JSS 2 THIRD TERM MATHEMATICS

SCHEME OF WORK
WEEK TOPIC
1. Angles in a polygons
(a) Types of polygons: convex, concave, regular, irregular
(b) Sum of interior angles in polygon (number of triangles in a polygon)
(c) Sum of exterior angles of a polygon
2. Angles
(a) Horizontal and vertical plane
(b) Angles of elevation and depression
(c) Relationship between angle of elevation and depression
(b) Scale drawing
(c) Pythagoras
3. Bearing and distances
(a) The compass directions (major and minor)
(b) Types of bearing (Compass, acute-angle, three figure)
(c) Converting acute-angle bearing to three figure bearing and vice versa
(d) Reciprocal/ back bearing
(e) Scale drawing to find bearing and distances
4. Use of ICT in Mathematics
(a) Using computers to solve simple Mathematical calculation (using EXCEL)
(b) translation of word problem into Mathematical expression
(c) Flow Chart
5. Computer Application
(a)Use of punch cards to store information
(b)Writing familiar words in coded form
6. Construction
(a) Construction of special angles (Revision)
(b) Constructing triangles
(i) 2 sides and included angles (ii) Two angle and a side between them. (iii) all the 3 sides
(b) Bisecting angles: bisecting angle 90, 60 and bisect any given angles.
7. MID-TERM BREAK
8. Data presentation: (a) Frequency tables (ungrouped and grouped)
(b) Construction and interpretation of pie charts
9. Probability
(a) Definition of terms in probability
(b)Experimental probability
(c) Theoretical probability
10. Revision
11. Examination.

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WEEK 1

TOPIC: Angles in a polygons

(a) Types of polygons: convex, concave, regular, irregular
(b) Sum of interior angles in polygon (number of triangles in a polygon)
(c) Sum of exterior angles of a polygon

POLYGONS AND ITS TYPES

A closed plane figure bounded by straight lines (edges) is called a polygon. The number of sides
of a polygon determines its names. The table below describes the names of polygons according
to the number of their sides:

No. Of sides and angles Polygon

3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon
11 Undecagon / Hendecagon
12 Dodecagon
15 Pentadecagon
20 Icosagon
Types Of Polygons
1. Convex Polygon: a convex polygon has all its interior angles pointing outwards. No angle
is pointing inwards. Each internal angle of a convex polygon is always less than 180 0.A

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 polygon is convex if any line segment joining any two points on it stays inside the
polygon itself. Examples of convex polygons are shown below:

Triangle Quadrilateral Pentagon Hexagon

2. Concave (Re-entrant)Polygon: If there is any internal angle greater than 180°, the angle
points inwards and the polygon becomes concave.

3. Regular Polygon: this is a polygon with all its angles the same size and all its sides the
same length.
4. Irregular Polygon: this is a polygon with at least two of its sides of different length and
at least two of its angles unequal.

CLASS ACTIVITY
For each of the polygons drawn below, state whether it is (i) concave or convex (ii) regular or
irregular (iii) its name according to the number of sides.

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SUM OF INTERIOR ANGLES
The sum of interior angles in a polygon is derived from the number of triangle that can be
drawn from the polygon. Consider the diagrams below:

From the above diagrams;

4 sided Quadrilateral has 2 triangles, 5 sided Pentagon has 3 triangles and 6 sided hexagon has
4 triangles. We can therefore say that a n-sided polygon has n – 2 triangles.

Since sum of angles in a triangle is 180o;

A polygon with 4 sides having 2 triangles will have 2 × 180 o = 360o

5 sided polygon having 3 triangles will have 3 × 180o = 540o

6 sided polygon having 4 triangles will have 4 × 180o = 720o

In general, the sum of the interior angles of any convex n-gon (polygon with n sides) is given by:

Sum of interior angles = (n-2) x 1800 = (n -2) × 2 × 90

Or Sum of interior angles = (2n - 4) x 900

Or Sum of interior angles = (2n – 4) Right angles

For a regular polygon that has all its sides and angles equal, the size of each interior angle will
be the average of the sum of all interior angles

Therefore each interior angle for a regular convex polygon

𝑺𝒖𝒎 𝒐𝒇 𝒊𝒏𝒕𝒆𝒓𝒊𝒐𝒓 𝒂𝒏𝒈𝒍𝒆𝒔 (𝒏−𝟐)×𝟏𝟖𝟎°

Each interior angle = =
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒔𝒊𝒅𝒆𝒔 𝒏

EXAMPLE – 1: What is the sum of the interior angles of a pentagon?

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Solution

A pentagon has five sides, that is, n = 5.

