Advanced Mathematics

Teacher’s Guide
Senior Five
 Advanced Mathematics Teacher’s Guide Book Five

© 2020 Rwanda Education Board

All rights reserved
This book is property of the Government of Rwanda. Credit must be given
to REB when the content is quoted.

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FOREWORD

Dear Teachers,
Rwanda Education Board is honoured to present the teacher’s guide
for Mathematics to be used in the option with Core Mathematics. This
book serves as a guide to competence-based teaching and learning to
ensure consistency and coherence in the learning of the mathematics
content. The Rwandan educational philosophy is to ensure that
learners achieve full potential at every level of education which will
prepare them to be well integrated in society and exploit employment
opportunities.
In line with efforts to improve the quality of education, the government
of Rwanda emphasizes the importance of aligning teaching and
learning materials with the syllabus to facilitate their learning process.
Many factors influence what they learn, how well they learn and the
competences they acquire. Those factors include the relevance of the
specific content, the quality of teachers’ pedagogical approaches, the
assessment strategies and the instructional materials.
The ambition to develop a knowledge-based society and the growth
of regional and global competition in the jobs market has necessitated
the shift to a competence-based curriculum. This book provides active
teaching and learning techniques that engage student teachers to
develop competences.
In view of this, your role is to:
ᇢᇢ Plan your lessons and prepare appropriate teaching
materials.
ᇢᇢ Organize group discussions for students considering
the importance of social constructivism suggesting that
learning occurs more effectively when the students works
collaboratively with more knowledgeable and experienced
people.

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 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ Engage students through active learning methods such as

inquiry methods, group discussions, research, investigative
activities and group and individual work activities.
ᇢᇢ Provide supervised opportunities for students to develop
different competences by giving tasks which enhance critical
thinking, problem solving, research, creativity and innovation,
communication and cooperation.
ᇢᇢ Support and facilitate the learning process by valuing students’
contributions in the class activities.
ᇢᇢ Guide students towards the harmonization of their findings.
ᇢᇢ Encourage individual, peer and group evaluation of the work
done in the classroom and use appropriate competence-based
assessment approaches and methods.
To facilitate you in your teaching activities, the content of this book is self
explanatory so that you can easily use it. It is divided in 3 parts:
The part I explain the structure of this book and give you the methodological
guidance;
The part II gives a sample lesson plan;
The part III details the teaching guidance for concepts given in the student
book.
Even though this teacher’s guide contains the guidance on solutions for all
activities given in the learner’s book, you are requested to work through
each question before judging student’s findings.
I wish to sincerely express my appreciation to the people who contributed
towards the development of this book, particularly, REB staff, Teachers from
general education and experts from Local and international Organizations for
their technical support.

Dr. NDAYAMBAJE Irénée

Director General, REB

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ACKNOWLEDGEMENT

I wish to express my appreciation to the people who played a major role in

the development of this teacher’s guide for Senior Five Mathematics in the
option with Core Mathematics as a major subject. It would not have been
successful without active participation of different education stakeholders.
I owe gratitude to teachers whose efforts during the editing exercise of this
book were very much valuable.
Finally, my word of gratitude goes to the Rwanda Education Board staffs
who were involved in the whole process of in-house textbook production.

Joan MURUNGI
Head of CTLR Department

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 Advanced Mathematics Teacher’s Guide Book Five

Table of Contents
FOREWORD.................................................................................iii
ACKNOWLEDGEMENT.................................................................. v
PART I. GENERAL INTRODUCTION............................................ viii
1.1. The structure of the guide..................................... viii
1.2. Methodological guidance....................................... viii
PART II: EXAMPLE OF LESSON PLAN..................................... xxiii
PART III: UNIT DEVELOPMENT...............................................xxxii
Unit 1: Trigonometric Formulae, Equations and Inequalities.........1
1.1. Key unit competence................................................1
1.2. Objectives................................................................1
1.3. Main materials to be used in this unit: .....................1
1.4. Content and activities..............................................1
1.5. Answers for the end of unit assessment .................25
Unit 2: Sequences......................................................................27
2.1. Key unit competence..............................................27
2.2. Objectives..............................................................27
2.3. Main materials to be used......................................27
2.4. Content and activities.............................................27
2.5. Answers for the end of unit assessment .................43
Unit 3: Logarithmic and Exponential Equations..........................45
3.1. Key unit competence..............................................45
3.2. Objectives..............................................................45
3.3. Materials to be used...............................................45
3.4. Contents to be used ...............................................45
3.5. Answers for the end of unit assessment .................54
Unit 4: Solving Equations by Numerical Methods.......................55
4.1. Key unit competence..............................................55
4.2. Objectives..............................................................55
4.3. Materials to be used...............................................55
4.4. Content and activities.............................................55
4.5. Answers for the end of unit assessment..................71
Unit 5: Trigonometric Functions and their Inverses....................73
5.1. Key unit competence..............................................73

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 5.2. Objectives..............................................................73
5.3. Materials to be used...............................................73
5.4. Content and activities ............................................73
5.5. Answers for the end of unit assessment..................95
Unit 6: Vector Space of Real Numbers.......................................97
6.1. Key unit competence..............................................97
6.2. Objectives..............................................................97
6.3. Materials to be used...............................................97
6.4. Content and activities ............................................97
6.5. Answers for the end of unit assessment................116
Unit 7: Matrices and Determinant of Order 3...........................119
7.1. Key unit competence............................................119
7.2. Objectives............................................................119
7.3. Materials used......................................................119
7.4. Content and activities...........................................119
7.5. Answers for end of unit assessment .....................137
Unit 8: Points, Straight Lines, Planes and Sphere in 3D...........139
8.1. Key unit competence............................................139
8.2. Objectives............................................................139
8.3. Materials .............................................................139
8.4. Content and activities...........................................139
8.5. Answers for the end of unit assessment ...............187
Unit 9: Bivariate Statistics.......................................................191
9.1. Key unit competence............................................191
9.2. Objectives............................................................191
9.3. Materials used in this unit....................................191
9.4. Content and activities...........................................191
9.5. Answers for the end of unit assessment ...............198
Unit 10: Conditional Probability and Bayes Theorem...............201
10.1. Key unit competence...........................................201
10.2. Objectives...........................................................201
10.3. Materials used in this unit ..................................201
10.4. Content and activities..........................................201
10.5. Answers for the end of unit assessment ..............209
References...............................................................................210

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 Advanced Mathematics Teacher’s Guide Book Five

PART I. GENERAL INTRODUCTION

1.1. The structure of the guide

The tutor’s guide of Mathematics is composed of three parts:
The Part I concerns general introduction that discusses methodological
guidance on how best to teach and learn Mathematics, developing
competences in teaching and learning, addressing cross-cutting issues in
teaching and learning and Guidance on assessment.
Part II presents a sample lesson plan. This lesson plan serves to guide the
teacher on how to prepare a lesson in Mathematics.
The Part III is about the structure of a unit and the structure of a lesson. This
includes information related to the different components of the unit. This
part provides information and guidelines on how to facilitate student while
working on learning activities. More other, many application activities from
the textbook have answers in this part.

1.2. Methodological guidance

1.2.1. Developing competences
Since 2015 Rwanda shifted from a knowledge based to a competency-
based curriculum for pre-primary, primary, secondary education. This called
for changing the way of learning by shifting from teacher centred to a learner
centred approach. Teachers are not only responsible for knowledge transfer
but also for fostering learners’ learning achievement and creating safe
and supportive learning environment. It implies also that learners have to
demonstrate what they are able to transfer the acquired knowledge, skills,
values and attitude to new situations.
The competence-based curriculum employs an approach of teaching and
learning based on discrete skills rather than dwelling on only knowledge or
the cognitive domain of learning. It focuses on what learner can do rather
than what learner knows. Learners develop competences through subject

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unit with specific learning objectives broken down into knowledge, skills and
attitudes through learning activities.
In addition to the competences related to Mathematics, student teachers
also develop generic competences which should promote the development
of the higher order thinking skills and professional skills in Mathematics
teaching. Generic competences are developed throughout all units of
Mathematics as follows:
Generic competences Ways of developing generic competences
Critical thinking All activities that require learners to calculate,
convert, interpret, analyse, compare and
contrast, etc have a common factor of
developing critical thinking into learners
Creativity and innovation All activities that require learners to plot a
graph of a given algebraic data, to organize and
interpret statistical data collected and to apply
skills in solving problems of economics have a
common character of developing creativity into
learners
Research and problem solving All activities that require learners to make a
research and apply their knowledge to solve
problems from the real-life situation have a
character of developing research and problem
solving into learners.
Communication During Mathematics class, all activities that
require learners to discuss either in groups or
in the whole class, present findings, debate
…have a common character of developing
communication skills into learners.
Co-operation, interpersonal relations All activities that require learners to work in
and life skills pairs or in groups have character of developing
cooperation and life skills among learners.

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Lifelong learning All activities that are connected with research

have a common character of developing into
learners a curiosity of applying the knowledge
learnt in a range of situations. The purpose of
such kind of activities is for enabling learners to
become life-long learners who can adapt to the
fast-changing world and the uncertain future by
taking initiative to update knowledge and skills
with minimum external support.

The generic competences help learners deepen their understanding of

Mathematics and apply their knowledge in a range of situations. As
students develop generic competences, they also acquire the set of skills
that employers look for in their employees, and so the generic competences
prepare students for the world of work.
1.2.2. Addressing cross cutting issues
Among the changes brought by the competence-based curriculum is the
integration of cross cutting issues as an integral part of the teaching learning
process-as they relate to and must be considered within all subjects to be
appropriately addressed. The eight cross cutting issues identified in the
national curriculum framework are: Comprehensive Sexuality Education,
Environment and Sustainability, Financial Education, Genocide studies,
Gender, Inclusive Education, Peace and Values Education, and Standardization
Culture.
Some cross-cutting issues may seem specific to particular learning areas/
subjects but the teacher need to address all of them whenever an opportunity
arises. In addition, learners should always be given an opportunity during
the learning process to address these cross-cutting issues both within and
out of the classroom.

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Below are examples of how crosscutting issues can be addressed:

Cross-Cutting Issue Ways of addressing cross-cutting issues

Comprehensive Sexuality Education: The Using different charts and their

primary goal of introducing Comprehensive interpretation, Mathematics teachers
Sexuality Education program in schools is should lead students to discuss the
to equip children, adolescents, and young following situation: “Alcohol abuse and
people with knowledge, skills and values unwanted pregnancies” and advise
in an age appropriate and culturally gender students on how they can fight those
sensitive manner so as to enable them abuses.
to make responsible choices about their
sexual and social relationships, explain Some examples can be given when
and clarify feelings, values and attitudes, learning statistics, powers, logarithms and
and promote and sustain risk reducing their properties.
behaviour.
Environment and Sustainability: Using Real life models or students’
Integration of Environment, Climate experience, Mathematics teacher should
Change and Sustainability in the lead students to illustrate the situation of
curriculum focuses on and advocates for “population growth” and discuss its effects
the need to balance economic growth, on the environment and sustainability.
society well-being and ecological systems.
Learners need basic knowledge from the
natural sciences, social sciences, and
humanities to understand to interpret
principles of sustainability.
Financial Education: Through different examples and
The integration of Financial Education calculations on interest rate problems,
into the curriculum is aimed at a total revenue and total cost, Mathematics
comprehensive Financial Education teacher can lead student to discuss how to
program as a precondition for achieving make appropriate financial decisions.
financial inclusion targets and improving
the financial capability of Rwandans so
that they can make appropriate financial
decisions that best fit the circumstances of
one’s life.

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Gender: At school, gender will be Mathematics teacher should address

understood as family complementarities, gender as cross-cutting issue through
gender roles and responsibilities, the need assigning leading roles in the management
for gender equality and equity, gender of groups to both girls and boys and
stereotypes, gender sensitivity, etc. providing equal opportunity in the lesson
participation and avoid any gender
stereotype in the whole teaching and
learning process.
Inclusive Education: Inclusion is based Firstly, Mathematics teachers need to
on the right of all learners to a quality identify/recognize students with special
and equitable education that meets their needs. Then by using adapted teaching
basic learning needs and understands the and learning resources while conducting
diversity of backgrounds and abilities as a a lesson and setting appropriate tasks
learning opportunity. to the level of students, they can cater
for students with special education
needs. They must create opportunity
where student teachers can discuss
how to support colleagues with special
educational needs.
Peace and Values Education: Peace and Through a given lesson, a teacher
Values Education (PVE) is defined as should:
education that promotes social cohesion, • Set a learning objective which is
positive values, including pluralism and addressing positive attitudes and values,
personal responsibility, empathy, critical • Encourage students to develop the
thinking and action in order to build a culture of tolerance during discussion
more peaceful society. and to be able to instil it in colleagues
and cohabitants;
• Encourage students to respect ideas for
others.

Standardization Culture: Standardization With different word problems related

Culture in Rwanda will be promoted to the effective implementation of
through formal education and plays a Standardization, Quality Assurance,
vital role in terms of health improvement, Metrology and Testing, students can
economic growth, industrialization, be motivated to be aware of health
trade and general welfare of the people improvement, economic growth,
through the effective implementation industrialization, trade and general welfare
of Standardization, Quality Assurance, of the people.
Metrology and Testing.

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1.2.3. Guidance on how to help students with special education
needs in classroom
In the classroom, students learn in different way depending to their learning
pace, needs or any other special problem they might have. However, the
teacher has the responsibility to know how to adopt his/her methodologies
and approaches in order to meet the learning need of each student in the
classroom. Also teachers need to understand that student with special needs,
have to be taught differently or need some accommodations to enhance the
learning environment. This will be done depending on the subject and the
nature of the lesson.
In order to create a well-rounded learning atmosphere, teachers need to:
ᇢᇢ Remember that learners learn in different ways so they have
to offer a variety of activities (e.g. role-play, music and singing,
word games and quizzes, and outdoor activities);
ᇢᇢ Maintain an organized classroom and limits distraction. This
will help learners with special needs to stay on track during
lesson and follow instruction easily;
ᇢᇢ Vary the pace of teaching to meet the needs of each child.
Some learners process information and learn more slowly than
others;
ᇢᇢ Break down instructions into smaller, manageable tasks.
Learners with special needs often have difficulty understanding
long-winded or several instructions at once. It is better to use
simple, concrete sentences in order to facilitate them understand
what you are asking.
ᇢᇢ Use clear consistent language to explain the meaning (and
demonstrate or show pictures) if you introduce new words or
concepts;
ᇢᇢ Make full use of facial expressions, gestures and body language;
ᇢᇢ Pair a learner who has a disability with a friend. Let them do
things together and learn from each other. Make sure the friend
is not over protective and does not do everything for the one
with disability. Both learners will benefit from this strategy;

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ᇢᇢ Use multi-sensory strategies. As all learners learn in different

ways, it is important to make every lesson as multi-sensory as
possible. Learners with learning disabilities might have difficulty
in one area, while they might excel in another. For example, use
both visual and auditory cues.
Below are general strategies related to each main category of disabilities and
how to deal with every situation that may arise in the classroom. However,
the list is not exhaustive because each child is unique with different needs
and that should be handled differently.
Strategy to help learners with developmental impairment:
ᇢᇢ Use simple words and sentences when giving instructions;
ᇢᇢ Use real objects that learners can feel and handle. Rather than
just working abstractly with pen and paper;
ᇢᇢ Break a task down into small steps or learning objectives. The
learner should start with an activity that she/he can do already
before moving on to something that is more difficult;
ᇢᇢ Gradually give the learner less help;
ᇢᇢ Let the learner with disability work in the same group with those
without disability.
ᇢᇢ Strategy to help learners with visual impairment:
ᇢᇢ Help learners to use other senses (hearing, touch, smell and
taste) and carry out activities that will promote their learning
and development;
ᇢᇢ Use simple, clear and consistent language;
ᇢᇢ Use tactile objects to help explain a concept;
ᇢᇢ If the learner has some sight, ask him/her what he/she can see;
ᇢᇢ Make sure the learner has a group of friends who are helpful
and who allow him/her to be as independent as possible;
ᇢᇢ Plan activities so that learners work in pairs or groups whenever
possible;

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Strategy to help learners with hearing disabilities or communication
difficulties
ᇢᇢ Always get the learner‘s attention before you begin to speak;
ᇢᇢ Encourage the learner to look at your face;
ᇢᇢ Use gestures, body language and facial expressions;
ᇢᇢ Use pictures and objects as much as possible.
ᇢᇢ Keep background noise to a minimum.
Strategies to help learners with physical disabilities or mobility
difficulties:
ᇢᇢ Adapt activities so that learners, who use wheelchairs or other
mobility aids, can participate.
ᇢᇢ Ask parents/caregivers to assist with adapting furniture e.g. the
height of a table may need to be changed to make it easier for a
learner to reach it or fit their legs or wheelchair under;
ᇢᇢ Encourage peer support when needed;
ᇢᇢ Get advice from parents or a health professional about assistive
devices if the learner has one.
Adaptation of assessment strategies:
At the end of each unit, the tutor is advised to provide additional activities to
help students achieve the key unit competence. These assessment activities
are for remedial, consolidation and extension designed to cater for the needs
of all categories of students; slow, average and gifted students respectively.
Therefore, the tutor is expected to do assessment that fits individual student.
Remedial activities After evaluation, slow students are provided with lower
order thinking activities related to the concepts learnt to facilitate them in
their learning.
These activities can also be given to assist deepening knowledge acquired
through the learning activities for slow students.

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Remedial activities After evaluation, slow students are

provided with lower order thinking
activities related to the concepts learnt to
facilitate them in their learning.
These activities can also be given to assist
deepening knowledge acquired through the
learning activities for slow students.

Consolidation activities After introduction of any concept, a range

number of activities can be provided to all
students to enhance/ reinforce learning.
Extended activities After evaluation, gifted and talented
students can be provided with high order
thinking activities related to the concepts
learnt to make them think deeply and
critically. These activities can be assigned
to gifted and talented students to keep
them working while other students are
getting up to required level of knowledge
through the learning activity.

1.2.4. Guidance on assessment

Assessment is an integral part of teaching and learning process. The main
purpose of assessment is for improvement of learning outcomes. Assessment
for learning/ Continuous/ formative assessment intend to improve students’
learning and tutor’s teaching whereas assessment of learning/summative
assessment intends to improve the entire school’s performance and education
system in general.
Continuous/ formative assessment
It is an on-going process that arises during the teaching and learning process.
It includes lesson evaluation and end of sub unit assessment. This formative
assessment should play a big role in teaching and learning process. The
teacher should encourage individual, peer and group evaluation of the work
done in the classroom and uses appropriate competence-based assessment
approaches and methods.
Formative assessment is used to:

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 ᇢᇢ Determine the extent to which learning objectives are being
achieved and competences are being acquired and to identify
which students need remedial interventions, reinforcement
as well as extended activities. The application activities are
developed in the learner book and they are designed to be given
as remedial, reinforcement, end lesson assessment, homework
or assignment
ᇢᇢ Motivate students to learn and succeed by encouraging students
to read, or learn more, revise, etc.
ᇢᇢ Check effectiveness of teaching methods in terms of variety,
appropriateness, relevance, or need for new approaches and
strategies. Mathematics tutors need to consider various aspects
of the instructional process including appropriate language
levels, meaningful examples, suitable methods and teaching
aids/ materials, etc.
ᇢᇢ Help students to take control of their own learning.
In teaching Mathematics, formative or continuous assessment should
compare performance against instructional objectives. Formative assessment
should measure the student’s ability with respect to a criterion or standard.
For this reason, it is used to determine what students can do, rather than
how much they know.
Summative assessment
The assessment can serve as summative and informative depending to its
purpose. The end unit assessment will be considered summative when it is
done at end of unit and want to start a new one.
It will be formative assessment, when it is done in order to give information
on the progress of learners and from there decide what adjustments need to
be done.
The assessment done at the end of the term, end of year, is considered as
summative assessment so that the teacher, school and parents are informed
of the achievement of educational objective and think of improvement
strategies. There is also end of level/ cycle assessment in form of national
examinations.

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When carrying out assessment?

Assessment should be clearly visible in lesson, unit, term and yearly plans.
ᇢᇢ Before learning (diagnostic): At the beginning of a new unit
or a section of work; assessment can be organized to find out
what students already know / can do, and to check whether the
students are at the same level.
ᇢᇢ During learning (formative/continuous): When students appear
to be having difficulty with some of the work, by using on-
going assessment (continuous). The assessment aims at giving
students support and feedback.
ᇢᇢ After learning (summative): At the end of a section of work
or a learning unit, the Mathematics Tutor has to assess after
the learning. This is also known as Assessment of Learning to
establish and record overall progress of students towards full
achievement. Summative assessment in Rwandan schools
mainly takes the form of written tests at the end of a learning
unit or end of the month, and examinations at the end of a
term, school year or cycle.
Instruments used in assessment.
ᇢᇢ Observation: This is where the Mathematics teacher gathers
information by watching students interacting, conversing,
working, playing, etc. A teacher can use observations to collect
data on behaviours that are difficult to assess by other methods
such as attitudes, values, and generic competences and
intellectual skills. It is very important because it is used before
the lesson begins and throughout the lesson since the teacher
has to continue observing each and every activity.
ᇢᇢ Questioning
(a) Oral questioning: a process which requires a student to respond verbally
to questions
(b) Class activities/ exercises: tasks that are given during the learning/
teaching process
(c) Short and informal questions usually asked during a lesson

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(d) Homework and assignments: tasks assigned to students by their teacher
to be completed outside of class.
Homework assignments, portfolio, project work, interview, debate, science
fair, Mathematics projects and Mathematics competitions are also the
different forms/instruments of assessment.
1.2.5. Teaching methods and techniques that promote active
learning
The different learning styles for students can be catered for, if the teacher
uses active learning whereby learners are really engaged in the learning
process.
The main teaching methods used in mathematics are the following:
ᇢᇢ Inductive-deductive method: Inductive method is to move from
specific examples to generalization and deductive method is to
move from generalization to specific examples.
ᇢᇢ Analytic-synthetic method: Analytic method proceeds from
unknown to known, ’Analysis’ means ‘breaking up’ of the
problem in hand so that it ultimately gets connected with
something obvious or already known. Synthetic method is the
opposite of the analytic method. Here one proceeds from known
to unknown.
ᇢᇢ Skills Laboratory method: Laboratory method is based on the
maxim “learning by doing.” It is a procedure for stimulating
the activities of the students and to encourage them to make
discoveries through practical activities.
ᇢᇢ Problem solving method, Project method and Seminar Method.
The following are some active techniques to be used in Mathematics:
ᇢᇢ Group work
ᇢᇢ Research
ᇢᇢ Probing questions
ᇢᇢ Practical activities (drawing, plotting, interpreting graphs)
ᇢᇢ Modelling
ᇢᇢ Brainstorming

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ᇢᇢ Quiz Technique
ᇢᇢ Discussion Technique
ᇢᇢ Scenario building Technique
What is Active learning?
Active learning is a pedagogical approach that engages learners in doing
things and thinking about the things they are doing. Learners play the key
role in the active learning process. They are not empty vessels to fill but
people with ideas, capacity and skills to build on for effective learning. Thus,
in active learning, learners are encouraged to bring their own experience and
knowledge into the learning process.
The role of the teacher in active learning The role of learners in active learning

• The teacher engages learners through A learner engaged in active learning:

active learning methods such as inquiry • Communicates and shares relevant
methods, group discussions, research, information with peers through
investigative activities, group and presentations, discussions, group work
individual work activities. and other learner-centred activities
• He/she encourages individual, peer (role play, case studies, project work,
and group evaluation of the work done research and investigation);
in the classroom and uses appropriate • Actively participates and takes
competence-based assessment responsibility for his/her own learning;
approaches and methods. • Develops knowledge and skills in active
• He provides supervised opportunities ways;
for learners to develop different • Carries out research/investigation by
competences by giving tasks which consulting print/online documents and
enhance critical thinking, problem resourceful people, and presents their
solving, research, creativity and findings;
innovation, communication and • Ensures the effective contribution
cooperation. of each group member in assigned
• Teacher supports and facilitates the tasks through clear explanation
learning process by valuing learners’ and arguments, critical thinking,
contributions in the class activities. responsibility and confidence in public
speaking
• Draws conclusions based on the
findings from the learning activities.

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Main steps for a lesson in active learning approach
All the principles and characteristics of the active learning process highlighted
above are reflected in steps of a lesson as displayed below. Generally, the
lesson is divided into three main parts whereby each one is divided into
smaller steps to make sure that learners are involved in the learning process.
Below are those main part and their small steps:
1) Introduction
Introduction is a part where the teacher makes connection between the
current and previous lesson through appropriate technique. The teacher
opens short discussions to encourage learners to think about the previous
learning experience and connect it with the current instructional objective.
The teacher reviews the prior knowledge, skills and attitudes which have a
link with the new concepts to create good foundation and logical sequencings.
2) Development of the new lesson
The development of a lesson that introduces a new concept will go through the
following small steps: discovery activities, presentation of learners’ findings,
exploitation, synthesis/summary and exercises/application activities.
ᇢᇢ Discovery activity
Step 1
- The teacher discusses convincingly with learners to take responsibility of
their learning
- He/she distributes the task/activity and gives instructions related to the
tasks (working in groups, pairs, or individual to instigate collaborative
learning, to discover knowledge to be learned).
Step 2
- The teacher let learners work collaboratively on the task;
- During this period the teacher refrains to intervene directly on the
knowledge;
- He/she then monitors how the learners are progressing towards the
knowledge to be learned and boosts those who are still behind (but without
communicating to them the knowledge).

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ᇢᇢ Presentation of learners’ findings/productions

- In this episode, the teacher invites representatives of groups to present
their productions/findings.
- After three/four or an acceptable number of presentations, the teacher
decides to engage the class into exploitation of learners’ productions.
ᇢᇢ Exploitation of learner’s findings/ productions
- The teacher asks learners to evaluate the productions: which ones are
correct, incomplete or false
- Then the teacher judges the logic of the learners’ products, corrects those
which are false, completes those which are incomplete, and confirms
those which are correct.
ᇢᇢ Institutionalization or harmonization (summary/conclusion/ and
examples)
- The teacher summarizes the learned knowledge and gives examples which
illustrate the learned content.
ᇢᇢ Application activities
- Exercises of applying processes and products/objects related to learned
unit/sub-unit
- Exercises in real life contexts
- Teacher guides learners to make the connection of what they learnt to real
life situations. At this level, the role of teacher is to monitor the fixation of
process and product/object being learned.
3) Assessment
In this step the teacher asks some questions to assess achievement of
instructional objective. During assessment activity, learners work individually
on the task/activity. The teacher avoids intervening directly. In fact, results
from this assessment inform the teacher on next steps for the whole class
and individuals. In some cases, the teacher can end with a homework/
assignment. Doing this will allow learners to relay their understanding on
the concepts covered that day. Teacher leads them not to wait until the

xxii
last minute for doing the homework as this often results in an incomplete
homework set and/or an incomplete understanding of the concept.

PART II: EXAMPLE OF LESSON PLAN

When teaching any lesson, you can follow the following steps.
Introduction
Start by reviewing previous lesson through asking some questions to learners.
If there is no previous lesson, ask them prerequisites related questions for
the lesson of the day.
Lesson development
In this step, activities can be more than one (exploration activity, explanation
activity and elaboration activity). For each one, give an activity to learners that
will be done in groups or individually. After a while, invite one or more groups
for presentation of their work to other groups. If the activity is individual,
ask one or more learners to present his/her work to others. After activities,
capture the main points from the presentation of the learners and guide
the whole class to summarize them. After this, provide application activity
in their respective groups. Request learners to correct them on chalkboard
where you guide every student by addressing eventual misconception.
Evaluation
Give students an activity to be done individually as an assessment. Correct
every one and provide related feedback.
Conclusion
Conclude the lesson and remember to assign a home work to students.
This homework may include remedial activities, consolidation activities
or extended activities depending on the feedback from the assessment.
Sometimes when there is no problem in the assessment, a teacher can
provide a homework which will arouse the curiosity of students for the next
lesson.

xxiii
 Advanced Mathematics Teacher’s Guide Book Five

See example of a planned lesson here bellow.

School: ……………………… Academic year: ……….. Te a c h e r ’ s
name: ……………

Term Date Subject Class Unit No Lesson Duration Class

No size
1 ………. Mathematics S5 1 ………. 80 35
MEG minutes
Type of Special Educational Needs and number of learners
For low vision learners: to avail big printed documents and facilitate these learners.
Avoid making a group of low vision only otherwise it can be considered as
segregation.
Gifted learners: to encourage them to explain, to each other and help their
classmates.
Unit title TRIGONOMETRIC FORMULAE AND EQUATIONS

Key Unit Solve trigonometric equations, inequalities and related problems

Competence: using trigonometric functions and equations.

Title of the Trigonometric inequalities

lesson
Instructional Given instruments of geometry, learners should be able to
objective represent a trigonometric inequality on trigonometric circle and
find the solution accurately.
Plan for this Location: Classroom
Class Learners are organised into groups.

Learning Exercise book, pen, calculator, ruler

Materials
References Learners’ Book

Description of teaching and learning activity

In groups, learners will do the activity 1.9 from learner’s book page 23, make
presentation of group findings. In conclusion, learners will do questions 1 and 2 of
exercise 1.9 from learner’s book page 30 in their respective groups and solve them
on chalkboard. Learners will do question 3 of exercise 1.9 as individual quiz and
question 4 will be an assignment. At the end of the lesson learners are also given
another assignment to be discussed as an activity of the next lesson “Application:
Simple harmonic motion”.

xxiv
 Advanced Mathematics Teacher’s Guide Book Five

Timing for each step Teacher’s activities

Introduction Ask questions on previous lesson.

5 minutes

Body of the lesson Step 1:

15 minutes Form groups
• Request the learners to do activity 1.9
from learner’s book page 23 in their
groups
• Goes round to check the progress of
the discussion, and intervenes where
necessary.
10 minutes • Guides learners with special educational
needs on how to do activity.

Step 2:
Request a reporter from each group to
present the work on the chalkboard.

xxvi
 Learners’ activities Competences and cross
cutting issues to be
addressed
Question: Students are developing
Solve the following equations communication skills when
2 they are explaining and
cos x = sharing ideas
2
1
sin 2 x =
2
Respond to questions on the chalkboard
Answers:
π
x=± + 2 kπ , k ∈ 
4
π
12 + kπ
=x  , k ∈
 5π + kπ
 12
In their groups, learners will do activity 1.9 • Cooperation and
• Draw a trigonometric circle interpersonal
• Represent the given inequality on trigonometric management developed
circle. through working in
groups .
• Reporter represents the work.
• Learners interact through questions and
comments.
Answers: • Communication: learners
sine is less than 0 communicate and convey
information and ideas
through speaking when
they are presenting their
work.

