DUAL LANGUAGE PROGRAMME

ADDITIONAL
MATHEMATICS
Form
 RUKUN NEGARA
Bahawasanya Negara Kita Malaysia
mendukung cita-cita hendak;

Mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya;

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;

Menjamin satu cara yang liberal terhadap

tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;

Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia,

berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

 Dr. Wong Mee Kiong
Zaini bin Musa
Azizah binti Kamar
Authors Saripah binti Ahmad
Nurbaiti binti Ahmad Zaki
Zefry Hanif bin Burham@Borhan
Yew Chian Hauo
Translators Lee Chye Mei
Izyani binti Ibrahim
Editors Nur Marliesa Atiera binti Zakaria
Wan Fathiyyah binti Wan Ismail
Nur Shuhada binti Osman

Designer Ng Peck Foong

Illustrator Ng Ying Tong

2019
 BOOK Series NO: 0174
KPM2019 ISBN 978-967-2375-42-5
First Published 2019 The publisher and the authors would like to
© Ministry of Education Malaysia express wholehearted appreciation and the
highest thanks to all of the following parties:
All rights reserved. No part of this book may
• Committee members of Penyemakan Naskhah
be reproduced, stored in a retrieval system, or
Sedia Kamera, Educational Resources and
transmitted in any form or by any means, either
Technology Division, Ministry of Education,
electronic, mechanical, photocopying, recording
Malaysia
or otherwise, without the prior permission of
Director General of Education Malaysia, Ministry • Officers in Educational Resources and
of Education Malaysia. Negotiations are subject to Technology Division, Ministry of Education,
an estimation of royalty or an honorarium. Malaysia and Curriculum Development
Division, Ministry of Education, Malaysia
Published for the Ministry of Education
Malaysia by: • Chairperson and members of the Quality
PENERBITAN PELANGI SDN. BHD. Control Panel
66, Jalan Pingai, Taman Pelangi, • Editorial Team and Production Team
80400 Johor Bahru,
Johor Darul Takzim. • GeoGebra
Tel: +607-331 6288 • Desmos
Fax: +607-332 9201
• Everyone who has been directly or indirectly
E-mail: [email protected]
involved in the successful publication of this
Layout and Typesetting: Additional Mathematics Form 4 textbook.
PENERBITAN PELANGI SDN. BHD.
Font type: Times New Roman
Font size: 11 point
Printed by:
THE COMMERCIAL PRESS SDN. BHD
Lot 8, Jalan P10/10,
Kawasan Perusahaan Bangi,
Bandar Baru Bangi,
43650 Bangi,
Selangor Darul Ehsan.
This KSSM Form 4 Additional Mathematics Textbook is written based on Dokumen Standard
Kurikulum dan Pentaksiran (DSKP) for Additional Mathematics Form 4. The purpose of Additional
Mathematics Kurikulum Standard Sekolah Menengah (KSSM) is to form individuals who think
mathematically, creatively and innovatively as well as having a good image.
The contents of this textbook integrate six basis of the KSSM structure, knowledge, skills
and values as well as explicitly instilling 21st Century Skills and Higher Order Thinking Skills
(HOTS). This textbook weaves the diversity of teaching and learning strategies to enable students
to understand the contents in-depth as well as sharpen their thinking to a higher level. Through
the complete usage of this book, students will actively participate in inquiry-based learning that
involves experience, investigation and exploration.
Cross-Curricular Elements (CCE) such as the correct usage of language medium, moral
values, patriotism, scientific and technological literacy, creativity and innovation, entrepreneurship,
information technology and financial education are wholly instilled in the formation of contents
of this textbook. A STEM approach is also applied in this book in preparation for students to face
challenges and be competitive at the global stage.

Special Characteristics in this Book and its Functionalities

Stimulus Pages
• Contain interesting photographs and texts that relate to daily life which stimulate students’
thinking.
• Contain Content Standards in ‘What will be learnt?’, learning aims in ‘The significance of this
chapter’, history or general information about the chapter in ‘Did you know?’ and bilingual Key
Words.

The QR code on the front cover of the book contains

explanation of the book themes, the author’s biography
as well as updated information and facts (if any).

Activities that involve students individually, in pairs or in

InQuirY 1 groups which encourage students to be actively involved
In pairs In groups Individual
in the learning process.
Prepares questions to test the students’ understanding
Self Practice 1.1 about learnt concepts.
Contains questions to determine students’ mastery of a
Intensive Practice 1.1 learnt topic.

iii
 Gives problem solving questions as well as working steps
Mathematics Application
that cover real life situations.

FLASHBACK Shows information that is learnt by students.

Provides questions that require students to think

Mind Challenge creatively and test students’ performance.

Mathematics Museum
Gives explanation about the developments in the history
of mathematics and contributions of mathematicians.
Provides activities that require discussion amongst
BRAINSTORMING students.
Explains the ways of using the scientific calculator in
QUICK COUNT
mathematical calculations.

Tech Whizz Gives exposure to students regarding applications of

technology in mathematical learning.
Gives exposure to students using mobile devices by
QR scanning the QR code to get additional information.

Gives mathematical tips that relate to the topic for

Smart TIPS student’s use.
Alternative Method Suggests an alternative method to certain questions.
MATHEMATICS Gives additional information to students to master the
POCKET
learnt topic more.
Summary OF Chapter A whole coverage about the learnt chapter.

WRITE YOUR JOURNAL Apply learnt concepts in daily lives.

Exploring MATHEMATICS Brief activities that relate to the learnt topic.

MASTERY PRACTICE
Covers LOTS and HOTS questions to test students’
understanding.

HOTS question is to stimulate students’ higher order

thinking skills.

21st Century Learning

Uses 21st century learning concepts to increase students’
understanding.
1.1.2 Shows the learning standards for each chapter.

Shows the performance level for each question.

iv
Introduction iii
Formulae vii

Chapter 1 Functions 1
1.1 Functions 2
1.2 Composite Functions 12
1.3 Inverse Functions 20
Summary of Chapter 30
Mastery Practice 31
Exploring Mathematics 33

Chapter 2 Quadratic Functions 34

2.1 Quadratic Equations and Inequalities 36
2.2 Types of Roots of Quadratic Equations 45
2.3 Quadratic Functions 49
Summary of Chapter 65
Mastery Practice 66
Exploring Mathematics 67

Chapter 3 Systems of Equations 68

3.1 Systems of Linear Equations in Three Variables 70
3.2 Simultaneous Equations involving One Linear 79
Equation and One Non-Linear Equation
Summary of Chapter 85
Mastery Practice 86
Exploring Mathematics 87

Chapter 4 Indices, Surds and Logarithms 88

4.1 Laws of Indices 90
4.2 Laws of Surds 96
4.3 Laws of Logarithms 109
4.4 Applications of Indices, Surds and Logarithms 122
Summary of Chapter 123
Mastery Practice 124
Exploring Mathematics 125

Chapter 5 Progressions 126

5.1 Arithmetic Progressions 128
5.2 Geometric Progressions 139
Summary of Chapter 150
Mastery Practice 150
Exploring Mathematics 151

v
Chapter 6 Linear Law 152
6.1 Linear and Non-Linear Relations 154
6.2 Linear Law and Non-Linear Relations 162
6.3 Applications of Linear Law 166
Summary of Chapter 170
Mastery Practice 171
Exploring Mathematics 173

Chapter 7 Coordinate Geometry 174

7.1 Divisor of a Line Segment 176
7.2 Parallel Lines and Perpendicular Lines 184
7.3 Areas of Polygons 192
7.4 Equations of Loci 200
Summary of Chapter 206
Mastery Practice 207
Exploring Mathematics 209

Chapter 8 Vectors 210

8.1 Vectors 212
8.2 Addition and Subtraction of Vectors 221
8.3 Vectors in a Cartesian Plane 227
Summary of Chapter 236
Mastery Practice 237
Exploring Mathematics 239

Chapter 9 Solution of Triangles 240

9.1 Sine Rule 242
9.2 Cosine Rule 251
9.3 Area of a Triangle 256
9.4 Application of Sine Rule, Cosine Rule and Area of a Triangle 263
Summary of Chapter 266
Mastery Practice 267
Exploring Mathematics 269

Chapter 10 Index Number 270

10.1 Index Numbers 272
10.2 Composite Index 279
Summary of Chapter 284
Mastery Practice 285
Exploring Mathematics 287

Answers 288
Glossary 309
References 311
Index 312

vi
 Chapter 2 Quadratic Functions Chapter 7 Coordinate Geometry
–b ± !w
b2 – 4ac Divisor of a Line Segment
x=
2a = m(
nx1 + mx2 ny1 + my2
+n , m+n )
Chapter 4 Indices, Surds and Area of triangle
Logarithms 1
= [(x1y2 + x2y3 + x3y1) – (x2y1 + x3y2 + x1y3)]
2
am × an = am + n Area of quadrilaterals
am ÷ an = am – n 1
= [(x1y2 + x2y3 + x3y4 + x4y1)
(am)n = amn 2
a × !wb = !w
ab – (x2y1 + x3y2 + x4y3 + x1y4)]
!w
b= w a Chapter 8 Vectors
a ÷ !w
!w ! b
logamn = logam + logan ∼r  = !w
x2 + y2
m ^ r
loga = logam – logan
n ∼r = ∼r 
∼
logamn = n logam
logcb Chapter 9 Solution of Triangles
logab =
logca a b c
= =
sin A sin B sin C
Chapter 5 Progression a2 = b2 + c2 – 2bc cos A
b2 = a2 + c2 – 2ac cos B
Arithmetic Progressions c2 = a2 + b2 – 2ab cos C
Tn = a + (n – 1)d
Area of triangle
n
Sn = [2a + (n – 1)d] 1 1 1
2 = ab sin C = ac sin B = bc sin A
n 2 2 2
Sn = [a + l]
2 Heron’s Formula
a+b+c
Geometric Progressions s(s – a)(s – b)(s – c), s =
= !w
2
Tn = arn – 1
a(1 – rn) Chapter 10 Index Number
Sn = , r < 1
1–r Q
a(rn – 1) I = 1 × 100
Sn = , r > 1 Q0
r–1 ∑I w
a I = i i
S∞ = , r < 1 ∑wi
1–r
Download the free QR code scanner application from Google Play,
App Store or other platforms to your mobile devices. Scan the QR
Code using the application or visit the website as shown on the left to
download PDF files, GeoGebra and complete answers. Then, save the
downloaded files for offline use.
bit.ly/2nFGX42

vii
CHAPTER
Functions
1
Proton again makes Malaysians
proud by producing a new model,
that is Proton X70 which gives a
high efficiency in fuel usage. Proton
What will be learnt? X70 is powered by a 1.8 litre TGDI
Functions (Turbocharged Gasoline Direct
Composite Functions Injection) engine which makes
Inverse Functions this model a powerful and yet fuel
saving efficient vehicle. This car
model is categorised as Energy
List of Efficient Vehicles (EEV) by the
Learning Road Transport Department (RTD).
Standards Do you know that the formula used
by the engineers in measuring the
bit.ly/329x6lO efficiency is closely related with
functions? For your information,
efficiency of usage of fuel for
10  litres of petroleum is given as
d km
C = , where C is the rate of
10(l)
usage of fuel and d is the distance
wORDS
KEY W travelled.
Function notation Tatatanda fungsi
Undefined function Fungsi tidak tertakrif
Absolute value function Fungsi nilai mutlak
Vertical line test Ujian garis
mencancang
Arrow diagram Gambar rajah anak
panah
Object Objek
Image Imej
Domain Domain
Codomain Kodomain
Range Julat
Discrete function Fungsi diskret
Continuous function Fungsi selanjar
Composite function Fungsi gubahan
Inverse function Fungsi songsang
Horizontal line test Ujian garis mengufuk
 Did you Know?
The subject of function was first introduced by
the French mathematician, Rene ­Descartes,
in the year 1637. According to him, a function
is any variable x where its power is a positive
integer.
However, Leonhard Euler (1707-1783),
a mathematician from Switzerland stated that
a function is any equation or formula involving
variables and constants. His idea regarding
functions is similar to what is ­being studied
these days.
For further information:

bit.ly/2B2y33v

SIGNIFICANCE
OF THIS CH
APTER
A function gives rise to simple and accurate
mathematical model in representing a situation
as well as in solving problems faced in our
surroundings. For example:
The height of an individual, h, is a function
related to his/her thigh bones, f. By
substituting the values of f into the function
h, forensic experts are able to estimate the
height of a corpse based on his/her thigh
bones.
Bank officers use the concept of functions
in calculating the interest incurred in a loan
and hence in the instalments of purchasing a
house, a car, a personal or business loan of
their clients.

Scan this QR code

to watch a video on
Proton X70.

bit.ly/2Rnu0Zh

1
 1.1 Functions
CHAPTER 1

There are many quantities which depend on one or more variables in our daily lives. Study and
understand the following situations:

You are working as a You are buying durians

temporary cashier and from a stall. If the cost
is paid RM80 daily. The of one kilogram of
total payment received durian is RM8, the total
is determined by the amount you need to pay
number of days you depends on the weight
worked. of durians you bought.

In mathematics, such situations are examples of functions. From the above examples of
situations, state the meaning of a function.

Explaining functions by graphical representation and notation

Look at the graph of y = 2x + 1 on the right. The relation y
(x, y)
between the value of 1 on the x-axis and the value of 3 on the 14
y-axis can be written as 1 → 3. This indicates that 1 is the first 12
element and 3 is the last element. 10
(5, 11)
In this case, we can say that 1 is mapped to 3. Similar 8
(3, 7)
to 3 → 7,  5 → 11 and so on. Every point (x, y) on the line is 6
corresponding to the mapping of x → y where x on the x-axis is 4
(1, 3)
mapped to y on the y-axis. 2
The relation from part of the mapping x → y can be x
0 2 4 6 8
represented by an arrow diagram as shown below.

Each element x in
1 3
set X is mapped to
3 7 one and only one
element y in set Y.
5 11

Set X Set Y

Thus, this type of relation is known as function or mapping.

In general:

Function relating set X to set Y is a special relation where

each element x  X is mapped to one and only one element
yY

2 1.1.1
 Functions

If f is a function from set X = {1, 3, 5} to set Y = {3, 7, 11}

MATHEMATICS

CHAPTER 1
and is defined by f : 1 → 3, f : 3 → 7 and f : 5 → 11, element 1 is POCKET
known as the object and element 3 is its image. Similarly, 7 and
11 are the images of 3 and 5 respectively. Any element x in set X • f : x → 2x + 1 is read as
that is mapped to one element y in set Y by y = 2x + 1 is written in “function f maps x to
2x + 1”.
function notation as below: • f(x) = 2x + 1 is read as “2x + 1
is the image of x under the
f : x → y or f(x) = y function f ” or “the function
f : x → 2x + 1  or  f(x) = 2x + 1 f of x is equal to 2x + 1”.
• f
where x is the object and 2x + 1 is the image x 2x + 1

1 3
3 7
5 11
Example 1
Set X Set Y
Are the following relations a function? Explain. is read as
(a) (b) “2x + 1 for 1 is 3” and so on.

2 8 4 2
5 20
8 3
22
6 24 18 9

(c) (d)
FLASHBACK
1 a a 4 Function is a relation of
3 one-to-one or a relation of
b b 10
7 many-to-one.
9 c c 12
classification of animals

Crocodiles Reptiles
Solution Whales Mammals
(a) This relation is a function because each object has only Frogs Amphibians
one image even though element 22 has no object.
(b) This relation is not a function because it does not satisfy Relation of one-to-one
the condition of being a function, that is each object has
only one image. Note that 18 has two images, that are favourite subjects
18 → 3 and 18 → 9.
Ali
(c) This relation is not a function because it does not satisfy
Physics
the condition of being a function, that is each object has Rama
only one image. Note that 9 does not have any image. Tan
Chemistry

(d) This relation is a function because each object has only one
image even though element 10 has no object. Relation of many-to-one

1.1.1 3
 How can we determine whether a graph of a relation is a function? When a graph is given, we
use the vertical line test to determine whether the given graph is a function or otherwise. If
CHAPTER 1

the vertical line cuts only at one point on the graph, then the relation is a function. On the other
hand, if the vertical line does not cut the graph at any point or cuts more than one point, then
the graph is not a function.
y y
Vertical
h line test The graph of h
The graph of h
Vertical is not a function.
h line test x
is a function. 0
x
0
    

Example 2
Which of the following graph represents a function?
(a) (b) (c)
y y y

x x
0 1 0
1
x
–1 0
Solution
(a) This graph is a function because when the y
vertical line test is carried out, the line cuts the
graph at only one point, except when x = 1 where
the line does not cut any point on the graph.
x
0 1
y Vertical
line test
(b) This graph is a function
because when the vertical line
test is carried out, the line cuts
Vertical
the graph at only one point. 1 line test
x
–1 0

(c) This graph is not a function y

Vertical
because when the vertical line line test
test is carried out, the line cuts
the graph at two points.
Mind Challenge
x How many x-intercepts and
0 y-intercepts can exist in the
graph of a function?

4 1.1.1
 Functions

Observe the graph in Example 2(a). The graph is for the function y

CHAPTER 1
x
f(x) = . From the graph in Diagram 1.1, we obtain that x
x–1 f(x) =
x–1
when x → 1 , that is x approaches 1 from the left, f(x) → –∞,
–

thus the value of f(x) decreases non-terminating. When x → 1+,

x
that is x approaches 1 from the right, f(x) → ∞, thus the value 0 1
of f(x) increases non-terminating. This implies that the graph
will approach but will never touch the line x = 1. Therefore, this
function is not defined at x = 1.
Diagram 1.1
Next, observe the graph in Example 2(b). The graph
represents the function of absolute value f(x) = |x + 1|. The
expression of the absolute value |x| is the numerical value of x MATHEMATICS
and is defined by: y
POCKET
x if x  0

Based on Diagram 1.1:
|x| = f(x) = |x| • x → 1– means x
–x if x < 0 approaches 1 from the left
side on the graph of
Thus, when x = –2, |–2| = –(–2) x f(x) =
x
x–1
, x < 1.
=2 0
• x → 1+ means x
and when x = 2, |2| = 2. Diagram 1.2 approaches 1 from the
right side on the graph of
x
The function which is defined by f(x) = |x| has a V-shaped f(x) =
x–1
, x > 1.
graph where the vertex is at (0, 0) as shown in Diagram 1.2.
|x| is read as “the modulus of x”.

Example 3 g
Based on the diagram on the right, write the relation for function g –3 4
by using the function notation.
2
9
Solution 3
5 25
The function notation for the function is g : x → x2 or g(x) = x2.

Self Practice 1.1

1. State whether each of the following relation is a function. State your reason.
(a) (b) (c)
1 square of
of
2
p 1
–2
2 1 5
4 q
4 2 2 8
9
6 3 r 10
3
7 N
A B
M
X Y

1.1.1 5
 2. Determine whether each of the following graphs is a function by using the vertical line test.
(a) (b) (c)
y y
CHAPTER 1

1
x x x
0 0 0 2

3. By using the function notation, express h in terms of x for each of the following arrow diagrams.
(a) (b) (c)
x h(x) x h(x) x h(x)
1
2 2 –5 –3 –27
4
1 –4 –2 –8
3
3 4 1 1
5
5 1 5 4 64
5

Determining the domain and range of a function

InQuirY 1 In groups 21st Century Learning

Aim: To explore the domain and range of a discrete function and a continuous function.
Instruction:
1. Each group is required to choose one of the situations below.
y
Situation I
Function y = 18x represents the price of 90
Total price (RM)

tickets, in RM, for x tickets 72

purchased by a family to watch a film.
Draw a graph of the function for the 54
purchasing of 1 to 5 tickets. 36
18
0 x
1 2 3 4 5
Number of tickets
y

Situation II 240
Calories consumed

A packet of popcorn contains 60 calories.

y calories is a function of x packets of 180
popcorn consumed. Draw a graph of the
120
function for the purchasing of 1 to 4
packets of popcorn. 60
x
0
1 2 3 4
Number of packets of popcorn
6 1.1.1 1.1.2
 Functions

y
Situation III

CHAPTER 1
Hilal cycled a distance of 100 m from his 100

Hilal’s house (m)

Distance from
friend’s house at the speed of 10 ms–1.
With the same speed, Hilal cycled back to
his friend’s house to take his books that
he left behind. Complete the distance-
time graph of Hilal’s journey.
0 x
10
Time (seconds)
2. Based on the graph drawn, discuss with the members of your group and answer the
following questions.
(a) Is the graph of the function chosen discrete or continuous? Explain.
(b) Identify the domain and range of the graph of function.
3. Present the findings of your group to the class.

From the results of Inquiry 1, it is noticed that points on the graph of the discrete function are real,
separated and not connected by a straight line or a curve. As for the graphs of continuous function,
the points are connected by a straight line or a curve within the given interval. Thus, Situation
I represents a discrete function whereas Situations II and III represent continuous functions.

In general, the domain of a function is the set of possible values of x which defines a
function, whereas range is the set of values of y that are obtained by substituting all the
possible values of x.
Discrete function Continuous function
f(x) f(x)
Range

Range

x x
0 Domain 0 Domain
        
Look at the arrow diagram of a discrete function f in Diagram 1.3. f
In this function, the elements in set X are mapped to a corresponding x 2x + 1
element in set Y respectively. 1 3
The elements in set X, are the values of x that can be substituted 2 5
in f which is known as the domain whereas elements of set Y, are 3 7
the possible obtained values of function f which is known as the 4 9
codomain. The elements in set Y that are mapped from X, are the 11
actual obtained values of function f is known as the range. X Y
Thus, we obtain Domain Codomain
Domain = {1, 2, 3, 4} Diagram 1.3
Codomain = {3, 5, 7, 9, 11}
Range = {3, 5, 7, 9}
Next, consider a continuous function f(x) = 2x + 1 that can take all values of x from 1 to 4. Can
you determine the domain, codomain and the range?
1.1.2 7
 Example 4
CHAPTER 1

Determine the domain, codomain and range for each of the following functions f.
(a) (b) (c)
f f(x) f(x)
x y
6
1 4
p
3 3
q 2
4 2
r
7 x x
s –2 0 2 4 0 1 3
9
X Y

Solution
(a) Domain = {p, q, r, s} (b) Domain = {–2, 0, 1, 2, 3, 4}
Codomain = {1, 3, 4, 7, 9} Codomain = {1, 2, 3, 4, 5}
Range = {1, 3, 7, 9} Range = {1, 2, 3, 4, 5}
(c) Domain of f is 0  x  3.
Codomain of f is 2  f(x)  6.
Range of f is 2  f(x)  6.

Example 5 Alternative Method

From Example 5, draw the
Function f is defined as f : x → |2x – 1|. Sketch the graph of f in graph of y = 2x – 1 in the
the domain –1 < x < 2 and state the corresponding range of f domain –1  x  2 first.
for the given domain. The graph below the x-axis
is reflected on the x-axis to
Solution obtain the graph of
f(x) = |2x – 1|.
The graph of f(x) = |2x – 1| can be sketched by plotting several
points in the domain –1 < x < 2 as shown in the following table.
1
x –1 0 1 2
2
y = f(x) = |2x – 1| 3 1 0 1 3

(x, y) (–1, 3) (0, 1) ( 12 , 0) (1, 1) (2, 3) Tech Whizz

f(x) By using the GeoGebra
f(x) = |2x – 1| software, draw the graphs
3 of y = |x|, y = 2|x|, y = 4|x|
1
1, 0 and y = |x|.
Vertex –
2 
2
1 What pattern do you
observe? Can you predict
x the graphs of y = 8|x| and
–1 0 –
1 2
2 1
y = |x|?
4
From the graph, the range of f : x → |2x – 1| is 0  f(x)  3.

8 1.1.2
 Functions

Self Practice 1.2

CHAPTER 1
1. Determine the domain, codomain and range of the following functions.
(a) (b) (c)
f(x) g y
x y y = f(x)
2 6
4 j
3
k
2 6 2
l
7 x
x m –3 0 1 5
–2 0 2 4 10
X Y
2. Sketch the graph of each of the following functions in the domain –2 < x < 4. Hence, state
the corresponding range for the given domain.
(a) f : x →  x + 1 (b) f(x) =  4 – 2x  (c) f : x →  2x – 5 

Determining the image of a function when the object is given and

vice versa
Consider a fruit juicer. When we put oranges into the juicer, orange juice will
be obtained. It is impossible for us to obtain other than orange juice.
Think of this analogy where a function is the machine with input and
output or an object and its image. Thus, if the object x is given and by
inserting it in a function, the corresponding image f(x) can be determined.
Similarly, if the image, f(x) is given, the corresponding object x can also be
determined.

Example 6
Function f is defined by f : x → 3x + 5 , x ≠ 0. Find Mind Challenge
x
(a) f(5), 5
f : x → 3x + , x ≠ 0.
(b) the image of 1 under f,
x
3 Why is x ≠ 0?
(c) the possible values of x when their image is 8. If f(x) =
2
, x ≠ k,
x+3
what is the value of k?
Solution
(a) f(5) = 3(5) + 5 (c) f(x) = 8
5
3x + 5 = 8
Multiply both sides
= 15 + 1
= 16 x of the equation
3x + 5 = 8x
2 with x.
(b) Given f(x) = 3x + 5 . 3x – 8x + 5 = 0
2
x
1 (3x – 5)(x – 1) = 0
The image of ,
3 x = 5 or x = 1
() ()
f  1 = 3 1 + 5
3

()
3 3 1 Thus, the possible values of x are
3 x = 5 and x = 1.
= 1 + 15 3
= 16

1.1.2 1.1.3 9
 Example 7
CHAPTER 1

The diagram on the right shows parts of the graph f (x) = |2x – 3|, y
find f(x) = |2x – 3|
(a) the values of f (–2) and f (4),
(b) the values of x such that f (x) = 5, 3
(c) the values of x which maps to itself,
(d) the domain of f (x) , 1,
x
(e) the domain of f (x) > 3. 0 3–
2
Solution
(a) f (–2) = |2(–2) – 3| (b) f (x) = 5
= |–7| |2x – 3| = 5
= 7 2x – 3 = –5  or  2x – 3 = 5
f (4) = |2(4) – 3| 2x = –2 2x = 8 QR
= |5| x = –1 x = 4
=5 The solution of equality
(c) f (x) = x (d) f (x) < 1 and inequality involving
absolute values.
|2x – 3| = x |2x – 3| < 1
2x – 3 = –x  or 2x – 3 = x –1 < 2x – 3 < 1
3x = 3 x = 3 2 < 2x < 4
x = 1 1 < x < 2
(e) f (x)  3 bit.ly/2Oz1EcZ
2x – 3  –3  or 2x – 3  3
2x  0 2x  6
x  0 x  3

Self Practice 1.3

6
1. Function g is defined by g : x → 3 + , x ≠ 1.
x–1
1
(a) Find the images of –5, –2 and .
2
(b) Given the image of b is 2b, find the possible values of b.
kx – 3
2. Function h is defined by h : x → , x ≠ 1. Find the value of k such that
x–1
(a) h(2) = 5 (b) h(3) = k (c) h(k) = k
3. Function f is defined by f : x → |4x – 3|, calculate
1
(a) f (–2) and f  1– 2, (b) the values of x such that f (x) = 1,
2
(c) the domain of f (x) , 1, (d) the domain of f (x) . 5.
4. Given g(x) = |6 – 2x|, find the values of x if g(x) = x.
5. Function f is defined by f : x → mx + c. Given f (2) = 7 and f (4) = –1, find
(a) the value of m and of c, (b) the image of 2 under f,
(c) the value of x that is unchanged under
the mapping of f.
10 1.1.3
 Functions

CHAPTER 1
Intensive Practice 1.1 Scan the QR code or visit bit.ly/33iJznC for the quiz

1. Which of the following relations are functions? State your reasons.

(a) (b) (c)
4 1 –4 a 2
–1 b
5 6 10
2 3 c
8 7 d 9 Y

X Y X Y X
2. By using the vertical line test, determine whether the following graphs are functions.
(a) (b) (c) y y y

x x
0 0
x
0 2

3. The diagram on the right shows the images for certain elements 7
of set A. 49
6
(a) Is the relation a function? If so, state your reason. –6 36
(b) State the domain and range for that relation. –7 Set B
(c) Using the function notation, write one relation between set
A and set B. Set A
y
4. The diagram on the right shows the graph of the function f(x) = |2x – 4|
f(x) = |2x – 4| the domain 0  x  5. Find t
(a) the value of t, 4
(b) the range of f based on the given domain,
(c) the range of values of x such that f(x)  4. x
0 2 5

5. A stone fell from a height of 81 metres above the ground. The

height of the stone, H metres, after t seconds, is assumed to be
H(t) = 81 – 9t2.
(a) State the height of the stone when
(i)  t = 1 second,
3
(ii)  t = 1 second,
(iii)  t = 2 seconds.
(b) When will the stone hit the ground?

11
 1.2 Composite Functions
CHAPTER 1

The picture on the right shows an oil leakage from a ship.

The oil leakage forms a circle. The circular area of the oil
leakage, A, is a function of its radius, r, in metres, and can be
modelled as A = f(r) = πr2.
The length of the radius, r increases with time, t,
in hours, measured from the moment the leakage starts.
This relationship can be modelled as r = g(t) = 100t.
By substituting r = 100t into the function A = f(r) = πr2,
we obtain:

 A = f(100t)
= π(100t)2
= 10 000 πt2 m2

If the time t is given, then the area of the oil leakage can be determined. What can you say
about the combination of the two functions A = f(r) and r = g(t) which results in A = f [g(t)]?

Describing the outcome of composition of two functions

InQuirY 2 In groups 21st Century Learning

Aim: To explore the outcome of composition of two functions f and g

Instruction:
1. Scan the QR code or visit the link on the right.
2. Given the functions f(x) = x + 2 and g(x) = x2 together with the
respective graphs. bit.ly/2U5VrEq
3. Examine the graphs formed on the plane.
4. Click on the f [g(x)] button and observe the graph displayed on the plane.
5. How to obtain the function f [g(x)]?
6. What is the shape of the graph resulted from the composition of the functions f and g?
7. Then, click again on the f [g(x)] button to delete the graph of f [g(x)].
8. Click on the g [f(x)] button and observe the graph displayed on the plane.
9. How to obtain the graph of g [f(x)]?
10. What is the shape of the graph resulted from the composition of the functions g and f ?
11. Then, change the functions f and g each with a different function to continue
exploring the results of the composition of two functions and their graphs.
12. Each group will move to the other groups to see the results.
13. Discuss with the members of your group regarding the results obtained by the others.
From the results of Inquiry 2, it was found that the function f[g(x)] is obtained by substituting
the function g into the function f whereas the function g[f(x)] is obtained by substituting the
function f into the function g.

12 1.2.1
 Functions

The process of combination by replacing two functions f and g to generate f[g(x)] or g[f(x)] is

CHAPTER 1
known as the composition of two functions and is written as fg(x) or gf(x).
fg(x) is read as “f composed with g of x” and is defined by fg(x) = f [g(x)].

Given two functions f(x) and g(x), the product of combination of two functions that
written as fg(x) or gf(x) are defined by fg(x) = f [g(x)] or gf(x) = g[f(x)].

Determining composite functions

Given functions f(x) = x + 2 and g(x) = x2. The diagram below shows part of the mapping of
function g followed by function f.
g
x x2 f
y y+2
z
1 1
g f
1 ➤ 12 = 1 ➤ 1+2=3
2 g f
2 ➤ 2 =4
2
➤ 4+2=6
4 3 g f
x ➤ x2 = y ➤ y + 2 = z = x2 + 2

6 fg

Based on the pattern in the diagram above, we can

simplify it into an arrow diagram as shown on the right. g f
From the arrow diagram, a direct mapping can be x y=x 2
z=y+2
seen with an element x  X mapped to an element z  Z = x2 + 2
which can be defined by the function fg(x) = x2 + 2.
X Y Z
The new function of combining two functions f
fg
and g with domain X and codomain Z is known as the
composite function of f and g which is represented by a
function fg.
Thus, from the process shown, we can conclude that:
g f
x y = g(x) z = f(y)
fg(x) = f [g(x)]
= f [g(x)]

Algebraically, the composite function fg(x) can be X Y Z

determined as follows: fg
f(x) = x + 2 x x2 + 2
fg(x) = f [g(x)] g(x) = x2 1
= f(x ) 2
2
= x2 + 2 or fg : x → x2 + 2
3
6
1.2.1 1.2.2 13
 Example 8
CHAPTER 1

Two functions are defined by f : x → 2x and g : x → x2 – 5.

Determine the following composite functions. Mind Challenge
(a) fg (b) gf Would the composite
(c) f 2 (d) g2 functions, fg and gf always
be different?
Solution
(a) fg(x) = f [g(x)] (b) gf(x) = g[f(x)]
= f(x2 – 5) = g(2x) MATHEMATICS
= 2(x2 – 5) = (2x)2 – 5 POCKET
= 2x2 – 10 = 4x2 – 5 f 2 is equal to ff.
Thus, fg : x → 2x – 10 Thus, gf : x → 4x2 – 5
2
Similarly, g 2 is equal to gg.

(c) f 2(x) = f [ f(x)] (d)

g2 = g[g(x)]
= f(2x) = g(x2 – 5)
= 2(2x) = (x2 – 5)2 – 5
= 4x = x4 – 10x2 + 25 – 5
Thus, f  : x → 4x
2
= x4 – 10x2 + 20
Thus, g2 : x → x4 – 10x2 + 20

Self Practice 1.4

1. In the arrow diagram on the right, function f maps set P to set Q
and function g maps set Q to set R. f g
Determine x 3x 2x – 7
(a) function f,
(b) function gf.
P Q R
2. For each pair of the functions below, obtain an expression in the form of function notation for
fg, gf, f 2 and g2.
(a) f : x → 3x, g : x → 3 – x
(b) f : x → 4 + 2x, g : x → x2
(c) f : x → x + 4, g : x → 6 , x ≠ 0
x
(d) f : x → x – 5, g : x → 1 , x ≠ 1
x–1
3. Two functions, f and g are defined by f : x → 3x + 4 and g : x → x2 + 6. Find the expressions
for fg and gf, then find the values of x when
(a) f = g
(b) fg = gf
4. Given that f : x → ax + b and f 2 : x → 4x – 9, find the value of the constants a and b.
5. If f : x → 3x + k and g : x → 2h – 3x such that fg = gf, find the relation between h and k.

14 1.2.2
 Functions

Determining the image or object of a composite function

CHAPTER 1
By substituting the value of the object into a composite function, the image can be obtained.
Similarly, if the value of the image is given, then the value of the object can be determined by
solving the equation.

Example 9
If f : x → x – 1 and g : x → x2 – 3x + 4, find
(a) fg(2) and gf(1),
(b) the values of x when fg(x) = 7.

Solution
(a) fg(x) = f [g(x)] (b) fg(x) = 7
= f(x2 – 3x + 4) x2 – 3x + 3 = 7
= x2 – 3x + 4 – 1 x2 – 3x – 4 = 0
= x2 – 3x + 3 (x + 1)(x – 4) = 0
Thus, fg(2) = (2)2 – 3(2) + 3 x = –1 or x = 4
= 1 Thus, the values of x are –1 and 4.
gf(x) = g[ f(x)]
= g(x – 1) Alternative Method
= (x – 1)2 – 3(x – 1) + 4 (a) g(2) = 22 – 3(2) + 4
= x – 2x + 1 – 3x + 3 + 4
2 =2
= x – 5x + 82 Thus, fg(2) = f(2)
= 2 – 1
Thus, gf(1) = (1)2 – 5(1) + 8 = 1
=4

Self Practice 1.5

1. Given two functions f and g.
(a) f : x → 2x + 1 and g : x → x , x ≠ 1, find fg(3).
x–1
( )
(b) f : x → 5x + 6 and g : x → 2x – 1, find gf  –  1 .
5
(c) f : x → x +
x–3
1 , x ≠ 3 and g : x → 6
x–2 ()
, x ≠ 2, find f 2(4) and g2 1 .
2
(d) f : x → x2 – 4 and g : x → 2 , x ≠ 2, find f 2(–1) and g2(1).
x–2
2. For each of the following function, find the value of the object x.
(a) f : x → 2x – 5, g : x → 10, x ≠ 0 and fg(x) = 5.
x
(b) f : x → x2 – 1, g : x → 2x + 1 and gf (x) = 7.
(c) f : x → 3x – 2 and f 2(x) = 10.
(d) g : x → 2 , x ≠ 2 and g2(x) = –  1 .
x–2 2
1.2.3 15
 Determining a function when the composite function and one of the
CHAPTER 1

functions are given

When the composite function and one of the functions are given, the other function can be
determined.

Example 10
The function f is defined by f : x → x – 2. Find the function g for each of the following.
(a) fg : x → 8x – 7 (b) gf : x → x2 + 3x – 5

Solution
(a) f [g(x)] = 8x – 7 (b) g[ f(x)] = x2 + 3x – 5
g(x) – 2 = 8x – 7 g(x – 2) = x2 + 3x – 5
g(x) = 8x – 7 + 2 Suppose y = x – 2
g(x) = 8x – 5 x=y+2
Thus, g : x → 8x – 5 Then, g(y) = (y + 2)2 + 3(y + 2) – 5
= y2 + 4y + 4 + 3y + 6 – 5
= y2 + 7y + 5
Replacing y with x, g(x) = x2 + 7x + 5
Thus, g : x → x2 + 7x + 5

Self Practice 1.6

1. Given the function f and the composite function fg, determine the function g for each of the
following.
(a) f : x → x – 3, fg : x → 2x2 – 4x + 7 (b) f : x → x2 + 1, fg : x → x2 + 4x + 5
2. Given the function f and the composite function gf, determine the function g for each of the
following.
(a) f : x → x + 1, gf : x → x2 – 2x – 3 (b) f : x → x2 + 3, gf : x → 2x2 + 3
3. Given the function h(x) = 8 , x ≠ 0 and hg(x) = 4x, find
x
(a) g(x), (b) the value of x when gh(x) = 6.
4. Given the function g(x) = 3x and fg(x) = 9x – 7, find
(a) f(x), (b) gf (2).

Solving problems involving composite functions

Example 11
Function f is defined by f : x → 12 , x ≠ 0.
x
(a) Express f 2(x), f 3(x) and f 4(x) in the simplest form.
(b) Hence, find f 22(x) and f 33(x).

16 1.2.4 1.2.5
 Functions

Solution

CHAPTER 1
(a) f(x) = 12 = x–2
x
f 2(x) = f [ f(x)] f 3(x) = f [f 2(x)] f 4(x) = f [f 3(x)]
= f 12 ()x
= f (x4)
= 14 2
= f 18 ( )
x
1 (x ) 1
( ) ( )
= =
1 2 1 2
= 18
x2 x x8
= x 4 = x –2
3
= x16
= x
2
= x 2
2 4

n
(b) From the pattern in (a), we can deduce that f n(x) = x–2 when n is odd and f n(x) = x2 when
n

n is even. Thus, f 22(x) = x2 and f 33(x) = x –2 .

22 33

Example 12 Mathematics Application

Total production of q goods per day by a factory depends

on the number of workers, n, and the function is modelled
1
by q(n) = 10n – n2. Total revenue per day, r, in RM,
4
received from the sale of q goods is modelled by the
function r(q) = 40q. Determine the total revenue of the
factory in one day if the number of workers is 20.

Solution

1 . Understanding the problem

1
◆ Given two functions, q and r which are defined by q(n) = 10n – n2 and r(q) = 40q
4
respectively.
◆ Find the total revenue of the factory of 20 workers in one day.

2 . Planning the strategy

◆ Find the composite function rq(n) so as to determine the total revenue of the factory, r
which represents the function of n workers, that is r(n).
◆ Substitute n = 20 into the composite function r(n) which is obtained earlier so as to find
the total revenue of the factory per day, in RM.

1.2.5 17
 3 . Implementing the strategy 4 . Making a conclusion
CHAPTER 1

rq(n) = r[q(n)] When r(n) = 4 000,

(
= r 10n – 1 n2
4 ) 4 000 = 400n – 10n2
10n – 400n + 4 000 = 0
2

(
= 40 10n – 1 n2
4 ) n2 – 40n + 400 = 0
(n – 20)(n – 20) = 0
= 400n – 10n2 n = 20
Therefore, r(n) = 400n – 10n2
With 20 workers, Thus, the daily revenue of the factory is
r(20) = 400(20) – 10(202) RM4 000 when the number of workers
= 8 000 – 4 000 is 20.
= 4 000
Thus, the daily revenue of the factory
with 20 workers is RM4 000.

Self Practice 1.7

1. The function f is defined by f : x → x , x ≠ –1.
x+1
(a) Find the iterated functions f 2, f 3 and f 4. (b) Hence, write the functions f 20 and f 23.

2. If f : x → 1 , x ≠ 0, find
x
(a) the iterated functions f 2, f 3 and f 4, (b) values of f 40(2) and f 43(2).
3. The surface area of a hot air balloon, A, in m2, filled with hot air is
given by the function A(r) = 4πr2 where r is the radius of the balloon,
in metres. The radius of the balloon is increasing as a function of
time, t, in seconds, according to the formula r(t) = 2 t³, t  0.
3
(a) State the surface area of the balloon, A, as a function of time, t.
(b) Find the surface area of the balloon after 2 seconds.
4. A cylindrical container of radius 20 cm contains 200 cm3 of water.
The container is filled with water at a constant rate of 100 cm3 per second.
(a) Write the formula of
(i) the amount of water in the container, v, after t seconds,
(ii) the height of water in the container, h, in terms of v,
(iii) the composite function hv(t).
(b) Find the height of water in the container after 20 seconds.
5. A small stone is thrown into a calm pond and produces a circular ripple. The radius of the
ripple, r, in cm, is increasing at a rate of 3 cm per second.
(a) Find an expression for the radius, r, in terms of time, t, after the stone is thrown.
(b) If A is the area of the ripple, explain the meaning of the composite function Ar(t).
(c) Find the area A, of the ripple after 30 seconds.
18 1.2.5
 Functions

Intensive Practice 1.2

CHAPTER 1
Scan the QR code or visit bit.ly/2AWCFIn for the quiz

1. Two functions are defined by f : x → 2x – 1 and g : x → x , x ≠ –1. Find

x+1
fg(2) and gf  –  1 , (c)
(a) fg and gf, (b)
2 ( )
the value of x when fg = gf.

2. The functions f and g are defined by f : x → x , x ≠ 1 and g : x → hx + k, where h and k are

x–1
constants. Given g(3) = 8 and gf(2) = 5, find
(a) the value of h and of k, (b) the value of a if fg(a) = 3.
3. The functions f and g are defined by f : x → ax – b where a and b are constants and g : x → x + 4.
()
Given fg(2) = 9 and gf  1 = 2, find the value of a and of b.
2
4. The functions f and g are defined by f : x → 2 , x ≠ 3 and g : x → hx2 + k, where h and k
x–3
are constants.
(a) Given g(2) = 5 and gf(1) = –1, calculate the value of h and of k.
(b) Find the expression of gf.
5. Given that f : x → ax + b and f 3 : x → 27x + 13, find
(a) the value of a and of b,
(b) the expression of f 4.
6. The diagram on the right shows a tissue box with a square base of
side x cm and the height of 10 cm.
(a) Write the base area of the box, A as a function of x and its
10 cm
volume, V as a function of A.
(b) Show that the volume, V is the result of the composition of
these two functions. x cm x cm

7. The function f is defined by f : x → x + 6. Find the function g in each of the following.

(a) fg : x → 2x2 – 3x – 7 (b) gf : x → x2 + 4 (c) gf : x → 8 – x
8. The diagram on the right shows the relation between set P, set Q
and set R. Given that set P maps to set Q by the function x – 1 P
3 ➤
and maps to set R by fg : x → x2 – 3x + 6.
(a) Write the function that maps set P to set Q by using the fg(x) = x2 – 3x + 6 Q
➤

function notation.
➤

(b) Find the function that maps set Q to set R. R

9. Given f : x → px + q and f 3 : x → 8x – 7,
(a) find the value of p and of q,
(b) determine the function f 4,
(c) by studying the pattern of f, f 2, f 3 and f 4, determine the general rule f n where n is the
number of times.
10. A car factory manufactures N cars daily after t hours of operation is given by N(t) = 100t – 5t 2,
0 < t < 10. If the cost, in RM, for manufacturing x cars is C(N) = 15 000 + 8 000x, find the cost
C as a function of time t, for the operation of the factory.

19
 1.3 Inverse Functions
CHAPTER 1

You read news online that the temperature in New York is 39°F.
Calculate the temperature in degree Celsius.
The relationship between the number on a Fahrenheit, F
thermometer and that of degree Celsius, C is a function
9
F(C) = C + 32. By changing C as the subject of the formula,
5
5
that is C(F) = (F – 32) and substituting the value F = 39 into the
9
function C, the temperature in degree Celsius of New York
can be known. (Source: https://www.necn.com/
weather/maps/ NECN-Weather-

F : C → 9 C + 32
Now-250228521.html)
5
C : F → 5 (F – 32)
9

Will carrying out the inverse operation as shown above generate an inverse function of F?

Describing the inverse of a function

Inverse function of a function f can be written as f –1. For example:

f : x → x + 2
  f –1 : x → x – 2
What is an inverse of a function? To understand this further, let’s follow the next exploration.

InQuirY 3 In groups 21st Century Learning

Aim: To explore the relation between the graph of a function and its
respective inverse.
Instruction:
1. Scan the QR code or visit the link on the right.
2. Click on the buttons of all the functions and study the graphs obtained. bit.ly/2LQjG8M
3. Are the graphs of each function and its inverse symmetrical about the line h(x) = x?
4. Carry out the discussion in the respective groups.

From the result of Inquiry 3, it was found that every graph of the function f
and its graph of inverse function is symmetrical about the line h(x) = x, that
is y = x. The graph of f –1 is the reflection of the graph of f in the line y = x. x y

f : x → y ⇔ f –1 : y → x or y = f (x) ⇔ x = f –1(y) –1
f

20 1.3.1
 Functions

Example 13

CHAPTER 1
f
In the arrow diagram on the right, the x y
function f maps x to y. Determine 1 MATHEMATICS
()
4
POCKET
(a) f –1 1 (b) f –1(5) 2
4 The sign –1 used in f  –1 does
3
not mean the reciprocal of
Solution 5 1
f, f –1(x) ≠ but f –1 is
f(x)
(a) From the given arrow diagram, we obtain

()
the inverse of f.
f(2) = 1 , thus f –1 1 = 2.
4 4
(b) By inverse mapping, f –1 : 5 → 3.
Then, f –1(5) = 3. f : x → y ⇔ f –1: y → x

Example 14
x , x ≠ 4. Determine
A function is defined as f(x) =
x–4
(a) the image of 2 under f, (b) f –1(3).

Solution
(a) The image of 2, f(2) = 2 = –1
2–4
(b) Let a = f –1(3), f
f(a) = 3
a = 3 a 3
a–4
a = 3(a – 4)
a = 3a – 12 –1
f
2a = 12
a = 6
Thus, f – 1(3) = a = 6

Self Practice 1.8

1. In the arrow diagram on the right, the function f maps x to y. Find f
x y
(a) f(4)
(b) f –1(–1) 6
(c) f –1(2) 2
(d) f –1(–5) 4 –1

5 –2 –5
2. The functions g and h are defined by g(x) = , x ≠ 2 and
2–x
h(x) = 3x + 6 respectively, find
g–1(4) (c)
(a) g(12) (b) h–1(9)
h(–1) (d)

1.3.1 21
 Making and verifying conjectures related to the properties of inverse
CHAPTER 1

functions
Do the following Inquiry 4, 5, 6 and 7 to make and verify the conjectures regarding the
properties of inverse functions.

InQuirY 4 In groups 21st Century Learning

Aim: To make and verify conjectures that a one-to-one function has an inverse function
Instruction:
1. Copy and complete the mapping of the following discrete functions.
(a) Discrete function g maps set A to set B and g –1 maps set B to set A.
g g–1
x x2

–1 –1
1 l
–2 –2
l l
4 4
2 2

A B B A

(b) The discrete function h maps set C to set D and h–1 maps set D to set C.
h h–1
x x+2

–2 0 0 –2
0 2 2 0
2 4 4 2
4 6 6 4

C D D C

2. Are g –1 and h–1 functions?

3. What type of function will yield an inverse function? State your conjecture.
4. Every group must send a representative to present the outcome of the group’s
findings in front of the class. Members of the other groups can ask the representative
questions.
5. Repeat step 4 until all the groups have completed the presentation.

From the results of Inquiry 4, it was found that the inverse function is the reversal of a function
such that every element in the codomain is mapped to only one element in the domain. Thus,
we can conclude that:

A function f that maps set X to set Y has an inverse function, f –1

if f is a one-to-one function.

22 1.3.2
 Functions

InQuirY 5 In groups 21st Century Learning

CHAPTER 1
Aim: To make and verify conjectures that composite function f
fg(x) = gf(x) = x such that function f and function g are
inverses of each other 1 1
Instruction: 2 3
1. The arrow diagram on the right shows the discrete function 3 5
f that maps set X to set Y and the discrete function g that 4 7
maps set Y to set X.
2. Complete the empty boxes below based on the arrow X Y
diagram on the right. g

f(1) = 1 g(1) = 1 gf (1) = g(1) = 1 gf (3) = g(0) = 0

f(2) = 3 g(3) = 2 fg(1) = f(1) = 1 fg(5) = f(0) = 0
f(3) = 0 g(5) = 0
f(0) = 0 g(0) = 0 gf (2) = g(3) = 2 gf (4) = g(0) = 0
fg(3) = f(2) = 3 fg(7) = f(0) = 0

3. From the result obtained, what is the conjecture that can be made regarding the values
of fg(x) and gf(x)?
4. Each group presents their findings in front of the class and a question and answer
session is carried out.

From the results of Inquiry 5, the functions f and g are the inverse functions of each other if
and only if:

fg(x) = x, x in the domain of g and gf(x) = x, x in the domain of f.

InQuirY 6 In groups 21st Century Learning

Aim: To make and verify conjectures that if two functions f and g are
inverse functions of each other, then
(a) domain of f = range of g and domain of g = range of f
(b) graph of g is the reflection of graph of f at the line y = x
Instruction: bit.ly/2ob10HU
1. Scan the QR code or visit the link on the right.
2. Click on the box f(x) = 1 x for the domain 0 < x < 8 and take note of the graph obtained.
2
3. Then, click on the box g(x) = 2x, that is the inverse of f and take note of the graph
displayed.
4. Complete the domain and range of the Graph Domain Range
graphs of f and g in the table shown on
the right. Graph of function f
5. What is your conjecture regarding the Graph of function g
results of the findings?
6. How are the graphs of f and g located with respect to the line y = x? What is your
conjecture?
7. Each representative of the groups moves to the other groups and presents the results
of their group.
1.3.2 23
 From the results of Inquiry 6, it was found that:
CHAPTER 1

If two functions f and g are inverse functions of each other, then

(a) the domain of f = range of g and domain of g = range of f
(b) the graph of g is the reflection of the graph of f at the line y = x

InQuirY 7 In groups 21st Century Learning

Aim: To make and verify conjecture that if the point (a, b) is on the
graph of f, then the point (b, a) is on the graph of g
Instruction:
1. Scan the QR code or visit the link on the right. bit.ly/30PXAr9
2. Click on the box f(x) = x + 1 in the range 0 < x < 3 and its inverse
2

function, g(x) = √x – 1 in the range 1 < x < 10.

3. Then, click on the box “Point and reflection”. Drag point A along the graph f. Note the
points on the graph f and the graph g.
4. What is the conjecture that can be made regarding the points that you observe on
both graphs?
5. Carry out a discussion within the group regarding the results of the finding.
6. Each group elects a representative and presents in front of the class.

From the results of Inquiry 7, it was found that:

For any real number, a and b, if the point (a, b) lies on the graph f, then the point
(b, a) lies on the graph g, that is graph f –1. The point (b, a) lies on the graph g is
the point of reflection of (a, b) which lies on the graph f in the line y = x.

To determine whether the graph of a function has an inverse function, carry out the
horizontal line test. If the horizontal line cuts the graph of the function at only one point, then
this type of function is a one-to-one function and it has an inverse function. Conversely, if the
horizontal line cuts the graph at two or more points, then this type of function is not a one-to-
one and the function has no inverse function.
y y y = f(x)
y = f(x)
f(x) Horizontal f(x) Horizontal
line test line test

x x x1 x2 x
0       0

f has an inverse function f does not have an inverse function

24 1.3.2
 Functions

Example 15

CHAPTER 1
Determine whether each of the following functions f has an inverse or not. Give a reason for
your answer.
(a) (b) (c)
f y y
x y (3, 7)
f
a –2
f
x
b 4 0 x
–4 0 4
c 9 (–3, –3)
Domain: –3  x  3 Domain: –4  x  4

Solution
(a) f is a function because this function is one-to-one with every
element in the domain mapped to only one element in the
codomain. The inverse of this function also maps every y
(3, 7)
element in the codomain to only one element in the domain.
Thus, function f has an inverse function. Horizontal
f line test
(b) When the horizontal line test is carried out, the horizontal
x
line cuts the graph of function f at only one point. This 0
means that function f is a one-to-one function. Thus, (–3, –3)
function f has an inverse function. y
(c) When the horizontal line test is carried out, the horizontal f
line cuts the graph of function f at two points. This means Horizontal
that function f is not a one-to-one function. Thus, function line test
f has no inverse function. x
–4 0 4

Example 16
Verify that the function f(x) = 3 – 2x has an inverse function, g(x) = 3 – x.
2

Solution
First, determine fg(x). Then, determine gf(x).
fg(x) = f [g(x)] gf(x) = g[ f(x)]
= f  3 – x
2( ) = g(3 – 2x)
3 – (3 – 2x)
( )
=
=3–23–x 2
2
= 2x
= 3 – (3 – x) 2
= x = x
3–x
Since fg(x) = gf(x) = x, thus g(x) = is the inverse function of f(x) = 3 – 2x.
2
1.3.2 25
 Example 17
CHAPTER 1

The function f is defined by f : x → x2 – 6 for the domain 0 < x < 4. On the same plane,
sketch the graphs of f and f –1. Hence, state the domain of f –1.
y
Solution
The graph of f is a part of the quadratic curve y = x2 – 6. By plotting the (4, 10) y = x
points in the table of values below, the graph of f is sketched as shown
in the diagram on the right.
f –1 (10, 4)
x 0 1 2 3 4
x
    y –6 –5 –2 3 10 –6 0 f
–6
The graph of f –1 is the reflection of the graph of f in the line y = x.
The domain of f –1 is the range of f. Hence, the domain of f –1 is –6  x  10.

y
Example 18 Q(3, 6)
The diagram on the right shows the graph of y = f(x)
passing through the points P(1, 0) and Q(3, 6). On the same
y = f(x)
diagram, sketch the graph of y = f –1(x) by showing the points
corresponding to point P and point Q.
x
Solution 0 P(1, 0)
The graph of y = f –1(x) is the reflection of the graph of y = f(x) y
Q(3, 6)
in the line y = x. The points P9 and Q9 on the graph of y = f –1(x) y=x
correspond to the points P and Q as shown in the diagram on the
(x)

right.
y=f

Q'(6, 3)
y = f (x)
–1
P'(0, 1)
x
0 P(1, 0)

Self Practice 1.9

1. Determine whether each of the following function given has an inverse function.
(a) (b) (c)
f g y
x 2+ 6 x x2 – 3
x f(x) = x – 2
1 3 4
–4
2 4 6
3
3 5 13 x
4 –2 0 2 6
6 8

(d) {(1, 2), (4, 5), (5, 8), (9, 9)}
(e) {(–3, 2), (–1, 1), (2, 4), (5, 4), (9, 5)}
(f) f : x → 4 – x2 (g) f : x → 1 2, x > 2
(x – 2)
26 1.3.2
 Functions

2. Are the following functions f and g the inverse functions of each other? Verify the truth by
applying the relation fg(x) = gf(x) = x.

CHAPTER 1
(a) f(x) = 3x – 2 and g(x) = x + 2
3
(b) f(x) = 2x , x ≠ 3 and g(x) = 3x , x ≠ 2
x–3 x–2
(c) f(x) = 2 , x ≠ 3 and g(x) = – 2, x ≠ 0
3x
x–3 x
(d) f(x) = 2 + 5x and g(x) = x – 5
2
3. The function f is defined as f : x → x3 for the domain –1 < x < 2. On the same plane, sketch
the graphs of f and f –1. Hence, state the domain and range of f –1.
4. The function h is defined as h(x) = x2 – 2 for the domain 0  x  3.
(a) On the same diagram, sketch the graphs of h and h–1.
(b) State the domain of h–1.
(c) Find the value of x such that h(x) = h –1(x).
5. The coordinates of the following points lie on the graph of one-to-one function, f. Determine
the corresponding coordinates lying on the graph of f –1.

( 2 )
(a) P –2, 1      (b) Q(1, –3)     (c)  R(4, 5)     (d)  S(–6, –8)

6. The diagram on the right shows the line y = x and the graph of y
B(3, 10) y = x
y = f(x) for the domain –1 < x < 3. The points A(–1, 2), B(3, 10) y = f(x)
and P(a, b) lie on the graph.
(a) Sketch the graph of y = f –1(x) that shows the points on the P(a, b)
graph of y = f –1(x) corresponding to the points A and B.
(b) Find the values of a and b, if the corresponding coordinates A(–1, 2)
x
on the graph of y = f –1(x) are (4, 1). 0

Determining the inverse function

We have learnt that when given y = f(x), then x = f –1(y). f

Algebraically, the formula of the inverse function, f –1­(x) with
the original function y = f (x) can be determined by following the
x y
steps below.

–1
f

Change function Replace variable y

y = f(x) to the form Write x as f –1­(y). with variable x.
x = f(y).

1.3.2 1.3.3 27
 Example 19
CHAPTER 1

If f : x → 5x + 2, find MATHEMATICS
(a) f –1(x) (b) f –1(7) POCKET
Check the validity of the
Solution inverse function
(a) f(x) = 5x + 2 f –1(x) =
x–2
obtained in
5
Let y = 5x + 2 Example 19(a) by applying
5x = y – 2 the relationship
y–2 ff –1(x) = f –1f(x) = x.
x = The form of x = f(y)
5 ff –1(x) = f [f –1(x)]
Since x = f –1(y),  
f –1(y) = x Write x as f –1(y)
= 5 ( )x–2
5
+2

y–2 = x
= f –1f(x) = f –1[f(x)]
5 = f –1(5x + 2)
Substitute the variable y with x, 5x + 2 – 2
x–2 =
5
f –1(x) = = x
5 Since ff (x) = f –1f(x) = x,
–1

x–2 f
Thus, f –1 : x → . x–2
5 thus f –1 : x →
5
is the
x–2 inverse function of
(b) f –1(x) = 1 7
5 f : x → 5x + 2.
7–2
Thus, f –1(7) =
5 –1
=1 f

Self Practice 1.10

1. Find f –1 for each of the following one-to-one functions.
(a) f : x → 2x – 5 (b) f : x → 3 , x ≠ 0 (c) f : x → 4 , x ≠ 1
x x–1
(d) f : x → 5x , x ≠ 6 (e) f : x → + 9, x ≠ 8
x (f) f : x → 2x – 3, x ≠ 1
x–6 x–8 2x – 1 2

2. The function f is defined by f : x → 3 – x, x ≠ 0, find

2x
(a) f –1(4),
(b) the values of x such that f(x) = f –1(x).
5
3. Given the functions h : x → 4x + a and h–1 : x → 2bx + , find the value of the constants a and b.
8
4. Find the function f in similar form for each of the following f –1.
(a) f –1 : x → 6x + 7 (b) f –1 : x → 2 – x (c) f –1 : x → 3x , x ≠ 3
5 x–3
5. The inverse function g is defined by g : x →
–1 –1 4 , x ≠ k.
2–x
(a) State the value of k. ()
(b) Find g 1 .
2
28 1.3.3
 Functions

CHAPTER 1
Intensive Practice 1.3 Scan the QR code or visit bit.ly/2p5bB7a for the quiz

1. In the arrow diagram on the right, the function f maps x to y and f g

x y z
the function g maps y to z. Determine
(a) f (2) (b) g(5) 2
(c) gf (2) (d) f –1(5)
5
(e) g–1(8) (f) f –1g–1(8) 8

2. By applying the horizontal line test, determine whether each of the following function has an
inverse function.
(a) (b) (c)
y y y
1 3 – 5x
f(x) = –x
1
–
1 2
f(x) = 2x 3 f(x) = –
x

x x x
0 0 0

3. The diagrams below show the graphs of one-to-one functions, f. In each case, sketch the
graph of f –1 and hence state the domain of f –1.
(a) (b) (c)
y y y
(4, 8)
4
(4, 2)
f
f f
x
0 x x
0 2 0

4. Given f : x → 2x + h, x ≠ 3 and f(4) = 13, find

x–3
(a) the value of h, (b) f –1(3),
(c) the value of m when f (m) = 2.
–1

2
5. The inverse function h–1 is defined by h–1 : x → , x ≠ 3, find
3–x
(a) h(x), (b) the values of x such that h(x) = 2.
5 1
6. Two functions f and g are defined by f : x → 4x – 17 and g : x → , x ≠ 3 . Solve
2x – 7 2
the equation f –1(x) = g–1(x).
7. Faridah carried out a physical activity during her leisure time. Then, Faridah calculated her
estimated heartbeat rate by using the function f(x) = 17(220 – x), where x is her age.
20
(a) Determine the inverse function of this function.
(b) If Faridah’s age is 16, determine her estimated heartbeat rate.

29
 8. Zaki intends to make spherical water balls that can hold
1
CHAPTER 1

cm3 of water. The volume of sphere, V is given by

2
4
V = πr3, where r is the radius of the sphere. Zaki
3
wishes to know how to determine r if V is given.
(a) Draw an arrow diagram of the function f that maps r
to V and its inverse function f –1 which maps V to r.
(b) Hence, determine the radius of the ball that can hold
the volume of water according to the specification.

Summary OF Chapter 1
f : x → 2x or Arrow diagram

o�
f(x) = 2x,
a
��
x is the object
2x is the image �� Graph
�e
r�

��n Discrete functions

r��

��i�
� �� v�
t� � i � � FUNCTIONS �� ��v��
Continuous functions

One-to-one function, f : x → y has

an inverse function, f –1 : y → x
Composite functions Inverse functions
n
��n � � t � �
�

gf(x) = g[f(x)]
x y
gf
f g
f –1
x f(x) g[f(x)]

Properties of inverse functions:

• Only restricted to one-to-one function
fg(x) = f[g(x)] which has inverse function.
fg • fg(x) = gf(x) = x, where g(x) is the
g f inverse function of f(x).
• Graph of f –1 is the reflection of graph
x g(x) f [g(x)] of f in the line y = x and vice versa.
• If the point (a, b) lies on the graph
of f, then the point (b, a) lies on the
graph of f –1.

30
 Functions

CHAPTER 1
WRITE YOUR JOURNAL

Search on the internet or books regarding the history of the usage of the function notation
y = f(x). Create a digital folio by using presentation software such as PowerPoint, Prezi or
Powtoon.

MASTERY PRACTICE

1. The arrow diagram on the right shows the relationship between 2

set M and set N. PL1 6 1
(a) State 7 4
(i) the image of 2, 8
5
9
(ii) the object of 4. Set M Set N
(b) Does this relation represent a function? Give your reason.
(c) State the domain, codomain and the range of the relation.
2. The arrow diagram on the right shows a function h. PL2 x h h (x)
(a) State the value of m. –2
(b) Using the function notation, express h in terms of x. 3
2
4 15
6 m
3. Using the vertical line test, determine whether the graph on
y
the right represents a function or not. If yes, is this function a
one-to-one function? Test by drawing a horizontal line on the
graph. PL2
x
0

4. Function f is defined by f : x → |x – 3| for the domain –1  x  7. PL3

(a) Sketch the graph of f and state the range of f.
(b) Find the range of values of x such that f(x) < 2.
(c) On the same graph in part (a), sketch the graph of y = 2x – 3 and hence obtain the value
of x such that |x – 3| = 2x – 3.
5. The arrow diagram on the right represents part of the mapping of f
x hx + k
x
f : x → hx + k , x ≠ 0, find PL3
x
(a) the value of h and of k, 2 17
(b) the image of 6 under this mapping. 3
23

6. Two functions f and g are defined by f : x → x + 2, x ≠ 2 and g : x → mx + c. Given that

x–2
g –1(2) = f(3) and gf –1(2) = 5, find the value of m and of c. PL3

31
 7. In the diagram on the right, the function f maps set A to set B and
the function g maps set B to set C. Find PL4
CHAPTER 1

f g
(a) in terms of x, the function x 3x – 2 6x + 1
(i) that maps set B to set A,
(ii) g(x).
A B C
(b) the value of x such that fg(x) = 4x – 3.

8. Function f is defined by f : x → m + n, x ≠ k. Given f(2) = 3 and f(3) = 2, find

x–1
PL3

(a) the value of k, (b) the value of m and of n,

(c) f 2(x), (d) f –1(2).
y
9. The diagram on the right shows the function f(x) = –x3 – 3x2 – x + 1
for the domain –3  x  1. PL3 4
(a) State
(i) whether the function f is discrete or continuous,
(ii) the range of values of f corresponding to the domain 1
given. x
–3 0 1
(b) By applying the horizontal line test, determine whether f
has an inverse function or not. f(x) = –x3 – 3x2 – x + 1

–4

10. Given that the functions f(x) = |x| and f(x) = x4 are not one-to-one functions. PL5
(a) Determine the suitable conditions in the domain of f so that the new functions become
one-to-one functions.
(b) From (a), find the inverse function for each of the functions f.
11. If the graphs of a function and its inverse function intersect, would the two graphs intersect
on the line y = x? What is the possibility for the two graphs to intersect on other lines? PL5

12. Given f(x) = ax + b, find f –1(x). PL5

cx + d
(a) Using the formula f –1 obtained, determine f –1 for each of the following functions.
(i) f(x) = x + 8, x ≠ 5
x–5
(ii) f(x) = – 3 , x ≠ – 4
2x
x+4
(b) If c ≠ 0, what are the conditions on a, b, c and d so that f = f –1?
13. A one-to-one function f is defined by f : x → x2 – 2x for 1  x  3. PL6
(a) Using the GeoGebra software,
(i) draw the graph of f and from the graph, state the range of f,
(ii) draw the graph of f –1 on the same plane and state the domain of f –1.
(b) What can you say about the range of f and the domain of f –1 and also the domain of f and
the range of f –1? Hence, on the same plane, draw the line y = x.
(i) Is the graph of f –1 the reflection of the graph f in that line?
(ii) Is the point (0, 2) on the graph of f –1 the reflection of the point (2, 0) on the graph of
f in the line y = x? What conclusion can you make?
32
 Functions

14. The price p, in RM, of an item and the quantity x sold follow the demand equation
1

CHAPTER 1
p = 100 – x for 0 < x < 400. Whereas the cost C, in RM, to produce x units is
4
x
C= + 600. Assuming all the items produced are sold, calculate PL4
25
(a) the cost C as a function of price p,
(b) the cost for producing that item if the price for one unit of the item is sold at RM36.
15. Period T, in seconds, of a simple pendulum is a function of length l, in metres, defined by
T(l l , such that g = 10 m s–2 is the gravitational acceleration. Using the GeoGebra
g
software, draw the graph of this function and on the same plane, draw the graphs of the
following functions.
l + 4 (b)
(a) T(l) = 2π w 4l
T(l) = 2π w
! g g !

How does the change in the length, affect the period, T of the pendulum? PL5

Exploring MATHEMATICS
The table below shows the amount of petrol used by a car on a highway as compared to the
distance travelled. Supposed l is the volume of petrol used, in litres, and d is the distance
travelled, in km, by the car.

Petrol used (l) Distance travelled, in km (d)

4 48
8 96
12 144
16 192
20 240

1. Based on the table above,

(a) how far can the car travel with l litre of petrol?
(b) determine the distance travelled, d, as a function of amount of petrol used, l.

d(l) =

2. Using the GeoGebra software, draw the function d as obtained in question 1(b) and from
the graph, determine the following:
(a) What is the amount of petrol used to travel 300 km?
(b) What is the distance that can be travelled for 100 l of petrol?

33
 CHAPTER Quadratic
2 Functions
CHAPTER 2

What will be learnt?

Quadratic Equations and Inequalities
Types of Roots of Quadratic Equations
Quadratic Functions

List of
Learning
Standards

bit.ly/2AYDj8t

wORDS
KEY W
Completing the Penyempurnaan
square kuasa dua
Root Punca
General form Bentuk am
Quadratic inequality Ketaksamaan
kuadratik
Number line Garis nombor
Discriminant Pembezalayan
Real root Punca nyata
Imaginary root Punca khayalan
Vertex form Bentuk verteks
Axis of symmetry Paksi simetri
Maximum value Nilai maksimum
Minimum value Nilai minimum

34 2.1.1
 Quadratic Functions

Did you
Know?
A satellite dish has the ability to converge the
energy on its focal point. Satellite, television,
radar and telecommunication tower are

CHAPTER 2
examples of objects which focus on the
properties of reflection of parabola.
Based on the history of the ancient
times, Archimedes helped the Greek army by
using parabolic mirrors to torch the military
ships of Rome who were trying to conquer the
Greek town, Syracuse in 213 B.C.
For further information:

bit.ly/35rNxMi

SIGNIFICANCE
OF THIS CH
APTER
Astronomers use the concept of quadratic
function in inventing telescopes. Parabolic
mirrors are able to converge and reflect the
light onto a certain point.
In the engineering field, engineers apply the
concept of quadratic function to determine the
types of loads which can be accommodated
by a bridge.

The cross section of a skateboard ramp in the

shape of a parabola can be modelled by using
the quadratic function, that is f(x) = ax2 + bx + c.
For your knowledge, the shape and width of a Scan this QR code
skateboard ramp can be modified through the to watch a video on
knowledge of quadratic functions. What is the skateboard games in
best shape of skateboard ramp from the safety Malaysia.
aspects? bit.ly/2V2I1ys

2.1.1 35
 2.1 Quadratic Equations and Inequalities

Solving quadratic equations by using the method of completing the

square and quadratic formula
CHAPTER 2

Most of the situations that take place in our daily lives are
associated with equations. One of the equations is the quadratic
equation. Consider this situation:

The area of a rectangular picture frame is 100 cm­­2. If the length

is 3 cm longer than its width, write an equation which satisfies
this situation.