Therefore, sum of interior angles = (n - 2) x 1800

= (5 - 2) x 1800

= 3 x 1800 = 5400

EXAMPLE – 2: Calculate the size of each interior angle of a regular heptagon.

Solution

A regular heptagon has 7 equal sides, that is, n = 7.

𝑆𝑢𝑚 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 (𝑛−2)×180°

Each interior angle = =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠 𝑛

(7−2)×180° 5 ×180°
= =
7 7

900° 5°
= = 128 7
7

Class Activity

(1) What is the sum of interior angles of a: (a) hexagon (b) nonagon
(2) The sum of six of the interior angles of a nonagon is 9200. The other three angles are all
equal. Find the size of each of the other three angles.
(3) If the angles of a quadrilateral are x, 2x and 3x, what is the value of x? Calculate the size
of the largest angle.

Sum of Exterior Angles

Sum of exterior angles in any Polygon = 3600

EXAMPLE – 1: The sum of the interior angles of a regular polygon is 10 right angles.

(i) How many sides has the polygon?

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 (ii) What is the sum of the exterior angles of the polygon?
(iii) Calculate the size of each exterior angle of the polygon.

Solution:
(i) Sum of interior angles = (n - 2) × 180° = (𝑛 − 2) × 2 × 90°
Sum of interior angles= (2𝑛 − 4) × 90°

Sum of interior angles = (2n - 4) right angles

2n – 4 = 10

2n = 10 + 4

(ii) Sum of exterior angles = 360°

𝑆𝑢𝑚 𝑜𝑓 𝑒𝑥𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠
(iii) Each exterior angle = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑑𝑒𝑠
360°
= 7
3°
= 51 7

Class Activity

1) Calculate the size of each exterior angle in a regular: (a) octagon (b) decagon
2) Is the sum of exterior angles of a triangle equal to the sum of exterior angles of an
Icosagon?

ASSIGNMENT:

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Page 7
PRACTICE QUESTIONS:

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WEEK 2

TOPIC: ANGLES OF ELEVATION AND DEPRESSION

Contents:
(a) Horizontal and vertical plane.
(b) Angles of elevation and depression.
(c) Relationship between angle of elevation and depression.
(d) Measuring angles of elevation and depression.
(d) Scale drawing.

Horizontal and Vertical Plane

An horizontal plane lies (flat) in the same position as the ground while a vertical plane stand
like a straight wall.

Angles of Elevation and Depression

Angle of Elevation: the angle that an observer would raise his or her line of sight above a
horizontal line in order to see an object. The angle of elevation is the angle between the
horizontal and the observer's line of sight.

In the diagram above, the angle of elevation of the object from the observer is α0.

Angle of Depression: If the object is below the level of the observer, then the angle between
the horizontal and the observer's line of sight is called the angle of depression. If an observer
were up above and needed to look down, the angle of depression would be the angle that the
person would need to lower his or her line of sight.

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In the diagram above, the angle of depression of the object from the observer is β 0.

MEASURING ANGLES OF ELEVATION AND DEPRESSION

Angles of elevation and depression can be measured with a simple instrument called
Clinometers. Simple Clinometers is made from a chalk-board protractor in which a plumb-line
hangs from the center of the protractor. The angle that the plumb-line makes with the 900
vertical axes when the Clinometers is placed in the observer’s direction is the angle of elevation
or depression.

In the figure above, a plumb-line hangs from the center of the protractor at A. The observer
sights an object along the line BAC. The angle of elevation e0 is the angle between AO and the
plumb-line. The size of e0 can be read from the scale. Notice that e0 increases from 00 at O to 900
at B.

NOTE: The teacher should make simple clinometers using a chalk-board protractor and plumb-
line.

Class Activity:
Carry out the following activities using a tape and clinometers:

1) Stand at a point Y on level ground, where the top of the wall in your class has an angle
of elevation of 450
2) Find the distance from Y to the base of the wall in your class. Record the height of the
wall.

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RELATIONSHIP BETWEEN ANGLE OF ELEVATION AND DEPRESSION
In other words, as shown in the diagrams below, the angle formed with the horizontal when an
observer looks up is called angle of elevation whereas, the angle formed with the horizontal
when an observer looks down is called angle of depression.

There is a connection between angle of elevation and angle of depression. For example, the
angle of elevation of Y from X is the same as the angle of depression of X from Y. Therefore
angles of elevation and depression are alternate angles and are therefore equal in a given
situation.

SCALE DRAWING
Example
Use scale drawing to answer the questions that follows the diagram:

35o
A

12m

i) What is the angle of depression (𝜃) of the top of the building from the observer at
point A
ii) Find the height of the building in the figure above.