• Self confidence: learners

will gain self confidence
competence when they
are presenting their work.

xxvii
 Advanced Mathematics Teacher’s Guide Book Five

10 minutes Step 3:
Capture the main points from the
presentation of the learners and summarise
them.

xxviii
 1 • In group activities, the
cosine is greater or equal to fact of being convinced
2
without fighting, peace
and education values are
developed too.

sine is greater than

3
2

2
cosine is less or equal to −
2

xxix
 Advanced Mathematics Teacher’s Guide Book Five

Conclusion
10 minutes Request learners to give the main points of
the learned lesson in summary.

15 minutes Request learners to do application activity

1.9 in their respective groups.
Goes round to check the progress of the
discussion, and intervenes where necessary.

15 minutes Request some learners to answer to

questions 1 and 2 of application activity 1.9
on chalkboard.
Ensures that the learners understood the
learned lesson and decide to repeat the
lesson or to continue with new lesson next
time
10 minutes

Give to the learners an individual evaluation

(quiz) and homework to the leaned lesson.
Lead into next lesson
Request learners to do activity 1.10 at
home.
Teacher self evaluation Even if the objective has been achieved, some
learners had no instruments of geometry
and calculators. The time management has
been disturbed by the fact of borrowing
materials from their classmates. For this
reason, next time each learner must have his/
her own materials (instruments of geometry,
calculator, …)

xxx
Summarize the learned lesson Learners develop critical
When solving inequalities, first replace the thinking through generating
inequality sign by equal sign and then solve. Find a summary.
all no equivalent angles in [ 0, 2π ] . Place these
angles on a trigonometric circle. They will divide
the circle into arcs. Choose the arcs containing the
angles corresponding to the given inequality.

Do questions 1 and 2 of application activity 1.9,

from learner’s book page 30, in their respective Through group activities,
groups. cooperation is developed.

Do questions 1 and 2 of application activity 1.9, Through presentation on

from learner’s book page 30, on chalkboard. chalkboard, communication
skills are developed

Do question 3 of application activity 1.9, from

learner’s book page 30, as individual quiz.

Do the given quiz individually

xxxi
 Advanced Mathematics Teacher’s Guide Book Five

PART III: UNIT DEVELOPMENT

xxxii
Unit 1 Trigonometric Formulae,
Equations and Inequalities

1.1. Key unit competence

Solve trigonometric equations and related problems using trigonometric

functions and equations

1.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ Use trigonometric formulae
ᇢᇢ Solve trigonometric equations
ᇢᇢ Solve trigonometric inequalities

1.3. Main materials to be used in this unit:

Exercise books, pens, instruments of geometry, calculator

1.4. Content and activities

1.4.1. Trigonometric formulae

a) Content summary

Recommended teaching periods: 14 periods

This section looks at trigonometric formulae
ᇢᇢ Addition and subtraction formulae (compound formulae)
cos ( =
x + y ) cos x cos y − sin x sin y
cos ( =
x − y ) cos x cos y + sin x sin y
sin ( x=
+ y ) sin x cos y + cos x sin y
sin ( x=
− y ) sin x cos y − cos x sin y

1
 Advanced Mathematics Teacher’s Guide Book Five

tan x + tan y
tan ( x + y ) =
1 − tan x tan y
tan x − tan y
tan ( x − y ) =
1 + tan x tan y
cot x cot y − 1
cot ( x + y ) =
cot y + cot x
cot x cot y + 1
cot ( x − y ) =
cot y − cot x
ᇢᇢ Double angles
cos 2 x = 1 − sin 2 x and sin 2 x = 1 − cos 2 x
sin 2 x = 2sin x cos x
cos
= 2 x cos 2 x − sin 2 x
2 tan x
tan 2 x =
1 − tan 2 x
cot 2 x − 1
cot 2 x =
2 cot x
ᇢᇢ Half angle formulae
x 1 − cos x
sin = ±
2 2
x cos x + 1
cos = ±
2 2
x 1 − cos x x sin x
tan = or tan = , the sign +or - is chosen
2 sin x 2 1 + cos x
x
depending on the quadrant in which lies
2
ᇢᇢ Transformation of product in sum
1
cos x cos
= y cos ( x + y ) + cos ( x − y ) 
2
1
− cos ( x + y ) − cos ( x − y ) 
sin x sin y =
2
1
sin x cos
= y sin ( x + y ) + sin ( x − y ) 
2

2
 1
cos x sin
= y sin ( x + y ) − sin ( x − y ) 
2
ᇢᇢ Transformation of sum in product formulae
p+q p−q
cos p + cos q =
2 cos cos
2 2
p+q p−q
cos p − cos q =−2sin sin
2 2
p+q p−q
sin p + sin q =
2sin cos
2 2
p+q p−q
sin p − sin q =
2 cos sin
2 2
ᇢᇢ t-Formulae
A 2t 1− t2 1+ t2
If t = tan then sinA =
,= , cos A = , tan A
2 1+ t2 1+ t2 1− t2

b) Teaching guidelines
Let learners know basic relations in trigonometry like
11 1 sin x 1 cos x .
sec xsec
= =x , csc
= x , tan
= x , cot
= x =
cos xx sin x cos x tan x sin x
Help them to recall those basic relations.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Request each group to do activity related to the lesson they
are going to learn. The learners may need your assistance to
do any activity. Help them to understand the activity. After
group discussion, invite some or all groups for presentation
of their work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.

3
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ Request learners to do exercises in their respective groups.

Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 1.1
Materials
Exercise book, pens
Answers
PR
a) sin ( A + B ) =
OP
PQ + QR
=
OP
PQ + TS
=
OP
PQ TS
= +
OP OP
 PQ PT   TS OT 
= × + × 
 PT OP   OT OP 
= cos A sin B + sin A cos B

So, sin ( A=
+ B ) sin A cos B + cos A sin B .
OR
b) Similarly, cos ( A + B ) =
OP
OS − RS
=
OP
OS − QT
=
OP
OS QT
= −
OP OP
 OS OT   QT PT 
= × − × 
 OT OP   PT OP 
= cos A cos B − cos A cos B

4
 Thus, cos ( A
= + B ) cos A cos B − sin A sin B .
sin ( A + B )
Now, tan ( A + B ) =
cos ( A + B )

From the identities for sin ( A + B ) and cos ( A + B ) , you have

sin A cos B + cos A sin B
tan ( A + B ) =
cos A cos B − sin A sin B
sin A cos B cos A sin B
+
cos A cos B cos A cos B
=
cos A cos B sin A sin B
−
cos A cos B cos A cos B
sin A sin B
+
= cos A cos B
sin A sin B
1−
cos A cos B
tan A + tan B
=
1 − tan A tan B
tan A + tan B
So, tan ( A + B ) =
1 − tan A tan B
ᇢᇢ Replacing B by −B in the identity for sin ( A + B ) gives
sin ( A=
− B ) sin A cos ( − B ) + cos A sin ( − B )
Or sin ( A=
− B ) sin A cos B − cos A sin B
ᇢᇢ Replacing B by −B in the identity for cos ( A + B ) gives
cos ( A=
− B ) cos A cos ( − B ) − sin A sin ( − B ) .
Thus,
cos ( =
A − B ) cos A cos B + sin A sin B
ᇢᇢ Replacing B by −B in the identity for tan ( A + B ) yields
tan A + tan ( − B )
tan ( A − B ) =
1 − tan A tan ( − B )
tan A − tan B
Hence, tan ( A − B ) =
1 + tan A tan B

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 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 1.1

1. 2sin θ sin 4θ + 2 cos θ cos 4θ = 2 ( sin θ sin 4θ + cos θ cos 4θ )
= 2 cos ( 4θ =
− θ ) 2 cos 3θ

a) sin 75= sin ( 45 + 30 =) sin 450 cos 300 + cos 450 sin 300
0 0 0
2.
0
sin 75= sin ( 450 + 300=
) sin 450 cos 300 + cos 450 sin 300
2 3 21 6+ 2
= + =
2 2 2 2 4
13π  π
= cos  2π + 
b) cos
6  6
π π
= cos 2π cos − sin 2π sin
6 6
3
=
2
tan 3300 tan ( 3600 − 300 )
c) =
3
0−
tan 3600 − tan 300 3 = − 3
= =
1 + tan 3600 tan 300 1 3

6+ 2 3
5. a) 2 + 3 b) c)
4 2
1
d) e) −1
2

Activity 1.2

Materials
Exercise book, pens
Answers
1. cos (=
x + x ) cos x cos x − sin x sin x
⇒ cos 2 x = cos 2 x − sin 2 x
2. cos (=
x − x ) cos x cos x + sin x sin x
⇔ cos 0 = cos 2 x + sin 2 x

6
 ⇔
= 1 cos 2 x + sin 2 x
⇒ cos 2 x + sin 2 x =
1

3. sin ( x=
+ x ) sin x cos x + cos x sin x
⇒ sin 2 x =
2sin x cos x

tan x + tan x
4. tan ( x + x ) =
1 − tan x tan x
2 tan x
⇒ tan 2 x =2
1 − tan x
cot x cot x − 1
5. cot ( x + x ) =
cot x + cot x
cot 2 x − 1
⇒ cot 2 x =
2 cot x

Application Activity 1.2

1. 4sin x cos3 x − 4 cos x sin 3 x
2. cos8 x + sin 8 x − 28cos 2 x sin 6 x + 70 cos 4 x sin 4 x − 28cos 6 x sin 2 x
= (1− sin 2 x)4 + sin 8 x − 28 (1− sin 2 x)sin 6 x + 70 (1− sin 2 x)2 sin 4 x
−28 (1− sin 2 x)3 sin 2 x

1
3. 2sin150 cos150 = sin ( 2 ×150 ) = sin 300 =
2
1
4.
2
4 3 4 4 3 4
5. a) , , b) − , , −
5 5 3 5 5 3

7
 Advanced Mathematics Teacher’s Guide Book Five

6. We have

LHS = 2 + 2 + 2 + 2 cos8 x

= 2 + 2 + 2(1 + cos8 x)

= 2 + 2 + 2(2cos 2 4 x)

= 2 + 2 + 4 cos 2 4 x
= 2 + 2 + 2 cos 4 x
= 2 + 2(1 + cos 4 x)

= 2 + 2(2 cos 2 2 x)
= 2 + 2 cos 2 x
= 2(1 + cos 2 x)
= 2(2 cos 2 2 x)
= 2 cos x =RHS(as required)

Activity 1.3

Materials
Exercise book, pens
Answer
From the double angle formulae, you have
1. cos
= 2 x cos 2 x − sin 2 x
(1 − sin 2 x ) − sin 2 x from cos2 x + sin 2 x =
= 1
= 1 − 2sin 2 x

8
 So, cos 2x = 1− 2sin 2 x
Letting θ = 2x , cos 2 x = 1 − 2sin 2 x gives
θ
cos θ = 1 − 2sin 2
2
θ θ 1 − cos θ
Or 2sin 2 1 − cos θ ⇒ sin
= =
±
2 2 2
θ 1 − cos θ
So, sin = ± ,the sign + or – is chosen depending
2 2
on the quadrant in which x lies
2
2. cos
= 2 x cos 2 x − sin 2 x
= cos 2 x − (1 − cos 2 x ) from cos 2 x + sin 2 x =
1
= 2 cos 2 x − 1
cos 2 x 2 cos 2 x − 1
So, =
Letting θ = 2x , =
cos 2 x 2 cos 2 x − 1 gives
θ θ
cos θ = 2 cos 2 − 1 ⇔ 2 cos 2 = 1 + cos θ
2 2
1 θ θ 1 + cos θ
cos 2 = (1 + cos θ ) ⇒ cos =±
2 2 2 2
θ 1 + cos θ
Thus, cos = ±
2 2
θ
sin
θ 2
3. tan =
2 θ
cos
2
1 − cos θ
±
θ θ 1 − cos θ
⇔ tan = 2 ⇔ tan =
2 1 + cos θ 2 1 + cos θ
±
2
By rationalizing denominator, you get
θ 1 − cos θ 1 − cos θ
tan =
2 1 + cos θ 1 − cos θ

9
 Advanced Mathematics Teacher’s Guide Book Five

(1 − cos θ )
2
θ θ 1 − cos θ
⇔ tan = ⇔ tan =
2 1 − cos 2 θ 2 1 − cos 2 θ

θ ± (1 − cos θ ) θ ± (1 − cos θ )
⇔ tan = ⇔ tan =
2 1 − cos 2 θ 2 sin θ

θ 1 − cos θ
⇔ tan =
2 sin θ
θ 1 − cos θ
So, tan =
2 sin θ
θ 1 − cos θ
From tan = , conjugating numerator,
2 1 + cos θ
you get
θ 1 − cos θ 1 + cos θ
tan =
2 1 + cos θ 1 + cos θ

θ
1 − cos 2 θ θ sin 2 θ
⇔ tan = ⇔ tan =
2 (1 + cos θ )
2 2 (1 + cos θ )
2

θ sin θ θ sin θ
⇔ tan = ⇔ tan =
2 1 − cos θ 2 1 + cos θ

θ sin θ
⇔ tan =
2 1 + cos θ
θ sin θ
So tan =
2 1 + cos θ
θ 1 − cos θ θ sin θ
Therefore, tan = or tan =
2 sin θ 2 1 + cos θ

10
Application Activity 1.3
7
1. If cos A = − ,
25
 7  32
1−  − 
1 1 − cosA  25  16 4
sin A =
± =
± ± 25 =
= ± ± ;
=
2 2 2 2 25 5
7 18
1−
1 1 + cosA 25 = 9 3
cos A =
± =
± ± 25 =
± ± ;
=
2 2 2 2 25 5
7
1+
1 − cosA 25 = 32 4
tan A =
± =
± ± =
±
1 + cos A 7 18 3
1−
25
Since
cos A < 0,
900 < A < 1800 ;
A
450 < < 900 ;
2
A A
cos > 0; sin > 0
2 2

Therefore, A 3
cos = ; A 1 - cos A
2 5 tan =±
2 1 + cos A
A 4
sin =
2 5
Since
A
450 < < 900 ;
2
A
tan > 0
2
Therefore,
A 4
tan =
2 3

7 π
2. If tan 2=
A , 0 < A < , to find tan A
24 4

11
 Advanced Mathematics Teacher’s Guide Book Five

2 tan A
tan 2 A =
1 − tan 2 A
7 2 tan A
⇒ = 2
24 1 − tan A
⇒ 7 − 7tan 2 A = 48 tan A
⇒ 7tan 2 A − 48 tan A − 7 = 0
⇒ 7 tan 2 A + 48 tan A - 7 = 0
⇒ ( 7 tan A − 1)( tan A + 7 ) = 0
⇒ (7 tan A − 1)(tan A + 7) = 0

1 π
⇒ tan A = since tanA = 7 is impossible for 0 < A <
7 4
2− 2 2+ 2 2
3. , ,1 −
2 2 2
4− 2 − 6
4.
2 2

Activity 1.4

Materials
Exercise book, pens
Answer

1. sin ( x + y ) + sin ( x=
− y ) sin x cos y + cos x sin y + sin x cos y − cos x sin y
= 2sin x cos y

2. sin ( x + y ) − sin ( x=
− y ) sin x cos y + cos x sin y − ( sin x cos y − cos x sin y )
= sin x cos y + cos x sin y − sin x cos y + cos x sin y
= 2cos x sin y
3. cos ( x + y ) + cos (=
x − y ) cos x cos y − sin x sin y + cos x cos y + sin x sin y
= 2cos x cos y
4. cos ( x + y ) − cos (=
x − y ) cos x cos y − sin x sin y − ( cos x cos y + sin x sin y )
= cos x cos y − sin x sin y − cos x cos y − sin x sin y
= −2sin x sin y

12
Application Activity 1.4
1
1. a) sin =
x cos 3 x ( sin 4 x − sin 2 x )
2
1
b) cos12= x sin 9 x ( sin 21x − sin 3x )
2
1
c) − ( cos 20 x − cos 2 x )
2
d) sin 8 x − sin 2 x
1
e) ( cos 4 x + cos x )
2

Activity 1.5

Materials
Exercise book, pens
Answers
The formulae for transforming product in sum are
1 (Equation 1)
cos x cos
= y cos ( x + y ) + cos ( x − y ) 
2
1
− cos ( x + y ) − cos ( x − y ) 
sin x sin y = (Equation 2)
2
1
sin x cos
= y sin ( x + y ) + sin ( x − y )  (Equation 3)
2
1
cos x sin
= y sin ( x + y ) − sin ( x − y )  (Equation 4)
2
 p+q
x =
x + y = p  2 (i)
 ⇒
x − y q
= y = p − q
 2
From (i)
p+q p−q 1
Equation (1) becomes
cos
cos= ( cos p + cos q )
2 2 2
p+q p−q 1
sin sin − ( cos p − cos q )
=
Equation (2) becomes 2 2 2

13
 Advanced Mathematics Teacher’s Guide Book Five

p+q p−q 1
Equation (3) becomes
sin
cos= ( sin p + sin q )
2 2 2
p+q p−q 1
cos sin= ( sin p − sin q )
Equation (4) becomes 2 2 2

Application Activity 1.5

1. a) cos x + cos 7 x =
2 cos 4 x cos 3x
13 x 5x
b) sin 4 x − sin 9 x =
−2 cos sin
2 2
c) sin 3 x + sin x =
2sin 2 x cos x
d) cos 2 x − cos 4 x =
2sin 3 x sin x
1.4.2. Trigonometric equations

a) Content summary

Recommended teaching periods: 7 periods

The solutions of a trigonometric equation for which 0 ≤ x ≤ 2π are called
principal solutions while the expression (involving integer k ) of solution
containing all values of the unknown angle is called the general solution of
the trigonometric equation. When the interval of solution is not given, you
are required to find general solution.
When solving trigonometric equation, note that general solution for
ᇢᇢ sin x = 0 is
= x kπ , k ∈ 
π
ᇢᇢ ( 2k + 1) , k ∈ 
cos x = 0 is x =
2
ᇢᇢ tan x = 0 is
= x kπ , k ∈ 
ᇢᇢ all angles having the same sine i.e. sin x = sin θ is
( −1) θ + kπ , k ∈ 
k
x=
ᇢᇢ all angles having the same cosine i.e. cos x = cos θ is
x =±θ + 2kπ , k ∈ 
ᇢᇢ all angles having the same tangent i.e. tan x = tan θ is
x= θ + kπ , k ∈ 

14
The sum or difference of trigonometric functions containing unknown are
transformed into the sum.
Remember that
p+q p−q
cos p + cos q =
2 cos cos
2 2
p+q p−q
cos p − cos q =−2sin sin
2 2
p+q p−q
sin p + sin q =
2sin cos
2 2
p+q p−q
sin p − sin q =
2 cos sin
2 2
To find the general solution, the equation of the form a sin x + b cos x =
c
where a, b, c ∈  such that c ≤ a + b
2 2

a) Divide each term by a 2 + b 2 and convert it in the form

a b c
sin x + cos x =
2 2 2 2
a +b a +b a + b2
2

b b a
b) Let tan θ = = , then sin θ = , cos θ .
a a 2 + b2 a 2 + b2
The given equation reduces to the form
c
r cos θ cos x + r sin θ sin x =c or cos θ cos x + sin θ sin x =
r
c c
c) Then, cos ( x − θ ) = cos α ,where cos α= =
r a 2 + b2
d) Therefore, x =±α + θ + 2kπ , k ∈ 

Alternative method: in a sin x + b cos x =

c
2t 1− t2 x
=
Using t-formula, sin x = 2
, cos x 2 , where
t = tan , gives
1+ t 1+ t 2
2t 1− t2
a 2
+b 2
= c ⇒ 2at + b − bt 2 = c (1 + t 2 )
1+ t 1+ t
⇔ ( b + c ) t 2 − 2at + c − b =0 which is quadratic equation in t.
x
Remember that t = tan .
2

15
 Advanced Mathematics Teacher’s Guide Book Five

Notice
In solving the trigonometric equation, it is helpful to remember the following
identities:
sin α =sin (α + 2kπ ) , k ∈  sin
= α sin (π − α )
cos α =cos (α + 2kπ ) , k ∈  α cos ( −α )
cos=
tan α = tan (α + kπ ) , k ∈  tan α tan (α + π )
=

b) Teaching guidelines
Make sure that learners have scientific calculators.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Request each group to do activity related to the lesson they
are going to learn. The learners may need your assistance to
do any activity. Help them to understand the activity. After
group discussion, invite some or all groups for presentation
of their work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 1.6

Materials
Exercise book, pens and calculator

16
Answers
π
 6 + 2kπ π
1.  , k ∈ 2. ± + 2 kπ , k ∈ 
 5π + 2kπ 4
 6
3. π
+ kπ , k ∈ 
6

Application Activity 1.6

π 2π 2π 5π π 5π
1. a) , b) , c) ,
3 3 3 3 3 3
π π 2π
d) e) ,
6 3 3
5π π
2. a) + 2 kπ , k ∈  b) − + kπ , k ∈ 
6 3
π π π
c) + kπ , + kπ , k ∈  d) kπ , ± + kπ , k ∈ 
3 4 6

Activity 1.7

Materials
Exercise book, pens and calculator
Answers
1
a) cos 2 x = is positive, thus, 2x lies in the 1st or
2
4th quadrant.
1 π  π
cos =
2x = cosor cos  2π − 
2 4  4
π 7π
⇒ 2 x = + 2kπ or 2 x = + 2kπ , k ∈ 
4 4
1 π
General solution of cos 2 x = is + kπ , k ∈  or
2 8
7π
x = + kπ , k ∈ 
8

17
 Advanced Mathematics Teacher’s Guide Book Five

x 1 x
b) sin = − is negative ⇒ lies in the 3rd or 4th quadrant.
2 2 2
x 1  π  π
Here, sin = − = sin  π +  or sin  − 
2 2  6  6
x 7π x π x 1
⇒ = or = − The general solution of sin = − is
2 6 2 6 2 2
x π 7π
= − + 2kπ or + 2 kπ , k ∈ 
2 6 6
π 7π π
⇒x= − + 4kπ or + 4 kπ ≡ + 4 k π , k ∈ 
3 3 3
sin mx + sin nx = 0 ⇔ 2sin
( m + n) x
cos
(m − n) x =
0
c)
2 2

( m + n ) x 0 or cos ( m − n=
⇒ sin ( m +=
)x
n) x ( m − n) x 0
⇒ sin 2 = 0 or cos 2 = 0
( m + n ) x2 kπ or ( m − n ) x =
⇒ ( m + n ) x=
2π
+ kπ
⇒ 2 = kπ or 2
(m − n) x = 2π + kπ
22kπ n ) x 2π
(m − = 2
⇒
= x 2 kπ or (m − n) x π ( 2 k π + 1)
⇒
= x m + n or 2 = 2 ( 2kπ + 1)
m+n
2 kπ ( 22kπ + 1) π2
⇒x
= 2=kπ or x ( 2mkπ− n+ 1) π
=⇒ x m + n= or x
m+n m−n
2 kπ ( 2kπ + 1) π
=
General solution is x = or x
m+n m−n
d) cos 4 x − cos 2 x =
0 ⇔ 2sin 3 x sin x =
0
⇒ sin 3=
x 0 or sin=
x 0
⇒=3 x kπ or
= x kπ
kπ
⇒x
= or x kπ
=
3
kπ
=
General solution is x = or x kπ
3

18
Application Activity 1.7
π kπ π π
1. ± + , k ∈ 2. 
0, , 
12 4  14 3 
{30 ,150 ,199.5 ,340.5 } 4. {170.7 ,350.7 }
0 0 0 0 0 0
3.
kπ π π π
5. or ( 2kπ + 1) , k ∈  6. ( 2k + 1) , ( 2k + 1)
2 2 2 8
kπ π kπ
7. ,± + , k ∈
3 12 2
π π π
8. ( 2k + 1) , ( 2k + 1) , ( 2k + 1) , k ∈
8 4 2

Activity 1.8
Materials
Exercise book, pens and calculator
Answers
3 cos x − sin x =3
sin x
1. ⇒ cos x − =1
3
1 sin α 1 π
2. tan α =
− ⇒ =
− or α =
−
3 cos α 3 6
sin x sin α
3. cos x − 1 ⇒ cos x −
= sin x =
1
3 cos α
⇔ cos α cos x − sin α sin x =
cos α
⇔ cos ( x − α ) =
cos α
  π   π  π 3
⇔ cos  x −  − = cos  −  ⇔ cos  x +  =
  6   6  6 2

 π π π  3
x + =− + 2 k π ⇒ x + = πcos −1  
 6 6  x= 6 − + 2kπ 2 
⇒⇒ or ⇒
, k ∈ ⇒ 3 , k ∈
or
 x + π = π + 2 kπ  x = 2kπ
 6 6

19
 Advanced Mathematics Teacher’s Guide Book Five

4. cos α cos x − sin α sin x= cos α ⇔ cos ( x − α =

) cos α
  π   π  π 3
⇔ cos  x −  − =
 cos  −  ⇔ cos  x +  =
  6   6  6 2
π π π  3
cos(x + ) = cos ⇒ x+ = cos −1  
6 6 π π 6  2 
x + = − + 2kπ
π π 6 6
x + = + 2kπ
6 6 π
x = − + 2kπ
x = 2kπ or 3

Application Activity 1.8

 π π   π 
1.  x =+ kπ , x =, k ∈   2.  x =+ kπ , k ∈  
 6 2   4 
3π π π π
3. ± − + 2 kπ , k ∈  4. ± + 2 kπ , k ∈ 
4 4 6 4
π π π
5. ± + 2 kπ , k ∈  6. − + 2 kπ , k ∈ 
6 3 4

1.4.3. Trigonometric inequalities

a) Content summary

Recommended teaching periods: 14 periods

To solve inequalities:
ᇢᇢ First replace the inequality sign by equal sign and then solve.
ᇢᇢ Find all no equivalent angles in [ 0, 2π ] .
ᇢᇢ Place these angles on a trigonometric circle. They will divide
the circle into arcs.
ᇢᇢ Choose the arcs containing the angles corresponding to the
given inequality.

20
 b) Teaching guidelines
Help them to recall how to draw a trigonometric circle. Make sure that
learners have mathematical instruments and scientific calculators.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Request each group to do activity related to the lesson they
are going to learn. The learners may need your assistance to
do any activity. Help them to understand the activity. After
group discussion, invite some or all groups for presentation
of their work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 1.9
Materials
Exercise book, pens, instruments of geometry and calculator
Answers
1. sine is less than 0

21
 Advanced Mathematics Teacher’s Guide Book Five

1
2. cosine is greater or equal to
2

3. sine is greater than 3

2

2
4. cosine is less or equal to −
2

22
 Application Activity 1.9
 π   2π 
1.  2kπ , 3 + 2kπ  ∪  3 + 2kπ , ( k + 1) 2π  , k ∈ 

 π   3π   5π 7π 
2.  2kπ , 4 + 2kπ  ∪  4 + 2kπ , π + 2kπ  ∪  4 + 2kπ , 4 + 2kπ  , k ∈ 
 7π 11π   19π 23π   31π 35π 
3.  18 + 2kπ , 18 + 2kπ  ∪  18 + 2kπ , 18 + 2kπ  ∪  18 + 2kπ , 18 + 2kπ  , k ∈ 

11π   19π 23π   31π 35π 

+ 2 kπ  ∪  + 2 kπ , + 2 kπ  ∪  + 2 kπ , + 2 kπ  , k ∈ 
18   18 18   18 18 
4. kπ , k ∈ 
1.4.4. Applications of trigonometry

Activity 1.10

Materials
Exercise book, pens
Answers
By reading text books or accessing internet, learners will discuss on
harmonic motion and how trigonometry is used in harmonic motion.
An object that moves on a coordinate axis is in simple harmonic
motion if its distance from the origin, d , at time t is given by
either d = a cos ωt or d = a sin ωt . The motion has amplitude a ,
the maximum displacement of the object from its rest position. The
2π
period of the motion is , where ω > 0 .
ω
Activity 1.11

Materials
Exercise book, pens

23
 Advanced Mathematics Teacher’s Guide Book Five

Answers
By reading text books or accessing internet, learners will discuss on Snell’s
law.
The degree of bending of the light’s path depends on the angle that the
incident beam of light makes with the surface, and on the ratio between
the refractive indices of the two media.

Snell’s law state that: n1 sin θ1 = n2 sin θ 2

24
1.5. Answers for the end of unit assessment

4 tan x − 4 tan 3 x cot 4 x − 6 cot 2 x + 1

1. 2.
1 − 6 tan 2 x + tan 4 x 4 cot 3 x − 4 tan x
120
3. sin 2θ =
169
2
4. 2 cot 2a =
tan 2a
 1 − tan 2 a   1 tan 2 a 
= 2 =  2  − 
 2 tan a   2 tan a 2 tan a 
1
= − tan a = cot a − tan a
tan a

1 2
5. a) b)
2 2
3
c) −1 d)
2
7 120
6. − 7. −
25 119
17 x
8. a) 2 cos cos b) 2sin 7 x cos 4 x
2 2
1 1
9. a) ( sin15 x − sin 7 x ) b) ( sin16 x + sin 2 x )
2 2
π π 5π π π 5π
10. a) , , b) , ,
6 4 6 6 2 6
11) 169.60 ,349.60 12) 600 , 2400
13) 126.20 ,306.20 14) 85.90 , 265.90
15) 22.50 ,112.50 , 202.50 , 292.50 16) 00 , 600 ,1800 ,3000 ,3600
17) 00 ,1200 ,1800 , 2400 ,3600 18) 21.50 ,158.50
0 0 0
19) 0 ,60 ,120 ,180 , 240 ,300 20) 19.5 ,160.5 , 270
0 0 0 0 0 0

0 0 0 0
21) 33.70 ,63.40 , 213.70 , 243.40 22) 33.7 ,153.4 , 213.7 ,333.4
23) 300 ,900 ,1500 , 2700 24) 1200 , 2400

25
 Advanced Mathematics Teacher’s Guide Book Five

25) 150 , 750 ,1950 , 2550

26) 00 ,1800 ,3600 , 600 ,3000 ,1200 , 2400
27) 00 ,1800 ,3600 , 450 ,1350 , 2250 ,3150
28) 00 ,14.50 ,165.50 , ±1800
29) ±1800
30) 00 , ±48.20
31) 19.50 ,160.50
0 0
32) ±45 , ±135
33) −63.40 , 0,116.60 , ±1800
34) 600 ,3000
0 0 0 0
35) 55.9 ,145.9 , 235.9 ,325.9
0 0 0 0
36) 60 ,120 , 240 ,300
0 0
37) 120 , 240
0 0 0 0
38) 26.6 ,135 , 206.6 ,315
39) 68.20 ,1350 , 248.20 ,3150
40) 194.50 ,345.50
0 0 0 0
41) 26.6 , 45 , 206.6 , 255
0 0
42) 70.5 , 289.5
π 2π 3π 4π 6π 7π 8π 7π
43)  ,  ∪  ,  ∪ π ,  ∪  ,  ∪  , 2π 
 5 5   5 5   5   5 5   5 

π 11π  13π 23π   25π 35π 

44)  , ∪ , ∪ ,
18 18   18 18   18 18 
 π 2π   4π 5π 
45)  ,  ∪  , 
3 3   3 3 
46) 10cm, 5cm, − 5 2cm
47) 3m, 4m, − 3m

26
Unit 2 Sequences

2.1. Key unit competence

Understand, manipulate and use arithmetic, geometric sequences.