Supposed that the width of the frame is x cm and its length is 3 cm longer than its width, that is
(x + 3) cm. Then:
x(x + 3) = 100
x2 + 3x = 100
x2 + 3x – 100 = 0
Note that this equation has a variable x and the highest power of the variable is 2. Hence,
this equation is known as a quadratic equation in general form. In general, a general form of
quadratic equation can be written as:

ax2 + bx + c = 0 where a, b and c are constants and a ≠ 0.

How do you solve a quadratic equation? What does it mean by solving the quadratic
equation?

InQuirY 1 In pairs 21st Century Learning

Aim: To explore the solving of quadratic equations by using dynamic

geometry software
Instructions:
1. Scan the QR code or visit the link on the right. bit.ly/30MWj48
2. Click the point button and mark A and B on the intersection
points between the graph y = 3x2 + 11x – 4 and the x-axis.
3. Record the coordinates of point A and point B. Then, observe the x-coordinate of point
A and point B.
4. What is the conclusion that can be made on the x-coordinate of point A and point B?
5. Discuss with your partner and share the findings obtained with other classmates.

From the results of Inquiry 1, the values of x for both the intersection points, that is, x = –4 and
1
x= are the solutions or roots of the equation y = 3x2 + 11x – 4 when y = 0.
3
36 2.1.1
 Quadratic Functions

Then, it can be concluded that:

Solutions or roots of the quadratic equation ax2 + bx + c = 0 are the x-coordinates of the
intersection points between the graph y = ax2 + bx + c and the x-axis.

You have learned how to solve quadratic equations by using factorisation method. Other than

CHAPTER 2
that, the solutions of a quadratic equation can be obtained by using the completing the square
and formula method.

A   Completing the square method

FLASHBACK
Example 1 Factorisation method
Solve the following equations by using completing the square x2 + 5x + 6 = 0
(x + 2)(x + 3) = 0
method. x = –2 or x = –3
(a) x2 + 4x – 7 = 0
(b) –3x2 + 6x – 1 = 0

Solution Move the constant term to the

(a) x2 + 4x – 7 = 0
right hand side of the equation QR
x2 + 4x = 7 ( )
2
coefficient of x

() ()
Add the term Factorisation method by
x2 + 4x + 4 = 7 + 4
2 2 2 using algebra tiles.
on the left and right hand side
2 2
x2 + 4x + 22 = 7 + 22 of the equation
(x + 2)2 = 11 (x + a)2 = x2 + 2ax + a2
x + 2 = ±!w11
bit.ly/34f7x3G
x = –5.317  or  x = 1.317
Hence, the solutions of equation x2 + 4x – 7 = 0 are –5.317
and 1.317.
(b) –3x2 + 6x – 1 = 0
x2 – 2x + 1 = 0
Divide both sides of the equation by –3
3 so that the coefficient of x2 becomes 1
Mathematics Museum
x2 – 2x = –  1
3
( ) ( ) (–22) on both sides of the
2

x2 – 2x + –2 2
= –  + –2
1 2
Add
2 3 2 equation
1
x2 – 2x + (–1)2 = –  + (–1)2
3
(x – 1)2 = 2
3
x – 1 = ± w 2
!
3
A Persian mathematician,
Abu Ja’far Muhammad ibn
= 0.1835  or  x = 1.8165
x Musa al-Khawarizmi used the
same method as completing
Hence, the solutions of equation –3x2 + 6x – 1 = 0 are the square to solve quadratic
0.1835 and 1.8165. equations.

2.1.1 37
 B   Formula method Mind Challenge
The formula for solving a quadratic equation ax2 + bx + c = 0 is Derive the quadratic formula
given as: by using completing the
square method.

–b ± !w
b2 – 4ac
x=
CHAPTER 2

2a BRAINSTORMING
State another method to
Example 2 solve a quadratic equation
other than the method of
Solve the equation 2x2 – 2x – 3 = 0 by using formula. completing the square and
quadratic formula. What is
Solution your choice? Explain the
reason for your choice.
Compare the given equation with the equation of general form
ax2 + bx + c = 0. Hence, a = 2, b = –2 and c = –3.
–(–2) ± !w
(–2)2 – 4(2)(–3)
x=
2(2) Mathematics Museum
2 ± !w
28
=
4 An Indian mathematician
2 – !w
28 2 + !w
28 and astronomer,
x=  or x =
4 4 Brahmagupta produced a
= –0.823 or = 1.823 formula to solve a quadratic
equation ax2 + bx + c = 0
Hence, the solutions of the equation 2x2 – 2x – 3 = 0 are –0.823 which is equivalent to
and 1.823. !w
4ac + b2 – b
x= .
2a

Self Practice 2.1

1. Solve the following quadratic equations by using completing the square method. Give your
answers in three decimal places.
(a) x2 + 4x – 9 = 0 (b) x2 – 3x – 5 = 0 (c) –x2 – 6x + 9 = 0
(d) 2x – 6x + 3 = 0
2
(e) 4x – 8x + 1 = 0
2
(f) –2x2 + 7x + 6 = 0
2. Solve the following quadratic equations by using formula. Give your answers in three
decimal places.
(a) x2 – 4x – 7 = 0 (b) 2x2 + 2x – 1 = 0 (c) 3x2 – 8x + 1 = 0
(d) 4x – 3x – 2 = 0
2
(e) (x – 1)(x – 3) = 5 (f) (2x – 3)2 = 6
3. (a) The length of the diagonal of a rectangle is 10 cm. If the length is 2 cm longer than its
width, find the length and the width of the rectangle.
(b) Find the measurements of a rectangle with a perimeter of 26 cm and an area of 40 cm2.
4. The diagram on the right shows a trapezium PQRS where P
(x + 3) cm
S
PQ = (x – 1) cm, PS = (x + 3) cm and QR = (3x + 2) cm.
Given the area of the trapezium is 17 cm2, find the value (x – 1) cm
of x.
Q (3x + 2) cm R

38 2.1.1
 Quadratic Functions

Forming quadratic equations from given roots

The quadratic equation ax2 + bx + c = 0 can be written as

x2 + b x + c = 0  … 1
FLASHBACK
a a Factorisation identity
If a and b are the roots of a quadratic equation, then

CHAPTER 2
(a) (x + y)2 = (x + y)(x + y)
(x – α)(x – β) = 0 = x2 + 2xy + y2
x2 – (α + β)x + αβ = 0  … 2 (b) (x – y)2 = (x – y)(x – y)
= x2 – 2xy + y2
Comparing 1 and 2 , (c) x2 – y2 = (x + y)(x – y)

– (α + β) = b  and αβ = c
a a
α + β = –  b

a BRAINSTORMING
In general, this comparison can be formulated as follows:
–b – !w
b2 – 4ac
Given α =
2a
Sum of roots = α + β = –  b –b + !w
b2 – 4ac
a and β =
2a
,

Product of roots = αβ = c (a) show that

a
α + β = –  b ,
a
(b) express the product of
Therefore, the quadratic equation with roots a and b can be αβ in terms of a and c.
written as:
Discuss with your
classmates.
x2 – (sum of roots)x + (product of roots) = 0

Example 3
Form a quadratic equation with roots 3 and –5.

Solution
Given α = 3 dan β = –5.
Sum of roots, α + β = 3 + (–5)
= –2
Product of roots, αβ = 3 × (–5)
= –15
Thus, the quadratic equations with roots 3 and –5 is Alternative Method
x2 – (sum of roots)x + (product of roots) = 0 (x – 3)(x + 5) = 0
x2 + 5x – 3x – 15 = 0
x2 – (α + β)x + αβ = 0 x2 + 2x – 15 = 0
x2 – (–2)x + (–15) = 0
x2 + 2x – 15 = 0

2.1.2 39
 Example 4
If a and b are the roots of the quadratic equation 2x2 + x = 4, form a quadratic equation with
the following roots.
(a) α + 3, β + 3
(b) 2α, 2β
CHAPTER 2

(c) α2, β2

Solution
2x2 + x – 4 = 0 where a = 2, b = 1 and c = – 4
α + β = –  b = –  1 and αβ = c = –  4 = –2
a 2 a 2
(a) Sum of roots: Product of roots:
(α + 3) + (β + 3) = (α + β) + 6 (α + 3)(β + 3) = αβ + 3(α + β) + 9
= –  1 + 6
2

11
( )
= –2 + 3 –  1 + 9
2
=
= 11 2
2
Thus, the quadratic equation with roots a + 3 and b + 3 is
x2 – 11x + 11 = 0 Multiply both sides of the
2 2 equation by 2
  2x2 – 11x + 11 = 0
(b) Sum of roots: Product of roots:
2α + 2β = 2(α + β) (2α)(2β) = 4αβ
( )
= 2 –  1
2


= 4(–2)
= –8
= –1
Thus, the quadratic equation with roots 2a and 2b is
  x2 – (–1)x – 8 = 0
x2 + x – 8 = 0
(c) Sum of roots: Product of roots:
α + β = (α + β) – 2αβ
2 2 2
α2β2 = (αβ)2

( )
= –  1 – 2(–2)
2
2

= (–2)2
=4
= + 4 1
4
= 17
4
Thus, the quadratic equation with roots a2 and b2 is
x2 – 17 x + 4 = 0 Multiply both sides of the
4 equation by 4
  4x2 – 17x + 16 = 0

40 2.1.2
 Quadratic Functions

Self Practice 2.2

1. Form quadratic equations which have the following roots.
(a) 2 and 6 (b) −1 and 4 (c) −4 and −7 (d) 1 and −5
5
2. The quadratic equation x2 + (p – 5)x + 2q = 0 has roots of –3 and 6. Find the value of p and of q.

CHAPTER 2
3. If a and b are the roots of the quadratic equation 5x2 – 10x – 9 = 0, form quadratic equations
with the following roots.
β
(a) α + 2 and β + 2 (b) 5α and 5β (c) α – 1 and β – 1 (d) α and
3 3
4. If a and b are the roots of the quadratic equation 2x2 + 5x = 1, find the quadratic equations
with the following roots.
1 1
(a) , (b)
α β ( 1
)( 1
α + , β + (c)
β α ) α2, β 2 (d)  α, β
β α
5. A quadratic equation 2x2 = 6x + 3 has two roots p and q. Find the quadratic equations with
roots p2q and pq2.

Solving quadratic inequalities

An inequality with a quadratic expression on one side and zero on the other side, is called a
quadratic inequality in one variable. For example, 2x2 + 7x – 4 < 0 and (x + 1)((x – 3) . 0 are
quadratic inequalities in one variable, x. To solve a quadratic inequality as (x + 1)(x – 3) . 0,
we have to find the range of values of x so that the expression on the left is greater than zero.
The three methods which can be used to solve a quadratic inequality are graph sketching,
number line and table methods.

InQuirY 2 In groups 21st Century Learning

Aim: To solve quadratic inequalities by graph sketching, number line and table methods
Instructions:
1. Consider quadratic inqualities (x + 1)(x − 3) . 0 and (x + 1)(x − 3) , 0.
2. Form three groups and each group has to choose one of the three following method.

Graph sketching method

✑ Solve the quadratic equations (x + 1)(x − 3) = 0.
✑ Draw the graph of y = (x + 1)(x − 3).
✑ Mark and determine the range of values of x on the graph when (x + 1)(x − 3) . 0
(y . 0) and (x + 1)(x − 3) , 0 (y , 0).

2.1.2 2.1.3 41
 Number line method
✑ Solve the quadratic equation (x + 1)(x − 3) = 0.
✑ Draw a number line on a piece of paper.
✑ By choosing the values of x that satisfy x , −1, x . 3 and −1 , x , 3 on the
number line and substituting them into (x + 1)(x − 3), determine and verify the
range of values of x when (x + 1)(x − 3) . 0 and (x + 1)(x − 3) < 0.
CHAPTER 2

Table method
✑ Copy and complete the table with positive value (+) or negative value (–) for
every factor of quadratic equation (x + 1)(x – 3) = 0.
x < –1 x = –1 –1 < x < 3 x=3 x>3
(x + 1)
(x – 3)
(x + 1)(x – 3)
✑ From the results obtained in the table, what is the range of values of x when
(x + 1)(x − 3) . 0 and (x + 1)(x − 3) , 0?
3. Compare the findings of your group with other groups.
4. Do a thorough discussion about the three methods that can be used to solve quadratic
equations.

From the results of Inquiry 2, the solution for the quadratic inequalities (x + 1)(x – 3) . 0 and
(x + 1)(x – 3) , 0 by using the methods of graph sketching, number lines and table are shown
as follow:
Graph sketching Number line
Test point –2: Test point 0: Test point 4:
(–2 + 1)(–2 – 3) > 0 (0 + 1)(0 – 3) < 0 (4 + 1)(4 – 3) > 0
y
+ – +
y>0 y>0

x>3 x
x < –1
x x < –1 –1 –1 < x < 3 3 x>3
–1 0 3
y<0 Table
Range of values of x
x < –1 –1 < x < 3 x>3
(x + 1) – + +
–1 < x < 3
(x – 3) – – +
(x + 1)(x – 3) + – +

From the three findings above, it can be concluded that:

For a quadratic equation in the form of (x − a)(x − b) = 0, where a < b,

(a) if (x − a)(x − b) > 0, then x < a or x > b,
(b) if (x − a)(x − b) < 0, then a < x < b.

42 2.1.3
 Quadratic Functions

Example 5
Find the range of values of x for the quadratic inequality (2x – 1)(x + 4)  x + 4 by using
(a) graph sketching method
(b) number line method
(c) table method

CHAPTER 2
Solution
(a) (2x − 1)(x + 4)  x + 4 y
2x2 + 7x − 4  x + 4 y = (x + 4)(x – 1)
2x2 + 6x − 8  0
x2 + 3x − 4  0
(x + 4)(x − 1)  0 + +
x
When (x + 4)(x − 1) = 0, x = − 4 or x = 1. –4 1
–
The graph will intersect the x-axis at point x = – 4
and x = 1. –4

Since (x + 4)(x − 1)  0, thus the range of values

of x is determined on the graph above the x-axis.
Hence, the range of values of x is x  − 4  or  x  1.

(b) Test point –5: Test point 0: Test point 2:

(–5 + 4)(–5 – 1) 0 (0 + 4)(0 – 1) 0 (2 + 4)(2 – 1) 0

+ – +

x
x –4 –4 –4 x 11 x 1

Since (x + 4)(x − 1)  0, then the range of values of x is determined on the positive part of
the number line.
Hence, the range of values of x is x  − 4 or x  1.

(c)
Range of values of x
x  − 4 − 4  x  1 x1
(x + 4) – + +
(x − 1) – – +

(x + 4)(x − 1) + – +

Since (x + 4)(x – 1) > 0, then the range of values of x is determined on the positive part of
the table.
Hence, the range of values of x is x  − 4 or x  1.

2.1.3 43
 Self Practice 2.3
1. Solve each of the following quadratic inequalities by using graph sketching method, number
line method or table method.
(a) x2 < 4 (b) (2 – x)(8 – x) < 0 (c) x2  4x + 12
(d) x(x – 2)  3 (e) (x + 2) < 2x + 7
2
(f) (3x + 1)(5 – x) > 13
CHAPTER 2

2. Find the range of values of x for 3x2 – 5x  16 + x(2x + 1).

Intensive Practice 2.1 Scan the QR code or visit bit.ly/2pSSNs6 for the quiz

1. Solve the quadratic equation 3x(x – 5) = 2x – 1. Give the answer in three decimal places.
2. Given a quadratic equation 2(x – 5)2 = 4(x + 7),
(a) express the equation in general form, that is ax2 + bx + c = 0.
(b) state the sum of roots and the product of roots of the equation.
3. If a and b are the roots of the quadratic equation 2x2 + 6x – 7 = 0, form equations with the
following roots:
5α 5β
(a) 1 , 1 (b) , (c) α + 3β, 3α + β
2α + 1 2β + 1 β α
4. If one of the roots of the equation 3x2 + 19x + k = 0 is –7, find the value of the constant k.
5. Given the quadratic equation rx2 + (r – 1)x + 2r + 3 = 0, where r is a non-zero integer, find the
value of r such that
(a) one root is negative of the other root,
(b) one root is the reciprocal of the other root,
(c) one root is twice the other root.
6. One root of the equation x2 – 8x + m = 0 is three times the other root, find the value of the
constant m and the roots.
7. The equation x2 + 2x = k(x – 1) has non-zero roots where the difference between the roots is
2, find the value of each root and the value of k.
8. The roots of the equation x2 + px + 27 = 0 are in the ratio of 1 : 3. Find the values of p.
9. Given 3 and h + 1 are the roots of the equation x2 + (k – 1)x + 9 = 0, find the possible
values of h and k.
10. The two roots of the equation x2 – 8x + c = 0 are a and a + 3d. Express c in terms of d.
11. Solve each of the following quadratic inequalities:
(a) 2x2 > x + 1 (b) (x – 3)2 < 5 – x (c) (1 – x)2 + 2x , 17
12. Find the value of m and of n for each of the following quadratic inequalities:
(a) x2 + mx , n which is satisfied by –3 , x , 4.
(b) 2x2 + m . nx which is satisfied by x , –2 or x . 5.
13. Given y = 2x2 + bx + 12 and y , 0, if 2 , x , a, find the value of a and of b.

44 2.1.3
 Quadratic Functions

2.2 Types of Roots of Quadratic Equations

Types of roots of quadratic equations and value of discriminant

You have learned that the roots of a quadratic equation can be found by using the formula

CHAPTER 2
–b ± b2 – 4ac
x= . Are the roots of a quadratic equation associated closely to the value of
2a
b2 – 4ac in the formula? Let’s explore.

InQuirY 3 In groups 21st Century Learning

Aim: To explore the relation between types of roots of the

quadratic equation ax2 + bx + c = 0 and the value of b2 – 4ac
Instructions:
1. Scan the QR code or visit the link on the right. bit.ly/2RS5Jff
2. Click one by one on the boxes which display the quadratic equations
y = x2 + 5x + 4, y = x2 – 6x + 9 and y = 9x2 – 6x + 2 to display each of the graphs.
3. Observe the positions of those graphs.
4. Identify the values of a, b and c as well as the roots of each graph when y = 0.
5. Discuss with the group members on the relation between the values of b2 – 4ac and
the types of roots obtained.
6. Present the findings of your group in front of the class.

From the results of Inquiry 3, note that the types of roots of

quadratic equations can be determined from the values of b2 – 4ac Smart TIPS
which is known as the discriminant and usually denoted by D. When the discriminant
b2 – 4ac  0, the equation
In general: has real roots.

1. If the discriminant b2 – 4ac > 0, the equation has two Mind Challenge
different real roots.
2. If the discriminant b2 – 4ac = 0, the equation has two What is the type of roots of
a quadratic equation if the
equal real roots. discriminant b2 – 4ac  0?
3. If the discriminant b2 – 4ac < 0, the equation has no real
roots. BRAINSTORMING
For the quadratic equation 9x2 – 6x + 2 = 0 which has no roots, Determine the roots of
note that the value of the discriminant is negative. Since √ –36 is the following quadratic
not a real number, then this quadratic equation has no real roots. equations. Give your
The square root of a negative number is known as an imaginary answers in terms of
imaginary number, i,
root and it is represented by i = √ –1. Then, the roots of the
i = !w
quadratic equation 9x2 – 6x + 2 can be written as –1.
(a) x2 + 4x + 5 = 0
6 ± √ –36(–1) 6 ± 6i 1±i
x= = = . (b) x2 – 2x + 3 = 0
18 18 3 (c) 2x2 – 6x + 5 = 0

2.2.1 45
 Example 6 Mind Challenge
Determine the type of roots for each of the following quadratic Why must the value of the
discriminant need to be
equation. found first when determining
(a) x2 + 5x – 6 = 0 the types of roots of a
(b) – 4x2 + 4x – 1 = 0 quadratic equation?
CHAPTER 2

(c) 2x2 – 4x + 5 = 0
Solution
(a) x2 + 5x – 6 = 0 with a = 1, b = 5 and c = –6
b2 – 4ac = 52 – 4(1)(–6)
= 49 (> 0)
Thus, the equation x2 + 5x – 6 = 0 has two real and different Tech Whizz
roots.
Check your answers by
(b) – 4x2 + 4x – 1 = 0 with a = – 4, b = 4 and c = –1 Mathpapa application
b2 – 4ac = 42 – 4(– 4)(–1) which can be downloaded
=0 from your mobile phone.
Thus, the equation –4x2 + 4x – 1 = 0 has two equal real
roots.
(c) 2x2 – 4x + 5 = 0 with a = 2, b = – 4 and c = 5
b2 – 4ac = (– 4)2 – 4(2)(5)
bit.ly/2LGCIgg
= –24 (< 0)
Thus, the equation 2x2 – 4x + 5 = 0 has no real roots.

Self Practice 2.4

1. Find the discriminant and determine the types of roots for each of the following quadratic
equation:
(a) x2 + 4x + 1 = 0 (b) x2 = 8(x – 2) (c) 5x2 + 4x + 6 = 0
(d) –3x2 + 7x + 5 = 0 (e) –x2 + 10x – 25 = 0 (f) (2x – 1)(x + 3) = 0

Solving problems involving types of roots of quadratic equations

The discriminant, D which determines the types of roots of a quadratic equation ax2 + bx + c = 0
can be used to:
(a) Find the value of a variable in the quadratic equation.
(b) Derive a relation.

Example 7
(a) The quadratic equation x2 + k + 3 = kx, where k is a constant, has two equal real roots.
Find the possible values of k.
(b) The roots of the equation (p + 2)x2 – 2px = 3 – p, where p is a constant, are real and
different. Find the range of values of p.
(c) Given the quadratic equation x2 + 4x + 13 = m(2 – x), where m is a constant, has no real
roots. Find the range of values of m.
46 2.2.1 2.2.2
 Quadratic Functions

Solution BRAINSTORMING
(a) x2 + k + 3 = kx Arrange the equation in
By assuming b2 – 4ac  0,
x2 – kx + k + 3 = 0 the general form
show that the solutions of
a = 1, b = –k and c = k + 3 the equation ax2 + bx + c = 0
Two real and are the reciprocal of the
b2 – 4ac = 0 solutions of the equation
equal roots

CHAPTER 2
(–k) – 4(1)(k + 3) = 0
2
cx2 + bx + a = 0.
k2 – 4k – 12 = 0
(k + 2)(k – 6) = 0
k = –2  or  k = 6
(b) ( p + 2)x – 2px = 3 – p
2
Arrange the equation in
MATHEMATICS
(  p + 2)x2 – 2px + p – 3 = 0 the general form
POCKET
a = p + 2, b = –2p and c = p – 3 Consider a line y = x + 4
Two real and
b2 – 4ac > 0 that crossed a curve
different roots
(–2p)2 – 4( p + 2)( p – 3) > 0 y = x2 + 3x + m as shown in
4p2 – 4( p2 – p – 6) > 0 the diagram below.
4p + 24 > 0 y
p > – 6
(c) x + 4x + 13 = m(2 – x)
2 y = x2 + 3x + m y=x+4
x2 + 4x + 13 = 2m – mx
x2 + 4x + mx + 13 – 2m = 0 Arrange the equation in
x2 + (4 + m)x + 13 – 2m = 0 the general form 0
x
a = 1, b = 4 + m and c = 13 – 2m To find the range of values
b2 – 4ac < 0 No real roots of m, solve both equations
(4 + m) – 4(1)(13 – 2m) < 0
2 simultaneously.
16 + 8m + m2 – 52 + 8m < 0 x2 + 3x + m = x + 4
m2 + 16m – 36 < 0 x2 + 2x + m – 4 = 0
This quadratic equation has
(m + 18)(m – 2) < 0 + + two real and different roots.
Thus, the range of values of m Thus,
m is –18 < m < 2. –18 – 2
b2 – 4ac > 0
22 – 4(1)(m – 4) > 0
4 – 4m + 16 > 0
Example 8 4m < 20
m < 5
Given the equation x2 – 4ax + 5b = 0 has two real and equal Hence, the range of values of
roots, express a in terms of b. m is m < 5. Discuss with your
friends and find the values
Solution of m or the range of values
x2 – 4ax + 5b = 0 where a = 1, b = – 4a and c = 5b. of m for the following cases:
• Line y = mx – 5 touches
Since the equation has two real and equal roots, a point on the curve
b2 – 4ac = 0 2y = x2 – 1.
(– 4a)2 – 4(1)(5b) = 0 • Line y = mx + 4 crosses a
16a2 – 20b = 0 curve 5x2 – xy = 2 at two
16a2 = 20b points.

a2 = 5 b
• Line y = 2x + 3 does not
4 cross the curve x2 + xy = m.

a = ± 1 !w 5b
2

2.2.2 47
 Self Practice 2.5
1. Find the values or range of values of p such that the equation
(a) 9x2 + p + 1 = 4px has two equal roots,
(b) x2 + (2x + 3)x = p has two real and different roots,
(c) x2 + 2px + (p – 1)(p – 3) = 0 has no real roots.
2. Find the range of values of k if the equation x2 + k = kx – 3 has two real and different roots.
CHAPTER 2

State the values of k if the equation has two real and equal roots.
3. The quadratic equation x2 + hx + k = 0 has roots of –2 and 6, find
(a) the value of h and of k,
(b) the range of values of c such that the equation x2 + hx + k = c has no real roots.
4. The equation hx2 + 3hx + h + k = 0, where h ≠ 0, has two real and equal roots. Express k in
terms of h.
5. Given the quadratic equation ax2 – 5bx + 4a = 0, where a and b are constants, has two real
and equal roots, find a : b.

Intensive Practice 2.2 Scan the QR code or visit bit.ly/2nCIGqQ for the quiz

1. Determine the types of roots for the following quadratic equations.

(a) x2 – 8x + 16 = 0 (b) (x – 2)2 = 3 (c) 2x2 + x + 4 = 0
2. The following quadratic equations have two real and equal roots. Find the values of k.
(a) x2 + kx = 2x – 9 (b) kx2 + (2k + 1)x + k – 1 = 0
3. The following quadratic equations have two real and different roots. Find the range of
values of r.
(a) x(x + 1) = rx – 4 (b) x2 + x = 2rx – r2
4. Find the range of values of p if the following equations have no real roots.
(a) (1 – p)x2 + 5 = 2x (b) 4px2 + (4p + 1)x + p – 1 = 0
5. The equation kx2 – 10x + 6k = 5, where k is a constant, has two real and equal roots.
(a) Find the values of k.
(b) Hence, find the roots of the equation by using the smallest value of k obtained in (a).
6. The quadratic equation x(x – 4) + 2n = m where m and n are constants, has two real and
equal roots. Express m in terms of n.
7. The quadratic equation x2 + bx + c = 0 where b and c are positive integers, has a
discriminant of 16 and b – c = –4. Find
(a) the possible values of b and c,
(b) the corresponding roots of the equations.
8. The quadratic equation 2x2 – 5x + c = 0 where c is a positive integer, has no real roots.
(a) Find two possible values of c, that is c1 and c2.
1
(b) Based on the values of c1 and c2 in (a), does the equation 2x2 – 5x + (c1 + c2) = 0 have
2
two real roots? Explain.

48 2.2.2
 Quadratic Functions

2.3 Quadratic Functions

A ball is thrown into the net. What can you observe from the
path of the ball? If you observe the path of the ball, it follows
the shape of a parabola. The path or the curve is the shape of

CHAPTER 2
the graph of a quadratic function. What are other examples that
involve the shape of a parabola?

Analysing the effect of changes of a, b and c towards the shape and

position of the graph for f (x) = ax2 + bx + c
The general form of a quadratic function is a function in the form of f(x) = ax2 + bx + c where
a, b, and c are constants and a ≠ 0. The shape of the graph of a quadratic function is a parabola
which is symmetrical about the axis that passes through the minimum point or maximum point.
f(x) f(x) Maximum point
Axis of symmetry MATHEMATICS
POCKET
x
y = f(x) 0 The highest power of a
quadratic function is the
same as the highest power
y = f(x) of a quadratic equation,
x that is 2.
0
Minimum point Axis of symmetry

What are the effects on the shape and position of the quadratic function graph if the values
of a, b and c change? Let’s explore.

InQuirY 4 In groups 21st Century Learning

Aim: To explore the effects of changes in the values of a, b and c

towards the shape and position of the quadratic function graph
Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/324HT0w
2. Observe the graph of function f(x) = ax2 + bx + c, where a = 1,
b = 2 and c = 3.
3. In groups, analyse the changes of shape and position of the quadratic function graph
based on the following instructions:
(a) Drag slide a to the left and to the right without changing slide b and slide c.
(b) Drag slide b to the left and to the right without changing slide a and slide c.
(c) Drag slide c to the left and to the right without changing slide a and slide b.
4. Make a generalisation on the effects of changes in the values of a, b and c on the
shape and position of the graph of f(x) = ax2 + bx + c.
5. Present the findings of your group in front of the class and discuss with other groups.

2.3.1 49
 From the results of Inquiry 4, the following findings are obtained.
Changes in shape and position of the graph of function f(x) = ax2 + bx + c
• Change in value of a affects the shape and width of the graph, however the
y-intercept remains unchanged.
• When a . 0, the shape of the graph is which passes through the minimum point and
when a , 0, the shape of the graph is which passes through the maximum point.
Only the
• For the graph a . 0, for example a = 1, when the value of a is larger than 1, the
CHAPTER 2

value of a
width of the graph decreases. Conversely, when the value of a is smaller than 1 and
changes
approaches 0, the width of the graph increases.
• For the graph a , 0, for example a = –1, when the value of a is smaller than –1, the
width of the graph decreases. Conversely, when the value of a increases from ­–1 and
approaches 0, the width of the graph increases.
• Change in value of b only affects the position of vertex with respect to the y-axis,
however the shape of the graph and the y-intercept are unchanged.
Only the • When b = 0, the vertex is on the y-axis.
value of b • For the graph a . 0, when b . 0, the vertex is on the left side of the y-axis and
changes when b , 0, the vertex is on the right side of the y-axis.
• For the graph a , 0, when b . 0, the vertex is on the right side of the y-axis and
when b , 0, the vertex is on the left side of the y-axis.
Only the • Change in value of c only affects the position of graph either vertically upwards or
value of c vertically downwards.
changes • The shape of the graph is unchanged.

Example 9
The diagram shows the sketch of the graph for f(x) = x2 + 1 where f(x)
a = 1, b = 0 and c = 1. Make an analysis and a generalisation on
the shape and position of the graph when the following values change.
Hence, sketch the graph.
(a) The value of a becomes f(x) = x2 + 1
2,          (ii) 1 .
(i)  1
2 0
x
(b) The value of c becomes 3.

Solution
(a) (i) When a changes from 1 to 2, the 1
(ii) When a changes from 1 to ,
width of the graph decreases. The 2
the width of graph increases. The
y-intercept does not change and
y-intercept does not change and the
the vertex is on the y-axis.
vertex is on the y-axis.
f(x) f(x)

f(x) = x2 + 1
f(x) = 2x2 + 1 1
f(x) = x2 + 1 f(x) = –– x2 + 1
2
1 x 1 x
0 0

50 2.3.1
 Quadratic Functions

(b) When c changes from 1 to 3, the shape of the graph remains f(x)
unchanged. The only change is the position, that is, the graph
moves 2 units upwards.
f(x) = x2 + 3
3 f(x) = x2 + 1

CHAPTER 2
1 x
0

Self Practice 2.6

1. The diagram on the right shows the graph for f(x) = –x2 + x + 6, f(x)
where a = –1, b = 1 and c = 6. Sketch the graph of f(x) formed
when the following values change. 6 f(x) = –x2 + x + 6
(a) The value of a changes to
(i) –3          (ii)  – 1,
4
(b) The value of b changes to –1, x
(c) The value of c changes to –2. –2 0 3
Make a generalisation from the changes in the shape and position of the graphs obtained.

Relating the position of the graph of a quadratic function and the

types of roots
You have learned that the discriminant b2 – 4ac of a quadratic equation ax2 + bx + c = 0
can be used to determine the types of roots. Let’s see how the types of roots of a quadratic
equation can determine the position of the graph of a quadratic function f(x) = ax2 + bx + c with
respect to the x-axis.

InQuirY 5 In groups

Aim: To explore the relation between the position of the graph of quadratic function and
types of roots
Instructions:
1. Each group has to choose only one case out of the following two cases.

Case 1 Case 2
(a) f(x) = x + 4x + 4
2
(a) f (x) = –x2 + 2x – 1
(b) f(x) = 2x2 + 7x – 4 (b) f (x) = –2x2 – 8x – 5
(c) f(x) = x2 – 6x + 12 (c) f (x) = –x2 + 6x – 10
    
2. By using a dynamic geometry software, plot the graph of each quadratic function in the
case chosen.
3. Observe the shapes of the graphs obtained and the respective roots.
4. State the relation between the value of b2 – 4ac, types of roots and the number of
intersection points on the x-axis.
5. From the relation, state the position of the graph of the quadratic function obtained.
6. Compare the findings of your group with other groups of different case and make a
conclusion on the comparison made.

2.3.1 2.3.2 51
 From the results of Inquiry 5, the relation between the position of graph of quadratic function
f(x) = ax2 + bx + c on the x-axis and the types of roots can be summarised as shown in the table
below.

Discriminant, Types of roots and Position of graph of function f(x) = ax2 + bx + c

b2 – 4ac position of graph a>0 a<0
CHAPTER 2

• Two real and

different roots
b2 – 4ac > 0 • The graph intersects x x
α α β
the x-axis at two β
different points.
• Two real and equal α=β x
roots
b2 – 4ac = 0 • The graph touches
the x-axis at one x
point only. α =β

• No real roots x
• The graph does not
b2 – 4ac < 0 intersect at any point
on the x-axis.
x

Example 10
Determine the types of roots for each of the following quadratic functions when f(x) = 0. Then,
sketch the graph and make a generalisation on the position of graph at the x-axis.
(a) f(x) = 2x2 + x – 5 (b) f(x) = –x2 + 2x – 1

Solution
(a) f(x) = 2x2 + x – 5
a = 2, b = 1, c = –5
b2 – 4ac = (1)2 – 4(2)(–5)
x
= 41 (> 0)
The quadratic function has two real and different roots. Since
a > 0, thus the graph of f(x) is a parabola which passes through
the minimum point and intersects the x-axis at two points.
(b) f(x) = –x2 + 2x – 1 x
a = –1, b = 2, c = –1
b2 – 4ac = (2)2 – 4(–1)(–1)
=0
The quadratic function has two real and equal roots. Since
a < 0, thus the graph of f(x) is a parabola which passes through
the maximum point and intersects the x-axis at one point.

52 2.3.2
 Quadratic Functions

Example 11
(a) Find the values of m such that the x-axis is the tangent to the graph of a quadratic
function f (x) = (m + 1)x2 + 4(m – 2)x + 2m.
(b) Find the range of values of k if the graph of a quadratic function f (x) = 2x2 + 5x + 3 – k
has no x-intercept.
(c) Find the range of values of p if the graph of a quadratic function f (x) = x2 + px + p + 3

CHAPTER 2
has two x-intercepts.

Solution
(a) The graph of a quadratic function f (x) = (m + 1)x2 + 4(m – 2)x + 2m such that the x-axis is
a tangent to the graph which means the function has two real and equal roots.
For two real and equal roots:
b2 – 4ac = 0
(4m – 8)2 – 4(m + 1)(2m) = 0
16m2 – 64m + 64 – 8m2 – 8m = 0
8m2 – 72m + 64 = 0
m2 – 9m + 8 = 0
(m – 1)(m – 8) = 0
m = 1 or m = 8
(b) The graph of a quadratic function f (x) = 2x2 + 5x + 3 – k has no x-intercept, which means
the function has no real roots.
For no real roots:
b2 – 4ac < 0
52 – 4(2)(3 – k) < 0
25 – 24 + 8k < 0
1 + 8k < 0
8k < –1
k < –  1
8
(c) The graph of a quadratic function f (x) = x2 + px + p + 3
has two x-intercepts which means the function has two
real and different roots.
For two real and different roots:
b2 – 4ac > 0
BRAINSTORMING
p – 4(1)( p + 3) > 0
2
What are the rules of
p2 – 4p – 12 > 0 a quadratic function
(p + 2)(p – 6) > 0 f(x) = ax2 + bx + c so that it
p < – 2  or  p > 6 is always positive or always
negative for all real values
of x? Discuss.

+ +

p
–2 – 6

2.3.2 53
 Self Practice 2.7
1. Determine the types of roots for each of the following quadratic function. Sketch the graph
and make generalisation on the position of the graph on the x-axis.
(a) f (x) = –3x2 + 6x – 3 (b) f (x) = x2 + 2x – 3 (c) f (x) = 4x2 – 8x + 5
2. Find the possible values of h if the graphs of the following quadratic functions touch the
x-axis at only one point.
CHAPTER 2

(a) f (x) = x2 – 2hx + 2 + h (b) f (x) = x2 – (h + 3)x + 3h + 1

3. Find the range of values of q if the graph of the following quadratic functions intersect the
x-axis at two points.
(a) f (x) = 5x2 – (qx + 4)x – 2 (b) f (x) = (q + 2)x2 + q(1 – 2x) – 5
4. Find the range of values of r if the graphs of the following quadratic functions do not
intersect the x­-axis.
(a) f (x) = rx2 + 4x – 6 (b) f (x) = rx2 + (2r + 4)x + r + 7

Making relation between the vertex form of a quadratic function

f (x) = a (x – h)2 + k with the other forms of quadratic functions
The diagram on the right shows the sketch of graph of a f(x)
quadratic function in the vertex form, f (x) = (x – 2)2 – 9. Since
a > 0, the graph of the quadratic function is in the shape of .
Note that the graph of this quadratic function has its vertex f(x) = (x – 2)2 – 9
at the minimum point (2, –9) and the equation of the axis of
symmetry, x = 2. x
–1 0 5
The vertex form is a quadratic function in the form of
f(x) = a(x – h)2 + k, where a, h and k are constants. The vertex
is (h, k) and it is symmetrical about the line x = h. –5
When a > 0, the vertex (h, k) is the minimum point and k
(2, –9)
is the minimum value of f (x). When a < 0, the vertex (h, k) is
the maximum point and k is the maximum value of f(x). x=2

Other than the vertex form, the quadratic function can be written in the following form:

Form of quadratic functions

• General form, f (x) = ax2 + bx + c, where • Intercept form, f (x) = a(x – p)(x – q),
a, b and c are constants with a vertex at where a, p and q are constants. p and q are

( ( ))
the point –  b , f  –  b and symmetrical
the roots or x-intercepts for f (x), its vertex is

( ( ))
2a 2a p+q p+q
at the point , f  and
2 2
about the line x = –  b . p+q
2a symmetrical about the line x = .
2

What is the relation that exists between vertex form of quadratic functions with the general
form and the intercept form? Let’s explore.
54 2.3.2 2.3.3
 Quadratic Functions

InQuirY 6 In groups

Aim: To explore the relation between the vertex form of a quadratic function with the
general form and intercept form
Instructions:
1. Consider a quadratic function in the vertex form, f (x) = (x – 4)2 – 4.
2. In each group, discuss and express the quadratic function in the vertex form into

CHAPTER 2
general form and intercept form.
3. Then, copy and complete the table below.

Shape of
Quadratic Axis of
quadratic x-intercept y-intercept Vertex
function symmetry
function
Vertex form f (x) = (x – 4)2 – 4

General form

Intercept form

4. Sketch the graphs for each of the forms of the quadratic function. Check the sketching
of graphs by using dynamic geometry software.
5. Compare the graphs of quadratic function which are plotted in the vertex form,
general form and intercept form.
6. Carry out a brainstorming session in the group and obtain a conclusion on the relation
that exists between quadratic function in the vertex form with the general form and
intercept form.

From the results of Inquiry 6, it is found that the quadratic function f (x) = (x – 4)2 – 4 in vertex
form, general form and intercept form produced the same graph when they are sketched.
In expressing quadratic function in the vertex form to general form and intercept form or
vice versa, the following methods can be used:

Expansion Factorisation or formula

f (x) = a(x – h)2 + k f (x) = ax2 + bx + c f (x) = a(x – p)(x – q)

Vertex forms General form Intercept form

Completing the square Expansion

2.3.3 55
 Example 12 Mind Challenge
(
Express quadratic function, f(x) = 2 x +
9
4 )–
1
2

8
in the Not all the vertex forms
or general forms can be
intercept form, f(x) = a(x – p)(x – q), where a, p and q are expressed in intercept form,
constants and p , q. Hence, state the values of a, p and q. only graphs which have
x-intercept can be expressed.
CHAPTER 2

Do you agree with the

Solution statement?
Convert the vertex form of the quadratic function into the
general form first.
( 4
2
)
f(x) = 2 x + 9 –  1
8 Alternative Method
(
= 2 x2 + x + 81 –  1
9
2 )
16 8 ( )
2
f(x) = 2 x + 9 – 1
= 2x2 + 9x + 10 General form 4 8
= (2x + 5)(x + 2) [( ) ]
2
9 1

( )
=2 x+ – 2
4 4
= 2 x + 5 (x + 2) Intercept form Use a2 – b2 = (a + b)(a – b)
2
Thus, the quadratic function in the intercept form for ( )(
f(x) = 2 x + 9 + 1 x + 9 – 1 )
( )
4 4 4 4
f(x) = 2 x + 9 –  1 can be expressed as
2

4 8
=2x+( )(
10 x+ 8
)
( )
4 4
f(x) = 2 x + (x + 2), where a = 2, p = –  5 and q = –2.
5
( )
5
= 2 x + (x + 2)
2 2 2

Example 13
Express f(x) = –3x2 + 2x + 1 as f(x) = a(x – h)2 + k, where a,
h and k are constants. Hence, determine the values of a, h
and k.

Solution
f(x) = –3x2 + 2x + 1
Make sure the coefficient of x2 is 1 before completing the square.

f(x) = –3x2 + 2x + 1
(
= –3 x2 – 2 x – 1
3 3) Factorise –3 from –3x2 + 2x + 1

[
3 ( ) ( ) ]
= –3 x2 – 2 x + –1 – –1 – 1
3
2

3
2

3
Add and subtract

 
coefficient of x 2
BRAINSTORMING
[( )
= –3 x – 1 – –1 – 1
3
2
( ) ]
3
2

3
2

[( ) ]
By using completing the

= –3 x – 1 2
– 4 square method, show
3 9 that the equation of the
1
( ) 4
2 axis of symmetry for
= –3 x – + f(x) = ax2 + bx + c is
3 3
x = –  b .
Thus, a = –3, h = and k = 4 .
1 2a
3 3

56 2.3.3
 Quadratic Functions

Self Practice 2.8

1. Given f(x) = 2(x – 3)2 – 8 = a(x – p)(x – q) for all values of x, find the values of the constants
a, p and q where p , q.
2. Express each of the following vertex form into general form and intercept form.
(a) f(x) = (x – 2)2 – 1 (b) f(x) = 9 – (2x – 1)2 (c) f(x) = 2(x + 1)2 – 18

CHAPTER 2
3. Find the vertex of the function f(x) = – 1 (x + 4)2 – 5 and convert it into general form.
2
4. The diagram on the right shows the graph of quadratic f(x)
function f(x) = a(x + h) + k, where a, h and k are constants.
2

Given (–2, 16) is the maximum point of the graph. (–2, 16)
(a) State the values of a, h and k.
(b) Hence, express the function in general form, 12
f(x) = ax + bx + c and intercept form,
2
f(x) = a(x + h)2 + k
f(x) = a(x – p)(x – q).
x
0

5. Express each of the following in the vertex form, f(x) = a(x + h)2 + k, where a, h and k are
constants.
(a) f(x) = x2 – x – 6 (b) f(x) = –x2 – 2x + 4 (c) f(x) = –2x2 – x + 6
(d) f(x) = 3x – 2x – 9
2
(e) f(x) = (x + 2)(6 – x) (f) f(x) = 2(x + 4)(x – 2)

Analysing the effect of change of a, h and k on the shape and

position of graph for f (x) = a(x – h)2 + k
The quadratic function in the vertex form, f(x) = a(x + h)2 + k, where a, h and k are constants
has its vertex at (h, k) and it is symmetrical about the line x = h. What will happen to the
shape and position of the graph of function f(x) when the values of a, h and k are changed?

InQuirY 7 In groups 21st Century Learning

Aim: To explore the effect of change in the values of a, h and k

on the shape and position of the graph f(x) = a(x – h)2 + k
Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2OrShvq
2. Observe the graph of function f(x) = a(x – h)2 + k where a = 2,
h = 3 and k = 1.
3. In groups, make an analysis and state the observation on the shape and position of the
graph based on each of the following instructions:
(a) Drag slide a to the left and to the right without changing slide h and slide k.
(b) Drag slide h to the left and to the right without changing slide a and slide k.
(c) Drag slide k to the left and to the right without changing slide a and slide h.
4. What happens to the axis of symmetry, minimum value or maximum value of the graph
when the values of a, h or k change?
5. Make a generalisation on the effect of change in the values of a, h and k on the shape
and position of the graph f(x) = a(x – h)2 + k.

2.3.3 2.3.4 57
 From the results of Inquiry 7, it is found that:
Changes in shape and position of the graph of function f(x) = a(x – h)2 + k
• Change in value of a affects the shape and width of graph.
• When a . 0, the graph is in the shape of which passes through the minimum point and
when a , 0, the graph is in the shape of which passes through the maximum point.
• For the graph a . 0, for example a = 2, when the value of a is increased to more
Only the
CHAPTER 2

than 2, the width of the graph decreases. Conversely, when the value of a decreases
value of a
from 2 and approaches 0, the width of the graph increases.
changes
• For the graph a , 0, for example a = –2, when the value of a is decreased to smaller
than –2, the width of the graph decreases. Conversely, when the value of a increases
from –2 and approaches 0, the width of the graph increases.
• The axis of symmetry and the maximum or minimum value remain unchanged.
• The change in the values of h only shows the horizontal movement of the graph.
Only the
• When the value of h increases, the graph will move to the right whereas when the
value
value of h decreases, the graph will move to the left.
of h
• The position of the axis of symmetry changes but the minimum or maximum values
changes
remain unchanged.
• The change in the values of k only shows vertical movement of the graph.
Only the • When the values of k increases, the graph will move upwards whereas when the
value of k value of k decreases, the graph will move downwards.
changes • The maximum and minimum values change but the axis of symmetry remain
unchanged.

Example 14
The diagram on the right shows the graph of f(x) = 2(x + 2)2 + 3, where f(x)
a = 2, h = –2 and k = 3. Make generalisation on the effect of change in
each of the following values on the shape and position of the graph. 11
(a) The value of a changes to
(i) 6,            (ii) 1 .
f(x) = 2(x + 2)2 + 3
2 3
(b) The value of h changes to –6.
x
(c) The value of k changes to 8. –2 0

Solution
(a) (i) When a changes from 2 to 6, the 1
(ii) When a changes from 2 to , the
width of the graph decreases. The 2
width of the graph increases. The axis
axis of symmetry and the minimum of symmetry and the minimum value
value remain unchanged. remain unchanged.
f(x) f(x)

f(x) = 6(x + 2)2 + 3 11 1 11

f(x) = – (x + 2)2 + 3
2

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

3
x x
–2 0 –2 0

58 2.3.4
 Quadratic Functions

(b) When h changes from –2 to – 6, the graph (c) When k changes from 3 to 8, the graph
with the same shape moves horizontally with the same shape moves vertically 5
4 units to the left. The equation of the units upwards. The minimum value
axis of symmetry becomes x = – 6 and the becomes 8 and the equation of the axis of
minimum value remains unchanged, that symmetry is still the same, that is x = –2.
is 3.

CHAPTER 2
f(x)
f(x)
f(x) = 2(x + 2)2 + 3 16
11
f(x) = 2(x + 2)2 + 8
11

3 8
f(x) = 2(x + 6)2 + 3
x f(x) = 2(x + 2)2 + 3
–6 –2 0 3
x
–2 0

Self Practice 2.9

1. The diagram on the right shows the graph of f(x) = –3(x – 2)2 + 4 f(x)
where a = –3, h = 2 and k = 4.
(a) Determine the coordinate of maximum point and the equation f(x) = –3(x – 2)2 + 4
of the axis of symmetry. 4
(b) Make generalisation on the shape and position of the graph
when the following values change. Hence, sketch the graphs.
(i) The value of a changes to –10. x
0
(ii) The value of h changes to 5. 2
(iii) The value of k changes to –2.

2. The diagram on the right shows the graph of function

f(x) = (x – 3)2 + 2k, where k is a constant. Given (h, –6) is the f(x)
f(x) = (x – 3)2 + 2k
minimum point of the graph.
(a) State the values of h, k and p.
(b) If the graph moves 2 units to the right, determine the p
equation of the axis of symmetry for the curve.
(c) If the graph moves 5 units upwards, determine the x
0
minimum value.
(h, – 6)

3. Compare the graph of each of the following quadratic functions to the graph of f(x) = x2 with
its vertex at (0, 0).
(a) f(x) = 1 (x – 6)2 (b) f(x) = 3(x – 1)2 + 5 (c) f(x) = 1 (x + 1)2 – 4
2 4

2.3.4 59
 Sketching the graphs of quadratic functions

The graph of a quadratic function in various shapes can be sketched by following the steps below:

Identify the value of Find the value of

CHAPTER 2

a to determine the discriminant, b2 – 4ac

Determine the vertex.
shape of the graph of a to determine the
quadratic function. position of the graph.

Plot the points obtained

on the Cartesian Determine the
plane and draw a Find the value of intersection point on the
smooth parabola that f(0) to determine the x-axis by solving the
is symmetrical at the y-intercept. equation of quadratic
vertical line passing function f(x) = 0.
through the vertex.

Example 15 BRAINSTORMING
Sketch the graph of quadratic function f(x) = –x2 + 4x + 12. How to sketch a quadratic
function graph in
Solution Example 15 in the domain
–3  x  7?
a < 0, so f(x) has a maximum point
b2 – 4ac = 42 – 4(–1)(12)
= 16 + 48
= 64 (> 0)
The curve intersects the x-axis at two different points.
f(x) = –x2 + 4x + 12
= – (x2 – 4x – 12)
[ ( ) ( )
= –  x2 – 4x + – 4 – – 4 – 12
2
2

2
2
]
= – (x – 2)2 + 16
Maximum point is (2, 16) and the equation of the axis of BRAINSTORMING
symmetry, x = 2.
f(x) = 0 Without expressing to
–x2 + 4x + 12 = 0 vertex form, how to find
(–x + 6)(x + 2) = 0 the vertex of a quadratic
function in general
–x + 6 = 0   or   x + 2 = 0 form, f(x) = ax2 + bx + c
x = 6 x = –2 and intercept form,
The intersection on the x-axis are x = –2 and x = 6. f(x) = a(x – p)(x – q)? Discuss.
f (0) = – (0)2 + 4(0) + 12
= 12
The graph intersects the y-axis at (0, 12).
60 2.3.5
 Quadratic Functions

The curve is sketched as shown in the f(x)

diagram on the right. x=2
(2, 16)

12 f(x) = –x2 + 4x + 12

CHAPTER 2
x
–2 0 6

Self Practice 2.10

1. Sketch the graphs of the following quadratic functions.
(a) f(x) = (x – 1)2 – 4 (b) f(x) = 2(x + 2)2 – 2 (c) f(x) = 9 – (x – 2)2
(d) f(x) = –2(x – 1)(x – 3) (e) f(x) = –(x + 3)(x + 5) (f) f(x) = 2(x + 1)(x – 3)
(g) f(x) = –x2 + 4x + 5 (h) f(x) = 2x2 + 3x – 2 (i) f(x) = –x2 + 4x + 12

Solving problems of quadratic functions

The knowledge on quadratic function is very important and it is widely used in our daily lives.
The graph of a quadratic function in the shape of a parabola helps us to solve many problems.
For example, it can be used to forecast the profit or loss in business, plot the curved motion of
an object and determine the minimum or maximum values.

Example 16 Mathematics Application

Suresh is chosen to represent his school in the district level javelin competition. He throws
the javelin at a distance of 3 metres from the ground. The height of the javelin is given by the
function h(t) = –5t2 + 14t + 3, where h is the height, in metres, of the javelin and t is the time,
in seconds.
(a) Find the maximum height, in metres, of the javelin thrown by Suresh.
(b) Calculate the time, in seconds, when the javelin touches the ground.

Solution

1 . Understanding the problems

The function of the height of javelin is h(t) = –5t2 + 14t + 3, where h is the height of
javelin, in metres, and t is the time, in seconds, after the javelin is thrown.

2 . Planning a strategy
◆ Express the quadratic function in vertex form and determine the maximum value.
◆ Solve the equation h(t) = 0 to find the intercept on the t-axis, that is the time for the
javelin to touch the ground.

2.3.5 2.3.6 61
 3 . Implementing the strategy
(a) h(t) = –5t2 + 14t + 3

(
= –5 t2 – 14 t – 3)
Make the coefficient of t2 as 1
5 5
( ( ) ( ) )  
2
coefficient of t
CHAPTER 2

= –5 t – 2 14 t + –  7 – –  7 – 3
2 2 Add and subtract
2
5 5 5 5
[( ) ]
= –5 t –  7 – 64
5
2

25
( )  
7 64
= –5 t –  7 2
+ 64 Vertex is ,
5 5
5 5
Since a < 0, then the maximum value of h(t) is 64 when t = 7 .
5 5
Thus, the maximum height reached by the javelin is 64 metres = 12.8 metres.
5
(b) h(t) = 0
–5t + 14t + 3 = 0
5t2 – 14t – 3 = 0
(5t + 1)(t – 3) = 0
t = –  1 (rejected) or t = 3
5
Thus, the time when the javelin touches the ground is 3 seconds.

4 . Making a conclusion
Function h(t) = –5t2 + 14t + 3.
(a) Coordinates of the maximum height:
t = –  b
2a
= –  14
2(–5)
= 1.4
Substitute t = 1.4 into the quadratic function,
h(1.4) = –5(1.4)2 + 14(1.4) + 3
= 12.8
Thus, the maximum height achieved by the javelin is 12.8 metres after 1.4 seconds.
(b) When the time is 3 seconds:
h(t) = –5(3)2 + 14(3) + 3
= – 45 + 42 + 3
= 0

62 2.1.1
2.3.6
 Quadratic Functions

Self Practice 2.11

1. The function h(t) = –5t2 + 8t + 4 represents the height h, in metres, of a diver from the water
surface in a swimming pool, t seconds after he dives from the diving board. Find
(a) the height, in metres, of the diving board from the water surface,
(b) the time, in seconds, the diver achieves at the maximum height,
(c) the maximum height, in metres, the diver achieves,

CHAPTER 2
(d) the time, in seconds, when the diver is in the air.
2. A tunnel at a certain part of a highway is in the shape of
parabola. The height, in metres, of the curve of the parabola is
given by the function h(x) = 15 – 0.06x2, where x is the width of
the tunnel, in metres.
(a) Determine the maximum height, in metres, of the tunnel.
(b) Find the width, in metres, of the tunnel.

3. The diagram on the right shows the cross section of y

a parabolic satellite whose function is represented by y = 1– x2
1 4
f(x) = x2, where x and y are measured in metres. Find
4 (–2, 1) (2, 1)
the width and the depth of the parabola, in metres. x
0
4. The diagram on the right shows a suspension bridge.
The function of the cables between the two pillars of the
1 2 y
bridge is represented by y = x – x + 150, where x
400 1
and y are measured in metres. The minimum point of y = ––– x2 – x + 150
400
the cable is on the road surface at the middle of the two Road
pillars.
(a) What is the distance between the minimum point
x
and each pillar? 0
(b) What is the height of the road above the water level? Pillars

Scan the QR code or visit bit.ly/33jjtRj for the quiz

Intensive Practice 2.3
1. Find the values or range of values of k, if the quadratic function
(a) f(x) = kx2 – 4x + k – 3 has only one intercept,
(b) f(x) = 3x2 – 4x – 2(2k + 4) intersects the x-axis at two different points.
2. Find the smallest value of integer m such that the function f(x) = mx2 + 7x + 3 is always
positive for all real values of x.
3. The quadratic function is defined by f(x) = x2 + 6x + n, where n is a constant.
(a) Express f(x) in the form (x – h)2 + k, where h and k are constants.
(b) Given the minimum value of f(x) is –5, find the value of n.
(c) Sketch the curve of f(x).

2.3.6 63
 4. Find the range of values of r such that the line y = rx + 4 does not intersect the curve
y = x2 – 4x + 5. State the values of r such that the line y = rx + 4 is a tangent to the curve
y = x2 – 4x + 5.
5. Explain the effect on the shape and position of the graph for each change on the following
quadratic functions.
(a) Change f(x) = 3(x – 1)2 + 2 to f(x) = 6(x – 1)2 + 2.
CHAPTER 2

(b) Change f(x) = 3(x – 1)2 + 2 to f(x) = 3(x – 4)2 + 2.

(c) Change f(x) = 3(x – 1)2 + 2 to f(x) = 3(x – 1)2 + 5.
6. The height, h, in metres, of a bird to catch a fish in a pond can
be represented by the function h(t) = 2(t – 3)2, where t is the
time, in seconds, when the bird starts to fly to catch the fish.
(a) Sketch the graph of h(t).
(b) The movement of another bird is represented by the function
r(t) = 2h(t). Sketch the graph of r(t).
(c) Compare the graphs of h(t) and r(t). Which bird starts
to move at the highest position? Explain.
7. Given a quadratic function f(x) = 3 – 4k – (k + 3)x – x2, where k is a constant, is always
negative when p , k , q. Find the value of p and of q. f(x)
8. The diagram on the right shows a bridge PQ of length 8 m 1 x2 + bx + c C
A y = ––
across a river. The supporting cable ABC on the bridge can be 8
1
represented by the function f(x) = x2 + bx + c, where b and
8
c are constants. B
(a) Find the value of b.
x
(b) Find the value of c such that the minimum point B on 0 P 8m Q
the cable is always above PQ.
(c) Find the values of c if b is 2 m above PQ.
9. The function h(t) = –4t 2 + 32t as shown in the diagram on
the right represents the height, in metres, of a firework, h(t) = – 4t 2 + 32t
t seconds after it was launched. The fireworks exploded at
the highest point.
(a) When did the firework explode?
(b) What was the height at which the fireworks explode?
y
10. The diagram on the right shows the graph of y = –(x – a)(x – b)
where a , b. y = – (x – α)(x – β )
(a) Given that M is the midpoint of AB, express the
x
following lengths, in terms of a and/or b. 0 A B
(i) OA (ii) OB
C
(iii) OC (iv) OM
a+b
(b) Can you interpret and – ab in the diagram
2
geometrically?
11. The maximum value of f(x) = x2 – 4nx + 5n2 + 1 is m2 + 2n where m and n are constants.
Show that m = n – 1.
64
 Quadratic Functions

Summary OF Chapter 2
me (x – )(x – ) = 0
Completing the th or
o

CHAPTER 2
square ng x2 – ( + )x + =6
Graph sketching
d
g
on in

equ rmi
of
olv
fs

i
so l v

fo
at
o
od
Formula ing Number line

th
me
Quadratic equation Quadratic Table
ax2 + bx + c = 0 inequalities

a > 0, graph in the shape of

involves QUADRATIC a < 0, graph in the shape of
FUNCTIONS
Type of roots

hanges
For a > 0,
Discriminant b > 0, graph shifts to the left
D = b2 – 4ac c b < 0, graph shifts to the right
Quadratic functions
of

ec
ts

eff c increases, graph shifts upwards

General form c decreases, graph shifts downwards
f(x) = ax2 + bx + c
Two real and
of changes
distinct roots e cts
f f
D>0 a > 0, graph in the shape of
e

Vertex form a < 0, graph in the shape of

f(x) = a(x – h) + k
2

Two equal roots

D=0 h increases, graph shifts to the right
Intercept form h decreases, graph shifts to the left
f(x) = a(x – p)(x – q)
No real roots k increases, graph shifts upwards
D<0 k decreases, graph shifts downwards

WRITE YOUR JOURNAL

The word quadratic originates from the word quad which means four but a quadratic
equation involves polynomial with the maximum power of 2. Carry out a study on the
origin of the word quadratic that is related to quadratic equation. Produce a graphical folio
on your study.

65
 MASTERY PRACTICE

1. Solve the quadratic equation 3x(x – 4) = (2 – x)(x + 5). Write the answer in three decimal
places. PL2
2. Given the quadratic equation (x – 4)2 = 3. PL2
CHAPTER 2

(a) Express the equation in the general form, ax2 + bx + c = 0.

(b) State the sum of roots and products of roots of the equation.
(c) Determine the type of roots of the equation.
3. Find the values of k or the range of values of k such that the equation x2 + kx = k – 8 has PL2
(a) two equal roots,
(b) two real and different roots,
(c) real roots.
4. Given the quadratic equation 3x2 + px – 8 = 0, where p is a constant. Find the value of p if
(a) one of the roots of the equation is –2, PL2

(b) the sum of roots of the equation is 1 .

3
5. Given 3hx2 – 7kx + 3h = 0 has two real and equal roots, where h and k are positive. Find the
ratio h : k and solve the equation. PL3

6. Find the range of values of x for x2 – 7x + 10 . 0 and x2 – 7x < 0. Hence, solve the inequality
–10 , x2 – 7x < 0. PL5
7. The diagram on the right shows the graph of quadratic function f(x)

f(x) = –  1  [(x + p)2 + q]. The line y = 4 is the tangent to the

3 y=4
curve. Find PL3
(a) the roots for f(x) = 0,
(b) the values of p and of q, 0 3 7
x
(c) the equation of the axis of symmetry of the curve,
(d) the range of values of x when f(x) is positive.
8. The diagram on the right shows the graph of f(x) = x2 + bx + c, f(x)
where b and c are constants. Find PL3
(a) the values of b and of c,
(b) the coordinates of the minimum point,
(c) the range of values of x when f(x) is negative, y = f(x)
(d) the maximum value when the graph is reflected in the x-axis.
x
0 2 6

9. A boat moves 24 km to the east and the water current was 3 km/h. The to-and-fro journey
took 6 hours. Find the velocity of the boat, in km/h, if the boat maintained its uniform
velocity. PL5

66
 Quadratic Functions

10. An ancient Chinese book, Jiuzhang Suanshu which means “Nine Chapters on Mathematics
Arts” contained the following problem. PL4

“ The height of a rectangular door is 6.8 units more than its width and the length
between two opposite vertices is 100 units. Find the width of the door.”

CHAPTER 2

Using a quadratic formula, solve the problem.

11. The diagram on the right shows the cross section of a drain around House wall
the house. If the shape of the drain is represented by the equation
1
y = x2 – 24x + 700, find PL5
5 Floor
(a) the width of the opening of the drain,
(b) the minimum depth of the drain. Drain
y
12. The path of a shot put thrown by Krishna in a competition can be
represented by the quadratic function graph as shown in the diagram
on the right. The shot put is thrown at a height of 2 m and the path (3, 2.5)
passes through the maximum point (3, 2.5). PL4
(a) Express the equation of the path of shot put in the form 2
y = a(x – h) + k, where a, h and k are constants.
2
x
(b) Find the maximum distance of the horizontal throw, in 0
metres, by Krishna.

Exploring MATHEMATICS
The functions for three different water spouts in the shape of a
parabola in a pool are as follows.

Water spout I: h = –3d 2 + 4

Water spout II: h = –3.5d 2 + 3

Water spout III: h = –0.5d 2 + 1

For each of the functions, h metres represents the height of the water spout and d metres
is the horizontal distance of the water spout. Based on the given functions, answer the
following questions and explain your reason.
(a) Which water spout emits water from the highest point?
(b) Which water spout follow the narrowest path?
(c) Which water spout has the furthest distance?

67
 CHAPTER Systems of
3 Equations
CHAPTER 3

What will be learnt?

Systems of Linear Equations in Three
Variables
Simultaneous Equations involving One Linear
Equation and One Non-Linear Equation

List of
Learning
Standards

bit.ly/2pWDLl8

wORDS
KEY W
System of equations Sistem persamaan
Variable Pemboleh ubah
Linear equation Persamaan linear
Non-linear equation Persamaan tak linear
Elimination method Kaedah penghapusan
Substitution method Kaedah penggantian The Monsopiad Cultural Village in Sabah has
Graphical method Perwakilan graf successfully sold 30 adult tickets to foreign
tourists for RM1  100. The ticket price for a trekking
package is RM30, whereas the ticket price for an
optional package is RM45 and the ticket price
for a standard package is RM55. The number of
trekking package tickets sold was twice the sum
of the optional and standard package tickets.
How do you determine the number of tickets sold
for each package?

68 3.1.1
 Systems of Equations

Did you
Know?
The solutions to systems of linear equations
in three variables can be derived using the
Gaussian elimination method. This method
was invented circa 1810 by Friedrich
Gauss, a German mathematician. This is
an alternative method if you do not have a
graphical calculator or software.

CHAPTER 3
For further information:

bit.ly/2OCmQi5

SIGNIFICANCE
OF THIS CH
APTER
Engineers use systems of equations
to solve problems involving voltages,
currents and resistances.
Biomedical, chemical, electrical,
mechanical and nuclear engineers
use systems of equations to derive the
measurements of solids and liquids.

Scan the QR code to watch

the video on the tradisional
dance of the Kadazandusun
tribe at the Monsopiad
Cultural Village.
bit.ly/2FNZjXk

3.1.1 69
 3.1 Systems of Linear Equations in Three Variables

Describing systems of linear equation in three variables

Have a look at the prices of the packages offered by a EXCLUSIVE PACKAGE

cinema in the advertisement on the right. How do you SUTERA CINEMA
determine the price of one ticket, one bottle of drink and
one bucket of popcorn?
Three linear equations can be formed using the
CHAPTER 3

variables x, y and z to represent the prices of one ticket,

one bottle of drink and one bucket of popcorn respectively.

x + y + 2z = 13
2x + 2y + z = 17
3x + 3y + 2z = 27

These linear equations formed are known as systems

of linear equations in three variables. A system of linear
equations refers to the presence of at least two linear
equations which contain the same set of variables. The
general form of a linear equation in three variables can be FLASHBACK
written as follows:
A linear equation is an
equation where the power
ax + by + cz = d, where a, b and c are not equal to zero. of the variable is 1.

Let’s see how systems of linear equations in three variables can be expressed in
three-dimensional planes.

INQUIRY 1 In groups 21st Century Learning

Aim: To describe systems of linear equations in three variables

Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2ItuOpP
2. Click on all three boxes to display all three planes for the
equations x – 3y + z = 4, x – 3y + 3z = 4 and x – 3y + 3z = 0.
3. Observe the three planes.
4. Discuss with your groupmates your observations and record your findings in a sheet
of paper.
5. Each group shall move to other groups to compare the results obtained.

70 3.1.1
 Systems of Equations

From the results of Inquiry 1, it is found that

A system of linear equations in three variables has three axes, namely the x-axis, y-axis
and z-axis. All three linear equations form a plane on each axis.

INQUIRY 2 In groups 21st Century Learning

Aim: To compare systems of linear equations in two variables and three

variables
Instructions:
1. Scan the QR code or visit the link on the right. bit.ly/35b4J8R

CHAPTER 3
2. Click on both boxes to display the two straight lines.
3. Observe both lines and record your group’s findings in a sheet of paper.
4. Compare your group’s findings with the results of Inquiry 1.
5. Present the comparison in front of the class.

From the results of Inquiry 2, it is found that there are only two axes, namely the x-axis and y-axis.

Every linear equation in two variables forms a straight line on each axis.

In general, a linear equation in two variables can be written in the form ax + by = c,

where a, b and c are constants. Geometrically, when a linear equation in two variables is
sketched on a plane, it will form a straight line as shown in Diagram 1(a).
Meanwhile, linear equations in three variables can be written in the form ax + by + cz = d,
where a, b, c and d are constants. When sketched, a three-dimensional plane will be formed,
as shown in Diagram 1(b).
y z

ax + by = c
y
0
x
0
x
Diagram 1(a) Diagram 1(b)

Example 1
Describe whether the following equations are systems of linear equations in three variables or not.
(a) 2x + 4y – z = 10 (b) p + 8q – 4r = 2
x + y = 10z 2(p + 6r) + 7q = 0
2

5y – z – 2x = 3 10r + p = 5q

Solution
(a) No, because there is an equation in which the highest power of the variable is 2.
(b) Yes, because all three equations have three variables, p, q and r, of power 1.

3.1.1 71
 Self Practice 3.1
1. Form linear equations in three variables for the following statement.

Aiman bought 3 pairs of trousers, 2 shirts and a pair of shoes.

He spent RM750 for all his purchases.

2. Explain whether the following equations are systems of linear equations in three variables.
(a) 2m + 6(n – 2p) = 4 (b) e(12 – 6g) = f 2 (c) 7a – c = 6b
n = 5m + p 8e + 6 – 2f – 9g = 0 3 – 4c = 10a + b
4m + p = 2m 17f + e = 6 + 2e a + 3b = 2(c + b)
5 6
CHAPTER 3

Solving problems of linear equations in three variables

INQUIRY 3 In groups

Aim: To solve systems of linear equations in three variables

Instructions:
1. Scan the QR code or visit the link on the right.
2. Click on all three boxes to display all three planes for the linear bit.ly/31Z1gZe
equations 2x + y + z = 3, –x + 2y + 2z = 1 and x – y – 3z = –6.
3. Do the planes intersect with each other? Determine the point of intersection of its
coordinates (x, y, z) between all three planes.
4. Determine whether the point of intersection (x, y, z) is the solution to all three linear
equations.
5. Record the opinion of each group member with regards to the relation between the
point of intersection and the solution to all the linear equations. Discuss accordingly.

From the results of Inquiry 3, the point of intersection between the three planes is the solution
to all three linear equations. In this case, there is only one solution because the planes only
intersect at one point.

INQUIRY 4 In groups

Aim: To solve systems of linear equations in three variables

Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2Vk8OTC
2. Click on all three boxes to display all three planes for the linear
equations x – 2y = 4, 2x – 3y + 2z = –2 and 4x – 7y + 2z = 6.
3. Do the planes intersect with each other? Determine the point of intersection.
4. Record the opinion of each group member with regards to the relationship between the
point of intersection and the solution to all the linear equations. Discuss accordingly.

72 3.1.1 3.1.2
 Systems of Equations

From the results of Inquiry 4, the three planes intersect along a straight line. Hence, this
system of linear equations has infinite solutions.

