mark The average of the upper class limit and the lower class limit for
each class of data.
Class boundary In each class of the data, the minimum possible value is called the
lower class boundary, while the maximum possible value is called
the upper class boundary.
Class width The difference between the upper class boundary and the lower class
boundary for each class of data.
D. Histograms
A histogram is a common statistical graph. Class boundaries are labelled on the
horizontal axis and the frequency of each class interval is shown as the area of the
corresponding rectangular bar.
When constructing a histogram, we should note the following:
1. There must be a clear heading to show the contents of the graph.
2. Label the class intervals clearly on the horizontal axis by using the class
boundaries or the class marks.
3. The frequency of each class is represented by the area of corresponding
rectangular bar. Frequencies are also labelled on the vertical axis.
4. As the upper class boundary of a class interval overlaps with the lower class
boundary of the next class interval, there should not be any gap between the
rectangular bars.
Differences between bar chart and histograms:

1. There are gaps between 2 bars for a bar chart but not for a histogram.
2. In general, continuous data can be represented by histograms while discrete data
can be represented by bar charts.
Example:
The illuminance of 50 offices is listed in the following frequency distribution table.
Illuminance (lux) Class boundaries (lux) Class mark (lux) Frequency
185-189 184.5-189.5 187 1
190-194 189.5-194.5 192 3
195-199 194.5-199.5 197 5
200-204 199.5-204.5 202 9
205-209 204.5-209.5 207 13
210-214 209.5-214.5 212 12
215-219 214.5-219.5 217 7
According to the above data, a histogram can be constructed as below.
E. Frequency Polygons and Frequency Curves
Besides a histogram, we can also use a frequency polygon and a frequency curve to
show the frequency distribution of a set of data.
Procedures of constructing a frequency polygon:
1. Construct a frequency distribution table and list the class mark of each class.
2. Mark the class mark of each class on the horizontal axis. Mark the frequency on
the vertical axis. Then give a title to the graph.
3. Mark the ordered pair for each class mark and its corresponding frequency
(including the class marks and the frequencies of the 2 additional classes).
4. Join the points to form a frequency polygon which represents one way of
grouping data.
When constructing a frequency curve, we smooth the frequency polygon. And the
curve does not necessarily pass through all the marked points.
Examples:
The table bellows list the amount of money that a group of students spend on lunch in
a certain day. Construct a frequency polygon by using the data in the table.
Expenditure ($) Class mark ($) Frequency

20-24 22 30
25-29 27 37
20-34 32 25
35-39 37 11
40-44 42 4
Frequency
40
35
30
25
20 Frequency
15
10
5
0
22 27 32 37 42
F. Cumulative Frequency Polygons and Cumulative Frequency Curves

Cumulative frequency polygons or cumulative frequency curves are used to present
cumulative quantities. Therefore, a cumulative frequency table should be first
constructed by making use of the frequency distribution table. The cumulative
frequency of a certain value is the frequency of data lower that that value. Then, we
can obtain a cumulative frequency polygon by plotting the cumulative frequencies
against the upper class boundaries, and then joining the marks with line segments. If
we join the points with a smooth curve, a cumulative frequency curve will be formed.
Example:
The police recorded the speeds of 50 vehicles at an accident black spot along the tuen
Mun Highway. The results are listed in below.
Speed (km/h) Class Boundaries (km/h) Frequency

65-69 64.5-69.5 10
70-74 69.5-74.5 12
75-79 74.5-79.5 20
80-84 795-84.5 8
Total 50
The data can be summarized into the cumulative frequency table as below.
Speed less than (km/h) Cumulative frequency

64.5 0
69.5 10
74.5 22 < 22=10+12 Hence, a cumulative frequency
79.5 42 < 42=10+12+20 polygon can be constructed.
84.5 50 < 50=10+12+20+8
Point A indicates the number of vehicles with speeds less than 69.5 km/h is 10,
Cumulative frequency
60
50
40
30 Cumulative frequency
20
10
0
64.5 69.5 74.5 79.5 84.5
Point B indicates the number of vehicles with speeds less than 84.5 km/h is 50.
G. Percentiles
For the value of a certain percentage, there is a certain percentage of data whose
values are less than that value. The mark for which n% is called the nth percentile,
denoted as Pn . Hence, the percentiles P25, P50 AND P75 divide the number of data
into 4 equal portions, so they are called quartiles and they are denoted by Q1, Q2 and
Q3 respectively. P25, is also called the lower quartile (Q1), that is 25% of data are less
than this value. P50, is also called the median (Q2), that is 50% of data are less than
this value. P75, is also called the upper quartile (Q3), that is 75% of data are less than
this value.
Example : The heights of 50 students are recorded and a cumulative frequency
polygon is constructed as below. Find the lower quartile, median and the upper
quartile of the height of the students.
80%
70%
60%
50%
40% 數列1
30%
20%
10%
0%
149.5 153 156.5
The median (Q2) The lower quartile (Q1) The upper quartile (Q3)
153 cm (a) 149.5 cm (b) 156.5 cm (c)
H. Abuses of Statistics
Statistical graphs can be seen everywhere. Some people to mislead the public may
utilize statistical graphs. Therefore, we have to analyse the information carefully.
The statistical graphs may be abused by the following:
1. The scales of the axes are adjusted to exaggerate the relative change.
2. The sizes of the figures are overstated to exaggerate the difference.
3. There may be hidden information in the figures which would lead the readers to
make wrong conclusions.
Exercise
All the graphs are required to be drawn on the graph paper provided.
1. Construct a cumulative frequency polygon showing the marks of 50 students in an

exam fulfilling the criteria shown below:
A If the pass mark is 50, the percentage of students who fail in the examination is
42%.
B If the passing percentage is 68%, the pass mark is 45.
C The percentage of students having marks between 35 and 65 is 54%.
2. Construct a cumulative frequency polygon showing the hours spent on using

computers fulfilling the criteria shown below:
A
Age Frequency Age
10.5-29.5 200 30
30.5-49.5 100 50
50.5-69.5 150 70
3. What is the class mark of the first class?