2.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ Define a sequence
ᇢᇢ Determine whether a sequence converges or diverges
ᇢᇢ Indicate the monotone sequences
ᇢᇢ Determine harmonic sequences
ᇢᇢ Identify arithmetic and geometric progressions and their
properties
ᇢᇢ Use sequences in daily life

2.3. Main materials to be used

Exercise books, pens, instruments of geometry, calculator

2.4. Content and activities

2.4.1. Generalities on sequences

a) Content summary

Recommended teaching periods: 7 periods

This section looks at the definition of a numerical sequence, convergence
and divergence sequences, monotonic sequences.
A sequence is a function whose domain is either  or subset of the form
{1, 2,3, 4, , n} ; depending on the domain of definition, a sequence is finite
or infinite.

27
 Advanced Mathematics Teacher’s Guide Book Five

A numerical sequence {un } is said to be convergent if it has a finite limit as

n → ∞ otherwise it is said to be divergent.
If lim un = L number L is called a limit of a numerical sequence
n→+∞

A sequence {un } is said to be:

ᇢᇢ Increasing or in ascending order if u1 < u2 < u3 < ... < un < ...
ᇢᇢ non-decreasing if u1 ≤ u2 ≤ u3 ≤ ... ≤ un ≤ ...
ᇢᇢ decreasing or in descending order if u1 > u2 > u3 > ... > un > ...
ᇢᇢ non-increasing u1 ≥ u2 ≥ u3 ≥ ... ≥ un ≥ ...
A sequence that is either non-decreasing or non-increasing is called
monotone, and a sequence that is increasing or decreasing is called strictly
monotone.

b) Teaching guidelines
Let learners know sets of numbers. You can request them to write down
set of even numbers and set of odd numbers (arithmetic sequences).
ᇢᇢ Organise the class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Request each group to do activity related to the lesson they
are going to learn. The learners may need your assistance to
do any activity. Help them to understand the activity. After
group discussion, invite some or all groups for presentation
of their work. Let learners interact through questions and
comments.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

28
 c) Answers to activities

Activity 2.1

Materials
Exercise book, pens, pencil, ruler, calculator
Answers
1. a)

b) There are 15 rows

c) 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1
d) That number is -1
2. Number of insects in
1st generation → 126, 2nd generation → 252,
3rd generation → 504, 4th generation → 1008,
5th generation → 2016, 6th generation → 4032,
7th generation → 8064, 8th generation → 16128,
9th generation → 32256, 10th generation → 64512

Application Activity 2.1

8 18
1. 1, , 2. 2 − 1, 3 − 2,2 − 3, 5 − 2, 6 − 5
5 10
{2n − 1}n=1
+∞
3.

29
 Advanced Mathematics Teacher’s Guide Book Five

Activity 2.2

Materials
Exercise book, pens
Answers
1. 0 2. 0 3. +∞
Application Activity 2.2
1. Converges to 2 2. Converge to -1
3. Converges to -5 4. Diverge
2
5. Converges to 6. Converges to 0
3

Activity 2.3

Materials
Exercise book, pens
Answers
1. Ascending 2. Descending
3. Both 4. Neither
Application Activity 2.3
1. Increasing 2. Increasing
3. Decreasing 4. Both increasing, decreasing
5. Not monotonic
2.4.2. Arithmetic sequences and harmonic sequences

a) Content symmary

Recommended teaching periods: 7 periods

This section studies the arithmetic sequences and the harmonic sequence
Arithmetic progression
A finite or infinite sequence a1 , a2 , a3 , , an or a1 , a2 , a3 , , an , is said to
be an Arithmetic Progression (A.P.) or Arithmetic Sequence if ak − ak −1 = d,

30
where d is a constant independent of k , for k = 2,3, , n or k = 2,3, , n,
as the case may be.
Characteristics
If three consecutive terms, un −1 , un , un +1 are in arithmetic sequence, then,
2=
un un −1 + un +1
ᇢᇢ Common difference
In A.P., the difference between any two consecutive terms is a
constant d , called common difference
ᇢᇢ General term or nth term
The nth term, un , of an arithmetic sequence {un } with
common difference d and initial term u1 is given by
un = u1 + ( n − 1) d
Generally, if u p is any p th term of a sequence, then the nth term
is given by un = u p + ( n − p ) d
ᇢᇢ Arithmetic means
If three or more than three numbers are in arithmetic sequence,
then all terms lying between the first and the last numbers are
called arithmetic means. If B is arithmetic mean between A
A+C
and C , then B = .
2
To insert k arithmetic means between two terms u1 and un is
to form an arithmetic sequence of n= k + 2 terms whose first
term is u1 and the last term is un .
ᇢᇢ Sum of first n terms or arithmetic series
The sum of first n terms of a finite arithmetic sequence with
n
Sn
initial term u1 is given by= ( u1 + un ) which is called finite
2
arithmetic series
Harmonic sequence
A sequence is said to be in harmonic progression if the reciprocals of its
terms form an arithmetic progression.

31
 Advanced Mathematics Teacher’s Guide Book Five

Characteristics
If three consecutive terms, hn −1 , hn , hn +1 are in arithmetic sequence, then,
2 hn −1 + hn +1
= or
hn hn −1 hn +1
hn hn −1hn +1 2hn −1hn +1
= ⇔ hn
=
2 hn −1 + hn +1 hn −1 + hn +1

General term or nth term of H.P.

Take the reciprocals of the terms of the given series; these reciprocals will
be in A.P.

Find nth term of this A.P. using un = u1 + ( n − 1) d or un = u p + ( n − p ) d

Take the reciprocal of the nth term of A.P., to get the required nth term of
H.P.
1 1
Thus, the nth term of H.P. is or
u1 + ( n − 1) d up + (n − p) d

ᇢᇢ Harmonic means
If three or more than three numbers are in harmonic sequence,
then all terms lying between the first and the last numbers are
called harmonic means. If B is harmonic mean between A
and C , then . 2 = 1 + 1
B A C
To insert k harmonic means between two terms h1 and hn is to
form a harmonic sequence of n= k + 2 terms whose first term
is h1 and the last term is hn .

32
 b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 2.4

Materials
Exercise book, pens, calculator
Answers
1. 3 2. -6
Application Activity 2.4
1. x=9
2. No. The number added to the 4th term to obtain the 5th term
is not equal to the one used for previous first terms.
3. Common difference is 2
4. x = 3 or 7 , fourth term: 0 or 60

33
 Advanced Mathematics Teacher’s Guide Book Five

Activity 2.5

Materials
Exercise book, pens
Answers
u2= u1 + d
u3 = u2 + d = ( u1 + d ) + d = u1 + d

u4 = u3 + d = ( u1 + 2d ) + d = u1 + 3d

u5 = u4 + d = ( u1 + 3d ) + d = u1 + 4d

u6 = u5 + d = ( u1 + 4d ) + d = u1 + 5d

u7 = u6 + d = ( u1 + 5d ) + d = u1 + 6d

u8 = u7 + d = ( u1 + 6d ) + d = u1 + 7 d

u9 = u8 + d = ( u1 + 7 d ) + d = u1 + 8d

u10 = u9 + d = ( u1 + 8d ) + d = u1 + 9d

Generally,
un = un −1 + d = ( u1 + (n − 2)d ) + d = u1 + ( n − 1) d

Application Activity 2.5

1. 3 2. 9 4. 1
5. 336metres 6. None of these answers

Activity 2.6

Materials
Exercise book, pens, calculator
Answers

u1 2,=
= u7 20 un = u1 + ( n − 1) d ⇒ u7 = u1 + 6d
⇒ 20 =2 + 6d 3
⇒d =
The sequence is 2,5,8,11,14,17, 20

34
Application Activity 2.6
1. −3, −1,1,3,5, 7 2. 2,5,8,11,14,17, 20, 23, 26, 29,32
3. 16 4. 14
5. 0

Activity 2.7

Materials
Exercise book, piece of paper (or manila paper), pens
Answers
u1 = u1
u2= u1 + d

un −1 = u1 + ( n − 2 ) d
un = u1 + ( n − 1) d

Let sn denote the sum of these terms.

We have

[u1 + d ] sn = u1 + [u1 + d ] + ... + u1 + ( n − 2 ) d  + u1 + ( n − 1) d 

Reversing the order of the sum, we obtain
sn = u1 + ( n − 1) d  + u1 + ( n − 2 ) d  + ... + [u1 + d ] + u1

Adding the left sides of these two equations and corresponding elements
of the right sides,
we see that:
2 sn=  2u1 + ( n − 1) d  +  2u1 + ( n − 1) d  + ... +  2u1 + ( n − 1) d 
= n  2u1 + ( n − 1) d 
n n
⇔ sn=  2u1 + ( n − 1) d = u1 + u1 + ( n − 1) d 
2 2

35
 Advanced Mathematics Teacher’s Guide Book Five

By replacing u1 + ( n − 1) d with un , we obtain a useful formula for the

sum:
n
sn
= [u1 + un ]
2
n n
or s n = u 1 + u 1 + ( n − 1) d ⇒ s n =
2
( ) 2
(2u + ( n − 1) d )
1

Application Activity 2.7

1. 2n ( n + 3 ) 2. 860 3. 11

Activity 2.8

Materials
Exercise book, piece of paper (or manila paper), pens
Answers
1 1 1 1 1 1 1 1
, , , , , , ,
2 4 6 8 10 12 14 16
The denominators are in arithmetic progression.
Application Activity 2.8
12
1. The sequence is 6, 4,3, 12 , 2, 12 , 3 , 4 . 4th term is ,
5 7 2 3 5
4
8th term is
3

90 90 5 5 1 5
2. 3, , ,10 3. , , , ,
23 16 3 4 5 13
2 8
4. 6 and 2 5. 4 + 4 + 4 + 5 +
7 13
60
6.
16 − n

36
2.4.3. Geometric sequences

a) Content summary

Recommended teaching periods: 7 periods

This section studies the geometric sequences
ᇢᇢ Definition
A Geometric Progression (G.P.) or Geometric Sequence is a
sequence in which each term is a fixed multiple of the previous
term i.e. ak = r , where r is a constant
ak −1
independent of k , for k = 2,3, , n or k = 2,3, , n, .
ᇢᇢ Characteristics
If three consecutive terms, un −1 , un , un +1 are terms in geometric
progression, then, un2 = un −1 un +1
ᇢᇢ Common ratio
In G.P., the ratio between any two consecutive terms is a
constant r, called common ratio
ᇢᇢ General term or nth term
The nth term, un , of a geometric sequence {un } with common
ratio r and initial term u1 is given by un = u1r n −1
Generally, if u p is any p term of a sequence, then the nth term
th

n− p
is given by un = u p r
Geometric means
If three or more than three numbers are in geometric sequence, then all
terms lying between the first and the last numbers are called geometric
means.
To insert k geometric means between two terms u1 and un is to form a
geometric sequence of n= k + 2 terms whose first term is u1 and the last
term is un .

37
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ Sum of first nth terms or geometric series

The sum of first n terms of a finite geometric sequence
u1 (1 − r n )
=
with initial term u1 is given by S n , r < 1 or
1− r
u1 ( r n − 1)
=Sn , r > 1 which is called finite geometric series
r −1
u0 (1 − r n +1 )
If the initial term is u0 , then the formula is sn =
1− r
with r ≠ 1
If r = 1 , sn = nu1
Also, the product of first n terms of a geometric sequence with
n ( n −1)
initial term u1 and common ratio r is given by Pn = ( u1 ) r
n
2

n
( n +1)
If the initial term is u0 then Pn = ( u0 )
n +1
r2

b) Teaching guidelines
Let learners know what arithmetic sequence is. Recall that for an arithmetic
sequence, we add a constant number to the term to obtain the next term.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understandthe activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.

38
 ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 2.9

Materials
Exercise book, piece of paper (or manila paper), pens, calculator, scissors
or blades
Answers
Learners will take a piece of paper and cut it into two equal parts. Take
one part and cut it again into two equal parts. When they continue in this
manner the fraction corresponding to the obtained parts according to the
original piece of paper are as follows:
1 1 1 1 1
, , , , ,...
2 4 8 16 32

Application Activity 2.9

1. x = −6 or 6
2. No, the number multiplied to the fourth term to obtain fifth
term is not the same as the one used for previous terms.
3. Common ratio is -2
1
4. k= −
2

Activity 2.10

Materials
Exercise book, pens

39
 Advanced Mathematics Teacher’s Guide Book Five

Answers
u2 = u1r u3 u=
= 2r rr u1r 2
u1=
2
u4 u=
= 3r u1r= r u1r 3 u5 u=
= 4r
3
u1r= r u1r 4
4
u6 u=
= 5r u1r= r u1r 5 u7 u=
= 6r
5
u1r= r u1r 6
6
u8 u=
= 7r u1r= r u1r 7 u9 u=
= 8r
7
u1r= r u1r 8
8
u=
10 u=
9r u1r= r u1r 9
Generally,
n−2
un u=
= n −1r u1r= r u1r n −1

Application Activity 2.10

1. 98304 2.
5
16 3. -21.87 4.
1
4 16
n −1
13 2187
5. ( un ) : un =   , u8 = 6. p = 5
22 256

Activity 2.11

Materials
Exercise book, pens, calculator
Answers
u1 1,=
= u6 243 un =u1 ⋅ r n −1 ⇒ u6 =u1 ⋅ r 5

r5
⇒ 243 = ⇒ 35 =
r5
⇒r=3
The sequence is 1,3,9, 27,81, 243

40
Application Activity 2.11
1 1 1 1 1 1 1 1 1 1 1 1 1 1
1. , , , , , , or , − , , − , , − ,
4 8 16 32 64 128 256 4 8 16 32 64 128 256
2 2 2 2 2 2 2 2 2 2 2 2
2. 2, , , , , , or 2, − , , − , , − ,
3 9 27 81 243 729 3 9 27 81 243 729
9
3. a) 14 b)
2
4. 12 and 108
5. 64 and 4

Activity 2.12

Materials
Exercise book, pens
Answers
1. Let sn = u1 + u2 + u3 + ... + un
sn = u1 + u1r + u1r 2 + ... + u1r n −1 (1)
Multiply both sides of (1) by r, we obtain
sn r = u1r + u1r 2 + u1r 3 + ... + u1r n (2)
Subtract (2) from (1), we get
sn= u1 + u1r + u1r 2 + ... + u1r n −1
n
− sn r = − u1r − u1r 2 − u1r 3 − ... − u1r
sn − sn r =u1 − u1r n

⇔ sn (1 − r )= u1 (1 − r n ) or

u1 (1 − r n )
sn = with r ≠ 1
1− r
2. P = u1 × u1r × u1r 2 × ... × u1r n −1
⇔
= P ( u1 )
n
(r × r 2
× ... × r n −1 )

( u1 ) r (1+ 2+...+ n−1)

n
⇔P=

41
 Advanced Mathematics Teacher’s Guide Book Five

We need the sum S n −1 =1 + 2 + ... + n − 1

n −1 n ( n − 1)
S=
n −1 (1 + n =
− 1)
2 2
n ( n −1)
Then Pn = ( u1 ) r
n
2

Application Activity 2.12

5
1) 21.25 2) 39.1 3) 1, 4) -32
4

Activity 2.13

Materials
Exercise book, pens
Answers

If −1 < r < 1 , lim

n →∞
rn = 0

u1 (1 − r n ) u1
thus lim = .
n →∞ 1− r 1− r
Application Activity 2.13
4 190
1. a) 0 < x < b) −
3 39
2. 115 m
2.4.4. Applications of sequences
Recommended teaching periods: 4 periods
This section studies the applications of sequences in daily life.

Teaching guidelines
Let learners now solve any problem related to sequences. Request them to
read books and find out how sequences can be used in real life problems
and request them to present their findings.

42
 Activity 2.14

Materials
Exercise book, pens
Answers
By reading text books or accessing internet, learners will discuss on how
sequences are used in real life.
For example; the interest portion of monthly payments made to pay off
an automobile or home loan, and the list of maximum daily temperatures
in one area for a month are sequences. One application in economy is
kt
 r
A P 1 + 
calculation of interest rate. The compound interest formula:=
 k
with P = principle, t = time in years, r = annual rate, and k = number
of periods per year. The simple interest formula:
I = P rt with I = total interest, P = principle, r = annual rate, and t =
time in years.

2.5. Answers for the end of unit assessment

1 2 3 1 1 1
1. a) 0, − , − , − b) 1, − , , − c) 1, 3,1, 3
4 9 16 3 5 7
a) ( −1) , n =
n 2
2. 0,1, 2,.. b) n − 1, n =
1, 2,3,...
c) 4n − 3, n =
1, 2,3,...
3. a) converges to 2 b) converges to 0
c) converges to 1
4. =
a) u20 78,
= S 20 800 b) u20 23.5,
= = S 20 185

5. a) un = 2 ( n + 1) , S n = n ( n + 3)
n
b) un = 20 − 3n, S n = 2 ( 37 − 3n )
1 n +1
c) un = , S n =
n 2
6. a) u8 = 18, S8 = 88 b) u1 =3, S10 =210
c) n = 10, d = 2 d) u1 = 1, d = 2

43
 Advanced Mathematics Teacher’s Guide Book Five

157 79 159 161 81 163 165 83 167

7. , , , 40, , , , 41, , , , 42,...
4 2 4 4 2 4 4 2 4
8. 5, 7,9,11,13,15,17,19, 21, 23, 25, 27, 29,31,...
7 6 5 3 2 1 1
9. −2, − , − , − , − 1, − , − , − , 0,
4 4 4 4 4 4 4
10. 8,9,10 11. 9,11,13 or 13,11,9

6 2 1
12. 13. 1, , 14. 5
n 5 4 37
1 513
15. a) u5 = 768,S5 = 1023 b) r = − ,S9 =
2 64
16. =2 1 1 1 2b − a − c
+ ⇔ =2
2b b − a b − c b b − bc − ab + ac
⇔ b 2 + ac = 2b 2 ⇒ b 2 = ac . This shows that a, b, c form a
geometric progression.
81 2187
17. u5 = 18. u8 =
2 4
19. 2, 2 2, 4, 4 2,8 or 2, − 2 2, 4, − 4 2,8
20. 3,6,12
21. 128 or -972
22. 6, 6, 6 or 6, -3, -12.
23. 11,17,23 24. 5,8,11,14
25. -4,-1,2,5,8 26. 2,3
27. 6 28. £1074 million

29. r = 2 30. 4 ,5 31. 2048000

3 5
32. 99.80 F 33. 1800 34. 6 and 3

35. ab ab 36. a= b= c

44
Unit 3 Logarithmic and
Exponential Equations

3.1. Key unit competence

Solve equations involving logarithms or exponentials and apply them to

model and solve related problems

3.2. Objectives

ᇢᇢ Solve simple exponential equations.

ᇢᇢ Convert a number from logarithmic form to exponential form.
ᇢᇢ Change the base of any logarithm.
ᇢᇢ Use the properties of logarithms to solve logarithmic and
exponential equations.
ᇢᇢ Apply logarithms or exponential to solve interest rate
problems, population growth problems, radioactivity decay
problems, earthquake problems,…

3.3. Materials to be used

Exercise books, pens, instruments of geometry, calculator

3.4. Contents to be used

3.4.1. Exponential and logarithmic functions

a) Content summary

Recommended teaching periods: 7 periods

This section looks at how to sketch exponential and logarithmic function in
Cartesian plane.
The graph of a logarithmic function is found by reflecting the graph of the
corresponding exponential function to the first bisector i.e. the line y = x .

45
 Advanced Mathematics Teacher’s Guide Book Five

x
Then the coordinates of the points for y = a are reversed to obtain the
coordinates of the points for g ( x ) = log a x .

b) Teaching guidelines
Let learners know how to draw linear function in 2-dimensions. Recall
that to sketch a function you need a table of points.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in the Learner’s Book or
through your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 3.1

Materials
Exercise book, pens, instruments of geometry, calculator

46
Answers

Any horizontal line crosses the curve at most once

y = 2 x is one to one function (is invertible function)
Application Activity 3.1

47
 Advanced Mathematics Teacher’s Guide Book Five

3.4.2. Exponential and logarithmic equations

a) Content summary

Recommended teaching periods: 7 periods

This section looks at the method used to solve exponential and logarithmic
equations.
In solving exponential or logarithmic equations, remember basic rules for
exponents and/or logarithms.
Basic rules for exponents
For a > 0 and a ≠ 1, m, n ∈ IR
b) a : a = a
m n m n m−n
a) a × a =a m+n
1
c) (a ) m n
= a mn −n
d) a =
an
1 m

e) a n = n a f) a n = n am
g) a loga b = b
Basic rules for logarithms
∀x, y ∈ ]0, +∞[ , a ∈ ]0, +∞[ \ {1} :

48
 1
a) log=
a xy log a x + log a y b) log a = − log a y
y
x
d) log a x = r log a x , ∀r ∈ 
r
c) log
= a log a x − log a y
y
log c b
e) log a b = , ∀c ∈ ]0, +∞[ \ {1} , b > 0
log c a
b) Teaching guidelines
Let learners know how to solve linear and quadratic equations. They
should also know basic properties of powers. Help them to recall basic
properties of powers.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 3.2

Materials
Exercise book, pens

49
 Advanced Mathematics Teacher’s Guide Book Five

Answers
If m log
= = a x, n log a y and z = log a xy then
= m
x a= , y a n and xy = a z .
m n m+n z
Now, xy = a a = a = a ⇒ z = m + n .
( xy ) log a x + log a y .
Thus, log a=
x m x
If m log
= = a x, n log a y and z = log a =
then x a= , y a n and = a z .
y y
x am
Now, = n = a m−n = a z ⇒ z = m − n .
y a
( xy ) log a x − log a y .
Thus, log a=
Application Activity 3.2
1
2. a) log 4 64 = 3 b) log 2 = −3 c) log 1 y = x
8 2

d) log p q = 3 e) log8 0.5 = x f) log 5 q = p

3. a) log 2 8 = x ⇔ 8 = 2 x ⇔ 2 x = 23 ⇒ x = 3
b) log x 125 = 3 ⇔ 125 = x 3 ⇒ x = 3 125 ⇔ x = 5
c) log x 64 = 0.5 ⇔ 64 = x 0.5 ⇒ x = 642 ⇔ x = 4096

d) log 4 64 = x ⇔ 64 = 4 x ⇔ 4 x = 43 ⇒ x = 3
1 7
1 3  12 
e) log 9 x = 3 ⇔ x = 9 ⇔ x =  9  ⇒ x = 2187
2
2  
1 1
f) log 2 =x ⇔ = 2 ⇔2 =
x x
2−1 ⇒ x = −1
2 2
4. a) 5 b) 1.5 c) -3
1
d) -3 e) f) 1
3
g) 1 h) 0

Activity 3.3

Materials
Exercise book, pens

50
Answers

If x = log a m and z = log a ( m ) then m = a , m p = a x .

p x
1.

(a ) = a =
p
Now, m p = x px
a z ⇒ z = px .
Thus, log a ( m ) = p log
p
a m , as required.
log c b
2. log a b =
log c a
Let x = log a b , then a x = b .
Take logarithms in base c of both sides log c a x = log c b .
log c b
This gives x log c=
a log c b ⇒=
x .
log c a
log c b
Therefore, log a b = .
log c a

Application Activity 3.3

1. a) 4 p b) −2 p c) 1+ p
π
2. ( 2kπ + 1) , k ∈
2
1 
3.
3
a)  
2
b) { 2, 2} 
c)  e 2 , 2  
 e  
d) {( e , e ) , ( −e , −e )}
4 3 4 3
e) {2}

3.4.3. Applications of logarithmic and exponentiol

equations

Activity 3.4

Materials
Exercise book, pens, calculator

51
 Advanced Mathematics Teacher’s Guide Book Five

Answers
P ( t ) = P0 2kt
Here P0 =2, k =2, t in hours ⇒ P ( t ) =22t +1

a) P ( 4=
) 2=9 512
b) P ( t ) =213 ⇔ 22t +1 =213 ⇒ 2t + 1 = 13 ⇒ t = 6
222
c) Number of cells left is or 221
2

Activity 3.5

Materials
Exercise book, pens, calculator
Answers
a) The original amount of material present is
A ( 0 ) 80
= = ( 20 ) 80 gram
b) For the half life, A ( t ) = 40
 −t  1 −
t
−
t
40 = 80  2 100  ⇒ =2 100 ⇒ 2−1 =
2 100
  2
t
1
= t 100
⇒=
100
Therefore the half life is 100 years
c) A (t ) = 1
t
 −t  −
t
1 −
⇒ 80  2 100  = 1 ⇒ 2 100 =⇒ 2 100 = 80−1
  80
−
t t
⇒ log 2 100 = log 80−1 ⇒ − log 2 = − log 80
100
log 80
⇒
= t ×100
= 632
log 2
Therefore, it will take 632 years for material to decay to 1
gram.

52
 Activity 3.6

Materials
Exercise book, pens
Answers
Suppose P ( t ) has an exponential decay model so that
P ( t ) P0 e − kt
= ( k < 0) .
At any fixed time t1 let P1 = P0 e − kt1
be the value of P ( t ) and let T denote the amount of time required to
reduce in value by half. Thus, at time t1 + T the value of P ( t ) will be 2P1
(1 ) − k t +T
=
so that 2 P1 P=
0e P0 e − kt1 e − kT .
− kt1 − k ( t1 +T ) − kt1
Since P1 = P0 e=
P1 = e
, 2 P1 P=
0e P0 e − kt1 e − kT → 2 P0 e − kt1 P0 e − kt1 e − kT
=
Or 2 = e − kT , taking ln on both sides gives
1
ln 2 = −kT or T = − ln 2 which does not depend on P0 or t1 .
k

Application Activity 3.4

1. 12.5647h
2. 160.85 years
3. 866 years
4. a) a little over 95.98 b) about 66.36
5. 4,139g
6. Frw 7,557.84
7. About 14.7 years
8. 2.8147498 X 1014
9. a) 10 years b) (i) 8 years (ii) 32.02 years.

53
 Advanced Mathematics Teacher’s Guide Book Five

3.5. Answers for the end of unit assessment

1. a) {81} b) {−1, 6} c) {( 9, 7 ) , ( 7,9 )} d)

1 
 ,5 e) {2} f) {( ln 2, ln 3)}
5 
2. a) 5 b) 1.5 c) 1.09
d) 1.5 e) -3 f) 1.05
3. a) $2519.42 b) 9 years
4. a) 976 b) 20
5. 12.9 0C
6. a) 49.7million b) 67.1million c) 122.4million
7. a) 16.0 b) 28.7 c) 33.6
8. a) 20.8years b) 138years
9. P = 36.4e0.01t
10. a) 14,400years b) 38years
0
11. a) 69.1 0C b) 60.2 c) 44.4 C
12. a) 5.0 b) 16.2 c) 26.4
13. c) 96min
14. c) After 76 / 77 years

54
Unit 4 Solving Equations by
Numerical Methods

4.1. Key unit competence

To be able to use numerical methods (e.g Newton-Raphson method to

approximate solution to equations)

4.2. Objectives

ᇢᇢ Finding root by linear interpolation and extrapolation.

ᇢᇢ Locating roots by graphical and analytical methods.
ᇢᇢ Finding real root by Newton-Raphson method and general
iterations.

4.3. Materials to be used

Exercise books, pens, instruments of geometry, calculator

4.4. Content and activities

4.4.1. Linear interpolation and extrapolation

a) Content summary

Recommended teaching periods: 4 periods

This section looks at how to use linear interpolation and extrapolation.
Linear interpolation is a process whereby the non tabulated values of
the function are estimated on the assumption that the function behaves
sufficiently smooth between the tabular point.
Extrapolation involves approximating the value of a function for a given value
outside the given tabulated values.

55
 Advanced Mathematics Teacher’s Guide Book Five

The linear interpolation formula is given as

y= y1 +
( x − x1 )( y2 − y1 )
x2 − x1
For extrapolation formula, we may also use the above formula .
An example of a linear interpolation is given in the graph shown below.
Here, the line segment AB is given. The point C is interpolated; while the
point D is extrapolated by extending the straight line beyond AB.
y
Extrapolated, D

Measured, B
Interpolated, C

Measured, A

0 x

b) Teaching guidelines
Let learners know how to find equation of a line passing through given
two points.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.