INQUIRY 5 In groups

Aim: To solve systems of linear equations in three variables

Instructions:
1. Scan the QR code or visit the link on the right.
2. Click on all three boxes to display all three planes for the linear bit.ly/2IoqoRh
equations 2x – 4y + z = 3, 4x + 8y + 2z = 14 and x – 2y + 0.5z = –1.
3. Are there any intersecting points among the three planes?

CHAPTER 3
4. Record the opinion of each group member and discuss accordingly.

From the results of Inquiry 5, it is found that the planes of all BRAINSTORMING
three linear equations do not intersect at any point. Hence, this
system of linear equations has no solution. Using the GeoGebra
software, determine
The results of Inquiry 3, 4 and 5 show that there are three the systems of linear
types of solutions to systems of linear equations in three variables equations in three
as shown in the diagram below. variables which have
(a) only one solution
(b) infinite solutions

Solutions to systems of linear equations

in three variables
FLASHBACK
Simultaneous equations
One Infinite No in two variables can be
solution solutions solution solved using the graphical
method, substitution
The planes The planes The planes
method or elimination
intersect at intersect along do not intersect
method.
only one point a straight line at any point

Systems of linear equations in three variables can be solved FLASHBACK

by finding the values of all variables so that they satisfy all
There are three types of
three linear equations. The methods for solving systems of linear solutions to simultaneous
equations in three variables are the elimination and substitution equations in two variables.
methods. When both lines are:
• Intersecting, there is a
The steps for solving systems of linear equations in three unique solution.
variables through the elimination and substitution methods are • Parallel, there is no
similar to the method for solving simultaneous equations in two solution.
• Overlapping, there are
variables. infinite solutions.

3.1.2 73
 Example 22
Example Quick Count
Solve the following system of linear equations using the Determine the solution
elimination method. to Example 2 using a
4x – 3y + z = –10 scientific calculator.
2x 2x++yy++3z =
3z =00 1. Press MENU
–x –x++2y2y––5z =
5z =17
17
2. Press  twice
Solution 3. Press ALPHA (–)

Choose any two equations. 4. Press 1 for Simul

4x 4x – 3y + z –10 … 1
z = –10  Equation
CHAPTER 3

2x 2x + y + 3z
3z = 0
0 … 2 5. Press 3
Multiply equation 2 with 2 so that the coefficients of x are equal. 6. Key in the coefficients of
2 × 2: 4x + 2y + 6z = 0 … 3 x, y and z.
2 × 2: 4x … 3 Press 4 = , –3 = ,
Eliminate the+ variable
2y + 6z =x 0by subtracting 1 from 3. 1 = , –10 = , 2 = ,
3 – 1 : 5y + 5z = 10 … 4
3 – 1: … 4
another5yset
+ 5z
of = 10equations. 1 =, 3 =, 0 =,
Choose two –1 = , 2 = , –5 = ,
2x + y + 3z = 0 … 5
2x + y + 3z = 0 …
–x + 2y – 5z = 17 … 65
17 =
–x + 2y – 5z = 17 … 6 7. The screen will show:

Multiply equation 6 with 2 so that the coefficients of variable x

1
x are equal.
6 × 2: –2x + 4y – 10z = 34 34 … 7 Press =

:
5 + 7 : 5y 5y – 7z
7z = 34
34 … 8 y
4
:
4 – 8 : 12z 12z = –24
Press =
z z = –2
z
Substitute z = –2 into 8 . –2
5y 5y – 7(–2)
7(–2) = 34 Thus, x = 1, y = 4 and z = –2.
5y 5y + 14
14 = 34
5y 5y = 20
y y=4
Substitute y = 4 and z = –2 into 1 .
4x 4x – 3(4) + (–2)
(–2) = –10
4x 4x – 12 – 2
2 = –10
4x 4x = 4
x x=1
Thus, x = 1, y = 4 and z = –2 are the solutions to this system of
linear equations.

Example 33
Example
Solve the following system of linear equations using the
substitution method.
3x – y – z = –120
yy––2z = 2z =3030
xx++yy++z = z =180
180

74 3.1.2
 Systems of Equations

Solution QR
3x – y – z = –120 … 1
y – 2z = 30 … 2 The Gaussian elimination
x + y + z = 180 … 3 method can also be
From 1 , z = 3x – y + 120  … 4 Express z in terms used to solve systems
of x and y of linear equations. Visit
Substitute 4 into 2 . the following link for
y – 2(3x – y + 120) = 30 more information on the
y – 6x + 2y – 240 = 30 Gaussian elimination
– 6x + 3y = 270 method.
y = 90 + 2x … 5 Express y in terms

CHAPTER 3
of x
Substitute 4 and 5 into 3 .
x + (90 + 2x) + [3x – (90 + 2x) + 120] = 180
x + 2x + 3x – 2x + 90 – 90 + 120 = 180 bit.ly/2nA2g6U
4x = 60
x = 15
Substitute x = 15 into 5 .
y = 90 + 2(15)
= 120
Substitute x = 15 and y = 120 into 3 . Mind Challenge
15 + 120 + z = 180
Solve Example 3 using the
z = 45 elimination method. Did
Thus, x = 15, y = 120 and z = 45 are the solutions to this you get the same solution?
system of linear equations.

Example 4
Solve the following system of linear equations.
x – y + 3z = 3
–2x + 2y – 6z = 6
y – 5z = –3

Solution
x – y + 3z = 3 … 1
QR
–2x + 2y – 6z = 6 … 2
Solution to Example 4
y – 5z = –3  … 3 using the GeoGebra
software.
Since equation 3 only has two variables, which are y and z,
then the variable x in equations 1 and 2 need to be eliminated.
1 × 2: 2x – 2y + 6z = 6  … 4
4 + 2 : 0 + 0 + 0 = 12
0 = 12 bit.ly/2OwUo0W

Thus, this system of linear equations has no solution as 0 ≠ 12.

3.1.2 75
 Example 5
Solve the following system of linear equations.
3x + 5y – 2z = 13
–5x – 2y – 4z = 20
–14x – 17y + 2z = –19

Solution
3x + 5y – 2z = 13 … 1
–5x – 2y – 4z = 20 … 2
–14x – 17y + 2z = –19  … 3
CHAPTER 3

Multiply equation 1
1 × 2: 6x + 10y – 4z = 26 … 4 with 2 to eliminate the
4 – 2 : 11x + 12y = 6 … 5 variable z
1 + 3 : –11x – 12y = – 6 … 6
5 + 6 : 0 + 0 = 0
0 = 0
Thus, this system of linear equations has infinite solutions because 0 = 0.

Self Practice 3.2

1. Solve the following systems of linear equations using the elimination method.
(a) 7x + 5y – 3z = 16 (b) 4x – 2y + 3z = 1
3x – 5y + 2z = –8 x + 3y – 4z = –7
5x + 3y – 7z = 0 3x + y + 2z = 5
2. Solve the following systems of linear equations using the substitution method.
(a) 2x + y + 3z = –2 (b) 2x + 3y + 2z = 16
x – y – z = –3 x + 4y – 2z = 12
3x – 2y + 3z = –12 x + y + 4z = 20

Solving problems involving systems of linear equations in three

variables

Example 6 MATHEMATICS APPLICATION

Tommy has three condominium units, type A with 1 bedroom,

type B with 2 bedrooms and type C with 3 bedrooms. All
three condominium units are rented and the total rent received
by Tommy is RM1 240 per day. Tommy needs to save 10% of
the rent of the type A unit, 20% of the rent of the type B unit,
and 30% of the rent of the type C unit to pay for maintenance
charges. The total daily savings is RM276. The rent for the
type C unit is twice the rent for the type A unit. What is the
daily rent for each condominium unit owned by Tommy?

76 3.1.2 3.1.3
 Systems of Equations

Solution

1 . Understanding the problem 2 . Planning a strategy

u Total rent is RM1 240 per day. u Form three equations which involve
the total daily rent, total daily savings
u Savings for maintenance charges: and the rent of the type C unit.
•  Type A unit is 10% of the rent. u Let the rent of the type A unit be a,
•  Type B unit is 20% of the rent. rent of the type B unit be b and rent of
•  Type C unit is 30% of the rent. the type C unit be c.

CHAPTER 3
u Total daily savings in RM276.
3 . Implementing the strategy
u The rent for the type C unit is twice a + b + c = 1 240  … 1
the rent for the type A unit. 0.1a + 0.2b + 0.3c = 276 … 2
c = 2a … 3
2 × 10: a + 2b + 3c = 2 760 … 4
1 × 2: 2a + 2b + 2c = 2 480 … 5
… 6
4 . Making a conclusion 4 – 5 : – a + c = 280
Substitute 3 into 6 .
Total rent per day –  a + 2a = 280
= 280 + 400 + 560 a = 280
= RM 1 240 Substitute a = 280 into 3 .
Total daily savings c = 2(280)
= 560
= 0.1(280) + 0.2(400) + 0.3(560)
Substitute a = 280 and c = 560 into 1 .
= 28 + 80 + 168 280 + b + 560 = 1 240
= RM276 840 + b = 1 240
b = 400
The rent for the type A condominium
unit is RM280, type B condominium unit
RM400 and type C condominium unit
RM560.

Self Practice 3.3

1. Patricia invested RM24 500 in three unit trusts. She divided the money into three different
unit trust accounts, P, Q and R. At the end of the year, she obtained a profit of RM1 300. The
annual dividends for the accounts are 4%, 5.5% and 6% respectively. The final amount of
money in account P is four times that in account Q. How much money did she invest in each
unit trust account?
2. Billy Restaurant ordered 200 stalks of flowers in conjunction with Mother’s Day. They
ordered carnations which cost RM1.50 per stalk, roses which cost RM5.75 per stalk and
daisies which cost RM2.60 per stalk. Of the three types of flowers ordered, the number of
carnations was the largest. Meanwhile, the number of roses was 20 stalks less than that of
daisies. The total price of the flowers is RM589.50. How many flowers of each type were
ordered?
3.1.3 77
 3. Ramasamy wants to buy pens, pencils and notebooks for the new school term. He has RM102
to spend. The price of a pen is RM5, a pencil RM3, and a notebook RM9. Ramasamy intends
to spend the same amount of money on pens and pencils. The total number of pens and
pencils to be purchased must be equal to the number of notebooks to be purchased. How
many of each item will he purchase? Write a system of equations to solve this problem.

Intensive Practice 3.1 Scan the QR code or visit bit.ly/2IEEJZT for the quiz

1. Form systems of linear equations for the following situations and answer the questions given.
CHAPTER 3

(a) The sum of angles in a triangle is 180°. The largest angle is 20° more than the sum of the
other two angles and is 10° more than three times the smallest angle. What is the measure
of each angle of the triangle?
(b) The sum of three numbers is 19. If the first number is multiplied by 2, the sum of the
three numbers is 22, and if the second number is multiplied by 2, the sum becomes 25.
Find the value of each number.

2. Solve the following equations using the elimination and substitution methods.
(a) x + y + z = 3 (b) 2x + y – z = 7 (c) x + y + z = 3
x + z = 2 x – y + z = 2 2x + y – z = 6
2x + y + z = 5 x + y – 3z = 2 x + 2y + 3z = 2
(d) 2x – y + z = 6 (e) x + y + 2z = 4 (f) x + 2y + z = 4
3x + y – z = 2 x + y + 3z = 5 x – y + z = 1
x + 2y – 4z = 8 2x + y + z = 2 2x + y + 2z = 2

3. A bakery bakes three types of bread, with the monthly cost being RM6 850 for 2 150 loaves
of bread. The cost of baking a loaf of butterscotch bread is RM2, a chocolate bread RM3 and
a coconut bread RM4. The sale prices of a loaf of butterscotch bread, a chocolate bread and
a coconut bread are RM3, RM4.50 and RM5.50 respectively. If the bakery makes a profit of
RM2 975 monthly, how many loaves of each type of bread will it bake?

4. Andrea sells flower pots of different sizes. The price of a small flower pot is RM10, medium
flower pot RM15 and large flower pot RM40. Every month, the number of small flower pots
sold is equal to the total number of the medium and large flower pots sold. The number of
medium flower pots sold is twice the number of large flower pots sold. Andrea needs to pay a
rent of RM300 per month for her business premise. What are the minimum numbers of pots
of each size which Andrea has to sell in a month so that she can pay the monthly rent?

5. Mr Chong intends to purchase a few chickens, rabbits and ducks for his farm. The total
number of animals is 50. He has RM1 500 to be spent. A chicken costs RM20, a rabbit RM50
and a duck RM30. The number of chickens is equal to the number of ducks. How many of
each animal should Mr Chong purchase? Write a system of linear equations to solve this
problem.

78 3.1.3
 Systems of Equations

3.2 Simultaneous Equations Involving One Linear Equation and

One Non-Linear Equation

Solving simultaneous equations involving one linear equation and

one non-linear equation

INQUIRY 6 In groups 21st Century Learning

Aim: To identify simultaneous equations

Instructions:

CHAPTER 3
1. Form a few groups of three to four members each.
2. Read the following statements and construct the appropriate equations.

STATEMENT 1
Chong has a rectangular garden. The length of fencing
which will be used to fence the garden is 200 m. The
area of the garden is 2 400 m2. What is the length and
width of the garden?

STATEMENT 2
Shida is sewing a rectangular tablecloth. The perimeter
of the tablecloth is 800 cm and the area is 30 000 cm2.
Find the length and width of the table.

STATEMENT 3
The difference between two numbers is 9 and the product of the two numbers is
96. Find the values of the numbers.

3. Answer the following questions:
(a) How many equations can be formed in each statement?
(b) How many variables are involved?
4. Discuss with your group members and record your findings on a piece of paper.
5. Each group shall elect a representative to present their findings to the class.
6. Other group members can ask questions to the elected representatives.
7. Repeat steps 5 and 6 until all groups have finished presenting.

From the results of Inquiry 6, each of the three statements had two equations of two
variables, namely a linear equation and non-linear equation. What are the characteristics
which distinguish linear equations from non-linear equations? How do we solve simultaneous
equations which involve a linear equation and non-linear equation?

3.2.1 79
 InQuirY 7 Individual 21st Century Learning

Aim: To explore the point of intersection between linear and non-linear equations
Instructions:
1. Scan the QR code or visit the link on the right.
2. Click on both boxes to display the shapes of graphs for the equations
x + 2y = 10 and y2 + 4x = 50.
3. What can you conclude about the shapes of the two graphs? bit.ly/2OqKBK7

From the results of Inquiry 7, the point of intersection between the graph of linear equation
x + 2y = 10 and the non-linear equation y2 + 4x = 50 is the solution to both equations. The
CHAPTER 3

solution to both equations is also known as the solution of simultaneous equations.

Solving simultaneous equations means finding the values of the variables which
satisfy the equations concerned. These simultaneous equations can be solved using
the elimination method, substitution method or graphical representation method.

Example 7
Solve the following simultaneous equations using the
substitution method. Mind Challenge
2x + y = 4 Solve Example 7 when y is
y2 + 5 = 4x expressed in terms of x for
the linear equation 2x + y = 4.
Solution Did you get the same
solutions?
2x + y = 4 … 1
y + 5 = 4x
2 … 2
From 1 ,
2x = 4 – y
4–y … Make x the subject of the
x =   3
2 formula

Substitute 3 into. 2

( )
FLASHBACK
4–y
y + 5 = 4 2
2 Quadratic equations
y2 + 5 = 8 – 2y can be solved using the
following methods:
y2 + 2y – 3 = 0
Solve the quadratic equation by (a) Factorisation
(y + 3)(y – 1) = 0 factorisation (b) Formula
y = –3 or y = 1 (c)  Completing the square
Substitute y = –3 and y = 1 into 3 .
4 – (–3) 4–1
x = or x =
2 2
7 3
= =
2 2
7 3
Thus, x = , y = –3 and x = , y = 1 are the solutions to these
2 2
simultaneous equations.

80 3.2.1
 Systems of Equations

Example 8
Solve the following simultaneous equations using the elimination method.
2x + y = 4
x2 – 2xy = 3

Solution
2x + y = 4 … 1
x2 – 2xy = 3 … 2
1 × 2x: 4x2 + 2xy = 8x  … 3
2 + 3 : 5x2 = 3 + 8x

CHAPTER 3
5x2 – 8x – 3 = 0
–b ± !wb2 – 4ac Use the quadratic
x =
2a formula
8 ± !w
(–8) – 4(5)(–3)
2
=
2(5)
x = 1.9136  or  x = – 0.3136
Substitute x = 1.9136 into 1 .
2(1.9136) + y = 4
3.8272 + y = 4
y = 0.1728
Substitute x = – 0.3136 into 1 .
2(– 0.3136) + y = 4
– 0.6272 + y = 4
y = 4.6272
Thus, x = 1.9136, y = 0.1728 and x = – 0.3136, y = 4.6272 are the solutions to these
simultaneous equations.

Example 9
Solve the following simultaneous equations using the graphical representation method.
2x + y = 4
y2 – 4x = 0

Solution
Construct a table to determine the points which need to be plotted.

x 0 1 2 3 4 5
Value of y in the equation
4 2 0 –2 – 4 – 6
2x + y = 4
Value of y in the equation
0 ±2 ±2.8 ±3.5 ±4 ±4.5
y2 – 4x = 0

3.2.1 81
 Construct a graph based on the values in the table.
y
Mind Challenge
Solve the following
y2 – 4x = 0 simultaneous equations
4 2x + y = x2 – xy + y2 = 7.

2 (1, 2)

x
0 2 4 6 8
Tech Whizz
CHAPTER 3

–2

(4, – 4) The solution to Example 9

–4 using the Desmos software
2x + y = 4
–6

bit.ly/2KHpcbw
Based on the graph above, there are two points of intersection
which represent the solutions to both equations. Thus, the
solutions to these simultaneous equations are (1, 2) and (4, –4).

Self Practice 3.4

1. Solve the following simultaneous equations using the elimination, substitution or graphical
representation method.
(a) 2x – y = 7 (b) 5y + x = 1 (c) y = 3 – x
1 1
y2 – x(x + y) = 11 x + 3y2 = –1 – =2
x y
(d) 3x + 5y = 1 (e) 2x + 4y = 9 (f) x + y – 4 = 0
4
x + 2y = 4x2 + 16y2 = 20x + 4y – 19 x2 – y2 – 2xy = 2
y

2. Solve the following simultaneous equations using the graphical representation method.
(a) Draw the graph for the following pairs of equations for the domain –5 < x < 5.
Hence, determine the solution to the simultaneous equations.
2y – x = 1
xy + x2 = 26
(b) Draw the graph for the following pairs of equations for the domain –3 < x < 4. Hence,
determine the solution to the simultaneous equations.
x – y = 2
4x2 + 3y2 = 36

82 3.2.1
 Systems of Equations

Solving problems involving simultaneous equations

Example 10 MATHEMATICS APPLICATION

E
A food packaging factory intends to pack dodol in a container in the
B
shape of a right prism with a square base, as shown in the diagram.
Given that the total length of sides of the right prism is 133 cm and
ED = BC = 25 cm. Can a piece of dodol of volume 600 cm3 be packed into
the container? Justify your answer. F D
A C
Solution

CHAPTER 3
1 . Understanding the problem 3 . Implementing the strategy
u Container in the shape of a right prism x2 + y2 = 252 … 1
with a square base. 5x + 2y + 50 = 133
u Total length of sides of the container 5x + 2y = 83 … 2
= 133 cm From 2 ,
u ED = BC = 25 cm 83 – 5x …
y = 3
u To determine whether dodol of volume
2
Substitute 3 into 1 .
(83 2– 5x) = 25
600 cm3 can be packed into the 2
container. x2 + 2

x + ( ) = 625
6 889 – 830x + 25x
2
2

2 . Planning a strategy 4
4x2 + 25x2 – 830x + 6 889 – 2 500 = 0
29x2 – 830x + 4 389 = 0
u Let the length of side of the base be x
(29x – 627)(x – 7) = 0
and the height be y.
627
u Form a non-linear equation for the x =   or  x = 7
29
length of BC. 627
u Form a linear equation for the total Substitute x = into 3 .
29
length of sides of the prism.
u Volume of prism y =
( )
83 – 5
627
29
= area of cross-section × height 2
364
= –  (Ignored)
29
4 . Making a conclusion Substitute x = 7 into 3 .
83 – 5(7)
y =
Volume of container = 588 2
1 = 24
× 7 × 24 × x = 588 1
2 Volume of container = × 7 × 7 × 24
x = 7 cm 2
= 588 cm3
Substitute x = 7 into equation 2 Hence, a piece of dodol of volume 600 cm3
5(7) + 2y = 83 cannot be packed into the container
y = 24 cm because the volume of container is only
588 cm3.

3.2.2 83
 Self Practice 3.5
1. Audy cuts out a rectangular plank of area 72 cm2 and perimeter 34 cm. Calculate the length
and width of the plank.
2. The diagram shows the plan of a rectangular garden xm
which will be constructed by Syarikat Pesona Alam. The
corner of a garden will have a rectangular pond. The area ym Pond
to be covered with grass is 96 m2 and the perimeter of the Grassy area
10 m
pond is 20 m. Calculate the value of x and of y.
CHAPTER 3

12 m

Intensive Practice 3.2 Scan the QR code or visit bit.ly/2IDhbEE for the quiz

1. Solve the following simultaneous equations.

(a) x – 3y + 4 = 0 (b) k – 3p = –1
x2 + xy – 40 = 0 p + pk – 2k = 0
2y
2. Find the coordinates of the points of intersection of the curve x – = 1 and straight line
y x
2x + y = 3.

3. Given that (–2, 2) is the solution to the following simultaneous equations:

x + 1 y = h and 1 + 2 = k
2 2 x y
Find the value of h and of k. Hence, find another solution.
4. The hypothenuse of a right-angled triangle is (2x + 3) cm. The lengths of two other sides are
x cm and (x + y) cm respectively. Given that the perimeter of the triangle is 30 cm, find the
value of x and of y.
5. Given that the total surface area of a cuboid with a square base is 66 cm2 and the total length
of the sides is 40 cm. Find the possible volumes of the cuboid.
6. A fish is moving in a circular manner, with the equation of its locus being
2x2 + 11y2 + 2x + 2y = 0. A boat is moving along a straight line of equation x – 3y + 1 = 0
and it intersects with the circular locus of the fish. Find the points of intersection between the
locus of the fish and trajectory of the boat.
7. A sailing boat is moving in a circular manner, with the
equation of its locus being 2x2 + 4y2 + 3x – 5y = 25.
Meanwhile, a speedboat is moving along a straight line of
equation y – x + 1 = 0 and it intersects with the locus of
the sailing boat. Find the points of intersection between the
trajectories of the sailing boat and the speedboat.

84 3.2.2
 Systems of Equations

Summary OF Chapter 3
i��o��e�
SYSTEMS OF i��o��
Systems of Linear
EQUATIONS e�
Equations in Three
Variables

a � � l�
Simultaneous Equations

CHAPTER 3
u��n�

• one linear equation

�a��o ��
• one non-linear equation

Elimination Substitution
method

u��n�
method
Solving problems
Elimination
�� �

in daily life
method
�s��

t��e��o�
u��o��

Satu Substitution
Infinite
penyelesaian method
solutions

Graphical
No solution method
One solution

WRITE YOUR JOURNAL

Think of a problem in your surroundings which can be solved using systems of linear and
non-linear equations. Formulate the problem in the form of a system of linear equations with
proper definitions for the variables used. State the relation between the variables. Solve the
system of equations which has been constructed. Then, write a report on the problem and
display it to the class.

85
 MASTERY PRACTICE

1. Form systems of linear equations in three variables for the following situations. PL1
(a) Abdullah buys a History book, two Mathematics books and three Science books for
RM120. Chong buys two History books, three Mathematics books and two Science
books for RM110. Meanwhile, Kaladevie buys a History book, four Mathematics books
and two Science books for RM180.
(b) There are a total of 30 coins which consist of 10 cents, 20 cents and 50 cents coins in a
box. The total value of the coins is RM20.60. Salmah bought an ice cream using two 50
CHAPTER 3

cents and three 20 cents coins.

2. Solve the following systems of linear equations. PL2

(a) x – y + 2z = 3 (b) x + 2y + 5z = –17
x + y – 3z = –10 2x – 3y + 2z = –16
2x + y – z = –6 3x + y – z = 3

3. The second angle of a triangle is 50° less than four times the first angle. The third angle is
40° less than the first angle. Find the value of each angle in the triangle. PL3

4. Given that (5, h) is one of the solutions to the following simultaneous equations. PL4
h(x – y) = x + y – 1 = hx2 – 11y2
Find the value of h and the other solution to the simultaneous equations.

5. Every month, Raju receives sources of income from his fixed salary as a sales officer, house
rental and online sales. His total monthly salary is RM20 000. If RM500 is added to his
monthly salary, it will be twice the total income from house rental and online sales. The
total monthly salary and online sales income is twice the house rental income. How much
does Raju receive from each source of income every month? PL4

6. Encik Abu plants vegetables on a plot of land in the shape of a right-angled triangle. Given
that the longest side of the land is p metres, the other two sides are q metres and (2q – 1)
metres respectively. Encik Abu fenced the land using a fencing of length 40 metres. Find
the length, in metres, of each side of the land. PL4

7. Prove that a straight line passing through (0, –3) intersects a curve x2 + y2 – 27x + 41 = 0
at point (2, 3). Does the straight line intersect the curve at any other point? Justify your
answer. PL4

8. A piece of wood measures y cm in length and 3x cm in width. A worker intends to cut the
piece of wood into two small triangular pieces of wood. The perimeter of each triangle is
24 cm and the longest side of either triangle is (x + y) cm. Calculate the area, in cm2, of the
original piece of wood. PL4

86
 Systems of Equations

9. The diagram on the right shows the plan of a 1m

rectangular room. A rectangular carpet is to be placed
with a distance of 1  m from the wall of the room. The
area and perimeter of the carpet are 8.75 m2 and 12 m 1m 1m
respectively. Find the length and width, in m, of the
room. PL4
1m

10. The diagram on the right shows a rectangular piece of P Q

cardboard PQRS of area 224 cm2. A semicircle STR was
cut out from the cardboard. Given that the perimeter of T

CHAPTER 3
the remainder of the cardboard is 72 cm, find the value y cm
of x and of y. PL4

S R
28x cm
11. Mr. Chee Hong instructed the students of Form 4 A D
Kembara to draw a rectangular mural of length 7x m
and width y m on the wall of the canteen. Two different
shapes will be drawn on the wall as shown in the diagram
ym
on the right. AED is a semicircle. Given that the area of
the wall is 28 m2 and the perimeter of ABCDE is 26 m, E
find the diameter and radius of the semicircle. PL5
B C
7x m

Exploring MATHEMATICS
Encik Awang, a chemist, has three types of solutions. Every day, he will prepare a few
solutions of specific proportions. One day, Encik Awang intends to prepare a solution from
three types of solutions. The first solution must contain 10% of acid, the second solution
40% of acid and the third solution 60% of acid. Encik Awang intends to prepare 1 000  litres
of mixed solution with an acid concentration of 45%. The available amount of 40% acid
solution is twice the amount of 10% acid solution. How much of each solution would you
suggest Encik Awang use?
1. Write three equations based on the above statements.
2. Write your suggested workings to Encik Awang.

87
 CHAPTER Indices, Surds
4 and Logarithms
CHAPTER 4

What will be learnt?

Laws of Indices
Laws of Surds
Laws of Logarithms
Applications of Indices, Surds and Logarithms

List of
Learning
Standards

bit.ly/2VyB2Kk

wORDS
KEY W
Index Indeks
Base Asas
Rational number Nombor nisbah
Irrational number Nombor tak nisbah
Surd Surd
Radical Radikal
Recurring decimal Perpuluhan berulang
Conjugate surd Surd konjugat
Logarithm Logaritma
Natural logarithm Logaritma jati
Algebraic expression Ungkapan algebra
Coefficient Pekali

88 4.1.1
 Indices, Surds and Logarithms

Did you Know?

John Napier was a famous Scottish
mathematician who introduced logarithms.
Logarithms is a mathematical tool
which simplifies calculations, especially
multiplications which are frequently utilised
The population of the country needs to in astronomy.
be estimated in order to plan the future of
the nation. Knowledge on the growth rate For further information:
of the Malaysian population will enable
preparations to be made in various aspects,
including medical facilities for children, new
registrations for year 1 students and so on.

CHAPTER 4
In your opinion, how can the population of
Malaysia in a particular year be estimated?
bit.ly/2pgYYWz

SIGNIFICANCE
OF THIS CH
APTER
The half-life of a radioactive substance is
given by the function N(t) = N0e–λt, where N0 is
the initial mass of the radioactive substance,
N(t) is the remaining mass of the radioactive
substance post-decay, t is the time of decay
and λ is the decay constant. By substituting
the values of N0, N(t) and λ into the function,
physicists can determine the time of decay of
a radioactive substance.
Biologists can determine the growth rate of
bacteria from time to time if the bacteria were
allowed to proliferate.
The intensity of an earthquake can be
determined by using exponential functions.
This enables geoscientists to calculate its
magnitude using the Richter scale.

Scan this QR code to

watch a video on the
population of Malaysia.

bit.ly/2qWcv70

4.1.1 89
 4.1 Laws of Indices

InQuirY 1 In pairs 21st Century Learning

Aim: To recall the laws of indices

Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2onDQy8
2. Take note of the list of laws of indices. Cut out all shapes and paste
at the corresponding laws of indices in the table.
3. Write an example of index law using algebraic expressions as shown in the following
table.

Index law Example

CHAPTER 4

am × an = am + n t 2 × t 3 = t2 + 3 = t5

4. Display your partner’s and your findings.
5. Along with your partner, move around and observe other teams’ results.

Simplifying algebraic expressions involving indices

You have learnt that an is an index number with a being the base and n being the index.
How can an algebraic expression involving indices be simplified by using the laws of indices?
Let’s explore.

InQuirY 2 Individual

Aim: To simplify algebraic expressions involving indices

Instructions:
1. List the laws of indices which you have learnt.
2. Scan the QR code or visit the link on the right. bit.ly/2MmURQD
3. Using the laws of indices you have listed down, simplify each of
the provided algebraic expressions.
4. Click on the “Check Answer” button to check your answers.
5. Discuss with your friends the ways by which you have obtained your answers.

From the results of Inquiry 2, we can deduce that:

An algebraic expression involving index numbers can be simplified by using the

laws of indices.

90 4.1.1
 Indices, Surds and Logarithms

Example 1
Simplify the following algebraic expressions.
(a) 4 ×n 4 (b) 3 – 3m
2n m m+2

4 3 m

(c) (5x −1)3 × 4xy2 ÷ (xy)− 4 (d) 4a3b2 × (4ab3)– 4

Solution
(a) 4 ×n 4 = 42n + m – n (b) 3 m– 3 = 3 × 3m – 3
2n m m+2 m m 2 m

4 3 3
= 4n + m 3m(32 – 1)
= 3m
=8
(c) (5x –1)3 × 4xy2 ÷ (xy)– 4 (d) 4a3b2 × (4ab3)– 4
(5x –1)3 × 4xy2
= 4a3b2 × 1 3 4

CHAPTER 4
=
(xy)– 4 (4ab )
= 53x –3 × 4xy2 × (xy)4 4a3b2
=
= 125 × 4 × x –3 + 1 + 4
× y2 + 4 256a4b12

= 500x y = 1 10
2 6

64ab

Example 2
Simplify the following algebraic expressions.
(a) a
–  1 –  1
× 2a 2 (b)
3 2a –2
–  3
a 2
–  1 3 1 –  1
a2 × 2!w
(c) 3!w a –3 (d) a 2 (a 2 + 2a 2 – 3a 2 )
 

Solution
(a) a
–  1
3
–  1
× 2a 2 =2×a
–  1
–  1 2a–2 = 2a–2 ÷ a–  32
× a 2 (b)
3
–  3
a 2
= 2a 3 ( 2 ) = 2a ( 2 )
–  1 + –  1 –2 – –  3

–  5 –  1
= 2a 6 = 2a 2

= 25 = 21
a6 a2
2 –  3 –  1 3 1 –  1
a2 × 2!w
(c) 3!w a –3 = a 3 × a (d) a 2 (a 2 + 2a 2 – 3a 2 )
 
2

= a 3 ( 2 )
2 + –  3 –  1 3 –  1 1 –  1 –  1
=a 2 × a 2 + a 2 × 2a 2 – a 2 × 3a 2

2 – 3 –  1 + 3 –  1 + 1 –  1 – 1
= a3 2 =a 2 2 + 2a 2 2 – 3a 2 2

–  5
= a = a1 + 2a0 – 3a–1
6

= 15 = a + 2 – 3
a6 a

4.1.1 91
 Example 3
Show that
(a) 72x – 1 = 49
x

7
(b) 3x + 4 + 3x + 5 + 3x is divisible by 25 for all positive integers x.

Solution
(a) 72x – 1 = 7
2x

7
= 49 x

7
(b) 3x + 4 + 3x + 5 + 3x = 3x(34) + 3x(35) + 3x
= 3x(81 + 243 + 1)
= 3x(325)
CHAPTER 4

Since 325 is a multiple of 25, thus 3x + 4 + 3x + 5 + 3x is divisible by 25 for all positive

integers x.

Self Practice 4.1

1. Simplify the following algebraic expressions.
(a) 5 ×–x 5 (b) 7 b +–3 7 (c) 9 + 9a + 4
3x x b–2 b a–3

5 7 81
(d) c4d3 × c3d5 (e) (xy2)3 × x3y5 (f) (7x−1)2 × (49−2xy)3
(g) (3x2y)3 × (x3)4 ÷ x16y2 (h) ( p2q−1)5 × q8 (i) ( pq5)4 × p3
(j) (49−2xy)3 ÷ (7xy)−2 (k) 20x−7y2 ÷ 4x3y−4 (l) 6a7b−2 ÷ 36a3b−4
2. Simplify the following algebraic expressions.
1 –  1
(a) a 3 × 2a 2 (b) 4a3
–  3
a 5
a 2 (a 2 + 3a 2 – 3a )
–  3 1 –  3 –  5
(c) 5!w
a7 × 4!w
a–9 (d) 2

3. Show that
(a) 43a − 2 = 64 (c) 73a − 4 = 343
a a
(b) 92a + 2 = 81(81a)
16 2 401
4. Show that 4x + 2 + 4x + 1 + 4x is divisible 7 for all positive integers x.

Solving problems involving indices

Equations involving indices can be solved as follows:

If am = an, then m = n or if am = bm, then a = b when

a > 0 and a ≠ 1.

92 4.1.1 4.1.2
 Indices, Surds and Logarithms

Example 4 MATHEMATICS
POCKET
Solve each of the following equations.
• If 5x = 54, then x = 4.
(a) 32x = x1– 1 • If x5 = 55, then x = 5.
8
(b) a5 = 243
(c) 27(813x) = 1

Solution
(a) 32x = x1– 1
8 Quick Count
25x = 2–3(x – 1) Express both sides of equations in a same base
5x = –3x + 3 Compare the indices Given 3x = 92x, find the value
8x = 3 of x.
3

x = 3

CHAPTER 4

8 1. Press 3 x£ ALPHA )
„ ALPHA CALC .
(b) a5 = 243
= 35 Express in index form
2. Press 9  3 x£ 2
a = 3 Compare the indices 
ALPHA ) .
(c) 27(813x) = 1
33(34)3x = 30 30 = 1 3. Press SHIFT CALC .
33 + 12x = 30 am × an = am + n 4. Press = to obtain the
3 + 12x = 0 value of x.
12x = –3
x = –  3
12
= –  1
4

Example 5 Mathematics Application

Husna has RM1 000 000. She invests that sum of

money into an investment institution that offers an
annual return of 6%. Husna's investment amount after
n years is calculated with the equation J = p(1 + k)n SAMPLE
using p as the investment at the beginning of the year
and k as the annual return rate. Determine Husna's
investment amount after 20 years.

4.1.2 93
 Solution

1 . Understanding the problem 2 . Planning a strategy

◆ Initial investment, p is RM1 000 000 Substitute the values of k, p and n into
◆ Return rate, k is 6% per annum the investment formula.
◆ Investment formula, J = p(1 + k)n
◆ n = 20
◆ Determine the total investment after
20 years 3 . Implementing the strategy
J = p(1 + k)n
4 . Making a conclusion (
= 1 000 000 1 +
6 20
100 )
When J = 3 207 135 and k = 0.06, then = 1 000 000(1 + 0.06)20
CHAPTER 4

3 207 135 = 1 000 000(1 + 0.06)n = 1 000 000(3.207135)

3.207135 = (1.06)n = 3 207 135
n = 20 Thus, Husna's total investment is
Thus, n = 20 years. RM3 207 135.

Self Practice 4.2

1. Solve the following equations:
(c) 8x – 3 = 4
2x
(a) 4x – 1 = 8x + 3 (b) 3x + 3 – 3x + 2 = 2
64
2. A ball was released at a height of h cm from the surface of the Earth. The ball will bounce
with 90% of its initial height after the ball hits the surface of the Earth. The height of the ball
after l bounces is given by h = 10 × (0.9)l. Determine the height of the ball, in cm,
(a) when the ball was released,
(b) after 10 bounces.

Intensive Practice 4.1 Scan the QR code or visit bit.ly/2IAEoaM for the quiz

1. Simplify each of the following:

y3(3zx)2 z4yx2
(a) (b) (c) [(xy)5 × 2xy3]2
9x 3
zxy2
(d) (ef 2)3 ÷ (e−2f 2) (e) 4.2x4y14 ÷ 0.6x9y5 (f) (7x−1)2 × (49−2xy)3 ÷ (7xy)−2
2. If 2x – 2 = 2(16), find the value of x.
3. Solve 25x – 53x – 4 = 0.
4. Solve 4(2m + 1) – 16m = 0.
94 4.1.2
 Indices, Surds and Logarithms

5. Find the way to the FINISH box by choosing the correct answers.

START

Solve Solve Solve

1 1
3n–2
× 27 = n 23x – 5
= 2 ÷ 4x – 1 = 162x
81 4x + 1

1
–  2
2 3

Solve Solve Solve

1 5n + 1 – 5n + 5n – 1
4 x + 3 – 4x + 2 = 3 25x + 2 =
625x = 105

1 2

CHAPTER 4
2

Solve Solve Solve

4 2x – 1
= 64 x
324x = 48x + 6 2 x+4
– 2x + 3 = 1

–1 –3

Solve Solve
FINISH
16(3n – 1) = 27n 162x – 3 = 84x

6. In a research, a type of bacteria will multiply itself in 1 minute. The amount of bacteria at the
start of the research was 300. The amount of bacteria after t minutes is given by 300(3t).
(a) Determine the amount of bacteria after 9 minutes.
(b) Determine the time, t, in minutes for the amount of the bacteria to be 72 900.
7. The population of country M can be estimated with the growth model, P = A 1 + (
k t
100 )
where P is the expected population, A is the population in year 2017, k is the growth rate and
t is the number of years after 2017. The population of this country in 2017 was approximately
30 million. Assuming that this population increases with a rate of 3% each year, estimate the
population of this country in the year 2050.
8. Mr. Prakesh invested RM20 000 in a bank with an annual interest rate of 10%. Mr. Prakesh's
investment amount after t years can be determined by the formula P = f(1 + r)t where f is the
initial investment value and r is the annual return rate. Determine Mr. Prakesh's investment
amount after 10 years.

95
 4.2 Laws of Surds

InQuirY 3 In groups

Aim: To know surds

Instructions:
1. Observe the diagram on the right. 3 cm 2 cm
2. Without using a calculator, find the value of cosine θ and give
the answer in the form of a , where a and b are integers.
!wb 
3. Discuss your group's findings.

We often face problems as mentioned above. How can problems involving surds be solved?
CHAPTER 4

Let's explore.

Comparing rational numbers and irrational numbers, and relating

surds with irrational numbers
You have learnt about rational numbers, in other words, numbers that can be expressed in
a
the form of , where a and b are integers and b ≠ 0. Rational numbers can also be written in
b
1
decimal form such as = 0.3333… What is the connection between rational numbers and
3
irrational numbers?

InQuirY 4 In groups 21st Century Learning

Aim: To find the relation between surds and irrational numbers

Instructions:
1. Scan the QR code or visit the link on the right.
2. Browse the Internet to obtain information about surds. bit.ly/315G1Ub
3. Cut all the prepared number cards and paste them onto the table
according to the correct classification as shown as the following.

Irrational numbers
Rational numbers
Surd Not surd

0.333333…

4. Convert all decimals on the number cards to fractions. What can be concluded?
5. Each group will move to other groups to see their findings.
6. Discuss with team members about the findings of other groups.

96 4.2.1
 Indices, Surds and Logarithms

From the results of Inquiry 4, it is found that: MATHEMATICS

POCKET
(a) Decimals that can be coverted to fractions are rational • Radical symbols are as
numbers. follows.
(b) Decimals that cannot be converted to fractions are !w, 3!w, 5!w, n!w
irrational numbers. • Recurring decimals
(c) Numbers with radicals, if the values are integers or a are decimals that
recurring decimals, are not surds. can be converted to
fractions. An example
of a recurring decimal is
54.5656…
Surds are numbers in the square root form, that is !wa , where
a is any positive integer. Surds have infinite decimal places and
a is called "surd a order n". For example, 3!w
are non-recurring. n!w 4
is called "surd 4 order 3". When a number cannot be simplified by

CHAPTER 4
eliminating the root, then that number is classified as a surd.
For instance,
2 cannot be simplified, therefore !w
(a) !w 2 is a surd.
4 can be simplified as 2, therefore !w
(b) !w 4 is not a surd.

Are all numbers with roots, surds? Observe the following table.
Mathematics Museum

Simplified Surd or 1
Number Decimal 
4 
1
number Not surd
3 
5 2

6 1 1

17

3 3 1.7320508... Surd
7
!w !w 

16
8
 
15
9

!w4l 1  
14
0.5 Not surd 10   
11 12 13
2
In geometry, the first
3
11
!w 3
11
!w 2.2239800... Surd Theodorus spiral (also called
square root spiral, Einstein
spiral or Pythagorean spiral)
3
27
!w 3 3 Not surd was built by Theodorus from
Cyrene. This spiral composed
of right-angled triangles that
5
3
!w 5
3
!w 1.2457309... Surd were placed edge-to-edge.

From the table above, it is found that surds have non-recurring

decimals. Therefore, surds are irrational numbers. Recurring
decimals, such as, 54.565656… are sometimes written as 54.56 or
54.56
.

4.2.1 97
 Example 6
Convert the following recurring decimals to fractions.
(a) 0.676767…
(b) 12.645645645…

Solution
(a) Let,
N = 0.676767…  … 1
Multiply with a

100N = 67.6767… … 2
suitable integer so
that the part with the
Mind Challenge
2 – 1 : 99N = 67 recurring decimal can Convert the following
be eliminated. fraction to a recurring
N = 67 decimal.
99 224
Thus, 0.676767… = 67. 495
99
CHAPTER 4

(b) Let,
A = 12.645645645…
A = 12 + N
Assume, N = 0.645645645…  … 1
1000N = 645.645645… …
2 – 1 : 999N = 645
2
Smart TIPS
Is !w
a = n!w
n
a?
N = 645 1

999 !w9 = (9)2 = 3

= 215
1
2!w9 = 2 × 92
333 =2×3

A = 12 + 215
=6

333 Since 3 ≠ 6, thus
Thus, 12.645645645… = 12215. !wa ≠ n!wa .
n

333

Example 7
Determine whether the following terms are surds. Give your reason.
16
125 (b)
(a) 3!w 5
!w125 (c)
4
64 !
Solution
Use a scientific calculator to obtain the values.
1
(a) 3!w
125 = 125 3
= 5
3!w 125 is not a surd because the value is an integer.
(b) 5!w
125 = 2.6265278
!w 5
125 is a surd because it is a non-recurring decimal.

98 4.2.1
 Indices, Surds and Logarithms

(c) !16
4
64
= 0.7071067…

!16
4
64
is a surd because it is a non-recurring decimal

Example 8
Is !w
4 = 2!w
4 ? Explain.
Smart TIPS 1
Solution !wa ≠ n!wa because n!wa = an
n
1
1 1 while n!w a = n × a2.
4 = 4 2      ,     2!w
!w 4 = 2 × 42
=2 =2×2
=4

CHAPTER 4
Since 2 ≠ 4, thus !w
4 ≠ 2!w
4. Generally, n!w
a ≠ n!w
a.

Self Practice 4.3

1. Convert the following recurring decimals to fractions.
(a) 0.787878… (b) 3.57575757… (c) 0.345345345… (d) 13.567567567...
2. Determine whether the following terms are surds. Give your reason.
(a) 3!w
127 (b) 4
!w1 125 (c) 6 64 (d)
! 7
79
!
729 897

a  !w
Making and verifying conjectures on !w b and !w
a  !w
b

InQuirY 5 In groups

Aim: To verify conjectures on !wa × !wb and !wa ÷ !wb

Instructions:
1. Scan the QR code or visit the link on the right.
2. Click on the "Law 1" and "Law 2" boxes. Then, drag cursors a and b. bit.ly/2MkBDv5
3. State the conjectures based on your observation regarding both laws.
4. With a scientific calculator, fill in the following tables by taking any positive integer a
and b.

a b (a  b) !wa !wb Value of !wa  !wb (a  b)

!w Value of !w
(a  b)
2 5 10 !w2 !w5 3.162… 10
!w 3.162…

4.2.1 4.2.2 99
 a b (a  b) !wa !wb Value of !wa  !wb (a  b)
!w Value of !w
(a  b)
10 5 2 10
!w !w5 1.414… !w2 1.414…

5. Compare the values of the 6th row and 8th row for both completed tables.
6. Were you able to verify the conjectures made? Discuss.

From the results of Inquiry 5, it is found that:

CHAPTER 4

MATHEMATICS
POCKET
For a > 0 and b > 0, If a  0, then !w
a is a real
a × !w
(a) !w b = !w
ab (Law 1) number and
1

(b) !w b= a
a ÷ !w ! (Law 2) !wa × !wa = !w
a2 = (a2)2 = a
b

Example 9
Write the following as single surds.
24
!w
2 × !w
(a) !w 7 (b)
8
!w
21a
!w
(c) !w
3a × !w
5a (d)
7a
!w

Solution
24
= 24
!w
(a) !w
2 × !w
7 = !w
2 × 7
8
!w 8
(b) !
14
= !w
= !w 3
21a
= 21a
!w
(c) !w
3a × !w 3a × 5a (d)
5a = !w
7a
!w 7a !
15a2
= !w
= !w 3
15
= a!w

100 4.2.2
 Indices, Surds and Logarithms

Self Practice 4.4

1. Write the following as single surds.
2 × !w
(a) !w 3 (b) 3 × !w
!w 5 (c) 3 × !w
!w 3 (d) 5 × !w
!w 6
8
!w 18
!w 20
!w 5 × !w
!w 6
(e) (f) (g) (h)
3
!w 3
!w 5
!w 3
!w

Simplifying expressions involving surds

InQuirY 6 Individual

Aim: To simplify expressions involving surds

Instructions:
1. Scan the QR code or visit the link on the right.

CHAPTER 4
2. Drag the cursor to change the value of the surd.
bit.ly/2LQqH9u
3. Write down the surds that can be simplified and the surds
that cannot be simplified.
4. Simplify !w
90 without using mathematical tools and technological devices.

3 cannot be simplified but !w

From the results of Inquiry 6, it is found that !w 9 can be simplified
90 can be written as !w
to 3. Besides, !w 9 × 10 or !w9 × !w
10, therefore !w
90 = 3!w
10.

Example 10
Write !w
18 in the form of a!w
b where a and b are integers and a is the largest value.

Solution
18 = !w
!w 9×2
= !w 9 × !w
2
9 is the largest perfect square number
and a factor of 18
= 3!w 2

Self Practice 4.5

1. Mark (✓) on the correct statements.

5 !w
7 2 × 2!w
3!w 2 260 (!w 36 ) 4!w
7 × 5!w
7
2
!w !w 16!w
= !w
12 = 6!w
2 = 2!w
65 = 576 = 20!w
21

4!w
8 18 75 30!w
27 (!w
81 )
2
!w !w
4
2!w 3
!w 3
!w 3
6!w = 81
2
= 2!w = !w15 =5 = 15

4.2.2 4.2.3 101
 2. Write the following in the form of a!w
b where a and b are integers and a is the largest value.
(a) !w
12 (b) !w
27 (c) !w
28 (d) !w
32
(e) !w
45 (f) !w
48 (g) !w
54 (h) !w
108

How to perform addition, subtraction and multiplication involving surds? Let's explore this in
detail.

InQuirY 7 In groups 21st Century Learning

Aim: To perform mathematical operations involving additions,

subtractions and multiplications on surds
Instructions:
1. Scan the QR code or visit the link on the right. bit.ly/31OY9To
CHAPTER 4

2. Consider the expressions involving surds.

3. Click on the "Solution" button to see the calculation steps.
4. Click on "Other Questions" to see the next question.
5. Make a note about the calculation steps shown and explain to other classmates about
your understanding on solving expressions involving surds.

From the results of Inquiry 7, it is found that:

Expressions involving surds can be simplified by performing addition, subtraction and

multiplication operations of surds.

Example 11
Simplify the following expressions.
2 × !w
(a) !w 3 + !w
6 (b) 7 (6 – !w
!w 7)
(c) !w
18 – !w
8 (d) (6 + 2!w
2 )(1 + 3!w
2)

Solution
(a) !w
2 × !w
3 + !w
6 = !w
2 × 3 + !w
6 7 (6 – !w
(b) !w 7 ) = 6!w
7 – !w
7 × !w
7
6 + !w
= !w 6 = 6!w
7–7
6
= 2!w
(c) !w
18 – !w
8 (d) (6 + 2!w
2 )(1 + 3!w
2)
= !w9 × 2 – !w4 × 2 = 6(1) + 6(3!w
2 ) + 2!w2 (1) + (2!w
2 )(3!w
2)
= !w9 × !w2 – !w
4 × !w
2 = 6 + 18!w2 + 2!w2 + 12
= 3!w2 – 2!w2 = 18 + 20!w2
= (3 – 2)!w2
= !w2

102 4.2.3
 Indices, Surds and Logarithms

Example 12
b.
Simplify each of the following in the form of a!w
(a) 4!w
27 (b) 7!w
243 (c) 5!w
75

Solution
(a) 4!w
27 = 4!w
9×3 (b) 7!w
243 = 7!w
81 × 3 (c) 5!w
75 = 5!w
25 × 3
= 4(3)!w
3 = 7(9)!w
3 = 5(5)!w
3
= 12!w
3 = 63!w
3 = 25!w
3

In Example 12, notice that 12!w3, 63!w 3 and  25!w3 have !w3  as the irrational factor. Therefore,
these three expressions are known as similar surds.

CHAPTER 4
Numbers that do not contain a similar irrational factor are known as not similar surd. For
example, the set of expressions !w3 , 23!w
3, 5!w
6 and 74!w
3 are not similar surds.

Example 13
Determine whether the set of expressions 4!w
12 , 5!w
18 and 5!w
6 are similar surds or not similar
surds.
Solution
4!w
12 = 4!w
4×3 5!w
18 = 5!w
9×2 5!w
6 = 5!w
2×3
= 4(2)!w
3 = 5(3)!w
2 = 5!w
6
= 8!w
3 = 15!w
2
The three expressions do not contain a similar irrational number factor. Thus, all of those
expressions are not similar surds.

Self Practice 4.6

1. Simplify the following expressions involving surds.
(a) 3!w
5 + 5!w
5 (b) 7!w
5 + 5!w
5 (c) 7!w
7 – 5!w
7
6 (3!w
(d) !w 6 ) (e)
6 – 5!w 5 (4 + 5!w
!w 5 ) (f) 7 (3 – 5!w
!w 7)
(g) (4 + 5!w
3 )(3 + 5!w
3 ) (h)
(7 – 5!w7 )(3 + 5!w7 ) (i)
(9 + 5!w4 )(3 – 5!w4 )
2. Determine whether the following sets of expressions are similar surds or not similar surds.
(a) 5!w
80 , 2!w
58 , 9!w
45
(b) 3!w
3 , 4!w
12 , 5!w
27
(c) 2!w
125, 7!w
5 , –7!w
5
(d) 2!w
12 , 9!w
24 , 8!w
5
(e) 3!w
27 , –3!w
27 , –!w
3

4.2.3 103
 Rationalising the denominators for expressions involving surds

Numbers that contain irrational denominators such as 1 , 1 and 1 ,

a m!w
m!w a + n!w
b a – n!w
m!w b
where m and n are integers should be written by rationalising the denominators. The rules to
rationalising the denominators are as follows:

(a) Multiply the numerator and denominator of 1 with the conjugate surd m!w a so that the
a
m!w
surd can be eliminated from the denominator.
(b) Multiply the numerator and denominator of 1 with the conjugate surd m!w a – n!wb
a + n!w
m!w b
so that the surd can be eliminated from the denominator.
1
CHAPTER 4

(c) Multiply the numerator and denominator of with the conjugate surd m!w a + n!wb
a – n!w
m!w b
so that the surd can be eliminated from the denominator.

MATHEMATICS
Example 14 POCKET
Rationalise the denominator and simplify each of the following.
Rationalising using
(a)  1      (b)  1      (c)  1 conjugate surds.
3
5!w 2 + 5!w
7!w 3 3 – 5!w
2!w 7
Conjugate
Surd
surd
Solution
m!wa m!wa
5!w
3
(a) 1 = 1 × Multiply with the conjugate surd m!wa + n!wb m!wa – n!wb
3 5!w
5!w 3 5!w3 m!wa – n!wb m!wa + n!wb
5!w
3
=
3 × !w
5 × 5 × !w 3
5!w3
=
75
3
!w
=
15

(b) 1
2 + 5!w
7!w
=
3 7!w
1
2 + 5!w
×
3 7!w
7!w2 – 5!w
2 – 5!w
3
3
Multiply with the
conjugate surd Smart TIPS
!wa × !wa = (!wa ) = a
2

7!w
2 – 5!w 3
= (a − !wb )(a + !wb ) = a2 − b
(7!w2 + 5!w3 )(7!w2 – 5!w3 )
7!w2 – 5!w3
=
(7!w2 ) – (5!w3 )2
2

7!w2 – 5!w3
=
23

104 4.2.4
 Indices, Surds and Logarithms

1 1 2!w3 + 5!w7 Multiply with the The conjugate surd for

(c) = ×
3 – 5!w
2!w 7 2!w 3 – 5!w7 2!w
conjugate surd
3 + 5!w7 2!w
3 – 5!w
7 is 2!w
3 + 5!w
7.
2!w
3 + 5!w 7
=
(2!w3 – 5!w7 )(2!w3 + 5!w7 )
2!w3 + 5!w7
=
(2!w3 ) – (5!w7 )2
2

2!w3 + 5!w 7
=–
163

Example 15
1 + !w
3

CHAPTER 4
Rationalise the denominator and simplify .
3
1 – !w

Solution
Mind Challenge
1 + !w3 1 + !w 3 1 + !w 3 Multiply with the
= × conjugate surd What is the conjugate surd
3 1 – !w
1 – !w 3 1 + !w 3 of 1 – !w3?
1 + 3 + !w
3 + !w
3
=
1–3
4 + 2!w
3
=
–2
3
= –2 – !w Smart TIPS
a – !wb
Multiply with a
a – !wb
c
fraction in the form
a + !wb
Example 16 to eliminate the surd from
the denominator.
5 + !w
7 4 – !w
7
Write + as a single fraction.
3 1 – !w
1 + !w 3

Solution
5 + !w
7 4 – !w
+
7
3 1 – !w
1 + !w 3
=
(
5 + !w
7 1 – !w
×
3 1 – !w
1 + !w
3
3
+
)( 4 – !w
1 – !w
7 1 + !w
×
3 1 + !w
3
3 ) BRAINSTORMING
“The product of 2 irrational
5 – 5!w
3 + !w7 – !w
21 + 4 + 4!w 3 – !w
7 – !w
21 numbers is an irrational
=
(1 + !w3 )(1 – !w3 ) number.”
Discuss and give your
9 – !w
3 – 2!w21
= justification regarding this
1–3 statement.
–9 + !w3 + 2!w21
=
2

4.2.4 105
 Self Practice 4.7
1. Rationalise the denominator and simplify each of the following:
2
(a) 2 (b) 7
!w
(c)
5
!w 2
!w 5
!w
3
!w 1 + !w3 3 + !w
2
(d) (e) (f)
2!w12 !w12 5
5 – !w
6 – !w
3 3 + !w2 4 – !w
3 7 – !w
5 6 + !w
3
(g) (h) + (i) –
12
9 – !w 2 7 + !w
5 – !w 3 5 6 – !w
5 + !w 3

Solving problems involving surds

CHAPTER 4

Example 17 Mathematics Application

The diagram on the right shows a pyramid-shaped house. The

triangle shape at the front of the house has an area of
(20!w3 – 4) m 2
and the length of its base is (4 + 4!w
3 ) m.
Determine the height of the triangle at the front of the house in
the form of (a + b!w
3 ), where a and b are rational numbers.

Solution

1 . Understanding the problem 3 . Implementing the strategy

× (4 + 4!w3 ) × t = 20!w
1
◆ The area of the triangle = (20!w
3 – 4) m2 2
3–4
◆ The length of the base of the triangle (2 + 2!w3 )t = 20!w3 – 4
= (4 + 4!w
3) m 20!w3–4
t =
◆ Determine the height of the triangle in 2 + 2!w3
the form of (a + b!w
3) 20!w3 – 4 2 – 2!w3
= ×
2 + 2!w3 3
2 – 2!w
40!w
3 – 120 – 8 + 8!w
3
2 . Planning a strategy =
–8
◆ Use
the formula of the area of triangle –128 + 48!w3
=
1 –8
= × base × height
2 3
= 16 – 6!w
The height of the triangle part at the front
of the house is (16 – 6!w
3 ) m.

106 4.2.4 4.2.5

 Indices, Surds and Logarithms

4 . Making a conclusion
× (4 + 4!w3 ) × (16 – 6!w
3)
1
The area of triangle =
2
= (2 + 2!w3 )(16 – 6!w3)
= 32 – 12!w
3 + 32!w
3 – 36
= (20!w
3 – 4) m2

Example 18
Solve x – 4!w
x + 3 = 0.

CHAPTER 4
Solution
x – 4!w x + 3 = 0
(!wx – 3)(!wx – 1) = 0 Factorise
!wx – 3 = 0   or   !w x –1=0
x = 3
!w x = 1
!w
(!wx ) = 3
2 2
(!wx )2 = 12
x = 9 x = 1

Self Practice 4.8

1. Triangle ABC has an angle of ABC = 60°, AB = 3!w
3 cm and BC = 4!w
3 cm. Determine the
length of AC.
2. The diagram on the right shows a right-angled triangle ABC. A
(a) Determine the area of triangle ABC.
(b) Determine the length of AC. (5 – 2
2 ) cm
C
B (5 + 2
2 ) cm

3. Solve the equation 2 + 3!w

y = 6!w
3 + 5. Write your answer in the form of a + b!w
3 , where a and
b are rational numbers.
4. Solve the following equations.
2 – 7x + 2x = 0
(a) !w
2x + 1 + !w
(b) !w 2x – 1 = 2
4x + 3 – !w
(c) !w 4x – 1 = 2

4.2.5 107
 Intensive Practice 4.2 Scan the QR code or visit bit.ly/33f32pd for the quiz

1. Write the following as single surds.

27
!w 48
!w
5 × !w
(a) !w 11 (b) 7 × !w
!w 10 (c) (d)
18
!w 8
!w
2. Write the following in the form of a!w
b, where a and b are integers and a is the largest value.

( )
2
54
!w 2!w
6
24 (b)
(a) !w 162
!w (c) (d)
3
!w 3
3. Simplify.
(a) 3!w
10 + 5!w
10 (b) 6!w
11 – !w
11 (c) 13!w
13 – 2!w
13
(d) 2!w
45 + !w
20 (e) 3!w
27 – !w
72 (f) 18 + !w
!w 27
CHAPTER 4

(g) 3!w
15 × 7!w
5 (h) 72 × 4!w
!w 15 (i) 4 (2!w
!w 3 ) – 5!w
3
7 (3 + 7!w
(j) !w 7 ) (k) 5 (7 – 5!w
!w 5 ) (l)
(3 + 3!w7 )(3 + 5!w7 )
(m) (7 + 5!w
7 )(3 – 5!w
7 ) (n)
(7 – 5!w5 )(3 – 5!w5 ) (o) 112
!w
7
!w
12
!w 88
!w 9!w
20
(p) (q) (r)
108
!w 2!w11 5
3!w
4. Given A = 3!w5 + 7!w
3 , B = 2!w5 – 7!w7 and C = 2!w
3 – 9!w8 . Simplify
(a) A + B (b) A – C (c) 3A + 2B (d) 3A + B – 2C
5. Rationalise the denominators and simplify the following expressions.
(a) 2 (b) 4 (c) 4
5
!w 3 – 5
!w 3 – 5
3!w
5 4 + !w
5 !w3 – !w
7
(d) (e) (f)
2!w3 – !w
2 5
3 – !w 3 + !w
!w 7
6. Write the following as single fractions.
(a) 1 + 1 (b) 2 + 1 (c) 2 + 1
3 1 – !w
1 + !w 3 7 + !w
!w 2 !w7 – !w
2 3 4 + !w
4 – !w 3

10 ) cm2. One of its sides has a length of (!w

7. The area of a rectangle is (8 + !w 2 ) cm.
5 + !w
Determine the length of the other right in the form of a!w
5 + b!w
2.
8. The diagram on the right shows a right-angled triangle PQR.
(a) Determine the value of tan x. Write your answer in the P
a + b!w
2
form of , where a, b and c are integers. (3 + 
2 ) cm (1 + 2 
2 ) cm
c
(b) Determine the area of triangle PQR. Write your
p + q!w2 x
answer in the form of , where p, q and r Q R
are integers. r

108
 Indices, Surds and Logarithms

4.3 Laws of Logarithms

Relating the equations in index form with logarithmic form and

determining the logarithmic value of a number
An equation in index form can be written as N = ax where a > 0
and a ≠ 1. N, a and x are variables. We can find the value of one If am = an then, m = n
variable if the value of the other two variables are given. If am = bm then, a = b
For example,
(a) if 81 = 9x, then x = 2
(b) if 1 000 = a3, then a = 3!w
1 000
= 10
(c) if N = 53, then N = 125

CHAPTER 4
Can you find the value of x of the following equations?
(a) 50 = 4x
(b) 69 = 7x
(c) 80 = 8x

What is the method that can be used? Let's explore in detail.

Inquiry 8 will explain the methods to solve the equation above.

InQuirY 8 In groups

Aim: To relate the equations in index form and logarithmic form

Instructions:
1. Scan the QR code or visit the link on the right.
2. Click on the "Graph of equation in index form" box and bit.ly/30Txh3t
observe the graph f(x) = a that appears.
x

3. Then, click on the "Graph of equation in logarithmic form" box and observe the graph
of g(x) = loga(x) that appears.
4. Drag cursor a to the left and to the right. Write down your observations regarding the
changes that happen to the graph when the value of a increases.
5. Drag cursor a to the value of 1. Does the graph g(x) = loga x exist? What is the shape of
the graph for f (x) = ax that was formed? Write down your findings.
6. Drag cursor a to negative values. Does the graph f (x) = ax and g(x) = loga x exist? Write
down your findings.
7. Discuss on the existence of logarithms for negative numbers and zero.
8. Then, verify if the following statements are true or false.
(a) loga 1 = 0 (b) loga a = 1

4.3.1 109
 From the results of Inquiry 8, it was found that the relationship
between equations in index and logarithmic forms can be defined
Smart TIPS
loga ax = x
as follows:

loga N = x ⇔ N = ax where a > 0 and a ≠ 1

From the definition above, it can be concluded that:

MATHEMATICS
POCKET
a0 = 1 ⇔ loga 1 = 0 and a1 = a ⇔ loga a = 1
    Index Logarithmic
Thus, for any real numbers, a > 0 and a ≠ 1, the following form form
statement is true. 40 = 1 log4 1 = 0
100 = 1 log10 1 = 0
CHAPTER 4

loga 1 = 0 71 = 7 log7 7 = 1
loga a = 1 10 = 10
1
log10 10 = 1

Notice that:

loga N is defined if N > 0 and a > 0, a ≠ 1

For example, log7 0, log10 (−10), log0 2 and log1 13 are undefined. MATHEMATICS
The base of logarithms must be positive. Usually, 1 is not used POCKET
as a base because 1n = 1 for any value of n. The common logarithm is
If a common logarithm value is given for a number, that the logarithm in base 10.
number can be determined with a scientific calculator. That For example, log10 a = lg a
number is called antilogarithm or antilog for short.

If log10 N = x, then antilog x = N

Based on the definition of logarithms of a number, we can convert

an index equation to the logarithmic form. Mathematics Museum

The power of the index number is the logarithmic value The value of common
logarithms can be
determined by using a
scientific calculator or a
Given 16 = 24 thus log2 16 = 4 four-figure table.
Scan the QR code below to
obtain a four-figure table.
The base of the index number is the base of the logarithm
Otherwise, we can convert an equation in logarithmic form to
index form.
bit.ly/2MvAcvb
If log2 16 = 4, then 16 = 2 4

110 4.3.1
 Indices, Surds and Logarithms

InQuirY 9 In pairs 21st Century Learning

Aim: To relate the graphs of exponential function and logarithmic function.

Instructions:
1. Copy and complete the table below for y = 2x.

x –3 –2 –1 0 1 2 3
1
y
8
2. Then, copy and complete the table below for the inverse function y = 2x, by exchanging
the value of x and y.

1
x
8
y –3

CHAPTER 4

3. Draw the graph of y against x for y = 2x and its inverse function on the same axis.
4. Note down your observation about both of the graphs drawn.
5. Present your findings in front of the class.

From Inquiry 9, f : x → 2x, x = f −1(2x).

y
Suppose y = 2x, y = ax
thus x = f −1(y) y=x
log2 y = log2 2x
log2 y = x
Substitute x = log2 y into x = f −1(y) (0, 1) y = loga x
then, f −1(y) = log2 y x
or f −1(x) = log2 x 0
(1, 0)
Generally,

If f : x → ax, then f −1 : x → loga x

Thus,

y = loga x is the inverse of ay = x

Example 19
Convert 24 = 16 to logarithmic form.

Solution
24 = 16
log2 16 = 4

4.3.1 111
 Example 20
Convert log3 27 = 3 to index form.

Solution
log3 27 = 3
33 = 27

Example 21
Find the value of each of the following.
()
(c) log10 3
3
(a) log10 7 (b) log10 79
4
CHAPTER 4

Solution
(c) log10 3 = log10 27 () ( )
3
(a) log10 7 = 0.8451 (b) log10 79 = 1.8976
4 64
= − 0.3748

Example 22
Find the value of each of the following.
(a) log5 625 (b) log6 7 776

Solution
(a) Let, log5 625 = x Let, log6 7 776 = y
5 = 625
x
6y = 7 776
5 = 5
x 4
6y = 65
x = 4 y = 5
Thus, log5 625 = 4 Thus, log6 7 776 = 5

Example 23
(a) Determine the value of x if log5 x = 3.
(b) Determine the value of y if log3 y = 4.

Solution
(a) log5 x = 3 (b) log3 y = 4
x = 5 y = 34
3

x = 125 y = 81

112 4.3.1
 Indices, Surds and Logarithms

Example 24
Determine the value of each of the following.
(a) antilog 0.1456 (b) antilog (− 0.3976)

Solution
(a) antilog 0.1456 = 1.3983 (b) antilog (− 0.3976) = 0.4003

Self Practice 4.9

1. Convert the following to logarithmic form.
(a) 34 = 81 (b) 27 = 128 (c) 53 = 125 (d) 63 = 216
2. Convert the following to index form.

CHAPTER 4
(a) log10 10 000 = 4 (b) log10 0.0001 = −4
(c) log2 128 = 7 (d) log4 64 = 3
3. Find the value of each of the following:
(a) log10 9 (b) log10 99

()
(c) log10 5
3
(d) log2 64
6
(e) log3 81 (f) log4 256
(g) log10 100 000
4. Solve the following equations.
(a) log2 x = 5 (b) log8 x = 3 (c) log2 x = 8
5. Determine the value of each of the following:
(a) antilog 2.1423 (b) antilog 1.3923
(c) antilog 3.7457 (d) antilog (−3.3923)
(e) antilog (−2.5676) (f) antilog (− 4.5555)

Proving the laws of logarithm

InQuirY 10 In groups 21st Century Learning

Aim: To prove the laws of logarithm

Instructions:
1. Scan the QR code or visit the link on the right.
2. Observe the examples of three laws of logarithm that is shown. bit.ly/2MiX9QP
3. Drag cursors a, b and n. Observe the changes to the three laws of
logarithm.
4. Discuss the three laws of logarithms and make a conclusion.
5. Make a short presentation about your findings.

4.3.1 4.3.2 113

 From the results of Inquiry 10, three basic laws of logarithm are as follows:

If a, x and y are positive and a ≠ 1, then

(a) loga xy = loga x + loga y (Product law)
(b) loga x = loga x − loga y (Division law)
y
(c) loga xn = n loga x for any real number n (Power law)

Each basic law of logarithm above can be proven as follows:

Let x = ap and y = aq, then p = loga x and q = loga y.
(a) xy = ap × aq = ap + q
Thus, loga xy = p + q From the definition of logarithms
loga xy = loga x + loga y Substitute p = loga x and q = loga y

(b) x = aq = ap − q
p
CHAPTER 4

y a
Thus, loga x = p – q From the definition of logarithms
y
loga x = loga x − loga y Substitute p = loga x and q = loga y
y
(c) xn = (ap)n = apn
Thus, loga xn = pn From the definition of logarithms
loga xn = n loga x Substitute p = loga x

Example 25
Given log5 15 = 1.6826 and log5 4 = 0.8614. Determine the
value of each of the following.
(a) log5 60     (b) log5 12     (c) log5 100

Solution
(a) log5 60 = log5 (15 × 4) Tech Whizz
= log5 15 + log5 4
= 1.6826 + 0.8614
Check your answers with
= 2.544
( )
the Photomath app. Scan
(b) log5 12 = log5 60 the QR code below to
5 download the Photomath
= log5 60 − log5 5 loga ax = x app.
= 2.544 – 1
= 1.544
(c) log5 100 = log5 (25 × 4)
= log5 25 + log5 4
= log5 52 + log5 4 bit.ly/2Rg86YH
= 2 log5 5 + 0.8614
= 2 + 0.8614
= 2.861

114 4.3.2
 Indices, Surds and Logarithms

Example 26
Find the value of each of the following without using a calculator.
(a) log5 750 − log5 6 (b) log3 8 + 2 log3 6 − log3 96
9

Solution
(a) log5 750 − log5 6 = log5 750
6
= log5 125
= log5 53
= 3 log5 5 loga ax = x
=3
(b) log3 8 + 2 log3 6 − log3 96 = log3 8 + log3 62 − log3 96
9 9
( )

CHAPTER 4
= log3 8 × 36 ÷ 96
9
= log3 27
= log3 33
= 3 log3 3 loga ax = x
=3

Self Practice 4.10

1. Given that log7 4 = 0.712 and log7 5 = 0.827. Evaluate each of the following:
(a) log7 1 1 (b) log7 28 (c) log7 100 (d) log7 0.25
4
2. Evaluate each of the following without using a calculator.
(a) log3 21 + log3 18 – log3 14
(b) 2 log4 2 – 1 log4 9 + log4 12
2
(c) log2 7 + log2 12 – log2 21

Simplifying algebraic expressions using the laws of logarithms

Algebraic expressions involving logarithm can be simplified using the laws of logarithms.