a) 10
b) 20
c) 30
d) 40
4. What is the number of people whose ages are greater than 30?
a) 200
b) 250
c) 300
5. The daily wages of 200 workers are recorded as follows:
Daily wages 151-200 201-250 251-300 301-350 351-400

No. of workers 8 84 52 44 12
a) Complete the following table :
Daily wages ($) Class Boundaries ($) Class Mark ($) Frequency
151-200
201-250
251-300
301-350
351-400
b) Draw a frequency polygon to represent the data.
6. The marks of 40 students in an English test are recorded.
a) Complete the following cumulative frequency table.
Marks Frequency Mark Cumulative frequency

31-40 2 40.5
41-50 8 50.5
51-60 10
61-70 12
71-80 5
81-90 2
91-100 1
b) Draw the corresponding cumulative frequency curve.
c) Use the graph in (b) to find the number of students whose marks lie between
60.5 and 80.5.
7. The following frequency distribution table shows the time spent on homework by
Form 2B students every week.
Time (h) Frequency
4-7 2
8-11 10
12-15 15
16-19 9
20-23 4
a) Draw a histogram to present this frequency distribution table.

b) Find the percentage of students who spend less than 15.5 hours on their
homework every week.
End of exercise

S2 Maths 1 ST Term

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S.2 Mathematics Study Group Chapter7 P.

Unit 1 Estimation and Approximation

Types of Measurement Suitable units

3. Using compatible numbers

- Rounding up / Rounding down

Example : Correct the following numbers to : (The significant numbers are

Maximum Absolute Error = ( Upper limit – Lower limit ) ÷ 2

E. Upper and Lower Limit

Upper Limit = n + (max. absolute error)

Fill in The Blank

Write down the number of significant number of the followings

Round of the following numbers to

Measured value Actual value Absolute error Relative error

2. The speed of a car is 60 km/h, correct to the nearest km/h. The

3. The upper limit of 935 cm3 correct to the nearest cm3 is

4. Consider the number 0.0246. Which of the following is/are true?

6. The radius of a circle is measured to be 12.5 cm, correct to the nearest

a) Find the least possible length of the box.

b) Find the greatest possible base area of the box.

c) Find the greatest possible volume of the box.

a) Find the percentage error in measuring the book.

b) Find the percentage error in measuring the pen.

c) Hence, determine which measurement is more accurate.

Unit 2 Polynomials End of exercise

C. Addition and Subtraction of Polynomials

= 1 - 4x + 2x2 - 10x + 5x3 - 8

Area of the figure = Area of I + Area of II + Area of III + Area of IV

2. Classify the following expressions:

In question 3 to 5, arrange the terms of the following polynomials in descending powers

Multiple Choice Questions

(b) the method of long multiplication.

2. (a) Expand (x + 1)(2x – 1 + x2)

(b) Arrange the result of (a) in ascending powers of x.

3. (a) Expand (a + 1)(a – 1).

(b) Hence, expand (a + 1)(a – 1)(a2 – 1).

(a) Find the perimeter of the above rectangle.

(b) Also, find its area.

Unit 3 Use of Formulae

B. Basic concept of Factorization

C. Formulae and Substitiution

D. Change of Subject in a Formula

1. Factorize the polynomial Ax − Bx + Cx + Cy − By + Ay .

2. Factorize the polynomial ab − bd + ac − cd

2. If h=5 and V=4, find E.

3. If S=-12 and a=-8, find R.

5. Change the subject of the formula H = (a − b) x + (a + b) y to a.

Unit 4 Identities and Factorization

1) Determine whether the following equations are identities.

∵ RHS not equal to LHS

2) If ( x – 2 )( x + 4 ) ≡ x² + Ax + B, where A and B are constants, find A and B.

1a) ( a – 2 )( a + 2) 1b) (6+4x)( 8x-12 )

Expand the following expressions.

We can factorize the expression by grouping terms.

We can factorize the expression by using algebraic identities.

D. Simplification of algebraic fractions

1a) 2x² + 4x 1b) 5x² ÷ 10x³

b) 3y² ( 5y – 8 ) = 7y³- 8y² (3 - y)

2) Show that the following equations are not identities.

3) Determine whether the equations are identities.

b) 15 ( 2 - 6x) + 8x = 3 ( 13x + 4 ) + 18 ( 1 - 5x ) - 31x

4) Substitute x = 0 into the equation (x – 2 )( x – 6 ) = ( x – 4 ) ²- 6 to show that the

7) If x² + 6x - 1≡ ( x + p) ²+ q, where p and q are constants, find p and q.