56
 ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 4.1

Materials
Exercise book, pens, geometric instruments
Answers

CD f − f1 BM f − f1
3) = 2 =
AD x2 − x1 AB x − x1
CD BM
4) Since = , thus
AD AB
f 2 − f1 f − f1
=
x 2 − x1 x − x1
f 2 − f1
Or f − f1 = (x − x1 )
x 2 − x1

57
 Advanced Mathematics Teacher’s Guide Book Five

f 2 − f1 x − x1
f = (x − x1 ) + f1 f = ( f 2 − f1 ) + f1
x 2 − x1 x 2 − x1
x − x1
Letting = δ and f 2 − f 1 = ∆f 1 gives
x2 − x1
f = δ∆f1 + f1

Application Activity 4.1

1. a) θ = 64.3 when T=18s
b) T=22.5 when 600C
2. a) 0.2324 b) 0.967

Activity 4.2

Materials
Exercise book, pens, calculator
Answers
y ax + b
Let =
10.5 − 10.9 −0.4
a= = = −0.067
1988 − 1982 6
y= −0.067 x + b
10.5 = −0.067 (1988 ) + b
⇒b= 143.7
Then, y = −0.067 x + 143.7
The winning time in year 2010 is estimated to be:
−0.067 ( 2010 ) + 143.7 =
y= 9.03 sec
Unfortunately, this estimate actually is not very accurate. This example
demonstrates the weakness of linear extrapolation; it uses only a couple
of points, instead of using all the points like the best fit line method, so
it doesn’t give as accurate results when the data points follow a linear
pattern.
Application Activity 4.2
1) 11.5 2) 3.33

58
4.4.2. Location of roots

a) Content summary
Recommended teaching periods: 8 periods
This section looks at the method used to locate root by analytical method
and graphical method.
Analytical method
The root of f ( x ) = 0 lies in interval ]a, b[ if f (a ) f (b ) < 0 ; in other words,
f (a ) and f (b ) are of opposite sign.
Graphical method
To solve the equation f ( x ) = 0 , graphically, we draw the graph of y = f ( x )
and read from it the value of x for which f ( x ) = 0 i.e. the x-coordinates of
the points where the curve y = f ( x ) cuts the x-axis.
Alternatively, we would rearrange f ( x ) = 0 , in the form h( x ) = g (x ) ,
and find the x-coordinates of the points where the curves y = h( x ) and
y = g ( x ) intersect.

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

59
 Advanced Mathematics Teacher’s Guide Book Five

c) Answers to activities

Activity 4.3

Materials
Exercise book, pens, calculator
Answers

ᇢᇢ Table of values for y = x 2 − 5 x + 2

x 0 1 2 3 4 5
y = x 2 − 5x + 2 2 -2 -4 -4 -2 2
ᇢᇢ The ranges of root of equation x 2 − 5 x + 2 =0:
f ( 0 )= 2 > 0 and f (1) =−2 < 0 , so, a root lies between 0
and 1
f ( 4 ) =−2 < 0 and f ( 5 )= 2 > 0 , so, a root lies between 4
and 5.
The ranges of root of equation x 2 − 5 x + 2 =0 are 0 < x < 1
and 4 < x < 5
Application Activity 4.3
1. f ( x ) = x 3 − 3 x − 12
f ( 2 ) =23 − 6 − 12 =−10 < 0
f ( 3) = 33 − 9 − 12 = 6 > 0

Since f ( 2 ) f ( 3) < 0 , thus, the equation x3 − 3 x − 12 =

0 has
a root between 2 and 3
x 2 ? 3
y −10 0 6

y = y1 +
( x − x1 )( y2 − y1 ) ⇒ x = x1 +
( y − y1 )( x2 − x1 )
Hint: x2 − x1 y2 − y1
x = 2.625

60
 2. f ( x )= 3 x 2 + x − 5
f (1) =3 + 1 − 5 =−1 < 0

f ( 2 ) = 12 + 1 − 5 = 8 > 0

As f (1) f ( 2 ) < 0 , then, the equation 3 x 2 + x − 5 =0 has a

root between 1 and 2.
x 1 ? 2
y −1 0 9

x= x1 +
( y − y1 )( x2 − x1 )
y2 − y1
x = 1.1

Activity 4.4

Materials
Exercise book, pens, calculator, geometrical instruments
Answers
2
1. Graph of y = x − 5 x + 2
x 0 1 2 3 4 5
y = x 2 − 5x + 2 2 -2 -4 -4 -2 2

61
 Advanced Mathematics Teacher’s Guide Book Five

2. Ranges of roots: ]0,1[ and ]4,5[

3. x2 − 5x + 2 = 0 ⇔ x2 = 5x − 2
⇒ x= − 5x − 2
5 x − 2 or x =
4. Taking the positive root, we get
y = x and=y 5x − 2
x 0.4 1 1.5 2 2.5 3 3.5 4 4.5 5
y 0.4 1 1.5 2 2.5 3 3.5 4 4.5 5
x 0.4 1 1.5 2 2.5 3 3.5 4 4.5 5
=y 5x − 2 0.0 1.7 2.3 2.8 3.2 3.6 3.9 4.2 4.5 4.8

5. The graphs of y = x and=y 5 x − 2 look like this

62
Application Activity 4.4
1.

2.

3.

The root is 2.5

63
 Advanced Mathematics Teacher’s Guide Book Five

4.

The root is 2.1

5.

The root is 1.9

64
4.4.3. Iteration method

a) Content summary
Recommended teaching periods: 9 periods
This section looks at the method used to find roots by Newton-Raphson
method and general iterations.
By this method, we get closer approximation of the root of an equation if we
already know its good approximate root.
1. Guess a first approximation to a solution of the equation
f ( x ) = 0 . A graph of y = f ( x ) may help.
2. Use the first approximation to get a second, the second to get a
third, and so on using the formula
f (x )
xn − ' n , if f ' ( xn ) ≠ 0
xn +1 =
f ( xn )
Notice
If f ' ( x1 ) = 0 or nearly zero, this method fails.

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

65
 Advanced Mathematics Teacher’s Guide Book Five

c) Answers to activities

Activity 4.5

Materials
Exercise book, pens and geometric instruments
Answers
1.

f ( x1 ) − f ( x2 )
Slope of the tangent
= line: m = f ' ( x)
x1 − x2
Equation of tangent: f ( x ) − f ( x1=
) f ' ( x1 )( x − x1 )
2. At X = x , f ( x ) = 0 . The tangent equation will be y = m
x2 is a best approximation.
From tangent equation, we get: − f ( x=
1) f ' ( x1 )( x2 − x1 )
f ( x1 )
− x2 − x1
=
f ' ( x1 )

Or
f ( x1 )
x2= x1 −
f ' ( x1 )

66
Application Activity 4.5
1. 1.521 2. -2.104 3. 0.79206
4. 1.224 5. 0.581 6. 0.619

Activity 4.6

Materials
Exercise book, pens, calculator
Answers
x3 − 3x − 5 = 0 ⇔ x3 = 3x + 5
⇒ x= 3
3 x + 5 , x1 = 2

x2 = 3
3× 2 + 5 = 3
11 = 2.22398

x3 = 3
3 × 2.22398 + 5 = 2.268372

x4 = 3
3 × 2.268372 + 5 = 2.276967

x5 = 3
3 × 2.276967 + 5 = 2.278624

x6 = 3
3 × 2.278624 + 5 = 2.278943

x7 = 3
3 × 2.278943 + 5 = 2.279004

x8 = 3
3 × 2.279004 + 5 = 2.279016
x = 2.279 to 3dp

Application Activity 4.6

2
1. a) x − 3 x + 1 =0
f ( x ) = x 2 − 3x + 1
f ( 0 ) = 02 − 0 + 1 = 1 > 0
f (1) =12 − 3 + 1 =−1 < 0

As f ( 0 ) f (1) < 0 , then, the equation x 2 − 3 x + 1 =0 has a

root between 0 and 1.

67
 Advanced Mathematics Teacher’s Guide Book Five

f ( 2 ) =22 − 6 + 1 =−1 < 0

f ( 3) = 32 − 9 + 1 = 1 > 0

As f ( 2 ) f ( 3) < 0 , then, the equation x 2 − 3 x + 1 =0 has a

root between 2 and 3.
b) i) x 2 − 3 x + 1 = 0 ⇔ 3 x = x 2 + 1
x2 + 1
⇔ x= ⇒ p = 1, q = 3
3

ii) x 2 − 3 x + 1 =0 ⇔ x 2 − 3 x =−1

⇔ x ( x − 3) =−1

1
⇒ x − 3 =− , x ≠ 0
x
1
⇔ x =3 − ⇒ r =3, s =−1
x

(=
0.5 ) + 1
2
x2 + 1
=x = c), x1 =
0.5 , x2 0.416667
3 3
( 0.416667 ) + 1
2

=x3 = 0.391204
3
(=
0.391204 ) + 1
2

=x4 0.384347
3
(=
0.384347 ) + 1
2

=x5 0.382574
3
(=
0.382574 ) + 1
2

=x6 0.382121
3
(=
0.382121) + 1
2

=x7 0.382005
3
(=
0.382005 ) + 1
2

=x8 0.381976
3

68
 (=
0.381976 ) + 1
2

=x9 0.381969
3
x = 0.382 to 3 dp

1 1
d) 3 − , x1 =
x= 0.5 , x2 =−
3 1
=
x 0.5
1
x3 = 3 − = 2
1
1
x4 =3 − =2.5
2
10
x5 =3− =2.615385
26
1
3−
x6 = 2.615385
=
2.615385
1
3−
x7 = 2.617647
=
2.615385
1
3−
x8 = 2.617978
=
2.617647
x = 2.618 to 3 dp

1
2. 2 + 2 , x0 =
xn +1 = 2
xn
1
x1 =2 + =2.25
22
1
2+
x2 = 2.197531
=
( 2.25)
2

1
2+
x3 = 2.207076
=
( 2.197531)
2

1
2+
x4 = 2.205289
=
( 2.207076 )
2

69
 Advanced Mathematics Teacher’s Guide Book Five

1
2+
x5 = 2.205622
=
( 2.205289 )
2

1
2+
x6 = 2.20556
=
( 2.205622 )
2

1
2+
x7 = 2.205571
=
( 2.20556 )
2

1
2+
x8 = 2.205569
=
( 2.205571)
2

1
2+
x9 = 2.205569
=
( 2.205569 )
2

x = 2.205569 to 6 dp
Equation is x 3 − 2 x 2 − 1 =0
3. f ( x=
) x 2 − sin x
f ( 0.5 ) = ( 0.5 ) − sin 0.5 = −0.22943 < 0
2

f (1) =
12 − sin 1 =0.158529 > 0
As f ( 0.5 ) f (1) < 0 , then, the equation x 2 − sin x =
0 has a
root between 0.5 and 1.
sin x
=xn +1 = , x0 0.5
xn
sin 0.5
=x1 = 0.958851
0.5
sin 0.958851
=x2 = 0.853659
0.958851
sin 0.853659
=x3 = 0.882894
0.853659
sin 0.882894
=x4 = 0.875054
0.882894
sin 0.875054
=x5 = 0.877178
0.875054
x = 0.877 to 3 dp

70
4.5. Answers for the end of unit assessment
1. a)

The root lies between 2 and 3

p x
x
= +
x2 2
2 p + x3
⇔x= 2 ⇔ 2 x3 =2 p + x3
2x
⇔ x3 =
2p
2 p = 14 ⇒ p = 7

b) 2.410

2. 1.8171206

3. a) 1.67 b) 1.16 c) 1.9 d) 0.85

71
 Advanced Mathematics Teacher’s Guide Book Five

4. Graph

From the graph, the root lies between 2.9 and 3.

Answer to three significant figures is 2.93
5. 1.738
6. a) 1.4973 b) 3.332
1

7. 1.83, x = 3 x
8. a) 0.45 b) -4 is undefined c) -4.45

72
Unit 5 Trigonometric Functions
and their Inverses

5.1. Key unit competence

Apply theorems of limits and formulas of derivatives to solve problems

including trigonometric functions, optimisation, and motion.

5.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ Find the domain and range of trigonometric function and
their inverses.
ᇢᇢ Study the parity of trigonometric functions.
ᇢᇢ Study the periodicity of trigonometric functions.
ᇢᇢ Evaluate limits of trigonometric functions.
ᇢᇢ Differentiate trigonometric functions.

5.3. Materials to be used

Exercise books, pens, instruments of geometry, calculator

5.4. Content and activities

5.4.1. Generalities on trigonometric functions and their
inverses

a) Content summary

Recommended teaching periods: 14 periods

This section looks at the domain and range of trigonometric functions and
their inverses. It also looks at the parity and periodicity of trigonometric
functions.

73
 Advanced Mathematics Teacher’s Guide Book Five

Domain and range of trigonometric functions

Cosine and sine
The domain of sin x and cos x is the set of real numbers.
The range of sin x and cos x is [ −1,1] .

Tangent and cotangent

π 
The domain of tan x is  \  + kπ  , k ∈  . The range of tan x is the set of
2 
real numbers.
The domain of cot x is  \ {kπ } , k ∈  . The range of cot x is the set of real
numbers.

74
Secant and cosecant
π  1
The domain of sec x is  \  + kπ  , k ∈  . Since sec x =
2  cos x
1
and range of cosine is [ −1,1] , will vary from negative infinity to -1 or
cos x
from 1 to plus infinity. Thus, the range of sec x is ]−∞, −1] ∪ [1, +∞[

75
 Advanced Mathematics Teacher’s Guide Book Five

1
The domain of csc x is  \ {kπ } , k ∈  . Since csc x = and
sin x
1
range of sine is [ − 1,1] , sin x will vary from negative infinity to -1
or from 1 to plus infinity. Thus, the range of csc x is ]−∞, −1] ∪ [1, +∞[

Inverse trigonometric functions

sin x and cos x have the inverses called inverse sine and inverse cosine
−1
denoted by sin −1 x and cos x respectively.

76
 1
Note that the symbols sin −1 x and cos −1 x are never used to denote
sin x
1 1 1
and respectively. If desired, and
cos x sin x cos x
can be written as ( sin x ) and ( cos x )
−1 −1
(or csc x and sec x ) respectively.
sin −1 x and cos −1 x are also called arcsine of x and arccosine of x and they
are denoted by arc sin x and arc cos x respectively.

77
 Advanced Mathematics Teacher’s Guide Book Five

Domain restrictions that make the trigonometric functions

one to one
Function Domain restriction Range
p p
Sine [- , ] [-1,1]
2 2
Cosine [0,π] [-1,1]
 π π
Tangent  − 2 , 2  

Cotangent ]0,π[ 
 π  π 
Secant 0, 2  ∪  2 , π  ]−∞, −1] ∪ [1, +∞[
 π   π
Cosecant  − 2 , 0  ∪  0, 2  ]−∞, −1] ∪ [1, +∞[
Because sin x (restricted) and sin −1 x ; cos x (restricted) and cos −1 x
are inverses to each other, it follows that:
π π
ᇢᇢ sin ( sin y ) = y if − ≤ y ≤ ; sin ( sin x ) = x
−1 −1

2 2
if −1 ≤ x ≤ 1
ᇢᇢ ( )
cos −1 ( cos y ) = y if 0 ≤ y ≤ π ; cos cos −1 x = x
if −1 ≤ x ≤ 1
From these relations, we obtain the following important result:

78
Theorem 1
π π
If −1 ≤ x ≤ 1 and − 2 ≤ y ≤ 2 , then y = sin x and sin y = x
−1
ᇢᇢ
are equivalent.
If −1 ≤ x ≤ 1 and 0 ≤ y ≤ π , then y = cos x and cos y = x are
−1
ᇢᇢ
equivalent.
Periodic functions
A function f is called periodic if there is a positive number P such that
f ( x + P) =
f ( x ) whenever x and x + P lie in the domain of f.

Any function which is not periodic is called aperiodic.

The period of sum, difference or product of trigonometric function is given
by the Lowest Common Multiple (LCM) of the periods of each term or factor.

b) Teaching guidelines
Let learners know how to find domain of definition of a polynomial, rational
and irrational functions. Recall that the domain of definition of a function
is the set of elements where the function is defined.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.

79
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ Ask learners what they learned in day lesson to ensure that

they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 5.1

Materials
Exercise book, pens, calculator
Answers
1. No real number for x 2. No real number for x
π x kπ , k ∈ 
3. x =+ kπ , k ∈  4.=
2
π = x kπ , k ∈ 
5. x =+ kπ , k ∈  6.
2
Application Activity 5.1

1.  2.  \ {0}
3.  \ {0} 4.  \ {0}
π 
5.  \  + kπ  , k ∈  6. ]0, +∞[
2 

Activity 5.2

Materials
Exercise book, pens, calculator

80
Answers

1. ]−∞, −1[ ∪ ]1, +∞[ 2. ]−∞, −1[ ∪ ]1, +∞[

3. No real number for x 4. No real number for x
5. ]−1,1[ 6. ]−1,1[
Application Activity 5.2

 1   1 [ −1,1]
1.  − 2 , 0  ∪  0, 2  2.

3. ]0,1] 4. ] - ¥, -1]È[1, +¥[

Activity 5.3

Materials
Exercise book, pens, calculator
Answers
sin x sin x
1. f (−x) = , − f ( x) =− , f ( − x ) ≠ − f ( x ) , f ( − x ) =f ( x )
x x
cos x cos x
2. g (−x) =− , − g ( x) =− , g (−x) =−g ( x), g (−x) ≠ g ( x)
x x
3. h (−x) =− sin x + cos x, − h ( x ) =− sin x − cos x, h ( − x ) ≠ −h ( x ) , h ( − x ) ≠ h ( x )

Application Activity 5.3

1. Even 2. Odd 3. Odd
4. Neither even nor odd, 1 is in domain but -1 is not in
domain.

Activity 5.4

Materials
Exercise book, pens, calculator
Answers
1. 2 kπ , k ∈  2. 2 kπ , k ∈  3. kπ , k ∈ 

81
 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 5.4

1. π 2. 3π 3. π
3
2p π
4. 2π 5. ;w¹0 6.
w 2

Activity 5.5

Materials
Exercise book, pens, calculator
Answers
1. 2π 2. π 3. 2π
Application Activity 5.5

1. π 2. 2π

3. 2π 4. 2 3π
3
5.4.2. Limits of trigonometric functions

a) Content summary
Recommended teaching periods: 9 periods
This section looks at the method used to find the limits of trigonometric
functions
sin x
lim =1
x →0 x

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.

82
 ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 5.6

Materials
Exercise book, pens, calculator
Answers
1. a) lim sin
= x sin
= 0 0 b) lim
x →0
sin x 0sin
x= = 0 0
x →0

1
c) lim cos
= x cos
= 0 1 d) lim = ∞
x →0 x →0 x
cos x 1
e) lim = lim lim cos x = ∞ × 1 = ∞
x →0 x x → 0 x x →0
2.
sin x sin x
x x
x x
1 0.841470985 -1 0.841470985
0.9 0.870363233 -0.9 0.870363233
0.8 0.896695114 -0.8 0.896695114
0.7 0.920310982 -0.7 0.920310982
0.6 0.941070789 -0.6 0.941070789
0.5 0.958851077 -0.5 0.958851077
0.4 0.973545856 -0.4 0.973545856
0.3 0.985067356 -0.3 0.985067356
0.2 0.993346654 -0.2 0.993346654

83
 Advanced Mathematics Teacher’s Guide Book Five

0.1 0.998334166 -0.1 0.998334166

0.01 0.999983333 -0.01 0.999983333
0.001 0.999999833 -0.001 0.999999833
0.0001 0.999999998 -0.0001 0.999999998

sin x sin x
a) lim+ =1 b) lim− =1
x →0 x x → 0 x
c) Since both limits on each side are equal to 1 then
sin x
lim =1
x →0 x
Application Activity 5.6

1. π 2. 2 3. 0 4. 3
4

Activity 5.7

Materials
Exercise book, pens, calculator
Answers
1. =
a) Let y sin −1 ( −1) . This equation is equivalent to
π π . The only value of y satisfying these
sin y =−1, − ≤ y≤
2 2 π
conditions is y = − π −1
. So sin ( −1) =−
2 2
b) Let y = tan 1 . This is equivalent to tan y = 1, − π < y < π
−1

2 2
. The only value of y satisfying these conditions is
π . So tan −1 (1) = π
y=
4 4
=
c) Let y cot −1
( ) . This is equivalent to
−1
cot y =−1, 0 < y ≤ π . The only value of y satisfying these
3π
conditions is y = 3π . So cot ( −1) =
−1

4 4

84
 =
d) Let y sec −1 ( −2 ) . This is equivalent to
π . The only value of y
sec y =−2, 0 ≤ y ≤ π , y ≠
2
2π 2π
satisfying these conditions is y =
−1
. So sec ( −2 ) =
3 3
=
e) Let y csc −1
( ) . This is equivalent to
−2
π π
csc y = −2, − ≤ y ≤ , y ≠ 0 . The only value
2 2
of y satisfying these conditions is y = − π . So
π 6
csc ( −2 ) =
−1
−
6
 2x − 3  −1  2 − 3  3π
a) lim cot −1   cot ( −= 1)
−1
2. = cot  =
x →1
 x   1  4
−1  1 + x   1+1  π
b) lim sin =  sin −1 =
  sin
= −1
(1)
x →1
 2x   2  2
 x +1 −1  −1  0 
c) lim cos −1   = cos   I.C .
x →0
 x  0
Remove this I.C
x +1 −1 1 1 −1 1 π
lim= lim = and cos = .
x →0 x x →0 2 x + 1 2 2 3
 x +1 −1  π
lim cos −1   =
Thus, x →0  x  3
 1 − x2  00
d) lim tan −1   tan1-1 I.C
== tan ...I.C. Remove this I.C
x →−1
 2x + 2  00

 1 − x2  −2 x π
lim  = = 1 and tan −1 (1) = .
 xlim
x →−1 2 x + 2
  →−1 2 4

−1  1 − x  π
2
lim
Thus, x →−1 tan  =
 2x + 2  4

Application Activity 5.7

π π
1) 2) − 3) 2
4 2

85
 Advanced Mathematics Teacher’s Guide Book Five

5.4.3. Differentiation of trigonometric functions and their

inverses
a) Content summary
Recommended teaching periods: 14 periods
This section looks the derivative of trigonometric functions and their inverses.
Derivative of trigonometric functions
1. d (sin u )
= cos u
du 2. d (cos u ) = − sin u du
dx dx dx dx

d (tan u ) du d ( cot u ) du
3. = sec 2 u 4. = − csc 2 u
dx dx dx dx

d (sec u ) d ( csc u )
du du
5. = sec u tan u 6. = − csc u cot u
dx dxdx dx
Derivative of inverse trigonometric functions
d ( arcsin u ) 1 du 2. d ( arccos u ) 1 du
1. = = −
dx 1 − u dx
2
dx 1 − u 2 dx
d ( arctan u ) 1 du d ( arccot u ) 1 du
3. = 4. = −
dx 1 + u 2 dx dx 1 + u 2 dx

5.
d ( arcsec u ) 1 du 6. d ( arccsc u ) 1 du
= = −
dx u u − 1 dx
2 dx u u − 1 dx
2

b) Teaching guidelines
Let learners know trigonometric identities. The trigonometric identities
will be used in this section
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.

86
 ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 5.8

Materials
Exercise book, pens
Answers
1. ∀x0 ∈ 
sin x − sin x0
( sin x0 ) ' = xlim
→x 0 x − x0
x + x0 x − x0
2 cos sin
= lim 2 2
x → x0 x − x0
x − x0
x + x0 2sin
= lim cos lim 2
x → x0 2 x → x0 x − x0
x − x0
x + x0 2sin
= lim cos lim 2
x → x0 2 x → x0 2 x − x0
2
x − x0
sin
x + x0 2
= lim cos lim
x → x0 2 x → x0 x − x0
2
 x +x 
=  cos 0 0  ×1
 2 
= cos x0
Thus, ∀x ∈ , ( sin x ) ' = cos x
87
 Advanced Mathematics Teacher’s Guide Book Five

π 
2. cos x sin  − x 
=
2 
/
 π 
( cos x ) sin  − x  
/
=
 2 
/
π  π 
=  − x  cos  − x 
2  2 
π 
= − cos  − x 
2 
= − sin x
Thus, ∀x ∈ , ( cos x ) ' = − sin x
Application Activity 5.8

2 x cos( x 2 + 3) 2. 6 x cos ( x + 4 ) sin ( x + 4 )

2 2 2
1.
3. −6 x sin 3 x 2 4. −6 cos 2 2 x sin 2 x

Activity 5.9

Materials
Exercise book, pens
Answers
sin x
1. tan x =
cos x
/
/  sin x 
( tan x ) = 
 cos x 
( sin x ) / cos x − sin x ( cos x ) /
=
( cos x )
2

cos x cos x + sin x sin x

=
( cos x )
2

cos 2 x + sin 2 x
=
cos 2 x
1
=
cos 2 x

88
 / 1
( tan x ) =
cos 2 x
= sec 2 x
= 1 + tan 2 x

π 
2. cot x tan  − x 
=
2 
/
 π 
( )  
/
=cot x tan − x 
 2 
/
π 
 − x
2
=   / −1
 π  ( cot x ) =
cos 2  − x  sin 2 x
2 
= − csc 2 x
−1
= =− (1 + cot 2 x )
sin 2 x
Application Activity 5.9

1. tan x + x (1 + tan 2 x ) 2. 3 1 + tan 2 ( 3 x + 2 ) 

3. −2 x 1 + cot 2 ( x 2 − 5 )  4. −4sin x (1 + cot 4 x ) + cos x cot 4 x

2

Activity 5.10

Materials
Exercise book, pens
Answers
1
1. sec x =
cos x
1 
( sec x ) ' =  '
 cos x 
sin x
=
cos 2 x
1 sin x
=
cos x cos x
= sec x tan x

89
 Advanced Mathematics Teacher’s Guide Book Five

1
2. csc x =
sin x
1 
( csc x ) ' =  '
 sin x 
− cos x
=
sin 2 x
−1 cos x
=
sin x sin x
= − csc x cot x

Application Activity 5.10

1. 3sec ( 3 x + 2 ) tan ( 3 x + 2 ) 2. θ 2 csc 2θ ( 3 − 2θ cot 2θ )

3. 12sec 4 3 x tan 3 x

Activity 5.11

Materials
Exercise book, pens
Answers
 π π
1. f ( x ) = sin −1 x for x ∈ [ −1,1] and x = sin y for y ∈  − , 
 2 2
where y = f ( x ) .
1 1 1
( sin =
−1
x) ' =
( sin y ) '
=
cos y cos ( sin −1 x )
1
= since cos =
x 1 − sin 2 x
1 − sin ( sin x )
2 −1

1
=
1 − x2

2. f ( x ) = cos −1 x for x ∈ [ −1,1] and x = cos y for y ∈ [ 0, π ]

where y = f ( x )

90
 1 1 −1
( cos=
x) '
−1
=
( cos y ) '
=
− sin y sin ( cos −1 x )
−1
= since sin =
x 1 − cos 2 x
1 − cos 2 ( cos −1 x )
−1
=
1 − x2

Application Activity 5.11

1 −2 x
1. 2.
x x −12
1 − x4
−1 1
3. 4.
2x − x 2 2x 1− 2x

Activity 5.12

Materials
Exercise book, pens
Answers
π π
1. f ( x ) = tan −1 x for x ∈  and x = tan y for y ∈  − , 
 2 2
where y = f ( x ) .
1 1 1 1
( tan
= x) ' =
−1

( tan y ) '
= 2 2
=
1 + tan y 1 + tan ( tan x ) 1 + x 2
−1

2. f ( x ) = cot −1 x for x ∈  and x = cot y for y ∈ ]0, π [ where

y = f ( x)
1 −1 −1 −1
( cot=x) ' =
−1

( cot y ) '
= =
1 + cot y 1 + cot ( cot x ) 1 + x 2
2 2 −1

Application Activity 5.12

1. 1 2. 1 1 3. −1
+
2 x (1 + x )
2
x x −12 x +1 2x x −1

91
 Advanced Mathematics Teacher’s Guide Book Five

Activity 5.13

Materials
Exercise book, pens
Answers
1. f ( x ) = sec −1 x for x ≤ −1 or x ≥ 1 and x = sec y for
π
y ∈ [ 0, π ] , y ≠ where y = f ( x )
2
1 1 1
( sec
= x) ' =
−1

( sec y ) '
=
sec y tan y x x 2 − 1
2. f ( x ) = csc −1 x for x ≤ −1 or x ≥ 1 and x = csc y for
 π π
y ∈  − ,  , y ≠ 0 where y = f ( x )
 2 2
1 −1 −1
(csc
= −1
x ' =) =
( csc y ) ' csc y cot y x x 2 − 1
Application Activity 5.13
1
1. 2. 0
( 2 x + 1) 2
x +x
1 −2 x
3. 4.
x 25 x 2 − 1 (x 2
+ 1) x 4 + 2 x 2

Activity 5.14

Materials
Exercise book, pens
Answers
1. −2sin 2x 2. −4 cos 2x 3. 8sin 2x
4. 16 cos 2x 5. −32sin 2x

92
Application Activity 5.14
1. a) −13sin 2 x sin 3 x + 12 cos 2 x cos 3 x
3x + 1
b) − c) 2 cos 2x
4 x (1 + x 2 ) x
2
d)
cos 4 x
(1 + 2sin 2 x )
−8 x
2. a) b) −62 cos 2 x cos 3 x + 63sin 2 x sin 3 x
(1 + x ) 2 3

2sin x
c) ( −64 cos 6
x + 16 cos 4 x + 484 cos 2 x + 23)
( 4 cos x − 1)
2 4

16 tan x
d) ( 5 tan 6
x + 19 tan 4 x + 19 tan 2 x + 5 )
( tan x − 1)
2 4

 nπ   nπ   nπ 
b) 2 cos  2 x +
n
3. a) sin  x +  + cos  x +  
 2   2   2 

5.4.4. Applications of trigonometric functions

Activity 5.15

Materials
Exercise book, pens
Answers
By reading text books or accessing internet, learners will discuss on
harmonic motion and how differentiation of trigonometry functions is
used to find velocity, acceleration and jerk of an object if the function
representing its position is known.
If we have the function representing the position, say S ( t ) , then
ds
ᇢᇢ The velocity of the object is v =
dt

93
 Advanced Mathematics Teacher’s Guide Book Five

d 2s
ᇢᇢ The acceleration of the object is a =
dt 2
d 3s
ᇢᇢ The jerk of the object is j =
dt 3
Application Activity 5.15

1. a) 3m b) -9 3p m/s c) −27π m s 2

19p 3 2
d) e) Hz f)
3 2 3
2. a) amplitude xm is 4 m

frequency f is 0.5 Hz
period T is 2
angular frequency ω is π
dx  π
b) velocity is −4π sin  π t + 
=
dt  4
2
acceleration d 2x =  π
−4π 2 cos  π t + 
dt  4
c) displacement at t = 1 is -2 2 m
velocity at t = 1 is−2π 2 m
s

acceleration at t = 1 is -2p 2 2 m
s2
d) the maximum speed 4π m s
maximum acceleration 4π m s 2
2

94
5.5. Answers for the end of unit assessment
2p
1. a) b) π c) 2π
3
d) not periodic (aperiodic)

e) 2p f) not period (aperiodic)

2. a) neither even nor odd b) even c) odd
d) odd
3 1
3. a) 2 b) c) d) 2
2 2
8 1
e) 7 f) g) h) 0
5 16
15 1
i) j) k) 1 l) cos a
7 2

m) − sin a n) 1 o) 4 p) 0
2
1 3 1
q) 2 r) s) t)
2 4 2

π2
u) v) ± ¥ w) 0
2

4. a) 3sec x tan x + 10 csc 2 x b) −12 x −5 − 2 x tan x − x 2 sec2 x c)

3cos t − 2
5cos 2 x − 4 csc x cot x d)
( 3 − 2 cos t )
2

e) −48 x sin ( 6 x + 5 )
2
f) 72 x3 sin 2 ( 2 x 4 + 1) cos ( 2 x 4 + 1)

2sin 4 x − 4 ( 2 x + 3) cos 4 x
( ) (1 + sin 2 x )
2 3
g) 4 x − cos x h)
sin 2 4 x
−2 x 2 −1
i) j)
1 − x2 1 − x2
−2 x2 −1
k) l)
x x2 − 4 x x2 −1
m) sin −1 x

95
 Advanced Mathematics Teacher’s Guide Book Five

5. The amount of money in the bank account will be

increasing during the following intervals: 2.1588 < t < 5.3004
, 8.4420 < t < 10
6. − 2m / sec, 2m / sec, 2m / sec 2 , 2m / sec 2
7. 0cm / sec, − 5 3cm / sec, − 5 2cm / sec
8. 4m / sec,−3m / s − 4m / sec
9. It multiplies the velocity, acceleration, and jerk by 2, 4, and
8, respectively
π π 2p 3π
10. a) b) − c) d)
3 4 3 4
6
e) f) 1 g) 1 h) 1
7

96
Unit 6 Vector Space of
Real Numbers

6.1. Key unit competence

Apply vectors of  3 to solve problems related to angles using the scalar

product in  3 and use the vector product to solve also problems in  3 .