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STEP 1: draw a sketch of the figure in form of a right-angled triangle

STEP 2: Choose an appropriate scale, considering the measurements on the given lengths in the
original diagram. From 12m, a scale of 1cm represent 2m can be used to draw 12m as 6cm.
STEP 3: Draw the appropriate diagram, measure and mark the given angle.

35o

B 6cm C
STEP 4: Measure length AB in cm then convert it back to m to get the height of the building

NOTE: Teachers should exemplify this on the board, using the relevant instruments.

Class Activity
Find the (i) The angle of elevation in the diagram.
(ii) Distance between point A and B on level ground.
NB: Using scale drawing.

15o
1.6m

A B

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2. When the elevation of the sun is 33o, a student has a shadow of 2.9m long. Make a scale
drawing and find the height of the student to the nearest 5cm.

PRACTICE QUESTIONS

1.

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2. (a) What is the angle between the minute-handand hour-hand of a clock at 3 0’clock.

(b) Find the angle between the hands of a clock at 70’clock.

3. From the top of a tower 14m high, the angle of depression of a student is 32 o Make a
scale drawing and find the distance of the student from the foot of the tower to the nearest ½m

WEEK 3
TOPIC: BEARING AND DISTANCES.
(a) The compass directions (major and minor)
(b) Types of bearing (Compass, acute-angle, three figure)
(c ) Converting acute-angle bearing to three figure bearing and vice versa
(d) Reciprocal/ Back bearing
(e) Scale drawing to find bearing and distances

THE COMPASS DIRECTIONS

Major Compass/Cardinal Directions

There are four major directions used to describe locations. These cardinal directions are:

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North (N) South(S), East (E) West (W).
The four main directions, North, South, East and West, divide the angle at a point (360°), into
four equal parts and each is 90° or a right angle.

Minor Cardinal Directions

Other minor cardinal directions are those that lie in the midpoints as follows:
North and East called North-East (NE) South and West called South-West (SW)
South and East called South-East (SE) North and West called North-West (NW).
These minor cardinal directions subdivide each right angle into two equal parts such that the
angle between each major cardinal and minor direction is 45°. The eight cardinal points are
illustrated below:
N

NW NE

W E

SW SE

BEARINGS AND ITS TYPES

In simple terms, bearing is the direction of one point with respect to a given point.

If a line which points due North of a compass is fixed, the direction of any other line on the
surface of the earth is given as the angle which it makes with the North-pointing line, this angle
is called bearing. In particular, we must note that the bearing is measured from the line due
North in a clockwise direction. Since bearings involve mainly finding directions, we use a
compass to find them.

The Compass and Compass/ Directional Bearing

The Compass is an instrument used in finding directions. It is also used in erecting a wind-vane
in the correct position. A wind vane is an instrument used in detecting the direction of the
wind. It can, therefore be used in place of a compass to determine cardinal directions.

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Compass bearing is the direction of one point with respect to a given point given in terms of the
major or minor cardinal direction of the relative point.

Consider the points X and Y in the diagram below:

W X E

S Y

The Acute Angle or Simple Bearing

This method involves using the acute angle which the line XY makes with the North or South (in
the diagram above, the South Pole is appropriate) direction at X, Eastwards or Westwards. For

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example, in the diagram below, the bearing of Y from X is written as S 30° E or (or South 30°
Eastwards) and is called the acute-angle bearing of Y from X.
In general, acute angle bearings are measured in relation to the North or South Pole and must
therefore be greater than 0o but less than 90o as its name implies. If an angle related to the East
or West pole is given, its complementary angle is used to give the acute-angle bearing.

The Three-figure or Surveyor’s Bearing

This method involves reading on the compass, the angle which the line XY makes with the
North direction. This angle is the bearing of the object Y from the reference point X, and it is
called the surveyor’s bearing of Y from X. The surveyor’s bearing is written with three digits
known as three-figure bearings. When the angle is between 0° and 90° inclusive, say 7°, the
bearing is written as 007°, that is, two zeros are added before the angle. Suppose the angle is
55°, we write it as 055°.