Example 27
Express the following as single logarithms.
(a) loga x + 3 loga y (b) 2 loga x – 1 loga y (c) 2 log3 x + log3 y – 1
2
Solution
(a) loga x + 3 loga y = loga x + loga y3
= loga xy3

4.3.2 4.3.3 115

 (b) 2 loga x – 1 loga y = loga x2 – loga y 2
1

2
= loga x
2

!wy
(c) 2 log3 x + log3 y – 1 = log3 x2 + log3 y – log3 3
x2y
= log3
3

Example 28
If p = logb 2, q = logb 3 and r = logb 5, write the following in
terms of p, q and/or r.
(a) logb 6 (b) logb 45

( )
5!w
3
CHAPTER 4

(c) logb 0.2222… (d) logb

2

Solution Mind Challenge

(a) logb 6 = logb (2 × 3) Can you determine the value
= logb 2 + logb 3 of
= p + q (a) log10 (–6)?
(b) logb 45 = logb (9 × 5) (b) log–10 6?
= logb 32 + logb 5
= 2 logb 3 + logb 5
= 2q + r
(c) logb 0.2222… = logb 2
9 FLASHBACK
= logb 2 − logb 9 Suppose,
= logb 2 − logb 32 A = 0.2222…  1
= logb 2 – 2 logb 3 100A = 22.22… 2
= p – 2q

( )
2 – 1 : 99A = 22
5!w
3 22
= logb 5 + logb !w
(d) logb 3 − logb 2 A =
99
2 2
= logb 5 + 1 logb 3 − logb 2
=
9
2
1
=r+ q–p
2

Self Practice 4.11

1. Write the following expressions as single logarithms.
(a) log2 x + log2 y2 (b) logb x – 3 logb y (c) log2 x + 3 log2 y
1
(d) log4 x + 2 – 3 log4 y (e) log3 m + 2 log3 n – log3 m
4
2
2. Given log2 3 = p and log2 5 = q, express each of the following in terms of p and q.
(a) log2 10 (b) log2 45 (c) log2 !w
15

116 4.3.3
 Indices, Surds and Logarithms

logc b
Proving the relationship of loga b = and determining the
logc a
logarithm of a number

QR
If a, b and c are positive numbers, then, a ≠ 1 and c ≠ 1,
logc b Logarithmic base changes.
then loga b =
logc a

The prove for the above statement are as follows:

Suppose loga b = x, then, ax = b.
bit.ly/2NtoekS
logc ax = logc b Use the same logarithmic
x logc a = logc b base on both sides

logc b

CHAPTER 4
Power law of logarithm
x =
logc a
logc b
Thus, loga b =
logc a

Specifically:

logb b 1
If b = c, then loga b = =
logb a logb a

By using the law of base change, any logarithmic base can be MATHEMATICS
written and evaluated with base 10 or base e. POCKET
Logarithms with base e are known as natural logarithms
and are written as loge, or ln. Base e is often used in mathematics, ln a means loge a with e
as an exponent base. The
science and technology. number e is a non-recurring
decimal, which is 2.7182…
Observe the following:
Example 29 • log 10 = 1
• ln e = 1
Determine the following values by changing their bases to 10. • ln ex = x
(a) log30 4 (b) log2 0.45 • eln x = x
• 10log x = x
Solution
log10 4 log10 0.45
(a) log30 4 = (b) log2 0.45 =
log10 30 log10 2
= 0.6021 = – 0.3468
1.4771 0.3010
= 0.408 = –1.152 Mind Challenge
Find the value of log5 20
using common logarithms
and natural logarithms.

4.3.4 117
 Example 30 Quick Count
Convert each of the following to natural logarithms and
evaluate them. Determine the solution to
(a) log6 254 (b) log30 4 Example 30 with a scientific
calculator.
Solution 1. Press In 254 ) ÷

loge 254 loge 4 In 6 ) = .

(a) log6 254 = (b) log30 4 =
loge 6 loge 30 2. The screen will show:

= ln 254 = ln 4
In(254) ÷ In(6)
ln 6 ln 30
3.090445097
= 5.5373 = 1.3863


1.7918 3.4012
= 3.090 = 0.408
CHAPTER 4

Example 31
Given log5 x = p, express each of the following in terms of p.
(a) log25 x (b) logx 25x3

Solution
log5 x log5 25x3
(a) log25 x = (b) logx 25x3 =
log5 25 log5 x
p log5 52 + log5 x3
= 2 =
p
2 log5 5 + 3 log5 x
=
p
2 + 3p
=
p

Self Practice 4.12

1. Evaluate each of the following by converting it to base 10.
(a) log3 22 (b) log6 1.32 (c) log5 18 (d) log4 0.815
2. Convert each of the following to natural logarithms and evaluate them.
(a) log7 225 (b) log9 324 (c) log20 379
3. Given log3 2 = t, express each of the following in terms of t.
(a) log2 9 (b) log9 8 (c) log2 18 (d) log2 9
4
4. If log2 m = a and log2 n = b, express each of the following in terms of a and b.
(a) log4 m2n3 (b) log8 m2 (c) logmn 8n
n

118 4.3.4
 Indices, Surds and Logarithms

Solving problems involving the laws of logarithms

Problems involving indices, such as 3x = 70 that cannot be expressed in the form of ax = ay or

ax = bx can be solved by using logarithms.

Example 32
Solve the equation 3x − 4 = 50x − 3.

Solution
3x − 4 = 50x − 3
(x − 4) log 3 = (x − 3) log 50 Use base 10 logarithm
x log 3 – 4 log 3 = x log 50 – 3 log 50 log10 a = log a
x log 3 – x log 50 = –3 log 50 + 4 log 3

CHAPTER 4
x (log 3 – log 50) = −3 log 50 + 4 log 3
–3 log 50 + 4 log 3
x =
log 3 – log 50
= 2.610

Example 33
Solve the following natural logarithmic equations.
(a) ln (4x − 2) = 5 (b) 10e2x = 35

Solution
(a) ln (4x − 2) = 5 (b) 10e2x = 35
loge (4x − 2) = 5 e2x = 3.5
e5 = 4x − 2 ln e2x = ln 3.5
148.4132 = 4x − 2 2x ln e = ln 3.5 ln e = 1
4x = 150. 4132 2x = ln 3.5
x = 150.4132 x = ln 3.5
4 2
= 37.603 = 0.626

Example 34 Mathematics Application

The temperature of a block of steel rises from 30°C to T °C when it was heated for x seconds.
Given T = 30(1.2)x, determine
(a) the temperature of the steel when it is heated for 10.4 seconds,
(b) the time, x, in seconds, taken to increase the temperature of the block of steel from 30°C
to 1 500°C.

4.3.5 119
 Solution

1 . Understanding the problem 2 . Planning the strategy

◆ Given the formula T = 30(1.2)x ◆ Substitute the value of x into the
◆ The temperature rises from 30°C to formula to find the value of T.
T °C. ◆ Substitute the value of T into the
◆ Determine T when x = 10.4 seconds formula to find the value of x.
◆ Determine x when the temperature
of the block of steel rises from 30°C
to 1 500°C. 3 . Implementing the strategy
(a) T = 30(1.2)x
4 . Making a conclusion = 30(1.2)10.4
= 199.8ºC
CHAPTER 4

(a) When T = 199.8°C, then

Thus, the temperature of the steel after
199.8 = 30(1.2)x
10.4 seconds is 199.8ºC.
199.8 = (1.2)x (b) T = 30(1.2)x
30
1 500 = 30(1.2)x
6.66 = (1.2)x
log 6.66 = x log 1.2 1500 = (1.2)x
30
x = log 6.66 50 = (1.2)x
log 1.2
log 50 = x log 1.2
= 10.4 seconds
(b) When x = 21.4567 seconds, then x = log 50
log 1.2
T = 30(1.2)21.4567
= 21. 4567
≈ 1 500ºC
Thus, the time taken for the block
of steel to reach a temperature of
1  500ºC is 21.4567 seconds.

Self Practice 4.13

1. Solve the following equations by giving answers in three decimal places.
(a) 42x − 1 = 7x (b) 52x − 1 = 79x − 1 (c) 73x − 1 = 50x
2. Solve the following equations by using natural logarithms. Give the answer in three decimal
places.
(a) ln (5x + 2) = 15 (b) 30e2x + 3 = 145 (c) 5e3x − 4 = 35
(d) ln (3x – 2) = 4 (e) 41 – e = 5
2x
(f) ln (x + 1)2 = 4

()
3. The price of a house after n years is given by RM260 000  9 . Determine the minimum
n

8
number of years for the price of the house to exceed RM300 000 for the first time.

120 4.3.5
 Indices, Surds and Logarithms

4. A company's savings after n years is RM2 000(1 + 0.07) . Determine the minimum number of
n

years for their savings to exceed RM4 000.

5. After n years, Mr. Chong's money in a bank is RM4 000(1.1)n. Calculate the number of years
for Mr. Chong's money to exceed RM5100 for the first time.
6. The air pressure, in Hg, at a height of 10 km above sea level is given by P = 760e– 0.125h, where
h is the height, in km, and e = 2.718. Determine the height above sea level if the pressure at
that height is 380 mm Hg.

Intensive Practice 4.3 Scan the QR code or visit bit.ly/2osOqUo for the quiz

1. Given log5 3 = 0.683 and log5 7 = 1.209. Without using a calculator or four-figure tables,
calculate log5 1 and log7 75.

( )

CHAPTER 4
2. Given loga 3 = x and loga 5 = y, express loga 453 in terms of x and y.
a
3. Determine the value of log4 8 + logr !w
r.
log12 49 × log64 12
4. Without using a calculator or four-figure tables, simplify .
log16 7
5. Given log10 x = 2 and log10 y = −1, prove that xy – 100y2 = 9.
6. Given log5 2 = m and log5 7 = p, express log5 4.9 in terms of m and p.
7. Simplify log2 (2x + 1) – 5 log4 x2 + 4 log2 x.
8. Given that log2 xy = 2 + 3 log2 x – log2 y, express y in terms of x.

( )
9. Given log2 b = x and log2 c = y, express log4 8b in terms of x and y.
c

10. The intensity of a sound, in decibel, is calculated by using the formula d = 10 log10 P
P0 ( )
where d is the intensity of sound, in decibel, P is the intensity of sound, in Watt and P0 is
the weakest intensity of sound that can be detected by the human ears, in Watt and it is a
constant. In a house, a hot water pump has an intensity of sound of 50 decibels and a wattage
of 10−7 Watts while a dishwasher has a sound intensity of 62 decibels.
(a) Calculate the value of P0.
(b) Determine the wattage, in Watts, for the dishwasher and the hot water pump.
(c) A wattage for sound that exceeds 100 Watts is said to be painful to the human ears. State
the minimum intensity of sound, in decibel, that is considered to be painful to the human
ears.
11. The population growth in a certain country is P = 2 500 000e0.04t where t is the number of
years after year 2020 and e = 2.718.
(a) What is that country's population in 2020?
(b) What is that country's population in 2030?
(c) In which year will that country's population exceed 50 000 000?

4.3.5 121
 4.4 Applications of Indices, Surds and Logarithms

Solving problems involving indices, surds and logarithms

Example 35 Mathematics Application

An entomologist found that a grasshopper infestation towards plants spreads across an area of
A(n) = 1 000 × 20.2n acres, where n is the number of weeks after the initial observation.
(a) Determine the area of infestation at the beginning.
(b) Determine the area of infestation after
(i) 5 weeks, (ii) 10 weeks.
(c) How much time is needed for the infestation to spread across an area of 8 000 acres?
Solution
CHAPTER 4

1 . Understanding the problem 2 . Planning the strategy

◆ Given A(n) = 1 000 × 20.2n ◆ Substitute the value of n into the
◆ n = 0, n = 5, n = 10 given formula.
◆ A = 8 000 acres ◆ Substitute the value of A into the
given formula.
4 . Making a conclusion
(a) When A = 1 000, 3 . Implementing the strategy
1 000 = 1 000 × 20.2n
(a) A(n) = 1 000 × 20.2n
20.2n = 1
A(0) = 1 000 × 20.2(0)
0.2n log 2 = log 1
= 1 000 × 1
n = log 1 = 1 000 acres
0.2 × log 2
n = 0 weeks (b) (i) A(n) = 1 000 × 20.2n
(b) (i) When A = 2 000, A(5) = 1 000 × 20.2(5)
2 000 = 1 000 × 20.2n = 1 000 × 21
20.2n = 2 = 2 000 acres
0.2n log 2 = log 2 (ii) A(n) = 1 000 × 20.2n
A(10) = 1 000 × 20.2(10)
n = log 2
0.2 × log 2 = 1 000 × 22
n = 5 weeks = 4 000 acres
(ii) When A = 4 000, (c) 8 000 = 1 000 × 20.2n
4 000 = 1 000 × 20.2n 20.2n = 8
20.2n = 4 20.2n = 23
0.2n log 2 = log 4 0.2n = 3
n = log 4 n = 15
0.2 × log 2 Thus, the time taken for the infestation
n = 10 weeks to spread across an area of 8 000 acres
(c) When n = 15, is 15 weeks.
A = 1 000 × 20.2(15)
= 8 000 acres

122 4.4.1
 Indices, Surds and Logarithms

Self Practice 4.14

1. A gardener observes a bug infestation towards plants in his garden. He finds out that the area of
insect infestation towards his plants is A = 1 000 × 20.7n acres, where n is the amount of weeks
after the first week of initial observation. How long will it take for the insects to infest an area
of 5 000 hectares?
2. The electric current that flows in an electrical circuit for t seconds after its switch is turned off
is I = 32 × 4−t amp.
(a) Calculate the current flow when the switch is off.
(b) Calculate the current flow after
(i) 1 second, (ii) 2 seconds.
(c) How long will it take for the current to reach 0.5 amps?

Intensive Practice 4.4

CHAPTER 4
Scan the QR code or visit bit.ly/311IqiH for the quiz

1. Mr. Ramasamy keeps RM1 000 in a bank. The amount of money rises by W = 1 000(1.09)t
after t years. Calculate
(a) the amount of money after 5 years,
(b) the time taken, t, in years, for the money to rise from RM1 000 to RM1 200.
2. The remaining radioactive substance of uranium after t years is W(t) = 50 × 2 −0.0002t gram,
where t  0.
(a) Determine the initial mass of the uranium.
(b) Determine the time that is needed for the uranium to weigh 8 grams.
3. The mass, J of a bacteria after time t, in hours is J = 25 × e0.1t gram.
(a) Show that the time taken for the bacterial mass to reach 50 grams is 10 ln 2 hours.
(b) Determine the time taken in two decimal places.

Summary OF Chapter 4
INDICES, SURDS AND LOGARITHMS
Logarithms
Indices
Surds
• logaxy = logax + logay
x = log x – log y
• loga ––
Laws of Indices • a× a=a y a a

• a × b = ab • logabn = n logab
a a logcb
am × an = am + n • –– = – • logab = –––––
b b logca
am an = am – n
(am)n = amn • (a + b ) × (a – b ) 1
• logab = –––––
= a2 – b logba

4.4.1 123
 WRITE YOUR JOURNAL

Make a poster that contains all the laws of indices, surds and logarithms according to your
creativity. Each stated law must be accompanied with an example of its usage. Then, hang your
poster in the classroom.

MASTERY PRACTICE

1. Solve the equation 42x − 1 + 42x = 4. PL1

CHAPTER 4

2. Solve the equation 5n + 1 – 5n + 5n − 1 = 105. PL2

a
!w
3. If !w
5 x = !w
3 x + !w
7 , find the value of x in the form of . PL2
b

4. If logx a + logx 1 = t, what is the possible value(s) of t? PL2

a

5. The diagram below shows three circles. Circle A has a radius of 2 cm and circle B has a
radius of 1 cm.

A
B

P Q

PQ is a common tangent and all circles touch one another. Find the radius of the smallest
circle. PL5
6. The temperature of a type of metal decreases from 100°C to T °C according to T = 100(0.9)x
after x second. Calculate PL4
(a) the temperature of the metal after 5 seconds,
(b) the time taken, x, in seconds for the temperature of the metal to decrease from 100°C to
80°C.

()
7. After n years, the price of a car that was bought by Raju is RM60 000 7 . Determine the
n

8
number of years for the price of the car to be below RM20 000 for the first time. PL4

8. Given logx 3 = s and log!wy 9 = t, express log9 x3y in terms of s and/or t. PL4

124
 Indices, Surds and Logarithms

9. Two experiments were carried out to find the relationship between the variables x and y. Both
experiments showed that the relationship between x and y is in accordance to 3(9x) = 27y and
log2 y = 2 + log2 (x − 2). Find the value of x and y that satisfy both experiments. PL5

( )
10. The price of a car drops and can be determined with the equation x log10 1 – 2 = log10 p – log10 q.
y
In this equation, the car with y years of usage and price RMq will drop to RMp after being
used for x years. A car is bought at RM100 000 has 20 years of usage. If the price of the car
drops to RM10 000, find the years of usage for that car. PL5

Exploring MATHEMATICS
Building an index and surd game with Tarsia software.

CHAPTER 4
1. Download Tarsia software from bit.ly/2SssDGz.
2. Click on “Standard Rhombus Jigsaw” on the following window.

3. Type the question and answer in the relevant spaces. The number of questions that is need
to be completed are shown on the right part of the screen.

Type your question in this space

Example of queston:  42x + 3 = 1 024

Type your answer in this space

Example of answer: x = 1

4. Then, click on the “Output” button on the bottom part of the screen to generate the Jigsaw
Puzzle. Print the Jigsaw Puzzle and cut it according to shape.
5. The Jigsaw Puzzle is ready to be used. Click on the "Solution" button to check the answers.

125
 CHAPTER
Progressions
5

What will be learnt?

CHAPTER 5

Arithmetic Progressions
Geometric Progressions

List of
Learning
Standards

bit.ly/2nGImr6

wORDS
KEY W
Sequence Jujukan
Arithmetic progression Janjang aritmetik
Common difference Beza sepunya
Geometric progression Janjang geometri
Common ratio Nisbah sepunya
Sum to infinity Hasil tambah
ketakterhinggaan
Recurring decimal Perpuluhan berulang

126 5.1.1
 Progressions

Did you
Know?
Carl Friedrich Gauss is a mathematician who
is known as the Prince of Mathematics. His
intelligence was proven since he was a child.
Carl Friedrich Gauss corrected his father’s
wage calculation at 3 years old. At the age
of 7, he was able to calculate the sum of 1 to
100 quickly and accurately.

For further information:

bit.ly/2p6owFX

CHAPTER 5
SIGNIFICANCE
OF THIS CH
APTER
The knowledge in solving progression problems
is very important in the field of engineering,
medicine, technology and economy. The
knowledge in progression allows you to determine
the total sums of large numbers with ease.

Bukit Jalil National Stadium is the largest

stadium in Malaysia. It has indoor shaded
seats for the spectators. How do we know
the total number of seats without counting
it one by one? How did the number of
seats increase from the innermost row
to the outermost row? Can you form an Scan this QR code to
equation to calculate the total number of watch video of Bukit Jalil
seats in the stadium? National Stadium.

bit.ly/2Vijima

5.1.1 127
 5.1 Arithmetic Progressions

Identifying arithmetic progressions

Mr. Lee built stairs in his garden. He used eight bricks on the first level. For each subsequent
level he increased another 8 bricks. The total number of bricks used on each level can be
written in a progression of 8, 16, 24, … If Mr. Lee wanted to build 18 steps, how many bricks
would be needed?
8, 16, 24, … is a finite sequence that follows a specific pattern. Sequence such as 3, -3, 3,
-3, … is an infinite sequence. Each number in a sequence is known as terms, such that the first
term is written as T1, second term T2 and so on until Tn, which is the nth term.

INQUIRY 1 In groups

Aim: To understand arithmetic progressions

Instruction:
1. Observe the following polygons in which the number of sides of the consecutive
CHAPTER 5

polygons increase by one.

(a) (b) (c) (d) (e) (f)
2. Divide each polygon into triangular-shaped as shown in (b) and (c).
3. In the table, fill in the sum of interior angles for each of the given polygon.

Polygon arrangement, n n=1 n=2 n=3 n=4 n=5 n=6

Sum of interior angles 180°

4. How do you obtain consecutive terms for the sum of interior angles in the polygons?
5. Explain the relationship between any two consecutive terms and state the finite value
that relates the two terms.
6. Without plotting a graph, find the sum of interior angles for the tenth polygon
arrangement.

From the results in Inquiry 1, it is given that the difference between any two consecutive
terms of a sequence is a fixed constant. The constant is known as common difference and is
represented by d. Thus:
d ≠ T1 – T2 ≠ T2 – T3 ≠
d = T 2 – T 1 = T 3 – T 2 = … = Tn – T n – 1 … ≠ Tn – 1 – Tn

128 5.1.1
 Progressions

Sequence that has common difference, d is known as arithmetic progression.

Arithmetic progression is a sequence of numbers such that each term is obtained by

adding a constant to the term before it.

Example 1
Determine whether each of the following sequence is an arithmetic progression.
Give your justification.
2 10
(a) 358, 350, 342, … (b) , 2, , 5, …
3 3
Solution
(a) d1 = 350 – 358 = –8 2 4
d1 = 2 – =
(b)
3 3
d2 = 342 – 350 = –8
10 4
d
This sequence is an = –2=
2 3 3
arithmetic progression
10 5
d because d1 = d2 = –8. =5– =
3 3 3
This sequence is not an arithmetic

CHAPTER 5
progression because
d1 = d2 ≠ d3.

Example 2
An auditorium has 15 chairs in the first row, 19 chairs in the
second row, 23 chairs in the third row and so on. Determine
whether the arrangement of chairs in each row follows an
arithmetic progression. Give your justification.

Solution
Sequence: 15, 19, 23, …
d1 = 19 – 15 = 4
d2 = 23 – 19 = 4
Since, the difference of the progression is a fixed constant, which is 4. Thus, the arrangement
of chairs in each row in the auditorium follows an arithmetic progression.

Self Practice 5.1

1. Find the common difference for each of the following arithmetic progression and state the
method to obtain the arithmetic progression.
(a) –35, –21, –7, … 3, 5!w
(b) 2!w 3, 8!w3, …
(c) p + q, 2p, 3p – q, … (d) loga 2, loga 24, loga 27, …

5.1.1 129
 2. Determine whether each of the following sequence is an arithmetic progression and give your
justification.
1 1 1 1
(a) 9, 13, 17, 21, … (b) , , , , …
2 4 6 8
(c) 0.1, 0.01, 0.001, … (d) 5 – x, 5, 5 + x, …
3. Complete the network diagram below, given that the relationship of each of the following
network is a consecutive term in an arithmetic progression.
(a) (b) (c)
10
12x
2p

5 7x
–p

8 12p 5x

4. Azrul and Jonathan are placing national flags along the school corridor from the canteen to
the staffroom. The distance between the first and second flag is 5m. The third flag is placed
10 m from the first flag and this is the pattern of arrangement for the rest of the flags until the
end. Determine whether the arrangement of these flags follows arithmetic progression. Give
justification for your answer.
CHAPTER 5

Deriving the formula of the nth term, Tn of arithmetic progression

INQUIRY 2 In groups

Aim: To derive the formula of the nth term, Tn of arithmetic progression
Instruction:
1. Consider an arithmetic progression 2, 5, 8, 11, 14, … Use the pattern of this sequence to
complete the table.
2. Assume the first term of an arithmetic progression is a and the common difference is d.
3. Complete the table below.
Value of Formula
Term Method to obtain the value of term
term (deduction method)
a
T1 Does not have d T1 = a + 0d
a +d
T2 Add d at T1 term T2 = a + 1d
 
a +  d + d
T3 Add d at T2 term T3 = a + 2d
   
   
Tn
4. In your group, answer the following questions.
(a) Express T20, in terms of a and d.
(b) State the relationship between the term Tn and its common difference.
(c) Write a general formula for Tn.

130 5.1.1 5.1.2

 Progressions

From the results of Inquiry 2, the nth term of an arithmetic progression can be written as:

Tn = a + (n – 1)d

Such that a is the first term, d is the common difference and n is the number of terms.

Example 3 Quick Count

(a) Find the 15 term for the arithmetic progression – 4, 2, 8, …
th
Based on Example 3, we can
(b) Find the 24th term for the arithmetic progression – 6, 5, 16, … use scientific calculator to
obtain the 15th term.
Solution 1. Press –4 + (
(a) First term, a = – 4 ALPHA ) – 1
Common difference, d = 2 – (– 4) = 6 ) ( 6 ) CALC
15th term, T15 = – 4 + (15 – 1)6 The screen displays:
= 80 –4 + (x – 1)(6)
(b) First term, a = – 6 x=
Common difference, d = 5 – (– 6) = 11 2. Press 15 =
24th term, T24 = – 6 + (24 – 1)11 The screen displays:

CHAPTER 5
= 247 –4 + (x – 1)(6)
80
3. Press = to enter the
value of other terms.
Example 4
Given that an arithmetic progression with the first term is -6, the
common difference is 11 and the nth term is 126, find the value
of n.

Solution
a = – 6, d = 11, Tn = 126
Tn = a + (n – 1)d
126 = – 6 + (n – 1)(11)
126 = 11n – 17
n = 13

Example 5
In a book fair, Siti wants to arrange books at the front section.
She arranges the books by stacking them with the first book at
2 cm thickness at the bottom. However, the subsequent books
have the same thickness, which is 1.5 cm. Find
(a) the total thickness of the books if Siti arranged 16 books,
(b) the number of books if the height of the books is 30.5 cm.

5.1.2 131
 Solution
(a) The sequence of the thickness of books: 2, 3.5, 5, 6.5, …
a = 2, d = 1.5
Total thickness of books at the 16th book. = 2 + (16 – 1)(1.5)
= 24.5 cm
Thus, the total thickness of 16 books is 24.5 cm.
(b) Tn = 30.5
30.5 = 2 + (n – 1)(1.5)
n – 1 = 19
n = 20
Thus, there are 20 books.

Self Practice 5.2

1. Find the way to the “FINISH” box by choosing the correct answer.

START

Find the 9th term 3x – 1, 4x, 6x – 2

T5 = 20 and
CHAPTER 5

in the sequence are three consecutive T4 = 2T2, find T10.

9, 5, 1, … terms. Find T6.

–23 25 8x – 4 24 40

Given that Tn = 8 – 3n. Given that T2 = 3 and

Given that
Find the common T17 = 54, find the first
Tn = 8 – 5n, find T4.
difference, d. term, a.

–62 –18 3 – 4 – 0.4

Given that a = 10 Given that –17, –14,

FINISH and d = – 4, find –11, … 55, find the
T7. number of terms.

2. Encik Muiz starts to work in a company at a certain month. His first annual income is
RM36 000 and the increment for the following year is RM1 000. Calculate
(a) the number of years in which Encik Muiz needs to work in order for him to receive twice
his first annual income,
(b) the yearly increment if his salary during the 6th year is RM43 500.

132 5.1.2
 Progressions

Deriving the formula of sum of the first n terms, Sn  , of the

arithmetic progression

INQUIRY 3 In groups

Aim: To derive the formula of sum of the first n terms, Sn, of the arithmetic progression
Instruction:
1. Observe the table below.
Sum of Number of grids based on Formula of a rectangle
terms the number of terms by deduction method
Diagram I T1 = a  Diagram II Area of a rectangle
T2 = a + (2 – 1)d = (T1 + T2)2
S2 d T1
= a + d T2 = [a + a + (2 – 1)d]2
a T1 T2 2[2a + (2 – 1)d]
T T2 S2 =
1 unit   1 unit 1 2
Diagram III T1 = a Diagram IV Area of a rectangle
T2 = a + (2 – 1)d = (T1 + T3)3
T2 T1
S3 T3 = a + (3 – 1)d T3 (T + T )3
S3 = 1 2 3
T2 T3 T2 T3 3
T1 T1 S2 = [a + a + (3 – 1)d]

CHAPTER 5
2
S4
  
Sn
2. Diagram I shows two grids with 1 unit width arranged side by side.
• The height of blue grid is a unit which is represented by the first term T1.
• The height of red grid is d unit longer than that of the blue grid that represent the
second term, T2 = a + d or T2 = a + (2 – 1)d.
3. In Diagram II, the red grid is placed on top of the blue grid so that the total height is
T1 + T2 = a + a + (2 – 1)d unit. The blue grid is placed on top of the red grid so that the
height becomes T1 + T2 = a + a + (2 – 1)d unit.
4. Observe that both the blue and red grids become a rectangle. The sum of the blue grid
2[2a + (2 – 1)d]
and red grid, S2, is half of the area formed. The sum can be written as .
2
5. Repeat step 1 to 3 to find S4 and Sn.
6. Derive the formula of sum of the first n terms, Sn.

From the results of Inquiry 3, we found that the sum of the first n terms, Sn, of the arithmetic
progression is derived by using the area of rectangle formed from the terms of the arithmetic
progression.
Therefore, the sum of the first n terms, Sn, can be written as:

n
Sn = [2a + (n – 1)d]
2
Such that a is the first term, n is the number of terms and d is the common difference.
5.1.3 133
 Since Tn = a + (n – 1)d is also a last term, l, hence the sum of the nth term, Sn can be expressed
as follow:
n n
Sn = [a + Tn]  or  Sn = [a + l]
2 2

The nth term of an arithmetic progression can be obtained by the formula of sum of the first
n terms, Sn. For example, to find the value of 10th term in an arithmetic progression, the sum of
the first ten terms minus the sum of the first nine terms, which is T10 = S10 – S9. In general:

Tn = Sn – Sn – 1

Example 6
Given that an arithmetic progression 4, 7, 10, …, find
(a) the sum of the first 35 terms, (b) the sum of the first nth terms.

Solution
n
CHAPTER 5

(a) First term, a = 4 [2(4) + (n – 1)(3)]

(b) Sn =
2
Common difference, d = 7 – 4 = 3 n
= [5 + 3n]
S35 = T1 + T2 + T3 + … + T35 2
35
S35 = [2(4) + (35 – 1)(3)]
2
= 1 925

Example 7 Mind Challenge

The sum of the first ten terms of an arithmetic progression is In Example 7, why is
230 and the sum of the subsequent ten terms is 630. Find the S20 = 230 + 630?
Explain your answer.
first term, a and the common difference, d for this arithmetic
progression.

Solution
10
S10 = [2a + (10 – 1)d]
2
230 = 5(2a + 9d)
46 = 2a + 9d  … 1
20
S20 = [2a + (20 – 1)d]
2 BRAINSTORMING
230 + 630 = 10(2a + 19d)
860 = 10(2a + 19d) Discuss with your friends
86 = 2a + 19d  … 2 and prove that:
2 – 1 :  40 = 10d
(a) S8 – S5 = T6 + T7 + T8.
(b) Sn – Sn – 1 = Tn.
d = 4

134 5.1.3
 Progressions

Substitute d = 4 into
   46 = 2a + 9(4)
1 , Smart TIPS
Arithmetic progression is
2a = 10 written in the form of
a = 5 T1, T2, T3, … whereas
Thus, the first term, a is 5 and the common difference, d is 4. arithmetic series is written in
the form of T1 + T2 + T3 + …

Example 8
A swarm of bees started to make a new beehive. 2 hexagonal MATHEMATICS
holes were made on the first day. 5 hexagonal holes were made POCKET
on the second day and 8 hexagonal holes were made on the third The beehive is made of a
day and followed on until the beehive is ready. combination of hexagonal
Calculate prismatic cells so that there
(a) the number of hexagonal holes on the 12th day, are no space formed in
(b) the minimum number of days if there are more than 1 000 between the hexagonal
hexagonal holes made. shapes. Thus, bees do not
need to use a lot of wax to
make their hives. The surface
Solution area of the hexagonal shapes
(a) The sequence of the number of hexagonal holes: 2, 5, 8, … is the largest compared to

CHAPTER 5
This sequence is an arithmetic progression. other shapes.
Common difference, a = 2 Scan the QR code to check
First term, d = 5 – 2 = 3 out the reason beehive is
Total number of hexagonal holes on the 12th day, hexagonal.
12
S12 = [2(2) + (12 – 1)(3)]
2
= 222
(b) Total number of days, Sn = T1 + T2 + T3 + … Tn
bit.ly/2AYE4hM
Sn > 1 000
n
[2a + (n – 1)d] > 1 000
2
n
[2(2) + (n – 1)(3)] > 1 000
2
n[1 + 3n] > 2 000 FLASHBACK
3n2 + n > 2 000 If 3n2 + n – 2 000 = 0, then
3n2 + n – 2 000 > 0 –1 ± !w
12 – 4(3)(–2 000)
n= ,
+ – + 2(3)
and n = 25.65 or
n = –25.99
x
–25.99 25.65
n < –25.99 –25.99 < n < 25.65 n > 25.65
153.92 155.92
n >  or  n < – 
6 6 Mind Challenge
n > 25.65 < –25.99 (Ignore)
In Example 8, why is the
Thus, the minimum number of days to make more than value –25.99 not taken into
1 000 hexagonal holes is 26 days. account?

5.1.3 135
 Self Practice 5.3
1. Find the sum of the following arithmetic progression.
3 6 9
(a) –20, –15, –10, …, 100      (b)  , , , … till the first 23 terms.
5 5 5
2. Complete the crossword puzzle.
Horizontal: (e)
(a) Find the sum of the arithmetic series 38 + 34 + 30 + …
(c)
till the first 18 terms.
(b) Find the sum of the first 100 terms of an arithmetic
progression such that the first term is –10 and the
common difference is 6. (a) (d)
(c) Find the first term of the arithmetic progression in
which the sum of the first 42 terms is 5 838 and the (b)
last term is –22.

Vertical:
(c) Calculate S140 of an arithmetic progression that has 140 terms in which the first term and
the last term are 2 and 449 respectively.
CHAPTER 5

(d) Calculate the value of n of an arithmetic progression as such that the first term is –15, the
common difference is –3 and the sum of the first n terms is –1 023.
(e) Calculate the sum of 200 terms after the first 50 terms of an arithmetic progression in
n
which the sum of the first n terms is Sn = [n + 1].
2
y
3. The diagram on the right shows the pattern drawn on a
Cartesian plane. The final line on the plan is parallel to the 4
y-axis and passes through x = –10. Find the sum of the length 3
2
of the overall pattern.
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3
–4

4. The diagram on the right shows a fence

that is made of wood. The fence is painted
with alternate blue and grey as shown in the
diagram. The number of wood pieces painted
with the same colour increases with the rate
as shown in the diagram. If there are only
200 wood pieces,
(a) calculate the number of wood pieces that can be painted with the same colour. Hence,
find the number of remaining wood pieces, if any.
(b) state the colour of the last wood piece and then, calculate the number of the wood pieces
used for that particular colour.

136 5.1.3
 Progressions

Solving problems involving arithmetic progressions

Example 9 MATHEMATICS APPLICATION

Encik Suhaimi is a chicken breeder that has 1 500 chickens.

He plans to sell 200 chickens each day. He gives food to all the
chickens with the expenses of RM0.50 per chicken in a day.
Calculate the total expenses of the food spent by Mr Suhaimi if
he starts with 1 500 chickens until he is left with 300 chickens.

Solution

1 . Understanding the problem 3 . Implementing the strategy

◆ Find the total expenses of chicken food Arithmetic progression:
until there are 300 chickens left. 1 500, 1 300, 1 100, …, 300
First term = 1 500

CHAPTER 5
Common difference = –200
2 . Planning a strategy Tn = a + (n – 1)d
   300 = 1 500 + (n – 1)(–200)
300 = 1 700 – 200n
◆ Form an arithmetic progression
200n = 1 400
series with a first term, a and common
n = 7
difference d, until the last term, 300.
◆ Determine the number of days for On the 7th day, the number of chickens left
Encik Suhaimi to be left with 300 is 300.
chickens by using the formula 7
S7 = [2(1 500) + (7 – 1)(–200)]
Tn = a + (n – 1)d. 2
◆ Determine the total expenses of food
= 6 300
when there are 300 chickens left by The total expenses of food is
using the formula = 6 300 × RM0.50
n = RM3 150
Sn = [2a + (n – 1)d].
2

4 . Making a conclusion
n = 7, T7 = 1 500 + (7 – 1)(–200)
= 300

5.1.4 137
 Self Practice 5.4
1. Mr. Tong ordered 1 000 Form 4 Mathematics textbook to be sold at his shop. He estimated
that 10 books would be sold on the first day, 14 books on the second day and 18 books on the
third day and the following day with the same increment.
(a) Calculate the number of days for Mr. Tong to sell all the books.
(b) Calculate the increment of the books to sell each day in order for all the books to be sold
in 10 days.
2. A wire with length of 240 cm is cut into 15 pieces such that the length of each piece follows
the arithmetic progression. The longest piece of the wire is 30 cm.
(a) Calculate the length of the shortest wire.
(b) Find the difference between two consecutive wires.

Intensive Practice 5.1 Scan the QR code or visit bit.ly/2p3S7zY for the quiz

1. Determine whether the following sequence is an arithmetic progression and give justification
for your answer.
(a) –32, –17, –2, 13 (b) 8.2, 5.7, 3.2, 1.7, – 0.8
CHAPTER 5

2. For each of the following arithmetic progression, find the nth term as stated in the bracket.
1 1
(a) –12, –9, – 6, … [9th term] (b) , –  , –1, … [15th term]
3 3
3. Determine the number of terms for each of the following arithmetic progression.
(a) – 0.12, 0.07, 0.26, …, 1.97 (b) x, 3x + y, 5x + 2y, …, 27x + 13y
4. Find the sum of arithmetic progression –23, –17, –11, … which
(a) has 17 terms, (b) has 2n terms, in terms of n
(c) the last term is 121.
5. Given that Sn = 2n2 – 5n, find
(a) the first term,
(b) the 9th term,
(c) the sum of the 4th term to the 8th term.
1
6. The 2nd term of an arithmetic progression is and the sum of first 14th terms is –70. Find
2
(a) the common difference, (b) the last term.
7. Yui Ming received offers to work in two companies with the following income.

Company A: Monthly income is RM3 500 and the increment is RM20 per month.
Company B: Annual income is RM46 000 and the increment is RM1 000 per year.


Yui Ming plans to work for 3 years. Which company is more suitable for her in order to
receive maximum income in 3 years? Show your calculation and calculate the difference of
the total income between the two companies.

138 5.1.4
 Progressions

5.2 Geometric Progressions

Identifying geometric progressions

There is a famous legend regarding the invention of chess related
to series. According to the legend, a king from India wanted to
meet the chess inventor to give recognition because this invention
was interesting. The chess inventor only requested wheat to be
given to him according to the following calculation:

1 grain of wheat in the first grid, 2 grains of wheat in the second

grid, 4 grains of wheat in the third grid and so on until the last
grid.

When the chess board was filled, the total amount of grains given to the chess inventor was
1.84 × 1019, which is equivalent to 1.2 metric tons. The calculation of the amount of grains can
be obtained using geometric progression.

CHAPTER 5
INQUIRY 4 In groups 21st Century Learning

Aim: To identify geometric progression

Instruction:
1. Read the situation below carefully.
There are various bacteria in our surroundings. Bacteria can be found on unhygienic
food, human and animal intestines. Bacteria can reproduce very fast and lead to
diseases such as diarrhoea. The rate at which a bacterium reproduces is double at
the same rate, which is every 20 minutes: a bacterium will become two, two bacteria
will become four and so on. If a human intestine has 2 million bacteria, he/she will
be infected with diarrhoea.

2. Let’s say if a type of food has only one bacterium. If you consume the food, estimate the
time taken for you to be infected with diarrhoea.
3. The table below shows the number of bacteria reproduced. One box represents the
reproduction of the bacteria in 20 minutes. Complete the table below until the number
of bacteria leads to diarrhoea.

1 2 4 = 22 8 = 23

5.2.1 139
 4. How long does it take for you to be infected with diarrhoea?
5. Determine the method to get the number of bacteria every 20 minutes from the
previous 20 minutes. Is the value a constant?
6. Use the GeoGebra software and draw a graph to represent the number of bacteria
increasing with time.
7. Discuss with your group members about the results obtained and record the results
obtained on a piece of paper.
8. Each group moves to another group to compare the results obtained.

From the results of Inquiry 4, it is found that the ratio between any
two consecutive terms is a fixed number. So, the progression is MATHEMATICS
called geometric progression. POCKET
The graph for geometric
Geometric progression is a sequence of numbers where each progression is quite similar to
exponential function graph.
term is obtained by multiplying a constant with the previous Geometric progression graph
term. is discrete while exponential
function graph is parallel.
If T1, T2, T3, …, Tn, is the first n terms of a geometric
CHAPTER 5

Graph of geometric
progression. The ratio of the two consecutive terms is called the progression
common ratio, r.

Number of boxes
80

T2 T3 T T1 T2 T 60
r= = =…= n r≠ ≠ ≠ … ≠ n–1 40
T1 T2 Tn – 1 T2 T3 Tn 20
0 1 2 3 4
Number of arrangement

Graph of exponential
Example 10 function

Determine whether the progression below is a geometric

y
10
progression. Give your justification. 8
(a) 5, 15, 45, 135, … 6

(b) 0.1, 0.2, 0.3, …

4
2
x
Solution –6 –4 –2 0 2 4

15 45 135
(a) r1 = = 3, r2 = = 3, r3 = =3
5 15 45
This progression is a geometric progression because the
common ratio, r is the same.
0.2 0.3 3
(b) r = = 2, r = =
0.1 0.2 2
This progression is not a geometric progression because the
common ratio, r is different.

140 5.2.1
 Progressions

Self Practice 5.5

1. Determine whether the following sequence is a geometric progression. Justify your answer.
40
(a) 120, 40, , …
3
(b) 0.03, 0.003, 0.0003, …
(c) x + 1, 2x, 5x + 12, 12x, …
2. Complete the network diagram below, given that the relationship of each of the following
network is a consecutive term in a geometric progression.
(a) (b)
1 1 1 1
3 12 24
8
1
12

2 1
2
3. Given that x – 2, x + 1, 4x + 4 are three consecutive terms in a geometric progression, state

CHAPTER 5
the positive value of x. Hence, list the first three terms and state the common ratio.

Deriving the formula of the n th term, Tn  , of geometric progressions

INQUIRY 5 In groups

Aim: To derive the formula of the nth term, Tn, of geometric progressions
Instruction:
1. Consider the geometric progression 2, 6, 18, 54, … with the first term, a and the
common ratio, r.
2. Discuss with your group members and complete the table below.

Term Value of term Method to obtain the value of term Formulae

T1 2 2(3) 1–1
= 2(3) 0
a
T2 6 2(3) 2–1
= 2(3) 1
ar = ar2 – 1
T3 18
T4 54
T5
   
Tn

3. Derive a formula of the nth term of geometric progressions.

5.2.1 5.2.2 141

 From the results of Inquiry 5, we can notice that the value of each term in this geometric
progression can be obtained by using the formula below.

Tn = arn – 1

Such that a is the first term, r is the common ratio and n is the number of terms.

Example 11
(a) Find the common ratio and the 5th term of the geometric progression 4, –20, 100, –500, …
2 2 2
(b) Find the common ratio and the 7th term of the geometric progression 2, , , , …
3 9 27

Solution

(a) First term, a = 4 (b) First term, a = 2
–20 2 1
Common
Common ratio, r = = –5 ratio, r = ÷ 2 =
4 3 3
T5 = 4(–5)5 – 1
T7 = 2
= 2 500
1 7–1
3 ()
2
=
729
CHAPTER 5

Example 12
25 5 1 1
Find the number of terms of the geometric progression –  , , –  , …, .
3 3 3 9 375
Solution
25 5 25
( )
First term, a = –  , common ratio r = ÷ –  = – 
3 3 3
1
5
Tn = arn – 1
( )( )
1
9 375
= – 
25
3
– 
1 n–1
5
– 
1
( )
78 125
= – 
1 n–1
5
( ) ( )
1 7
–  = – 
5
1 n–1
5
7 = n – 1
n = 8
Thus, the number of terms is n = 8.

Example 13
An open stadium has 20 chairs in the first row. The number of chairs in the next row is one
and a half times the number of chairs of the previous row.
(a) Calculate the maximum number of chairs in the 10th row.
(b) Which row has at least 505 chairs?

142 5.2.2
 Progressions

Solution
(a) First term, a = 20 (b) 20(1.5)n – 1  505
Common ratio, r = 1.5 505
(1.5)n – 1 
Sequence in geometric progression: 20
20, 30, 45, … 505
(n – 1) log 1.5  log
T10 = 20(1.5)9 20
= 768.9 505
log
n – 1  20
Thus, the maximum number of chairs log 1.5
in the 10th row is 768. n  7.96 + 1
n  8.96
Thus, the 9th row has at least 505 chairs.

Self Practice 5.6

1. Find the way to the “FINISH” box by choosing the correct answer.

CHAPTER 5
START
If T1 = 4 and
T1 = 12 and
T3 = T2 + 24, FINISH
T3 = 27, find T5. find the positive
values of r.

3 0.01

Given that a = 50 and Given that –3, 6, Given that

12 –12, …, −192, 0.12, 0.0012,
T5 = 20 , find r. find the number
25 0.000012. Find r.
of terms.
3
12
5
8 1 Find T5 for the
Given that T2 = Given that r = and
9 2 sequence x + 1,
9 1
and T6 = . Find T5. T3 = . Find T10. x + 3, x + 8, …
2 6

2. The diagram on the right shows a ball bouncing on the floor.

The maximum height of the bounced of the ball is 3 m and the
height of each bounce is 95% of the previous bounce. From
which bounce onwards will the height be less than 1 m?

5.2.2 143
 Deriving the formula of sum of the first n terms, Sn , of geometric
progressions
Consider a geometric progression with the following terms:
a, ar, ar2, ar3, …, arn – 2, arn – 1
Let’s say the sum of the first n terms is Sn.
Hence,  Sn = a + ar + ar2 + ar3 + … + arn – 2 + arn – 1 … 1
1 × r: rS = ar + ar2 + ar3 + ar4 + … + arn – 1 + arn  … 2
n
Smart TIPS
A 1 – 2 :  – rS = a + ar + ar2 + ar3 + … + arn – 2 + arn – 1 • |r| < 1 can be written as
n –1 < r < 1.
– rSn = ar + ar2 + ar3 + ar4 + … + arn – 1 + arn • |r| > 1 can be written as
Sn – rSn = a – arn All the terms in between a and r < –1 and r > 1.
Sn(1 – r) = a(1 – rn) arn is eliminated.
a(1 – rn)
Sn = ,r≠1 Commonly used
1–r when |r| < 1
B If 2 – 1 :  rS – S = arn – a
n n
Sn(r – 1) = a(rn – 1)
a(rn – 1) Commonly used
Sn = ,r≠1
r–1 when |r| > 1
In a geometric progression, the nth term is also calculated by
CHAPTER 5

deducting the sum of (n – 1)th term from the sum of nth term. For
example, given that the geometric progression is 1, –3, 9, –27, … MATHEMATICS
the 5th term can be calculated by deducting the sum of first 4 terms POCKET
from the sum of first 5 terms, which is T5 = S5 – S4. Therefore, the
1, 2, 4, … is a geometric
formula to find Tn by using the sum of terms can be written as: progression whereas
1 + 2 + 4 + … is a
Tn = Sn – Sn – 1 geometric series.

Example 14
Given that a geometric series is 1 + 5 + 25 + 125 + 625 + …
(a) Find the sum of first 10 terms.
(b) Find the value of n where Sn = 3 906.

Solution
(a) First term, a = 1 (b) Sn = 3 906
Common ratio, r = 5 1(5n – 1)
= 3 906
a(rn – 1) Use this formula 5–1
Sn =
r–1 because|r| > 1 5n – 1 = 15 624
1(5 – 1)
10
5n = 15 625
S10 =
5–1 n log 5 = log 15 625
= 2 441 406 log 15 625
n =
log 5
= 6

144 5.2.3
 Progressions

Example 15
A health product company has planned a
marketing strategy. Each member has to
promote the company products by getting Level 1
two downlines.
(a) Show that the number of members Level 2
in each level follows a geometric
progression.
(b) If there are 9 levels in the marketing Level 3
strategy, find the total number of
members involved in promoting the Level 4
product.

Solution
(a) The number of members in each level can be written as 1, 2, 4, 8, …
2 4
r= = =2
1 2
Since r = 2, thus, the number of members in each level follows a geometric progression.

CHAPTER 5
(b) When n = 9, S9 = 1 + 2 + 4 + 8 + … + T9 BRAINSTORMING
a(rn – 1)
Use Sn =
r–1 By using
1(29 – 1) Sn = a(r – 1) and
n

S9 = r–1
2–1
a(rn – 1 – 1)
= 511 Sn – 1 =
r–1
, prove that
The total number of members involved in promoting the Tn = arn – 1.
product is 511 members.

Self Practice 5.7

1. Find the sum of each of the following.
(a) 0.02, 0.04, 0.08, …, T12
(b) p, p3, p5, …, p21, in terms of p
1 3 9
(c) , , , … till the first 15 terms
2 2 2
2. Find the number of terms if the sum of geometric progression 3 500, 700, 140, … is 4 368.

3. A squared paper is cut into 4 equal-sized squares. Each portion is then cut again into 4 smaller
equal-sized portion. This process is repeated on each of the small portion square.
(a) Show that the number of squares cut forms a geometric progression.
(b) Find the total squares obtained if the process is repeated for 6 times.

5.2.3 145
 Determining the sum to infinity of geometric progressions

INQUIRY 6 In groups

Aim: To determine the sum to infinity of geometric progressions

Instruction:
n rn Sn
1. Consider the geometric progression 64, 32, 16, …
1
2. Complete the table on the right for the value of rn and Sn.
2
3. Discuss with your group members about your observation 3
on these two values when n increases.
a(1 – rn) 4
4. Derive a conclusion for Sn = when n increases to
1–r 5
infinity. Then express S∞ in terms of a and r.
10
5. One of the group members will present their findings in
front of the class and the members from the other groups 20
will ask questions. 100
6. Other groups will take turns to do their presentation. 200
CHAPTER 5

From the results of Inquiry 6, when the value of n increases and get closer to infinity (n → ∞),
the value or rn will decrease and get closer to zero (rn → 0) whereas the value of Sn will get
closer to
a
1–r n
S →( a
1–r )
. Hence, the sum to infinity of geometric progressions is

a
S∞ = , where |r| < 1
1–r

Example 16 QR
Find the sum to infinity of geometric progressions 45, 9, 1.8, …
Proof of Pythagoras
Solution theorem using sum to
infinity of geometric
9 1 progressions.
a = 45, r = =
45 5
S∞ = 45
1
1–
5
1 bit.ly/2nA0ra4
= 56
4

146 5.2.4
 Progressions

Example 17
1
The sum to infinity of geometric progressions is 31 and the
2 Mind Challenge
sum of first two terms is 28. Find the common ratio.
1+ 1 + 1 + 1 +…=2
2 4 8
Solution Look at the diagram below
and make a conclusion.
1
S∞ = 31 1
2 8 1
a 63 1 4
= 16
1–r 2 1
63 1
a = (1 – r)  … 1
2 2
a + ar = 28 Use the similar diagram and
a(1 + r) = 28 … 2 prove that
2 ÷ 1 , 
a(1 + r) 28
= 2 + 1 + 1 + 1 + … = 4.
a 63 2 4
(1 – r)
2
8
(1 + r)(1 – r) =
9
8

CHAPTER 5
1 – r =
2
9
1
r2 =
9
1 1
r =  or r = – 
3 3

Example 18 MATHEMATICS
POCKET
Express the repeating decimals 0.56363… in the form of sum to
The repeating decimals
infinity of geometric progressions. Hence, express the number in such as 0.56363… can be
the simplest form of fraction. 
written as 0.563.

Solution
0.56363… = 0.5 + 0.063 + 0.00063 + 0.0000063 + …
= 0.5 + (0.063 + 0.00063 + 0.0000063 + …)
= 0.5 + S∞
1 0.063
= +
2 1 – 0.01
1 7
Smart TIPS
= +
2 110 0.063 + 0.00063 + 0.0000063
+ … is a geometric series
31
= with a = 0.063 and r = 0.01.
55

5.2.4 147
 Self Practice 5.8
1. Complete the following crossword puzzle.
Horizontal:
(a) (c)
(a) Find the sum to infinity of geometric progressions
2
1 500, 500, 166 , …
3
(b) Wilson loaned RM15 000 to buy a motorcycle. Every year,
he managed to reduce 50% of his total loan. Find the (d)
maximum amount paid by Wilson.
(b)
Vertical:
(c) Given that the sum to infinity is 4 480 and the common ratio
1
is , find the first term of this geometric progressions.
2
h
(d) 4.818181… can be written in the form of , find the value of h.
11

Solving problems involving geometric progressions

Example 19
CHAPTER 5

A telecommunication company managed to sell 0.5 million smartphones in the year 2015.
Every year, the sales of the smartphone increases by 4%.
(a) Find the total number of smartphones sold from the year 2015 to the year 2020.
(b) If 33% of the smartphones sold from the year 2017 to the year 2020 is 5-inched phones and
14% are 6-inched phones, calculate the total number of 5-inched and 6-inched phones.

Solution
(a) Geometric progression (in million): 0.5, 0.5(1.04), 0.5(1.04)2, …
a = 0.5 million, r = 1.04
0.5(1.046 – 1)
S6 =
1.04 – 1
= 3.316 million
(b) The total number of smartphones from year 2017 to year 2020.
0.5(1.046 – 1) 0.5(1.042 – 1)
S6 – S2 = –
1.04 – 1 1.04 – 1
= 3.316 million – 1.02 million
= 2.296 million
The number of 5-inched smartphones:
33
× 2.296 million = 0.758 million
100
The number of 6-inched smartphones:
14
× 2.296 million = 0.321 million
100
Total number of smartphones = 0.758 million + 0.321 million
= 1.079 million
Thus, the total number of 5-inched and 6-inched smartphones sold are 1.079 million.

148 5.2.4 5.2.5

 Progressions

Self Practice 5.9

1. A wire is cut into a few pieces, in which 10x cm, (4x + 20) cm and (3x – 10) cm are the three
consecutive pieces of a geometric progression.
(a) Find the longest piece if 10x is the 2nd longest term.
(b) If the wire is cut into sum to infinity pieces, find the maximum length of the wire, in m.
2. The diagram on the right shows the pattern of a spider web. The perimeter of each semicircle
follows geometric progression with the smallest radius r cm and
each subsequent radius increases 40%.
(a) Form the first three terms for the perimeter of the semicircle
in terms of r.
(b) Find the total length of semicircle, in m, if the spiderweb
has 15 semicircles and each radius is 2 cm.

Intensive Practice 5.2 Scan QR code or visit bit.ly/2VrxSZ5 for the quiz

1. Calculate the number of terms and the sum for each of the following geometric progression.

CHAPTER 5
(a) –1, 3, –9, …, 2 187 (b) log x–1, log x–2, log x–4, …, log x–64
3 3 3
(c) 0.54, 0.0054, 0.000054, … 5.4 × 10–17 (d) 3, , , …
2 4 64
2. Given that the geometric progression 4.5, –9, 18, … Find the number of terms for this
geometric progression in order for the sum to be 769.5.
3. Three consecutive terms of a geometric progression is x, 2x + 3 and 10x – 3. Find
(a) all the possible values of x,
(b) the 6th term if x < 0.
4. The diagram shows a few triangles. Given that the area
of the triangles follows geometric progression such that
the area of the third triangle is 36 cm2 and the sum of ...
area of the third and fourth triangle is 54 cm2. Find
(a) the common ratio and the area of the first triangle,
(b) the sum of the third triangle to the tenth triangle.
5. The diagram shows a few circles with the same centre. The perimeter
of each circle follows the geometric progression. Given that the
nth perimeter is Tn = 38 – n cm, find
(a) the common ratio,
(b) the sum of three consecutive perimeter after the second largest
perimeter.
6. There are three children with their mass arranged according to the descending order of a
geometric progression. The sum of mass of three of them is seven times the mass of the
lightest child. Find the common ratio and the mass of the child whose weight is second
heaviest if the heaviest child is 14.5 kg.
5.2.5 149
 Summary OF Chapter 5
nth term, �� ��f PROGRESSIONS nth term,
��m �a�
Tn = a + (n – 1)d � �m� Tn= arn – 1
f�

�a
�
Geometric
Arithmetic
progression
progression
The sum of first n terms,
o�
a��
The sum of first n terms, a(rn – 1) , r ≠ 1(|r| > 1)
n �� Sn =
Sn = [2a + (n – 1)d] �l r–1
2 a� a(1 – rn), r ≠ 1 (|r| < 1)
The sum to infinity,
Sn =
Solving S∞ = a , |r| < 1 1–r
1–r
problems

WRITE YOUR JOURNAL

CHAPTER 5

Construct a graphical information on the difference between the arithmetic progression and
the geometric progression. Then, think of a situation in your daily life that applies these two
progressions and solve it.

MASTERY PRACTICE

1. –2x – 1, 3x + 2 and 9x + 3 are three consecutive terms of arithmetic progression. Find PL1
(a) common difference,
(b) the first term if 3x + 2 is the third term.
2. The 9th term of an arithmetic progression is 21 + 3p and the sum of the first three terms is 9p.
Find the common difference. PL2
3. The diagram shows three cylinders such that the volume of each cylinder is arranged
according to arithmetic progression. The sum of the volume of the
first and third cylinder is 24 cm3 and the volume of the fifth
cylinder is 36 cm3. PL3
(a) Find the volume of the smallest cylinder.
(b) Calculate the sum of volume for the first 9 cylinders.
4. The 3rd term of a geometric progression is 30 and the sum of the 3rd and 4th terms is 45.
Find PL2
(a) the first term and the common ratio,
(b) the sum to infinity.
150
 Progressions

5. The diagram shows the arrangement of a few chairs. The height of each
chair is 80 cm. When the chairs are arranged, there is a 4 cm gap in
between two chairs. The arranged chairs will be kept in the store. PL4
(a) Find the maximum number of chairs that can be arranged if the height
of the store is 3 m.
(b) 13 chairs will be kept in the store with the condition that the first stack
will have the maximum number of chairs and the arrangement of chairs
for subsequent stacks decreases 2. Calculate the total number of chair
kept in the store.
6. Encik Muslim starts to save RM14 000 into his new born baby’s account. The bank offers a
5% interest yearly. Encik Muslim hopes that his child’s saving will reach RM30 000 when his
child becomes 18 years old. PL4
(a) Do you think he can obtain RM30 000 when his child becomes 18 years old? Show your
calculations.
(b) If the interest decreases to 3% per year after 10 years, calculate the total savings when
Encik Muslim’s child is 18 years old. Can the savings of his child reach RM30 000?
7. Shahrul has a toy car collection which he collects every month. The number of toy cars
increases every month according to geometric progression. The total number of toy cars in
the first four months is ten times the total number of toy car in the first month. PL5
(a) If r represents the common ratio, show that r4 – 10r2 + 9 = 0. Hence, find the positive

CHAPTER 5
values of r.
(b) Calculate the expenses paid by Shahrul in the 6 months if he started to buy 2 toy cars and
the average price of a toy car is RM7.50.

Exploring MATHEMATICS
1. Prepare two piggy banks.
2. In 10 days, put money into the piggy bank by following these rules:

First piggy bank:

Start putting 50 cents into the piggy bank on the first day, RM1 on the second day
RM1.50 on the third day and so on. Each day, the total savings increases 50 cents.

Second piggy bank:

Start putting 10 cents into the piggy bank on the first day, 20 cents on the second day
40 cents on the third day and so on. Each day, the total savings increases twice the
amount compared to the previous day.

3. Record the total savings after 10 days.
4. Observe the relationship between the total savings with progression.
5. Prepare a report on the relation between the arithmetic progression and geometric
progression with the total amount of your savings.

151
 CHAPTER
Linear Law
6

What will be learnt?

Linear and Non-Linear Relations
Linear Law and Non-Linear Relations
Application of Linear Law
CHAPTER 6

List of
Learning
Standards

bit.ly/2VtVKLE

wORDS
KEY W
Linear relation Hubungan linear
Non-linear relation Hubungan tak linear
Inspection method Kaedah pemerinyuan
Line of best fit Garis lurus penyuaian
terbaik

152 6.1.1
 Linear Law

Did you
Know?
Leonardo Bonacci or known as Fibonacci was
a famous mathematician in Italy in the 13th
century. He had discovered a concept such
that the ratio of distance between the tip of
nose and tip of chin and from the cheek to the
tip of chin gave a value which is known as the
Golden Ratio. The ratio of readings can be
measured and represented through a straight
line graph involving two variables.
For further information:

bit.ly/2M4jLFO

SIGNIFICANCE
OF THIS CH

CHAPTER 6
APTER
In order to relate two variables, a straight line
will help us to get the value of a constant. When
a straight line is drawn from the results of an
experiment, sometimes the data obtained do not
produce a perfect straight line. Therefore, the
data will be represented by a line of best fit.

String art is a type of art which uses

strings or ropes to form geometric
patterns. String art applies the use of Scan the QR code to
straight lines to form patterns which are watch the video showing
not straight lines. the methods of making
string art.

bit.ly/2TWUXAY

6.1.1 153
 6.1 Linear and Non-Linear Relations

Differentiating linear and non-linear relations

INQUIRY 1 In pairs

Aim: To differentiate between linear and non-linear relations based on tables of data and
graphs
Instructions:
1. Complete the table based on the given equation.
(a) y = 2x2 – 5x + 8
x –3 –2 –1 0 1 2 3 4

y
(b) y = x + 4
x –4 –3 –2 –1 0 1 2 3

y
2. Draw the graph of y against x based on the values obtained in both tables for each of
the equations.
3. Based on the graphs drawn, compare the shapes of the graphs for both equations.
What do you observe?
CHAPTER 6

From the results of Inquiry 1, we can conclude that:

FLASHBACK
The graph which forms a straight line is a linear relation whereas For a linear graph, Y = mX + c,
the graph which does not form a straight line is a non-linear X represents the variable
relation. on the horizontal axis, Y
represents the variable
on the vertical axis, m
A linear graph can be obtained from a non-linear graph when the represents the gradient and
variables of the X-axis or Y-axis or both are changed. c represents the Y-intercept.

Example 1
Draw the graph of Y against X based on each of the following tables of data and hence determine
which graph is a graph of linear relation? Give your reason.
(a)
X –3 –2 –1 0 1 2 3

Y –17 0 5 4 3 8 25

(b)
X –3 –2 –1 0 1 2 3

Y 9 7 5 3 1 –1 –3

154 6.1.1
 Linear Law

Solution
(a) Y (b)
Y
Graph of Y against X
30 8 Graph of Y against X

20 6

10 4

2
X
–3 –2 –1 0 1 2 3
X
–10 –3 –2 –1 0 1 2 3
–2
–20

Graph (a) is a graph of non-linear relation because the graph obtained is a curve.
Graph (b) is a graph of linear relation because the graph obtained is a straight line.

Self Practice 6.1

1. The diagrams below show two graphs plotted by using the given values in the respective
tables for the equation y = x2 + 1. Which graph shows a graph of linear relation? State your
reasons.

CHAPTER 6
(a) (b)
x – 6 – 4 –2 0 2 4 6 x2 0 2 4 6 8 10 12
y 37 17 5 1 5 17 37 y 1 3 5 7 9 11 13

y y
Graph of y against x Graph of y against x2
40
15
30

10
20

10 5

x x2
–6 –4 –2 0 2 4 6 0 2 4 6 8 10 12

2. Draw the graph of Y against X based on the given values in the following tables.
(a) (b)
X 1 3 5 7 9 11 X 2 4 6 10 12 14
Y 3.16 5.50 9.12 16.22 28.84 46.77 Y 0.5 0.7 0.9 1.3 1.5 1.7

Which graph shows a graph of linear relation? State your reasons.
6.1.1 155
 Drawing lines of best fit for graphs of linear relations

A line of best fit is a straight line that joins most of the points plotted on the graph. The points
which are not on the line of best fit must be distributed evenly on both sides of the straight line.

Example 2
The table on the right shows the values x 2 3 4 6 7 8 9
obtained from an experiment involving
y 0.9 1.1 1.3 1.8 1.9 2.1 2.3
two variables, x and y. Plot the graph of
y against x, by using suitable scales on the x-axis and y-axis. Hence, draw the line of best fit.

Solution
y
2.5 Graph of y against x

2.0

1.5

1.0
CHAPTER 6

0.5

x
0 2 4 6 8 10

INQUIRY 2 In pairs 21st Century Learning

Aim: To draw the line of best fit using digital technology
Instructions:
1. Draw the straight line graph based on the following data QR
values.
x 1 2 3 4 6 7 Steps to draw line of
best fit using Desmos
y 3 5 6 8 10 11 application.
2. Then, enter the values in the table provided into the
Desmos software by using the same data values as given in
the table above.
3. Follow the diagrammatic steps to draw the line of best fit by
scanning the QR code on the right. bit.ly/33jaKi3
4. Compare the line of best fit obtained in the Desmos software
with the graph drawn.
156 6.1.2
 Linear Law

From the results of Inquiry 2, it is observed that:

The straight line obtained from the graph drawn is the same as the straight line drawn using
the Desmos software. The line is the line of best fit.

Self Practice 6.2

1. The following table shows the values obtained from an experiment involving two variables, x
and y.
x 5 10 15 20 25 30
y 8 14.5 18 23 26.5 33
Plot the graph of y against x, by using suitable scales on the x-axis and y-axis. Hence, draw
the line of best fit.
2. An experiment was carried out to determine the relation between extension of spring, L and
mass of load, m, which was hung at the end of the spring. The following table shows the
results from the experiment.
m (g) 20 40 60 80 100 120
L (cm) 0.65 1.25 1.80 2.40 2.95 3.55
Plot the graph of L against m, by using suitable scales on the m-axis and L-axis. Hence, draw
the line of best fit.

CHAPTER 6
Forming equations of lines of best fit

The equation of straight lines can be written in the form of Y = mX + c, if the gradient, m and
Y-intercept, c are known or can be determined by using any two points on the straight line.

Example 3
The graph below shows part of a straight line obtained by plotting 1 against 1 . Express y in
y x
terms of x.
1
––
y
20
B(19, 20)
15

10

5 A(1, 7)
1
––
0 5 10 15 20 x

6.1.2 6.1.3 157

 Solution
Gradient, m = 20 – 7
19 – 1
= 13
18
Y = mX + c

y ()
1 = m  1 + c
x
20 = ( )
13
18
(19) + c

c = 113 Y-intercept
18

y 18 x ()
Thus, 1 = 13 1 + 113
18
Equation of straight line

y = 18x
13 + 113x

Example 4
The following table shows the experimental values of two variables, x and y.

x 1 1.5 2 2.5 3 3.5 4

CHAPTER 6

y 3.4 4.2 4.8 5.8 6.2 6.6 7.6

(a) Plot the graph of y against x, by using a scale of 1 cm to 1 unit on the x-axis and 1 cm to
2 units on the y-axis. Hence, draw the line of best fit.
(b) From the graph, find the y-intercept and gradient of the line of best fit.
(c) Determine the equation of the line of best fit.

Solution
(a) y (b) From the graph, y-intercept, c = 2
gradient, m = 7.6 – 2
Graph of y against x
8
4–0
= 1.4
6 (c) The equation of line of best fit is
y = 1.4x + 2.
4

0 x
1 2 3 4

158 6.1.3
 Linear Law

Self Practice 6.3 t

1.2 Graph of t against x
1. The graph of line of best fit in the diagram on the right
shows the values obtained from an experiment which 1.0
involves two variables, x and t. Express t in terms of x.
0.8

0.6

0.4

0.2
x
0 0.1 0.2 0.3 0.4 0.5 0.6
2. The following table shows the experimental values of
two variables, x and y.

x 10 20 30 40 50 60
y 16.5 20.0 23.5 27.5 31.5 35.0

(a) Plot the graph of y against x, by using a scale of 2 cm to 10 units on the x-axis and 2 cm
to 5 units on the y-axis. Hence, draw the line of best fit.
(b) From the graph, find the y-intercept and gradient of the line of best fit.
(c) Determine the equation of the line of best fit.

Interpreting information based on the lines of best fit

CHAPTER 6
Based on the line of best fit, you can predict the values of variables x or y which are not in the
experiment without repeating the experiment. If the values of variable x or y are outside the
range of points, you can find the value of the variable by extrapolating the drawn straight line
or it can be determined by forming the equation of the straight line.

Example 5
The following table shows the data of two variables, x and log10 y, obtained from an
experiment.
x 0.1 0.3 0.4 0.7 0.8 1.0
log10 y 0.40 0.80 1.04 1.60 1.78 2.20

(a) Plot log10 y against x, by using a scale of 1 cm to 0.2 unit on the x-axis and 1 cm to 0.5 unit
on the log10 y-axis. Hence, draw the line of best fit.
(b) From the graph, find the value of
(i) log10 y when x = 0.9,
(ii) y when x = 0,
(iii) x when log10 y = 2,
(iv) x when y = 20.
(c) Find the equation of the line of best fit.