6.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ define and apply different operations on vectors.
ᇢᇢ show that a subset is a sub-vector space.
ᇢᇢ define linear combination of vectors.
ᇢᇢ find the norm of a vector.
ᇢᇢ calculate the scalar product of two vectors.
ᇢᇢ calculate the angle between two vectors.
ᇢᇢ apply and transfer the skills of vectors to other area of
knowledge.

6.3. Materials to be used

Exercise books, pens, instruments of geometry, calculator

6.4. Content and activities

6.4.1. Vector space  3

a) Content summary

Recommended teaching periods: 9 periods

This section looks at the operations on vectors in space, sub-vector spaces
and linear combination of vectors

The set of vectors of space with origin 0 is denoted by E0 and
= {
E0 0a : a ∈ E }
.
97
 Advanced Mathematics Teacher’s Guide Book Five

6.4.2. Operations on vectors

Sum of two vectors
Two non-parallel (or opposite) vectors of the same origin (means that their
tails are together) determine one and only one plane in space.

The addition of vectors of E0 is the application defined by E0 × E0 → E0

  
c is then the diagonal of the parallelogram built from a and b . Thus,
  
a+b = c
   
=If a (= a1 , a2 , a3 ) , b ( b1 , b2 , b3 ) , a + b = ( a1 + b1 , a2 + b2 , a3 + b3 )
A vector space (also called a linear space) is a collection of objects called
vectors, which may be added together and multiplied (“scaled”) by numbers,
called scalars in this context. Scalars are often taken to be real numbers, but
there are also vector spaces with scalar multiplication by rational numbers,
or generally any field.
If ( , F , + ) is a subspace of ( , E , + ) , then
ᇢᇢ F⊂E
ᇢᇢ 0 − vector ∈ F
   
ᇢᇢ u , v ∈ F , α , β ∈ ; α u + β v ∈ F

98
Sum of two sub-vector spaces
If F and G are two sub-vector spaces of E then the sum of F and G is also a
F + G = { x + y, x ∈ F , y ∈ G}
sub-vector space of E. It is denoted as
Theorems
ᇢᇢ W1 and W2 are subspaces of V, then W1 ∪ W2 is a subspace
⇔ W1 ⊆ W2 or W2 ⊆ W1 .
ᇢᇢ W1 and W2 are subspace of V, then W1 + W2 is the smallest
subspace that contains both W1 and W2.
Property
If ( , F , + ) and ( , G, + ) are two sub-vector spaces of ( , E , + ) we have,
dim ( F += G ) dim ( F ) + dim ( G ) − dim ( F ∩ G ) .
Remark

If dim ( F ∩ G ) =
0 , then dim ( F +=
G ) dim ( F ) + dim ( G ) . In this case, F and
G are said to be complementary and the sum F + G is said to be a direct
sum; and it is denoted by F ⊕ G .
Otherwise, F and G are said to be supplementary.
6.4.3. Linear combination
!
ᇢᇢ The
 vector
 u is called a linear combination of the vectors
u1 , u2 ,
u3 provided
  there exists scalars c1 , c2 , c3 such that
that

u = c1 u1 + c2 u2 + c3 u3
  
ᇢᇢ { }
Let S = u1 , u2 , u3 be a set of vectors  in
 the
 vector space V. The
set of all linear combinations of u1 , u2 , u 3 is
called
 the span of
(
the set S, denoted by span ( S ) or span u1 , u2 , u3 .
  
)
ᇢᇢ { }
The set of vectors S = u1 , u2 , u3 of a vector space V is said
to be linearly independent provided that the equation
  
c1 u1 + c2 u2 + c3 u3 = 0 has only the trivial solution c= 1 c=
2 c=
3 0.
ᇢᇢ A set of vectors is called linearly dependent if it is not linearly
0 for c1 , c2 , c3 ≠ 0 .
independent. Or if c1u1 + c2u2 + c3u3 =

99
 Advanced Mathematics Teacher’s Guide Book Five

Theorem 1
  
The three vectors u1 , u2 , u3 in  3 are linearly independent if and only if the
  
A u1 u2 u3  with the vectors as columns has non zero
3 × 3 matrix =
determinant otherwise they are linearly dependent.

b) Teaching guidelines
Let learners know how to perform operations on vectors in 2-dimension.
In three dimensions, there is a third component, z
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 6.1

Materials
Exercise book, pens, instruments of geometry

100
Answers

B − A =( −2,1, 0 )

Application Activity 6.1

1. ( −3, −3,3) 2. ( −1, 0,8)

3. ( −14, −17, −11) 4. (17, 21, 23)

Activity 6.2

Materials
Exercise book, pens, calculator
Answers
1. x=0
 
2. + β v α ( 0, a,3a ) + β ( 0, b,3b )
α u=
=( 0, α a + β b,3α a + 3β b )
( 0, α a + β b,3 (α a + β b ) )
=
= ( 0, c,3c ) ∈V , for α a + =
βb c
 
Thus, α u + β v ∈ V

101
 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 6.2

1. Fc! 3
If we take= x 0,= y 0 , we see that ( 0, 0, 0 ) ∈ F
 
Consider k = ( a, b= , 0 ) , t ( c, d , 0 ) ∈ F , α , β ∈ 
 
α k= + β t α ( a, b, 0 ) + β ( c, d , 0 )
= (α a, α b, 0 ) + ( β c, β d , 0 )
= (α a + α c, β b + β d , 0 )
F is a subspace of  3
2. Gc! 3
If we take= x 0,= y 0 , we see that ( 0, 0, 0 ) ∈ G
 
Consider k = ( a, b=, 0 ) , t ( c, d , 0 ) ∈ G , α , β ∈ 
 
α= k + β t α ( 2a, 2b, 0 ) + β ( 2c, 2d , 0 )
= ( 2α a, 2α b, 0 ) + ( 2β c, 2β d , 0 )
= ( 2 (α a + α c ) , 2 ( β b + β d ) , 0 )
G is a subspace of  3
3. Hc! 3

If we take= x 0,= y 0 , we see that ( 0, 0, 0 ) ∈ H

 
Consider k = ( a, 0,= b ) , t ( c, 0, d ) ∈ H , α , β ∈ 
 
α k= + β t α ( a, 0, b ) + β ( c, 0, d )
= (α a, 0, α b ) + ( β c, 0, β d )
= (α a + α c, 0, β b + β d )
H is a subspace of  3
4. Kc! 3

z 0 , we see that ( 0, 0, 0 ) ∉ K
x 0,=
I f we take=
Therefore, K is not a subspace of  3

102
 Activity 6.3

Materials
Exercise book, pens, calculator
Answers
=a 3,=b 2

Application Activity 6.3

   
1. v= −6e1 + 3e2 + 2e3
  
2. Set ( a, b, c ) = α u + β v + γ w
α = a
    3
 β = b − 2a . Thus, u , v and w generate 
γ =c − 2b + a

  
3. { }
a) u , v, w is not a basis of  3 b) k = −8

Activity 6.4

Materials
Exercise book, pens, calculator
Answers
 13
a = 8

 9
b =
 4
 11
c = − 8


Application Activity 6.4

 
1. u  = ( 3, −2, −5 ) , v  = ( 3, −5,3)
 V  V
2. a) ( 2, −5, 7 ) b) ( c, b − c, a − b )
3. ( 3, −1, 2 )
    
4. Suppose v = re1 + se2 + te3 ; then v  = ( r , s, t )
e

103
 Advanced Mathematics Teacher’s Guide Book Five

  
From the values of e1 , e2 and e3 , we have
!
⎡⎣ v ⎤⎦v= r ( a1 f1 + a2 f 2 + a3 f3 ) + s ( b1 f1 + b2 f 2 + b3 f3 ) + t ( c1 f1 + c2 f 2 + c3 f3 )
!
⎡⎣ v v⎤⎦ = ( ra1 f1 + sb1 f1 + tc1 f1 ) + ( ra2 f 2 + sb2 f 2 + tc2 f 2 ) + ( ra3 f3 + sb3 f3 + tc3 f3 )
!
⎡⎣ v= ⎤⎦v f1 ( ra1 + sb1 + tc1 ) + f 2 ( ra2 + sb2 + tc2 ) + f3 ( ra3 + sb3 + tc3 )

v  = ( ra1 + sb1 + tc1 , ra2 + sb2 + tc2 , ra3 + sb3 + tc3 )
Hence,   f
On the other hand
 a1 a2 a3 

v  A = ( r , s, t )  b1 b2 b3 
 e  
c c c 
 1 2 3

= ( ra1 + sb1 + tc1 , ra2 + sb2 + tc2 , ra3 + sb3 + tc3 )


= v  as required
f

6.4.4. Euclidian vector space  3

a) Content summary
Recommended teaching periods: 8 periods
This section talks about:
Scalar product of two vectors
The scalar product of two vectors of space is the application E0 × E0 → 
,verifying specific conditions
 
Algebraically, the scalar product of vectors u = ( a1 , a2 , a3 ) and v = ( b1 , b2 , b3 )
 
of space is defined by u ⋅ v= a1b1 + a2b2 + a3b3 .
Magnitude of a vector
 
The magnitude of the vector u denoted by u is defined as its length.
 
If u = ( a, b, c ) then u = a + b + c .
2 2 2

104
 Distance between two points
The distance between two points A ( a1 , a2 , a3 ) and B ( b1 , b2 , b3 ) denoted,
d ( A, B ) is

d ( A, B ) = ( b1 − a1 ) + ( b2 − a2 ) + ( b3 − a3 )
2 2 2
AB =

The angle between two vectors

 
Angle between two vectors u and v is such that
 
  u ⋅v
( )
cos u , v =  
u ⋅v

Vector product of two vectors and the mixed product of three

vectors.
The vector product (or cross product or Gibbs vector product) of
 
u = ( a1 , a2 , a3 ) and v = ( b1 , b2 , b3 ) is denoted and defined by
  
i j k
  a2 a3  a1 a3  a1 a2 
u × v a1 a2=
= a3 i− j+ k
b2 b3 b1 b3 b1 b2
b1 b2 b3
Or
  a a3 a a3 a1 a2 
u×v  2
= ,− 1 , 
 b2 b3 b1 b3 b1 b2 

The mixed product (also called the scalar triple product or box product or
compound product) of three vectors is a scalar which numerically equals the
vector product multiplied by a vector as the dot product.

105
 Advanced Mathematics Teacher’s Guide Book Five

The vector product of any two vectors is perpendicular to each of these

vectors.

Then the mixed product of the vectors u = ( a1 , a2 , a3 )
 
, v = ( b1 , b2 , b3 ) and w = ( c1 , c2 , c3 ) is denoted and defined by
   b b b b b b
(
u⋅ = )
v × w a1 2 3 − a2 1 3 + a3 1 2 .
c2 c3 c1 c3 c1 c2

b) Teaching guidelines
Let learners know how to find scalar product of two vectors, magnitude of
a vector, angle between two vectors. In three dimensions, there is a third
component, z
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 6.5

Materials
Exercise book, pens, calculator
Answers
a) 0 b) -3

106
Application Activity 6.5
a) 15 b) 22 c) -4 d) 3

Activity 6.6

Materials
Exercise book, pens, calculator
Answers

a) 29 b) 6
Application Activity 6.6

a) 461 unit of length b) 3 3 unit of length

c) 22 unit of length d) 201 unit of length

Activity 6.7

Materials
Exercise book, pens, calculator
Answers
   
1. 18
u ⋅v = 2. u v = 18
æ ! ! ö
u×v ÷
3. cos ç
-1
! ! =0
ç u v ÷
è ø
Application Activity 6.7
1. a) 77.990 b) 85.960 c) 79.260 d) 54.740
2 3 4
a) cos α
2. = = , cos β = , cos γ
29 29 29
4 −1 4
b) cos α
= = , cos β = , cos γ 0
17 17 3 17
1 −2 −14
c) cos α
= = , cos β = , cos γ
201 201 201
d)=cos α 1,=cos β 0,= cos γ 0

107
 Advanced Mathematics Teacher’s Guide Book Five

Activity 6.8

Materials
Exercise book, pens, calculator
Answers
1. Let ( a, b, c ) be that vector. Using dot product properties
( a, b, c ) ⋅ ( 2, −1,3) = 0 2a − b + 3c =0
 ⇔
( a, b, c ) ⋅ (1, 2, −1) =
0 a + 2b − c =0
2a − b + 3c =0
⇔
−2a − 4b + 2c =0
− 5b + 5c = 0 ⇒ c = b
2a − c + 3c =0
⇔ 2 a + 2c = 0⇒a =−c
− c, b =
Then a = c

Take c = 1 , we have w = ( −1,1,1)
 −1 3  2 3  2 −1   
2. i −j +k =−5i + 5 j + 5k
2 −1 1 −1 1 2
3. Vector obtained in b is a multiple of vector obtained in a. Or
we can say that the two vectors are parallel.
Application Activity 6.8

1. (1, −2,5) 2. ( −2,10, −12 ) 3. ( 3,3, −3)

4. ( −66,18,83) 5. (8, −18, −14 )

Activity 6.9

Materials
Exercise book, pens, calculator

108
Answers

 b2 b3 b b b b 
1.  , − 1 3 , 1 2  or
 c2 c3 c1 c3 c1 c2 
( b2c3 − c2b3 , −b1c3 + c1b3 , b1c2 − c1b2 )
 b2 b3 b b b b 
2.  a1 , −a2 1 3 , a3 1 2  or
 c2 c3 c1 c3 c1 c2 
( a1b2c3 − a1c2b3 , −a2b1c3 + a2c1b3 , a3b1c2 − a3c1b2 )
Application Activity 6.9
1) -4 2) 42 3) 24 4) 320 5) 40

6.4.5. Applications of vector space of real number

a) Content summary

Area of a parallelogram
 
Area of a parallelogram with vectors u and v as two adjacent sides is
 
S= u × v

Area of a triangle
 
Thus, the area of triangle with vectors u and v as two sides is
1  
S
= u×v
2

109
 Advanced Mathematics Teacher’s Guide Book Five

Volume of a parallelepiped

  
The volume of a parallelepiped which has vectors u , v and w as three
 
concurrent edges, where v and w define its base, is given by
  
(
V = u ⋅ v× w )
  
Remember that if u = ( a1 , a2 , a3 ) , v = ( b1 , b2 , b3 ) and w = ( c1 , c2 , c3 ) , then
a1 a2 a3
   b b − bb + bb
( ) a a a
2 3 1 3 1 2
u ⋅ v× w =b1 b2 b3 .=
c c c c c c
1 2 3
2 3 1 3 1 2
c1 c2 c3
If the parallelepiped is defined by four points A ( a1 , a2 , a3 ) , B ( b1 , b2 , b3 ) ,
C ( c1 , c2 , c3 ) and D ( d1 , d 2 , d3 ) , its volume is
  
V = AD ⋅ AB × AC ( )

110
Volume of a triangular prism
The parallelepiped can be split into 2 triangular prism of equal volume.
Since the volume of a parallelepiped is the magnitude of the mixed product,
1
then the volume of a triangular prism is equal to 2 of the magnitude of the
mixed product.

1 b2 b3
V = ( a
2 c2 c3 1
a1 a2 a3 b1 b3
1 - a2
V = b1 b2 b3
2 = c1 c3
c1 c2 c3
b b2
+ 1 a3 )
c1 c2

111
 Advanced Mathematics Teacher’s Guide Book Five

Volume of a tetrahedron
The parallelepiped can be split into 6 tetrahedra of equal volume.
Since the volume of a parallelepiped is the magnitude of the mixed product,
1
then the volume of a tetrahedron is equal to 6 of the magnitude of the
mixed product.

1 b2 b3
V = ( a1
6 c2 c3
a1 a2 a3 b b3
1 - 1 a2
V = b1 b2 b3 = c c3
6 1
c1 c2 c3 b b2
+ 1 a3 )
Remark c1 c2
A tetrahedron is also called triangular pyramid.

b) Teaching guidelines
Let learners know how to find scalar product, vector product, mixed
product and magnitude of a vector.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

112
 c) Answers to activities

Activity 6.10

Materials
Exercise book, pens
Answers
If a constant force F acting on a particle displaces it from A to B, then,
work done
= ( component of F ) ⋅ Displacement
= ( F cos θ ) ⋅ AB
 
= F ⋅ AB

Application Activity 6.10

141
1) 16 2) 55 3)
2
4) 20 5) 32 6) 40

Activity 6.11

Materials
Exercise book, pens

113
 Advanced Mathematics Teacher’s Guide Book Five

Answers
 
Since the base and the height of this parallelogram are u and v sin θ
     
respectively, the area is S = u v sin θ . But u v sin θ= u × v . Then
 
area is S= u × v .
 
Thus, the magnitude of the vector product of two vectors u and v represents
 
the area of a parallelogram with vectors u and v as two adjacent sides.
Application Activity 6.11

1. a) 220 2 sq. units b) 445 sq. units

2. 3 2 sq. units 3. 563 sq. units 4. 6 5 sq. units

2
6
5. 29 sq. units 6. sq. units
2

Activity 6.12

Materials
Exercise book, pens
Answers
 
The base of this parallelepiped is defined by the vectors v and w .
   
Then, the area of the base is S = v × w = v w sin α . The height of this

parallelepiped is a .
 
Since the vector a is not known we can find the height in terms of u .

a  
We see that cos θ =  ⇔ a = u cos θ .
u
 
u
The angle θ is the angle between the vector and vector but it is also
a

the angle between the vector u and the vector given by the vector product
   
v × w since this cross product is perpendicular to both v and w .

114
Now, the volume of the parallelepiped is product of the area of the base
and the height.
Then,
     
V = v w sin α u cos θ ⇔V = v w u sin α cos θ
  
⇔V = (
u v w sin α cos θ ) 
⇔ V= u
 
v × w cos θ
  
(
⇔ V = u ⋅ v× w ) 
 
Thus, the volume of a parallelepiped which has vectors u , v and w as
 
three concurrent edges, where v and w define its base, is given by
  
(
V = u ⋅ v× w )
Application Activity 6.12

3 35
1. a) cubic units b) cubic units
2 2
10
2. a) 2 cubic units b) cubic units
3
3. 20 cubic units
1
4. 7 cubic units
3

115
 Advanced Mathematics Teacher’s Guide Book Five

6.5. Answers for the end of unit assessment

     
1. ( )
a + b + c= AC + CD= AD
     
(
a+ b+c = ) AB + BD = AD

   
a+b =b+a
    
AC = AB + BC = AD + DC

         
2. ( )
b − a, b − 2a, 2 b − a , 2b − 3a, b − 2a
3. a) Linearly independent. b) Linearly dependent. c)
Linearly independent.
4. Linearly independent
5. There are 2n elements.

6.  v  = ( c, b − c, a − b )
 S
   
( )
u − v = u + −v         
7.  ( ) ( ( )) ( )
  k u − v = k u + −v = ku + k −v = ku − kv
( )
k −v = −kv 

8. s= −3 p + 2q + 4r

116
9. Set
t 3 x (1 − t ) + y (1 − t ) + z (1 − t ) + w.1, a0 , a1 , a2 , a3 ∈ IR
3 2
a0 + a1t + a2t 2 + a3=

 x = −a3

= y a2 + 3a3

z = −a1 − 2a2 − 3a3
 w = a0 + a1 + a2 + a3

Hence the four polynomials generate the space of

polynomials of degree ≤ 3.
10. The condition is 2a − 4b − 3c =
0 . Note, in particular, that u, v
and w do not generate the whole space  3 .
x = a
11. Set ( a, b, 0=
) xu + yv  . Hence u and v generate W.
 y= b − 2a
12. a) Set ( 0, b, c ) = x ( 0,1,1) + y ( 0, 2, −1)
 b + 2c
 x = 3
 . Hence ( 0,1,1) and ( 0, 2, −1) generate W.
y = b − c
 3
b) ( 0, b, c ) = x ( 0,1, 2 ) + y ( 0, 2,3) + z ( 0,3,1)
x = −3b + 2c + 7 z
 . Hence the three vectors generate W.
 y = 2b − c − 5 z
13. Any finite set S of polynomials contains one of maximum
degree, say n. Then span of S cannot contain polynomials
of degree greater than n. Accordingly, V ≠ Span ( S ) , for any
finite set S.
14. a) dimension is 1 b) dimension is 2
c) dimension is 2 d) dimension is 1
15. a) 213 unit of length b) 130 unit of length
c) 26 unit of length
 1 2 2
16. e =  , , 
3 3 3

117
 Advanced Mathematics Teacher’s Guide Book Five

17. k = 7
  
18. a) 0 b) k c) − j d) i e) 0 f) 0
19. a) 7 b) 30 c) 15 d) 7 3
20. a) ( −20, −67, −9 ) b) ( −78,52, −26 )
c) ( 24, 0, −16 ) d) ( −12, −22, −8)
e) ( 0, −56, −392 ) d) ( 0,56,392 )
21. a) 374 sq. unit b) 9 13 sq. unit
2
22. ambiguous, needs parentheses
23. a) 16 cubic unit b) 45 cubic unit
24. a) 9 cubic unit b) 122 sq. unit
6 1 2 2
25. a) sq. unit b) b c + c 2 a 2 + a 2b 2 sq. unit
2 2
1
( y1 z2 − y2 z1 ) + ( z1 x2 − z2 x1 ) + ( x1 y2 − x2 y1 )
2 2 2
26.
2
27. 6 cubic unit
0
28. 102.12
29. 92

30. 41
7

118
Unit 7 Matrices and Determinant
of Order 3

7.1. Key unit competence

Apply matrix and determinant of order 3 to solve related problems.

7.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ Define and give example of matrix of order three.
ᇢᇢ Perform different operations on matrices of order three.
ᇢᇢ Find the determinant of order three.
ᇢᇢ Find the inverse of matrix of order three.
ᇢᇢ Solve system of three linear equations by matrix inverse
method.

7.3. Materials used

Exercise books, pens, calculator

7.4. Content and activities

7.4.1. Square matrices of order 3

a) Content summary

Recommended teaching periods: 14 periods

This section looks at the definition of square matrices of order three and
their operations:
ᇢᇢ Addition and subtraction (only matrices of the same type can
be subtracted)

119
 Advanced Mathematics Teacher’s Guide Book Five

 a11 a12 a13   b11 b12 b13 

   
If A =  a21 a22 a23  and B =  b21 b22 b23  , then
a a33  b b b33 
 31 a32  31 32
 a11 a12 a13   b11 b12 b13   a11 + b11 a12 + b12 a13 + b13 
     
A + B=  a21 a22 a23  +  b21 b22 b23 =  a21 + b21 a22 + b22 a23 + b23 
a a33   b31 b32 b33  a +b a33 + b33 
 31 a32  31 31 a32 + b32

 a11 a12 a13   b11 b12 b13   a11 − b11 a12 − b12 a13 − b13 
     
A − B=  a21 a22 a23  −  b21 b22 b23 =  a21 − b21 a22 − b22 a23 − b23 
a a33   b31 b32 b33  a −b a33 − b33 
 31 a32  31 31 a32 − b32
ᇢᇢ Transpose
 a11 a12 a13   a11 a21 a31 
  t  
If A =  a21 a22 a23  , then A =  a12 a22 a32 
a  a a23 a33 
 31 a32 a33   13
Properties of transpose of matrices
Let A, B be matrices of order three

1. (A ) t t
= A
( A + B ) = At +
t
2. Bt

(α × A) =α × At
t
3.

ᇢᇢ Multiplication
Two matrices A and B can be multiplied together if and only if
the number of columns of A is equal to the number of rows of
B.
Mm × n × Mn × p =
Mm × p
 a11 a12 a13   b11 b12 b13 
   
=A × B  a21 a22 a23  ×  b21 b22 b23 
a   b32 b33 
 31 a32 a33   b31
 a11b11 + a12b21 + a13b31 a11b12 + a12b22 + a13b32 a11b13 + a12b23 + a13b33 
 
=  a21b11 + a22b21 + a23b31 a21b12 + a22b22 + a23b32 a21b13 + a22b23 + a23b33 
a b +a b +a b a31b12 + a32b22 + a33b32 a31b13 + a32b23 + a33b33 
 31 11 32 21 33 31

120
Properties of multiplication of matrices
Let A, B, C be matrices of order three
1. Associative
A× ( B × C ) = ( A× B)× C

2. Multiplicative Identity
A× I =A , where I is the identity matrix with the same order as
matrix A.
3. Not Commutative
A´ B ¹ B´ A
4. Distributive
A× ( B × C ) = A× B + A× C

( A× B)
t
5. =B t × At

Notice
ᇢᇢ If AB = 0 , it does not necessarily follow that A = 0 or B = 0 .
ᇢᇢ Commuting matrices in multiplication
In general, the multiplication of matrices is not commutative,
i.e, AB ≠ BA , but we can have the case where two matrices
A and B satisfy AB = BA . In this case, A and B are said to be
commuting.

b) Teaching guidelines
Let learners know what square matrix of order two is. Square matrix of
order three will have three rows and three columns.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.

121
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ After activity presentation, capture the main points from the

presentation of the learners and summarise them. Guide the
learners through given examples in the Learner’s Book or
through your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 7.1

Materials
Exercise book, pens
Answers
 2 3 0  x 
  
 1 −1 2   y 
 4 1 −1  z 
  
Application Activity 7.1

2 −3 11 1 23 24   0 1 12   −4 2 1 
       
2 13 1  , 1 43 44  ,  1 −20 4  ,  −9 1 0  ,
 
0
 11 1  1 1 2   0 18 6   7 0 1 
3 9 2
 
5 6 4
7 3 −8 


There are many possible answers

122
 Activity 7.2

Materials
Exercise book, pens, calculator
Answers
5 14 24   3 −14 20 
   
1. 4 21 20  2.  1 −7 −16 
14 65 12   7 −17 3 
  
0 0 0
 
3. 0 0 0  Comment: − A is additive inverse of A
0 0 0 

3 2 16   3 2 16 
  and  2 7 4 
4. 2 7 4  
8 23 6   8 23 6 
  
The two results are equal. This implies that The two matrices
are commuting for addition (Since this is true for all matrices
of order 3, then the addition of matrices is commutative)
 2 −4 12   2 9 3   4 5 15 
5.  1 0 −4  +  1 9 12  =
 
 2 9 8  and
 5 2 3   6 19 3  11 21 6 
     
 3 2 16   1 3 −1  4 5 15 
     
2 7 4  +0 2 4  = 2 9 8
 8 23 6   3 −2 0  11 21 6 
     

The two results are equal. This implies that The three matrices
are associative for addition (Since this is true for all matrices
of order 3, then the addition of matrices is associative)
 2 1 5 1 1 3  1 0 3
     
6.  −4 0 2  ,  6 7 21 ,  3 2 −2 
 12 −4 3   4 8 3   −1 4 0 
     

123
 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 7.2

 1 −10 −3   −25 10 15  15 −14 3 

     
1.  −12 −2 −11 2.  −4 6 −5  3.  0 0 −13 
 0  −18 8 25  9 4 
 −2 1     3

Activity 7.3

Materials
Exercise book, pens, calculator
Answers

1 1 3   12 3 −4 
   
3 −2 −1 
1.  3 −2 −2  and 
1 2 0   −1 0 0 
   
13 4 −1   13 6 0 
 
2.  6 −4 −3  3.  4 −4 2 
 
0 2 0   −1 −3 0 
  
13 4 −1 
 
4.  6 −4 −3 
0 2 0 

5. Matrix obtained in 2 is equal to the matrix obtained in 4
1 3 1
 
A  1 −2 2 
6. =
 3 −2 0 
 
Interchanging the rows and columns of matrix A once we get
1 1 3 
 
the new matrix  3 −2 −2 
1 2 0 
 
Interchanging the rows and columns of matrix A twice we get
1 3 1
 
the new matrix  1 −2 2
 3 −2 0 

The last matrix is equal to matrix A

124
 Application Activity 7.3

 1 −3 9 
 
( A + B) =
t
1. 6 3 0 
 3 9 13 
 
 1 5 10 
2. 3=  
A + B  8 9 −3 t

12 20 29 
 
æ -3 16 -6 ö
t ç ÷
3. (-3B + 4 A) = ç 10 12 -14 ÷
ç 5 15 17 ÷
è ø
1 2 4 1 2 x2  1 2 4
     
=4. M t = 4 1 0,  4 1 0 4 1 0
1 1 8 1 x + 3 8  1 1 8
     
 x2 = 4
 ⇒x=−2
x + 3 = 1

Activity 7.4

Materials
Exercise book, pens, calculator
Answers
 −2 + 3 − 1 −1 + 2 + 6 1 + 3 + 4  0 7 8 
   
A × B =  4 + 6 − 5 2 + 4 + 30 −2 + 6 + 20  =  5 36 24 
 0 + 9 − 4 0 + 6 + 24 0 + 9 + 15   5 30 25 
   
Application Activity 7.4

 −28 36 39   47 4 −36 
   
1. × B  28 −6 −5 
A= C  1 −9 31 
2. A ×=
 56 64 80  112 8 −28 
   
 161 9 −21 
 
3. C  276 −22 −18 
B ×=
 123 7 −17 
 

125
 Advanced Mathematics Teacher’s Guide Book Five

Activity 7.5

Materials
Exercise book, pens, calculator
Answers
 −1 3 −2   2 −4 −1 
   
1. A × B = −2 −1 3  , B × A = 7 −7 −2 
 1 1 −2   −5 3 1 
   
A × B ≠ B × A . Multiplication of matrices is not commutative
 −1 −2 1   −1 −2 1 
( A × B )=  3 −1 1  , Bt × A=t  
t
2.  3 −1 1 
 −2 3 −2   −2 3 −2 
   
( A× B)
t
=B t × At

 3 0 1   2 −3 1   4 −9 4 
    
B(´BC×)C=)  0 −1 1   4 −3
3.A ´A(× 0  = −6 3 1  ,
 −2 3 2   −2 0 1   4 −3 0 
 
 −1 3 −2  1 1 −1  4 −9 4
( A × B ) × C = −2 −1 3 
 1
 
−2 1  = −6 3 1

 1 1 −2  −1 1 0   4 −3 0 
 

A × ( B × C ) = ( A × B ) × C . Multiplication of matrices is
associative
3 0 1  1 2 −2   1 7 −5 
    
4. A × ( B + C ) = 0 −1 1  2 −1 −1  = −4 2 2
 −2 3 2    −5 3 
  −2 1 1   0
 −1 3 −2   2 4 −3   1 7 −5 
     
A × B + A × C =  −2 −1 3  +  −2 3 −1  =  −4 2 2
1 1 −2   −1 −6 5   0 −5 3 

A × ( B + C ) = A × B + A × C . Multiplication of matrices is
distributive over addition

126
Application Activity 7.5

 −3 0 2   −2 0 −2 
   
1. a) A × B = −4 0 0  , B × A = 1 0 1 
 0 0 0  −1 0 −1 
   
 −3 0 2   1 0 −1  −5 2 3 
b) ( A × B ) × C = −4 0 0   −2 2 0  = −4 0 4 
 0 0 0   −1 1 0   0 0 0 
    
 1 0 1   −3 1 2   −5 2 3 
    
A × ( B × C ) = 1 −1 1   −1 2 −1 = −4 0 4 
 0 0 0   −2 1 1   0 0 0 
    
 1 0 1  −1 0 0   −3 1 1 
    
c) A × ( B + C ) = 1 −1 1  −1 2 2  =−
 2 −1 −1 ,
 0 0 0  −2 1 1   0 0 0 
    
 −3 0 2   0 1 −1  −3 1 1 
     
 4 0 0  +  2 −1 −1 =−
A × B + A × C =−  2 −1 −1
 0 0 0 0 0 0   0 0 0 
     
 −3 0 2 
 
d) tr ( A × B ) =
tr  −4 0 0  =
−3
 0 0 0
 
æ cos 2q 0 sin 2q ö
2. ç ÷
ç 0 1 0 ÷
ç - sin 2q 0 cos 2q ÷ø
è

Activity 7.6

Materials
Exercise book, pens, calculator

127
 Advanced Mathematics Teacher’s Guide Book Five

Answers
1. (1, 0, 2 ) 2. ( 0,1, 0 )
1 0 1 
3. (1, −1, 0 ) 4.  0 1 −1
2 0 0 
 
Application Activity 7.6

 3 2 0  4 −3 2 
   
1. a)  0 −1 2  b)  −1 0 0 
 −1 0 1   −3 5 −1
   
2 1 −6   3 9 20 
   
2. a)  1 8 −15  b)  −4 −3 4 
11 −20 −22   10 12 −13 
   
11 4 −4 
 
c)  9 −19 −10 
11 −6 −5 
 
7.4.2. Determinant of order three

a) Content summary
Recommended teaching periods: 17 periods
This section looks at the method used to find the determinant of order three:
Rule of SARRUS. It looks at the general method used to find determinant of
order n ≥ 2 (cofactor method). It also looks at how to find the inverse of a
square matrix of order three .
Every linear transformation f :  3 →  3 can be identified with a matrix of
 
( ) { }
order three, [ f ]e j = ( aij ) , whose jth column is f e j where e j , j = 1, 2,3 is
the standard basis of  . The matrix [ f ]e j is called matrix representation of
3


f relative to the standard basis e j . { }
To calculate the 3x3 determinant, we rewrite the first two rows below the
determinant (or first two columns to the right of the determinant).

128
det = a11a22 a33 + a21a32 a13 + a31a12 a23 − a31a22 a13 − a11a32 a23 − a21a12 a33
Or

det = a11a22 a33 + a12 a23 a31 + a13 a21a32 − a31a22 a13 − a32 a23 a11 − a33 a21a12

General rule for n × n matrices (minor and cofactor)

General method of finding the determinant of matrix with n × n dimension
( 2 × 2, 3 × 3, 4 × 4, 5 × 5, …) is the use of cofactors.

Minor
The minor of an element aij, is the determinant of the matrix remains after
we delete the ith row and the jth column

æ1 2 1ö 1 1
Example : consider the matrix ç ÷ , the minor of 5 is
ç 2 5 4÷ 3 2
ç 3 6 2÷
è ø
Cofactor

The cofactor of the element aij is its minor prefixing:

The + sign if i+j is even.
The − sign if i+j is odd.

the cofactor of the indicated element is

129
 Advanced Mathematics Teacher’s Guide Book Five

The value of a determinant is equal to the sum of the products of the elements
of a line (row or column) by its corresponding cofactors:

a11 a12 a13

a a23 a21 a23 a21 a22
A = a21 a22 a23 = a11 22 − a12 + a13
a32 a33 a31 a33 a31 a32
a31 a32 a33

b) Teaching guidelines
Let learners know how to find determinant of order two. For determinant
of order three, we have three rows and three columns.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 7.7

Materials
Exercise book, pens, calculator

130
Answers
1. (1× 6 ×1) + ( 3 × 0 × 2 ) + ( 5 ×1× ( −4 ) ) − ( 2 × 6 × 5) − (1× 0 ×1) − (1× 3 × ( −4 ) ) =−62
2. (10 × 2 × 4 ) + ( ( −6 ) × 5 × 2 ) + ( 0 × 3 ×1) − ( 4 × 5 × 0 ) − ( 2 × 3 ×10 ) − (1× ( −6 ) × 2 ) =−70
Application Activity 7.7
1) 82 2) 10 3) -19

Activity 7.8

Materials
Exercise book, pens, calculator
Answers
A 0,=
1. = B 0
2. C ⋅ D =−36, C ⋅ D =6 × ( −6 ) =−36
C⋅D = C ⋅ D
Determinant of product is equal to the product of
determinants.
3. Product of leading diagonal elements 1× 2 × 3 =6,
C =6
Determinant of a triangular matrix is equal to the
product of leading diagonal elements
Application Activity 7.8

1. A = 0 , B = 0 , C = 14 , D = −5

2. BC = B × C = 0
3. CD = −70
C×D =

Activity 7.9

Materials
Exercise book, pens, calculator

131
 Advanced Mathematics Teacher’s Guide Book Five

Answers
1. A = −1
2. Cofactor of each element:
cofactor (1) =
3, cofactor (1) =
−5, cofactor (1) =
1
cofactor ( 2 ) =
1, cofactor (1) =−2, cofactor ( −1) =
1
cofactor ( 3) =
−2, cofactor ( 2 ) =
3, cofactor (1) =
−1
Cofactor matrix
 3 −5 1 
 
 1 −2 1 
 −2 3 −1
   3 1 −2 
3. Transpose of cofactor matrix is  −5 −2 3 
 1 1 −1 
 
 3 1 −2   −3 −1 2 
4. 1    
 −5 −2 = 3   5 2 −3 
−1    
 1 1 −1   −1 −1 1 
 1 1 1   −3 −1 2   −3 + 5 − 1` −1 + 2 − 1 2 − 3 + 1 
     
5.  2 1 −1 ×  5 2 −3  =  −6 + 5 + 1 −2 + 2 − 1 4 − 3 − 1 
 3 2 1   −1 −1 1   −9 + 10 + 1 −3 + 4 − 1 6 − 6 + 1
     
1 0 0
 
= =0 1 0 I
0 0 1
 
The product of these two matrices is a unity (identity) matrix
I.

132
Application Activity 7.9

 23 29 5 
 268 −
268 268 
 
1. No inverse 2.  − 3 −
37 11 
 268 268 268 
 
 − 9 23 33 

 268 268 268 

 6 45 16   2 3 
− − 5 − 1
 7 14 7  5
   
− 5 24 18   1 4
−1
3. − 4.  
 7 7 7 5 5
   
 1 11 5   − 6 −
29
8 
− 
 7 14 7   5 5 

Activity 7.10

Materials
Exercise book, pens, calculator
Answers
 0 1 −1  1 −1 0  1 0 −1  0 1 −1
  , B −1 A−1 = 1 −1 1  1 −1 0  = 0 1 0 
( AB )
−1
1. = 0 1 0      
 1 −3 1   −2 3 −1 0 0 1   1 −3 1 
      
( AB )
−1
= B −1 A−1

 1 0 1
2. )  1 −1 1
(A =
−1 −1
(A )
−1 −1
=A
 0 0 1
 
1 0 −1  1 0 −1
1  1 −1 1  
3. ( 4=
A)
−1
1 −1 0  , = A 1 −1 0 
4  4 
4
0 0 1  0 0 1 

1 −1
( kA)
−1
= A , k ≠0
k

133
 Advanced Mathematics Teacher’s Guide Book Five

t
 1 1 0  1 0 −1  1 1 0 
  , −1 t 
4. ( A=)  0 −1 0  ( A ) =
t −1  
 1 −1 0  =

 0 −1 0 
 −1 0 1   0 0 1   −1 0 1 
     
(A )
t −1
= ( A−1 )
t

Application Activity 7.10

 5 1 13 
 − 12 4
−
12 
 2 5 −14   
1.=A
1 −1 
1 −3 4  , −1
B =  −3 1
−
3

11   4 4 4
 −1 3 7   
 1 0
2 

 3 7 2  3 3 
2. ( A ) =  1 0 2 
−1 −1

0 1 1
 
 2 5 −14 
1  
(10 A)
−1
3. = 1 −3 4 
110 
 −1 3 7 
 2 1 −1
1
( A ) 11  5 −3 3 
4. =
t −1

 −14 4 7 
 

7.4.3. Applications

a) Content summary

Recommended teaching periods: 4 periods

This section looks at how to solve a system of three linear equations by
matrix inverse and by Cramer’s rule method.
Consider the following simultaneous linear equations:

134
 a11 x + a12 y + a13 z =
c1

a21 x + a22 y + a23 z =c2
a x + a y + a z = c3
 31 32 33

One of the methods of solving this, is the use Cramer’s rule.

a11 a12 a13 c1 a12 a13
=∆ a21 a22 a23 ≠ 0 ∆ x =c2 a22 a23
a31 a32 a33 c3 a32 a33

a11 c1 a13 a11 a12 c1

∆ y =a21 c2 a23 ∆ z =a21 a22 c2
a31 c3 a33 a31 a32 c3

∆x ∆y ∆
=x = , y and z = z
∆ ∆ ∆
Remember that if ∆ =0 , there is no solution or infinity number of
solution

b) Teaching guidelines
Let learners know how to rewrite a system of linear equation in
matrix form, how to find inverse of matrix and how to multiply to
matrices.
ᇢᇢ Ask each group to do activity related to the lesson
they are going to learn. The learners may need your
assistance to do any activity. Help them to understand
the activity. After group discussion, invite some or all
groups for presentation of their work.
ᇢᇢ After activity presentation, capture the main points from
the presentation of the learners and summarise them.
Guide the learners through given examples in Learner’s
book or through your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure
that they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective
groups. Request learners to correct exercises on
chalkboard and give them individual evaluation.
Remember to give them homework.

135
 c) Answers to activities

Activity 7.11

Materials
Exercise book, pens
Answers
⎛ a11 a12 a13 ⎞ ⎛ x ⎞ ⎛ c1 ⎞
⎜ ⎟ ⎜ y⎟ = ⎜ ⎟
1. ⎜ a 21 a 22 a 23 ⎟ ⎜ ⎟ ⎜ c 2⎟
⎝ a 31 a 32 a 33⎠ ⎝ z ⎠ ⎜⎝ c 3 ⎟⎠
⎜ ⎟

⎛ a11 a12 a13 ⎞ ⎛ a11 a12 a13 ⎞ ⎛ x ⎞ ⎛ a11 a12 a13 ⎞ ⎛ c1 ⎞

−1 −1

⎜ ⎟ ⎜ ⎟ ⎜ y⎟ = ⎜ ⎟ ⎜ ⎟
⎜ a 21 a 22 a 23 ⎟ ⎜ a 21 a 22 a 23 ⎟ ⎜ ⎟ ⎜ a 21 a 22 a 23 ⎟ ⎜ c 2⎟
2.
⎝ a 31 a 32 a 33⎠ ⎝ a 31 a 32 a 33⎠ ⎝ z ⎠ ⎜⎝ a 31 a 32 a 33⎟⎠ ⎝ c 3⎠
⎜ ⎟ ⎜ ⎟ ⎜ ⎟

⎛ x ⎞ ⎛ a 11 a a ⎛ c1 ⎞
−1
12 13
⎞
⎜ y⎟ = ⎜ ⎟ ⎜ ⎟
⎜ ⎟ ⎜ a 21 a a 22 23 ⎟ ⎜ c 2⎟
⎝ z ⎠ ⎜⎝ a 31 a a 32 33⎠
⎟
⎝ c 3⎠
⎜ ⎟

Application Activity 7.11

1. S = {( 0, 0, 0 )} 2. S ={ } 3. S = {(1, 2, 0 )}
7.5. Answers for end of unit assessment

 −7 −3 0   −9 −23 6 
a)  0  
b)  0 −4 −16 

1.
 4 −12 
 0 −10 −2   −4 2 −8 
 
7 8 3   29 28 15 
   
c)  2 4 −10  d)  10 −34 −21 
2 −14 7   −4 28 −16 
  
 38 36 13  118 120 37 
   
e)  −1 12 −42  f)  19 12 10 
0 0 −18   14 0 76 
 
2 1 0
 
2. 0 1 −1
2 4 0 

 3 3 3
 
3. a) [ f ]e =−
 6 −6 −2 
 6 5 −1 
   c 
 
Let v ( a, b, c ) ∈  3   b − c 
b)= v =e  
a −b
 
 3 3 3  c   3a 
      
[ f ]e v  e =−
 6 −6 −2   b − c  =− 2a − 4b 
    
 6 5 −1   a − b   −a + 6b + c 

()
But, f v = f ( a, b, c ) = ( 2b + c, a − 4b,3a ) ,
 3a 

 ()
 f v  = −2a − 4b  , verified.

e  
 −a + 6b + c 
 

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 Advanced Mathematics Teacher’s Guide Book Five

 44 8 1 
 207 − 207 69 
 1 0 0  
   1 19 11 
4. a)  −1 1 0  b) no inverse c) −
 0 −1 1   207 207 69 
   
 − 13 40
− 
5
 3 −2 −2   207 207 69 
 
5. X =  −5 5 2 
 5 −3 1 
 
6. a) S = {( 0, 0, 0 )} b) S = {(1,1,1)}
c) S = {( 3, 0,1)}
7. 0
 −29 17 14 
3 1
−1  
8. k ≠ − , A=  −9 5 6 
5 8 
 16 −8 −8 
5
1  
9. a) = A−1
7
( 4 I − A2 ) b)  −1
1
6 0 0  
3  
10. A =
= 0 6 0  6I
0 0 6
 
−3, y =
a) x = 5, z =
2 x 2,=
b) = y 1,=
z 0
11. −t 3 + t 2 + t − 1
n
b) x c) 2x d) mx
2
12. a) x
1
13. k =
4
14. a)=λ 5, µ ≠ 9 b) λ ≠ 5 λ 5,=
c)= µ 9

138
Unit 8 Points, Straight Lines,
Planes and Sphere in 3D

8.1. Key unit competence

Use algebraic representations of points, lines, spheres and planes in 3D

space and solve related problems

8.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ plot points in three dimensions.
ᇢᇢ find equations of straight lines in three dimensions.
ᇢᇢ find equations of planes in three dimensions.
ᇢᇢ find equations of sphere in three dimensions.

8.3. Materials
Exercise books, pens, instruments of geometry, calculator

8.4. Content and activities

8.4.1. Points in three dimensions

a) Content summary

Recommended teaching periods: 7 periods

This section looks at the method used to locate a point in space.
It also looks at;
ᇢᇢ Midpoint of a segment,
Let the points ( x1 , y1 , z1 ) and ( x2 , y2 , z2 ) be the endpoints of a
line segment, then the midpoint of that segment is given by the
formula:

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 Advanced Mathematics Teacher’s Guide Book Five

 x1 + x2 y1 + y2 z1 + z2 
 , , 
 2 2 2 

ᇢᇢ Centroid of a geometric figure

The centroid of geometric figure (barycentre or geometric
centre) is the arithmetic mean (average) position of all points
in the shape. In physics, barycentre means the physical centre
of mass or the centre of gravity.
Let ( x1 , y1 , z1 ) , ( x2 , y2 , z2 ) ,…., ( xn , yn , zn ) be n points of space,
their centroid is given by the formula:
 x1 + x2 + ... + xn y1 + y2 + ... + yn z1 + z2 + ... + zn 
 , , 
 n n n 
Ratio formula:
If P is a point on the line AB such that P divides AB internally
mB + nA
in the ratio m : n , then P = and
m+n
mB − nA
if P divides AB externally in the ratio m : n , then P = .
m−n
b) Teaching guidelines
Let learners know how to plot points in 2-dimensions and how to find a
midpoint of two points in 2-dimension.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in the Learner’s Book or
through your own examples.

140
 ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 8.1

Materials
Exercise book, pens, instruments of geometry
Answers
Suppose that we need to represent the point A ( 2,3,5 ) in space
ᇢᇢ From x-coordinate 2, draw a line parallel to y-axis
See following figure.

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 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ From y-coordinate 3, draw another line parallel to x-axis

See following figure.

ᇢᇢ Now you have a point of intersection of two lines, let call it

P. From this point, draw another line parallel to z-axis and
another joining this point and origin of coordinates which is
line 0P
See following figure.

ᇢᇢ From z-coordinate, 5, draw another line parallel to the line

0P

142
 See following figure.

ᇢᇢ Draw another line parallel to z-axis and passing through point

P
See following figure.

ᇢᇢ Now, you have the intersection of the line from z-coordinate

and the line parallel to z-axis. this intersection is the needed
point A ( 2,3,5 )

143
 Advanced Mathematics Teacher’s Guide Book Five

See following figure.

ᇢᇢ Clean unwanted points and lines to remain with the needed

point.
Finally, we have

Application Activity 8.1

144
 Activity 8.2

Materials
Exercise book, pens, calculator
Answers

3 5   5 1
1.  , ,3  2.  −2, , 
2 2   3 3

Application Activity 8.2

 7 11   5 1
1. a)  0, ,  b)  6, , − 
 2 2  2 2
 7 11  æ 1ö
c)  − , ,5  d) ç 3, 1, ÷
 2 2  è 2ø
8 7  1 
2. a)  , 2,  b)  2, − , 6 
3 3  3 
 1 15  æ 9ö
c)  − , , 7  d) ç1, 0, ÷
 2 4  è 4ø

Activity 8.3

Materials
Exercise book, pens
Answers
1.
 m 
AP = PB
n
m m m
⇔ P−= A ( B − P) ⇔ P − A= B− P
n n n
m m
⇔ P+ P= B + A ⇔ nP + mP = mB + nA
n n
mB + nA
⇔ P ( n + m ) = mB + nA ⇒ P =
n+m

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 Advanced Mathematics Teacher’s Guide Book Five

2.
 m 
PA = PB
n
m m m
⇔ A− P
= ( B − P ) ⇔ A − P= B − P
n n n
m m
⇔ P − P= B − A ⇔ mP − nP = mB − nA
n n
mB − nA
⇔ P ( m − n ) = mB − nA ⇒ P =
m−n
Or
 m 
AP = BP
n
m m m
⇔ P−= A ( P − B) ⇔ P − A=
n
P− B
n
n
m m
⇔ P− P = A − B ⇔ nP − mP = nA − mB
n n

⇔ P ( n − m ) = nA − mB

nA − mB
P=
n−m
− ( mB − nA )
=
− (m − n)
mB − nA
=
m−n
Application Activity 8.3
2B + 3 A 1 1
1. Internally: P= = ( 2 B + 3 A )= (14,9, 29 )
5 5 5
2B − 3 A
Externally, P = =3 A − 2 B =( −2, −3,1)
−1
æ 21 - 8 43 ö
2. ç , , ÷
è 11 11 11 ø
æ 13 8 14 ö
3. a) ç , , ÷ b) (17, 16, -2)
è5 5 5ø

146
 æ - 4 1 3ö
4. a) ç , , ÷ b) (-8,17,27)
è 5 5 5ø

1
5. :1 or 1:2 6. =x 9,=z 5
2
8.4.2. Straight lines in three dimensions

a) Content summary

Recommended teaching periods: 9 periods

This section looks
a) Equations of line in space.

A line parallel to the vector v = ( a, b, c ) and passing through

the point P with position vector 0 P = ( x0 , y0 , z0 ) has:
Vector equation
  
= OP + rv or=
OQ ( x, y, z ) ( x0 , y0 , z0 ) + r ( a, b, c )
        
(
or xi + y j + zk = x0 i + y0 j + z0 k + r ai + b j + ck ) , r is a
parameter.
Parametric equations
=x x0 + ra

=y y0 + rb
=
 z z0 + rc
Cartesian equations (or symmetric equations)
x − x0 y − y0 z − z0
= =
a b c
Remember this:
 
If a given line is parallel to the vector r = ( a, b, c ) , r is called
its direction vector.
For the line passing through points P ( x0 , y0 , z0 ) and Q ( x1 , y1 , z1 )
, with V ( x, y, z ) any point on the line , has

147
 Advanced Mathematics Teacher’s Guide Book Five

Vector equation
 
PV = r PQ , where r is a parameter.
Parametric equations:
x = x0 + r ( x1 − x0 )

 y =y0 + r ( y1 − y0 )

z = z0 + r ( z1 − z0 )
Symmetric equations:
x − x0 y − y0 z − z0
= =
x1 − x0 y1 − y0 z1 − z0

Here, the direction vector is PQ .
b) Condition of co-linearity of three points
The three points ( a1 , a2 , a3 ) ; ( b1 , b2 , b3 ) and ( c1 , c2 , c3 ) are
collinear (means that they lie on the same line) if the following
conditions are satisfied
a1 b1 c1 a1 b1 c1
a2 b2 c2= a3 b3 c3= 0
1 1 1 1 1 1
c) Relation between two lines
Two lines which are not parallel and do not intersect, are
called skew lines.
Two lines are parallel when their direction vectors are
proportional.
d) Angle between two lines
The angle between two lines is equal to the angle between their
direction vectors.
 
Let u and v be direction vectors of two lines l1 and l2
respectively,
  
u ⋅ v 
θ angle between l1 and l2 , thus, θ = arccos   
 u ⋅ v 
 

148
e) Distance from a point to a line
The distance from point B ( b1 , b2 , b3 ) to the line passing

through point ( 1 2 3 ) with direction vector = ( c1 , c2 , c3 )
A a , a , a u
 
AB × u
is  .
u
Distance between two skew lines
     
Consider two skew lines L1 : r= a + λ u and L 2 : r= b + λ v .
  
ab ⋅ u × v
The shortest distance between these lines is d =  
u×v

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

149
 Advanced Mathematics Teacher’s Guide Book Five

c) Answers to activities

Activity 8.4

Materials
Exercise book, pens
Answers

( x, y, z ) ( x0 , y0 , z0 ) + r ( a, b, c )
1. =
        
(
xi + y j + zk = x0 i + y0 j + z0 k + r ai + b j + ck )
Equate the respective components, there are three
equations
=x x0 + ra

=y y0 + rb
=
 z z0 + rc

2. Eliminating parameter r, we have

 x − x0
r = a

 y − y0 x − x0 y − y0 z − z0
r = Or = =
b a b c

 z − z0
r = c

Application Activity 8.4
        
1. (
x i + y j + z k =i + j + k + λ 2i + j + 3k )
 x = 1 + 2λ
 x −1 y −1 z −1
 y = 1+ λ = =
 z = 1 + 3λ 2 1 3

        
2. (
x i + y j + z k =−2i + 3 j + k + λ 2i + j + 3k )

150
  x =−2 + 2λ
 x + 2 y − 3 z −1
 y= 3 + λ = =
2 1 3
 z = 1 + 3λ

       
3. (
x i + y j + z k = 9i + 3 j + λ i + j + 6k )
 x= 9 + λ
 x −9 y −3 z
 y= 3 + λ = =
 z = 6λ 1 1 6

        
4.
(
x i + y j + z k = 4i + 5 j + 2k + λ −3i + 2 j + k )
 x= 4 − 3λ
 x −4 y −5 z −2
 y= 5 + 2λ = =
 z= 2 + λ −3 2 1


Activity 8.5

Materials
Exercise book, pens
Answers
1. The direction vector is

PQ = ( x1 , y1 , z1 ) − ( x0 , y0 , z0 ) =( x1 − x0 , y1 − y0 , z1 − z0 )
Now the vector equation is given by
    
PV = r PQ or OV = OP + r PQ ,
With V ( x, y, z ) , 0 ( 0, 0, 0 ) and r is a parameter.
2. Parametric equations:
x = x0 + r ( x1 − x0 )

 y =y0 + r ( y1 − y0 )

z = z0 + r ( z1 − z0 )
3. Eliminating the parameter, we have the symmetric equations:
x − x0 y − y0 z − z0
= =
x1 − x0 y1 − y0 z1 − z0

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 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 8.5

       
1. x i + y j + z k = 2i + j + 4k + λ i − 3k ( )
 x= 2 + λ

y =1
 z= 4 − 3λ

x − 2 y −1 z − 4 x−2 z−4
= = or= = , y 1
1 0 −3 1 −3
        
2. (
x i + y j + z k =i + j + 3 k + λ i + 4 j + k )
x= 1+ λ
 x −1 y −1 z − 3
 y = 1 + 4λ = =
 z= 3 + λ 1 4 1

        
3. (
x i + y j + z k = 2i + j + 4k + λ 4i + 2 j − 2k )
 x= 2 + 4λ
 x − 2 y −1 z − 4
 y = 1 + 2λ = =
 z= 4 − 2λ 4 2 −2

        
4. xi + y j + zk =i + j + k + λ (3i + 4 j + 5k )
 x = 1 + 3λ
 x −1 y −1 z −1
 y = 1 + 4λ = =
3 4 5
 z = 1 + 5λ


Activity 8.6

Materials
Exercise book, pens, calculator
Answers
A) Equation of line passing through points (1, 2,3) and
(1, −4,3) is
x 1 1 x 1 1
y 2=
−4 3 3 0
z =
1 1 1 1 1 1

152
 If point ( −1, 0,5 ) lies on this line, then
−1 1 1 −1 1 1
0 =2 −4 5= 3 3 0
1 1 1 1 1 1
−1 1 1
0 2 −4 =−2 + 0 − 4 − 2 − 4 − 0 =−12
1 1 1
−1 1 1
5 3 3 =−3 + 5 + 3 + 3 − 3 − 5 =0
1 1 1
−1 1 1
Since 0 2 −4 =−12 ≠ 0 , the given three points do
1 1 1
not lie on the same line.
B) Equation of line passing through points ( 3, 4, 7 ) and
( 5, −2,1) is
x 3 5 x 3 5
y 4=
−2 7 1 0
z =
1 1 1 1 1 1

If point ( 4,1, 4 ) lies on this line, then

4 3 5 4 3 5
1 4=
−2 4 =
7 1 0
1 1 1 1 1 1

4 3 5
1 4 −2 = 16 + 5 − 6 − 20 + 8 − 3 = 0
1 1 1

4 3 5
4 7 1 = 28 + 20 + 3 − 35 − 4 − 12 = 0
1 1 1

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 Advanced Mathematics Teacher’s Guide Book Five

4 3 5 4 3 5
Since 1 4= −2 4 = 7 1 0 , the given three points
1 1 1 1 1 1
lie on the same line.
C) Equation of line passing through points (1,9,3) and (1,8,5 )
is
x 1 1 x 1 1
y=9 8 z=3 5 0
1 1 1 1 1 1
If point (1,10,1) lies on this line, then
1 1 1 1 1 1
10=9 8 1=3 5 0
1 1 1 1 1 1
1 1 1
1 3 5 = 3 + 5 +1− 3 − 5 −1 = 0
1 1 1
−1 1 1
5 3 3 =−3 + 5 + 3 + 3 − 3 − 5 =0
1 1 1

1 1 1 1 1 1
Since 10=9 8 1=3 5 0 , the given three points
1 1 1 1 1 1
lie on the same line.
The three points ( a1 , a2 , a3 ) ; ( b1 , b2 , b3 ) and ( c1 , c2 , c3 )
are lie on the same line if the following conditions are
satisfied
a1 b1 c1 a1 b1 c1
a2 b2 c2= a3 b3 c3= 0
1 1 1 1 1 1

154
Application Activity 8.6
1. Not collinear 2. 1 + 2t , y =
x= 1 + t, z =
1 + 3t
3. a=7

Activity 8.7

Materials
Exercise book, pens, calculator
Answers
1. 2 − λ, y =
L1 : x = 2 + 2λ , z =
1 + 3λ ,
1− µ, y =
L2 : x = 1 + 2µ , z =
1 + 3µ

L1 and L2 have the same direction vectors, thus L1 and L2

are parallel.
Let us check if they are coincident:
2 − λ =1 − µ

2 + 2λ =+1 2µ
1 + 3λ =+
1 3µ

λ = 1 + µ (1)

⇒ 2 + 2λ =+ 1 2µ (2)
1 + 3λ =1 + 3µ ⇒ λ =µ (3)

From (1) and (3), we find that there is no solution.
Therefore, L1 and L2 are different.
2. L1 : x =λ , y =−2 + 2λ , z =5 − λ ,
L2 : x =1 − µ , y =−3 − 3µ , z =4 + µ

Direction vectors of L1 and L2 are not proportional, thus L1

and L2 are not parallel.
Let us find their intersection:
λ = 1 − µ

−2 + 2λ =−3 − 3µ
5 − λ = 4 + µ


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 Advanced Mathematics Teacher’s Guide Book Five

λ = 1 − µ
 λ = 1 − µ
⇒ −2 + 2 (1 − µ ) =−3 − 3µ ⇔ −2 + 2 − 2 µ =−3 − 3µ
 5 − 1 + µ = 4 + µ
5 − (1 − µ ) = 4 + µ 
λ = 1 − µ

⇔ −2 + 2 − 2 µ =−3 − 3µ ⇒ µ =−3
5 − 1 + µ = 4 + µ ⇒ 0 µ = 0

 µ = −3

λ = 4
For λ = 4 ,=x 4,=y 6,=z 1
Intersection point is ( 4, 6,1)
3. 5 + 2λ , y =
L1 : x = 4 + λ, z =
5+λ ,
1 + 2µ , y =
L2 : x = 2 + µ, z =
3+ µ

Direction vectors of L1 and L2 are proportional, thus L1 and

L2 are parallel.
Let us check if they are coincident:

5 + 2λ =+1 2µ λ =−2 + µ
 
4 + λ = 2 + µ ⇒ 4 + 2 ( −2 + µ ) = 2 + µ
5 + λ =3 + µ 
 5 + ( −2 + µ ) = 3 + µ
λ= 2 + µ λ= 2 + µ
 
⇔ 4 − 4 + 2µ = 2 + µ ⇔ 4 − 4 + 2µ = 2 + µ ⇒ µ = 2
5 − 2 + µ = 3 + µ 5 − 2 + µ = 3 + µ ⇒ 0 µ = 0
 
From the values of there are many solutions. The two lines
coincide.
x= 2 + 8s x = 1 + 4t
4. L1 : y= 4 − 3s L 2 : y= 5 − 4t
z= 5 + s z =−1 + 5t
Direction vectors of L1 and L2 are not proportional, thus L1
and L2 are not parallel.