6.1.3 6.1.4 159

 Solution
(a) log10 y
MATHEMATICS
Graph of log10 y against x POCKET
• Gradient is the rate of
2.0
change of a variable
with respect to another
1.5 variable.
• Y-intercept is the
y-coordinate of the
1.0 intersection point of a
straight line with the
0.5 y-axis.

0 x
0.2 0.4 0.6 0.8 1.0
(b) (i) From the graph, when x = 0.9, log10 y = 2.
(ii) From the graph, when x = 0,
log10 y = 0.2
y = 100.2
y = 1.585
(iii) From the graph, when log10 y = 2, x = 0.9.
(iv) From the graph, when y = 20, log10 20 = 1.3.
Then, x = 0.56.
(c) Two points are selected from the graph, they are (0.7, 1.60)
and (0.3, 0.80).
CHAPTER 6

Gradient, m = 1.60 – 0.80

0.7 – 0.3
=2
Y-intercept, is 0.2.
Thus, the equation of the line of best fit is log10 y = 2x + 0.2.

Self Practice 6.4

1. The following table shows the values of x and y obtained from an experiment.

x 1 2 4 6 8 10 15

y 5.5 7.0 10.5 13.0 15.5 19.0 26.5

(a) Plot y against x, by using a scale of 2 cm to 2 units on the x-axis and 2 cm to 5 units on
the y-axis. Hence, draw a line of best fit.
(b) From the graph, find
(i) the y-intercept,
(ii) the value of y when x = 12,
(iii) the gradient,
(iv) the value of x when y = 15,
(c) Find the equation of the line of best fit. Hence, calculate the value of y when x = 28.
160 6.1.4
 Linear Law

Intensive Practice 6.1 Scan the QR code or visit at bit.ly/2pbnnNb for the quiz

1. The following tables show the experimental data involving variables x and y.
(a)
x – 4 –2 –1 0 1 2

y 3 –3 –3 –1 3 9
(b)
1
0.80 0.70 0.50 0.40 0.25 0.20
x

y2 4.00 4.41 5.20 5.62 6.20 6.40

Draw the graphs based on the data in the tables. Then, determine the graph which shows
linear relation and non-linear relation. Give a reason for your answer.
2. Based on an experiment, the values of X and of Y are related as in the following table.

X 20 30 40 50 60 70

Y 108.0 110.4 112.4 114.4 116.8 119.0

Plot the graph of Y against X and draw the line of best fit. Then, write the equation of the line
of best fit.
3. The following table shows the readings of two variables, log10(x + 1) and log10 y.

log10 (x + 1) 0.18 0.30 0.50 0.60 0.70 0.78

CHAPTER 6
log10 y 0.33 0.45 0.64 0.75 0.85 0.93
(a) Plot the graph of log10 y against log10 (x + 1), by using a scale of 2 cm to 0.1 unit on the
log10 (x + 1)-axis and log10 y-axis. Hence, draw the line of best fit.
(b) From the graph, find
(i) the gradient,
(ii) the log10 y-intercept,
(iii) the value of x when log10 y = 0.55,
(c) Calculate
(i) the value of y when x = 2.5,
(ii) the value of x when y = 1.5.
4. The results of experiment of two variables, x2 and xy, are shown in the following table.

x2 5 9 16 25 36 42

xy 12 15.5 22 30 40 45
(a) Plot the graph of xy against x2, by using a scale of 2 cm to 5 units on X-axis and Y-axis.
Hence, draw the line of best fit.
(b) From the graph, find
(i) the gradient, (ii) the Y-intercept,
(iii) the value of x2 when xy = 16.5, (iv) the value of y when x = 2.5.
(c) Calculate the value of x when xy = 100.
161
 6.2 Linear Law and Non-Linear Relations

Applying linear law to non-linear relations

By using linear law, most of the non-linear relations can be converted to linear relations so that
a straight line can be drawn. It is easier to obtain information from the straight line graphs than
from the curves.
The non-linear equation y = ax + b , such that a and b are constants can be converted to linear
x
equation form Y = mX + c by using two methods.

Smart TIPS
Method 1
y = ax + b
x You have to choose suitable
y(x) = ax(x) + b (x)
variables for X and Y to
Multiply both sides of the equation by x
x change the non-linear
yx = ax2 + b equation to the linear form,
xy = ax2 + b Compare with Y = mX + c Y = mX + c such that m is
the gradient of the straight
Through comparison, Y = xy, X = x2, m = a and c = b. line and c is the y-intercept.
Y m X c The variables X and Y must
contain variables only and
xy a x2 b they cannot contain the
unknown constants. m and c
Method 2 must contain only constants.
CHAPTER 6

y = ax + b
x
y b ax
= + Divide both sides of the equation by x
x x2 x
y 1
= (b) + a Compare with Y = mX + c
x x2
y Y m X c
Through comparison, Y = , X = 12,
x x y 1
m = b and c = a. b a
x x2

Example 6
Convert the equation y = pqx such that p and q are constants to the linear form Y = mX + c.
Hence, identify Y, X, m and c.

Solution
y = pqx
log10 y = log10 p + x log10q Write both sides of the equation in logarithmic form
log10 y = log10q (x) + log10 p Compare with Y = mX + c
Through comparison, Y = log10 y, X = x,
Y m X c
m = log10q dan c = log10 p
log10 y log10q x log10 p

162 6.2.1
 Linear Law

Example 7
The table below shows the values of x and y obtained from an experiment. The variables, x
and y are related by the equation 3y – px2 = qx, such that p and q are constants.
x 1 2 3 5 7 9
y 20 34 48 60 63 36
(a) Convert the equation 3y – px2 = qx to the linear form.
y
(b) Plot the graph of against x, by using a scale of 1 cm to 2 units on the x-axis and 1 cm to
x
y
5 units on the -axis. Hence, draw the line of best fit.
x
(c) From the graph, find the value of p and of q.

Solution
(a) 3y – px2 = qx
3y px2 qx Divide both sides of the Mathematics Museum
– =
3x 3x 3x equation by 3x
y px q Renè Descartes invented
– =
x 3 3 the coordinate grids known
as Cartesian Diagram. How
y p q
= (x) + Compare with Y = mX + c did the idea of inventing
x 3 3 Cartesian Diagram trigger
y p q
Through comparison, Y = , X = x, m = and c = . him? He laid down on his
x 3 3 bed until late night and
(b) x 1 2 3 5 7 9
observed a housefly on
the ceiling of his room. He

CHAPTER 6
y thought of the best way
20 17 16 12 9 4
x to illustrate the position of
the housefly on the ceiling.
y
–x He decided to take one
corner of the ceiling as the
Graph of y–x against x reference point.
20 For further information:

15

10
bit.ly/2oALd54

x
0 2 4 6 8 10
(c) From the graph, gradient = 4 – 22
9–0
y-intercept = 22 = – 2
q p
= 22 = –2
3 3
q = 66 p = –6

6.2.1 163
 Example 8
The table below shows the values of x and y obtained from an experiment. The variables x and
px
y are related by the equation y = , such that p and q are constants.
q
x 2 4 5 6 7 8 10
y 0.3162 5.0119 100 1 584.89 6 309.57 63 095.73 100 000

(a) Plot the graph of log10 y against x, by using a scale of 1 cm to 2 units on both the log10
y-axis and x-axis. Hence, draw the line of best fit.
(b) From the graph, find
(i) the value of p and of q,
(ii) the value of y when x = 3.

Solution
px
(a) y=
q
log10 y = log10 px – log10 q
log10 y = x log10 p – log10 q
log10 y = (log10 p)x – log10 q Compare with Y = mX + c
Through comparison, Y = log10 y, X = x, m = log10 p and c = – log10 q
CHAPTER 6

x 2 4 5 6 7 8 10
log10 y – 0.50 0.70 2.00 3.20 3.80 4.80 5.00

log10 y (b) (i) – log10 q = –2.5

Graph of log10 y against x log10 q = 2.5
q = 316.228
6 log10 p = 2.00 – 3.80
5–7
log10 p = 0.9
4 p = 7.943
(ii) When x = 3, log10 y = 0.2
2 y = 1.585

x
0 2 4 6 8 10

–2

164 6.2.1
 Linear Law

Self Practice 6.5

1. Convert the following non-linear equations into the form Y = mX + c. Hence, identify Y, X, m
and c.
p
(a) y = px2 – q (b) y = hx2 + x (c) y= 2+q
x
2. The table below shows the values of x and y obtained from an experiment. The variables !wx
1 1
and are related by the equation = p!w x + q, such that p and q are constants.
y y
x
!w 0.70 1.00 1.22 1.45 1.58 1.80
1
0.62 1.20 1.65 2.00 2.38 2.75
y

(a) Plot the graph of 1 against !w

x , by using a scale of 1 cm to 0.5 unit on both the !w
x-axis
y
and 1 -axis. Hence, draw the line of best fit.
y
(b) From the graph, find the value of
(i)  q, (ii)  p, (iii)  y when x = 1.21.

Intensive Practice 6.2 Scan the QR code or visit bit.ly/2M54EMF for the quiz

1. Convert the following non-linear equations to the linear form. Hence, identify Y, X, gradient
and Y-intercept.
q
(a) y = 5x2 + 3x (b) y = p!w
x+ (c) y = axb

CHAPTER 6
x
!w
(d) x = mxy + ny (e) ypx = q (f) y(b – x) = ax
2. The table below shows the data which relates the variables x and y by the equation y = ax3 +
bx2, such that a and b are constants.
x 0.5 1.0 1.5 2.0 2.5 3.0
y 0.31 2.05 6.19 14.00 26.30 45.00
(a) Convert the non-linear equation y = ax3 + bx2 to the linear form.
y y
(b) Plot the graph of 2 against x, by using suitable scales on the x-axis and 2 -axis. Hence,
x x
draw the line of best fit.
(c) From the graph, find the value of a and of b.
3. The table below shows the data which relates the variables x and y by the equation y = ab + x,
such that a and b are constants.
x 1 2 3 4 5
y 2.83 5.66 11.31 22.63 45.25
(a) Convert the non-linear equation y = ab + x into a linear equation.
(b) Plot the graph of log10 y against x, by using suitable scales on the x-axis and log10 y-axis.
Hence, draw the line of best fit.
(c) From the graph, find the value of a and of b.

6.2.1 165
 6.3 Application of Linear Law

Solving problems involving linear law

Example 9 MATHEMATICS APPLICATION

An experiment is carried out to study the effect of the growth of a plant on the concentration
of a hormone. The readings from the experiment are recorded in the table below. The growth
of the plant and the concentration of hormone are related by the equation P = 180 + rK – sK 2,
such that r and s are constants.
Concentration of hormone per million (K) 1 3 4 6 8 10
% growth of plant (P) 181 179.7 178 168 157 140

(a) Plot the graph of P – 180 against K, by using a scale of 2 cm to 2 units on the X-axis and
K
2 cm to 1 unit on the Y-axis. Hence, draw the line of best fit.
(b) From the graph, calculate the value of r and s.
Solution

1 . Understanding the problem

◆ Identify the variables to determine the X-axis and Y-axis.
◆ Plot the graph by using the scales given.
CHAPTER 6

◆ Based on the graph, find the value of r and s.

2 . Planning the strategy

(a) Convert the non-linear equation to the linear form and compare with the form
Y = mX + c, such that m is the gradient and c is the Y-intercept.
(b) Construct a new table using the new variables.
(c) Plot the graph by using the values in the new table.
(d) Find the y-intercept and gradient by refering to the graph. Hence, compare with
the equation Y = mX + c.

3 . Implementing the strategy

(a) P = 180 + rK – sK2
P – 180 = rK – sK2
P – 180 = rK – sK
2

K K K
P – 180 = r – sK
K
P – 180 = –sK + r
K

166 6.3.1
 Linear Law

Through comparison, Y = P – 180, X = K, m = –s and c = r.

K
K 1 3 4 6 8 10
P – 180
1.00 − 0.10 − 0.50 −2.00 −2.88 − 4.00
K
P – 180

K
(b) Y-intercept = 1.6
2 Graph of P – 180 against K
 r = 1.6
K
1 Gradient, –s = – 4 – 1.6
10 – 0
K –s = – 0.56
0 2 4 6 8 10 s = 0.56
–1

–2

–3

–4

4 . Making a conclusion

CHAPTER 6
When K = 1, When K = 3,
P = 180 + rK – sK2 P = 180 + rK – sK2
= 180 + (1.6)(1) – (0.56)(1)2 = 180 + (1.6)(3) – (0.56)(3)2
= 181.04 = 179.76
≈ 181 ≈ 179.7

Self Practice 6.6

1. The table below shows the total population of a type of bacteria in a test tube. The variable
x represents the number of hours and y represents the total population. Variables x and y are
related by the equation y = pqx, such that p and q are constants.
x (Number of hours) 2 4 6 8 10 16
y (Total population) 3.98 6.31 10.00 15.85 25.12 100.00

(a) Plot log10 y against x, by using suitable scales on both axes. Hence, draw the line of best
fit.
(b) From the graph, find the value of
(i) p (ii) q
(c) Estimate the total population of bacteria after 5 hours.

6.3.1 167
 2. The table below shows the values of two variables, x and y obtained from an experiment. The
variables x and y are related by the equation xy – yb = a, such that a and b are constants.

x 0.485 1.556 4.528 10.227 18.333 100.000

y 20.60 18.00 13.25 8.80 6.00 1.40

(a) Plot y against xy, by using suitable scales on both axes. Hence, draw the line of best fit.
(b) From the graph, find the value of a and of b.
(c) Another method of getting a straight line graph for the above non-linear equation is by
plotting 1 against x. Without drawing the second graph, calculate the gradient and the
y
Y-intercept of the graph.

Intensive Practice 6.3 Scan the QR code or visit bit.ly/2p2uoA1 for the quiz

1. Diagram (a) and Diagram (b) show two straight line graphs which are related by the equation
x = 10. State the value of p in the following cases.
y!w
(a) (b)
y
x y

(2, p)
p
CHAPTER 6

x 1
0 0 
x

Diagram (a) Diagram (b)
2. The table below shows the data obtained from an experiment on a pendulum such that p is the
length, in cm of the pendulum and t is the period of oscillations, in seconds. One of the values
of t was recorded wrongly.

Length, p (cm) 10 20 30 40 50 60
Period of oscillations, t (s) 6.3 9.0 11.0 12.6 14.1 15.0

(a) Plot the graph of t2 against p, by using suitable scales. Hence, draw the line of best fit.
(b) Mark ⊗ on the graph, for the point which was recorded wrongly. Then, find the correct
value of t.
p = t , such that
(c) Use the graph to find the value of k if t and p are related by the equation !w
k
t and p are constants.

168 6.3.1
 Linear Law

3. The total production of a type of commodity, N, is related to the total number of hours, H by
the equation 2N 2 – a = b . The table below shows the corresponding value of N and of H.
H

H (hours) 20 40 60 80 100

N (metric tonnes) 1.225 1.162 1.140 1.135 1.127

(a) Plot the line of best fit of N 2H against H, by using suitable scales.
(b) Use the graph in (a) to find the value of a and of b.
(c) From the graph, estimate the total production if the total number of hours is 10.
(d) The manager of the company plans to produce1.1183 metric tonnes of commodity. If a
worker works for 8 hours, how many workers are needed by the company?
4. The table below shows the values in an experiment involving the concentration of liquid, L
b
unit3, which is related to temperature, T, by the equation L = A(3) T .

T (°C) 0.100 0.033 0.020 0.014 0.011 0.010

L (unit ) 6.31 × 108 1.00 × 1010 1.58 × 1011 3.98 × 1012 2.51 × 1013 1.58 × 1014
3

(a) Plot the line of best fit of log10 L against 1 , by using suitable scales.
T
(b) Use the graph in (a) to find the value of
(i) A,
(ii) b.
(c) Determine the temperature when the liquid is heated until its concentration achieves 21.5
unit3.

CHAPTER 6
5. The table below shows the points obtained in an experiment involving two variables, u and v
which are related by the relation 1 + 1 = 1 .
v u f

u 15 20 25 50 100
v 30.0 20.2 16.6 12.5 11.1

(a) Plot 1 against 1 . Draw the line of best fit.

v u
(b) From the graph,
(i) express v in terms of u.
(ii) determine the value of 1 when 1 = 0, Hence, find the value of f.
f u

169
 Summary OF Chapter 6
i��o��i��
Solve problems
Non-linear involving linear law
relations
LINEAR
LAW
�s
�� ��e��i�

�� ��r��
Linear relations

Graph of line
Conversion of of base fit
non-linear
equation to a��o� Equation
linear form ��l�� Y = mX + c
a �
��f � � m �

g
Interpret information
from graph of line
of best fit
CHAPTER 6

WRITE YOUR JOURNAL

dismantle

assemble

The above diagram shows the building blocks which are assembled and can be dismantled. In
mathematics, there are many examples with inverses. You can convert non-linear equations into
linear equations and vice versa. Can you determine the steps needed to convert linear equations
into non-linear equations?

170
 Linear Law

MASTERY PRACTICE

1. Express the following non-linear equations in the linear form, Y = mX + c, such that X and Y
are variables, m and c are constants. PL2
p q
(a) y = 3x + 42 (b) y = px3 + qx2 (c) y= + x
x x p
(d) y = pk !wx (e) y = pk x – 1 (f) y= kx 2

p
2. The variables x and y are related by the equation y = px2 + qx, y
–
x
such that p and q are constants. The diagram on the right shows
part of the line of best fit obtained by plotting the graph (1, 5)
y
of against x. PL3
x (9, 3)
(a) Convert the equation y = px2 + qx to the linear form. x
(b) Find the value of p and q. 0

x2 log10y
3. The variables x and y are related by the equation y = pq 4 .
The diagram on the right shows part of the line of best fit
(6, 5)
obtained by plotting log10 y against x2. Find the value of p
and q. PL3 (4, 4)
x2
0

CHAPTER 6
y y
4. The diagram on the right shows part of the line of best fit of –x
x
against x. Given y = 5x – 3x2, find the value of k and h. PL3 (2, k)

(h, 3)
x
0

5. The diagram on the right shows part of the graph of y against x y

for the equation y = abx, such that a and b are constants. PL3 Q(3, 32)
(a) Sketch the straight line graph of log10 y against x. Mark and
state the coordinates of the corresponding point P and Q.
(b) Based on the graph in (a), find the value of a and b. P(1, 4)
x
0
6. When x2y against x are plotted, a straight line is obtained. The
straight line has a gradient of 8 and it passes through point (2, 19).
(a) Determine the equation which relates x and y.
(b) Hence, find the value of y when x = 9.4.

171
 7. A study is conducted to determine the relation between the mass, m and the volume, V of a
type of cooking oil. The following table shows the results of the study. PL2

V 0.5 1.0 1.5 2.0 2.5 3.0

m 0.35 0.84 1.23 1.60 2.00 2.37

Plot the graph of m against V by using a scale of 2 cm to 1 unit on both axes. Hence, draw the
line of best fit.
8. Based on an experiment, the relation between the values of x and the values of y are shown in
the table below. PL3

x 10 20 30 40 50 60
y 16.5 20.0 23.5 27.5 31.5 35.0

(a) Plot the graph of y against x and draw the line of best fit by using a scale of 2 cm to
10 units on the x-axis and 2 cm to 5 units on the y-axis.
(b) Hence, form the equation of the straight line.
9. The table below shows the values which relate the temperature, T of a solution after time, t in
an experiment. PL4

t(s) 2 4 6 8 10
T(°C) 29.0 40.0 31.0 32.1 33.0

(a) Plot the graph of T against t. Hence, draw the line of best fit by using suitable scales.
CHAPTER 6

(b) Mark ⊗ on the graph the point which was recorded wrongly. Then, find the correct value
for T °C.
(c) From the graph, find
(i) the initial temperature of the solution,
(ii) the temperature of the solution after 9 seconds,
(iii) the time taken for the solution to reach a temperature of 30.5°C.
10. The table below shows the values of two variables, x and y, obtained from an experiment. The
variables x and y are related by the equation y = st x, such that s and t are constants. PL3

x 1.5 3.0 4.5 6.0 7.5 9.0

y 2.51 3.24 4.37 5.75 7.76 10.00

(a) Plot the graph of log10 y against x, by using a scale of 2 cm to 1 unit on the x-axis and
2 cm to 0.1 unit on the log10 y-axis. Hence, draw the line of best fit.
(b) From the graph, find the value of
(i)  s,
(ii)  t,
(iii)  x when y = 4.

172
 Linear Law

11. The table below shows the values of two variables, x and y, obtained from an experiment. The
q
variables x and y are related by the equation 2y – p = , such that p and q are constants. PL3
x
x 1 2 3 4 5 6
y 5 3.5 3.1 2.7 2.6 2.5

(a) Plot the graph of xy against x, by using a scale of 2 cm to 1 unit on the x-axis and 2 cm to
2 units on the xy-axis. Hence, draw the line of best fit.
(b) Use the graph in (a) to find the value of
(i) p,
(ii) q,
(iii) y when x = 3.5.
(c) Calculate the value of x when y = 50.

Exploring MATHEMATICS
Durian is a well-known fruit in Southeast Asia. Attempts to
export durians in frozen form have been carried out in order to
promote durians to countries outside Southeast Asia. Manuring
of plants must be carried out regularly in order to increase the
production of durians. The following table shows the relation

CHAPTER 6
between the age and the mass of durian trees by using the
recommended manuring method during the vegetative stage.

Age (year) 1 2 3 4 5
Mass (kg) 0.5 1.0 2.0 2.8 4.0

(a) Draw a dispersion diagram for the data in the table. Does the dispersion diagram show a
linear relation between the age and mass of durian trees which used the manuring method?
(b) By using suitable scales, draw the line of best fit by taking the mass as a dependent
variable and the age as an independent variable. Then, find the equation relating the two
variables.
(c) Convert the non-linear relation to the linear form and construct a new table for the
variables involved.
(d) From your graph, predict the mass of a durian tree of 7 years.

173
 CHAPTER Coordinate
7 Geometry

What will be learnt?

Divisor of a Line Segment
Parallel Lines and Perpendicular Lines
Areas of Polygons
Equations of Loci

List of
Learning
Standards
CHAPTER 7

bit.ly/2p7Q7qq

wORDS
KEY W
Divisor of line Pembahagi tembereng
segment garis
Parallel straight lines Garis lurus selari
Perpendicular Garis lurus serenjang
straight lines
Gradient Kecerunan
Area of polygon Luas poligon
Equation of a locus Persamaan lokus

174 7.1.1
 Coordinate Geometry

Did you
Know?
Ibrahim Ibn Sinan (908 – 946 AD) is a
mathematician and astronomer from Harran
in northern Mesopotamia. He started doing
research on geometry and astronomy at the
age of 15 and recorded his first research
results at the age of 16. He continued
Archimedes’ research on area, volume and in
particular, tangent to a circle.

For further information:

bit.ly/2B3TfpM

SIGNIFICANCE
OF THIS CH
APTER
In construction, coordinate geometry is used
when drawing sketches of buildings.
Astrophysicists use coordinate geometry to
determine the distance between planets.
Coordinate geometry is used in aviation to

CHAPTER 7
determine the angles in the flight paths of
aircraft.

The use of a GPS (Global Positioning

System) navigation application allows
us to quickly and easily locate the
Scan this QR code
places that we want to go. Do you
to watch video on
know that GPS navigation uses the
application of GPS.
idea of coordinate geometry known
as World Geodetic System (WGS 84)
bit.ly/2JyqSoC
to determine the location of places on the
surface of the Earth?

7.1.1 175
 7.1 Divisor of a Line Segment

A line segment is part of a straight line with two end points with specific length or distance.
Any point dividing the segment in a particular ratio is known as the internal point.

Relating the position of a point that divides a line segment with the
related ratio

INQUIRY 1 In groups

Aim: To explore the relationship between the position of a

point on a line segment and its ratio
Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2IvAJe2
2. Drag point P on the line segment AB to the left and right.
Observe the values of m and n displayed.
3. What is the relationship between the position of point P on the line segment and the
values of m and n?
4. Consider the position of point P on the line segment AB and answer the following
questions.
(a) How many parts are there between point P and point A?
(b) How many parts are there between point P and point B?
(c) How many parts are there between point A and point B?
(d) What are the lengths of AP and PB in terms of AB?
(e) Determine the ratio AP : PB.
(f) What is the relationship between the position of point P on line segment AB and the
ratio obtained in (e)?
5. Now, drag point P so that the ratio m : n is 5 : 5 = 1 : 1. Is the length of AP same as PB?
CHAPTER 7

Determine the position of point P on the line segment when the ratio m : n is the same
for every part.
6. Change the ratio m : n and observe the position of point P. Does the position change
with the change in ratio value?

From the results of Inquiry 1, point P on the line segment AB m n

divides the line segment into two parts in the ratio m : n. Ratio
m : n means line segment AB is divided into (m + n) equal parts.
●
A P B
The position of point P on line segment AB determines the m number of equal parts from
point A to point P and the n number of equal parts from point B to point P. So, point P divides
the line segment in the ratio m : n. Conversely, the ratio m : n will determine the position of point
P on the line segment AB. When ratio m : n changes, the position of point P will also change. If
m = n, then point P is the midpoint of the line segment AB. In general,

The position of point P on a line segment AB divides the line segment

in the ratio m : n and vice versa.

176 7.1.1
 Coordinate Geometry

Example 1
7
Given line segment PQ, a point R is on PQ. Point R is of the distance PQ from point P
9
along the line segment PQ.
(a) Sketch this situation by using the line segment.
(b) Is point R closer to P or Q? Explain.
(c) By using the information given, determine the following ratios.
(i)  PR : PQ, (ii) RQ : PR, (iii) PR : RQ.
(d) Hence, describe the relationship between the position of point R on line segment PQ and
its ratio.

Solution
R
(a) P ● Q
(b) Point R is closer to Q because the position of point R is more than half of the line segment
from point P.
(c) (i) PR : PQ = 7 : 9
(ii) RQ : PR = 2 : 7
(iii) PR : RQ = 7 : 2
(d) Point R divides the line segment PQ in the ratio 7 : 2
7 2
P ● Q
R

Self Practice 7.1

1. The diagram below shows a line segment AB that is divided into 12 equal parts.

CHAPTER 7
P Q R
A ● ● ● B

P, Q and R are internal points on the line segment.

(a) Determine the position of each point in relation to its ratio.
(b) If point S is on the line segment AB in the ratio 5 : 7, mark and label the position of point
S on the line segment.
2. The diagram below shows point P which divides a piece of rope AB in the ratio m : n.
m n
A B
P

Given AP = 10 cm and AB = 35 cm.
(a) Find the values of m and n.
(b) Describe the position of P on the rope in relation to its ratio.
(c) If the rope is placed on the x-axis of the Cartesian plane such that A is the origin and
coordinates of B is (21, 0), determine the coordinates of P.

7.1.1 177
 Deriving the formula for divisor of a line segment on a Cartesian plane

In Diagram 7.1, the coordinates of points A and B are y

(x1, y1) and (x2, y2) respectively. P(x, y) is a point which B(x2, y2)
divides line segment AB in the ratio m : n. So, CD = x – x1, n
DE = x2 – x, PG = y – y1 and BF = y2 – y. Since AC, PD and P(x, y) F
BE are parallel, we get: m
CD AP A(x1, y1)
= G
DE PB
x–x m x
x – x1 = 0 C D E
n
2
Diagram 7.1
n(x – x1) = m(x2 – x)
nx – nx1 = mx2 – mx
mx + nx = nx1 + mx2
x(m + n) = nx1 + mx2
nx1 + mx2
x = m +n
For BF, PG and AC which are also parallel, we get: QR
PG AP
=
BF PB Scan the QR code below
y–y m for another method of
y – y1 = deriving formula for
2 n divisor of line segment
n(y – y1) = m(y2 – y) on a Cartesian plane.
ny – ny1 = my2 – my
my + ny = ny1 + my2
y(m + n) = ny1 + my2
ny1 + my2
y = m +n bit.ly/35ml4aS
CHAPTER 7

Thus, the coordinates of point P(x, y) which divides the line

segment joining points A(x1, y1) and B(x2, y2) in the ratio m : n is:

P(x, y) = (nxm++mxn , nym++myn )

1 2 1 2

What will happen when m = n? When m = n, P will become

the midpoint of line segment AB and is represented by M. BRAINSTORMING

(mxm ++ mmx , mym ++ mmy )

M= 1 2 1 2
Using Pythagoras Theorem,
show that the distance

= (
2m )
of line segment AB
m(x + x ) m(y + y )
, 1 2 1 2 represented by d in
2m
= (
2 )
Diagram 7.1 is
x +x y +y d = !(x2 – x1)2 + (y2 – y1)2
, 1 2 1 2
2

178 7.1.2
 Coordinate Geometry

Example 2
(a) The coordinates of points A and B are (–5, –2) and (5, 8). If point P divides line segment
AB in the ratio 3 : 2, find the coordinates of point P.
(b) Points A(–7, 3), P(5, –3), B and M are on a straight line. Given P divides line segment AB
in the ratio 3 : 1 and M is the midpoint of AB. Find
(i) the coordinates of B,
(ii) the coordinates of M.
Solution
(a) P(x, y) is the point that divides AB in the ratio 3 : 2. So,
2(–5) + 3(5) y
x-coordinate of P, x =
3+2 B(5, 8)
–10 + 15
= 2
5
5 P(x, y)
=
5 3
=1 0
x
2(–2) + 3(8)
y-coordinate of P, y = A(–5, –2)
3+2
– 4 + 24
=
5
20
=
5
=4
Thus, coordinates of point P are (1, 4).
(b) (i) B is (x, y) and P(5, –3) divides AB y
in the ratio 3 : 1. So,
A(–7, 3)
x-coordinate of P = 5
3
1(–7) + 3x x
= 5 0 P(5, –3)
3+1

CHAPTER 7
3x – 7 = 20 1
B(x, y)
3x = 27
= 9
y-coordinate of P = –3
1(3) + 3y
= –3
3+1
3 + 3y = –12
3y = –15
y = –5
y
Thus, coordinates of point B are (9, –5).

(ii) Midpoint of AB =(x +2 x , y +2 y )

1 2 1 2 A(–7, 3)
1
=(
2 )
x
–7 + 9 3 + (–5) 0
, M 1
2
= (1, –1) B(9, –5)
Thus, coordinates of point M are (1, –1).

7.1.2 179
 Example 3
Find the ratio AP : PB such that point P(–1, 2) divides the line segment joining point A(–2, 1)
and point B(2, 5).

Solution
Let P(–1, 2) divides AB in the ratio m : n and the x-coordinate of P is –1.
n(–2) + m(2) y
   = –1 B(2, 5)
m+n
2m – 2n = –m – n
3m = n n
m 1 P(–1, 2)
= m
n 3
A(–2, 1)
x
Thus, ratio AP : PB is 1 : 3. 0

Self Practice 7.2

1. Point P divides the line segment joining points A and B below in the given ratios. Find the
coordinates of point P.
(a) A(3, 7), B(–7, 2) in the ratio 3 : 2.
(b) A(– 4, –1), B(2, 5) in the ratio 2AP : PB.
(c) A(7, –3), B(–3, 2) in the ratio 3AP : 2PB.
2. Point R( p, t) divides the line segment joining points A(2h, h) and B(2p, 3t) in the ratio 2 : 3.
Express p in terms of t.
3. A straight line passes through points A(−2, −5) and B(6, 7). Point C divides the line segment
AB in the ratio 3 : 1 while D divides AB in the ratio 1 : 1. Find
(a) the coordinates of C,
(b) the coordinates of D.
CHAPTER 7

4. Point P divides the line segment joining the points A and B in the ratio AP : PB. Find the ratio
AP : PB and the value of k for each of the following.
(a) A(1, k), B(–5, 10) and P(–1, 2) (b) A(1, 2), B(k, 6) and P(3, 4)
(c) A(k, 3), B(2, 8) and P(6, 4) (d) A(–3, –2), B(2, 8) and P(–1, k)

Solving problems involving divisor of line segment

Example 4 Mathematics Application

A spider is at position E(–7, –5) on a graph paper and moves towards point G(13, 5) along a
straight line with uniform velocity. The spider is at point P after moving for 18 seconds and
arrives at point G in 1 minute. Determine
(a) the coordinates of point P,
(b) the ratio EQ : QG when the spider is at point Q(11, 4) on the straight line.

180 7.1.2 7.1.3

 Coordinate Geometry

Solution

1 . Understanding the problem

◆ The original position of the spider is E(–7, –5). The spider arrives at point G(13, 5) in 1
minute (60 seconds).
◆ Find the coordinates of P after moving for 18 seconds.
◆ Find the ratio EQ : QG when the spider is at point Q(11, 4).

2 . Planning the strategy

◆ Findthe ratio EP : PG first and use the formula for divisor of line segment,

(
nx1 + mx2 ny1 + my2
P(x, y) = m )
+ n , m + n to determine the coordinates of P.

◆ Use the formula (nxm++mxn , nym++myn ) again to determine the ratio EQ : QG.
1 2 1 2

3 . Implementing the strategy

(a) The spider is at P(x, y) after moving for 18 seconds. y
The ratio EP : EG is 18 : 60 = 3 : 10, so the ratio 7 G(13, 5)
EP : PG = 3 : 7.
P(x, y) = m (
nx1 + mx2 ny1 + my2
+n , m+n ) 3 0
x

( )
7(–7) + 3(13) 7(–5) + 3(5) P (x, y)
= , E(–7, –5)
3+7 3+7

( )

CHAPTER 7
–10 –20
= ,
10 10
= (–1, –2)
Thus, the coordinates of P are (–1, –2).
(b) Let Q(11, 4) divides EG in the ratio m : n.
The y-coordinate of Q is 4, y
n(–5) + m(5)
=4
m+n n G(13, 5)
5m – 5n = 4m + 4n m
Q(11, 4)
m = 9n x
0
m 9
=
n 1 E(–7, –5)
Thus, the ratio EQ : QG is 9 : 1.

7.1.3 181
 4 . Making a conclusion
(a) EP = !(–1 – (–7))2 + (–2 – (–5))2 PG = !(13 – (–1))2 + (5 – (–2))2
= !w 6 + 3 = !w
2 2
142 + 72
= !w 45 = !w 245
= 3!w 5 = 7!w 5
Thus, the ratio EP : PG = 3!w 5 : 7!w
5 = 3 : 7.
(b) EQ = !(11 – (–7))2 + (4 – (–5))2 QG = !(13 – 11)2 + (5 – 4)2
= !w 182 + 92 = !w 22 + 12
= !w 405 = !w 5
= 9!w 5
Thus, the ratio EQ : QG = 9!w 5 : !w5 = 9 : 1.

Self Practice 7.3

1. The diagram on the right shows the position of two football y
players, P and Q. The coordinates of players P and Q are
(4, 6) and (40, 45) respectively. Player P wants to kick the Q(40, 45)
2
ball to player Q but the ball lands at the distance of the
3
straight line towards player Q from player P. Determine
the coordinates of the ball when it touches the surface of
the field. P(4, 6)
x
0

2. The diagram on the right shows the plan of a straight y

CHAPTER 7

highway between two towns, A and B on the Cartesian

plane. An engineer wants to build two rest houses between A(–4, 5)
the two towns such that the two rest houses divide the
road into three parts of equal distance. Determine the B(5, 2)
coordinates of the two rest houses.
x
0
3. The diagram on the right shows the position of two
ducklings, H and K on the Cartesian plane. Given the y
coordinates of duckling H are (–3, –2) and the coordinates
of duckling K are (6, 10). The two ducklings walk towards K(6, 10)
each other with different velocities and meet at point L.
The velocity of duckling H is twice the velocity of
duckling K. x
H(–3, –2) 0
(a) State the ratio HL : LK.
(b) Find the distance of duckling K from its original
position when duckling K meets duckling H.
182 7.1.3
 Coordinate Geometry

Intensive Practice 7.1 Scan QR code or visit bit.ly/2pT22Zk for the quiz

1. A straight line passes through P(2, 8) and Q(7, 3). Point R divides line segment PQ such that
PR = 4QR. Find the coordinates of point R.
2. If the point R(6, 3) divides the line segment from P(4, 5) to Q(x, y) in the ratio 2 : 5, find
(a) the coordinates of Q,
(b) the coordinates of the midpoint of PQ.
3. Point C(1, 4) divides the straight line joining points A(–3, 6) and B(h, k) in the ratio 2 : 3.
Find the value of h and k.
4. Points A(4r, r), B(e, f) and C(3e, 4f) are on a straight line. B divides the straight line AC in the
ratio 3 : 4. Express e in terms of f.
5. The diagram on the right shows a quadrilateral PQRS y
R(9, 5)
with vertices P(1, 4), Q(7, –8), R(9, 5) and S(5, 1). P(1, 4)
Point T(6, 2) is on the straight line RS. Find T(6, 2)
(a) the coordinates of point U which divides the side PQ S(5, 1)
in the ratio 2 : 1, 0
x
(b) the coordinates of the midpoint of side QR,
(c) the ratio RT : TS,
(d) the length of side PS.
Q(7, –8)

6. Point P(k, 2) divides the straight line joining the points A(−2, 1) and B(2, 5) in the ratio m : n.
Find
(a) the ratio m : n,
(b) the value of k.

CHAPTER 7
7. The diagram below shows the position of the multipurpose hall, school, market and bus stop
on a Cartesian plane. Haziq’s house is at the midpoint of P1P2 such that P1 divides the line
segment from the multipurpose hall to the market in the ratio 4 : 1, while P2 divides the line
segment from the school to the bus stop in the ratio 1 : 2.
y
12 Multipurpose
10 hall
8
Bus stop
6
4 School
2
Market
x
–5 0 5 10 15
–2


Determine the position of Haziq’s house.

183
 7.2 Parallel Lines and Perpendicular Lines

It is easy to find parallel lines and perpendicular lines around

us. The floats separating the lanes in a swimming pool and the
support structures used in construction are some of the examples
of parallel and perpendicular lines. What are some other examples
of parallel and perpendicular lines around us?

Making and verifying conjectures about gradient of parallel

and perpendicular lines
INQUIRY 2 In groups 21st Century Learning

Aim: To make and verify conjectures about the relationship between the gradient of two
parallel lines and the gradient of two perpendicular lines
Instructions:
1. Form two groups and each group will choose one activity.

Activity 1
1. Using GeoGebra software, draw straight lines L1 and L2 that are parallel to each
other on the Cartesian plane.
2. Record the gradient of straight lines L1 and L2.
3. Drag straight lines L1 or L2 and observe the changes on the gradient of L1 and L2.
4. What can you say about the relationship between the gradient of straight lines L1
and L2?
5. Measure the angles formed between the lines L1 and L2 and the positive x-axis.
What can you observe about the two angles? Explain.
6. With your group members, verify the relationship you obtained in step 4 with
the results you obtained in step 5.
CHAPTER 7

Activity 2
1. Using GeoGebra software, draw straight lines L1 and L2 that are perpendicular to
each other on the Cartesian plane.
2. Record the gradient of L1 and L2 and determine the product of gradient of L1
and L2.
3. Drag straight lines L1 or L2 and observe the change in the gradient of L1 and L2 as
well as the product of their gradient.
4. What can you say about the relationship between the gradient of L1 and L2?
5. Measure θ1 and θ2, the angles formed between lines L1 and L2 respectively
towards positive x-axis. Hence, determine the product of tan θ1 and tan θ2.
6. What is the relationship between tan θ1 and tan θ2? Explain.
7. With your group members, verify the relationship you obtained in step 4 with
the results you obtained in step 6.

2. Appoint a representative from each group to present the results obtained in front of
the class.
184 7.2.1
 Coordinate Geometry

We have learnt that the gradient, m of a straight line L which passes y

L
point A(x1, y1) and B(x2, y2) is given by the formula: B(x2, y2)

y2 – y1 y2 – y1
Gradient, m = A(x1, y1) θ
x2 – x1 C
θ x2 – x1 x
As shown in the diagram on the right, in ΔABC, 0
y2 – y1 BC
=
x2 – x1 AC
m = tan θ
So, the definition of gradient, m of a straight line is:

m = tan θ
with θ being the angle formed between a straight line and the positive x-axis and
0°  θ < 180°.
The following diagrams show the gradient of a straight line L changing when θ increases
from 0º to 180º.
y y y y
L2 L3
L4
L1 θ
θ x x
x x 0 0
0 0
θ = 0°, θ = 90°, 0° < θ < 90°, 90° < θ < 180°,
tan θ = tan 0° tan θ = tan 90° tan θ > 0 tan θ < 0
mL = 0 mL not defined mL > 0 mL < 0
1 2 3 4

Thus, from activity 1 in Inquiry 2, let m1 and m2 y

L1
be the gradient of straight lines L1 and L2 respectively. If lines L1 and L2
are parallel, then L2
θ1 = θ2

CHAPTER 7
Corresponding angles, lines // θ1 θ2 x
tan θ1 = tan θ2 0
that is, m1 = m2
Conversely, if m1 = m2, we can find that θ1 = θ2 and L1 is parallel to L2.

Two straight lines, L1 and L2 are parallel to each other if and only if m1 = m2.

From the results of activity 2 in Inquiry 2, let m1 and

m2 be the gradient of straight lines L1 and L2 respectively and Smart TIPS
θ1 � 0. y In DABC,
θ2 = 90° + θ1 Exterior angle
tan θ1 = AC
tan θ2 = tan (90° + θ1) of Δ L1
BC
1 BC = 1
tan θ2 = –  AC tan θ1
tan θ1 C
So, tan θ2 = – BC
tan θ1 tan θ2 = –1 θ1
θ2 AC
x
that is, m1m2 = –1 0 B A J = –  1
tan θ1
L2

7.2.1 185
 Conversely, if m1m2 = –1 we can find that θ2 = 90° + θ1 and L1 is perpendicular to L2.

Two straight lines, L1 and L2 are perpendicular to each other if and only if m1m2 = –1.

Example 5
x y
(a) Show whether the straight lines 6x + 9y = 7 and + = 1 are parallel.
3 2
k
(b) The straight line y = 4 – x, such that k is a constant is parallel to the straight line
3
2x + 3y = 9. Find the value of k.
Solution
(a) Write equation 6x + 9y = 7 in gradient form.
6x + 9y = 7
9y = – 6x + 7
2 7
y = –  x + Arrange in gradient form, y = mx + c
3 9
2
Gradient, m1 = – 
3
x y
For straight line equation + = 1, Straight line in intercept form
3 2
b
Gradient, m2 = – 
a
2
= – 
3
Since both straight lines have the same gradient, they are parallel.
k
(b) y = 4 – x
CHAPTER 7

3
k
y = –  x + 4
3
k MATHEMATICS
Gradient, m1 = –  POCKET
3
2x + 3y = 9 • Gradient form
3y = –2x + 9 y = mx + c, where m
is gradient and c is
2
y = –  x + 3 y-intercept.
3 • Intercept form
2 x + x = 1, where a
Gradient, m2 = –  Gradient form, y = mx + c
3 a b
and b are the x-intercept
Since both of the straight lines are parallel, and y-intercept
m1 = m2 respectively, and the
k 2 gradient is – b .
– = – 
3 3 a
k = 2

186 7.2.1
 Coordinate Geometry

Example 6
(a) Determine whether straight lines y – 3x = 5 and 3y + x – 12 = 0 are perpendicular.
(b) The vertices of a triangle ABC are A(0, –5), B(2, 1) and C(–7, k), such that k is a constant.
Find the value of k if ∠ABC = 90°.
Solution
(a) Write both equations in the gradient form to find their gradients.
y – 3x = 5
y = 3x + 5
Gradient, m1 = 3
3y + x – 12 = 0
3y = –x + 12
1
y = –  x + 4
3
1
Gradient, m2 = – 
3
It is found that, m1m2 = 3 –  ( )
1
3
= –1
Thus, straight lines y – 3x = 5 and 3y + x – 12 = 0 are perpendicular to each other.

(b) Since ∠ABC = 90°, y

mAB mBC = –1 C(–7, k)

(1 2– –(–5)0 )(–7k ––12) = –1 B(2, 1) Mind Challenge

3(
–9 )
k–1 x Can Pythagoras Theorem be
= –1 0
used to verify the answer in
k – 1 = 3 Example 6(b)?
k = 4

CHAPTER 7
A(0, –5)

Self Practice 7.4

1. Determine whether the following pairs of straight line are parallel or perpendicular to each
other.
3
(a) 2x + 3y = 9 and 4x + 6y = 0 (b) y = x – 5 and 4y – 3x = 12
4
(c) x – 2y = 6 and 2x + y = 5 (d) 2x + 3y = 9 and 2y = 3x + 10
2. The following pairs of straight lines are parallel, such that p is a constant. Find the value of p.
x y
(a) 2y = 10 – x and y = 3px – 1 (b) – = 1 and py = 4x – 6
3 6
3. The following pairs of straight lines are perpendicular to each other. Find the value of constant k.
x y
(a) 3x + 5y = 15 and 5x – ky = 2 (b) + = 1 and ky = 2x – 7
3 9
4. The vertices of a triangle ABC are A(1, 1), B(–1, 4), and C(5, a). Find the value of constant a
if AB is perpendicular to BC.
7.2.1 187
 Solving problems involving equations of parallel and perpendicular
lines

Example 7 Mathematics Application y

The diagram on the right shows the position E A

of roads AD, BC and EF drawn on a Cartesian C
plane. AD and BC are perpendicular to each other

a
im
and they meet at a traffic light junction, while

Ja

el
la

D
BC and EF are parallel to each other. Given the

n
Su

anl
coordinates of A are (18, 16) and F(20, −1) while

te

Ja
r a4

Ja
the equation of road BC is 5y + 4x = 70, find

la
n
(a) the equation of road EF,

Su
te
(b) the equation of road AD,

ra
x

5
(c) the coordinates of the traffic light. 0
D B F
Solution

1 . Understanding the problem

◆ Road AD and BC are perpendicular.
◆ Road BC and EF are parallel.
◆ Coordinates of point A are (18, 16), Fare (20, –1) and the equation of road BC is
5y + 4x = 70.
◆ Find the equation of roads EF and AD as well as the coordinates of traffic lights
which are at the junction of roads AD and BC.

2 . Planning the strategy

◆ Write the equation 5y + 4x = 70 in the gradient form to determine its gradient, m1.
CHAPTER 7

◆ Use m1 = m2 to find the gradient of road EF.

◆ Use formula m1m2 = –1 to find the gradient of road AD.
◆ Use formula y – y1 = m(x – x1) to find the equation of roads EF and AD.
◆ Solve equation 5y + 4x = 70 and equation AD simultaneously to find the coordinates of
the traffic lights.

3 . Implementing the strategy

(a) 5y + 4x = 70 Equation of road EF that passes
5y = – 4x + 70 through point F(20, –1) is
4 4
y = –  x + 14 y – (–1) = –  (x – 20)
5 5
4 5y + 5 = – 4x + 80
Gradient, m1 = –  , thus gradient 5y + 4x = 75
5
4
EF which is parallel to BC is –  .
5

188 7.2.2
 Coordinate Geometry

4
(b) Gradient, m1 = –  , thus gradient of (c) Equation of BC: 5y + 4x = 70 … 1
5
Equation of AD: 4y – 5x = –26  … 2
road AD, m2 which is perpendicular is
1 × 5 : 25y + 20x = 350 … 3
4 2 × 4 : 16y – 20x = –104 … 4
–  m2 = –1
5 3 + 4 : 41y = 246
5 y = 6
m2 =
4 Substitute y = 6 into (1).
Equation of road AD which passes through 5(6) + 4x = 70
point A(18, 16) is 30 + 4x = 70
5 4x = 40
y – 16 = (x – 18) x = 10
4
4y – 64 = 5x – 90 Thus, the coordinates of traffic lights
4y – 5x = –26 are (10, 6).

4 . Making a conclusion
Substitute point F(20, −1) into equation
5y + 4x = 75.
Left side = 5(−1) + 4(20) FLASHBACK
= 75 Equation of straight line
= right side with gradient m and passing
through point (x1, y1) is
Thus, 5y + 4x = 75 is the equation of road EF. y – y1 = m(x – x1)

Substitute point A(18, 16) into equation

4y – 5x = –26.
Left side = 4(16) – 5(18)
= –26

CHAPTER 7
= right side
Thus, 4y – 5x = –26 is the equation of road AD.

From the graph on the right, the coordinates of

traffic lights are (10, 6). y
C A
16
5y + 4x = 70
12
8
(10, 6)
4
x
–8 –4 0 4 8 12 16 20
–4 4y – 5x = –26 B
D –8

7.2.2 189
 Self Practice 7.5 B(8, 12)
1. In the diagram on the right, radius AB of the Ferris wheel is
perpendicular to the tangent of the circle at point B(8, 12).
The equation of the tangent to the circle at point B is given A
as 3x + 2y = 48. Find the equation of radius AB of the
Ferris wheel.

2. The diagram on the right shows the plan of a rectangular- y

shaped hut drawn on a Cartesian plane. A pipe of the A(3, 8)
shortest length will be connected from the main pipe at P(8, 7)
P(8, 7) to the hut. Find
(a) the coordinates of point of connection of the pipe at
the hut,
B(7, 2)
(b) the length of trench that should be dug in order to bury
the pipe to the hut. 0
x

Intensive Practice 7.2 Scan the QR code or visit bit.ly/2Vtz9P4 for the quiz

1. For each of the following, determine whether the lines AB and CD are parallel or
perpendicular to each other.
(a) A(6, 2), B(3, 4), C(3, –1), D(–3, 3)
(b) A(4, –3), B(–3, 4), C(1, 4), D(–2, 1)
2. Given A(1, 2), B(6, 8) and C(12, k) are the vertices of a triangle, such that
∠ABC = 90°, find the value of k.
CHAPTER 7

3. Given P(7, 3), Q(2, 2) and R(−1, 4). Find

(a) the equation of straight line that passes through point P and is parallel to QR,
(b) the equation of straight line that passes through point R and is perpendicular to QR.
Then, find the coordinates of S such that both lines intersect.
4. The coordinates of three points are P(−1, −6), Q(3, −12) and R(e, 6). Find the value of
constant e if
(a) P, Q and R are collinear,
(b) PQ is perpendicular to PR.
5. Given four points, P(– 6, 1), Q(1, –2), R(0, 5) and S(–3, h). If PQ is perpendicular to RS, find
the value of constant h. y
6. In the diagram on the right, OC is perpendicular from origin
O to straight line AB, such that point A is (0, 5) and point B is
A(0, 5) C
(10, 0). Find
(a) the equation of straight line AB and OC,
x
(b) the coordinates of C and distance OC. O B(10, 0)

190 7.2.2
 Coordinate Geometry

7. The diagram on the right shows a parallelogram ABCD. y

3y – x = 15 C
Points A and D are (1, 2) and (3, 6) respectively. Equation of
D(3, 6)
the straight line DC is 3y – x = 15. DE is the perpendicular
bisector of AB. Find
(a) the equation for AB and DE, B
E
(b) the coordinates of E and B. A(1, 2)
x
0
8. The diagram on the right shows a trapezium ABCD. The y
coordinates of A, B, C and D are A(3, 6), B(11, 10), C(9, 4) B(11, 10)
and D(5, 2) respectively.
(a) Determine the pairs of parallel and perpendicular lines. A(3, 6)
(b) Find the equation of straight line AB.
(c) A straight line passes through point C and is perpendicular C(9, 4)
to AB. Find the equation of the straight line. Show that the D(5, 2)
straight line passes through the midpoint of AB. 0
x

9. The diagram on the right shows a triangle ABC, such that y

A(9, 9)
A(9, 9) and C(1, –3). Point B lies on the perpendicular bisector
of AC and the equation of straight line AB is y = 8x – 63.
y = 8x – 63
(a) Find
(i) the equation of perpendicular bisector of AC,
(ii) the coordinates of B. B
x
0
(b) Point D lies on the diagram such that ABCD is a
rhombus. C(1, –3)
(i) Find the coordinates of D.
(ii) Show that AC = 2BD.
10. In the diagram on the right, two straight lines, y = x + 4 and
3y = x + 8 intersect at point P. The straight line that passes y
through point P with gradient 2 meets the x-axis and y-axis at y=x+4

CHAPTER 7
points A and B respectively. Show that B
(a) the coordinates of P are (–2, 2),
3y = x + 8
(b) the equation of straight line that passes through point P
and is perpendicular to straight line AB is 2y + x = 2, P
(c) the coordinates of A are (–3, 0) and the coordinates of B
are (0, 6), A 0
x
AP 1
(d) the ratio of is . m=2
PB 2

11. In the diagram on the right, BC is a tangent to the circle with

centre A(– 4, –2) at point B(1, 8). Find the equation of tangent B(1, 8)
BC.
C

A(–4, –2)

191
 7.3 Areas of Polygons

Deriving formula of area of triangles

We can use formula to find the area of a polygon on the Cartesian plane if the vertices are
known. Follow the exploration below to derive the formula of area of a triangle when the
coordinates of each vertex are known.

InQuirY 3 In groups 21st Century Learning

Aim: To determine area of triangle when coordinates of each vertex are known
Instructions:
1. Using GeoGebra software, draw a triangle with vertices A, B, and C.
2. Draw dashed lines as shown in the diagram on the right.
3. Using the instruction menu in the software, y
(a) find the length of AD, DE, BE and CD. C(2, 6)
6
(b) find the area of ΔACD, trapezium BCDE and ΔABE.
(c) determine the area of ΔABC by using the values 4 B(6, 3)
obtained in (b).
2
4. Discuss with your group members the way to obtain
area of the triangle. x
–2 0 2 4 6
5. Are there any other ways to obtain the area of triangle A(–2, –2)
–2
ABC? D E

From the results of Inquiry 3, we can make a generalisation about the method to obtain area of
a triangle by using the following formula.
Diagram 7.2 shows a triangle ABC, with the position of A(x1, y1), B(x2, y2) and C(x3, y3)
CHAPTER 7

arranged in order.

Area of ΔABC
= area of ΔACD + area of trapezium BCDE – area of ΔABE
=
1
2( × AD × CD + ) ( 1
2
× DE × (BE + CD) – ) (1
2
× AE × BE) y
C (x3, y3)
1 1
= (x3 – x1)(y3 – y1) + (x2 – x3)[(y2 – y1) + (y3 – y1)]
2 2
B (x2, y2)
1
–  (x2 – x1)(y2 – y1)
2 x
1 0
= (x3y3 – x3y1 – x1y3 + x1y1 + x2y2 – x2y1 + x2y3 – x2y1 – x3y2
2
A (x1, y1) D E
+ x3y1 – x3y3 + x3y1 – x2y2 + x2y1 + x1y2 – x1y1)
1 Diagram 7.2
= (x1y2 + x2y3 + x3y1 – x2y1 – x3y2 – x1y3)
2

192 7.3.1
 Coordinate Geometry

This area formula can be written as:

1 x1 x2 x3 x1 MATHEMATICS
2 y1 | y2 y3 y1 | POCKET
with the sum of all the products in the direction is given The formula on the left
is known as the shoelace
1
the positive sign, that is (x1y2 + x2y3 + x3y1) and the sum of all algorithm which is used
2 only when coordinates
the products in the direction is given the negative sign, that is of vertices are arranged
1
(–x y – x y – x y ). anticlockwise. If the
2 2 1 3 2 1 3 coordinates are arranged
Thus, formula for area of a triangle ABC with vertices A(x1, clockwise, the answer
y1), B(x2, y2) and C(x3, y3) arranged in order can be written as: obtained would have
negative sign. In this case,
the absolute value needs to
1 x1 x2 x3 x1
Area of ∆ABC = | | be used so that the value
2 y1 y2 y3 y1 of area is positive. This
formula can be initiated by
1
= |x1y2 + x2y3 + x3y1 – x2y1 – x3y2 – x1y3| choosing any one vertex.
2
1
= |(x1y2 + x2y3 + x3y1) – (x2y1 + x3y2 + x1y3)|
2

Determining the area of triangles by using

Smart TIPS
Some of the quantities we
the formula encounter in daily life have
magnitude only, such as
Example 8 temperature, mass, distance,
area and volume which do
Find the area of DABC with vertices A(– 4, – 6), B(5, 3) and not involve direction. For
C(2, 8). example, area of ΔABC is
36 units2. Therefore, 36 units2
Solution is the size or magnitude
If the coordinates are arranged anticlockwise, for the area of ΔABC. Such
y
area of ΔABC C (2, 8)
quantities are known as

CHAPTER 7
scalar quantities.
1 – 4 5 2 – 4
= | |
2 – 6 3 8 – 6
1 B (5, 3)
= |(–12 + 40 – 12) – (–30 + 6 – 32)| MATHEMATICS
2 0
x
1
POCKET
= |72|
2 The shoelace formula is used
A (– 4, – 6)
= 36 units2 to find the area of a polygon
If the coordinates are arranged clockwise, when the coordinates
of each vertex is known.
1 – 4 2 5 – 4
area of ΔABC = | | The two vertical lines in
2 – 6 8 3 – 6 this formula are known as
1
= |(–32 + 6 – 30) – (–12 + 40 – 12)| the absolute value which
2 functions to make sure that
1 the measurement area is
= |–72| Take absolute value
2 always positive. Important
1 note: The measurement
=  (72) area of polygon accept
2 positive value only.
= 36 units2

7.3.1 7.3.2 193

 Besides the shoelace algorithm, the box method can also be used to find the area of the triangle
in Example 8.
Step 1   Draw a rectangle that touches every vertex of the y C (2, 8)
triangle. Mark the triangles formed in the box with II
I, II and III as shown in the diagram on the right.
III
  Find the area of the rectangle by multiplying its
Step 2 B (5, 3)
length by width. x
Area of rectangle = 9 × 14 0
= 126 units2 I
Step 3   Find the area of triangles I, II and III in the
rectangle. A (– 4, – 6)
1 1
Area of triangle I = × 9 × 9 = 40  units2
2 2
1 1
Area of triangle II = × 3 × 5 = 7 units2
2 2
1
Area of triangle III = × 6 × 14 = 42 units2 BRAINSTORMING
2
Step 4   Subtract each of the area of triangles obtained in
What can you say about
step 3 from the area of rectangle to determine the the three points A(x1, y1),
area of ΔABC. B(x2, y2) and C(x3, y3) if the
1 1
Area of ΔABC = 126 – 40 – 7 – 42 area of
2 2 1 x1 x2 x3 x1
= 36 units2
DABC = |
2 y y y y
1 2 3 1
= 0? |

Example 9
The coordinates of the vertices of a triangle ABC are A(8, 5), B(–2, –3) and C(k, –1). If the
area of triangle ABC is 18 units2, find the possible values of k.
CHAPTER 7

Solution
Since the order of the vertices of triangle ABC is not known, we need
to take the absolute value for the expression for area of triangle ABC.
1
Area of ΔABC = 8 –2 k 8
| |
2 5 –3 –1 5
1 y
±18 =  |(–24 + 2 + 5k) – (–10 – 3k – 8)|
2 A (8, 5)
1
±18 =  (8k – 4)
2
1 1
 (8k – 4) = –18   or    (8k – 4) = 18 x
2 2 C1 (k, –1) 0 C2 (k, –1)
8k – 4 = –36 8k – 4 = 36
B (–2, –3)
8k = –32 8k = 40
k = – 4 k = 5
Thus, the possible values of k are – 4 and 5.

194 7.3.2
 Coordinate Geometry

Self Practice 7.6

1. Find the area of the triangles with the following vertices given.
(a) (5, 10), (2, 1), (8, 3)
(b) (3, 1), (6, 4), (– 4, 2)
(c) (– 4, –3), (5, 1), (2, 6)
2. Vertices P and Q are (3, 4) and (1, –2), respectively, and vertex R is on the x-axis. Find the
coordinates of R such that area of ΔPQR is 10 units2.
3. Show that points (8, 4), (2, 1) and (–2, –1) are collinear.
4. Points E(–2, –1), F(2, p) and G(10, 5) are collinear. Find the value of p.
5. The vertices and area of ΔABC are given below. Find the possible values of k.
(a) A(− 4, −1), B(5, 3), C(−1, k); area of DABC = 15 units2
(b) A(5, k), B(3, 7), C(1, 3); area of DABC = 10 units2
(c) A(1, −2), B(k, 6), C(1, 2); area of DABC = 12 units2
(d) A(3, 0), B(4, k), C(1, 4); area of DABC = 5 units2

Determining the area of quadrilaterals by using the formula

Consider quadrilateral ABCD in the diagram on the right, with vertices
A(x1, y1), B(x2, y2), C(x3, y3) and D(x4, y4) arranged in order. y
D (x4, y4)
Area of quadrilateral ABCD
= area of DABC + area of DACD
1 x x x x 1 x x x x C (x3, y3)
= y1 y2 y3 y1 + y1 y3 y4 y1
| | | |
2 1 2 3 1 2 1 3 4 1
1 x
= |(x1y2 + x2y3 + x3y1) – (x2y1 + x3y2 + x1y3)| 0
2 B (x2, y2)
1 A (x1, y1)
= + |(x1y3 + x3y4 + x4y1) – (x3y1 + x4y3 + x1y4)|
2

CHAPTER 7
1
= |(x1y2 + x2y3 + x3y4 + x4y1) – (x2y1 + x3y2 + x4y3 + x1y4)|
2
1 x x x x x
= y1 y2 y3 y4 y1
| |
2 1 2 3 4 1
From the expansion of the above expression, we found that the formula obtained is similar
to the formula for area of triangle.
In general, the area of quadrilateral ABCD with vertices A(x1, y1), B(x2, y2), C(x3, y3) and
D(x4, y4) arranged in order can be written as:

1 x1 x2 x3 x4 x1
Area of quadrilateral ABCD = | |
2 y1 y2 y3 y4 y1
1
= |(x1y2 + x2y3 + x3y4 + x4y1) – (x2y1 + x3y2 + x4y3 + x1y4)|
2

7.3.2 7.3.3 195

 Example 10
Find the area of quadrilateral PQRS with vertices P(3, 5), Q(–1, 3), R(2, –3) and S(4, 1).

Solution y
P (3, 5)
Arrange the vertices in order:
Q (–1, 3)
1 3 –1 2 4 3
Area of quadrilateral PQRS = | |
2 5 3 –3 1 5 S (4, 1)
1 x
= |(9 + 3 + 2 + 20) – (–5 + 6 – 12 + 3)| 0
2
1
= |42| R (2, –3)
2
= 21 units2

Self Practice 7.7

1. Find the area of the quadrilaterals with the following vertices given.
(a) (1, 7), (–5, 6), (–2, – 4) and (2, –3)
(b) (2, 9), (– 6, 4), (–1, –3) and (8, 1)
(c) (0, 2), (– 6, –2), (–3, –5) and (–1, –3)
(d) (3, 4), (–2, 0), (2, – 4) and (5, 1)
2. The vertices of a quadrilateral ABCD arranged in order are A(k, 6), B(–2, 1), C(4, 5) and
D(2, 8). If area of the quadrilateral ABCD is 30 unit2, find the value of k.

Making generalisation about the formula of area of polygons

The idea in finding the area of triangle can be used to prove that the area of a polygon with n
CHAPTER 7

sides and vertices A(x1, y1), B(x2, y2), C(x3, y3), D(x4, y4), …, N(xn, yn) is as follows.
Area of polygon
1 x1 x2 x3 x4 … xn x1
= | |
2 y1 y2 y3 y4 … yn y1
1
=  |(sum of all products) – (sum of all products)|
2 BRAINSTORMING
with vertices A, B, C, D, …, N arranged in order. Surf the Internet to explore
In general, if the vertices A(x1, y1), B(x2, y2), C(x3, y3), convex polygon and
concave polygon. Discuss
D(x4, y4), …, N(xn, yn) of a polygon with n sides are arranged with your friends whether
in order, then : the formula for area of
polygon can be used for
concave polygon.
1 x1 x2 … xn x1
Area of polygon = | |
2 y1 y2 … yn y1
    

196 7.3.2 7.3.4

 Coordinate Geometry

Example 11
Find the area of a pentagon with vertices (5, –2), (1, –1), (–1, 1), (1, 3) and (4, 4).

Solution
By plotting vertices of the pentagon as in the diagram on y
the right, the vertices arranged in order would be
(4, 4)
(4, 4), (1, 3), (–1, 1), (1, –1) and (5, –2). (1, 3)

Area of pentagon = 1 4 1 –1 1 5 4
| | (–1, 1)
2 4 3 1 –1 –2 4 x
0
= 1  |(12 + 1 + 1 – 2 + 20) – (4 – 3 + 1 – 5 – 8)|
2 (1, –1)
(5, –2)
= 1  |43|
2
= 21 1 units2
2

Self Practice 7.8

1. A pentagon ABCDE has vertices A(–2, –5), B(3, 2), C(2, 8), D(0, 9) and E(–3, 1). Find the
area of pentagon ABCDE.
2. The vertices of a hexagon are (0, –1), (–3, –1), (– 4, 2), (–2, 6), (1, 5) and (2, 1). Find the area
of the hexagon.

Solving problems involving areas of polygons

CHAPTER 7
Example 12
The vertices of a triangle ABC are A(– 4, –3), B(7, 2) and C(–2, 3). M and N
are the midpoints of the sides AC and BC respectively. Find
(a) the coordinates of M and N,
(b) the ratio of area of triangle CMN to area of quadrilateral ABNM.

Solution
(a) Coordinates of M = (– 4 +2(–2), –32+ 3) C (–2, 3)
y

N
= (–3, 0) B (7, 2)

Coordinates of N = (–22+ 7, 3 +2 2 ) M
0
x

=( , )
5 5

2 2 A (– 4, –3)

7.3.4 7.3.5 197

 5
(b) Area of triangle CMN = 1
2
3 | –2

0
2
5
2
–3 –2

3 |
= 1 0 – 15 + 15 – –9 + 0 – 5
2 |( 2 2 ) ( )|
=  |14| 1
2
= 7 units2
5
Area of quadrilateral ABNM = 1
2
–3 2|
– 4 7
2
5
2
–3 – 4

0 –3 |
= 1   –8 + 35 + 0 + 9 – –21 + 5 – 15 + 0
2 |( 2 2 ) ( )|
=  |42| 1
2
= 21 units2
Thus, the ratio of area of triangle CMN to quadrilateral ABNM is 7 : 21 = 1 : 3.

Self Practice 7.9

1. In the diagram on the right, points A(–3, 0), B(5, 2), C and y
C
D(–1, 6) are the vertices of a parallelogram ABCD.
D (–1, 6)
M is the intersection point of diagonals AC and BD. Find
(a) the coordinates of C and M, M
(b) the ratio of the area of ΔABM to the area of
parallelogram ABCD.
B (5, 2)
x
CHAPTER 7

A (–3, 0) 0

2. The straight line y = 8 – 2x intersects the straight line y = k,

x-axis and y-axis at points P, Q and R respectively. Given the
area of ΔOPR is 12 units2, with O as the origin, find
(a) the smallest value of k,
(b) the coordinates of P.
y
3. In the diagram on the right, ABCD is a parallelogram with C (4, 7)
vertices A(4, –2), B(7, 5), C(4, 7) and D(k, 0). Find
(a) the area of ΔABC, B (7, 5)
(b) the value of k if the area of ΔACD is equal to the area of
ΔABC,
(c) the coordinates of E if ACBE is a parallelogram, x
(d) the area of parallelogram ACBE. 0
D (k, 0)
A (4, –2)

198 7.3.5
 Coordinate Geometry

Intensive Practice 7.3 Scan the QR code or visit bit.ly/33hpduP for the quiz

1. ABCD is a parallelogram which diagonals intersect at E. Given A(–5, 3), B(0, –2) and
C(3, 5), find
(a) the coordinates of D and E,
(b) the area of parallelogram ABCD.
2. PQRS is a rhombus with coordinates P(3, 3), Q(h, 3), R(–5, –1) and S(0, k). Find
(a) the value of h and k,
(b) the area of rhombus PQRS.
3. Given three points, A(–1, –5), B(2, 1) and C(6, 9),
(a) find the area of ΔABC,
(b) based on the answer in (a), what can you say about points A, B and C?
4. Find the area of a polygon with vertices (5, 2), (–1, –3), (2, 6), (3, –2), (–4, 0) and (–3, 2).
5. Points A(5, –1), B(3, 3) and C(– 6, p) are the vertices of a triangle. Find the values of p if the
area of ΔABC is 16 units2.
6. Given three points, P(2, 2r – 1), Q(r – 1, r + 1) and R(r + 3, 0). If points P, Q and R are on the
same straight line, find the possible values of r.
7. Three points have coordinates A(8, a), B(–1, 2) and C(3, 10). Find the value of a if
(a) A, B and C are collinear, (b) the area of ΔABC is 12 units2.
8. The diagram on the right shows an isosceles triangle y
EFG with vertices E(0, k), F(4, 4) and G(7, 8). EF G (7, 8)
and FG have the same length. E (0, k)
(a) Find the value of k.
(b) H is a point on the line y = 11 such that EH = GH.
Find F (4, 4)
(i) the coordinates of H,

CHAPTER 7
(ii) the ratio of area of ΔEFG to area of quadrilateral EFGH. x
0

9. Points O(0, 0), P(m + 1, m – 7), Q(2m + 1, 2m) and R(m, m + 6) are the vertices of a
quadrilateral such that m > 0.
(a) If the area of OPQR is 34 1 units2, find the value of m.
2
(b) Hence, find the area of ΔOPR.
10. The coordinates of three LRT stations, Paya Redan, y Panjang Sari
Kampung Raja and Panjang Sari are represented by C (12, 12)
Paya Redan
points A(0, 9), B(7, 0) and C(12, 12), such that
A (0, 9)
1 unit represents 100 m. Find
(a) the distance, in km, between Paya Redan Station
and Kampung Raja Station.
(b) the actual area, in km2, of the triangle formed by
the three stations. 0 B (7, 0)
x
Kampung Raja
199
 7.4 Equations of Loci

The locus of a moving point is the path taken by the point subject A
to certain conditions. For example, the path traced by point A
moving r units from the fixed point O on the radar screen at an r
air traffic control centre as shown in the diagram on the right is
a locus in the shape of a circle and it can be represented by an O
equation. Can you determine the equation of the locus of moving
point A which is a circle?

Determining the equation of locus

The equation of the locus of a moving point which satisfies certain conditions can be
determined using the formula for distance between two points or other formulas depending on
the given conditions.

A   Locus of a moving point from a fixed point is constant

InQuirY 4 In groups

Aim: To explore the shape and determine the equation of locus of a

moving point which the distance from a fixed point is constant
Instructions:
1. Scan the QR code or visit the link on the right.
bit.ly/2pMIhTe
2. Let P(x, y) is a point of distance r from a fixed point A(x1, y1)
where r . 0.
3. Move point P and observe the path traced by point P.
4. What is the shape of the locus of point P obtained?
CHAPTER 7

5. Using the formula of distance between two points, write the equation for the shape
obtained in terms of x, y, x1, y1 and r.

From the results of Inquiry 4, the shape of locus of point P obtained is a circle with centre
A(x1, y1) and radius r unit. Equation of the locus of moving point P(x, y) which the distance
from a fixed point A(x1, y1) is always constant, can be determined using the distance formula as
follows:

Locus of P
PA = r A(x1, y1)
!(x – x1)2 + (y – y1)2 = r r
(x – x1)2 + (y – y1)2 = r2, where r > 0 P(x, y)

200 7.4.1
 Coordinate Geometry

Example 13
Find the equation of locus of moving point P so that its distance from point A(4, –3) is 6 units.
y
Solution
5
Let the coordinates of point P are (x, y).
Distance of P from A = 6 x
0
!(x – 4)2 + [y – (–3)]2 = 6 Square both –5 5 10
(x – 4)2 + (y + 3)2 = 36 sides of
–5 A (4, –3) P (x, y)
x2 – 8x + 16 + y2 + 6y + 9 = 36 equation
x + y – 8x + 6y – 11 = 0
2 2
– 10
Thus, equation of locus of P is x2 + y2 – 8x + 6y – 11 = 0.

B   Ratio of distance of moving point from two fixed points is constant

InQuirY 5 In groups

Aim: To explore the shape and determine the equation of locus

of a moving point whose the ratio of the distance from two
fixed points is constant
Instructions: bit.ly/2pMIjuk
1. Scan the QR code or visit the link on the right.
2. Let P(x, y) is a moving point such that its distance from two fixed points
A(x1, y1) and B(x2, y2) is in the ratio m : n, that is PA = m .
PB n
3. Drag the point on the slider to the left and right so that ratio r changes and observe the
circle formed.
4. Does the locus of moving point P form a circle? If yes, can you determine its equation in

CHAPTER 7
terms of x, y, x1, y1, x2, y2, m and n?
5. Then, drag the slider r to the left again so that its value is 1, that is, PA : PB = 1 : 1.
6. Make a conjecture about the shape of locus of moving point P that will be obtained if
PA = PB. Can you determine its equation?

From the results of Inquiry 5, the shape of locus of moving point P is a circle and the equation
of locus of moving point P(x, y), which the distance from two fixed points A(x1, y1) and B(x2, y2),
is always constant in the ratio m : n can be determined by using the distance formula as follows:

Locus of P
PA = m
PB n
P(x, y)
!(x – x1)2 + (y – y1)2 m n
=
!(x – x )2 + (y – y )2 n
2 2
m B(x2, y2)
(x – x1)2 + (y – y1)2 m2
= A(x1, y1)
(x – x2)2 + (y – y2)2 n2
7.4.1 201
 When PA : PB = 1 : 1, P(x, y) is always the same distance from two fixed points A(x1, y1) and
B(x2, y2), the shape of locus of P is the perpendicular bisector of line AB. Its equation is:
PA = PB
!(x – x1) + (y – y1)2 = !(x – x2)2 + (y – y2)2
2

(x – x1)2 + (y – y1)2 = (x – x2)2 + (y – y2)2

Example 14
Point P moves such that its distance from points S(1, 2) and T(4, –1) is in the ratio 2 : 1. Find
the equation of locus of moving point P.

Solution
Let P(x, y) is a moving point. y

PS = 2
S (1, 2)
PT 1 2
P (x, y)
!(x – 1)2 + (y – 2)2 2 Square both
= x
!(x – 4)2 + (y + 1)2 1
sides of 0 5
equation T (4, –1)
(x – 1)2 + (y – 2)2 4 –2
= (5, –2)
(x – 4)2 + (y + 1)2 1
–4
x2 – 2x + 1 + y2 – 4y + 4 = 4(x2 – 8x + 16 + y2 + 2y + 1)
x2 + y2 – 2x – 4y + 5 = 4x2 + 4y2 – 32x + 8y + 68
3x2 + 3y2 – 30x + 12y + 63 = 0 Divide each term by 3
x2 + y2 – 10x + 4y + 21 = 0

Thus, the equation of locus of moving point P is x2 + y2 – 10x + 4y + 21 = 0.

CHAPTER 7

Example 15
Find the equation of locus of a moving point Q such that its distance from point A(2, 3) and
point B(6, 9) are the same.

Solution
Let Q(x, y) is a moving point. y
QA = QB
10 B (6, 9)
!(x – 2)2 + (y – 3)2 = !(x – 6)2 + (y – 9)2
(x – 2)2 + (y – 3)2 = (x – 6)2 + (y – 9)2 2x + 3y – 26 = 0
x2 – 4x + 4 + y2 – 6y + 9 = x2 – 12x + 36 + y2 – 18y + 81
8x + 12y – 104 = 0 5 Q (x, y)
2x + 3y – 26 = 0
A (2, 3)
Thus, the equation of locus of moving point Q is x
2x + 3y – 26 = 0. 0 5 10

202 7.4.1
 Coordinate Geometry

Self Practice 7.10

1. Find the equation of locus of moving point P such that its distance from each of the following
points is 3 units.
(a) (0, 0) (b) (2, 3) (c) (– 4, 5) (d) (–1, – 6)
2. Point P moves such that its distance from Q(–2, 1) is always 5 units. Find the equation of
locus of point P.
3. Find the equation of locus of moving point P such that its distance from the following fixed
points is in the ratio given.
(a) A(–2, 0), B(4, 0); ratio 1 : 2 (b) C(–3, 0), D(2, 5); ratio 1 : 3
(c) E(0, 2), F(–2, 4); ratio 3 : 2 (d) R(1, 2), S(4, –1); ratio 2 : 1
4. The coordinates of points J and K are (–1, 3) and (4, 6) respectively. Point Q moves such that
QJ : QK = 2 : 3. Find the equation of locus of Q.
5. Point R moves such that its distance from point A(6, 0) is twice its distance from point
B(–3, 0). Find the equation of locus of R.
6. Point P moves in the ratio PO : PA = 1 : 4, with O the origin and coordinates of point A being
(2, 0). Find the equation of locus of point P.
7. Find the equation of locus of moving point P such that its distances from the following points
are the same.
(a) A(–2, 0) and B(0, 4) (b) C(–3, 5) and D(2, – 4) (c) J(2, 3) and K(6, 8)

Solving problems involving equations of loci

Example 16 Mathematics Application

A goat is tied with a rope to a pole which is planted in the

middle of a field. The length of rope used is 4 metres. The goat
walks around the pole tied to the end of the taut rope as shown 4m
in the diagram. If the coordinates of the pole are A(2, 4), find the
equation of locus of the goat’s track. A (2, 4)

CHAPTER 7
Solution

1 . Understanding the problem

◆ A goat is tied with a rope 4 metres long to the pole.
◆ Coordinates of the pole are A(2, 4).
◆ Find the equation of locus of goat’s track around the pole with the rope taut.

2 . Planning the strategy

◆ Track of the goat is a circle with centre A(2, 4) and radius 4 metres.
◆ Use formula for distance between two points, d = !(x – x1)2 + (y – y1)2 to find the
equation of locus of goat’s track.

7.4.1 7.4.2 203

 3 . Implementing the strategy 4 . Making a conclusion
Let P(x, y) is a moving point at the end of Represent the equation of locus of P on
rope tied to the goat’s neck. the Cartesian plane. It is found that the
PA = 4 locus of P touches the x-axis at point (2, 0).
!(x – 2)2 + (y – 4)2 = 4 Substitute (2, 0) into equation of locus of P.
(x – 2)2 + (y – 4)2 = 16 Left side = 22 + 02 – 4(2) – 8(0) + 4
x2 – 4x + 4 + y2 – 8y + 16 = 16 =0
x2 + y2 – 4x – 8y + 4 = 0 = right side
y
Thus, the equation of locus of moving 10
point P, which is the goat’s track around 8
P (x, y)
the pole with the rope taut is x2 + y 2 – 4 x – 8y + 4 = 0
6
x2 + y2 – 4x – 8y + 4 = 0. A (2, 4)
4
2
x
0 2 4 6 8 10
–2

Self Practice 7.11 y

1. The diagram on the right shows the locus of a moving
point P(x, y) that touches the x-axis at a point and is of Locus of P
fixed distance from a point A(3, 4). Find the equation of
A (3, 4)
locus of P.
CHAPTER 7

P (x, y)
x
0
2. Point P moves such that it is always the same distance from the points Q(8, 7) and R(11, 4).
Point S moves such that its distance from point T(7, 8) is always 5 units. The locus of point P
and the locus of point S intersect at two points.
(a) Find the equation of locus of point P.
(b) Show that the locus of point S is x2 + y2 – 14x – 16y + 88 = 0.
(c) Find the coordinates of the intersection points of the two loci.
3. In the diagram on the right, point A(–2, 0) and point B(1, 0) y
are two fixed points. Point P moves along the circle such that
the ratio PA : PB = 2 : 1. Show that P (x, y)
(a) the equation of the circle is x2 + y2 – 4x = 0,
(b) point C(2, 2) is on the circle. x
A (–2, 0) 0 B (1, 0)

204 7.4.2
 Coordinate Geometry

Intensive Practice 7.4 Scan the QR code or visit bit.ly/33hpOg3 for the quiz

1. A point R(x, y) moves so that its distance from two fixed points A(–1, 10) and B(2, 6) is such
that RA = 1 . Find
RB 2
(a) the equation of locus of R,
(b) the coordinates of the point on locus R that touches the y-axis.
y
2. The diagram on the right shows a line segment AB with B (7, 9)
coordinates A(1, 1) and B(7, 9). Find the equation of locus
of moving point S such that triangle ABS always has a right
angle at S.
A (1, 1)
x
0

3. Point Q moves along the arc of a circle with centre (6, 5). The arc of the circle passes through
R(2, 8) and S(k, 2). Find
(a) the equation of locus of Q,
(b) the values of k. y
Locus of P
4. The diagram on the right shows the locus of moving point P
such that its distance from point R(1, 0) and line x = –1 are the
same. Find the equation of locus of moving point P. S P (x, y)
x
0 R (1, 0)
x = –1

CHAPTER 7
y
5. The diagram on the right shows the x-axis and y-axis which
represent the floor and wall respectively. A pole, LK of length L (0, β)
9 m leaning against the wall touches the floor and wall at
points K(α, 0) and L(0, β) respectively. Wall P (x, y)
(a) Write the equation which relates α and β.
(b) Given P(x, y) is a point on the pole such that the ratio
LP : PK = 1 : 2. Both ends of the pole slide along the K (α, 0)
x
x-axis and y-axis. Find the equation of locus of point P. 0
Floor

6. A monkey is tied to one vertex of his cage which measures

1 m × 1 m with a rope. The length of the rope is 2 1 m. 2 1– m 1m
2 2
Sketch and explain the locus if the monkey moves 1m
anticlockwise around the cage with the rope taut.

205
 Summary OF Chapter 7

Divisor of line segment Parallel lines and

perpendicular lines
(
nx1 + mx2 ny1 + my2
P(x, y) = ––––––– –––––––
m+n , m+n )
Lines y = m1x + c1 and y = m2x + c2
are parallel if and only if m1= m2

COORDINATE GEOMETRY
Lines y = m1x + c1 and y = m2x + c2 are
perpendicular if and only if m1m2 = –1
Equation of locus

• Locus of moving point P(x, y) which

distance is constant from fixed point
A(x1, y1) is (x – x1)2 + (y – y1)2 = r2 Area of polygon
1 x x x ... x x
• Locus of moving point P(x, y) which 
= –– y1 y2 y3 ... yn y1
2 1 2 3 n 1

distance from two fixed points A(x1, y1) 1
= –– x1 y2 + x2 y3 +, ..., + xn y1 – x2 y1 –
and B(x2, y2) is always constant in the 2
x3 y2 –, ..., – x1 yn
ratio m : n is
(x – x1)2 + (y – y1)2 m2
–––––––––––––– = –––
(x – x2)2 + (y – y2)2 n2

• Locus of moving point P(x, y) which

CHAPTER 7

distance from two fixed points

A(x1, y1) and B(x2, y2) is the same is
(x – x1)2 + (y – y1)2 = (x – x2)2 + (y – y2)2

WRITE YOUR JOURNAL

Coordinate geometry has introduced the general form, gradient form, intercept form and other
forms in expressing the equation of a straight line. What are the advantages of expressing the
equation in these forms? Which form do you prefer to use? Why?

206
 Coordinate Geometry

MASTERY PRACTICE

1. The diagram on the right shows a straight line AB. The y

midpoint of the line joining A(h, 1) and B(7, k) is M(2, 3).
Find PL3 B (7, k)
(a) the value of h and k,
(b) the gradient of the line, A (h, 1) M (2, 3)
(c) the equation of the perpendicular bisector of AB. x
0

y
2. Given a straight line AB with points A(–2, 6) and B(8, – 4). A (–2, 6)
Point P lies on AB such that AP : PB = 2 : 3.
Find PL3 P
(a) the coordinates of point P,
(b) the equation of the straight line that is perpendicular to AB x
0
and passes through point P.
B (8, – 4)

3. Given three points P(1, –1), Q(n, 2) and R(n2, n + 3). If points P, Q and R lie on the same
straight line, find the possible values of n. PL3

4. Given two points R(–3, 4) and S(3, –1). Find the coordinates of point T that might be on the
y-axis such that area of ΔRST is 13.5 unit2. PL3

5. Point P(x, y) moves such that its distance from point A(2, 0) is three times its distance from
point B(– 4, 0). Find the equation of locus of point P. PL3
y

CHAPTER 7
Bird B
6. The diagram on the right shows the position of two birds,
A and B on the Cartesian plane. The coordinates of birds A
and B are (–3, –1) and (6, 5) respectively. The two birds fly
towards each other in a straight line with different velocities. x
The velocity of bird A is twice the velocity of bird B. Find the 0
coordinates where the two birds meet. PL3 Bird A

7. The diagram on the right shows an isosceles triangle ABC y

such that the coordinates of A are (2, 2), coordinates of B are D
(6, 2) and C is below the x-axis. PL3
(a) Given the area of ΔABC is 10 unit2, find the coordinates of C.
(b) Line CB is extended to point D so that B is the midpoint A (2, 2)
of CD. Find the coordinates of D. B (6, 2)
x
(c) A line is drawn from point D, parallel to AC, to point 0
E (11, k)
E(11, k) and C is joined to E.
C
(i) Find the value of k.
(ii) Show that CED is not a right-angled triangle.
207
 8. In the diagram on the right, PQRS is a trapezium with y
PQ parallel to SR and ∠PQR = 90°. The coordinates
of vertex R are (11, 7). The equation of PQ and PS are y = 2x – 5 R (11, 7)
1 S 1 x
y = x and y = 2x – 5 respectively. Find PL4 y=—
3 3
(a) the coordinates of P, Q
(b) the equation of QR and SR, P x
0
(c) the coordinates of Q and S,
(d) the area of trapezium PQRS.
area ΔPQR PQ
Hence, show that = .
area ΔPRS SR
9. The coordinates of the vertices of ΔJKL are J(2, 1), y
L (5, 9)
K(11, 5) and L(5, 9). Point P(h, k) is in the triangle
such that all the areas of ΔJKP, ΔKLP and ΔJLP
are the same. PL5 P (h, k)
K (11, 5)
(a) Find the area of ΔJKL.
(b) Express the area of ΔJKP and ΔKLP in terms of h and k.
(c) Find the coordinates of P. J (2, 1) x
(d) Find the equation of the line JP. 0
(e) If JP is extended to meet KL at Q, find
(i) the coordinates of Q,
(ii) the ratio of KQ : QL.
10. In the diagram on the right, POQ is the graph of y = ⎟2x⎢. y
P Q
R is a point on OP such that OR = !w45 unit and O is the S
origin. RS is perpendicular to OP and OR is parallel to TS. R y = |2x|
Find PL5
(a) the coordinates of R, S and T, T
(b) the area of trapezium ORST.
x
CHAPTER 7

8
11. P(h, 8) and Q(k, 2) are two points on the curve y = .
x
PL5

(a) Find the value of h and k.

(b) Find the equation of PQ.
(c) Using coordinate geometry methods, find the equations of tangent to the curve that are
parallel to PQ.
12. The diagram on the right shows a parallelogram ABCD y
5y – x = 33
with the coordinates of A and B being (−8, 5) and (−2, 1) D
respectively. The equation of AD is 5y – x = 33. Line PB is A (–8, 5) P
C
perpendicular to line AD and AP : PD = 1 : 2. Find PL4
(a) the equation of BP, B (–2, 1) 0
x
(b) the coordinates of P, D and C,
(c) the area of parallelogram ABCD.

208
 Coordinate Geometry

13. In the diagram on the right, AC and BD are the diameter of y

the circle with centre E. Points A, C and D are (−1, −2), (7, 4) D(0, 5)
C(7, 4)
and (0, 5) respectively. PL5
(a) Find the coordinates of E and B. E
(b) What type of quadrilateral is ABCD? x
0
A(–1, –2)
B

14. Early of each month, a magazine publishing company sells x copies of magazines at RM6.00
per copy. The cost for one copy of magazine is RM2.00 and early every month, the company
pays a fixed cost of RM400 for printing, storage and delivery. PL5
(a) Write the equation which relates profit, P, in RM, to the number of copies, x of magazines
sold.
(b) Draw a graph for the equation obtained. From the graph drawn,
(i) find the profit gained if 500 copies of magazines are sold,
(ii) calculate the number of copies of magazines sold if the profit gained is RM1 000.

15. The vertices of a triangle ABC are A(1, 2), B(6, 7) and C(7, 2). Draw triangle ABC and
construct the perpendicular bisector of AB, BC and CA. Mark the intersection point as P.
What can you say about the intersection point? Draw a circle with centre P and radius AP.
What can you say about the circle? Repeat the same procedures for other triangles in order to
verify your answer. PL6

Exploring MATHEMATICS
1. The equation y = mx where m is the gradient, defines a group of lines, that is one line for
every value of m.

CHAPTER 7
(a) Using dynamic geometry software, draw the graphs for the group of lines when its
1
gradient is zero, m = 0, followed by positive gradient, that is m = , m = 1,
2
1
m = 2 and m = 6, then negative gradient, that is m = –  , m = –1, m = –2 and
2
m = – 6.
(b) From the graphs obtained, what happens to the magnitude of gradient of the lines
when the graphs get nearer to the vertical line? Can you draw a conclusion about each
line in the group of lines?

2. The equation y = 2x + c defines a group of lines, that is a line for every value of c.
(a) Using dynamic geometry software, draw the graph for the group of lines when c = – 6,
c = –3, c = 0 and c = 6.
(b) From the graph drawn, what can you conclude about every line of the group of lines?

209
 CHAPTER
Vectors
8
What will be learnt?
Vectors
Addition and Subtraction of Vectors
Vectors in Cartesian Plane

List of
Learning
Standards

bit.ly/33rCukN

wORDS
KEY W
Vector Vektor
CHAPTER 8

Magnitude Magnitud
Direction Arah
Directed line Tembereng garis
segment berarah
Zero vector Vektor sifar
Negative vector Vektor negatif
Collinear Segaris The flight system in Malaysia connects people
Resultant vector to different destinations around the world. The
Vektor paduan
Position vector company extended flight routes to more than 1  000
Vektor kedudukan
Triangle law destinations, involving around 150 countries. In your
Hukum segi tiga
Parallelogram law opinion, what kind of information is needed for a
Hukum segi empat selari
Polygon law pilot to make sure that the suitable route is selected
Hukum poligon
for the intended destination?

210 8.1.1
 Vectors

Did you Know?

For a quantity that involves magnitude and
direction, vector is applied widely in the fields
of mathematics and physics. Other than that,
vector is also applied in daily life such as in
navigations, computer science, geometry and
topology fields.
For further information:

bit.ly/2MCJKUa

SIGNIFICANCE
OF THIS CH
APTER
Knowledge of vector is important because
of its application in the field of mathematics
and physics. In the branch of mechanics,
vector is used to represent quantity such
as displacement, force, weight, velocity and
momentum. Vector is also widely used in sailing
and flight.

CHAPTER 8

Scan this QR code to

watch a video about
Malaysia Airlines.

bit.ly/2LazgOc

8.1.1 211
 8.1 Vectors

Comparing the differences and identifying vector and scalar

In our daily lives, there are various quantities with magnitude and
direction and quantities with magnitude but without direction. QR
A quantity that has magnitude and direction is called a vector
quantity, while a quantity with magnitude but no direction is Additional information
called a scalar quantity. about vector and scalar.

Observe the following situations carefully.

Temperature of a liquid inside a bit.ly/2OCQiVm

refrigerator is –12°C.

A moving car on the road is heading

south with speed of 80 km h−1.
Mind Challenge
List a few situations that
Can you determine which situation involves a vector quantity and involve vector and scalar and
a scalar quantity? How do you identify whether the quantity is a list a few situations that do
not involve vector or scalar.
vector quantity or a scalar quantity?
The following table shows the examples of quantities with
vector and scalar and quantities without both vector and scalar.

Vector Scalar
Without vector BRAINSTORMING
CHAPTER 8

and scalar
Scalar quantity is tensor
at level zero while scalar
50 N of force Auni's height is Pressure and vector is tensor at level
applied to a box. 1.48 m. tension one. Surf the Internet to
look for further information
regarding to tensor and
Velocity of a car is discuss your findings.
The area of a tile is Conductivity of
90 km h–1 and is
120 cm2. metal
heading east.

212 8.1.1
 Vectors

Can you differentiate between distance and displacement, speed and velocity and also mass and
weight? The following table shows the differences between those quantities.

Scalar quantity Vector quantity Examples

Distance Displacement 30 km
Finish
Total length of track that is The length of the shortest
passed by a moving object. line segment between
the starting point and the
terminal point and involves 40 km
the direction from a 50 km
reference point.

Start
A car moves 40 km to the North
and 30 km to the East.
Distance = 40 km + 30 km
= 70 km
Displacement = 50 km

Speed Velocity
Rate of change of distance Rate of change of A B
against time. displacement against
time. The value becomes
negative if the object is Haziq is moving from A to B
moving in the opposite with the same speed and velocity,
direction. which is 90 km h–1. After that he
turns back from B to A with speed
of 90 km h–1 and velocity of
–90 km h–1.

Mass Weight The mass of an astronaut when CHAPTER 8

Amount of matter that an The pull of gravity on an he is on the moon is 120 kg with
object contains. The value object. The value is not weight of 200 N while the mass
does not change according constant and depends on of the astronaut is 120 kg and
to the location. the gravitational force of weight is 1200 N when he is on
the location. earth.

8.1.1 213
 Example 1
State whether each of the following quantities is a vector quantity or a scalar quantity. Justify
your answer.
(a) Mikail walks 1 km from home to the grocery store.
(b) A car is moving at a speed of 90 km h–1 to the south.
(c) The body temperature of Alicia hits 38°C.

Solution
(a) Scalar quantity because the quantity only consists of magnitude.
(b) Vector quantity because the quantity consists of magnitude and direction.
(c) Scalar quantity because the quantity only consists of magnitude.

Self Practice 8.1

1. State whether each of the following quantities is a scalar quantity or a vector quantity. Justify
your answer.
(a) Liquid X with a density of 1.2 g cm−3.
(b) A box weight 150 N is moved as high as 1 m from the floor.
(c) The volume of a mineral water bottle is 1.5 l.
(d) The duration of holiday for Suzie is 3 days and 2 nights.
(e) A ball is given a horizontal impulse of 5.0 Ns.

Representing the vector using directed line segment and vector

notations and determining the magnitude and direction of vectors
Vector can be represented using a line segment with an arrow or
better known as directional line segment. The arrow represents the
direction of the vector while the length of the line represents the →
magnitude of the vector. AB or AB
As an example, vector of a sailing boat moves 7 km to the east A B
a or a
~
from point A to point B can be represented by the directional line
CHAPTER 8

segment as shown in the diagram on the right. Point A is the starting

point and Point B is the terminal point.
Vector can also be represented with the notation as below:

→
AB or AB or ∼
a or a

Magnitude of the vector can be written as:

→
|AB| or |AB| or a
∼ or |a|

214 8.1.1 8.1.2

 Vectors

Zero vectors are vectors that consist of zero magnitude and the
direction cannot be determined. Zero vectors can be represented
as ∼
0.
Example:
A race car is moving in the round-shaped track. The starting point
and the terminal point of the moving car are the same. Thus, the
vector for displacement of the race car is zero vectors.

Two vectors are the same if both vectors consist of same

→ →
magnitude and direction, AB = CD.
Example:
Rakesh and Fauzi are riding bicycles at the same speed and in the
same direction. The velocity vector, v, for both movements are
the same. Thus, vRakesh = vFauzi.

A vector is negative if the vector consists of the same magnitude

→
but is moving in the opposite direction. Vector BA is a negative
→ → →
vector of vector AB and is written as BA = – AB.

Example:

Two trains, A and B move pass each other at two parallel

railways at the same speed but different direction. The velocity
of train A has a positive value while the velocity of train B has a
negative value.

Example 2

CHAPTER 8
Draw and label the following vectors.
→
(a) SR represents displacement of 12 km to the east.
(b) p represents force of 7 N to the south.
∼
(c) r represents velocity of 70 m s−1 to the left.
Solution
(a) (b) (c)
N r
N
S R p
~ 1 cm represents 20 m s–1
1 cm represents 6 km
1 cm represents 3.5 N

8.1.2 215
 Example 3
→
The diagram on the right shows vector AB that represents the B
displacement of a particle from point A to point B. Find the
magnitude and direction of the particle from point A.
N
Solution
A 1 cm
→ 1 cm
AB = !w
52 + 52
= !w 50
2
= 5!w
→ →
2 cm and the direction of AB is to the Northeast.
Thus, the magnitude of AB is 5!w

Example 4
The diagram on the right shows a parallelogram, ABCD. The D R C
points P, Q, R and S are the midpoints of AB, BC, CD and DA
→ → →
respectively. Given that AS = ∼a, AP = ∼b and AJ = ∼c. State the S Q
vectors for the following in terms of ∼
a, b or c. ~a ~c J
→ → → ∼ ∼ →
(a) SD (b)  CJ (c)  RJ (d)  JQ A P B
~b
Solution
→ → → →
(a) SD = ∼
a   (b)  CJ = – c
∼   (c)  RJ = – a
∼   (d)  JQ = ∼
b

Self Practice 8.2

1. By using suitable scales, draw and label the following vectors.
→
(a) XY represents 5 N of force to the right.
(b) RS represents 40 km of displacement to the southwest.
CHAPTER 8

(c) ∼v represents velocity of 20 km h–1 to the west.

(d) a represents momentum of 7 kg m s–1 to the left.
2. The diagram on the right shows vector f that represents the force K N
∼
applied on an object from J to K. Find the magnitude and the
f
direction of vector f. ~
∼

J 1 cm
1 cm

3. Two cars, A and B are moving away from town O. Car A moves to the north while car B
moves to the east. Find the distance between the two cars after both cars travelled for one
→ →
hour, given that OA  = 90 km and OB  = 75 km.
216 8.1.2
 Vectors

4. Find pairs of the same vectors in the diagram below.

M N E F e C D
~ A
a b
~ B
~ d G
~c f
~ ~
H K L

5. The diagram on the right shows a regular hexagon ABCDEF. B C
(a) State the same vector for
→ → →
(i)  AB       (ii) BC       (iii) CD A D
(b) State the negative vector for
→ → →
(i)  AF       (ii) FE       (iii)  ED
F E

Making and verifying conjectures about the properties of scalar

multiplication on vectors
Observe the two following cases:

Case 1
→ →
Observe vector ∼ a, AB and CD in the
~a
diagram on the left.
→
A B It is found that AB = 2 × ∼
a or 2a
∼, and
→
CD = 3 × ∼a or 3a
∼
C D
Given that a
∼ = 5 units, thus
1 unit → →
AB = 10 units and CD  = 15 units.
1 unit

Case 2

CHAPTER 8
→ →
Observe vector ∼ b, EF and GH in the
~b
diagram on the left.
→
E F It is found that EF = 2 × (–b ∼) or (–2)b
∼,
G H
→ 1
and GH = × (–b
2 ( )
1 b
∼) or –  2 ∼
1 unit Given that b  = 8 units, thus
→ ∼ →
1 unit EF = 16 units and GH = 4 units.

8.1.2 8.1.3 217

 From case 1 and case 2, we can conclude that:

Multiplication of scalar k with vector ∼ a produces vector ka

∼, with the conditions:
(a) |ka
∼ | = ka
∼ .
(b) ka
∼ is in the same direction with ∼a if k > 0.
(c) ka
∼ is in the opposite direction with a if k < 0.
∼

Q
Example 5 L
c~
State the following vectors in the diagram on the right in terms S
of ∼c.

Solution M
→ → →
RS = 2c
∼, PQ = 3c
∼, LM = –2c
∼ R P

Self Practice 8.3

1. State the following vectors in terms of ∼
a. Smart TIPS
Multiplication of vector
with scalar will also produce
S vector quantity.
For example,
~a
Q ~x y
F = ma.
~ Force (vector)
P R = mass (scalar) × acceleration
(vector)

Making and verifying conjectures about the parallel vectors

CHAPTER 8

InQuirY 1 In groups

Aim: To create and verify conjectures about the relation between two parallel vectors
Instruction:
1. Consider the diagram on the right and answer the following B
questions: D
(a) Find the magnitude for each vector.
→ →
(b) Determine the ratio of |AB | : |CD |. A
(c) Determine the gradient for straight line AB and CD. Are the
straight line AB and CD parallel?
→ →
(d) Express AB in term of CD .
2. Given two parallel vectors, a and b, what is the relation between
~ ~ C
a and b? Discuss among your group members.
~ ~

218 8.1.3 8.1.4

 Vectors

From the results of Inquiry 1, we can conclude that if two vectors MATHEMATICS
are parallel, then one vector is a product of scalar with another POCKET
vector. Given three points, A, B and
C. The following are the
a and ∼
∼ b are parallel if and only if ∼
a = kb
∼, where k
conditions for the points, to
be collinear.
is a constant → →
(a) AB = kBC .
(b) AB parallel to BC.
If ∼
a and ∼ b are two non-zero vectors and are not parallel, then (c) B is common point.
∼ ∼ thus h = k = 0.
ha = kb ,
C
B
A

Example 6
→ → → →
Given PQ = ∼
a, QR = ∼
b, RS = –2a
∼ and ST = 4b
∼. Which pairs of vectors are parallel?
Solution
→ → → → → →
Given that PQ = ∼
a and RS = –2a
∼, then RS = –2PQ. Thus, PQ and RS are parallel.
→ → → → → →
Given that QR = ∼
b and ST = 4b
∼, then ST = 4QR. Thus, QR and ST are parallel.

Example 7
→ →
Given PQ = ∼
u and QR = 5u
∼, show that P, Q and R are collinear. Mind Challenge
Given that points X, Y and
Solution Z are collinear. Write the
→ →
→ → → → relation between XY , XZ
Given PQ = ∼ u and QR = 5u
∼, then, QR = 5PQ.
→
and YZ .
→ →
Thus, PQ and QR are parallel.

CHAPTER 8
Since Q is a common point, P, Q and R
are collinear.

Example 8
Given that non-zero vectors, ∼ a and ∼
b are not parallel and (h – 1)a
∼ = (k + 5)b
∼, where h and k are
constant, find the value of h and k.

Solution
Given (h – 1) a
∼ = (k + 5)b
∼. When ∼a and ∼
b are not parallel and non-zero, then
h – 1 = 0   and   k + 5 = 0
h = 1 k = −5

8.1.4 219
 Self Practice 8.4
→ → → → → →
1. Given that AB = 5a ∼ and PQ = 20a ∼, express AB in terms of PQ if AB is parallel to PQ.
→ →
2. Show that point L, M and N are collinear given that LM = 6x ∼ and MN = 18x ∼.
3. Given that non-zero vector, ∼u and ∼v are not parallel find the value of m and n for each of the
following.
(a) (4m + 3)u ∼ = (n – 7)v
∼ (b) (m + n – 1)u ∼ – (m – 2n – 10)v
∼=0
→ → → → →
4. Given that XY and VW are parallel vectors, XY = 6 units and VW = 21 units, express VW in
→
terms of XY.
→ →
5. The points P, Q and R are collinear with PQ = ∼ a and QR = (k – 2)a ∼. Find the value of k if
→ 1→
PQ = PR , where k is a constant.
2
→ → P
6. In the triangle PRS, QT and RS are two parallel vectors. Given
→ →
that PT : TS = 5 : 3, express SR in terms of QT . Q T
R S

Intensive Practice 8.1 Scan the QR code or visit bit.ly/35mhddR for the quiz

1. The diagram on the right shows a trapezium ABCD. Given that A B

→ →
DC = ∼u, AB = 6 cm and DC = 2 cm, write AB in terms of ∼
u.

D u C
~
2. In the diagram on the right, AB and DC are parallel. Given that D C
DC = 1 AB and DC  = 4 cm.
CHAPTER 8

→ → → E

3
→
(a) Find AB.
→ → A B
(b) If AE = 6a ∼ and ED = 2b ∼ , express
→
(i) EC in terms of ∼ a,
→
(ii) BE in terms of ∼
b.
→ →
3. Given that AB = 4x ∼ and AC = 6x ∼, show that A, B and C are collinear.
4. Vector ∼ a and vector ∼
b are non-zero and not parallel. Given that (h + k)a ∼ = (h – k + 1)b∼ where
h and k are constant. Find the value of h and k.
→ →
5. Given that PQ = (k + 2) ∼x + 4y. If PQ is extended to point R with QR = hx ∼ + ∼y, express k in
∼
terms of h.

220 8.1.4
 Vectors

8.2 Addition and Subtraction of Vectors

Performing addition and subtraction of vectors to produce resultant

vectors
InQuirY 2 In pairs 21st Century Learning

Aim: To identify the resultant vector

Instruction:
1. Observe the map on the right.
2. Dayang, Mia, Tan and Ranjit decided to
meet at the mini market.
3. Sketch the paths that can be taken by
them. Include the starting point and
the terminal point together with the
directions.
4. What can you say about the paths taken
by them?

From the results of Inquiry 2, it is found that the sketch of the Sketch of Ranjit's path
path taken by them produced a displacement, which is a resultant
r
vector. Resultant vector is the single vector that is produced from cto

Jalan SBBC7
e
addition of a few vectors. n tv
u lta
Res
The following are a few cases that involve resultant vector.

Jalan Sungai Limau

Case 1   Addition and subtraction of parallel vector

CHAPTER 8
A Addition of two parallel vector
4a∼ + 5a∼ = 9a ∼
+ =
4a
~
5a
~
9a
~ 9a  = 4a +
∼ 5a
 ∼
∼

B Subtraction of two parallel vector

7b
~ 7b∼ – 4b
∼ = 7b∼ + (– 4b
∼) = 3b
∼
4b
~ 3b ∼ = 7b
3b ∼ – 4b
∼
– = ~

If vector ∼
a is parallel with vector ∼
b, then ∼
a–∼
b=∼
a + (–b
∼).
8.2.1 221
 Case 2   Addition and subtraction of non-parallel vector BRAINSTORMING
Does addition of vectors
A Triangle Law follows commutative laws?
Triangle law for addition of two non-parallel vectors is given Discuss.
→ → →
as AB + BC = AC .
b
~
B C

a
~
a
~ + b~
A

This triangle law can be used for subtraction of two non-parallel vectors.
(–b)
~
a a b
a b
~– ~ a
~ ~–~
~
b
~

B Parallelogram Law
Two vectors, ∼a and ∼
b initiated from the same point can be represented by two sides of
→ →
a parallelogram, AB and AD. Thus, the resultant vector of ∼a and ∼
b is the diagonal of
→
parallelogram, AC.

B C
a b
a ~ +~
~

A b D
CHAPTER 8

C Polygon Law
→ → → → →
Polygon law is given by AB + BC + CD + DE = AE.

B
a~ b~
A C
e~ c~

E d~ D

222 8.2.1
 Vectors

Example 9
The diagram on the right shows a parallelogram PQRS. S R
(a) Express
→ → →
(i) PQ in terms of PS and SQ ,
→ → →
(ii) PR in terms of PQ and PS,
→ → →
(iii) QR in terms of PR and PQ. P Q
→ → →
(b) Given that PQ = 2a ∼+∼ b and PS = 2b
∼–∼a, express PR in terms of ∼
a and ∼
b.

Solution
→ → → → → →
(a) (i) PQ = PS + SQ Triangle Law (b) PR = PS + PQ
→ → →
(ii) PR = PS + PQ
Parallelogram Law = 2b
∼–∼ a + 2a
∼+∼
b
→ → →
(iii) QR = QP + PR =
Triangle law a + 3b
∼ ∼
→ →
= –PQ + PR
→ →
= PR – PQ

Example 10
The diagram on the right shows a pentagon ABCDE. Given that E D
BC = 1 AE, ED = 1 AB , AB = ∼
→ → → → → → →
a and AE = ∼
b, express CD in
3 2 b~
terms of ∼
a and ∼
b. C

A a
~ B
Solution
→ → → → →
CD = CB + BA + AE + ED
= –  1 ∼
b–∼ a+∼b+ 1 ∼
a
3 2
= 2 ∼ b– 1 ∼ a
3 2

CHAPTER 8
Example 11
Hamzah rows his boat from point P across the river with 10 km h–1
velocity, ∼v, 5 km h−1 to the north. The river stream flows with
velocity, ∼a, 10 km h−1 to the east. The diagram on the right 5 km h–1
shows the sketch movement of the boat and the river stream.
P
Calculate the new direction and velocity of the boat after
affected by the river stream.

8.2.1 223
 Solution
Real velocity of the boat is ∼v + ∼
a.
a = 10 km h–1
v +
∼ ∼ a  = 5
!w 2
+ 102
~
= 11.18 km h−1
If θ is the angle formed by the north direction, v = 5 km h–1
~ v+a
~ ~
then, tan θ = 10 θ
5
θ = 63.43°
The boat is moving at the bearing 063.43° with the velocity of 11.18 km h−1.

Self Practice 8.5

1. The diagram on the right shows vector ∼ u and vector ∼v.
Draw and label the resultant vector for each of the following: u~
(a) 2u 1 v + 2u
∼ + ∼v (b) 2∼ ∼ v~

(c) ∼
u – 2v 3
∼ (d) 2u∼ – 2 ∼v
2. Vector p represents the velocity of 70 km h−1 to the south and vector q represent the velocity
∼ ∼
of 80 km h−1 to the east. Find the direction and magnitude of the resultant vector, p + q.
∼ ∼
3. Given that ABCD is a trapezium with 3AB = 2DC. A B
Express the following in terms of ∼x and y.
→ →
∼ x~
(a) AB (b) AC
→ → D C
(c) BC (d) BD y
~

4. An airplane is flying to the north from airport P to airport Q for 1 200 km in 2 hours. The
wind blows from west with the velocity of 160 km h−1. Find
(a) the velocity of the plane without the influence of the wind,
(b) the original direction of the plane.
CHAPTER 8

Solving problem involving vector

The problem involving addition and subtraction of vector for parallel vectors and non-parallel
vectors can be solved using triangle law, parallelogram law and polygon law.

Example 12 Mathematics Application A

→
The position vector for three toy cars, A, B and C are OA = ∼a+∼ b, B
→ →
OB = 3a∼ – 2b
∼ and OC = ha ∼ + 7b
∼, where h is a constant. Find the
value of h where these toy car A, B and C is placed in a straight line. C
O

224 8.2.1 8.2.2

8.1.1
 Vectors

Solution

1 . Understanding the problem

→ → →
◆ Given OA = ∼
a+∼
b, OB = 3a
∼ – 2b
∼ and OC = ha
∼ + 7b
∼. → →
◆ Toy cars A, B and C are located on a straight line, thus AC = kAB where k is a constant.
◆ Find the value of k and h.

2 . Planning strategy 3 . Implementing the strategy

→ → →
→ → AB = AO + OB
◆ Find AB and AC using triangle law. → →
→ → = –OA + OB
◆ Write the relation between AC = kAB .
= – a ∼–∼ b + 3a∼ – 2b
◆ Find the value of k and h by comparing ∼
= 2a ∼ – 3b
the coefficient in the relation ∼
→ → →
→ →
AC = kAB . AC = AO + OC
→ →
= –OA + OC
= – a ∼–∼ b + ha∼ + 7b
4 . Making a conclusion
∼
= (h – 1)a ∼ + 6b
∼
→ →
When k = –2, AC = kAB
→ → (h – 1)a
∼ + 6b∼ = k(2a
∼ – 3b
∼)
AC = kAB
(h – 1)a + 6b = (2k)a – (3k)b
= (–2)(2a ∼ – 3b
∼)
∼ ∼ ∼ ∼
Compare the coefficient of ∼ a and ∼
b,
= – 4a + 6b
∼ ∼ h – 1 = 2k  and  6 = –3k
When h = –3,
→ h = 2k + 1 k = –2
AC = (h – 1)a∼ + 6b
∼ Substitute k = –2 into h = 2k + 1,
= (–3 – 1)a ∼ + 6b∼ h = 2(–2) + 1
= – 4a
∼ + 6b∼ = –3

CHAPTER 8
Self Practice 8.6
→ →
1. Given O, X, Y and Z are four points with OX = 4x ∼ – 2y, OY = kx∼ – ∼y and
→ ∼
OZ = 6x∼ + 5y . If points X, Y and Z are collinear, find the value of k.
∼
D
2. The diagram on the right shows the plan of alleys of a residential area which 20y
~
forms a quadrilateral ABCD. There is a lamp post at position E,
where BE : ED = 3 : 1. Alley AB and DC are parallel and DC = 4 AB.
A E

3
→ →
(a) Express BD and AE in terms of ∼x and y.
∼ 24x~
(b) Show that the alley AE is parallel to alley BC.

B C
8.2.2 225
 Intensive Practice 8.2 Scan the QR code or visit bit.ly/2pWaGpX for the quiz

1. Express the following vectors in terms of ∼x and y.

→ → ∼ →
(a) AC (b) QR (c) PR
C B Q R T
2x
y ~ R
~ y x~
~
D A P y Q
x~ P ~
→
2. For the following diagrams, express vector PQ in terms of ∼x and y.
∼
(a) (b) (c)
y y P
Q ~ ~ x~
y x~ P
~
x~

Q
P Q

→ → a~
3. In the diagram on the right, AB = ∼
a and AC = 4b
∼. Given Q is a A B
→
point on AC where AQ : QC = 1 : 3. Express BQ in terms of ∼a
and ∼b. 4b
~
C
4. Given that p = 2a ∼ + 3b
∼, ∼
q = 4a
∼–∼ b and ∼r = ha
∼ + (h + k)b
∼ where
∼
h and k are constants. Find the value of h and k if ∼r = 3p – 4q.
∼ ∼
5. The diagram on the right shows the sketch of a river. The width R Q
of the river is 40 m and the velocity of the downstream river flow
is 1.8 m s–1. Hamid wanted to row his boat from P across the 40 m
1.8 m s–1
river at R, but his boat was swept by the current flow and stopped
CHAPTER 8

at Q in 12 seconds. Calculate the speed of Hamid's boat. P 70 m

6. The diagram on the right shows a triangle OAB.

→ → B
Given that OA = ∼ a, OB = ∼
b, 5BX = 3BA and OY : OA = 3 : 4.
(a) Find the following in terms of ∼ a and ∼b.
→ → P X
(i) BA (ii) BX
→ → O A
(iii) OX (iv) BY Y
→ → → → →
(b) Given that OP = λOX and BP = μBY. Express OP
in terms of
(i) λ, ∼
a and ∼b, (ii) a and ∼
μ, ∼ b,
(c) Hence, find the value of λ and μ.

226
 Vectors

8.3 Vectors in Cartesian Plane

Representing vectors and determining the magnitude of vectors in

the Cartesian plane

InQuirY 3 In groups 21st Century Learning

Aim: To identify the resultant vector y

Instruction:
1. Observe the map of Sabah that is drawn on a
12 KOTA
Cartesian plane on the right. BELUD
KUDAT
2. Observe the following situation carefully: 10
TUARAN KOTA
KIMANIS MARUDU

Arding wishes to explore a province in Sabah. Arding 8 PENAMPANG

RANAU

is at a place located at coordinate (1, 3). Next, he BELURAN

moves 5 units parallel to x-axis and 4 units parallel to 6

PAPAR

AU
y-axis to a location in another province. He promises to

G
IN
EN
meet his friend, Timan at the location. Timan moves at

K
KINABATANGAN
4
( )
translation 2 from his place to meet Arding.

TENOM
SILAM
6 2
PENSIANGAN KALABAKAN
3. Plot on the Cartesian plane, the movement and the x
0 2 4 6 8
position of Arding and Timan.
4. What is the name of the province where they both meet?
5. Express the translation of the movement of Arding from the location of the first
province to the location of the second province.
6. Find the distance, in units, between Arding's first location and Timan's first location
with their meeting point.
7. Present the findings in front of the class and host a question and answer session with
your friends.

From the results of Inquiry 3, a vector can be expressed as the combination of parallel vector

CHAPTER 8
and non-parallel vector. On the Cartesian plane, vector will be expressed as the combination of
parallel vector with x-axis and y-axis.

Vector with magnitude 1 unit and parallel with x-axis is called

y
()
vector ∼i and is written as ∼i = 1 , ∼i  = 1.
0

j
~
~i Vector with magnitude 1 unit and parallel with y-axis is called

()
x
vector j and is written as j = 0 ,  j  = 1.
O
∼ ∼ 1 ∼

8.3.1 227
 Observe the following diagram:

y • The coordinates of point B is B(x, y).

→
• The position vector of point B relative to point O is OB.
B →
• OB can be written as the combination of vector ∼i and j,
∼
which is xi∼ + yj.

()
∼
• OB can be written in the form of column vector, x .
→

y
O x →
• Magnitude of OB = !w x2 + y2

Example 13
Given that points A(1, 2), B(– 4, 5), C(8, –3), D(–7, – 4) and O is the origin on a Cartesian
→ → → →
plane. Express the vectors OA, OB, OC and OD in the forms of

y()
(a) x (b) xi∼ + yj
∼

Solution
()2
→
( )
5
→
( )
(a) OA = 1 , OB = – 4 , OC = 8 , OD =
→
–3
→
( )
–7
– 4
→ → → →
(b) OA = ∼i + 2j, OB = – 4i∼ + 5j, OC = 8i∼ – 3j, OD = –7i∼ – 4 j
∼ ∼ ∼ ∼

Example 14
The diagram on the right shows vector ∼ a, ∼
b, ∼c, ∼
d and ∼e on a y
Cartesian plane.
()
a~ b~
(a) Express each vector in the forms of xi∼ + yj and x .
CHAPTER 8

∼ y
(b) Find the magnitude for every vector. x
(c) Are vectors ∼
b and ∼e parallel? Give your reason. e~ c~

Solution d~

(a) ∼
a = 3i∼ + 2j, ∼()
a = 3   ,  b
2 ∼ = 4i∼ – 2j ,b= 4
∼ ∼ –2 ( )
( ) ( )
∼
∼c = –3j, ∼c = 0 ,  d d = –3
∼ = –3i∼, ∼
–3 0
( )
∼
∼e = – 4i∼ + 3j, ∼e = – 4
∼ 3

228 8.3.1
 Vectors

(b) a
∼ = !w
32 + 22  ,  b
∼ = !w
42 + (–2)2
= 3.606 units = 4.472 units
02 + (–3)2 ,  d
∼c = !w ∼ = !w
(–3)2 + 02
= 3 units = 3 units
(– 4)2 + 32
∼e = !w
= 5 units
(c) Vectors ∼ b and ∼e are not parallel because ∼
b � ke
∼ or the gradient ∼
b � gradient ∼e.

Self Practice 8.7

1. The diagram below shows 6 points on a Cartesian plane.

C –4
B
–2 A
D E
F x
–8 –6 –4 –2 O 2 4 6 8 10 12 14
→ → → → → →

Express OA, OF, BC , FA, DE and DO in the form of
(a) xi∼ + yj,
∼
(b) column vector.
2. Given that point A(−2 , 3), point B(5, 8) and O which is the origin on a Cartesian plan.
(a) Find the position vector of point B.
→
(b) Calculate AB.
3. The diagram on the right shows 5 points, A, B, C, D and E on a grid.
(a) Express the following vectors in the form of resultant vector A B
of vectors ∼i and j.
→ ∼ →

CHAPTER 8
(i) AB (ii) BA
E
→ →
(iii) BC (iv) DC
→
(v) AC
→
(vi) DE D C
(b) State the pair of vectors that are parallel and explain your reason.
(c) State the pair of vectors that are negative and give your reason.

( ) ( ) ()
4. Given that p = 3 , q = –5 and ∼r = 1 are representing the position vector of point P, Q and
∼ – 4 ∼ –7 5
R.
(a) Write the vectors p, q and ∼r in the form of xi∼ + yj.
∼ ∼ ∼
(b) State the coordinates of points P, Q and R.
(c) Calculate the length of vector p, q and ∼r.
∼ ∼

8.3.1 229
 Describing and determining the unit vector in a direction of a vector
You have learned that ∼i and j are the unit vectors which are parallel to positive x-axis and
∼
y-axis respectively. Let's find out about the unit vector in the direction of vector that is not
parallel to the x-axis or y-axis.

InQuirY 4 In pairs 21st Century Learning

Aim: To determine the unit vectors in the direction of a vector given

Instruction:
1. Scan the QR code or visit the link on the right.
2. Drag the slider x1 and y1 to view the changes of the unit bit.ly/2Is5lNN
vector on Cartesian plane and the calculated unit vector.
3. Compare the unit vector with each of the changes in x1 and y1 values.
4. Discuss the formula used to find the unit vector in direction with a vector.

From the results of Inquiry 4, unit vector in the direction of a vector

MATHEMATICS
can be found by dividing vector with the magnitude of the vector.
POCKET
In general: Unit vector is a vector in
the direction of a vector
If r = xi∼ + yj, then vector unit in direction ∼r is with magnitude of 1 unit.
∼
r xi + yj
r̂∼ = ∼ = ∼ ∼ .
∼r !w
x2 + y2

Example 15
Given point A(4, 3), find the unit vector in the direction of vector
→
OA. Express the answer in the forms of
(a) component ∼i and j, (b) column vector. Quick COUNT
∼
Determine the magnitude of
Solution
CHAPTER 8

vector 4∼i + 3 j using scientific

∼
→ calculator.
(a) OA = ∼ a = 4i∼ + 3j
∼ 1. Press MENU
a ∼  = 4
!w 2
+ 32
2. Press 1
= 5 units 3. Press SHIFT +
4i + 3j
âa = ∼ ∼.
Unit vector in the component ∼i and j is ∼ 4. Screen will show:
∼ 5 Pol (
(b) Unit vector in the form of column vector is
()

âa = 1 4

() ( )
∼ 5. Press 4 SHIFT )
5 3
3 =
4 6. Screen will show:
5
= 3 or 0.8 Pol (4, 3)
0.6
5 r=5

230 8.3.2
 Vectors

Example 16
Given that –  1 ∼i + kj is a unit vector, find the value of k.
3 ∼

Solution

!(–  13 ) + k = 1
2
2
Magnitude of the unit vector is 1

! 1 + k = 1 2
9
1 + k2 = 1
9
k2 = 8
9
k = ±0.9428

Self Practice 8.8

()
1. Calculate the magnitude for the following vectors.

() ( )
0
(a) 3     (b) – 4     (c) – 4     (d) –12i∼ – 5j     (e) 6i
2 –7 7 ∼

2. Find the unit vector in the direction of the following vectors.

(a) 3i∼ + 2j (b) –i∼ – 9j (c)
0 ()
4 (d) –8
–15 ( )

()
∼ ∼
3. Determine whether the following vectors are unit vectors.
–  1
( )
(a) 0    (b) 
–1
!w
1
2
( )
– 0.8 25 25∼ 3 3
7
   (c) – 0.6    (d) 7 ∼i + 24 j   (e) 2 ∼i + j
!w
∼
!w2
4. Find the value of k for the following unit vectors.
() () ()
CHAPTER 8
(a) 0 (b) k (c) k
k 0 1

()
(d) k
k
ki∼ + 13 j
(e) 0.5i∼ + kj (f)
∼ 84∼
pi + 8j
5. Given the unit vector in the direction of vector ∼ u is û∼ = ∼ ∼, find the possible values of p.
73
!w
6. Given û∼ = (1 – k)i∼ + hj, express h in terms of k.
∼

8.3.2 231
 Performing arithmetic operations on two or more vectors

A   Addition of two or more vectors

Consider ∼
a2()
a = a1 and ∼
()
b = b1 .
b2 a + ~b b
b2

() ()
~ ~
a2 + b2
a ∼+∼ b = a1 + b1
a2 b2

( )
~a a2 b1
a1 + b1
= a1
a2 + b2
a1 + b1
Then, ∼
a+∼ b = (a1∼i + a2 j) + (b1 ∼i + b2 j)
∼ ∼
= (a1 + b1)∼i + (a2 + b2)j Gather component ~i and j , then sum
~
∼ up separately

Example 17
Find the addition of the following vectors.
(a) ∼
1 () ( )
a= 4 ,∼b = 0 and ∼c = –1
–3 6 ( ) (b) ∼v = 3i∼ + 2j and w
∼ ∼ = 4i∼ – 5j
∼

Solution
(a) ∼
a+∼
1 () ( ) ( )
b + ∼c = 4 + 0 + –1
–3 6
(b) ∼v + w
∼ = (3i∼ + 2j
∼
) + (4i∼ – 5j)
∼

()
= (3 + 4)i∼ + (2 – 5)j
= 3 = 7i∼ – 3j
∼
4 ∼

B   Subtraction of two vectors

The same method for the addition of vectors can be used in the operation of subtraction of two
vectors.
CHAPTER 8

Example 18
Find p – q for the following pairs of vectors.

( ) ()
∼ ∼
(a) p = 7 and q = 4 (b) p = 2i – j and q = 3i∼ + 5j
∼ –1 ∼ 1 ∼ ∼ ∼ ∼ ∼

Solution

∼ ∼ –1 ( ) ()
(a) p – q = 7 – 4
1
(b) p – q = (2i∼ – j) – (3i∼ + 5j)
∼ ∼ ∼ ∼

( )
= (2 – 3)i∼ + (–1 – 5)j
= 7 – 4 ∼
= –i∼ – 6j
–1 – 1
( )
∼
= 3
–2

232 8.3.3
 Vectors

C   Multiplication of vector with scalar

When a vector is multiplied with a scalar, both component ∼i and j are also multiplied with the
∼
scalar.

Example 19
For each of the following vectors, find
(a) –3s ( )
– 4 Smart TIPS
∼, given ∼s = 2 , (b) 2r∼, given ∼r = 5i∼ – 3j
∼
. Arithmetic operation
involving parallel vector is
Solution performed using the same

( )
method as non-parallel
(a) –3s – 4 vector.
∼ = –3 2 (b) 2r
∼ = 2(5i∼ – 3j )

( )
∼
= 10i∼ – 6 j
= 12 ∼
–6

D   Combination of arithmetic operation on vectors

Combination of arithmetic operation applied on vectors need to follow the operation rules of
mathematics. Multiplication with scalar need to be performed before addition and subtraction.

Example 20
( ) ( )
∼ –3 ∼ 5 8 ()
Given p = 6 , q = – 4 and ∼r = 7 , determine the vector 3p + q – 2r
∼ ∼ ∼
.

Solution
3p + q – 2r
∼ ∼ ∼ ( ) ( ) ()
= 3 6 + – 4 – 2 7
–3 5 8
= ( ) ( ) ( )
18
–9
+ – 4
5
– 14
16
( )
CHAPTER 8
= 0
–20

Self Practice 8.9

1. Given ∼ ( ) ( )
a = –3 , ∼
5 –12 8 ()
b = 4 and ∼c = 1 , find

(a) 2a 1 b + c – 3a (d)
1 b – a + 3c
∼–∼
b + ∼c (b) –3a
∼ + 2b
∼ – ∼c (c)
2∼ ∼ ∼ 4∼ ∼ ∼
2. Given ∼ u = 3i∼ + 6j, ∼v = –2i∼ – 8j and w
∼ = 3i∼ – 4j , find
∼ ∼ ∼
(a) ∼
u – 2v 1 v + w – 3u (d)
1 v – w + 3u
∼+w ∼ (b) 3u∼ + 2v
∼–w ∼ (c) 2∼ ∼ ∼ 4∼ ∼ ∼

8.3.3 233
 Solving problems involving vectors
By applying the knowledge learnt, problems involving vectors can be solved easily, especially
the problem involving our daily lives.

Example 21 Mathematics Application

One particle is moving from point A(5, 10) with the velocity vector (3i∼ – j) m s−1. After t seconds
→ → ∼
leaving A, the particle is on point S, with OS = OA + tv
∼ . Find the speed and the position of the
particle from O after 4 seconds. When will the particle reside on the right side of origin O?

Solution

1 . Understanding the problem 3 . Implementing the strategy

◆ Original
position vector, y
→
a = 5i∼ + 10j = 5 .
OA = ∼
∼ 10 ( ) 10 m
A(5, 10)
t v~

( )
a~
◆ Velocity vector, ∼v = 3i∼ – j = 3 . S
∼ –1
◆ Speed is the magnitude of velocity s~
vector. x
O 5m B 3t m M
◆ The particle is on the right side of O if
component j in the position vector
is zero.
∼ Speed, v
∼ = !w
32 + (–1)2
= !w
10 m s–1
2 . Planning the strategy After 4 seconds, ∼s = ∼
a + 4v∼,
◆ Find
∼ to determine the speed.
v ( ) ( )
s = 5 + 4  3
10 –1
( )
◆ Find position of particle after
→ → = 17
4 seconds using OS = OA + tv ∼ or 6
∼s = ∼
a + ∼vt when t = 4. The particle is at point (17, 6).
◆ The particle is on the right side of O Position vector after t seconds,
when the y component in ∼s = x is () ( ) ( )
5
∼s = 10 + t  –1
3
CHAPTER 8

y
zero.
( )
= 5 + 3t
10 – t
The position of the particle after t
seconds is
4 . Making a conclusion
Distance AM = !w
302 + 102
→
(
OS = ∼s = 5 + 3t .
10 – t )
The particle is at the right side of
= !w
1 000 m origin O when
1 000
!w y = 0
Then, speed = 10 – t = 0
10
t = 10 seconds
= !w
10 m s–1

234 8.3.4
 Vectors

Self Practice 8.10

1. A toy car is at point A(−3, −2). The car is then moved with a constant velocity (2i∼ – 3j) cm s−1.
∼
Find the position vector of the toy car after 2.5 seconds.

( )
2. The position vector of boat A, t hours after leaving the port O is t 30 while the position
( ) ( )
15
vector of boat B is 50 + t 10 . Determine the velocity of boat A and boat B. Will the two
5 10
boats meet?

Intensive Practice 8.3 Scan the QR code or visit bit.ly/2MqRicw for the quiz

( )
3 5()
1. Two forces F1 = – 4 and F2 = 7 are applied on an object as the
F1
F2

diagram on the right.

(a) Find the resultant force.
(b) Calculate the magnitude of the resultant force.
2. Given p = (k – 3)i∼ + 14j and q = ∼i + (k – 8)j with k is a constant. If p is parallel to q, find the
∼ ∼ ∼ ∼ ∼ ∼
value of k.

3. Given ∼u=∼ b–∼ a and ∼v = ∼c – ∼

b, with ∼ () ( )
a= 3 ,∼
1 –2 –6 ( )
b = 5 and ∼c = m . If ∼
u is parallel to ∼v, find
the value of m. After that find u∼ : v
∼.
→ →
4. Given the triangle ABC with AB = 2i∼ – j and AC = 10i∼ + 5j. R is a point on BC with
∼ ∼
BR = 1 BC . Find
→ →
2
→
(a) BC ,
→
(b) the unit vector in the direction of BC ,
→
(c) AR .

( )
5. A swimmer swims at a velocity ∼v = 2.4 . It is found that the stream flows at a velocity of

CHAPTER 8
1.5
a=
∼ ( )
0.5
–2.1
. Find the magnitude and direction of the resultant velocity of the swimmer.

6. Given ∼r = 2i∼ – 5j and ∼s = mi∼ – 3j, find the value of m if

∼ ∼
(a) ∼r + ∼s = 10,
(b) ∼r parallel to ∼s,

()
(c) (2r ∼ – ∼s) is parallel to the y-axis.
k
7. Given 1 is a unit vector, find the value of k.
2
!w

( )
8. The length of vector ∼v is 5 units and the direction is opposite with vector 2 , find vector ∼v.
–1
8.3.4 235
 9. Vector p = (m – 1)i∼ + 2j is orthogonal with vector q = 8i∼ + nj. Express m in terms of n.
∼ ∼ ∼ ∼
10. Ship M left port O when the sea was calm, with the velocity of vM = 6i∼ + 8j km h–1. At the
∼
same time, ship N left port Q with velocity of vN = 4i∼ + 4j km h–1. Given that position vector
→ ∼
of port Q is OQ = 50i∼ + 20j.
∼ →
(a) After t hours, position vector of ship M is OM = t(6i∼ + 8j). Find the position vector of
∼
ship N at that time.
(b) Show that ship M will cross ship N and find the time when this occurs.

Summary OF Chapter 8

Magnitude, →
• AB = a~
| r | = 
x2 + y2
Unit vector in direction of ~ •
→
Negative vector of AB
r = xi + yj is → →
~ ~ ~ is –AB or BA
xi + yj
^r = ~ ~ • Zero vector, 0~
�o�
~ 
x2 + y2
�a�
�
�e
r�
r��

��e��t�
�t�� �n
v�
ka
~ is a vector that is parallel
VECTORS
��n��
o��p a and the magnitude is
to ~
a |.
k × |~

• xi + yj
~ ~
• ()
x with
y
Multiplication of vector:
• Addition of vectors
→ → →
i= 1 ()
~ 0 and k × a~ = ka
~
2AB + 3AB = 5AB
• Subtraction of vectors
0
()
CHAPTER 8

~
j=
1 ~ – a~ = 3a~
4a

WRITE YOUR JOURNAL

In pairs, find the differences between a scalar quantity and a vector quantity. Compare the
methods used to perform arithmetic operations for both quantities. After that, find information
from the internet regarding the application of vectors in your daily life. Write a report and
discuss your findings.

236
 Vectors

MASTERY PRACTICE

1. The diagram on the right shows three vectors, ∼

a, ∼
b and ∼c Y
that are not parallel. Express PL1 b
→ ∼ Z
(a) XY in terms of ∼a and ∼b, a
∼c X
→
(b) XZ in terms of ∼b and ∼c. ∼

→ → → →
2. Given PQ = 3ka
∼ – 4b
∼ and XY = 4a
∼ + 8b
∼. If PQ parallel to XY, find the value of k. PL2

3. Given p = mi∼ – nj is a unit vector in the direction of p, express m in terms of n. PL2

∼ ∼ ∼
4. Given ∼
u = ki∼ + hj and ∼v = ∼i – 4j. If u
∼ + ∼v = !w
k2 + h2, express h in terms of k. PL2
∼ ∼

( )
12
→
( )
5. Given A(3, 4), AB = 5 and BC = 10 . Find
→
–3
PL2

→
(a) the unit vector in the direction of AC,
(b) the coordinates C.

6. The diagram on the right shows triangle PQR with R

→ → → → S
PQ = 3i∼ and PR = 2j. Given RS : SQ = 2 : 3,
→ ∼ 2j
express RS in terms of ∼i and j. PL3 ∼
∼
P Q
3∼i

7. The diagram on the right shows a trapezium BCDE C

u~
u and EB = ∼v. If ED = 1 BC ,
→ → → →
with DC = ∼
→ 2
u and ∼v. PL3
express BC in terms of ∼ D

B
v~
E

CHAPTER 8
8. The diagram on the right shows a regular hexagon, a~ A
→ →
ABCDEF with centre O. Given FA = ∼ a and FB = ∼b, PL3
F B
(a) express the following in terms of ∼a and/or ∼
b, b~
→ → →
(i) AB (ii) FO (iii) FC O
→ → →
(iv) BC (v) FD (vi) AD E C
→ →
(b) state the relationship between AB and FC , D
→ →
(c) determine whether AC and FD are parallel.

237
 9. The position vector of city A is –10i∼ + 10j and position vector of city B is 10i∼ – 11j. The
∼ ∼
position of city A, B and C are collinear and the distance between city A and city C is two
times the distance between city A and city B. The distance between cities is measured in
kilometer. Find PL4
→
(a) vector AB,
(b) the distance between city A and city B,
→
(c) vector OC .

10. The diagram on the right shows a quadrilateral OABC. A

M is the midpoint of AC and OM : OB = 2 : 3. Given B
→ → → 3u
OA = 3u ∼ + 2v
∼, OC = 9u
∼ + 2v∼ and CB = 3kv ∼, where k ~ + 2v
~ M
is constant, PL4 3kv
~
(a) express in terms of ∼
u and/or ∼v,
→ → C
(i) AC (ii) OM
9u
→
(b) express OB in terms of
O ~ + 2v
~
(i) ∼u and ∼v, (ii) ∼
u, ∼v and k.
Hence, find the value of k.

11. The diagram on the right shows roads of a housing area that form Y
a rectangle OABC. Building D is at OB road and building E is at
OA road. Given OD = 3 OB and OE : OA = 1 : 2.
4
Building Y is at AB road which is extended with BY = 1 AB. C B
2 D
OA road is represented by vector 4a ∼ while OC road is
represented by vector 4c∼ . PL5
(a) Express vector that represents the following road in
terms of ∼
a and ∼c.
→ → → → O E A
(i)  OB    (ii)  OD    (iii)  OY    (iv)  ED
(b) Prove that building E, D and Y reside on the same straight line.

12. The diagram on the right shows the positions and directions of
the boats which belong to Arul, Ben and Raju in a solar boat
CHAPTER 8

competition. Arul’s and Ben’s boats move in the same direction of

the stream. The velocity of the stream is given by w ( )
1
∼ = ∼i + 3∼j m s ,
–1
Arul Ben

while the velocity of Arul’s boat is ∼ a = (3i∼ + j) m s–1 and the Raju
∼
velocity of Ben’s boat is ∼b = (6i∼ + 2j) m s–1. PL5
∼
(a) Calculate the resultant velocity of Arul’s boat and the
resultant velocity of Ben’s boat. After that, find the
difference between the speed of the two boats.
(b) Raju’s boat is deviated from the path. Given that the
( )
Starting line
4
velocity of Raju’s boat is ∼r = 2i∼ – j m s–1. Find the unit
3∼
vector in the direction of the resultant velocity of the boat.

238
 Vectors

Exploring MATHEMATICS
Madam Tan is a housewife who visits several locations every day. The diagram below shows
the displacement vector ∼ ∼ that represent the journey of Madam Tan from her house
b, ∼c, ∼e and m
in A to the location she normally visits.

A ~c D

m
~ Guide:
~e A : Madam Tan's
b house
~ M X B : Market
C : Mother’s house
m
~ D : School
M : Kindergarten
X : Grocery store
B C

Write the vectors ∼b, ∼c, ∼e and m x

()
∼ in the forms of y and xi∼ + yj∼
. [1 side = 1 km].
1. After that, find the shortest distance from Madam Tan's house to every location according
to the given displacement vector.
2. Madam Tan will send her son to the kindergarten before sending her daughter to the
→ → →
school. Observe that the resultant vector AD = AM + MD = m ∼ – ∼e obeys the triangle law.
State the other resultant vectors that obey the:
(a) Triangle law, (b) Parallelogram law, (c) Polygon law
3. Copy and complete the table by filling up the resultant vectors that are represented by
combinations of vectors through arithmetic operations of the vectors.

CHAPTER 8
Arithmetic Resultant Arithmetic Resultant Arithmetic Resultant
operation vector operation vector operation vector
b
(a) ∼ – ∼e (f) (k) ∼ – ∼c – ∼
∼c – 2
m →
AD ∼ m b

(b)
b
(g) ∼c – ∼
b
(l)
b – ∼c
∼– 2
m ∼ ∼
2 2
(c) b – ∼c
∼ (h) ∼c – 2m
∼ (m) ∼
b + ∼c – m
∼ – ∼e
b b b + ∼c
(d) ∼ (i) b + ∼c – ∼ (n) ∼
2 ∼ 2 2
(e) ∼c + ∼e + m
∼ (j) b – 2m
∼ ∼ (o) ∼c + ∼
b – ∼c

239
 CHAPTER Solution of
9 Triangles

What will be learnt?

Sine Rule
Cosine Rule
Area of a Triangle
Application of Sine Rule, Cosine Rule and
Area of a Triangle

List of
Learning
Standards

bit.ly/2pfbIgk

wORDS
KEY W
Acute angle Sudut tirus
Obtuse angle Sudut cakah
Sine rule Petua sinus
BAB 99
CHAPTER

Cosine rule Petua kosinus

Ambiguous case Kes berambiguiti
Included angle Sudut kandung
Non-included angle Sudut bukan kandung
Three dimension Tiga matra

240 9.1.1
 Solution of Triangles

Did you
Know?
Abu Wafa Muhammad Ibn Muhammad Ibn
Yahya Ibn Ismail Buzhani (940-997 M) was
a Persian astronomer and mathematician.
The architecture in the shape of triangles Abu Wafa learnt trigonometry in Iraq in the
appears to be very unique in a building. This year of 959 and developed a few important
shape is also used to decorate the walls of theories especially in the field of geometry
building to portray attractive and modern and trigonometry.
images. We are captivated by the uniqueness For further information:
of the triangular shapes of this architecture.
However, how can we determine the height
of the architecture? What is the information
needed to measure the area of each triangle?

bit.ly/2q4x80j

SIGNIFICANCE
OF THIS CH
APTER
There are various fields which use triangles to
solve problems. For example:
Astronomy field uses the concept of triangle
to measure the distance between stars.
Geography field uses the solution of triangles
to measure distance beween various places.
Satellite field uses triangles in its navigation
system.