156
 Let us find their intersection:
 −1 + 4t
s = 8
2 + 8s =1 + 4t 
  −1 + 4t
 4 − 3 s =5 − 4t ⇒ 4 − 3 =5 − 4t
5 + s =−1 + 5t  8

 −1 + 4t
5 + 8 =−1 + 5t

 −1 + 4t
s = 8

⇔ 32 + 3 − 12t = 40 − 32t ⇒ 20t = 5
40 − 1 + 4t =−8 + 40t ⇒ 36t =47


There is no solution for these simultaneous equations.
Therefore L1 and L2 do not intersect.
Application Activity 8.7
1. Skew 2. Intersect at (2,1,-7)
3. Skew 4. Skew
5. Skew 6. Intersect at (1,1,1)

Activity 8.8

Materials
Exercise book, pens, calculator
Answers
1) 390 2) 390 , 1410
Application Activity 8.8

1)
π 2) 1.38 radians 3) 0.82 radians 4) 79
0

4
5) 80.410 6) 48.700 7) 68.480

157
 Advanced Mathematics Teacher’s Guide Book Five

Activity 8.9

Materials
Exercise book, pens
Answers
d 
1. θ
sin = d AB sin θ
 ⇒ =
AB
   
AB u sin θ AB × u
2. d=  and d = 
u u

Application Activity 8.9

1) 2 30 unit of length 2) 0 unit of length

3) 9 42 unit of length 4) 3 10 unit of length

7 2
5) 2 unit of length
3

Activity 8.10

Materials
Exercise book, pens, calculator
Answers

1. Direction vectors of the lines are ( 3, 4, −2 ) and ( 6, −4, −1)

Since the two direction vectors are not proportional, the lines
are not parallel.
Check if there is a common point:
 28 + 6 s
t =
−7 + 3t = 21 + 6 s  3
   28 + 6 s 
−4 + 4t =−5 + 4 s −4 + 4   =−5 + 4 s
−3 − 2t = 2 + s   3 

  28 + 6 s 
−3 − 2   = 2+s
  3 

158
  28 + 6 s
t = 3
 12 s = −115
−12 + 112 + 24 s = −15 + 12 s −15s = 71
impossible.
−9 − 56 − 12 s = 6 + 3s 


The lines are skew.
2. Let ( a, b, c ) be the perpendicular vector to both lines
3a + 4b − 2c = 0

6a − 4b − c = 0 ⇒ c = 6a − 4b
3a + 4b − 12a + 8b =0
3a
⇔ 12b = 9a ⇒ b =
4
3
Let a = 1 , b = and c = 6 − 3 = 3 .
4
 3 
The perpendicular vector is 1, ,3  or ( 4,3,12 )
 4 
The normalized vector of this vector is
1 4 3 12
( 4,3,12 ) =  , , 
169  13 13 13 

3. Point on first line is ( −7, −4, −3) , point on second line is

( 21, −5, 2 ) . Vector joining these points ( 28, −1,5)
4. The needed scalar product is
 4 3 12 
 , ,  ⋅ ( 28, −1,5 ) =
13
 13 13 13 
Application Activity 8.10

95 1817
1. unit of length 2. 0 unit of length
1817

3. 68 230 unit of length

115

159
 Advanced Mathematics Teacher’s Guide Book Five

8.4.3. Planes in three dimensions

a) Content summary

Recommended teaching periods: 9 periods

This section looks at:
1) Equations of plane in space.
Equations of plane containing point P ( x0 , y0 , z0 ) , with
 
direction vector u = ( x1 , y1 , z1 ) , v = ( x2 , y2 , z3 ) and X ( x, y, z )
any point on this plane are the following:
Vector equation
  
PX= ru + sv where r, s are parameters.

Parametric equations
 x = x0 + rx1 + sx2

 y = y0 + ry1 + sy2
 z = z + rz + sz
 0 1 2

Cartesian equation
x − x0 x1 x2
y − y0 y1 0
y2 =
z − z0 z1 z2

We can also find the Cartesian equation by the following

determinant:
x x0 x1 x2
y y0 y1 y2
=0
z z0 z1 z2
1 1 0 0
The Cartesian equation of plane can be written in the form
a ( x − x0 ) + b ( y − y0 ) + c ( z − z0 ) =
0.

160
 If P ( x0 , y0 , z0 ) and Q ( x1 , y1 , z1 ) are two points of a plane

whose direction vector are v = ( x2 , y2 , z2 ) and X ( x, y, z )
any point on this plane , its equations are given as follows:
Vector equation
  
PX r PQ + sv where r and s are parameters
=
Parametric equations
 x =x0 + r ( x1 − x0 ) + sx2

 y =y0 + r ( y1 − y0 ) + sy2

 z =z0 + r ( z1 − z0 ) + sz2

Cartesian equation
x − x0 x1 − x0 x2
y − y0 y1 − y0 0
y2 =
z − z0 z1 − z0 z2

Or we can use the determinant

x x0 x1 x2
y y0 y1 y2
=0
z z0 z1 z2
1 1 1 0

2) Condition of co-planarity of four points

Four points
( a1 , a2 , a3 ) ; ( b1 , b2 , b3 ) ; ( c1 , c2 , c3 ) and ( d1 , d 2 , d3 )
are coplanar (means that they lie on the same plane) if
the following condition is satisfied.
a1 b1 c1 d1
a1 − d1 b1 − d1 c1 − d1
a2 b2 c2 d2
= 0 or a 2 − d 2 b2 − d 2 c2 − d 2 =
0
a3 b3 c3 d3
a 3 − d3 b3 − d 3 c3 − d 3
1 1 1 1

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 Advanced Mathematics Teacher’s Guide Book Five

3) Position of a line and a plane

A line L is perpendicular to plane α if and only if each direction
vector of L is perpendicular to each direction vector of α .
A line and plane are parallel if the direction vector of the line is
perpendicular to the normal vector of the plane:
two possibilities occur:
a line and plane are strictly parallel or a line lies in the plane
4) Angle between lines and planes
Angle between a line and plane
The angle which line L makes with plane α is defined to be the
angle θ which is complement of angle between the direction
vector of L and normal to the plane α.
⎛ n !⋅ u!  ⎞  n ⋅ u 
 n.u 
Thus,= θ 90 − arccos ⎜ ! ! ⎟ or θ = arcsin    
0

⎜⎝ nn ⋅ .uu ⎟⎠  n ⋅u 
   
Angle between two planes
The angle θ between planes α and β is defined to be an
 
angle between their normal vectors n1 and n2 respectively.
 n ⋅ n 
Thus, θ = arccos  1 2 
 n1 ⋅ n2 
 
5) Distance between lines and planes
Distance from a point to the plane
The distance from point B ( b1 , b2 , b3 ) to the plane
α ≡ ax + by + cz =
d is
ab1 + bb2 + cb3 − d
d ( B, α ) =
a 2 + b2 + c2
Distance between two planes
When calculating the distance between two planes, first check
if the planes are parallel. If they are not, they intersect and the

162
 distance is zero. If they are parallel, find an arbitrary point in
one of the planes and calculate its distance to the other plane.
Note that if two planes coincide (identical), the shortest distance
is zero.
Shortest distance between a line and a plane
When calculating the distance between a line and a plane, first
check if the line is parallel to the plane. If not, they intersect
and the distance is zero. If they are parallel, find arbitrary point
on the line and calculate its distance to the plane.
6) Projection of a line on the plane
To find the projection of the line AB on the plane α, we need
a plane β containing the given line AB and perpendicular to
the given plane α. The equation of the plane β and the plane
α taken together are the equations of the projection.
7) Position of planes
Position of two planes
Consider two planes
α ≡ a1 x + b1 y + c1 z =
d1
β ≡ a2 x + b2 y + c2 z =d2

α || β if their normal vectors are proportional i.e.

( a1 , b1 , c1 ) k ( a2 , b2 , c2 ) , k ∈  0 ⇒
=
The two planes coincide if
( a1 , b1 , c1 , d1 ) k ( a2 , b2 , c2 , d 2 ) , k ∈  0
=

=
That is, α k β , k ∈  0 . So S = α or S = β
The two planes are parallel and distinct if
( a1 , b1 , c1 , d1 ) ≠ k ( a2 , b2 , c2 , d 2 ) , k ∈ 0

and hence no intersection.

The two planes intersect , if their normal vectors are not
proportional,

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 Advanced Mathematics Teacher’s Guide Book Five

i.e. ( a1 , b1 , c1 ) ≠ k ( a2 , b2 , c2 ) , k ∈  0 ⇒ α || β
The planes intersection is a line defined by the equations of
the two planes taking together.
a1 x + b1 y + c1 z =
d1

a2 x + b2 y + c2 z =d2

General equation of a line

The general equation of a straight line in space is
a1 x + b1 y + c1 z =
d1

a2 x + b2 y + c2 z =d2
The direction vector of this line is
 b1 c1 a c a b 
 ,− 1 1 , 1 1 
 b2 c2 a2 c2 a2 b2 
Or to find the direction vector of the line, we can equate the
right hand sides of the general equations to zero.
i.e,
0
a1 x + b1 y + c1 z =

a2 x + b2 y + c2 z =0

Position of three planes

Consider three planes
α ≡ a1 x + b1 y + c1 z =
d1
β ≡ a2 x + b2 y + c2 z =d2
γ ≡ a3 x + b3 y + c3 z =
d3

There are three possible cases:

1. These planes are parallel if and only if the left hand sides of
three equations are proportional.
That is ( a1 , b1 , c1 ) = k ( a2 , b2 , c2 ) and ( a1 , b1 , c1 ) = m ( a3 , b3 , c3 )
In this case, the plane may be identical or distinct. We have
two cases:

164
 If ( a1 , b1 , c1 , d1 ) = k ( a2 , b2 , c2 , d 2 ) , ( a1 , b1 , c1 , d1 ) = m ( a3 , b3 , c3 , d3 ) and
(a2 , b2 , c2 , d 2 ) = n(a3 , b3 , c3 , d3 )
The three equations are proportional and hence the three
planes are coincident (identical), meaning that α ≡ β ≡ γ

.
If ( a1 , b1 , c1 , d1 ) ≠ k ( a2 , b2 , c2 , d 2 ) or
( a1 , b1 , c1 , d1 ) ≠ m ( a3 , b3 , c3 , d3 ) ( a , b , c , d ) ≠ n( a , b , c , d )
or 2 2 2 2 3 3 3 3

There are two equations that are not proportional but with
proportional left hand sides and hence two planes are parallel
and distinct and the third may be coincident to one of the
other two or distinct to another. Then there is no intersection.

2. Two of them are parallel and the third is secant if and only if only
two equations have the left hand sides that are proportional.
In this case, there are two planes that are parallel and the third
is secant.
If only two equations are proportional, two planes are coincident
and the third is secant to them. Hence, the intersection is a
straight line.
If the left hand sides of
only two equations are
proportional, two planes
are parallel and distinct.
Hence, no intersection.

165
 Advanced Mathematics Teacher’s Guide Book Five

3. No plane is parallel to another if and only if no left hand side of

any equation is proportional to another.
a) There is one left hand side which is a linear combination
of two others; in this case, there is a line of intersection
of two planes which is parallel to the third.
(i) If the corresponding equation is not a linear
combination of two others, the line of intersection
of two planes is strictly parallel to the third plane
and hence there is no intersection between three
planes.

(ii) If the corresponding equation is a linear combination

of two others, the line is included in the third plane
and hence this line is the intersection for three
planes.

166
 To find equation of the line of intersection, we proceed in
the same way as for the case of two planes by taking any
two equations from the three given equations of planes.
b) No left hand side is a linear combination of others,
meaning that the three equations are linearly independent;
in this case, the line of intersection of two planes pierces
the third plane and hence there is a point of intersection
between three planes.

To find this point, we solve simultaneously the system

a1 x + b1 y + c1 z =
d1

a2 x + b2 y + c2 z =d2
a x + b y + c z = d3
 3 3 3

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 Advanced Mathematics Teacher’s Guide Book Five

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 8.11

Materials
Exercise book, pens
Answers
1. Vector equation is
      
PV= ru + sv or OV = OP + ru + sv . With 0 ( 0, 0, 0 ) and r, s
are parameters.
2. Parametric equations:
From vector equation we have,
( x − x0 , y − y0 , z=
− z0 ) r ( x1 , y1 , z1 ) + s ( x2 , y2 , z2 )

168
 Or
( x, y, z ) = ( x0 , y0 , y0 ) + r ( x1 , x1 , x1 ) + s ( x2 , y2 , z2 ) .
Thus the parametric equations are
 x = x0 + rx1 + sx2

 y = y0 + ry1 + sy2
 z = z + rz + sz
 0 1 2

3. Cartesian equation
y1 y2 x1 x2 x1 x2
( x − x0 ) − ( y − y0 ) + ( z − z0 ) 0
=
z1 z2 z1 z2 y1 y2
y1 y2 x x2 x1 x2
Let =a, − 1 b and
= =c
z1 z2 z1 z2 y1 y2
We have:
a ( x − x0 ) + b ( y − y0 ) + c ( z − z0 ) =
0

Application Activity 8.11

 x   2  1   2 
1. Vector equation:  y  =
     
 4  + r  3  + s 1 
 z  1   −1  3 
       
 x = 2 + r + 2s
Parametric equations:  y =4 + 3r + s
 z = 1 − r + 3s

Cartesian equation 10 x − 5 y − 5 z =
−5
x 1  4   −2 
       
2. Vector equation:  y  = 1 + r  −2  + s  4 
z   1  1   3 
       
1 4r − 2 s
 x =+

Parametric equations:  y =1 − 2r + 4 s
 z =1 + r + 3s

Cartesian equation −10 x − 14 y + 12 z =
−12

169
 Advanced Mathematics Teacher’s Guide Book Five

 x   3  1   5 
3. Vector equation:  y  = 6  + r  0  + s 1 
 z   0  1   7 
       
 x = 3 + r + 5s

Parametric equations:  y= 6 + s
 z= r + 7 s

Cartesian equation - x - 2 y + z = -15
 x   4   −4   −2 
4. Vector equation:  y  =
     
 3  + r 1  + s  8 
 z   8  1   6 
       
 x =4 − 4r − 2 s

Parametric equations:  y = 3 + r + 8s
 z = 8 + r + 6s

Cartesian equation −2 x + 22 y − 30 z =−182

Activity 8.12

Materials
Exercise book, pens
Answers
1. Vector equation is
      
=PX r PQ + sv or OX =OP + r PQ + sv , with 0 ( 0, 0, 0 ) , r
and s are parameters
2. Parametric equations
 x =x0 + r ( x1 − x0 ) + sx2

 y =y0 + r ( y1 − y0 ) + sy2

 z =z0 + r ( z1 − z0 ) + sz2

170
 3. Cartesian equation:
Eliminate the parameters in parametric equations or find the
following determinant
x − x0 x1 − x0 x2
y − y0 y1 − y0 0
y2 =
z − z0 z1 − z0 z2

y1 − y0 y2 x −x x x −x x2
( x − x0 ) − ( y − y0 ) 1 0 2 + ( z − z0 ) 1 0
z1 − z0 z2 z1 − z0 z2 y1 − y0 y2

Application Activity 8.12

x  2   0  1 
       
1. Vector equation:  y =  4  + r  −3  + s  3 
z  1   2   −1
       
 x= 2 + s

Parametric equations:  y =4 − 3r + 3s
 z =+
 1 2r − s
Cartesian equation −3 x + 2 y + 3 z =
5
 x   2   0   −1
       
2. Vector equation:  y  = 1  + r  0  + s  2 
 z   −1  4  1 
       
 x= 2 − s

Parametric equations:  y = 1 + 2 s
 z =−1 + 4r + s

Cartesian equation −8 x − 4 y =−20
x 1  −3   4 
       
3. 1 + r  3  + s  −2 
Vector equation:  y  =
z   1  2   1 
       
 x =1 − 3r + 4 s

Parametric equations:  y =1 + 3r − 2 s
 z =+
 1 2r + s
Cartesian equation 7 x + 11 y − 6 z =
12

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 Advanced Mathematics Teacher’s Guide Book Five

x  3   2  1 
       
4. Vector equation:  y  =  6  + r  −5  + s  0 
z   0   7  1 
       
 x =3 + 2r + s
Parametric equations:  y= 6 − 5r
=
 z 7r + s
Cartesian equation −5 x + 5 y + 5 z =
15

Activity 8.13

Materials
Exercise book, pens
Answers
1. Vector equation is
      
=PX r PQ + sPN or 0 X =0 P + r PQ + sPN
2. Parametric equations
 x =x0 + r ( x1 − x0 ) + s ( x2 − x0 )

 y =y0 + r ( y1 − y0 ) + s ( y2 − y0 )

 z =z0 + r ( z1 − z0 ) + s ( z2 − z0 )
3. Cartesian equation:
y1 − y0 y2 − y0 x −x x2 − x0 x −x x2 − x0
( x − x0 ) − ( y − y0 ) 1 0 + ( z − z0 ) 1 0
z1 − z0 z 2 − z0 z1 − z0 z 2 − z0 y1 − y0 y 2 − y0

− y0 x1 − x0 x2 − x0 x1 − x0 x2 − x0
− ( y − y0 ) + ( z − z0 )
− z0 z1 − z0 z 2 − z0 y1 − y0 y 2 − y0

Application Activity 8.13

x  2   −1   0 
1. Vector equation:  y  =      
 4  + r  −1  + s  −3 
z  1   −2   2 
       

172
  x= 2 − r

Parametric equations:  y = 4 − r − 3s
 z = r − r + 2s

Cartesian equation: −8 x + 2 y + 3 z =−5
x 1  3   −3 
       
2. Vector equation:  y  = 1 + r  −3  + s  3 
z   1  0   2 
       
 x =1 + 3r − 3s
Parametric equations:  y =1 − 3r + 3s
 z = 1 + 2s

Cartesian equation: − x − y =−2
x  3   −2   2 
3. Vector equation:  y  =
     
 6  + r  −6  + s  −5 
z 0  1   7 
       
 x =3 − 2r + 2 s

Parametric equations:  y =6 − 6r − 5s
 z= r + 7 s

Cartesian equation: −37 x + 16 y + 22 z =
−15
x  4   − 8   −6 
       
4.  3  + r  −2  + s  5 
Vector equation:  y  =
z   8   −7   −2 
       
 x =4 − 8r − 6 s

Parametric equations:  y =3 − 2r + 5s
 z =8 − 7 r − 2 s

Cartesian equation: 3 x + 2 y − 4 z =
−14

173
 Advanced Mathematics Teacher’s Guide Book Five

Activity 8.14

Materials
Exercise book, pens, calculator
Answers
1. Equation of plane passing through points
(1, 2, −1) , ( 2,3,1) , ( 3, −1, 0 )
x 1 2 3
y 2 3 −1
=0
z −1 1 0
1 1 1 1
The fourth point (1, 2,1) lies on this plane if
1 1 2 3
2 2 3 −1
=0
1 −1 1 0
1 1 1 1
2 3 −1 1 2 3 1 2 3 1 2 3
⇔ −1 1 0 − 2 −1 1 0 + 2 3 −1 − 2 3 −1 =0
1 1 1 1 1 1 1 1 1 −1 1 0
⇔ 7 + 6 − 5 − 18 =−10
Thus, the four points do not lie on the same plane.
2. Equation of plane passing through points
( −2,1,1) , ( 0, 2,3) , (1, 0, −1)
x −2 0 1
y 1 2 0
=0
z 1 3 −1
1 1 1 1

174
 The fourth point ( 2,1, −1) lies on this plane if
2 −2 0 1
1 1 2 0
=0
−1 1 3 −1
1 1 1 1

1 2 0 −2 0 1 −2 0 1 −2 0 1
⇔ 2 1 3 −1 − 1 3 −1 − 1 2 0 − 1 2 0 =0
1 1 1 1 1 1 1 1 1 1 3 −1
⇔ 0 + 10 + 5 − 5 =
10
Thus, the four points do not lie on the same plane.
3. Equation of plane passing through points
(1, 0, −1) , ( 0, 2,3) , ( −2,1,1)
x 1 0 −2
y 0 2 1
=0
z −1 3 1
1 1 1 1
The fourth point ( 4, 2,3) lies on this plane if
4 1 0 −2
2 0 2 1
=0
3 −1 3 1
1 1 1 1
0 2 1 1 0 −2 1 0 −2 1 0 −2
⇔ 4 −1 3 1 − 2 −1 3 1 +3 0 2 1 − 0 2 1 = 0 − 20 + 15 + 5 = 0
1 1 1 1 1 1 1 1 1 −1 3 1
1 1 0 −2 1 0 −2 1 0 −2
1 − 2 −1 3 1 +3 0 2 1 − 0 2 1 = 0 − 20 + 15 + 5 = 0
1 1 1 1 1 1 1 −1 3 1

175
 Advanced Mathematics Teacher’s Guide Book Five

Thus, the four points do lie on the same plane.

The four points
( a1 , a2 , a3 ) ; ( b1 , b2 , b3 ) ; ( c1 , c2 , c3 ) and ( d1 , d 2 , d3 )
lie on
the same plane if the following condition is satisfied.
a1 b1 c1 d1
a2 b2 c2 d2
=0
a3 b3 c3 d3
1 1 1 1

Application Activity 8.14

1. Not coplanar 2. x = 4
3. a+b+c =2 4. a =−1, x − 4 y + 3 z − 2 =0

Activity 8.15
Materials
Exercise book, pens
Answers

1. a) AX = ( x − a1 , y − a2 , z − a3 )
b) a ( x − a1 ) + b ( y − a2 ) + c ( z − a3 ) =
0
Expanding: ax − aa1 + by − ba2 + cz − ca3 = 0 or
ax + by + cz = aa1 + ba2 + ca3 .
This is the equation of plane.
2. a) The line pierces the plane
b) The line is parallel to the plane and lies in the plane
Application Activity 8.15
1. 3 x − 2 y − z =−3 2. x + 3 y + 4 z =
34
 x= 5 − 2t
3. Not parallel 4.  y = 5t
 z =−2 + 11t
5. ( −1, 0, 0 ) 

176
 6. The given line lies in the given plane

7. 3 3 1 8. (1,1, 0 )
 ,− , 
 2 2 2 
9. The given line lies in the given plane

Activity 8.16

Materials
Exercise book, pens, calculator
Answers
1) 77.30 2) 35.60
Application Activity 8.16
π
1) 2) 1.38 radians 3) 0.82 radians
4
4) 350 5) 790 6) 450
7) 67.090 8) 300

Activity 8.17

Materials
Exercise book, pens
Answers

Then the normalized normal vector e is
  a b c 
e= , , 
2 2 2
 a +b +c a 2 + b2 + c2 a 2 + b2 + c2 

AB = ( b1 − a1 , b2 − a2 , b3 − a3 )
  a ( b1 − a1 ) b ( b2 − a2 ) c ( b3 − a3 )
e ⋅ AB
= + +
a 2 + b2 + c2 a 2 + b2 + c2 a 2 + b2 + c2
  a ( b1 − a1 ) + b ( b2 − a2 ) + c ( b3 − a3 )
⇔ e ⋅ AB =
a 2 + b2 + c2

177
 Advanced Mathematics Teacher’s Guide Book Five

  ab − aa1 + bb2 − ba2 + cb3 − ca3

⇔ e ⋅ AB = 1
a 2 + b2 + c2
  ab1 + bb2 + cb3 − ( aa1 + ba2 + ca3 )
⇔ e ⋅ AB =
a 2 + b2 + c2
Since A ∈ α , aa1 + ba2 + ca3 =
d , we have
  ab + bb2 + cb3 − d
e ⋅ AB =1
a 2 + b2 + c2
Application Activity 8.17
19
1. 3 unit of length 2. unit of length
5

3. 5 unit of length 4.
9 41 unit of length
3 41
5. 5 6 unit of length
18

Activity 8.18

Materials
Exercise book, pens
Answers

Point on the line: ( 2,3,1)

Direction vector of the line: (1, −2,1)
Normal vector of the given plane ( 2,3, −2 )
Normal vector of the needed plane, say ( a, b, c ) , is perpendicular to the
direction vector of the line and also perpendicular to the normal vector of
the given plane.
The needed plane has the form: a ( x − 2 ) + b ( y − 3) + c ( z − 1) =
0

178
 Where
a − 2b + c =0

2a + 3b − 2c =0
Solving, we get
 1
a = 7

 4
b =
 7
c = 1


And the needed plane is x + 4 y + 7 z − 21 =
0
Application Activity 8.18

x y −3 z −6 2 x − 3 y + z − 30 = 0
1. = = 2. 
2 −6 −5 5 x + 4 y + 2 z − 15 =0

Activity 8.19

Materials
Exercise book, pens
Answers
x −1 y − 2 z −1
= =
1 −4 −2
Intersection: ( 2, −2,1)
Application Activity 8.19

1. ( −1, −2,1) 2. ( 2, −2, −1)

Activity 8.20

Materials
Exercise book, pens

179
 Advanced Mathematics Teacher’s Guide Book Five

Answers

  x =−3 + 3t
1. u
= ( 3, −2,1) 2. Point: ( −3, 4,1) 3.  y= 4 − 2t
z = 1+ t

Application Activity 8.20

x −1 y − 2 z 3x + 1 3 y + 2 z
1. a) = = b) = =
2 3 4 9 −6 1
x+2 y+3 z
c) = =
1 2 1
2. a) ( 2, −5,3) b) ( a,1, c )
      
3. n1 = i − j , n2 =i + j + k
The planes intersect in a line
   
u =−i − j + 2k
4. 3x − 3 y + 4 z + 2 =0 5. x − 5 y − 3 z =
−7
6. x + 6 y − 5z =
17 7. 4 x − 2 y + 7 z =
0

Activity 8.21

Materials
Exercise book, pens
Answers
The equation of plane α and plane γ are proportional. Then plane α
and plane γ coincide.
The equation of plane β is not proportional to any other equation. Also
the left hand side of the equation of plane β is not proportional to any
other left hand sides of other equations, then plane β is secant to other
planes.
Application Activity 8.21
1. The given planes coincide 2. No intersection
3. Point: (1, 2,3) 4. Point: ( −4, −3, 0 )
5. No intersection

180
8.4.4. Sphere in three dimensions
Recommended teaching periods: 9 periods
This section looks at:
a) Equations of sphere in space
The equation of a sphere of centre ( k , l , m ) and radius r is
given by
S ≡ ( x − k ) + ( y − l ) + ( z − m) =
2 2 2
r2
The general equation of a sphere is:
x 2 + y 2 + z 2 + ax + by + cz + d =
0
In this equation:
 a b c
The centre is Ω =  − , − , −  and the radius is given by
 2 2 2
1 2 2 2 2
=r a + b + c − 4d , provided that a + b + c − 4d > 0
2 2

2
b) Position of a point and sphere
Consider a sphere S with radius r and centre Ω ( a, b, c ) and
any point P ( a1 , a2 , a3 ) .

ᇢᇢ If d ( Ω, P ) < r , the point lies inside the sphere S.

ᇢᇢ If d ( Ω, P ) =
r , the point lies on the sphere S.
ᇢᇢ If d ( Ω, P ) > r , the point lies outside the sphere S.

In all cases, d ( Ω, P ) is the distance between point P and

centre Ω of sphere S.
c) Position of a sphere and a line
Consider a sphere S with radius r and centre Ω ( a, b, c ) and
line L .
ᇢᇢ If d ( Ω, L ) < r , there are two points of intersection.
ᇢᇢ If d ( Ω, L ) =
r , there is a single point of intersection.
ᇢᇢ If d ( Ω, L ) > r , there is no intersection.

181
 Advanced Mathematics Teacher’s Guide Book Five

In all cases, d ( Ω, L ) is the shortest distance between line L

and centre Ω of sphere S .
d) Position of sphere and a plane
Consider a sphere S ≡ x 2 + y 2 + z 2 + ax + by + cz + d =
0 with
centre Ω =( k , l , m ) and radius r and plane α ≡ hx + ny + pz =
q
, their position appears in three cases.