CHAPTER 9

Scan the QR code

to watch the video in
Masbro village, Melaka.

bit.ly/2VjgB3F

9.1.1 241
 9.1 Sine Rule

Making and verifying conjectures on the relationship between the

ratio of length of sides of a triangle with the sine of the opposite
angles
In our daily lives, we often face situations involving triangles.
For example, the solution to find the height of a kite. When it
involves a non-right-angled triangle, Pythagoras Theorem is
unsuitable to be used. There are other methods to find the solution
of non-right-angled triangles. Let’s explore.

37° 62°
90 m

INQUIRY 1 In pairs

Aim: To make conjectures on the relationship between the ratios of length of sides of a
triangle with the sine of the opposite angles.
Instructions:
1. Copy or print the table below.
2. Complete the following table based on the given triangles.

a b c
Triangle
sin A sin B sin C
(a) Acute-angled triangle
A

7.46 cm 78.93° 9.8 cm

59.89° 41.18°
B C
11.12 cm

(b) Obtuse-angled triangle

A
46.3° 10.785 cm
BAB 99

4.06 cm
CHAPTER

113.5° 20.2°
C B
8.5 cm

3. Discuss in pairs and state the conjecture on the relationship between the ratio of
length of sides of a triangle with the sine of the opposite angles.

242 9.1.1
 Solution of Triangles

From the results of Inquiry 1, it is found that

a = b = c  or sin A = sin B = sin C

sin A sin B sin C a b c
Is this conjecture valid for all types of acute-angled triangles and obtuse-angled triangles? Let’s
explore.
Diagram (a) and Diagram (b) is an acute-angled triangle and an obtuse-angled triangle
respectively. CD is perpendicular to AB and it is represented by h.

C C

h b b
a h
a

B A D c A
D B
Diagram (a) Acute-angled triangle Diagram (b) Obtuse-angled triangle

Consider triangle BCD,

h = sin B  QR
a
Then, h = a sin B … 1 The relationship between
the ratio of length of sides
of a triangle with the sine
Consider triangle ACD, of the opposite angles by
h = sin A  using GeoGebra software.
b
Then, h = b sin A … 2
1 = 2 , a sin B = b sin A

a = b
sin A sin B bit.ly/2p1IUb2
or sin A = sin B
a b
It is observed that for any acute-angled triangle and
obtuse-angled triangle, the ratio of length of sides with the sine of
the opposite angles are the same. This relationship is known as the
sine rule.
CHAPTER 9

Sine rule Mind Challenge

For any triangle ABC, What do you get if the sine
a = b = c  or sin A = sin B = sin C rule is used in right-angled
triangles?
sin A sin B sin C a b c

9.1.1 243
 Example 1 QR
Write the sine rule that relates the sides and angles of the
Revision of solution of
following triangles. right-angled triangles.
(a) (b)
F H
k
d J
e
E j h bit.ly/2B0Crjo
f
D K

Solution Mind Challenge

(a) d = e = f (b)
h
=
j
= k
Discuss with your friends and
sin D sin E sin F sin H sin J sin K prove that
a = c
sin A sin C

Self Practice 9.1

1. Write the sine rule that relates the sides and angles of the following triangles.
(a) (b) (c)
q P K P
R
8 cm
l m
p r
6 cm 120° 40° R
M L Q
Q k

Solving triangles involving sine rule

Solving a triangle means finding the measurements such as length of sides, size of angles,
perimeter or area of the triangle. We can solve problems involving triangles by using sine rule.

Example 2
Find the value of x in the following triangles.
(a) (b)
R Z
BAB 99
CHAPTER

x
x
6.2 cm
14.3 cm
80° Q X 55.5°
48° 7.05 cm Y
P

244 9.1.1 9.1.2

 Solution of Triangles

Solution
(a) x = 14.3 (b) sin x = sin 55.5°
sin 48° sin 80° 7.05 6.2
x = 14.3 × sin 48° sin x = sin 55.5° × 7.05
sin 80° 6.2
= 10.791 cm = 0.9371
x = 69.57°

Example 3 FLASHBACK
The diagram below shows the positions of Qistina’s house, In Geography, bearing
Ron’s house and a post office. is used to indicate the
direction of a certain place
N N from a reference point. For
example
Post office
N
30° A
98°
9.4 km
O
Q R
Qistina’s house Ron’s house
12 km Bearing A from O in the
Calculate above diagram is written as
(a) the bearing of the post office from Qistina’s house, 030° or N30°E.

(b) the bearing of the post office from Ron’s house,

(c) the distance from Qistina’s house to the post office.

Smart TIPS
Solution
Assume the positions of the post office, Qistina’s house and
Ron’s house are represented by P, Q and R respectively. In order to solve a triangle
sin Q by using the sine rule, the
(a) sin 98° = following conditions must
12 9.4 be learnt:
sin Q = sin 98° × 9.4 (a) Two angles and length
12 of one side, or
= 0.7757 (b) The lengths of two sides
∠Q = 50.87° and a non-included
Bearing P from Q = 90° – 50.87° angle.
= 39.13°
Thus, the bearing of the post office from Qistina’s house is 039.13°.
CHAPTER 9

(b) ∠R = 180° – ∠P – ∠Q
= 180° – 98° – 50.87°
= 31.13° Mind Challenge
Bearing P from R = 270° + 31.13°
What is a non-included
= 301.13° angle? Explain.
Thus, the bearing of the post office from Ron’s house is 301.13°.

9.1.2 245
 r = 12
r represents the distance from
(c)
sin 31.13° sin 98° Qistina’s house to the post office
r = 12 × sin 31.13°
sin 98°
= 6.265
Thus, the distance from Qistina’s house to the post office is 6.265 km.

Self Practice 9.2

1. Determine the value of m in the following triangles.
(a) (b) (c) N
M

55° L 12.4 cm
6.7 cm 8 cm
43° M
6.5 cm m 115°
78°
L m N 40° m N
L M

2. The diagram on the right shows a tower which is 7°

inclined by 7° from the vertical line. At a distance X
of 100 m from the side of the tower, the angle of
elevation is 30.5°. Estimate the height, XY,
in m, of the tower.

30.5°
Y

Determining the existence and solving triangles involving

ambiguous cases
The diagram below shows two triangles, ABC and AB1C with the MATHEMATICS
lengths of two sides and a non-included angle given as follow: POCKET
C Ambiguity means
inexactness or the quality
6 cm 4 cm of being open to more than
4 cm one interpretation.
BAB 99
CHAPTER

30°
A B1 B

Based on the diagram above, it is observed that two different triangles can be constructed
by using the given non-included angle and lengths of two sides. The two triangles can be
constructed by using the same set of information given. This is known as ambiguous case.

246 9.1.2 9.1.3 9.1.4

 Solution of Triangles

INQUIRY 2 In groups 21st Century Learning

Aim: To determine the conditions for the existence of ambiguous case
Instructions:
1. Scan the QR code or visit the link given.
2. Given ∠BAC = 45°, length of side, c = 10 cm and h is the height bit.ly/33c6SiC
of the triangle.
3. Drag the slider a to the left and to the right. Observe the changes that take place.
4. Discuss in groups and answer the following questions:
(a) State your observations when
(i) a < h (ii) a = h (iii) a>h
(iv) a < c (v) a = c (vi) a>c
(b) Does ambiguous case exist?
5. Each group appoints a representative to do the presentation in the class.
6. Students from other groups are encouraged to ask questions.
7. The teacher will summarise all the presentations.

From the results of Inquiry 2, there are three conditions for the existence of triangles as shown
in the following:

B
a
h
No triangle exists c a<h

A C

B B
c c a
a=h
One triangle exists
A C A C
a=h ac
B B

c a c
h a h
Two triangles exist
C A
CHAPTER 9

A C
h < a < c h<a<c

Ambiguous case exists if:

(a) Given the lengths of two sides, a and c, and a non-included angle, ∠A which is acute.
(b) The side which is opposite the non-included angle, a is shorter than the other side, c, but it
is longer than the height, h, of the triangle.
9.1.3 9.1.4 247
 Example 4
Determine whether ambiguous case exists for the following triangles. Explain your answer.
(a) (b)
R
R

7 cm 21 cm
4 cm

30° 80° 40°

P Q Q P
17 cm

Solution
(a) Yes, ambiguous case exists in triangle PQR because the R
non-included angle ∠QPR = 30° and the side RQ is shorter
7 cm 4 cm
than the side PR but it is longer than the height of triangle.

P 30°
Q
(b) Ambiguous case does not exist because the angles of the Q1
two sides are given.

Example 5
In the triangle ABC, ∠BAC = 40°, AB = 20 cm and BC = 14 cm. Calculate the possible values
of ∠C and ∠B.

Solution
Determine whether ambiguous case exists for triangle ABC. 14 cm B
Height, h = 20 sin 40°
= 12.856 cm 20 cm
14 cm
Since h < BC < AB, then ambiguous case exists. h
40°
Look at the sketch of the triangle ABC in the diagram on the right. A C1 C
The two triangles that exist are ABC and ABC1.

For triangle ABC,

sin ∠C = sin 40°
20 14
sin ∠C = 20 sin 40°
BAB 99

14
CHAPTER

= 0.9183
∠C = 66.68° ∠C1 = 180° – 66.68°
= 113.32°
∠B = 180° – 40° – 66.68° ∠B1 = 180° – 40° – 113.32°
= 73.32° = 26.68°

248 9.1.3 9.1.4

 Solution of Triangles

Self Practice 9.3

1. For each of the following triangles, determine whether ambiguous case exists.
(a) ΔABC; ∠B = 62.5°, BC = 14.5 cm and AC = 10 cm.
(b) ΔPQR; ∠R = 28°, QR = 8.2 cm and PQ = 11.4 cm.
2. The diagram on the right shows an incomplete triangle PQR. Q
PQ = 15.5 cm and ∠QPR = 35°. 15.5 cm
Given QR = 10.5 cm,
(a) find the possible values of ∠QRP,
35°
(b) hence, find the possible lengths of PR. P R

Solving problems related to triangles using the sine rule

Example 6
Azyan and Christine stand straight in front of a flag
post as shown in the diagram. The elevation angle of
top of the pole from Azyan is 36° whereas the elevation
angle of top of the pole from Christine is 50°. Badrul
is standing on the left side of the flag pole and the
elevation angle of the top of the pole from him is the
same as Christine. The distance between Azyan and
Christine is 35 m. Find the distance between Azyan and
Badrul if the height of three of them are the same.
Azyan Badrul Christine
Solution
Represent the positions of Azyan, Badrul, Christine and the top of the pole with A, B, C and D
respectively.
∠ADC = 180° – 50° – 36° D
= 94°
∠BDC = 180° – 50° – 50°
= 80°
DC = 35
50° 50°
sin 36° sin 94° A 36° C
B
DC = 35 × sin 36° 35 m
sin 94°
= 20.6227 m
BC = 20.6227
CHAPTER 9

sin 80° sin 50°

BC = 20.6227 × sin 80°
sin 50°
= 26.5120 m
AB = 35 m – 26.5120 m
= 8.488 m
Then, the distance between Azyan and Badrul is 8.488 m.

9.1.3 9.1.4 9.1.5 249

 Self Practice 9.4
1. Encik Samad makes a plan for his vegetable Water tap
farm as shown in the diagram. Encik Samad
wants to install two water sprinklers in the
Crop area Crop area
middle of the farm. The water tap which
controls the water sprinklers is installed at one Water Water
corner of the farm. The distance between the sprinkler sprinkler
two water sprinklers is 6 m and the distance
between the water tap and the nearest water
sprinkler is 5 m. The angle formed between the
tap and both water sprinklers is 25°. Calculate
the distance between the tap and the furthest
water sprinkler.
2. A group of scouts organised an activity on
crossing a river during a motivational camp. Q
They tied a rope from tree P to tree Q and tree R
R on the other side of the river as shown in the P 80 m
diagram. The distance between tree Q and tree xm
R is 80 m and a 50° angle is formed between 100 m
tree Q and tree R at P. Find the value of x, the
distance from tree P to tree Q.

Intensive Practice 9.1 Scan the QR code or visit bit.ly/35oe3pQ for the quiz

1. The diagram on the right shows a triangle ABC such that A

∠B = 77°, ∠C = 39° and AC = 40.5 cm. Calculate the value of
∠A, a and c. c 40.5 cm

77° 39°
B a C

2. The diagram on the right shows a triangle ABD. Point C and B

point E lie on the straight line AD.
(a) Find the lengths of BE, CE and DE. 17 cm 10 cm
(b) Calculate ∠EAB, ∠BCE, ∠BCD, ∠ABD and
cm

∠CBD.
10
BAB 99

(c) Explain the ambiguous case in the diagram

CHAPTER

D C E 6 cm A
on the right.

3. In the obtuse-angled triangle PQR, PR = 14 cm, QR = 6!w 3 cm and ∠QPR = 40°.

(a) State the obtuse angle and find the size of that angle.
(b) Calculate the length of PQ.

250 9.1.5
9.1.1
 Solution of Triangles

4. The diagram on the right shows a square picture frame which

is hung by Amira using two pieces of ropes. Amira finds that
the picture frame inclines towards the right. The angle formed
between the longer rope and the frame is 48°. The lengths of the 48°
rope are 20 cm and 15 cm respectively. Calculate the perimeter
of the frame.

5. The diagram on the right shows the position of Puan Puan Azizah’s
Azizah’s house and the houses of her two children, Amir house
and Anita. Another child, Aida wants to build her house
such that all the three houses of the siblings are collinear 250 m
and the distance from her house and Anita’s house to
Puan Azizah’s house is the same. Find the distance
120°
between Anita’s house and Aida’s house.
Amir’s Anita’s
house 150 m house

9.2 Cosine Rule

Observe the diagrams below.

Q
B
25 cm
12 cm
42 m
132°
A P R
35 m C        30 cm

How do you determine the length of AB and angle PQR? Can both triangles be solved by using
the sine rule?
When the lengths of two sides and an included angle or the lengths of three sides are given,
the triangle cannot be solved by using the sine rule. The triangles with such conditions can be
solved by using the cosine rule. CHAPTER 9

Cosine rule
C
For any triangle ABC,
a2 = b2 + c2 – 2bc cos A b a
b2 = a2 + c2 – 2ac cos B
c2 = a2 + b2 – 2ab cos C A c B

9.2.1 251
 Verifying the cosine rule
Is the cosine rule true for all types of triangles? Let’s explore.

Consider the triangle ABC in the diagram. By using the Pythagoras Theorem in the
triangle ACD,
b2 = h2 + (a – x)2
b2 = h2 + a2 – 2ax + x2  … 1 A

Use the Pythagoras Theorem in the triangle ABD, c b

h
c2 = h2 + x2
h2 = c2 – x2 … 2 B x a–x C
D

Substitute 2 into 1 .
b2 = c2 – x2 + a2 – 2ax + x2
b2 = c2 + a2 – 2ax … 3

In the triangle ABD,

Mind Challenge
cos B = x
c Can the cosine rule be
x = c cos B used on the right-angled
triangles? Explain.
Substitute x = c cos B into 3 .
b2 = c2 + a2 – 2ac cos B

This equation is one of the formulae of cosine rule. Try to verify the cosine rule for
obtuse-angled triangle.

Solving triangles involving the cosine rule

Cosine rule can be used to find the length or unknown angle in a triangle when the lengths of
two sides and an included angle or the lengths of three sides are given.

Example 7
In the triangle ABC, AC = 21 cm, BC = 15 cm and ∠C = 35°. Find the length of AB.

Solution
Sketch the triangle ABC. A
BAB 99

By using the cosine rule,

CHAPTER

x2 = 152 + 212 – 2(15)(21) kos 35°

21 cm
= 225 + 441 – 630 kos 35° x
= 149.9342
Then, x = !w149.9342 35°
B 15 cm C
= 12.245 cm

252 9.2.1 9.2.2

 Solution of Triangles

Example 8
The diagram on the right shows a triangle K

Smart TIPS
30 cm
JKL with the length of JK = 30 cm,
KL = 25 cm and JL = 35 cm. Find the J
25 cm
value of ∠KJL. To find the angles, the
35 cm formulae of cosine rule can
be written as follow:
Solution
L • cos A = b + c – a
2 2 2

By using the cosine rule, 2bc

252 = 302 + 352 – 2(30)(35) cos ∠KJL • cos B = a + c – b
2 2 2

2ac
cos ∠KJL = 30 + 35 – 25
2 2 2

• cos C = a + b – c
2 2 2
2(30)(35) 2ab
= 0.7143
∠KJL = 44.41°

Example 9
In the diagram on the right, QST and PSR are straight lines. R
T
Find the length of QR.
10 cm
Solution
9 cm
By using the cosine rule,
S
92 = 62 + 62 – 2(6)(6) cos ∠PST 4 cm
cos ∠PST = 6 + 6 – 9
2 2 2
6 cm
2(6)(6) P Q
= – 0.1250
∠PST = 97.18°

QR2 = 42 + 102 – 2(4)(10) cos 97.18°

= 125.999
QR = 11.225 cm

Self Practice 9.5

1. Find the value of x in the following triangles.
(a) (b) (c)
CHAPTER 9

E 5 cm J
45° G Q
9 cm x
3 cm x 75 m x
55°13ʹ 32°
L P R
F K 12 cm 100 m

9.2.2 253
 2. Find the value of θ in the following triangles.
(a) E (b) (c)
P
J
10.8 cm
 L
15.7 cm 10 cm
20 cm 7 cm 9 cm
12 cm

G
 Q 6 cm R
14 cm K
F

3. The diagram on the right shows a quadrilateral PQRS. Q 5 cm R

Find the angle PQR.
9 cm
8.7 cm

42.3°
P S
12.5 cm

Solving problems involving the cosine rule

Example 10
Mr. Sivaraja has a plot of land in the shape of S 65 m R
trapezium PQRS as shown in the diagram on the
right. He puts up a fence around the land.There is
a tree at a distance of 50 m from the vertex Q.
Mr. Sivaraja wants to divide the land into two parts 85 m 75 m
by putting some additional fence from the vertex S
to the tree. Calculate the length of fence put up by
Mr. Sivaraja.
P Q
105 m

Solution
SQ = !w
652 + 752 S 65 m R
= 99.2472 m
99.24722 = 852 + 1052 – 2(85)(105) cos ∠SPQ
cos ∠SPQ = 85 + 105 – 99.2472
2 2 2

2(85)(105) 85 m 75 m
BAB 99

∠SPQ = 61.93°
CHAPTER

ST 2 = 552 + 852 – 2(55)(85) cos 61.93°

= 5850.3581 P Q
55 m T 50 m
ST = 76.488 m
The length of the additional fence is 76.488 m.

254 9.2.2 9.2.3

 Solution of Triangles

Self Practice 9.6

1. Farid carried out archery training on a field. The Board I Board II
diagram on the right shows two target boards which
have to be struck by arrows. The distance between
Farid and board I and board II are 25 m and 45 m
25 m
respectively. The standing position of the shooting
is 38° between board I and board II. Calculate the
distance between board I and board II. 45 m
38°

2. Frank planted four iron rods in the ground and installed wires to D 5m C
build clotheslines. The sketch of the clotheslines built by Frank
is shown in the diagram on the right. The wire AB is parallel 8m
to the wire DC. Calculate the total length of the wire used by 10 m
Frank.
A 10 m B

3. The diagram on the right shows the positions of the house of Johan
four friends, Amin, Imran, Johan and Raden. During Hari Raya, 9 km
8 km
Amin wants to visit all the three houses of his friends. Amin Imran
intends to pick up Imran and then send him back home before 120°
Amin
he returns to his house. What is the total distance travelled by
Amin for the whole journey?
9.5 km

Raden

Intensive Practice 9.2 Scan the QR code or visit bit.ly/2VvtloA for the quiz

1. A card is in the shape of a parallelogram. Given the lengths of the diagonals of the card are
6 cm and 10 cm respectively. The acute angle between the diagonals are 62°. Calculate the
lengths of sides of the card.
CHAPTER 9

2. The diagram on the right shows the positions of three towns, J, K N K

and L. Given the bearing of K from J is 020° and bearing of L
from J is 055°, find the distance between town K and town L. L
km
15

20 km
J

9.2.3 255
 3. Bunga Raya ship left a port and sailed east for a distance of 28 km. Bunga Orkid ship left the
same port and sailed for 49 km. If the final distance between the two ships is 36 km, find the
angle between the routes of Bunga Raya ship and Bunga Orkid ship.

4. The diagram on the right shows a pond in the shape of triangle MNP.
M
Given cos θ = 4 , MP = 8 m, PQ = 7 m and QN = 4 m. Encik Raja 8m
5
decorates the pond by arranging stones around the pond.
Calculate the length of stones arranged by Encik Raja around
P 7m Q 4m
the pond. 
N

9.3 Area of a Triangle

Deriving the formula and determining the area of a triangle

The diagram on the right shows the shape of a window
of a building and it is in the shape of a triangle. What
is the information required to calculate the area of the
window in the diagram and what is the formula that
you will use to determine the area of the window?
You have learnt that the area of the triangle can be
determined by using the following formula:
C

Height

A B
Base

Area = 1 × base × height FLASHBACK

2
C
BAB 99
CHAPTER

The formula for the area of triangle can be used when

a b
the length of base and height of triangle are given. How h
do you find the area of a triangle without knowing the
length of the base and the height? Let’s explore the B c A
method used to derive the formula for the area h = a sin B
of a triangle. h = b sin A

256 9.3.1
 Solution of Triangles

INQUIRY 3 In groups 21st Century Learning

Aim: To derive the formula for the area of a triangle

Instructions:
1. Start this activity in pairs.
2. Observe the following shapes of triangles.

P
B z
q Y X
c a h
h r h
R x y
p
A C Z
b      Q     
Triangle I Triangle II Triangle III

3. Find the height of each of the triangles by using trigonometric ratios.
4. Then, copy and complete the following table based on the triangles above.

Triangle Base Height Area

I AC
II
III

5. Compare the formulae for the area of the three triangles and state the conclusion
based on your findings.
6. Form a few groups. Then, each pair will share the results and conclusions in their
respective group.

From the results of Inquiry 3, if the lengths of two sides and an included angle are only given,
the area of a triangle can be calculated by using the following formulae:
B
Area = 1 ab sin C
QR
2
= 1 ac sin B
c a Methods to derive the
2 formulae for the area of a
CHAPTER 9

= 1 bc sin A
triangle.
2
A b C

bit.ly/316kXNk

9.3.1 257
 Example 11
Find the area of triangle JKL in the diagram on the right.
K
Solution
Included angle = 69° 69°

 
6 cm 4.4 cm
Area = 1 (6)(4.4) sin 69°
2
= 12.323 cm2 J L

Example 12
The area of triangle DEF is 50 cm2. Given DE = 8.6 cm, DF = 14.2 cm and ∠EDF = θ, find
the value of θ.

Solution E

2 
1 (8.6)(14.2) sin θ = 50 8.6 cm

sin θ = 50
61.06 
F
D
θ = 54.97° 14.2 cm

Self Practice 9.7

1. Find the area of the following triangles.
(a) (b) (c)
C
Q Z
16.2 cm
7 cm 10 cm
125°
49° R 60° 35°
P 10 cm X Y
A B
18.4 cm
2. In the diagram on the right, the area of triangle LMN is N
78.72 cm2. Find the length of LM. 17 cm
20°
L M
BAB 99

3. The diagram on the right shows triangle BCD and triangle ABD.
CHAPTER

B
Find the area of triangle ABD.
20 cm 10 cm
24.18° 55°
A D C

4. Find the area of triangle XYZ, given x = 5.5 m, z = 7 m and ∠Y = 70°30ʹ.

258 9.3.1
 Solution of Triangles

Determining the area of a triangle using the Heron’s formula

Consider the following triangle ABC:

B

10 cm 5 cm

A
11 cm
C Mathematics Museum

When only the lengths of each side are given, the area of the Hero of Alexandria also
known as Heron is a Greek
triangle can be determined by using the Heron’s formula. mathematician. Heron’s
The solving steps are as follows: formula was named after
him and had been written in
his book entitled “Metrica”.
Calculate the semi perimeter, s = a + b + c,
2
Step 1 such that a, b and c are the lengths of sides.

Substitute the values of s, a, b and c into the

following formula:
Step 2 Area = !ws(s – a)(s – b)(s – c)

Example 13
Find the area of the triangle below.
12.3 cm C
A
QR
5.5 cm
Verification of Heron’s
9.6 cm
formula.
B

Solution
s = 5.5 + 9.6 + 12.3
CHAPTER 9

bit.ly/2WrkvbM
2
= 13.7
Area = !13.7(13.7 – 5.5)(13.7 – 9.6)(13.7 – 12.3)
= 25.39 cm2

9.3.2 259
 Example 14
A group of scouts planted three pieces of wood
in a camping ground to build a fire pit. A rope of
length 22 m is used to tie around those woods
as shown in the diagram. The rope formed an 8m 8m
isosceles triangle. The length of the rope at the
side of equal length is 8 m. Calculate the area of
the region for them to build the fire pit.

Solution
C

8m 8m

A c B
Alternative Method
Given the perimeter of triangle = 22 m, a = 8 m, b = 8 m. 62 = 82 + 82 – 2(8)(8)cos∠ACB
c = 22 – 8 – 8 ∠ACB = 44.05°
=6m Area = 1 (8)(8) sin 44.05°
2
s = 22 = 22.249 m2
2
= 11
Area = !11(11 – 8)(11 – 8)(11 – 6)
= 22.249 m2
Thus, the area of the region for building the fire pit is 22.249 m2.

Self Practice 9.8

1. The diagram on the right shows a triangle ABC such A
that AB = 5.4 cm, AC = 6.1 cm and BC = 7.3 cm.
Calculate the area, in cm2, of the triangle ABC. 5.4 cm 6.1 cm

B C
7.3 cm
BAB 99
CHAPTER

2. The diagram on the right shows two triangles, EFJ H

and EGH. EFG and EJH are straight line. Calculate 6 cm
the area, in cm2, of the shaded region.
J
5 cm

E G
9 cm F 3 cm

260 9.3.2
 Solution of Triangles

3. Mr. Sammy wants to paint the wall of his room. He draws P

a triangular shape on the wall and he will paint the triangle
3x cm
with green paint. The shape of the triangle is as shown in the
diagram on the right. The lengths of sides of the triangle are 2x 4x cm
cm, 3x cm and 4x cm respectively. The area is !w 135 cm2. Find
the value of x. R
2x cm
Q
Solving problems involving areas of triangles

Example 15
The diagram on the right shows the plan of a plot of agricultural A
land in the shape of triangle ABC owned by Encik Munzir. The 60 m
50 m
part APQ will be planted with chillies and the remaining part Q
will be planted with cabbage. Given AP = 50 m, AQ = 60 m, P
AB = 80 m, AC = 130 m and BC = 140 m, find the area of land 30 m
B C
which will be planted with cabbage. 140 m

Solution
Assume L1 as the area of triangle ABC and L2 as the area of triangle APQ.

Heron’s formula to find L1.

s = 80 + 130 + 140
2
= 175
L1 = !175(175 – 80)(175 – 130)(175 – 140)
= 5117.0670 m2
Use the formula, area = 1 bc sin A to find ∠BAC.
2
1 (80)(130) sin ∠BAC = 5117.0670
2 Alternative Method
sin ∠BAC = 5117.0670 cos A = 80 + 130 – 140
2 2 2

1 (80)(130) 2(80)(130)
A = 79.75°
2
∠BAC = 79.75°
Use the formula = 1 pq sin A to find L2.
2
1
CHAPTER 9

L2 = (50)(60) sin 79.75°

2
= 1476.0610 m2

Thus, the area of land which will be planted with cabbage = L1 – L2

= 5117.0670 – 1476.0610
= 3641.006 m2

9.3.2 9.3.3 261

 Self Practice 9.9
1. Mr. Khan won a tender to install carpet in an office. Calculate 18 m
the area of carpet required to fill up the office space as shown
in the diagram on the right. 16 m 11.5 m

20.5 m
2. The diagram on the right shows a decoration in the shape of V
pyramid. The decoration has a triangular base PQR.
Vertex V is vertically above vertex P. Given PQ = 4 cm,
PV = 10 cm, VR = 15 cm and ∠VQR = 80°, calculate the
area of the inclined surface of the decoration.
P
Q R

Intensive Practice 9.3 Scan QR code or visit bit.ly/2ohScA1 for the quiz

1. The diagram on the right shows a triangle ABC. A

Given the area of triangle ABC = 18 cm2 and sin θ = 2 , find

3
(a) the length of AC,
(b) the area of triangle ABD.
B θ C
3 cm D 6 cm
2. A regular pentagon has sides of 5 cm each. Find the area of the regular pentagon.
3. Mei Ling wants to prepare a greeting card in the shape of a triangle. The area of the card is
30 cm2 and the lengths of two sides are 8 cm and 11 cm. Find the possible length of the third
side.
4. The length of the sides of a triangle are 3x cm, (x – 1) cm and (3x + 1) cm. Given the
perimeter of the triangle is 63 cm. Calculate the area, in cm2, of the triangle.
A
5. Pooja fenced up a plot of land in the shape as shown in the
diagram on the right. Given BD = 5 m, BC = 7 m, CD = 8 m
and AE = 12 m. BDE and ADC are straight lines. Calculate 40° E
the area of land fenced up by Pooja. B D
BAB 99

C
CHAPTER

E
6. The diagram on the right shows a decoration rack in the shape
of a triangle, EFG. Given FG = 15 cm, EG = 16 cm
and EF = 17 cm, find the height of the rack.

F G
262 9.3.3
 Solution of Triangles

9.4 Application of Sine Rule, Cosine Rule and Area of a Triangle

Solving problems involving triangles

Example 16 MATHEMATICS APPLICATION

Mr. Tan wants to paint the roof of the garage. The diagram on the right
is a sketch of the front view of the roof of the garage. He found out that
5.2 m
the wood on one part of the roof is longer than the wood on the other
part of the roof. 30° 50°
(a) Calculate the length of wood on the longer part of the roof and the
distance between both the walls of the garage.
(b) What is the area of the front roof in the shape of triangle, in m2,
which will be painted by Mr. Tan?

Solution

1 . Understanding the problem 3 . Implementing the strategy

(a) A
◆ Length of one side of the roof = 5.2 m.
◆ Two angles given 30° and 50°. ym 5.2 m
◆ Calculate the length of two sides and
30° 50°
the area of triangle. C B
By using sine rule,
y
= 5.2
sin 50° sin 30°
y = 5.2 × sin 50°
sin 30°
= 7.967 m
2 . Planning a strategy Thus, the length of the other part of
the roof is 7.967 m.
◆ Draw the triangle ABC which ∠BAC = 180° – 30° – 50°
represents the front view of the roof = 100°
of the garage. By using cosine rule,
◆ Length of one side of the roof, AC = y is BC2 = 5.22 + 7.9672 – 2(5.2)(7.967)
calculated using sine rule. cos 100°
◆ Determine ∠BAC and hence calculate BC = 10.24 m
BC using cosine rule. Thus, the distance between both walls
of the garage is 10.24 m.
CHAPTER 9

◆ Find the area of triangle ABC using the

formula: (b) Area of triangle ABC
Area = 1 ab sin C = 1 (5.2)(10.24) sin 50°
2 2
or Heron’s formula. = 20.40 m2
Thus, the triangular area which will be
painted by Mr. Tan is 20.40 m2.

263

9.4.1
 4 . Making a conclusion
Using Heron’s formula,
s = 5.2 + 7.967 + 10.24 = 11.7035 m
2
Area
= !11.7035(11.7035 – 5.2)(11.7035 – 7.967)(11.7035 – 10.24)
≈ 20.40 m2
The value of AC, BC and the area calculated are valid.

Example 17
The diagram on the right shows a glass prism and the sketch D
E
of the prism. The cross section of the prism is an equilateral
triangle sides of 6 cm and the height of the prism is 8 cm. F
Calculate
(a) the angle between BD and CD,
(b) the area of BCD, C
A
(c) the angle between the plane BCD and the vertical plane
BCEF.
B
Solution
(a) CD = !w62 + 82 D
= 10 cm
62 = 102 + 102 – 2(10)(10) cos ∠BDC
10 cm 10 cm
cos ∠BDC = 10 + 10 – 6
2 2 2

2(10)(10)
∠BDC = 34.92° B
6 cm
C
Thus, the angle between BD and CD is 34.92°.
(b) Area of triangle BCD = 1 (10)(10) sin 34.92°
2
= 28.622 cm2 E
(c) Based on the diagram on the right, the angle between the D
plane BCD and vertical plane BCEF is ∠DGH. H
F
DH = !w 62 – 32
= 5.1962
BAB 99
CHAPTER

tan ∠DGH = 5.1962

8 C
∠DGH = 33° A
G

264 9.4.1
 Solution of Triangles

Self Practice 9.10

1. In an examination hall, the tables of Daniel, Darvin and Cindy C
are at positions A, B and C respectively. These three points form
a triangle as shown in the diagram on the right. The distance 10 m
6.575 m
between Daniel’s table and Cindy’s table is 10 m, Daniel’s
table and Darvin’s table is 4.027 m whereas Darvin’s table A B
and Cindy’s table is 6.575 m. Prove that the sum of the 4.027 m
interior angles of the triangle formed is 180°.
2. The diagram on the right shows a children’s toy in the shape of
A 5 cm O
a cone and its upper portion is cut off. The surfaces in the shape
of circles, centre O and centre P are horizontal and the OP axis
16 cm
is vertical. There is a straight line that joins A to C. Given
OA = 5 cm, PB = 10 cm, OP = 16 cm and ∠BPC = 90°,
calculate P
B 10 cm
(a) the length of AC, 90° C
(b) the area of plane ABC.
3. The positions of two towns, A and B, are shown in the y
Cartesian plane in the diagram on the right. Find the angle
between the position vector of town A and town B relative to A(–4, 3)
the origin O. Hence, find the area of the region in the shape
of the triangle OAB.
B(1, 1)
x
O

Intensive Practice 9.4 Scan QR code or visit bit.ly/2IG2l0m for the quiz

1. The diagram on the right shows the front view of a doll S

house built by Melly. The coloured part is the veranda roof 6 cm
of the doll house. PTS and PQR are straight lines. T
(a) Calculate the area of the roof QRST. 5 cm
(b) Point U lies on PR such that SU = SR, P R
calculate ∠SUP. 4 cm Q 10 cm

2. The diagram on the right shows the position of an oil rig, a

CHAPTER 9

tanker and a helicopter. The bearing of the helicopter from W N

N

E
W

the tanker is 40°. Given the distance between the helicopter

S

and the tanker is 13 km whereas the distance between the 13 km 10 km

helicopter and the oil rig is 10 km. Calculate the distance, in
km, between the tanker and the oil rig. 040°

9.4.1 265
 3. The diagram on the right shows a gift box in the shape of a cuboid. Q R
(a) Calculate the area of the plane ACQ.
(b) Hence, state another plane which has the same area as P S 6 cm
the plane ACQ. B
C
4 cm
A 8 cm D
4. A ship sailed for 20 km to Port Bentara at the bearing of 120° from Port Astaka. Then, the
ship sailed for 30 km to Port Cindai at the bearing of 225° from Port Bentara. Calculate the
distance and the bearing of Port Cindai from Port Astaka.
5. The elevation angle of the peak of a mountain from Arman is 20°. Then, Arman walks
horizontally towards the mountain that is 800 m away and the elevation angle becomes 45°.
Estimate the height of the mountain from the level of Arman’s position.

Summary OF Chapter 9
SOLUTION OF TRIANGLES
Sine rule Area of triangle
s
��
c��d��i

v
��

��

��s
�v
�� �

��i
�d
• Given two angles and Cosine rule c�
length of one side Given two sides and
��i � � s

• Given lengths of two an included angle

sides and a non-included
angle
c��d

��a �
f��m��a�

f�� m

• Given lengths of two sides Given lengths of

and an included angle three sides
• Given lengths of three sides 1
a b c L = –– ab sin C
––––– = ––––– = ––––– 2
f�� m � � a�

sin A sin B sin C 1

�

L = –– ac sin B
f�� m � � a

2
1
L = –– bc sin A
2
Ambiguous case a2 = b2 + c2 – 2bc cos A
BAB 99

b2 = a2 + c2 – 2ac cos B Heron’s formula

CHAPTER

c2 = a2 + b2 – 2ab cos C L = 

s(s – a)(s – b)(s – c)
a+b+c
where s = ––––––––
2
Solve problems
involving triangle

266
 Solution of Triangles

WRITE YOUR JOURNAL

1. Draw a flow chart which shows the steps used in choosing the suitable rules to find
(a) length of sides or size of angles of a triangle,
(b) the area of a triangle.
2. Surf the internet to get
(a) the examples of usage of sine rule, cosine rule and the formula of the area of triangles
in our daily lives,
(b) the area of the Kuala Lumpur Golden Triangle, India Golden Triangle and Bermuda
Triangle.

MASTERY PRACTICE

1. (a) Given ∠ABC = 50°, ∠BAC = 72° and c = 5.8 cm, calculate the length of a and b. PL1
(b) Given the sides of triangle PQR are p = 8.28 cm, q = 6.56 cm and r = 3.63 cm,
find ∠P, ∠Q and ∠R. PL2
2. Find the value of x in each of the following diagrams. PL3
(a) (b) P
X 3 cm 6 cm
x cm Q
14 cm S
9 cm
55°13ʹ 31°52ʹ Z 77°
Y x cm
R
3. The diagram on the right shows a right-angled triangle ABC. A
Point D lies on AB. Calculate PL3
(a) the length of AC, 7 cm
(b) the area of triangle ADC.
D 10 c
m
3 cm
B C
4. Given triangle XYZ such that ∠X = 42.2°, x = 10 cm and z = 13.4 cm. PL4
(a) Sketch two possible shapes of the triangle.
(b) Hence, find the possible values of ∠Z.
CHAPTER 9

(c) Calculate the area of triangle XYZ for the obtuse angle of ∠Z.
5. The diagram on the right shows five points, A, B, C, D A
9 cm 10 cm
and E which forms quadrilaterals. BCD is a straight line,
∠ACB is obtuse and the area of triangle ADE 5 cm E
is 20 cm2. Calculate PL4 30°
(a) the length of AD, B C 6 cm D
(b) ∠DAE.
267
 6. In the diagram on the right, PQR is an equilateral triangle with sides T
of 6 cm and lies on a horizontal plane. Point T is 4 cm vertically Q
above the midpoint of PQ. Calculate PL5
(a) the angle formed by TR and triangle PQR, 6 cm
P
(b) the area of plane TPR. 6 cm
R

7. A group of girl scouts took part in a camping. They set up three

tents with the positions as shown in the diagram on the right. B
The positions of the three tents formed a triangle ABC. PL5
(a) Calculate the obtuse angle ACB.
(b) Draw and label another triangle other than triangle ABC 8m
which shows the possible position of tent C such that the 7m
distance AB and AC and ∠ABC remain unchanged.
(c) Tent C has to be relocated to other position but the distance 50°
between tent A and tent B and angle BAC formed between A C
the tents remain unchanged. Calculate the distance AC
such that only one triangle can be formed.
8. The diagram on the right shows a glass block in the shape of a
pyramid VABC. The base of the block is an isosceles triangle and V
AB = AC = 5.2 cm. V is the vertex of the block such that
BV = CV = 3 cm. The angle between the inclined plane VBC and
the base ABC is 50°. Calculate PL5 C
(a) ∠BAC, given the base area is 8.69 cm2,
(b) the length of AV, given the angle between the line AV and A
B
the base is 25°,
(c) the surface area of VAB of the glass block.
9. Rashid drove a boat westwards. He noticed a lighthouse at a distance of 25 km away at the
bearing of 235°. PL5
(a) Sketch a diagram to illustrate the above situation.
(b) What is the distance travelled by the boat if its distance from the lighthouse is 16 km?
(c) Rashid continued to drive the boat until his distance from the lighthouse is 16 km again.
(i) Calculate the distance between the first position and the second position of the boat.
(ii) What is the bearing of the lighthouse from the boat when the boat is at the second
position?
10. The diagram on the right shows the positions of four petrol stations,
J, K, L and M in a district. Given the distance JK = 40 km,
KL = 80 km, LM = 65 km and ∠JKL = 44°. PL5 M
(a) Calculate
BAB 99

65 km
CHAPTER

(i) the distance JL, (ii) ∠JML,

J
(iii) the area of KLM. 40 km
(b) Without doing calculations, determine the petrol
station which is the furthest from petrol station K. K L
80 km
Explain.
(c) If a car travels along the road KL, calculate the shortest distance of the car from petrol
station M.
268
 Solution of Triangles

11. Mary coloured the three triangles, ABC, ACD and CED E
such that ACE and BCD are straight lines. Given B 5 cm 6.5 cm
C
∠DCE = 50.05° and ∠CED is obtuse. PL6
(a) Calculate 7 cm
D
(i) ∠CED,
9 cm
(ii) the length of AB,
(iii) the area of triangle AED.
(b) The straight line AB is extended to point Bʹ such A
that CBʹ = CB. On the same diagram, draw and colour the triangle BCBʹ.

12. In the diagram on the right, WYZ is a straight line. X

Given sin ∠XYW = 10. PL6
11
(a) Find sin ∠YXZ. 12 cm
(b) Calculate the area of triangle XYZ. Hence, find the length of XW.
(c) State two situations so that the ambiguous case exists in the
triangle on the right.
W Y 4 cm Z

Exploring MATHEMATICS
You are given a roll of wire of 100 metres length. You have to fence up a A
region in the shape of an isosceles triangle. The diagram on the right
shows the sketch of the triangular region. c b

B a C
(a) Complete the following table to find the possible lengths of sides, a, b and c, of the
triangle that can be formed by using the wire.

a b c Area of triangle
2 49 49
4 48 48
CHAPTER 9

(b) By using suitable formulae and technology, calculate the area of each triangle.
(c) Hence, predict the maximum area which can be fenced up and state the shape of the
triangle.

269
 CHAPTER
Index Numbers
10

What will be learnt?

Index Numbers
Composite Index

List of
Learning
Standards

bit.ly/2q4n8El

w ORDS
KEY W
Index number Nombor indeks
Price index Indeks harga
Quantity at Kuantiti pada
base time masa asas
Quantity at Kuantiti pada
specific time masa tertentu
Composite index Indeks gubahan
Weightage Pemberat
CHAPTER 10

270 10.1.1
 Index Numbers

Did you Know?

In the year 1764, Giovanni Rinaldo Carli
(1720-1795) who was an Italian economist
calculated the price ratios of three goods from
the year 1500 to 1750. The average of the
price ratios of the three goods represented the
measures of change that had happened in the
period of 250 years. His idea has resulted in
the extended usage of index number till today.
For further information:

bit.ly/33ngFCU

SIGNIFICANCE
OF THIS CH
APTER
In general, index number is used to measure
all types of quantitative changes in the field of
industries, agricultures, trades and services.
Besides these, index number also plays an
important role in measuring the magnitude of
the economy such as income, job opportunity,
export, import, price and others.

Consumer Price Index (CPI) measures

the changes in the prices of goods and
services that represent the average
purchasing pattern of a group of people Scan this QR code
over a period of time. CPI is also used to watch a video on
CHAPTER 10

to calculate the inflation rate and cost of Consumer Price Index

living. Beside food and drinks, what are (CPI) in Malaysia.
other goods and services that can be
bit.ly/2PvIIMt
bought by Malaysian households?

10.1.1 271
 10.1 Index Numbers

Defining and describing index numbers

I paid RM680 for I paid RM748 for

this smart phone the same smart
last year. phone this year.

Based on the conversation above, what conclusion can be made

regarding the prices of the smart phones in this year and last year?
If you are able to state an increase of 10% in the prices, then you
have made a relation regarding the index number. Mathematics Museum
In general, index number is a statistical measure to measure
the change of a variable of a particular year as compared to The earliest recorded
another year which is considered to be the base year. The base calculation of index number
usually has the value of 100 and index number is 100 times the was in 1750.
ratio with the base. The variables can consist of value of currency,
price, product, earning, quantity, job opportunity and others.

There are varieties of index numbers with different calculations. For example:

Consumer price index Death index of road accidents

Market price at the a
I= × 10 000
current year ∑vehicles
IHP = × 100
Market price at base year a = total death at the current year
∑vehicles = total number of registered
vehicles till the current year

Air quality index

I –I
I = high low (C – Clow) + Ihigh
Chigh – Clow Body mass index
CHAPTER 10

I = Air quality index Weight (kg)

C = Concentration of pollutants BMI = × 100
Height (cm) × Height (cm)

272 10.1.1 10.1.2

 Index Numbers

InQuirY 1 In groups 21st Century Learning

Aim: To determine the percentage change and relate with index numbers
Instruction:
1. Work in 5 groups.
2. Look at the graphical info below regarding the data of total foreign workers according
to the sectors in Malaysia in the years 2013 and 2016.

649

388
Data of the 253 268
194
foreign workers 2016
in Malaysia
according to Construction Manufacture Agriculture Plantation Services
the sectors
in the years 2013
174
2016 and 2013 269
(in nearest thousand) 432
434

752
[Source: Malaysia Open Source]

3. Every group is required to pick only one sector to analyse.

4. In groups, answer the following questions:
(a) Determine the percentage change in the data for the year 2016 compared to that of
the year 2013 for each sector and interpret the percentage change obtained.
(b) List down the causes for the changes to take place.
(c) State two implications of the entry of foreign workers to our country.
(d) List down suggestions to overcome the negative effects of entry of the foreign
workers in this country.
5. Present your work in a creative way in front of the class.
6. Carry out a question and answer session with the members of other groups.

From the results of Inquiry 1, with the year 2013 as the base year, the index number is the
percentage change of the data of the foreign workers in Malaysia in the year 2016 compared to
the year 2013.
388
Percentage change in data of foreign workers in construction sector = × 100%
434
= 89.4%
CHAPTER 10

The above percentage can also be written in index number, I:

388
I= × 100
434
I = 89.4

10.1.1 10.1.2 273

 In general, the formula for index number can be written as: MATHEMATICS
POCKET
Q1
I= × 100 Price index or quantity is
Q0 the ratio in percentage,
without writing the
with Q0 = Price/Quantity at the base year percentage symbol.
Q1 = Price/Quantity at a particular year

Example 1
The price of an X-branded watch in the year 2017 and 2018
was RM500 and RM550 respectively. Calculate the index
number of the price of the watch in the year 2018 based on the
year 2017. Interpret the index number obtained.
Smart TIPS
The value of index number
more than 100 means there
Solution will be an increase when
compared to the base year
Let Q0 = Price in the year 2017 whereas index number
Q1 = Price in the year 2018 smaller than 100 means
Q there will be a decrease or
Index number, I = 1 × 100
Q0 reduction when compared to
the base year.
550
= × 100
500
= 110
Thus, there is an increase of 10% in the price from the year 2017
to the year 2018.

Example 2 Mind Challenge

In the year 2017, the number of sports governing bodies registered Can the value of index
with the Sports Commissioner Office is 893. Given that the index number be 100? If so, when
number of the registration of sports governing bodies of the year will this arise?
2017 based on the year 2010 is 156.39, calculate the number of
sports governing bodies registered in the year 2010.

Solution
Let Q0 = The number of registration in the year 2010
Q1 = The number of registration in the year 2017
Q
I = 1 × 100
Q0
156.39 = 893 × 100
Q0
CHAPTER 10

Q0 = 571
Thus, the number of sports governing bodies registered in the
year 2010 is 571.

274 10.1.1 10.1.2

 Index Numbers

Example 3 QR
The price index of a bicycle in the year 2018 based on the year Scan this QR code for
2010 and 2015 was 176 and 110 respectively. Find the price other methods to solve
index of the bicycle in the year 2015 based on the year 2010. problems involving index
numbers.
Solution
Q2018
× 100 = 176  … 1 Alternative Method
Q2010
Q2018 I2018/2010
× 100 = 110 … 2 I2018/2015 =
I2015/2010
× 100 bit.ly/2Ntoh02
Q2015
Q2015 176 110 =
176
× 100
1 ÷ 2 :  = I2015/2010
Q2010 110
Q I2015/2010 = 176 × 100
I = 2015 × 100 110
Q2010 = 160
176
= × 100
110
= 160

Self Practice 10.1

1. Malaysia Automotive Association (MAA) reported that the total number of registered
commercial vehicles in the year 2015 was 75 376 whereas the total registered number
commercial vehicles in the year 2017 was 61 956. Calculate the index for the number of
registered commercial vehicles in the year 2017 based on the year 2015 and interpret it.
2. The average monthly expenditure of a Malaysian household in the year 2014 was RM3 578.
In the year 2017, average monthly expenditure of a Malaysian household was RM4 033. Find
the average index for the monthly expenditure of a Malaysian household in the year 2017
based on the year 2014 and interpret your findings.
3. The total production of oil palm in Malaysia in the year 2013 was 720 440 105 metric tonnes.
Given the index of the total production of oil palm in the year 2016 based on the year 2013
was 90.23, find the total production of oil palm in the year 2016.
4. The table below shows the price indices for a particular type of drink.

Year 2013 Year 2019 Year 2019 Smart TIPS

(2011 = 100) (2011 = 100) (2013 = 100) The year 2013 (2011 = 100)
means price index in the
150 225 p year 2013 is based on the
year 2011.

Find the value of p.
5. The production index of industrial sugar in the year 2011 and 2012 based on the year 2010
CHAPTER 10

was 101.4 and 95.8 respectively. Calculate the index production of industrial sugar in the year
2012 based on the year 2011.

10.1.1 10.1.2 275

 Problem solving involving index numbers

Example 4 Mathematics Application

According to the statistics from the Ministry of Natural Resources and

Environment, the total number of visitors who visited Taman Negara
Pahang, Sungai Relau in the year 2016 was 17 721. If National Park
Corporation targeted a 10% increase in the number of visitors for the
year 2018, calculate the expected number of visitors in the year 2020
if the rate of increment of the visitors from the year 2018 to the year
2020 is the same as the rate of increment of the visitors from the year
2016 to the year 2018.

Solution

1 . Understanding the problem 3 . Implementing the strategy

◆ Number of visitors in the year 2016 The number of visitors in the year 2018
was 17 721. Q
I2018/2016 = 2018 × 100
◆ The increment of 10 percent from the Q2016
year 2016 to the year 2018. Q
110 = 2018 × 100
◆ The increment of 10 percent from the 17 721
year 2018 to the year 2020. Q2018 = 19 493
◆ Find the number of visitors in the year
The number of visitors in the year 2020
2020. Q
I2020/2018 = 2020 × 100
Q2018
2 . Planning the Strategy
Q
110 = 2020 × 100
19 493
◆ Find the number of visitors in the Q2020 = 21 442
year 2018 by using the index number
Thus, the expected number of visitors in
formula.
the year 2020 is 21 442.
◆ By using the number of visitors in the
year 2018, the number of visitors in
the year 2020 is calculated using the
index number formula.

4 . Making a conclusion
21 442
◆ The index number in the year 2020 is based on the year 2018, × 100 ≈ 110
19 493
19 493
◆ The index number in the year 2018 is based on the year 2016, × 100 ≈ 110
17 721
CHAPTER 10

276 10.1.3
 Index Numbers

InQuirY 2 In groups 21st Century Learning

Aim: To study the usage of index number

Instruction:
1. Read the newspaper extract below carefully.

The alarming rate of accidents among people

BANGI: National Institute of Occupational Safety “This increase is particularly worrying as we
and Health (NIOSH) expressed their concerns over celebrated our 61st Independence Day, we are only
the alarming rate of accidents among people in the independent or free from colonial shackles, but
country from 66 618 cases in the year 2016 to 69 980 still not independent from the aspect of attitude
cases in the year 2017. especially on the road,” he said in the media
The chairman of NIOSH, Tan Sri Lee Lam Thye conference after officiating celebration of the 61st
said, according to the statistics released by Social Independence Day 2018 at NIOSH headquarters.
Security Organisation (SOCSO), as many as 33 319
cases were recorded in 2017 involving accidents
which occurred when travelling to or returning from Translated from Berita Harian
workplaces, the increase was as much as 6.4% from (Source: https://www.bharian.com.my/berita/
31 314 cases of accidents recorded in the year 2016. nasional/2018/08/468225/kadar-kemalangan-di-
On the other hand, the rate of occupational hazards kalangan-rakyat-membimbangkan)
increased as much as 3.84% from 35 304 cases in the
year 2016 to 36 661 cases in the year 2017.

2. Carry out a brainstorming session among group members and answer the following
questions:
(a) Make a conjecture regarding the occupational hazard index in the year 2017
compared to the year 2016.
(b) What are the effects if the rate of occupational hazards continue to increase?
(c) What are the causes of the increase of occupational hazards in our country?
(d) Suggest ways to reduce the rate of occupational hazards in our country.
3. Prepare a graphical folio to answer the above questions.
4. Display your group result to the class.

Self Practice 10.2

1. The table shows the price index of groceries in the year 2015 and 2020 based on the year
2010.

Price index in the year

Item
2015 2020

Groceries 125 140

Find the price index of these groceries in the year 2020 based on the year 2015.
CHAPTER 10

2. The premium insurance payment of a company in the year 2016 increased as much as 5
percent compared to the year 2011. In the year 2018, the premium increased again as much as
10 percent compared to 2011. Find the premium insurance index in the year 2018 compared
to the year 2016.
10.1.3 277
 Intensive Practice 10.1 Scan the QR code or visit bit.ly/2IxHTyD for the quiz

1. In January 2017, the average temperature in town P was 25.3°C whereas the average
temperature in February 2017 was 27.4°C. Find the average temperature index in February
with January as the base time and interpret the index number obtained.
2. Given the price index of a certain item in the year 2016 based on the year 2015 was 130 and
the price index in the year 2016 based on the year 2012 was 120. Find the price index of this
item in the year 2015 based on the year 2012 and interpret it.
3. The table below shows the prices and the price indices of three ingredients P, Q and R which
are used in preparing a type of biscuit.

Cost (RM/kg) Price index in the year 2019

Material
Year 2015 Year 2019 based on the year 2015

P x 0.40 80
Q 2.00 y 140
R 0.80 1.00 z


Find the values of x, y and z.
4. The table below shows the retail prices of a chicken in January for the year 2015 until 2018.

Year Price (RM/kg) Price index

2015 5.80 p
2016 7.65 q
2017 7.80 r
2018 7.30 s


Using the year 2015 as the base year, find the value of p, q, r and s.
5. The diagram below shows the price index for a type of food in 2015 and 2018 based on the
year 2010.

Price index
Item
Year 2015 Year 2018
Food 110 118

CHAPTER 10

Find the price index of the food in the year 2018 based on the year 2015.

278
 Index Numbers

10.2 Composite Index

Determining and interpreting composite index

InQuirY 3 In pairs 21st Century Learning

Aim: Determine composite index

Instruction:
1. The table below shows the price indices and percentages of four ingredients used in
preparing semperit in the year 2019 based on the year 2018.

Ingredient Price index Percentage (%)

Margarine 120 30
Sugar 127 15
Wheat flour 108 50
Egg 107 5
2. Calculate the average price index for all the four ingredients and make a conclusion
about the average value.
3. What is the role played by the value of percentages in the calculation of the average price
index? If the percentages of these four ingredients are the same, what can you interpret
about the average price index?
4. Present your findings in front of the class and carry out a question and answer session
with other pairs.

From Inquiry 3, the average price index is obtained as follow:

(120 × 30) + (127 × 15) + (108 × 50) + (107 × 5)
Average price index =
100
= 114.4
The average price index indicates that there is an increase in the price of the raw ingredients
in the year 2019 compared to the year 2018. The value of the percentages represents the
importance of the usage of the raw materials in the preparation of semperit.
The value of this average price index is known as the composite price index (I) which
means the combination of a few indices as a statistical measure for overseeing the market or
sector performance from time to time involving the importance of each item. The importance
is known as the weightage (w). The value of weightage can be in the form of numbers, ratios,
percentage, readings on the bar chart or pie chart and others.
If I1, I2, I3, ..., In are the price indices for n items respectively with weightages w1, w2, w3,
..., wn, then the composite index can be calculated using the following formula:

(I1w1 + I2w2 + I3w3 +… + Inwn)

I =
CHAPTER 10

w1 + w2 + w3 +… + wn
∑Iiwi
I =
∑wi
with Ii = index numbers and wi = weightages

10.2.1 279
 Example 5 MATHEMATICS
POCKET
Price index of one kilogram of three types of fruits sold in a stall
Composite index without
in the year 2018 based on the year 2010 was 175, 120 and 160 weightage given is
respectively. Find the composite index of these fruits in the year calculated by assuming the
2018 based on the year 2010. value of the weightages
are the same for each index
number.
Solution
∑Iiwi
Composite index, I =
∑wi
175(1) + 120(1) + 160(1)
the weightage Mind Challenge
I = for each type
3 What is the difference
of fruits is 1
= 151.67 between composite index
with and without weightages
given? Explain the
importance of weightage in
the calculation of composite
index.

Example 6
The table below shows the expenditure of utility index of a factory in the year 2017 based on
the year 2011. The pie chart shows the percentages of the usage in a month.

Utility Expenditure index

Water 135 Fuel
25%
Electricity 140 Electric
Water 58%
Fuel 125
17%
Find the composite index of the expenditure of utility in the
year 2017 based on the year 2011.

Solution
∑Iiwi
Composite index, I =
∑wi
135(17) + 140(58) + 125(25)
=
17 + 58 + 25
13 540
=
CHAPTER 10

100
= 135.4

280 10.2.1
 Index Numbers

Self Practice 10.3

1. The price index of the traditional kuih such as nekbat, nagasari and serabai in the year 2020
based on the year 2015 is 105, 112 and 98 respectively. Find the composite index for the
three types of traditional kuih in the year 2020 based on the year 2015 and interpret the value
obtained.
2. The bar chart shows the credit points of three subjects
Weightage

in a college. Given the student entry index following 3

the subjects Chemistry, Economics and Science in the
year 2019 based on the year 2015 was 136, m and 108 2
respectively. Find the value of m if the composite index
for the three subjects in the year 2019 based on the year 1

2015 was 120.

0 Chemistry Economy Science Subject

Solving problem involving index numbers and composite numbers

The concepts of index numbers and composite numbers studied this far are used widely in
various fields for recognising and monitoring the trend in prices, production, job opportunities,
inflation and others.

Example 7
The table below shows the cost price of three main materials in making non-rusting steel by a
company.
Price in the year 2010 Price in the year 2018 Percentage
Material
(RM per metric tons) (RM per metric tons) (%)
Iron 2 025 3 424 72
Chromium 8 431 9 512 18
Nickel 62 235 50 916 10
(a) Calculate the price index for iron, chromium and nickel in the year 2018 based on the year
2010.
(b) Calculate the composite index for the cost of the production of the non-rusting steel in the
year 2018 based on the year 2010. Interpret your findings.
(c) Determine the cost of production of the non-rusting steel in the year 2018 if the cost in the
year 2010 was RM65 million.
Solution
Q2018 Q Q
(a) IIron = × 100 IChromium = 2018 × 100 INickel = 2018 × 100
Q2010 Q2010 Q2010
3 424 9 512 50 916
= × 100 = × 100 = × 100
CHAPTER 10

2 025 8 431 62 235

= 169.09 = 112.82 = 81.81
Thus, the price index for iron, chromium and nickel in the year 2018 based on the year
2010 was 169.09, 112.82 and 81.8 respectively.

10.2.1 10.2.2 281

 (b) Construct a table to determine ∑wi and ∑Iiwi.

Material Ii wi Iiwi
Iron 169.09 72 12 174.48
Chromium 112.82 18 2 030.76
Nickel 81.81 10 818.10
∑wi = 100 ∑Iiwi = 15 023.34

I = ∑Iiwi
wi
= 15 023.34
100
= 150.23
There was an increase of 50.23% in the production cost of the non-rusting steel in the year
2018 based on the year 2010.
Q
(c) I = 2018 × 100 BRAINSTORMING
Q2010
Q Did the decreasing price of
150.23 = 2018 × 100 the nickel in 2018 affect the
65 total production cost
Q2018 = 97.65 of the production of the
non-rusting steel? Discuss.
Thus, the production cost of the non-rusting steel in the
year 2018 was RM97.65 million.

Self Practice 10.4

1. The table below shows the price of four materials, A, B, C and D used in making roof tiles in
the year 2016 and 2010.

Cost (RM)
Material Weightage (%)
2010 2016
A 1.40 2.10 10
B 1.50 1.56 20
C 1.60 1.92 40
D 4.50 5.58 30

(a) Calculate the price index for each material in the year 2016 based on the year 2010.
(b) Calculate the composite index for all the materials in the year 2016 based on the year
CHAPTER 10

2010. Interpret your findings.

(c) Determine the price of the roof tile in the year 2010 if the price was RM2.65 in the year
2016.

282 10.2.2
 Index Numbers

2. The table below shows the price of five materials used in making a souvenir in the year 2013
and 2019.
Price in the Price in the
Price index Weightage
Material year 2013 year 2019
(2013 = 100) (%)
(RM) (RM)
P 5.00 6.00 120 8
Q 20.00 23.00 a 12
R 8.00 12.00 b 20
S 16.00 18.00 c 27
T 10.00 13.00 130 d

(a) Calculate the value of a, b, c and d.

(b) Calculate the composite index for the souvenir in the year 2019 based on the year 2013.
Interpret your findings.
(c) Determine the price of the souvenir in the year 2019 if the price in the year 2013 was
RM35.
(d) Calculate the price index of the souvenir in the year 2021 if the total cost of the materials
used is expected to increase by 10% in the year 2021.

Intensive Practice 10.2 Scan the QR code or visit bit.ly/2Ox3nPM for the quiz

1. The admission of students in a school according to the Science stream and the Arts stream
follows the ratio 60 : 40. Given that the admission index of students according to the Science
stream and the Arts stream in the year 2019 based on the year 2015 was 120 and 130
respectively. Find the composite index for the admission of students in the school in the year
based on the year 2019 and 2015.
2. Myra Company has three small subsidiaries in three districts in Selangor. The table below
shows the change in productivity and the number of workers in the three subsidiaries in the
year based on the year 2018 and 2010.
Change in productivity from the Number of
District
year 2010 to 2018 workers
Kuala Langat Increased 10% 3
Gombak No change 2
Shah Alam Decreased 20% 5

Find the composite index for the productivity of the three subsidiaries. Give your opinion
regarding the productivity of Myra Company based on the value you have obtained.
3. The subject evaluation in a college follows the Paper 1, Paper 2 and Course Work format. The
CHAPTER 10

allocation for Course Work is 20% of the total marks of the subject whereas the marks for Paper
1 and Paper 2 is 80% of the total marks and both of the papers are important in the calculation
of the final marks. Kalaivathy obtains 85, 72 and 68 marks for Paper 1, Paper 2 and Course
Work respectively. Calculate the final marks obtained by Kalaivathy in the subject.
10.2.2 283
 4. The table below shows the price index and change in the price indices for four main materials
in the production of a facial wash.

Price index in the Change in the price

Material year 2021 based on index from the year B
the year 2019 2021 to the year 2023 40% A
10%
A 150 No change
B 140 Reduced by 10% C D
30% 20%
C m No change
D 115 Increased by 20%

(a) Find the value of m if the composite index in the production of facial wash in the year
2021 based on the year 2019 is 133.
(b) Calculate the composite index in the production of the facial wash in the year 2023 based
on the year 2019.
(c) Calculate the production cost of the facial wash in the year 2023 if the cost corresponds
to the year 2019 is RM19.50.

Summary OF Chapter 10
�d
u�
i�� Without weightage

� Composite index
��e With weightage
� �o f�
o��e
i�

i�� INDEX
�m
��

NUMBERS
��a

Index number
��e��i� ∑ Iiwi
� ��
�� � I ,
m�
f�

=
�a Q1 ∑wi
�

I=  100
Q0 wi = weightage

WRITE YOUR JOURNAL

Based on your comprehension throughout this chapter, what do you understand about index
CHAPTER 10

number? In your opinion, what is the best way to determine the most suitable base year in
calculating the index number of goods or services? What is weightage? What are the factors
that affect the relative importance of an item?

284
 Index Numbers

MASTERY PRACTICE

1. The table below shows the price per kg of four types of goods, A, B, C, and D, in the year
2017 and 2019, price index in the year 2019 was based on the year 2017 and their weightages
respectively. PL3

Price in the Price in the Price index in the

Good year 2017 year 2019 year 2019 Weightage
(RM/kg) (RM/kg) (2017 = 100)
A 2.00 2.20 z 4
B 0.80 y 125 1
C 1.10 1.10 100 2
D x 1.20 120 3

(a) Find the value of x, y and z.

(b) Calculate the composite index of the goods in the year 2019 based on the year 2017.

2. The table below shows the price index of two materials A and B used in production of a type
of household decorations. PL3

Price index in the year 2018 Price index in the year 2020
Material
based on the year 2016 based on the year 2016
A 110 m
B n 110

Given the price of material B increased by 22% in the year 2018 from the year 2016. The
price of material A in the year 2016 was RM5.00 and the year 2020, RM6.05. Find the value
of m and n.
3. The table below shows the information related to four materials, A, B, C and D used in making a
toy. The percentage of usage of material B is not shown. PL4

Change in price index from the

Material Percentage usage (%)
year 2015 to the year 2018
A Reduced by 10% 50
B Increased 60%
C Increased 20% 10
D Increased 40% 10

The production cost of the toy was RM41 650 in the year 2018.
CHAPTER 10

(a) If the cost of material C in the year 2015 was RM7.60, find the cost in the year 2018.
(b) Calculate the corresponding production cost in the year 2015.
(c) The production cost is expected to increase by 60% from the year 2018 to the year 2020.
Calculate the percentage change in the production cost from the year 2015 to the year 2020.

285
 4. The rubber production in Malaysia is 1.126 million tonnes in 2005, x million tonnes in 2010
and 0.722 million tonnes in 2015. Calculate PL3
(a) the index number for the rubber production in the year 2015 based on the year 2005,
(b) the value of x, given that the index number for rubber production in the year 2010 based
on the year 2005 is 83,
(c) the index for the rubber production in the year 2020 based on the year 2005 if the index
for rubber production in the year 2020 based on the year 2010 is 105.
5. The table below shows the price for an item in 2000 and 2015. PL4

Year Price
2000 RM8
2015 RM10
(a) If the rate of price increase from 2015 to 2020 is twice the rate of price increase from
2000 to 2015, determine the price of that item in 2020.
(b) Calculate the price index in the year 2020 based on the year 2000.
6. The table below shows the price index and weightage for four types of materials in the year
2020 based on the year 2019. PL4
Materials Price index Weightage
P 107 2
Q 118 x
R 94 1
S 105 2x
(a) The composite index for the materials in the year 2020 based on the year 2019 is 108.
Determine the value of x.
(b) The price index for material P rises by 20% and the price index for material S drops by
10% in 2020 until 2021. The price index for other materials do not change. Determine the
composite index for the materials in the year 2021 based on the year 2019.
7. The table below shows the sales index for an encyclopedia in 2015 and 2017 with the year
2000 as the base year. PL4
Year 2015 2017
Sales index 109 145

Determine the sales index for the encyclopedia in the year 2017 based on the year 2015.
8. The table below shows the price index for three cameras. PL4

Year 2013 2019 2019

Camera (2011 = 100) (2011 = 100) (2013 = 100)
J 165 231 p
156 120
CHAPTER 10

K q
L 150 r 170

Determine the value of p, q and r.

286
 Index Numbers

9. The following shows the number of visitors who visited Pulau Langkawi in 2010 and 2017.
PL5

2010 2.45 million 2017 3.68 million

(a) Determine the number of visitors in 2020 if the rate of increase for the number of visitors
in 2017 to 2020 is twice the rate of increase from 2010 to 2017.
(b) Calculate the index for number of visitors in the year 2020 based on the year 2017. State
your interpretation based on the index number obtained.
10. The table below shows the price and weightage for three materials P, Q and R in the year
2018 based on the year 2016. PL4
Material P Q R
Price index 80 130 140
Weightage x y z

Given the composite index for material P and Q in the year 2018 based on the year 2016 is
120 whereas the composite index for materials P and R is 125. Determine the ratio x : y : z.
11. The price index for a safety helmet in the year 2014 based on the year 2010 was 80 and the
price index in the year 2018 based on the year 2014 was 110. Given the price for the safety
helmet in the year 2018 was RM166. PL5
(a) Calculate the price of the safety helmet in 2010 and 2014.
(b) Determine the percentage of decrease in price for safety helmets in 2010 compared to its
price in 2018.
12. The price for service charge in an agency in 2018 was RM1.50. If the price increased by 15%
in 2019, calculate PL5
(a) the price index for service charge in 2019 with 2018 as the base year,
(b) the price for the service charge in 2020 if the rate of price increase in 2019 to 2020 is the
same as the rate of price increase for 2018 to 2019.

Exploring MATHEMATICS
1. Prepare a monthly expenditure of your family according to each of the following
categories for the span of 3 months.
(a) Food and beverages (d) Transportation
(b) Clothing and shoes (e) Medication
(c) Water and electricity bills (f) Education
2. Explain the weightage based on the relative money spent by your family.
3. Determine the composite index for expenditures on the 2nd and 3rd month based on the 1st
CHAPTER 10

month. What conclusion can you make based on the composite index value obtained?
4. Explain ways to spend wisely.
5. Discuss in groups and make an interesting graphic folio.

287
Open the complete answer file in the QR Code on page vii to get the full solutions

Chapter 1  FUNCTIONS
Self Practice 1.3

( 12 ) = –9
Self Practice 1.1
1. (a) g(–5) = 2, g(–2) = 1, g
1. (a) Function because every object has only one
image even though element 7 has no object. 1
(b) b = –  , b = 3
(b) Function because every object has only one 2
image even though element 4 has two objects. 2. (a) k = 4 (b) k = 3
(c) Not a function because object r has two (c) k = 3
images, 8 and 10.
2. (a) Function
(c) Function
(b) Not a function ( )
1
2
1
3. (a) f(–2) = 11, f –  = 5 (b) , 1
2
1 1
1 (c) < x < 1 (d) x < –  , x > 2
3. (a) h : x → , x ≠ 0 (b) h : x → |x| 2 2
x 4. 2, 6
(c) h : x → x3 5. (a) m = – 4, c = 15
Self Practice 1.2 (b) 7 (c) 3
1. (a) Domain = {–2, –1, 0, 2, 4} Intensive Practice 1.1
Codomain = {1, 3, 4, 5}
Range = {1, 3, 4, 5} 1. (a) and (c) because every object has only one
(b) Domain = {j, k, l, m} image.
Codomain = {2, 3, 6, 7, 10} 2. (a) Not a function (b) Not a function
Range = {3, 7} (c) Function
(c) Domain of f is –3  x  5 3. (a) Function because every object has only one
Codomain of f is 2  f(x)  6 image.
Range of f is 2  f(x)  6 (b) Domain = {–7, –6, 6, 7}
2. (a) f(x) Range = {36, 49}
f(x) = |x + 1| (c) f : x → x2
5 4. (a) t = 6 (b) 0  f(x)  6
Range of f is 0  f(x)  5. (c) 0  x  4
5. (a) (i) 80 meter (ii) 72 meter
1 (iii) 45 meter
–2 –1 0 4
x (b) 3 seconds
(b) f(x) Self Practice 1.4
8
1. (a) f(x) = 3x (b) gf(x) = 2x – 7
2. (a) fg : x → 9 – 3x, gf : x → 3 – 3x
f(x) = |4 – 2x| Range of f is 0  f(x)  8.
4 f 2 : x → 9x, g2 : x → x
(b) fg : x → 4 + 2x2, gf : x → 4x2 + 16x + 16
f 2 : x → 4x + 12, g2 : x → x4
–2 0 2 4
x
6 6
(c) fg : x → + 4, x ≠ 0, gf : x → , x ≠ – 4
(c) f(x) x x+4
9 f 2 : x → x + 8, g2 : x → x
6 – 5x 1
(d) fg : x → , x ≠ 1, gf : x → ,x≠6
x–1 x–6
x–1
Range of f is 0  f(x)  9. f 2 : x → x – 10, g2 : x → ,x≠2
5
f(x)=|2x – 5| 2–x
3 3. fg(x) = 3x + 22, gf(x) = 9x + 24x + 22
2 2

(a) x = 1, x = 2 (b) x = 0, x = –4
x 4. a = –2, b = 9 or a = 2, b = –3
–2 0 5– 4
5. h = –k
2

288
 5
Self Practice 1.5 2. (a) h = 3, k = –1 (b)
6
1. (a) fg(3) = 4 ( 15 )= 9
(b) gf – 
3. a = 2, b = 3
4. (a) h = 2, k = −3
(c) f 2(4) = 3, g2( 12 ) = –1 (b) gf(x) =
− 3x2 + 18x − 19
(x – 3)2
,x≠3
1 5. (a) a = 3, b = 1 (b) f 4(x) = 81x + 40
(d) f 2(–1) = 5, g2(–1) = – 
2 6. (a) A(x) = x2, V(A) = 10A
2. (a) x = 2 (b) x = 2, x = –2 7. (a) g(x) = 2x2 – 3x – 13
(c) x = 2 (d) x = 1 (b) g(x) = x2 – 12x + 40
Self Practice 1.6 (c) g(x) = 14 – x
x–1
1. (a) g : x → 2x2 – 4x + 10 8. (a) g : x → (b) f (x) → 9x2 – 3x + 4
3
(b) g : x → x + 2 9. (a) p = 2, q = –1 (b) f 4(x) = 16x – 15
2. (a) g : x → x2 – 4x (b) g : x → 2x – 3 (c) f n(x) = 2nx + 1 – 2n
2 10. CN(t) = 15 000 + 800 000t – 40 000t2
3. (a) g : x → , x ≠ 0 (b) x = 24
x
4. (a) f (x) = 3x – 7 (b) gf(2) = –3 Self Practice 1.8
Self Practice 1.7 1. (a) f(4) = –5 (b) f –1(–1) = 6
(c) f –1(2) = –2 (d) f –1(–5) = 4
x 1
1. (a) f 2(x) = , x ≠ –  1 3
2x + 1 2 2. (a) g(12) = –  (b) g–1(4) =
x 1 2 4
f (x) =
3
, x ≠ –  (c) h(–1) = 3 (d) h–1(9) = 1
3x + 1 3
x 1
f (x) =
4
, x ≠ –  Self Practice 1.9
4x + 1 4
x 1 1. (a) Has an inverse
(b) f (x) =
20
, x ≠ –  (b) Does not have an inverse
20x + 1 20
x 1 (c) Does not have an inverse
f 23(x) = , x ≠ –  (d) Has an inverse
23x + 1 23
2. (a) f 2(x) = x (e) Does not have an inverse
1 (f) Does not have an inverse
f 3(x) = , x ≠ 0 (g) Has an inverse
x
f 4(x) = x 2. (a) Inverse function
(b) f 40(2) = 2 (b) Inverse function
1 (c) Not an inverse function
f 43(2) = (d) Not an inverse function
2
16 6 7 3. f(x)
3. (a) Ar(t) = πt (b) 113 π m2
9 9 8
v
4. (a) (i) v(t) = 200 + 100t (ii) h = 2 f
πr
2+t
(iii) hv(t) = 2
4π 1 f −1
(b) 1.75 cm −1 0
x
5. (a) r(t) = 3t −11 2 8

(b) Ar(t) is the area of water ripple, in cm2, as The domain of function f –1 is –1  x  8 and the
function of time, t in seconds range is –1  f –1(x)  2.
4. (a) y
(c) 8100 π cm2
7 h
Intensive Practice 1.2
3 h −1
x–1
1. (a) fg(x) = , x ≠ –1
x+1 x
2x – 1 −2 0 3 7
gf(x) = ,x≠0 −2
2x
1 (b) The domain of function h–1 is –2  x  7
(b) fg(2) =
(c) x = 2

( )
3
( )
1
gf –  = 2
2
1
5. (a) Pʹ , –2 (b)
2
Qʹ(–3, 1)
1 (c) Rʹ(5, 4) (d) Sʹ(–8, – 6)
(c) x =
3

289
 6. (a) y (b) a = 1, b = 4 8. (a) V = 4– πr3 (b) 0.49 cm
r 3
f
y = f −1( x ) Bʹ(10, 3)
x
0
Aʹ(2, − 1)

Self Practice 1.10 f –1

x+5 3 Mastery Practice

1. (a) f –1 : x → (b) f –1 : x → , x ≠ 0
2 x 1. (a) (i) 1 (ii) 6, 8, 9
4+x 6x
(c) f : x →
–1
, x ≠ 0 (d) f : x →
–1
,x≠5 (b) Yes because every object only has one image.
x x–5 (c) Domain = {2, 6, 7, 8, 9}
8x + 9 x – 3
(e) f –1 : x → , x ≠ 1 (f) f –1 : x → ,x≠1 Codomain = {1, 4, 5}
x–1 2x – 2 Range = {1, 4}
1 3
2. (a) f –1(4) = (b) x = –  , x = 1 2. (a) m = 35 (b) h : x → x2 − 1
3 2 3. Function but not a one-to-one function.
5 1
3. a = –  , b = 4. (a) y
2 8
x–7 4 f ( x ) =  x − 3
4. (a) f : x → (b) f : x → 2 – 5x
6
3x
(c) f : x → ,x≠3 x
x–3
()
−1 0 3 7
1 The range of function f is 0  f(x)  4.
5. (a) k = 2 (b) g = –6
2 (b) 1  x  5
Intensive Practice 1.3 (c) y
y = 2x−3
4 f ( x ) =  x − 3
1. (a) f (2) = 5 (b) g(5) = 8
(c) gf (2) = 8 (d) f –1(5) = 2
x
(e) g–1(8) = 5 (f) f –1g–1(8) = 2 − 10 3 7
2. (a) Yes (b) Yes −3
(c) No x=2
3. (a) y 5. (a) h = 7, k = 6 (b) 43
(2, 4)
6. m = 3, c = –13
x+2
f −1 The domain of function 7. (a) (i) f –1(x) = (ii) g(x) = 2x + 5
3
(4, 2) f –1 is 0  x  2. (b) x = –8
f
8. (a) k = 1 (b) m = 2, n = 1
x (c) f 2(x) = x (d) f –1(2) = 3
0
9. (a) (i)   Continuous functions   (ii) – 4  f(x)  4
(b) y
(b) Does not have an inverse function 1
4 10. (a) Condition x  0. (b) f –1(x) = x, f –1(x) = x4
f
The domain of function 11. A graph does not have to cross the line y = x if the
2 f –1 is 0  x  4. graph of a function and its inverse intersect. Both of
f −1 these graphs might intersect at another line.
8 + 5x
0 2 4
x 12. (a) (i) f –1(x) = ,x≠1
x–1
(c) y –3 – 4x
(4, 8) (ii) f –1(x) = ,x≠2
x–2
(b) f = f−1 if a = −d
f (8, 4) The domain of function 13. (a) (i) (ii)
f –1 is 0  x  8.
f −1 y=x
3
f –1 The range of f is
0
x 2 ( 0, 2 ) –1  f(x)  3 and the
4. (a) h = 5 (b) f –1(3) = 14 f domain of f –1 is
1
(c) m = –9 –1  x  3.
( 2, 0 )
3x – 2
5. (a) h(x) = , x ≠ 0 (b) x = 2 –1 0 1 3
x –1
6. x = –5, x = 2
20 (b) Range of f = domain of f –1 and domain of
7. (a) f –1(x) = 220 – x (b) 173.4
17 f = range of f –1.
290
 (i) Yes (c) r = −2 or r =
1
(ii) Yes, any points of (b, a) on the graph of f –1 16
are the reflection points of (a, b) on the 6. m = 12; 2, 6
graph of f at the line y = x. 7. 2 and 4; k = 8
2 100 – p + 600 8. −12, 12
14. (a) C = !w 9. h = 2, k = −5
25
(b) RM600.64 64 – 9d2
10. c =
15. 4
14 1
4 x 0.5
h(x) = 2π –––
11. (a) x  −  or x  1 (b) 1  x  4
12 10  2
(c) – 4 < x < 4
10 12. (a) m = −1, n = 12 (b) m = −20, n = 6
8
x + 4 0.5
g(x) = 2π  –––––
10 
13. a = 3, b = −10
x 0.5
6 f(x) = 2π  –––
10 
Self Practice 2.4
4 1. (a) 12; two different real roots
2 (b) 0; two equal real roots
(c) –104; no real roots
–5 0 5 10 15 (d) 109; two different real roots
(e) 0; two equal real roots
The period of pendulum T depends on the length of (f) 49; two different real roots
the pendulum, l. If the length increases, the period of
oscillation of the pendulum also increases. Self Practice 2.5
3 3
Chapter 2  QUADRATIC FUNCTIONS 1. (a) p = –  or p = 3 (b) p > – 
4 4
3
Self Practice 2.1 (c) p <
4
1. (a) –5.606, 1.606 (b) −1.193, 4.193 2. k < –2 or k > 6, k = –2 or k = 6
(c) −7.243, 1.243 (d) 0.634, 2.366 3. (a) h = −4, k = −12 (b) c < –16
(e) 0.134, 1.866 (f) −0.712, 4.212 5
2. (a) −1.317, 5.317 (b) −1.366, 0.366 4. k = h
4
(c) 0.131, 2.535 (d) −0.425, 1.175 5. 5 : 4
(e) −0.449, 4.449 (f) 0.275, 2.725
3. (a) 8 cm, 6 cm (b) 8 cm × 5 cm Intensive Practice 2.2
4. 3 1. (a) Two equal real roots
Self Practice 2.2 (b) Two different real roots
(c) No real roots
1. (a) x – 8x + 12 = 0 (b) x2 – 3x – 4 = 0 1
(c) x2 + 11x + 28 = 0 (d) 5x2 + 24x – 5 = 0 2. (a) k = −4 or k = 8 (b) k = − 
8
2. p = 2, q = −9 1
3. (a) 5x2 – 30x + 31 = 0 (b) x2 – 10x – 45 = 0 3. (a) r < −3 or r > 5 (b) r <
4
(c) 5x2 – 14 = 0 (d) 15x2 – 10x – 3 = 0 4 1
4. (a) x2 – 5x – 2 = 0 (b) 2x2 – 5x – 1 = 0 4. (a) p < (b) p < − 
5 24
(c) 4x2 – 29x + 1 = 0 (d) 2x2 + 29x + 2 = 0 5 5
5. 8x2 + 36x – 27 = 0 5. (a) k = −  or k = (b) x = –3
3 2
Self Practice 2.3 6. m = 2n – 4
7. (a) b = 8, c = 12 (b) –6, –2
1. (a) –2 < x < 2 (b) 2 < x < 8 8. (a) c1 = 4, c2 = 5
(c) –2  x  6 (d) x  –1 or x  3 (b) The equation does not have two real roots
2
(e) –3 < x < 1 (f) <x<4
3 Self Practice 2.6
2. x  –2 or x  8 1. (a) (i) The width of the graph decreases,
y-intercept does not change.
Intensive Practice 2.1 y
1. 0.059, 5.607 6 y = –x2 + x + 6
2. (a) x2 – 12x + 11 = 0 (b) 12, 11
3. (a) 19x2 – 4x – 1 = 0
(b) 7x2 + 160x + 175 = 0
(c) x2 + 12x + 13 = 0 x
4. k = −14 –2 0 3
5. (a) r = 1 (b) r = −3
291
 (ii) The width of the graph increases,
Self Practice 2.8
y-intercept does not change.
y 1. a = 2, p = 1, q = 5
2. (a) f(x) = x2 – 4x + 3,
6
f(x) = (x – 1)(x – 3)
(b) f(x) = – 4x2 + 4x + 8,
y = –x2 + x + 6 f(x) = – 4(x + 1)(x – 2)
x
(c) f(x) = 2x2 + 4x – 16,
–2 0 3 f(x) = 2(x + 4)(x – 2)
(b) The vertex is on the left side of y-axis. All points 1
3. The vertex is (–4, –5), f(x) = –  x2 – 4x – 13
are changed except for y-intercept. The shape of 2
the graph does not change. 4. (a) a = −1, h = 2, k = 16
y (b) f(x) = –x2 – 4x + 12
f(x) = – (x + 6)(x – 2)
6 y = –x2 + x + 6
( )
5. (a) f(x) = x –
1 2 25
2
–
4
(b) f(x) = – (x + 1) + 5

( )
2

1 2 49
(c) f(x) = –2 x + +
4 8
( )
x
–2 0 3
1 2
28
(c) The graph moves 8 units downwards. The shape (d) f(x) = 3 x – –
3 3
of the graph does not change. (e) f(x) = – (x – 2)2 + 16
y
(f) f(x) = 2(x + 1)2 – 18
6 y = –x2 + x + 6 Self Practice 2.9
1. (a) The maximum point is (2, 4) and the equation of
the axis of symmetry is x = 2.
x (b) (i) When a changes from –3 to –10, the
–2 –20 3 width of the graph decreases. The axis of
symmetry x = 2 and the maximum value 4
does not change.
y

4
f(x)= –3(x – 2)2 + 4
Self Practice 2.7
1. (a) The quadratic function has two x
equal real roots. The graph is a 0 2
x
parabola that passes through the
maximum point and touches the
x-axis at a point. (ii) When h changes from 2 to 5, the graph
with the same shape moves horizontally
(b) The quadratic function has 3 units to the right. The equation of the
two different real roots. axis of symmetry becomes x = 5 and the
The graph is a parabola that maximum value does not change which is
passed through the minimum x 4.
y
point and intersects the x-axis f(x)= –3(x – 2)2 + 4
at two points.
4

(c) The quadratic function
does not have real roots.
The graph is a parabola that
passes through the minimum 0 2 5
x
point and above the x-axis. x
2. (a) −1, 2 (b) 1, 5 (iii) When k changes from 4 to –2, the graph
10 with the same shape moves vertically 6
3. (a) q < 7 (b) q > –  units downwards. The maximum value
3
2 4 becomes –2 and the axis of symmetry does
4. (a) r < –  (b) r> not change.
3 3

292
 y (d) y
f(x)= –3(x – 2)2 + 4
(2, 2)
4
x
01 3
f ( x ) = − 2 (x − 1) (x − 3)
x
0 2 −6
–2

(e) y

( − 4, 1)
x
−5 −3 0

2. (a) h = 3, k = −3, p = 3
f ( x ) = − (x + 3) (x + 5)
(b) x = 5 (c) −1
3. (a) The graph moves 6 units to the right and the
− 15
width of the graph increases. The equation of (f) y
the axis of symmetry becomes x = 6 and the
minimum value does not change, which is 0. f ( x ) = 2 (x + 1) (x − 3)
(b) The graph moves 1 unit to the right and 5 units x
upwards and the width of the graph decreases. −1 0 3
The equation of the axis of symmetry becomes
x = 1 and the minimum value becomes 5. −6
(c) The graph moves 1 unit to the left and 4 units
downwards and the width of the graph increases. (1, − 8)

The equation of the axis of symmetry becomes (g) y
x = –1 and the minimum value becomes −4. (2, 9)
Self Practice 2.10 f (x) = −x 2 + 4 x + 5
5
1. (a) y

f ( x ) = (x − 1)2 − 4
x
−1 0 5
x
−1 0 3 (h) y
−3
(1, – 4)

f (x) = 2 x 2 + 3x − 2
(b) y
x
−2 0 1
_
f ( x ) = 2 (x + 2) − 2
2 2
−2

( )
6 3, – 31
–_ _
4 8
x (i) y
−3 −1 0 (2, 16)
( − 2, − 2)
(c) y 12
f ( x ) = − x 2 + 4 x + 12
(2, 9)
5 x
−2 0 6
f ( x ) = 9 − (x − 2)2
x Self Practice 2.11
−1 0 5
1. (a) 4 m (b) 0.8 second
(c) 7.2 m (d) 0 < t < 2
2. (a) 15 m (b) 31.62 m
3. 4 m, 1 m
4. (a) 200 m (b) 50 meter

293
 Intensive Practice 2.3 Mastery Practice

7 1. −0.816, 3.066
1. (a) k = −1 or k = 4 (b) k > – 
3 2. (a) x2 – 8x + 13 = 0 (b) 8, 13
2. 5 (c) Two real and different roots
3. (a) (x + 3) – 9 + n
2
(b) 4 3. (a) k = −8, 4 (b) k < −8, k > 4
(c) y
(c) k  –8, k  4
4. (a) p = 2 (b) p = −1
5. h : k = 7 : 6 ; x = 1
6. x < 2 or x > 5, 0  x  7; 0  x < 2 or 5 < x  7
4 7. (a) 3, 7 (b) p = −5, q = −12
f ( x ) = (x + 3)2 − 5
−3
x (c) x = 5 (d) 3 < x < 7
0 8. (a) b = −8, c = 12 (b) (4, −4)
−5 (c) 2 < x < 6 (d) 4

9. 9 km/h
4. −6 < r < −2, r = –6 or r = –2
10. 67.229 units
5. (a) The width of the graph decreases. The axis
11. (a) 20 units (b) 20 units
of symmetry and the minimum value do not
1
change. 12. (a) y = –  (x – 3)2 + 2.5
(b) The graph with the same shape moves 18
(b) 9.708 m
horizontally 3 units to the right. The equation
of the axis of symmetry becomes x = 4 and the
minimum value does not change, which is 2. Chapter 3  Systems of Equations
(c) The graph with the same shape moves vertically
3 units upwards. The minimum value becomes 5 Self Practice 3.1
and the axis of symmetry does no change, which 1. 3x + 2y + z = 750
is x = 1. 2. (a) Yes, because all three equations have three
6. (a) h ( t ) variables, m, n and p where the power of the
variables is 1. The equation has zero n value.
t=3
18 (b) No, because there are equations with have the
variable of power of 2.
(c) Yes, because all three equations have three
variables, a, b and c where the power of the
variables is 1.
t
0 3 Self Practice 3.2
(b) r(t)
1. (a) x = 1, y = 3, z = 2 (b) x = −1, y = 2, z = 3
36 2. (a) x = −1, y = 3, z = −1
28 16
t=3 (b) x = –  , y = 8, z =
3 3
Self Practice 3.3
t 1. P = RM8 000, Q = RM2 000, R = RM14 500
0 3
2. Carnations = 80, roses = 50, daisies = 70
(c) The graph of function h(t) with the value of 3. Pens = 3, pencils = 5, notebooks = 8
a = 2 is wider than the graph of r(t) with the value
of a = 4. Therefore, the bird that is represented Intensive Practice 3.1
by the function r(t) moves at the highest position,
which is 36 m above the water level compared to 1. (a) x + y + z = 180, x – 20 = y + z, x – 10 = 3z;
the bird that is represented by the function h(t) 100°, 50°, 30°
with 18 m above the water level. (b) x + y + z = 19, 2x + y + z = 22
7. p = 3, q = 7 x + 2y + z = 25; 3, 6, 10
2. (a) x = 2, y = 1, z = 0 (b) x = 3, y = 2, z = 1
8. (a) b = −1     (b)  c > 2     (c)  c = 4 8 44
9. (a) 4 seconds (b) 64 m (c) x = 5, y = −3, z = 1 (d) x = , y = –  , z = –6
5 5
10. (a) (i) α (ii) β (e) x = −1, y = 3, z = 1 (f) No solution
α+β 3. Butters = 500, chocolates = 750,
(iii) −αβ (iv)
2 coconuts = 900
α+β
(b) is the x-coordinate of the maximum point 4. Small = 9, medium = 6, large = 3
2 5. Chickens = 20, rabbits = 10, ducks = 20
of the graph and – αβ is the y-intercept of the
graph.

294
 Self Practice 3.4
1. (a) x = 19, y = 31 and x = 2, y = −3
2. ( 65 , 35 ) and (3, −3)
1
7 2 3. h = −2, k = ; x = 1, y = −4
(b) x = –  , y = and x = −4, y = 1 2
3 3 4. x = 5, y = 7
(c) x = 3.5811, y = −0.5811 and 5. 35.8519 cm3 or 36 cm3

( )
x = 0.4189, y = 2.5811
17 4
14 6. (−1, 0) and –  ,
(d) x = 7, y = −4 and x = –  , y = 3 29 29
( )
3 8 5
13 5 7 1 7. (−1, –2) and ,
(e) x = , y = and x = , y = 3 3
4 8 2 2
(f) x = 3, y = 1 and x = −3, y = 7 MASTERY PRACTICE
2. (a) y

30
1. (a) x + 2y + 3z = 120, 2x + 3y + 2z = 110
25
x + 4y + 2z = 180
(b) x + y + z = 30, 10x + 20y + 50z = 2 060,
20
x −3y – 2z = 25
15
2. (a) x = −2, y = 1, z = 3
10 (b) x = −1, y = 2, z = − 4
5 3. x = 15, y = 110, z = 55
x 1 2
–5 –4 –3 –2 –1 0 1 2 3 4 5 4. h = 2; x = –  , y =
–5 7 7
–10 5. RM 13 166.67, RM 6 666.67, RM166.66
–15 6. 8 m, 15 m and 17 m
–20 7. Yes, the line crossed the curve at another point,
5 9
–25 which is x = , y =
2 2
(– 4.3, –1.7) and (4.0, 2.5) 8. 48 cm2
(b) y 9. 4.5 m, 5.5 m
2 1
6 10. x = , y = 12 and x = , y = 24
3 3
5 7 28
11. Diameter = 7 m, radius = m; Diameter = m,
4 2 9
14
radius = m
3 9
2
Chapter 4 Indices, Surds and
1 Logarithms
x Self Practice 4.1
–4 –3 –2 –1 0 1 2 3 4
1 1
–1
1. (a) 55x (b) –
75 73
–2
(c) 9 (9 + 9 ) (d)
a –5 2
cd
7 8

–3 xy3
(e) x y (f)
6 11

–4
495
(g) 27x2 y (h) p10q3
–5 x5y5
(i) p7q20 (j)
710
(–1.2, –3.2) and (2.9, 0.9) 5y6 a4b2
(k) 10 (l)
Self Practice 3.5 x 6
2 18

1. 8 cm, 9 cm 2. (a) 1 (b) 4a 5

2. x = 8 cm, y = 6 cm or x = 6 cm, y = 4 cm a6
1 1 3 3
(c) 17 (d) + –
Intensive Practice 3.2 a a3 a4
a 20

2
1. (a) x = 5, y = 3 and x = −6, y = –  Self Practice 4.2
3
(b) k = 3.7322, p = 1.5774 and 1. (a) x = –11 (b) x = –2
k = 0.2678, p = 0.4226 (c) x = –3
2. (a) 10 cm (b) 3.4868 cm

295
 Intensive Practice 4.1 Self Practice 4.7

1. (a)
y3z2
(b)
xz3 1. (a) 2!w5 (b) 7!w
2
x y 5 2
(c) 4x12 y16 (d) e5 f 4 10 1
(c) !w (d)
7y9 x3y5 5 4
(e) 5 (f) 8 3 1 15 + 3!w
5 + 5!w
2 + !w
10
x 7 (e) !w + (f)
6 2 20
2. x = 7
3. x = 4 (g) 16 + !w3
4. m = 1 23
1
5. –  → −2 → –  →
2 3
→ 2 → 3 → −1 → −3 → −3 (h) 65 + 16!w
2 – 11!w
3
2 3 10 46
6. (a) 5 904 900 (b) 5 minutes (i) 45!w
3 – 33!w
5 – 20!w
3
7. 79 570 057 55
8. RM51 874.85 Self Practice 4.8
Self Practice 4.3
1. !w
39 cm
26 19 17
1. (a) (b) 3 2. (a) cm2 (b) 66 cm
!w
33 33 2
115 21 3. 13 + 4!w3
(c) (d) 13
333 37 5
4. (a) x = –2 (b)
2. (a) Surd because it is a non-recurring decimal. 8
(b) Surd because it is a non-recurring decimal. 1
(c)
(c) Not surd because it is a recurring decimal. 4
(d) Surd because it is a non-recurring decimal.
Intensive Practice 4.2
Self Practice 4.4
1. (a) !w
55 (b) !w70
1. (a) !w
6 (b) 15
!w
3
(c) !w
9 (d) 30
!w (c) ! 2
(d) !w6
8 2. (a) 2!w 6 (b) 9!w 2
(e) !
3
(f) !w
6
4
(c) 3!w 2 (d) !w4
(g) !w
4 (h) 10
!w 3
3. (a) 8!w 10 (b) 5!w 11
Self Practice 4.5
(c) 11!w 13 (d) 8!w 5
1. !w
260 = 2!w
65, (!w
16 !w
36)2 = 576,
(e) 9!w 3 – 6!w2 (f) 3!w 2 + 3!w 3
4!w
8 75
!w 30!w
27 (g) 105!w 3 (h) 24!w 30
= 2!w 2, = 5, = 15
4
2!w 3
!w 3
6!w (i) –!w 3 (j) 3!w 7 + 49
(!w
81)2 = 81 (k) 7!w 5 – 25 (l) 114 + 24!w 7
2. (a) 2!w
3 (b) 3!w
3 (m) –154 – 20!w 7 (n) 146 – 50!w 5
(c) 2!w
7 (d) 4!w
2 1
(o) 4 (p)
3
(e) 3!w
5 (f) 4!w
3
(q) !w
2 (r) 6
(g) 3!w
6 (h) 6!w
3
4. (a) 5!w 5 + 7!w 3 – 7!w 7
Self Practice 4.6 (b) 3!w 5 + 5!w 3 + 18!w 2
1. (a) 8!w5 (b) 12!w5 (c) 13!w 5 + 21!w 3 – 14!w7
(c) 2!w7 (d) –12 (d) 11!w 5 + 17!w 3 – 7!w7 + 36!w2
(e) 4!w5 + 25 (f) 3!w
7 – 35 5. (a) 2!w5 (b) 3 + !w 5
5
(g) 87 + 35!w3 (h) 20!w7 – 154
(1 + !w5) !w2
(i) –133 (c) –  (d) !w3 +
3 2
2. (a) Not similar surds (b) Similar surds 17 + 7!w 5 –5 + !w 21
(c) Similar surds (d) Not similar surds (e) (f)
4 2
(e) Similar surds
3!w 7 −!w 2
6. (a) –1 (b)
5
296
 12 + !w3 5. 3 years
(c) 6. 5.543 km
13
7. (2!w5 – !w
2 ) cm
1 + 5!w2 7 + 7!w
2
Intensive Practice 4.3
8. (a) (b) cm2
7 2 1. log51 = 0, log775 = 2.219
2. 2x + y – 3
Self Practice 4.9 3. 2
1. (a) log3 81 = 4 (b) log2 128 = 7 4
4.
(c) log5 125 = 3 (d) log6 216 = 3 3
2. (a) 104 = 10 000 (b) 10−4 = 0.0001 6. 2p – m – 1
(c) 27 = 128
3. (a) 0.9542
(d) 43 = 64
(b) 1.9956 (
7. log2 2 + 1 )
x
(c) –0.2375 (d) 6 8. y = 2x
(e) 4 (f) 4 1
9. (3 + x – y)
(g) 5 2
4. (a) x = 32 (b) x = 512 10. (a) 10−12 Watt (b) 31 : 25
(c) x = 256 (c) 140 decibels
5. (a) 138.7714 (b) 24.6774 11. (a) 2 500 000 (b) 3 729 561
(c) 5568.0099 (d) 0.0004052 (c) Year of 2095
(e) –0.0027064 (f) 0.000027829 Self Practice 4.14
Self Practice 4.10 1. 3 weeks and 2 days
1. (a) 0.115 (b) 1.712 2. (a) 32 amp
(c) 2.366 (d) –0.712 (b) (i) 8 amp (ii) 2 amp
2. (a) 3 (b) 2 (c) 3 seconds
(c) 2
Intensive Practice 4.4
1. (a) RM1 538.62
Self Practice 4.11
(b) 2.1156 years
1. (a) log2 xy
2
()
x
(b) logb 3
y
2. (a) 50 gram
3. (b) 6.93 hours
(b) 13219.2810 years

(d) log ( 16!w

y )
(c) log2 xy3 x MASTERY PRACTICE
4 3

(e) log3 m3n2 1. x = 0.4194

2. (a) 1 + q (b) 2p + q 2. n = 2
1 35 + !w
!w 21
(c)  (p + q) 3.
2 2
4. t = 0
Self Practice 4.12 8
5.
1. (a) 2.8137 (b) 0.1550 2
12 + 8!w
(c) 1.7959 (d) –0.1475 6. (a) 59.05°C (b) 2.12 seconds
2. (a) 2.7833 (b) 2.6309 7. 9 years
(c) 1.9820 3 2
8. +
2 3t 2s t
3. (a) (b)
t 2 5
9. x = , y = 2
2+t 2 – 2t 2
(c) (d)
t t 10. 21.85 years
2a + 3b a – 2b
4. (a) (b)
2 3 Chapter 5  Progressions
3+b
(c)
a+b Self Practice 5.1

Self Practice 4.13 1. (a) 14, add 14 to the previous terms.

(b) 3!w3 , add 3!w3 to the previous terms.
1. (a) 1.677 (b) 2.399 (c) (p – q), add (p – q) to the previous terms.
(c) 1.011 (d) loga23, add loga23 to the previous terms.
2. (a) 653803.075 (b) −0.712 2. (a) Arithmetic progression
(c) 1.982 (d) 18.866 (b) Not an arithmetic progression
(e) 1.792 (f) 6.389, –8.389 (c) Not an arithmetic progression
3. 2 years (d) Arithmetic progression
4. 11 years

297
 3. (a) 7. Company B, RM2 400
10
Self Practice 5.5

5 9 13 1. (a) Geometric progression

(b) Geometric progression
(c) Not a geometric progression
8 2. (a)
1 32
(b)
p
2 8

2p
4 2

–p 3p 7p 1
2
2
(b) 1 1 1 1
12p
3 6 12 24
(c)
17x
1 1
6 12
12x
1 1 1
7x 9x 11x 12 24 48
3. x = 3
The first three terms: 1, 4, 16 ; r = 4
x 5x
Self Practice 5.6
4. Arithmetic progression.
243 4 1 625
1. →3→7→ → → → 0.01
Self Practice 5.2 4 5 768 12
2. 23rd bounce
1. –23 → –12 → –3 → –0.4 → 25 → –14
2. (a) 37 years (b) RM1 500 Self Practice 5.7
Self Practice 5.3 p[p22 – 1]
1. (a) 81.9 (b) 2
3 (c) 3 587 226.5 p –1
1. (a) 1 000 (b) 165
5 2. 4
2. Horizontal
3. (b) 1 365
(a) 72 (b) 28 700
(c) 300 Self Practice 5.8
Vertical
(c) 31 570 (d) 22 1. (a) 2 250 (b) RM30 000
(e) 30 100 (c) 2 240 (d) 53
3. 451 units Self Practice 5.9
4. (a) 14 panels, the remaining wood pieces are 4
(b) White, 27 wood pieces 1. (a) 400 cm (b) 8 m
2. (a) The sequences of the perimeter: πj, πj(1.4),
Self Practice 5.4 πj(1.4)2, …
1. (a) 21 days (b) 20 books (b) 24.28 m
2. (a) 2 cm (b) 2 cm Intensive Practice 5.2
Intensive Practice 5.1 1. (a) n = 8, Sn = 1 640 (b) n = 7, Sn = log x−127
1. (a) An arithmetic progression 6 61
(c) n = 9, Sn = (d) n = 7, Sn = 5
(b) Not an arithmetic progression 11 64
2. 9
2. (a) 12 (b) −9 1
3. (a) 12 (b) 14 3. (a) –  , 3 (b) 512
2
4. (a) 425 (b) 4n[3n – 13] 1
(c) 1 225 4. (a) r = , a = 144 cm2 (b) 71.72 cm2
2
5. (a) −3 (b) 29 1
(c) 85 5. (a) (b) 351 cm
3
23 1
6. (a) −1 (b) –  6. r = , T2 = 7.25 kg
2 2
298
 MASTERY PRACTICE Self Practice 6.2

1. (a) 13 (b) −18 1. y

2. 3 Graph of y against x
3. (a) 4 cm3 (b) 324 cm3 30
1
4. (a) a = 120, r = (b) 240 25
2
5. (a) 56 chairs (b) 572 chairs 20
6. (a) Savings of RM30 000 can be obtained.
(b) The savings does not reach RM30 000. 15
7. (a) 3 (b) RM5 460 10

5
Chapter 6  Linear Law
x
Self Practice 6.1 0 5 10 15 20 25 30

1. The graph of linear relation is Diagram 1(b). The 2.

L(cm)
graph in Diagram 1(a) represents a non-linear Graph of L against m
relation because the shape of the graph obtained is a 4
curve while the graph in Diagram 1(b) represents a
3
linear relation because a straight line is obtained.
2. (a) Y 2

Graph of Y against X 1
50
m(g)
45 0 20 40 60 80 100 120

40 Self Practice 6.3

29 1
35 1. t = x+
16 50
30 2. (a) y
40 Graph of y against x
25
35
20
30
15
25
10
20
5
15
X 10
0 2 4 6 8 10 12
(b) Y 5

x
1.8 Graph of Y against X 0 10 20 30 40 50 60
(b) y-intercept = 12.5, gradient = 0.375
1.6
(c) y = 0.375x + 12.5
1.4
Self Practice 6.4
1.2
1. (a) y
1.0 Graph of y against x
30
0.8
25
0.6
20
0.4
15
0.2
10
0 X
2 4 6 8 10 12 14 5
The graph (b) which is a straight line is a graph
x
of linear relation. 0 2 4 6 8 10 12 14 16

299
 (b) (i) y-intercept = 4.0 3. (a)
(ii) y = 22 log10 y

3 Graph of log10 y against log10 (x + 1)

(iii) Gradient = 0.9
2
(iv) x = 7.4 0.8
3
(c) y = x + 4; y = 46
2 0.7

0.6
Intensive Practice 6.1
0.5
1. (a)
y 0.4
Graph of y
0.3
against x 8
0.2
6
0.1
4 log10 (x + 1)
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8
2 (b) (i) m = 1
(ii) 0.15
x (iii) 1.512
–4 –2 0 2
(c) (i) 4.9442
–2
(ii) 0.0619
–4 4. (a) xy
45 Graph of xy against x2
(b)
y2
40
7 Graph of y2 against 1–x
35
6
30
5
25
4
20
3
15
2
10
1
5
1–
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 x x2
0 5 10 15 20 25 30 35 40
The graph (a) is a non-linear graph while graph
(b) is a linear graph. The shape of graph (a) is a 33
(b) (i) m =
curve while the shape of graph (b) is a straight 37
line. (ii) 7.5
2. (iii) 10
Y (iv) 5.2
Graph of Y against X
(c) x = 10.18
120
Self Practice 6.5
100
y
1. (a) Y = , X = 12 , m = −q, c = p
80 x2 x
y
(b) Y = , X = x, m = h, c = 1
60 x
(c) Y = yx2, X = x2, m = q, c = p
40

20

X
0 10 20 30 40 50 60 70
11 518
Y= X+
50 5
300
 2. (a) 1– (b) y
––2
y x

Graph of 1–y against

x 5.0 y
Graph of ––2 against x
x
2.5
4.5

2 4.0

3.5
1.5
3.0
1
2.5

0.5 2.0

1.5
x
0 0.5 1 1.5 2 1.0
–0.5
0.5

–1 x
0
0.5 1 1.5 2.0 2.5 3.0
(c) a = 1.504
31 b = 0.5
(b) (i) q = −0.75 (ii) p = 3. (a) log10y = b log10a + x log10a
16
5 (b)
(iii)
y= log10 y
7
1.8
Graph of log10 y against x
Intensive Practice 6.2
1.6
1.
1.4
Non- Gradient, Y-intercept,
Linear Y-axis X-axis
linear m c 1.2

(a) y = 5x 2
y
=5 1.0
+ 3x x2 y 1 3 5
3 x2 x 0.8
+
x
0.6
(b) y = p!w x=
x y!w
q px + q y!w
x x p q 0.4
+
x
!w 0.2

(c) y = axb log10 y = x

log10a + log10 y log10 x b log10a 0 1 2 3 4 5

b log10x (c) a = 2.0106

b = 0.5275
(d) x = mxy x = Self Practice 6.6
+ ny y x x m n
mx + n y 1. (a)
log10y
2.0
(e) ypx = q log10 y = Graph of log10y against x
–log10 px log10 y x –log10 p log10q 1.5
+ log10q
1.0

(f) y(b – x) x
= –  x
0.5
= ax y a x x – 1 b
0
x
+ b y a a 2 4 6 8 10 12 14 16
a (b) (i) p = 2.51189
(ii) q = 1.25893
y (c) y = 7.94328
2. (a) = ax + b
x2

301
 2. (a) y (c) N = 1.3416
Graph of y against xy
22 (d) 20 workers
4. (a) log10L
20
16
1
Graph of log10L against ––
18 14 T
16 12
14 10
12 8
10 6
8 4
2
6 1
––
4 0 10 20 30 40 50 60 70 80 90 100 T
2 (b) (i) A = 1.585 × 108
(ii) b = 0.1258
xy
0 20 40 60 80 100 120 140 160 (c) 221.7°C
(b) a = –150.314868 5. (a) 1
––
b = –6.77094 v
(c) Gradient = 0.0066899, Y-intercept = 0.0452991 0.10 1
Graph of ––
1
v against ––
u
0.09
Intensive Practice 6.3
0.08
1. (a) p = 10
0.07
(b) p = 20
2. (a) t2 0.06

Graph of t against p
2 0.05
220
0.04
200
0.03
180
0.02
160
0.01
140 1
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 ––
u
120 –10u
(b) (i) v = (ii) 10
100 10 – u
80 MASTERY PRACTICE

y 4
60
1. (a) yx2 = 3x3 + 4, =3+ 3
40
x x
y y q
(b) 2 = px + q, 3 = p +
20 x x x
y p q
p (c) xy = p + q x2, = 2 +
0 10 20 30 40 50 60 p x x p
(b) t = 15.5 (d) log10 y = log10 p + !wx log10 k
(c) k = 2 (e) log10 y = log10 p + (x − 1) log10 k
3. (a) N2H (f) log10 y = x2 log10 k − log10 p
140 y
Graph of N2H against H 2. (a) = px + q (b) p = –0.25, q = 5.25
120 x
3. p = 100, q = 100
100 2
4. k = –1, h =
80
3
5. (a) log2 y
60
Qʹ(3, 5)
40
  Pʹ(1, 2), Qʹ(3, 5)
20
Pʹ(1, 2)
H
0 20 40 60 80 100
(b) a = 2.425 0
x

b = 12 (b) a = 1.414, b = 2.828

302
 8x + 3 11. (a) xy
6. (a) y =
x2 16 Graph of xy against x
(b) y = 0.8850
7. m 14
Graph of m against V
12
3
10

8
2
6
1 4

2
V
0 1 2 3 4
x
8. (a) y 0 1 2 3 4 5 6
35 Graph of y against x (b) (i) p = 4 (ii) q = 6
(iii) y = 2.8571
30
(c) x = 0.0625
25

20
CHAPTER 7  COORDINATE GEOMETRY

15
Self Practice 7.1

10
1. (a) Point P divides line segment AB in the ratio 1 : 2.
Point Q divides line segment AB in the ratio 1 : 1.
5 Point R divides line segment AB in the ratio
11 : 1.
x
0 10 20 30 40 50 60 (b)
S
3 25 A B
(b) y = x+
8 2 2. (a) m = 2, n = 5
9. (a) T°C Graph of T against t (b) P divides rope AB in the ratio 2 : 5.
40 (c) P(6, 0)
30 Self Practice 7.2
20 1. (a) P(−3, 4) (b) P(−2, 1)
10 (c) P(3, −1)
2. p = −2t
t(s) 3. (a) C(4,4) (b) D(2,1)
0 2 4 6 8 10
4. (a) 1 : 2, k = −2 (b) 1 : 1, k = 5
(b) 30.0
(c) 1 : 4, k = 7 (d) 2 : 3, k = 2
(c) (i) 28°C (ii) 32.5°C
(iii) 5 s Self Practice 7.3
10. (a) log10 y
Graph of log10 y against x 1. (28, 32)
1.0 2. (−1, 4), (2, 3)
0.9 3. (a) 2 : 1 (b) 5 units
0.8 Intensive Practice 7.1
0.7
1. R(6, 4)
0.6 2. (a) Q(11, −2) (b) (152, 32 )
0.5 3. h = 7, k = 1
4. e = 10f

( 32 )
0.4

0.3 5. (a) U(5, −4) (b) 8,−

0.2 (c) 3 : 1 (d) 5 units
6. (a) 1 : 3 (b) –1

( )
0.1
17
7. ,4
x 2
0 1 2 3 4 5 6 7 8 9
(b) (i) s = 1.90546 (ii) t = 1.20226
(iii) x=4
303
 (c) E(7, −4) (d) 27 units2
Self Practice 7.4
1. (a) Parallel (b) Parallel Intensive Practice 7.3
(c) Perpendicular (d) Perpendicular 1. (a) D(−2, 10), E(−1, 4) (b) 50 units2
1 2. (a) h = −2, k = −1 (b) 20 units2
2. (a) – (b) 2
6 3. (a) 0
3. (a) 3 (b) 6 (b) Point A, B and C are calinear.
4. 8 1
4. 47 units2
Self Practice 7.5 2
5. 5, 37 6. 1, 5
1. 3y – 2x = 20 7. (a) 20 (b) 14, 26
2. (a) (5, 5) (b) 3.606 units 8. (a) k = 7
(b) (i) H(3, 11) (ii) 1 : 2
Intensive Practice 7.2 9. (a) m = 2 (b) 17 units2
10. (a) 1.1402 km (b) 0.645 km2
1. (a) Parallel (b) Perpendicular
2. 3 Self Practice 7.10
3. (a) 3y + 2x = 23 (b) 2y – 3x = 11
S(1, 7) 1. (a) x2 + y2 – 9 = 0
4. (a) –9 (b) 17 (b) x2 + y2 – 4x – 6y + 4 = 0
5. h = −2 (c) x2 + y2 + 8x – 10y + 32 = 0
6. (a) 2y + x = 10, y = 2x (b) C(2, 4), 4.472 units (d) x2 + y2 + 2x + 12y + 28 = 0
7. (a) AB is 3y – x = 5 2. x2 + y2 + 4x − 2y − 20 = 0
DE is y + 3x = 15 3. (a) x2 + y2 + 8x = 0
(b) E(4,3), B(7,4) (b) 4x2 + 4y2 + 29x + 5y + 26 = 0
8. (a) AB is parallel to CD, AB is perpendicular to AD, (c) 5x2 + 5y2 + 36x − 56y + 164 = 0
CD is perpendicular to AD. (d) x2 + y2 – 10x + 4y + 21 = 0
(b) 2y = x + 9 4. 5x2 + 5y2 + 50x − 6y − 118 = 0
(c) y + 2x −22 = 0 5. x2 + y2 + 12x = 0
9. (a) (i) 3y + 2x = 19 (ii) B(8, 1) 6. 15x2 + 15y2 + 4x − 4 = 0
(b) (i) D(2, 5) 7. (a) x + 2y – 3 = 0 (b) 5x – 9y + 7 = 0
11. 2y + x = 17 (c) 8x + 10y – 87 = 0

Self Practice 7.6 Self Practice 7.11

1. (a) 24 units2 (b) 12 units2 1. x2 + y2 − 6x − 8y + 9 = 0

2. (a) x − y – 4 = 0 (c) (7, 3), (12, 8)
1
(c) 28 units2
2
( )
Intensive Practice 7.4
5
2. (5, 0), – , 0 1. (a) 3x2 + 3y2 + 12x − 68y + 364 = 0
( )
3
4. p = 1 26
(b) 0, , (0, 14)
11 3
5. (a) –3, (b) 1, 21 2. x + y −8x − 10y + 16 = 0
2 2
3
(c) –5, 7 (d) –7, 3 3. (a) x2 + y2 − 12x − 10y + 36 = 0
(b) 2, 10
Self Practice 7.7 4. y2 = 4x
1 5. (a) a2 + b 2 = 81 (b) 4x2 + y2 = 36
1. (a) 52 units2 (b) 88 units2 6.
2 P 2
1
2 –m A 1m D
1 1– m
(c) 19 units2 (d) 27 units2 S 2
2 1m
2. k = −4 B C R

Self Practice 7.8 1 1–2 m

1
1. 46 units2
Q
2 The locus consists of curves of a quadrant of 3 circles:
2. 30 units2 (i) APQ that is a quadrant with centre A and radius
1
of 2 m
Self Practice 7.9 2
1. (a) C(7, 8), M(2, 4) (b) 1 : 4 (ii) BQR that is a quadrant with centre B and radius
1
2. (a) k = 2 (b) P(3,2) of 1 m
2
1 (iii) CRS that is a quadrant with centre C and radius
3. (a) 13 units (b)
2
k=1
2 1
of m
2
304
 (c) Scalar quantity because the quantity only consists
MASTERY PRACTICE
of magnitude.
2 (d) Scalar quantity because the quantity only consists
1. (a) h = −3, k = 5 (b) of magnitude.
5
(c) 2y + 5x = 16 (e) Vector quantity because the quantity consists of
2. (a) P(2, 2) (b) y = x magnitude and direction.
1
3. , 1 4. (0, 6), (0, −3) Self Practice 8.2
2
5. 2x2 + 2y2 + 19x + 35 = 0 6. (3, 3) 1. (a) 5N
7. (a) C(4, −3) (b) D(8, 7) X Y
1 1 cm represents 1 N
(c) (i) k = –
2 (b) N
8. (a) P(3, 1) S
(b) QR: y + 3x = 40  SR: 3y – x = 10
(c) Q(12, 4), S(5, 5) (d) 25 units2 4 cm
9. (a) 30 units 2
RS
9k − 4h – 1
(b) , 37 – 3k −2h (c) P(6, 5)
2 1 cm represents 10 km
(d) y = x − 1 R
(e) (i) Q(8, 7) (ii) 1 : 1

( ) ( )
(c) v N
15 15 15 ∼
10. (a) R(−3, 6), S  0, , T  , 4 cm
2 8 4
9 1 cm represents 5 km h–1
(b) 18 units2
32 (d) 3.5 cm
11. (a) h = 1, k = 4 (b) y + 2x = 10
(c) y = −2x + 8, y = −2x − 8 a
12. (a) y + 5x + 9 = 0 1 cm represents 2 kg m s–1
(b) P(–3, 6), D(7, 8), C(13, 4) 2. !w20 N, 026.57°
(c) 78 units2 3. 117.15 km
13. (a) E(3, 1) (b) Square → → → → → →
4. MN = CD, EF = KL, GH = AB, a = d, c = f, b = e
B(6, –3) → →
14. (a) P = 4x – 400 5. (a) (i) ED (ii) FE
→
(b) P (iii) AF
→ →
(b) (i) DC (ii) CB
2000 →
1600
(iii) BA
1500
Self Practice 8.3
1000
→ 1 3 7 → 5
500 1. PQ = a~, ~x = – a~, y = – a~, RS = a~
2 2 4 4
x
0 100 200 300 350400 500 Self Practice 8.4
− 500
→ 1→
1. AB = PQ
(i) RM1 600 (ii) 350 copies 4
3
15. y 3. (a) m = – , n = 7 (b) m = 4, n = –3
4
→ 7→
B(6, 7) 4. VW = XY
2
5. k = 4
P → 8→
A (1, 2) C(7, 2) 6. SR = – QT
5
x
0
Intensive Practice 8.1
→
Chapter 8  VECTORS 1. AB = 3u
~
Self Practice 8.1 2. (a) 12 cm→ →
(b) (i) EC = 2a (ii)
BE = 6b
~ ~
1. (a) Scalar quantity because the quantity only consists 1 1
4. h = – , k =
of magnitude. 2 2
(b) Vector quantity because the quantity consists of 5. k = 4h – 2
magnitude and direction.

305
 (c) | p| = 5 units |q | = 8.602 units | r | = 5.099 units
Self Practice 8.5 ~  ~ ~
1. (a) (b) Self Practice 8.8
2 u∼+ ∼v 1. (a) 3.606 units (b) 8.062 units
1_ v + 2 u
4

2∼ ∼
(c) units (d) 13 units
7
(c) (d) (e) 6 units
u − 2 ∼v 3i + 2j –i – 9j
3v
u− _ 2. (a) ~ ~ (b) ~ ~
∼
2∼
2 ∼
13
!w 82
!w
2. 131.19°, 106.30 km h−1 –8i – 15j
2 (c) i (d) ~ ~
3. (a) y (b) –x + y ~ 17
3~ ~ ~ 3. (a) Unit vector (b) Unit vector
1 2 (c) Unit vector (d) Not a unit vector
(c) y – x (d) – y – x
3~ ~ 3~ ~ 4. (a) ±1 (b) ±1
4. (a) 578.27 km h–1 (b) 345.07° 1
(c) 0 (d) ±
Self Practice 8.6 2
!w
30 (e) ±0.866 (f) ±0.988
1. k = 5. p = ±3
7
→ →
2. (a) BD = –24x + 20y , AE = 6x + 15y 6. h = ±!ww
2k w
−ww
k2
~ ~ ~ ~
Intensive Practice 8.2 Self Practice 8.9

1. (a) y + x
~ ~
(b) –y + x
~ ~ ( )
–9
1. (a) 30
16
(b) –47 ( )
( ) ( )
1
(c) x + y 12 7
~ 2~ (c) –13 (d)
2. (a) 3x + y (b) y – 2x 16
~ ~ ~ ~ 2. (a) 10i + 18j (b) 2i + 6j
(c) –y + 2x ~ ~ ~ ~
~ ~ (c) –7i – 26j (d) 5.5i + 20j
3. –a + b 4. h = –10, k = 23 ~ ~ ~ ~
~ ~ –1
5. 6.47 m s
Self Practice 8.10
3

( )
6. (a) (i) –b + a (ii) (–b + a )
~ ~ 5 ~ ~ 2
2 3 3 1. −9.5
(iii) b + a (iv) –b + a
5~ 5~
( ) ( )
~ 4~ 30 10
2 3 3 2. Boat A = 15 , Boat B = 10
(b) (i) lb + la (ii) (1 – µ)b + µa
5 ~ 5 ~ ~ 4 ~ The two boat will not meet.
5 2
(c) l = , µ =
6 3 Intensive Practice 8.3

()3
Self Practice 8.7
→ → → 1. (a) 8 (b) 8.544 N
1. (a) OA = 2i + 2j , OF = –8i , BC = –10i + j ,
→ ~ ~ → ~ → ~ ~ 2. k = 10 or 1
FA = 10i + 2j , DE = 14i , DO = –j

() ( ) ( ) ( )
~ ~ ~ ~ 23
→ 2 → –8 → –10 → 10 3. m = , |u | : |v | = 9 : 16
(b) OA = 2 , OF = 0 , BC = 1 , FA = 2 , 3 ~ ~

( ) ( )
4i + 3j
→ 14 → 0
→
4. (a) BC = 8i + 6j (b) ~ ~
DE = 0 , DO = –1 ~ ~ 5

()
→
5 (c) AR = 6i + 2j
→
2. (a) OB = 8 (b) 8.602 units ~ ~
5. 2.96 km h−1, 101.69°
→ →
3. (a) (i) AB = 4i + j (ii) BA = –4i – j 6
→ ~ ~ ~ ~ 6. (a) 4, −8 (b)
(iii) BC = –i – 5j (iv)
→
DC = 2i (c) 4 5
~ ~ ~
(v)
→
AC = 3i – 4j (vi)
→
AB = 4i + j 1 2
!w
7. ± or ±
→ → ~ ~ ~ ~
2 2
(b) AB and DE, because they have the same gradient. !w
→ →
(c) BA and DE, because they are in the opposite 8. –2!w 5 i + !w
5j
~ ~
direction. 4–n
4. (a) p = 3i – 4j (b) P(3, – 4), Q(–5, –7), 9. m =
~ ~ ~ 4
q = –5i – 7j R(1, 5) 10. (a) (50 – 4t)i + (20 + 4t)j
~ ~ ~ ~ ~
r = i + 5j (b) After 5 hours
~ ~ ~
306
 MASTERY PRACTICE Intensive Practice 9.1
1. (a) a + b (b) a–c 1. ∠A = 64°, a = 37.359 cm, c = 26.158 cm
~ ~ ~ ~
2 2. (a) BE = 8 cm, CE = 6 cm, DE = 15 cm
2. –  3. m = !ww1 −wwnw2
3 (b) ∠EAB = 53.13°, ∠BCE = 53.13°,
2k + 17 ∠BCD = 126.87°, ∠ABD = 81.20°,
4. h =
8 ∠CBD = 25.06°
15i + 9j (c) Triangle BDC and triangle BDA have same
5. (a) ~ ~ (b) C(18, 13) angle and two sides with same length.
306
!ww w 3. (a) ∠PQR = 120° (b) 5.529 cm
→ 2 → 4. 61.62 cm
6. RS = (3i – 2j ) 7. BC = 2(u – v )
5 ~ ~ ~ ~ 5. 138.58 m
8. (a) (i) –a + b (ii) b–a
~ ~ ~ ~ Self Practice 9.5
(iii) 2(b – a ) (iv) b – 2a
~ ~ ~ ~
(v) 2b – 3a (vi) 2(b – 2a ) 1. (a) 3.576 cm (b) 18.661 cm
~ ~ ~ ~ (c) 53.891 m
→ 1→
(b) AB = FC (c) Parallel 2. (a) 51.38° (b) 35.26°
2
( )20 (c) 99.06°
9. (a) –21 (b) 29 km 3. 69.93°

( )
(c) –32
30 Self Practice 9.6
1. 29.614 m 2. 41.832 m
10. (a) (i) 6u (ii) 6u + 2v 3. 48.046 km
~ ~ ~
(b) (i) 9u + 3v (ii) 9u + (2 + 3k)v
~ ~ ~ ~ Intensive Practice 9.2
1
k=
3 1. 4.071 cm, 6.475 cm 2. 11.555 km
11. (a) (i) 4a + 4c (ii) 3a + 3c 3. 46.50° 4. 23.974 m
~ ~ ~ ~
(iii) 4a + 6c (iv) a + 3c
~ ~ ~ ~ Self Practice 9.7
4
12. (a) The resultant velocity of Arul’s boat is 4i + j
~ 3~ 1. (a) 112.482 cm2 (b) 28.670 cm2
7 (c) 75.206 cm2
The resultant velocity of Ben’s boat is 7i + j
~ 3~ 2. 27.078 cm
The difference of the speed is 3.163 m s–1 3. 51.237 cm2
3i – j 4. 18.146 m2
(b) ~ ~
10w
!ww Self Practice 9.8
1. 16.142 cm2 2. 17.69 cm2
Chapter 9  Solution of triangles 3. 2
Self Practice 9.1 Self Practice 9.9
p q r 1. 251.716 m2 2. 66.169 cm2
1. (a) = =
sin P sin Q sin R
k l m Intensive Practice 9.3
(b) = =
sin K sin L sin M 1. (a) 6 cm (b) 6 cm2
6 8 2. 43.012 cm2
(c) =
sin 40° sin 120° 3. 7.501 cm or 17.713 cm
Self Practice 9.2 4. 107.977 cm2
5. 89.233 cm2
1. (a) 5.611 cm (b) 52.29° 6. 14.664 cm
(c) 9.331 cm Self Practice 9.10
2. 55.344 m
2. (a) 19.519 cm (b) 115.865 cm2
Self Practice 9.3
3. 98.13°, 3.5 units2
1. (a) Ambiguous case exists.
(b) Ambiguous case does not exist. Intensive Practice 9.4
2. (a) 57.86° or 122.14° 1. (a) 40.20 cm2 (b) 125.63°
(b) 7.112 cm or 18.283 cm 2. 9.266 km
Self Practice 9.4 3. (a) 31.241 cm2 (b) Plane DBR
4. 31.455 km, 187.11°
1. 10.147 m 2. 41.224 m 5. 457.803 m

307
 3. 650 053 107 metric tonnes
MASTERY PRACTICE
4. 150
1. (a) a = 6.504 cm, b = 5.239 cm 5. 94.48
(b) ∠P = 105.03°, ∠Q = 49.92°, ∠R = 25.05° Self Practice 10.2
2. (a) 6.756 cm (b) 7.287 cm
3. (a) 13.82 cm (b) 33.387 cm2 1. 112 2. 104.76
4. (a) Y
Y Intensive Practice 10.1
13.4 cm 10 cm 13.4 cm 1. I = 108.3
10 cm
The average temperature in town P increased by
42.2˚ Z 8.3% in February 2017 compared to January 2017.
X Z1    X 42.2˚ 1
2. I = 92.31
(b) 64.17°, 115.83° (c) 25.066 cm2 The price of a certain item decreased by 7.69% in the
5. (a) 5.903 cm (b) 42.66° year 2015 compared to the year 2012.
6. (a) 37.59° (b) 14.309 cm2 3. x = 0.5, y = 2.80, z = 125
7. (a) 118.9° (b) B 4. p = 100, q = 131.90, r = 134.48
(c) 5.142 m s = 125.86
5. 107.27
A C Self Practice 10.3
C1 1. 105 2. 114
8. (a) 40° (b) 3.875 cm Self Practice 10.4
(c) 5.763 cm2
9. (a) N (b) 13.38 km 1. (a) IA = 150 , IB = 104, IC = 120, ID = 124
(b) 121
B
There was a 21% increase in the price of all
goods in the year 2016 compared to the year
235˚ 2010.
25 (c) RM2.19
R 2. (a) a = 115, b = 150, c = 112.5, d = 33
(c) (i) 14.20 km (ii) 153.36° (b) 126.68 (c) RM44.34
10. (a) (i) 58.277 km (ii) 58.76° (d) 110
(iii) 2535.79 km2
(b) Petrol station M (c) 63.395 km Intensive Practice 10.2
11. (a) (i) 124.35° (ii) 6.943 cm 1. (a) 124 2. 93
(iii) 26.368 cm2 3. 76.4
(b) B E 4. (a) 130 (b) 132
(c) RM25.74
B C 6.5 cm
MASTERY PRACTICE
7 cm D
9 cm
1. (a) x = 1.00, y = 1.00, z = 110
A (b) 112.5
10 2. m = 121, n = 122
12. (a) (b) 17.762 cm2, 8.881 cm 3. (a) RM9.12 (b) 35 000
33
(c) Triangle ZXY ʹ such that XZ is the same, (c) 90.4%
XY ʹ= XY, ∠XZY ʹ = ∠XZY 4. (a) 64.12 (b) 0.935 million tonnes
Triangle ZXY ʹ such that XZ is the same, (c) 87.15
ZY ʹ = ZY, ∠ZXY ʹ = ∠ZXY 5. (a) RM 15 (b) 187.5
6. (a) 4 (b) 105.25
Chapter 10  INDEX NUMBERS 7. (a) 133.03
8. p = 140, q = 130, r = 255
Self Practice 10.1 9. (a) 6.14 million
1. I = 82.20 (b) 166.85
The number of registered commercial vehicles The number of visitors in the year 2020
decreased by 17.80% in the year 2017 compared to increases by 66.85% compared to the year 2017.
the year 2015. 10. x : y : z = 1 : 4 : 3
2. I = 112.72 11. (a) P2014 = RM150.91, P2010 = RM188.64
The average monthly expenditure of a household (b) 12%
increased by 12.72% in the year 2017 compared to 12. (a) 115 (b) RM198.38
the year 2014.
308
Ambiguous case (Kes berambiguiti); Having Horizontal line test (Ujian garis mengufuk);
more than one solution in a triangle. A horizontal line that is used to identify if
Base (Asas); If a is a number and is written in a function is a one-to-one function.
index form, for example an, then a is the Included angle (Sudut kandung); Angle
base. between two given sides of a shape.
Base year (Tahun asas); A year that is chosen Index (Indeks) If a is a number, n is a positive
as a starting point for the calculation of integer and an, then n is the index.
a series of index numbers, usually a year Index number (Nombor indeks); A number
that has normal characteristics. that expresses the relative change of a
Codomain (Kodomain); A set, of which part quantity with respect to time.
of it is mapped from a domain set. Inverse function (Fungsi songsang); A
Common difference (Beza sepunya); A function that maps every image in the
constant that is added to the previous term function to its object.
to form an arithmetic progression. Line of best fit (Garis lurus penyuaian
Common ratio (Nisbah sepunya); A constant terbaik); The best straight line that is
that is multiplied to the previous term to drawn from points that do not form a
form a geometric sequence. perfect straight line.
Composite function (Fungsi Gubahan); Line segment (Tembereng garis); A part of a
Function of another function. line that connects two end points.
Conjecture (Konjektur); A prediction that Linear equation (Persamaan linear); An
is not proven but seems true. If there is equation that satisfies y = mx + c and
sufficient proof, the prediction becomes a forms a straight line.
theorem or a formula. Linear equation in three variables
Continuous function (Fungsi selanjar); A (Persamaan linear dalam tiga pemboleh
function with points on a graph that are ubah); An equation in the form of
connected with a line or curve in a certain ax + by + cz = d, where a, b and c are
interval. constants and non-zero.
Discrete function (Fungsi Diskret); A Locus (Lokus); A point that moves with a path
function with points on a graph, which that is traced by those points according to
points are not connected with a line or certain conditions.
curve. Logarithms (Logaritma); The logarithm of
Domain (Domain); Set of elements that are a positive number N to a positive base
mapped to another set by a relation. a is the index for a, i.e., if N = ax, then
Function (Fungsi); A special relation loga N = x.
in which every object in the domain Nonlinear equation (Persamaan tak linear);
corresponds to exactly one element of the An equation whose highest power of a
range. variable is more than one.
Heron formula (Rumus Heron); A formula One to one function (Fungsi satu dengan
that is used to determine the area of a satu); A relation whereby each object has
triangle when the length of all sides are only one image.
known.
309
Parallel line (Garis selari); Two or more mapped by the objects in the domain.
lines with the same gradient. Root (Punca); The value of an unknown
Parallel vector (Vektor selari); Two vectors which satisfies an equation.
are parallel if one vector is a scalar Simultanenous equation (Persamaan
multiple of another vector. serentak); Two or more equations that
Perpendicular line (Garis serenjang); Two contain common variables.
lines that intersect at 90 degrees. Tangent (Tangen); A straight line that touches
Plane (Satah); A flat surface that consists a curve at a point without crossing over.
of a horizontal plane, vertical plane and Term (Sebutan); Numbers that form a
curved plane. numerical sequence or progression.
Power (Kuasa); If a is a number and n is a Terminal point (Titik terminal); The endpoint
positive integer, then an is a number and is on a line segment that represents a vector.
called a power of n. Unit vector (Vektor unit); A vector with
Price index (Indeks harga); A statistical magnitude of one unit at a certain
measurement that is used to show price direction.
changes in a certain time. Variable (Pemboleh ubah); A quantity whose
Progression (Janjang); A sequence of value is unknown and not fixed.
numbers that is formed by adding or Vector magnitude (Magnitud vektor); The
multiplying a constant to the previous length or size of a vector.
term (except the first term). Vector quantity (Kuantiti vektor); A quantity
Quadratic function (Fungsi kuadratik); A that has magnitude and direction.
function in the form of f(x) = ax2 + bx + c, Vertex (Verteks); The minimum or maximum
where a, b and c are constants and a ≠ 0. point of a parabola.
Quadratic inequality (Ketaksamaan Vertical line test (Ujian garis mencancang);
kuadratik); An inequality with one A vertical line that is used to determine
quadratic expression with a variable on whether the relation of a graph is a
the left and zero on the other side. function.
Quadratic equation (Persamaan kuadratik); Weightage (Pemberat); A constant assigned
An equation in the form of ax2 + bx + c = 0, to a single item, indicative of the item’s
where a, b and c are constants and a ≠ 0. relative importance.
Resultant vector (Vektor paduan); A single Zero vector (Vektor sifar); A vector that has
vector that is formed from a combination zero magnitude and undefined direction.
of two or more vectors.
Range (Julat); Subset of the codomain that
contains all the images which have been

310
Chow W. K. (2013). Discovering Mathematics (2nd ed.). Singapore: Star Publishing Pte Ltd.

Greenwood, D., Robertson, D., Woolley, S., Goodman, J. & Vaughan, J. (2017). Essential
Mathematics for the Australian Curriculum Year 10. Australia: Cambridge University Press.

Thomas, E. J. & Brunsting, J. R. (2010). Styles and Strategies for Teaching Middle School
Mathematics. USA: Corwin Press.

Ho, S. T. & Khor, N. H. (2001). New Additional Mathematics. Singapore: SNP Panpac Pte Ltd.

Istilah Matematik untuk Sekolah-sekolah Malaysia (2003). Kuala Lumpur, Malaysia: Dewan
Bahasa dan Pustaka.

Yeo, J., Keng, S. T., Cheng, Y. L & Chow, I. (2013). New Syllabus Additional Mathematics
(9th ed.). Singapore: Shinglee Pte Ltd.

Rondie, P. L., Kemp, E., Buchanan, L., Fensom, J. & Stevens, J. (2012). Oxford IB Diploma
Programme: Mathematics Standard Level Course Companion. UK: Oxford University Press.

Lim, L. N. (2007). GCE O Level Additional Mathematics Key Points Exam Guide. Singapore:
Redpost Publications Pte Ltd.

Sullivan, M. (1996). Algebra & Trigonometry (4th ed.). USA: Prentice Hall, Inc.

Allen, R. G. D. (1975). Index Numbers in Economic Theory and Practice. USA: Transaction
Publishers.

O’Neill, R., Ralph, J. & Smith, P. A. (2017). Inflation: History and Measurement. UK: Palgrave
Macmillan.

Barret, R. (2008). NCEA Level 2 Mathematics Year 12. New Zealand: ESA Publications (NZ) Ltd.

Pemberton, S. (2016). Cambridge IGSCE and O Level Additional Mathematics Coursebook.

UK: Cambridge University Press.

Afriat, S. N. (2014). The Index Number Problem: Construction Theorems. UK: Oxford University
Press.

Zaini Musa, Abdul Rahim Mohd Idris & Tee, H. T. (2011). Matematik Tambahan Tingkatan 4.
Shah Alam: Cerdik Publications Sdn. Bhd.

311
Algebra  13, 27, 90, 115 Line segment  176, 181, 183, 206
Arithmetic progressions  128, 129, 130, 133, Linear equation  70, 72, 73, 75, 78
134
Magnitude  212, 214, 224, 227, 230
Axis of symmetry  50, 54, 56, 57, 58
Mapping  2, 13, 21, 22, 31
Cartesian plane  178, 182, 184, 190, 192,
Mass  2, 123, 213, 218
204, 207
Minimum point  49, 50, 54, 58, 63
Common difference  128, 129, 130, 133,
134, 135 Notation  2, 3, 14, 31
Composite  15, 17, 23, 30, 279, 280, 283, Object  3, 9, 15, 30
284, 287 Perpendicular line  184, 206
Constant  37, 46, 54, 56, 57, 63, 64, 128, 140 Plane  71, 72, 73
Cosine rule  252, 254, 263 Pythagoras Theorem  242, 252
Discriminant  45, 46, 51, 52, 60, 65 Quadratic  36, 38, 41, 45
Elimination method  73, 75, 78, 80, 81, 85 Relation  2, 5, 20, 117, 125
Factorisation method  80 Scalar quantity  212, 213, 214
Formula  37, 45, 55, 67, 94, 106, 109, 120, Sequence  128, 129, 130, 135, 140, 143
122
Sine rule  242, 244, 252, 263, 266
Function  3, 4, 9, 12, 20, 24, 27, 109, 111
Squares  37, 45, 55
Gradient  154, 157, 158, 160, 163, 166, 184,
186, 188, 206, 209 Statistics  272, 277, 279

Graph  43, 49, 50, 109, 111 Straight line  154, 156, 159, 160, 162, 170

Image  3, 9, 15, 30 Substitution method  73, 76, 80, 85

Index  90, 109, 110, 274, 276, 277, 279 Variable  2, 27, 28, 70, 72, 79, 80

Intersection point  36, 37, 57, 60, 72, 82, 87 Vector  212, 213, 214, 215, 217, 218, 221,
225, 227
Inverse  20, 24, 27, 30
Velocity  212, 213, 215, 223, 234
Laws of logarithms  119, 109, 113
Vertex  54, 55, 57, 60
Line of best fit  156, 157, 159, 160, 164, 166,
168, 170, 173 Weightage  279, 280, 284, 287

312
 Dengan ini SAYA BERJANJI akan menjaga buku ini
dengan baiknya dan bertanggungjawab atas kehilangannya,
serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan

Skim Pinjaman Buku Teks

Sekolah

Tarikh
Tahun Tingkatan Nama Penerima
Terima

Nombor Perolehan:

Tarikh Penerimaan:

BUKU INI TIDAK BOLEH DIJUAL

 RM9.90
ISBN 978-967-2375-42-5

FT434001