1. If d ( Ω, α ) < r , the plane cuts the sphere and the

intersection is a circle whose centre is on the plane (on
the perpendicular line of the plane passing through the
centre of the sphere). When the plane cuts the sphere, we
call it plane section of a sphere.
2 2
Then, d ( P, Q )=  d ( Ω, Q )  −  d ( Ω, P )  .
2. If d ( Ω, α ) > r , there is no intersection.
3. If d ( Ω, α ) =
r , the plane is tangent to the sphere and the
intersection is the point which lies on the perpendicular
line of the plane passing through the centre of the sphere
and it is the intersection between this perpendicular line
and the plane.
In all cases, d ( Ω, α ) is the distance between the centre
Ω =( k , l , m ) of the sphere S ≡ x 2 + y 2 + z 2 + ax + by + cz + d =
0
with radius r and plane α ≡ hx + ny + pz = q . It is given by
hk + nl + pm − q
d ( Ω, α ) = .
h2 + n2 + p 2

182
 The tangent plane at T ( x1 , y1 , z1 ) on the sphere
S ≡ x 2 + y 2 + z 2 + ax + by + cz + d =
0 is
xx1 + yy1 + zz1 + a ( x + x1 ) + ( y + y1 ) + c ( z + z1 ) + d =
0.
Hint. In writing equation of tangent plane to a sphere at a
given point T ( x1 , y1 , z1 ) , in the sphere equation, change x
2

2 1 1
to xx1 , y 2 to yy1 , z to zz1 , x to ( x + x1 ) , y to ( y + y1 ) ,
2 2
1
and z to ( z + z1 )
2
and then expand.
e) Position of two spheres
Consider two spheres with centers Ω1 and Ω 2 ; radii r1 and r2
. The position of these two spheres depends on the distance
between theirs centers, d ( Ω1 , Ω 2 )
ᇢᇢ If d > r1 + r2 . Two spheres are exterior and hence no
intersection.
ᇢᇢ If d < r1 + r2 . Two spheres are interior and hence no
intersection.
ᇢᇢ If d= r1 + r2 . Two spheres are tangent exterior and hence
there is a point of intersection.
ᇢᇢ If d= r1 − r2 . Two spheres are tangent interior and hence
there is a point of intersection.
ᇢᇢ If r1 − r2 < d < r1 + r2 . One sphere cuts another. The
intersection is a circle.

b) Teaching guidelines
Let learners know what is a circle in 2-dimensions. When we rotate a half
circle about x − axis we obtain a sphere.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.

183
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ After activity presentation, capture the main points from the

presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 8.22

Materials
Exercise book, pens
Answers

( x − k ) + ( y − l ) + ( z − m)
2 2 2
1. r2
=
⇔ x 2 − 2kx + k 2 + y 2 − 2ly + l 2 + z 2 − 2mz + m 2 =
r2
⇔ x 2 + y 2 + z 2 − 2kx − 2ly − 2mz + k 2 + l 2 + m 2 − r 2 =
0
2. Letting −2k = a, − 2l = b, − 2m = c, k 2 + l 2 + m 2 − r 2 = d
a b c
− ,l=
Gives k = − and −r 2 =−k 2 − l 2 − m2 + d
− , m=
2 2 2
Or
2 2 2
2  a  b  c
2 2 2
r = k +l +m −d 2
r = −  +−  +−  −d
 2  2  2
2 2 2
a b c a 2 + b 2 + c 2 − 4d
r2 = + + −d r2 =
4 4 4 4
1 2
r
= a + b 2 + c 2 − 4d
2

184
Application Activity 8.22

1. a) x 2 + y 2 + z 2 − 2 x − 4 y − 6 z − 2 =0
2 2 2
b) x + y + z − 6 x + 2 y − 2 z + 8 =0
2 2 2
c) x + y + z − 8 x + 2 z − 32 =
0
2. a) (11,3, 0 ) ; 8 b) ( −4,8, 7 ) ; 6 c) ( 0,9,3) ; 14
3. a) The interior of the sphere x 2 + y 2 + z 2 =
4.
b) The solid ball bounded by the sphere
( x + 2 ) + ( y − 3) + ( z + 4 ) =
2 2 2
4 . Alternatively, the sphere
( x + 2 ) + ( y − 3) + ( z + 4 ) =
2 2 2
4 together with its interior.
c) The exterior of the sphere ( x − 1) + ( y + 3) + z =
2 2 2
8.

Activity 8.23

Materials
Exercise book, pens, calculator
Answers

1. 38 , outside the sphere 2. 6 , on the sphere

3. 5 , inside the sphere
Application Activity 8.23
1. Outside the sphere 2. Inside the sphere
3. On the sphere 4. Outside the sphere

Activity 8.24

Materials
Exercise book, pens, calculator

185
 Advanced Mathematics Teacher’s Guide Book Five

Answers

1. 3 2 , the line pierces the sphere

2
2. 2 42 , the line does not touch the sphere

3. 3 , the line is tangent to the sphere

2
Application Activity 8.24

1. x2 + y 2 + z 2 − 6 2 ( x + y + z ) − 3 2 =0
2. (1, −1,3) , ( 5, 2, −2 )

Activity 8.25

Materials
Exercise book, pens, calculator
Answers

1. 14 , the plane cuts the sphere

2

2. 8 14 , the plane does not touch the sphere

7
3. 14 , the plane is tangent to the sphere
Application Activity 8.25
1. 2 x + 2 y − z + 10
= 0, 2 x + 2 y − z −=
8 0
2. 2 x + y − 2 z= 9, x + 2 y + 2 z= 9
3. x2 + y 2 + z 2 − 6x − 4 y − 2z + 5 =0,
11
x2 + y 2 + z 2 − 6x − y − 2z + 5 = 0
4
4. x2 + y 2 + z 2 − 2x + 2 y − 4z + 2 =0,
x 2 + y 2 + z 2 − 6 x − 4 y + 10 z + 22 =
0

186
 Activity 8.26

Materials
Exercise book, pens, calculator
Answers
Let centers of two spheres be Ω1 and Ω 2 respectively and their radii be
r1 and r2 respectively

1. d ( Ω1 , Ω 2 ) = 11 and r1 + r2 =
5 . One sphere is inside of
another
2. d ( Ω1 , Ω 2 ) =9 and r1 + r2 =
9 . One sphere touches another
3. d ( Ω1 , Ω 2 ) = 46 and r1 + r2 = 3 + 4 . One sphere is outside
of another
Application Activity 8.26

1. x2 + y 2 + z 2 + 3 y + 5z − 7 =0
2. x2 + y 2 + z 2 − 2z − 8 =0
3. 13 ( x 2 + y 2 + z 2 ) − 35 x − 21 y + 43 z + 176 =
0

8.5. Answers for the end of unit assessment

  3  4   
1. a) 1 A + 2 B b) A + B c) 3 A + 2 B
3 3 7 7 5 5

 
    
d) 3 A − 1 B e) − 2 A + 5 B f) 4 A − 3B
2 2 3 3
 1    1   
2. OM
= (
2
)
b + c ON=
3
(
a+b+c )
        
3. (
xi + y j + zk =i + j + k + λ 2i + 3 j − k )
x  −1 1 
4.      
y
=  2  + λ  2
z  1  3
     

187
 Advanced Mathematics Teacher’s Guide Book Five

        
5. (
4i − j + 12k = 2i + 3 j + 4k + r i − 2 j + 4k )
     
(
2i − 4 j + 8k = r i − 2 j + 4k )
2 = r ⇒r= 2

−4 = −2r ⇒r= 2
8= 4r ⇒ r= 2

Thus the given point lie on the given line.
a 6,=
6. = b 8

7. a) ( 3,3, −3) b) ( x, y, z ) = ( 2, −1,1) + λ ( 3,3, −3)

− 2 y − 3 z + 1 b) x= − 3 y +1 z − 2
8. a) x= = =
2 3 1 3 2 −4
c) x= − 2 y −1 z −1
=
2 −1 −1
9. ( x, y=
, z ) ( 2,5, 4 ) + λ ( 3, −2, −1)
10. a) ( x, y, z=
) ( 2, 2, −1) + λ ( 3, 2, 4 )
b) ( x, y, z ) =( 3, −2,3) + λ (1, 4, −1)

11. ( 2,5,3) or its multiples

12. Vector equation: ( x, y, z =
) (1, 0, −3) + λ ( 2, −1,3)
 x = 1 + 2λ

Parametric equations:  y = −λ
 z =−3 + 2λ

Symmetric equations: x − 1 =− y =z + 3
2 3
13. a) ( x, y, z=
) ( 2,3, 4 ) + λ ( 2, −3, 2 ) + µ ( 0,1, 2 )
b) ( x, y, z=
) ( 0, 0, −2 ) + λ ( 3,3, −1) + µ (1, −1,1)
c) ( x, y, z ) = ( −2, −1, −3) + λ (1, 0,1) + µ ( 2,1,1)
d) ( x, y, z=) ( 5,1, −4 ) + λ (1, −1,1) + µ ( 3, −1, −1)
14. a) 2 x + 3 y − 4 z =
29 b) 2 x + y − 4 z =
12
c) x + y + z =0 d) 3 x + 4 y − 5 z =
12
e) 2 x − y =4 f) 5 y + 2 z =
−11 g) x = 3

188
15. x + 5 y − 4 z =
20

16. x- y =0
17. 5 x − 6 y + 7 z =20
18. x + 2 y − 3 z = 0
 7   4  1   2 
r = 5
19.  −5 =  3  + r  −1 + s  3  ⇒  . Thus, the given
         s = −1
 −4   2   −1 1 
       
point lie on the given plane.
6 , 6x + 3y − 2z =
20. 2 x − 3 y − 6 z = 18
21. ( x, y, z )= (1, 0, −2 ) + λ (1,1, 0 ) + µ ( 0, 0,1)
22. a) 2 units of length b) 3 units of length
1
c) 10 units of length d) 138 units of length
2
23. a) 7 units of length; (1, 2,3)
b) 2 6 units of length; ( 2, −1, −1)
c) 6 units of length; ( 4, 0, 0 )
1  5 4 11 
d) 42 units of length;  , , 
3 3 3 3 
24. 14 units of length
25. 38.31 degrees
26. 25.7 degrees
27. 80 degrees
28. 45.6 degrees
29. 40.2 degrees
30. 14.660 degrees
31. a) ( 3, −4,5 ) ; 7 b) (1, 2,3) ; 3
1 1
c)  , −1, −  , 1
2 2
32. a) x 2 + y 2 + z 2 − 2 x − 4 y − 6 z + 10 =
0
b) x 2 + y 2 + z 2 − 4 x − 4 z + 4 =0
c) x 2 + y 2 + z 2 − 4 x − 6 y − 23 =
0

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 Advanced Mathematics Teacher’s Guide Book Five

33. d = −3
34. 7 ( x + y + z ) − 15 x − 25 y − 11z =
2 2 2
0
35. x 2 + y 2 + z 2 − 4 x + 6 y − 2 z + 5 =0

36. 3 ( x + y + z ) − 2 x − 2 y − 2 z − 1 =0
2 2 2

2 2 2
37. x + y + z − 6 x − 4 y + 10 z + 12 =
0
2 2 2
38. x + y + z − x − 6 y − 2 z + 5 =0
1 1 1
39. 5 ( x + y + z ) − 2 x − 2 y − 2 z − 9 =
2 2 2
0,  , ,  , 4 3
2 2 2
5 5 5 2
40. x + y + z + 7 y − 8 z + 24 0
=
2 2 2
41. x + y + z − 4 x + 6 y − 8 z + 4 =0
42. x 2 + y 2 + z 2 + 2 x + 2 y + 2 z + 2 =0
2 2 2
43. x + y + z ± 6 z − 4 = 0
44. 4 x + 15 y + 26 z − 75 =
0
45. -4, 14
46. ( 4, −2, 2 ) , ( 0, 0, −2 )
47. 9 ( x 2 + y 2 + z 2 ) = 5
48. 61
Sketch

1 2 2
49. b c + c 2 a 2 + a 2b 2
2

190
Unit 9 Bivariate Statistics

9.1. Key unit competence

Extend understanding, analysis and interpretation of bivariate data to

correlation coefficients and regression lines

9.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ find the covariance of two quantitative variables.
ᇢᇢ determine the linear regression line of a given series.
ᇢᇢ calculate a linear correlation coefficient of a given double
series and interpret it.

9.3. Materials used in this unit

Exercise books, pens, calculator

9.4. Content and activities

9.4.1. Covariance

a) Content summary

Recommended teaching periods: 2 periods

This section looks at formula used to find the covariance of two variable x
and y.
1 k
cov ( x, y )
= ∑ fi xi yi − x y
n i =1

b) Teaching guidelines
Let learners know how to find variance and standard deviation of a series.
In bivariate statistics, we use two series.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.

191
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ Ask each group to do activity related to the lesson they are

going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 9.1

Materials
Exercise book, pens, calculator
Answers

x y x−x y− y ( x − x )( y − y )
3 6 -1.3 -2.7 3.51
5 9 0.7 0.3 0.21
7 12 2.7 3.3 8.91
3 10 -1.3 1.3 -1.6
2 7 -2.3 -1.7 3.91
6 8 1.7 -0.7 -1.19
# # /
! 𝑥𝑥 = 26 ! 𝑦𝑦 = 52 !(𝑥𝑥 − 𝑥𝑥̅)( 𝑦𝑦 − 𝑦𝑦( ) = 13.75
$ $ 0

x = 4.3 𝑦𝑦" = 8.7

1. If you divide by total frequency you get variance
2. If you divide by total frequency you get covariance

192
Application Activity 9.1
71
1. cov ( x, y ) = 2. cov ( x, y ) = 98.75
12

9.4.2. Regression lines

a) Content summary

Recommended teaching periods: 5 periods

This section looks at the adjustment of algebraic expression of two regression
lines.
The regression line y on x is written as
cov ( x, y )
Ly / x ≡=
y− y
σ x2
( x − x)
The regression line x on y is written as
cov ( x, y )
Lx / y ≡=
x−x
σ y2
( y − y)
b) Teaching guidelines
Let learners know how to find mean, standard deviation and covariance.
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

193
 Advanced Mathematics Teacher’s Guide Book Five

c) Answers to activities

Activity 9.2

Materials
Exercise book, pens, calculator
Answers
k k
1. D
=b
/
2∑ ( yi − axi − b )( −1) or Db/ =
−2∑ ( yi − axi − b )
i =1 i =1
k k k k

2. 0 or ∑ yi − ∑ axi − ∑ b =
∑ ( yi − axi − b ) = 0
i =1 =i 1 =i 1 =i 1
k k k
or ∑
= b i ∑ y − ∑ ax i
=i 1 =i 1 =i 1

Dividing both sides by n gives

1 k 1 k 1 k b k 1 k a k
=
= ∑ n∑
b
n i 1=
y
i 1 =
i − ∑ i=
ni1
ax or = ∑ n∑
1
n i 1=
y
i 1 =
i − ∑ xi
ni1
or b= y − ax
k k

∑ ( y − ax − b )= ∑ ( y − ax − y + ax )
2 2
i i 3. i i
=i 1 =i 1

Or
k k
) ∑ ( y − y ) − a ( x − x )
2
∑ ( y − ax − b=
2
i i i i
=i 1 =i 1

Differentiation with respect to a and equating to zero:

k

∑ 2 ( y − y ) − a ( x − x ) − ( x − x ) =

i =1
i i 0 i

( ) (
−2∑  yi − y − a xi − x  xi − x =
i =1
 
0 )( )
k

( ) (
⇔ ∑  yi − y − a xi − x  xi − x =
i =1
 
0 )( )
k
⇔ ∑  xi − x( )( y − y ) − a ( x − x )  =
2
0

i =1 
i i

194
 k k

( )( ) ( )
2
⇔ ∑ xi − x yi − y − ∑ a xi − x 0
=
=i 1 =i 1

k k

( ) ∑ ( x − x )( y − y )
2
⇔ ∑ a xi − x = i i
=i 1 =i 1

k k

( ) ∑ ( x − x )( y − y )
2
⇔ a ∑ xi − x = i i
=i 1 =i 1

Dividing both sides by n gives

a k 1 k
( ) ( )( )
2

=
∑ ix
⇔
n i 1=
− x= ∑ xi − x yi − y
ni1
1 k
∑ xi − x yi − y
n i =1
( )( )
⇒a=
1 k
( )
2
∑
n i =1
xi − x

1 k
( )
2
4. is σ x2
The variance for variable x= ∑
n i =1
xi − x

1 k
( )
2
is σ y2
and the variance for variable y= ∑ yi − y
n i =1
and the covariance of these two variables is
1 k
cov ( x, y )= (
∑ xi − x yi − y
n i =1
)( )
cov ( x, y )
Then a =
σ x2
5. y ax + b ,
Now, we have that the regression line y on x is =
where

 cov ( x, y )
=a
 σ x2

b= y − ax
Or
cov ( x, y )  cov ( x, y ) 
=y x+ y− x
σ 2
x  σ x2 

195
 Advanced Mathematics Teacher’s Guide Book Five

Application Activity 9.2

1. a) y 0.19 x − 8.098
= b) y = 4.06
2. −5.6 y + 163.3, y =
x= −0.06 x + 21.8

9.4.3. Coefficient of correlation

a) Content summary

Recommended teaching periods: 3 periods

This section looks at the correlation coefficient and its properties. It also
looks at the Spearman’s coefficient of rank correlation.
ᇢᇢ The Pearson’s correlation coefficient,
Pearson’s correlation coefficient denoted by r, is a measure of
the strength of linear relationship between two variables.
The correlation coefficient between two variables x and y is
cov ( x, y )
given by r = .
σ xσ y
ᇢᇢ The Spearman’s coefficient of rank correlation
The Spearman’s coefficient of rank correlation is given by
k
6∑ di2
ρ = 1− i =1

n ( n − 1)
2

Where, d refers to the difference of ranks between paired items

in two series.

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.

196
 ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 9.3

Materials
Exercise book, pens, calculator
Answers
41
σ x 1.8,
1. = = σ y 1.97 2. cov ( x, y ) =
18
cov ( x, y )
3. = 0.64
σ xσ y
Application Activity 9.3
1. r = 0.94 . As the correlation coefficient is very close to 1, the
correlation is very strong.
2. r = −0.26 . As the correlation coefficient is very close to zero,
the correlation is very weak.
3. σ = 0.14 . There is a weak positive correlation between the
English and Mathematics rankings.

197
 Advanced Mathematics Teacher’s Guide Book Five

9.4.4. Applications of bivariate statistics

Activity 9.4

Materials
Exercise book, pens, calculator
Answers
By reading textbooks or accessing internet, learners will discuss how
bivariate statistics is used in daily life. Bivariate statistics can help in
prediction of a value for one variable if we know the value of the other by
using regression lines.

9.5. Answers for the end of unit assessment

1. Data set 1
a)=y 4.50 + 0.64 x b)=x 4.42 + 0.75 y
Data set 2
=
a) y 90.31 − 1.78 x b) x 37.80 − 0.39 y
=
2. −2.59 + 0.65 x;36.5
y=
3. r= 0.918, y − 65.45= 0.981( x − 65.18), x − 65.18= 0.859( y − 65.45)
4. y = 0.611x + 10.5, x = 1.478 y − 1.143, y = 28.83
5. 0.94 x + 92.26, Blood pressure =
y= 134.56
6. 3.8 1.6 x, x =
y =+ −2.06 + 0.59 y
7. y =−8 + 1.2 x
8. c = 15, d = −5
9. =
0.60, w 0.89h − 76
3 15 3
− ,y=
10. x = ,r =
29 29 4
11. r = 0.4
12. 0.82
13. 0.77

198
14. -0.415
15. a) 0.954 b) x = 2 , y = 3

16. x =13, y =17, y =0.8 x + 6.6, x =0.45 y − 5.35, r =0.6, σ y =4

17.=x 13,
= σy 4
y 17,=
18. 0.26
19. a) 0.43
b) Some agreement between average attendances ranking
a position in league, high position in league correlating with
high attendance.
20. a) (i) -0.976 (ii) -0.292 (or 0.292)
b) The transport manager’s order is more profitable for the
seller, saleswomen is unlikely to try to dissuade.
c) (i) No, maximum value is 1
(ii) Yes, higher performing cars generally do less mileage
to the gallon.
(iii) No, the higher the engine capacity, the dearer the car.
d) When only two rankings are known; when
relationship is non-linear.
21. a) There is a strong positive correlation
b) 54.5

199
Unit 10 Conditional Probability
and Bayes Theorem

10.1. Key unit competence

Solve problems using Bayes theorem and use data to make decisions
about likelihood and risk.

10.2. Objectives

After completing this unit, the learners should be able to:

ᇢᇢ use tree diagram to find probability of events.
ᇢᇢ find probability of independent events.
ᇢᇢ find probability of one event given that the other event has
occurred.
ᇢᇢ use and apply Bayes theorem.

10.3. Materials used in this unit

Exercise books, pens, ruler, calculator

10.4. Content and activities

10.4.1. Tree diagram

a) Content summary

Recommended teaching periods: 5 periods

This section shows the method used to find probability of events by
constructing tree diagram.
A tree diagram is a means which can be used to show the probabilities of
certain outcomes occurring when two or more trials take place in succession.
The outcome is written at the end of the branch and the fraction on the
branch gives the probability of the outcome occurring.

201
 Advanced Mathematics Teacher’s Guide Book Five

For each trial, the number of branches is equal to the number of possible
outcomes of that trial. In the diagram, there are two possible outcomes, A
and B, of each trial.

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 10.1

Materials
Exercise book, pens, calculator
Methodology
Facilitate learners in Group work, then questioning.

202
Answers
4 2
1. Probability of choosing a blue pen is = and
10 5
6 3
probability of choosing a black pen is = .
10 5
2. Probabilities on the second trial are equal to the probabilities
on the first trial since after the 1st trial the pen is replaced
in the box.
3. Complete figure

Application Activity 10.1

1 1 1 1
1. × × =
2 2 2 8
10 9 8
2. a) P ( 3boys ) = × × = 0.214
16 15 14
10 9 6 10 6 9 6 10 9
b) P ( 2 boys and 1 girl ) = × × + × × + × × = 0.482
16 15 14 16 15 14 16 15 14
10 6 5 6 10 5 6 5 10
c) P ( 2 girls and 1 boy ) = × × + × × + × × = 0.268
16 15 14 16 15 14 16 15 14
6 5 4
d) P ( 3girls ) = × × = 0.0357
16 15 14
1 10 11
3. a) b) c)
21 21 21
1 7 7
4. a) b) c)
816 102 34

203
 Advanced Mathematics Teacher’s Guide Book Five

10.4.2. Independent events

a) Content summary

Recommended teaching periods: 5 periods

This section shows the formula used to find probability of independent
events.
If probability of event B is not affected by the occurrence of event A, events
A and B are said to be independent and P ( A ∩ B = ) P ( A) × P ( B )
This rule is the simplest form of the multiplication law of probability.

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework

204
 c) Answers to activities

Activity 10.2

Materials
Exercise book, pens
Answers
The occurrence of event B does not affected by occurrence of event A
because after the first trial, the pen is replaced in the box. It means that
the sample space does not change.
Application Activity 10.2
1 1 1
1. P ( red and red ) = × =
5 5 25
1 1 1
2. P ( head and 3) = × =
2 6 12
1 2
3. a) b)
35 7
10.4.3. Conditional probability

a) Content summary

Recommended teaching periods: 5 periods

This section shows the formula used to find conditional probability.
The probability of an event B given that event A has occurred is called the
conditional probability of B given A and is written P ( B | A ) .
In this case, P ( B | A ) is the probability that B occurs considering A as the
sample space, and since the subset of A in which B occurs is A ∩ B , then
P ( B ∩ A)
P ( B | A) = .
P ( A)
From this result, we have a general statement of the multiplication law:
P ( A ∩ B=
) P ( A) × P ( B | A)

205
 Advanced Mathematics Teacher’s Guide Book Five

b) Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have a
group leader who will present their findings to the class.
ᇢᇢ Ask each group to do activity related to the lesson they are
going to learn. The learners may need your assistance to do
any activity. Help them to understand the activity. After group
discussion, invite some or all groups for presentation of their
work.
ᇢᇢ After activity presentation, capture the main points from the
presentation of the learners and summarise them. Guide the
learners through given examples in Learner’s book or through
your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure that
they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective groups.
Request learners to correct exercises on chalkboard and
give them individual evaluation. Remember to give them
homework.

c) Answers to activities

Activity 10.3

Materials
Exercise book, pens
Answers
The occurrence of event B is affected by occurrence of event A because
after the first trial, the pen is not replaced in the box. It means that the
sample space will be changed for the second trial.
Application Activity 10.3

1
1
1. ) 6=
P(6 | even=
3 3
6

206
 P ( Black and White ) 0.34
2. P (White | Black
= ) = = 0.72
P ( Black ) 0.47
3
3.
13

10.4.4. Bayes theorem and applications

a) Content summary

Recommended teaching periods: 5 periods

This section shows how to find probability of events using Bayes
theorem and its applications.
Let B1 , B2 , B3 ,..., Bn be incompatible and exhaustive events and let A be
an arbitrary event.
We have:
P ( Bi ∩ A ) P ( A | Bi ) P ( Bi )
P ( Bi | A )
= =
P ( A) n

∑ P( A| B ) P(B )
i =1
i i

This formula is called Bayes’ formula.

Remark
We also have (Bayes’ rule)
P ( A | B) P ( B)
P ( B | A) =
P ( A)

Teaching guidelines
ᇢᇢ Organise class into groups. Request each group to have
a group leader who will present their findings to the
class.
ᇢᇢ Ask each group to do activity related to the lesson
they are going to learn. The learners may need your
assistance to do any activity. Help them to understand
the activity. After group discussion, invite some or all
groups for presentation of their work.

207
 Advanced Mathematics Teacher’s Guide Book Five

ᇢᇢ After activity presentation, capture the main points from

the presentation of the learners and summarise them.
Guide the learners through given examples in Learner’s
book or through your own examples.
ᇢᇢ Ask learners what they learned in day lesson to ensure
that they understood what they have learned.
ᇢᇢ Request learners to do exercises in their respective
groups. Request learners to correct exercises on
chalkboard and give them individual evaluation.
Remember to give them homework.

c) Answers to activities

Activity 10.4

Materials
Exercise book, pens
Answers
1. P ( A ) = P ( A | B1 ) P ( B1 ) + P ( A | B2 ) P ( B2 ) + P ( A | B3 ) P ( B3 )

P ( B1 ∩ A) P ( A | B1 ) P ( B1 )
2. P ( B1 | A) =
=
P ( A) P ( A | B1 ) P ( B1 ) + P ( A | B2 ) P ( B2 ) + P ( A | B3 ) P ( B3 )

P ( B2 ∩ A) P ( A | B2 ) P ( B2 )
P ( B2 | A) =
=
P ( A) P ( A | B1 ) P ( B1 ) + P ( A | B2 ) P ( B2 ) + P ( A | B3 ) P ( B3 )

P ( B3 ∩ A) P ( A | B3 ) P ( B3 )
P ( B3 | A) =
=
P ( A) P ( A | B1 ) P ( B1 ) + P ( A | B2 ) P ( B2 ) + P ( A | B3 ) P ( B3 )
Generally,
P ( Bi ∩ A ) P ( A | Bi ) P ( Bi )
P ( Bi | A )
= =
P ( A) 3

∑ P( A| B ) P(B )
i =1
i i

208
Application Activity 10.4
0.2 × 0.75
P ( engineer | managerial )
1. = = 0.405
0.2 × 0.75 + 0.2 × 0.5 + 0.6 × 0.2

0.9 × 0.02
2. P ( No accident=
| Triggered alarm ) = 0.157
0.1× 0.97 + 0.9 × 0.02

10.5. Answers for the end of unit assessment

1. 0.15 2. 0.13

3. 0.56 4. 1
169
15 729
5. 6.
128 1000
10
7. 0.37 8.
21
9. a) 0.34 b) 0.714 c) 0.0833
10. a) 0.43 b) 0.1166 c) 0.8966
11. a) 0.0001 b) 0.0081
12. a) 0.384 b) 0.512
13. 0.1083
14. a) 0.5514 b) 0.2941
3
15.
13

209
 References
[1] A. J. Sadler, D. W. S. Thorning: Understanding Pure Mathematics, Oxford
University Press 1987.
[2] Arthur Adam Freddy Goossens: Francis Lousberg. Mathématisons 65.
DeBoeck,3e edition 1991.
[3] David Rayner, Higher GCSE Mathematics, Oxford University Press 2000
[4] Direction des Progammes de l’Enseignement Secondaire. Géometrie de
l’Espace 1er Fascule. Kigali, October 1988
[5] Direction des Progammes de l’Enseignement Secondaire. Géometrie de
l’Espace 2ème Fascule. Kigali, October 1988
[6] Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen,
Mathematics Principles & Process, Nelson Canada A Division of International
Thomson Limited 1990
[7] George B. Thomas, Maurice D. Weir & Joel R. Hass, Thomas’ Calculus
Twelfth Edition, Pearson Education, Inc. 2010
[8] Geoff Mannall & Michael Kenwood, Pure Mathematics 2, Heinemann
Educational Publishers 1995
[9] H.K. DASS... Engineering Mathematics. New Delhi, S. CHAND&COMPANY
LTD, thirteenth revised edition 2007.
[10] Hubert Carnec, Genevieve Haye, Monique Nouet, ReneSeroux, Jacqueline
Venard. Mathématiques TS Enseignement obligatoire. Bordas Paris 1994.
[11] James T. McClave, P.George Benson. Statistics for Business and Economics.
USA, Dellen Publishing Company, a division of Macmillan, Inc 1988.
[12] J CRAWSHAW, J CHAMBERS: A concise course in A-Level statistics with
worked examples, Stanley Thornes (Publishers) LTD, 1984.
[13] Jean Paul Beltramonde, VincentBrun, ClaudeFelloneau, LydiaMisset, Claude
Talamoni. Declic 1re S Mathématiques. Hachette-education, Paris 2005.
[14] JF Talber & HH Heing, Additional Mathematics 6th Edition Pure & Applied,
Pearson Education South Asia Pte Ltd 1995
[15] J.K. Backhouse, SPTHouldsworth B.E.D. Copper and P.J.F. Horril. Pure
Mathematics 2. Longman, third edition 1985, fifteenth impression 1998.
[16] M.Nelkon, P. Parker. Advanced Level Pysics, Seventh Edition. Heinemann
1995
[17] Mukasonga Solange. Mathématiques 12, Analyse Numérique. KIE,
Kigali2006.
[18] N. PISKOUNOV, Calcul Différential et Integral tom II 9ème édition. Editions
MIR. Moscou, 1980.
[19] Paule Faure- Benjamin Bouchon, Mathématiques Terminales F. Editions
Nathan, Paris 1992.
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