Directional versus Three-figure versus Acute Angle Bearing

Examples:
1.
Directional Three-figure Bearing Acute-Angle Bearing
North 000o/ 360o -
North East 045o N45oE
East 090o -
South East 135o S45oE
South 180o -
South West 225o S45oW
West 270o -
North West 315o N45oW

2. Directional/ Compass = NE
The three-figure bearing = 037°
Acute Angle bearing = N37°E

37o

W E

3. The three-figure bearing = 117°

The Acute-angle bearing = S63°𝐸
The compass/directional bearing = SE
N

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 W E
o
27

S
4. The three-figure bearing = 246°
The Acute-angle bearing = S66°W
The compass/directional bearing = SW

W E

66o

S
5. The three-figure bearing = 344°
The Acute-angle bearing = N16°W
The compass/directional bearing = NW

74o
W E

S
6. The table below shows the angles when the turning is clockwise from the South
direction to the other cardinal directions
Direction N E W NE NW SE SW
Clockwise Turning from South 180° 270° 90° 225° 135° 315° 45°

CLASS ACTIVITY
1. Complete a table showing the angles when the turning is clockwise from the North-East
direction to the other cardinal directions.
Direction N S E W NW SE SW
Clockwise Turning from South 315° 225°
2. The three-figure bearing =
The Acute-angle bearing =
The compass/directional bearing =

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 N

17o
W E

S
3. Directional/ Compass =
The three-figure bearing =
Acute Angle bearing =

23o

W E

4. The three-figure bearing =

The Acute-angle bearing =
The compass/directional bearing =
N

W E
54o

5. The three-figure bearing =

The Acute-angle bearing =
The compass/directional bearing =
N

W E

43o

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 S
6. The three-figure bearing = 344°
The Acute-angle bearing = N16°W
The compass/directional bearing = NW

74o
W E

RECIPROCAL/ BACK BEARING

B 255o

75o

A
The bearing of B from A is 075o, while the bearing of A from B is 255o. 255o is called the back/
reciprocal bearing of 075o .

In general, if the bearing is less than 180 o we add 180o to get the back bearing and if the
bearing is greater than 180o we subtract 180o.

Example

Find the bearing whose reciprocal/ back bearing is?

(1) 033o
33o is less than 180o
So we add 180o to 33o
180o + 33o = 218o
So the back bearing of 033o is 218o
(2) 220o
220o is greater than 180o
So we subtract 180o from 220o
220o – 180o = 40o
So the back bearing of 220o is 40o

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Class Activity

Find the bearing whose reciprocal/ back bearing is?

1) 24o 2) 135o 3) 260o 4) 195o

SCALE DRAWING
Example

Ibadan is 116km on a bearing 027° from Lagos. How far north of Lagos is Ibadan? How far west
of Ibadan is Lagos?

Solution

Make a scale drawing of the data

K I

116km

27°

Scale: 1cm to 20km

K is the point which is due north of Lagos and due west of Ibadan. LK represents the distance
that Ibadan is north of Lagos.

By measurement, LK ≈ 5.2cm

The true distance LK ≈ 5.2 x 20km

= 104km

IK represents the distance that Lagos is west of Ibadan.

By measurement, IK ≈ 2.6cm

The true distance IK ≈ 2.6 x 20km

= 52km

Thus Ibadan is approximately 104km north of Lagos and Lagos is approximately 104km north of
Lagos and Lagos is approximately 52km west of Ibadan.
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Class Activity

1) A boy cycles south for a distance of 4km. he then cycles 7km on a bearing 036o. make a
scale drawing of his journey. Hence find how far he is from his starting point. (a) East (b)
North.

ASSIGNMENT:
1. Draw an accurate diagram for each of the following bearings
(i) An aircraft flying on a bearing of 075o.
(ii) A submarine travelling on a bearing of 150o.
(iii) A rocket travelling on a bearing of 200o.
(iv) A car travelling on a bearing of 048o.
(v) A helicopter flying on a bearing of 310o.
2. Directional/ Compass =
The three-figure bearing =
Acute Angle bearing =

43o

W E

S
3. The three-figure bearing =
The Acute-angle bearing =
The compass/directional bearing =
N

W E
o
73

S
4. The three-figure bearing =
The Acute-angle bearing =
The compass/directional bearing =
N

W E

31o

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 S
5. The three-figure bearing =
The Acute-angle bearing =
The compass/directional bearing =

69o
W E

S
6. A woman travels 3km south, then 4km south-west and finally 5km west. Make a scale
drawing to find the distance and bearing from her starting point.

PRACTICE QUESTIONS
1. Convert these three figure bearings to equivalent acute –angle bearings
(a) 060o (b) 242o (c) 117o (d) 343o
2. Find the bearing whose reciprocal/ back bearing is?
(a) 24o (b) 135o (c) 260o (d) 195o
3. Convert these acute-angle bearings to equivalent acute –angle bearings
(a) S6oW (b) N78oE (c) N53oW (d) S60oE

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Page 24
WEEK 4

TOPIC: USE OF ICT IN MATHEMATICS

CONTENT:
(a) Using computers to solve simple Mathematical calculation (using EXCEL)
(b) translation of word problem into Mathematical expression
(c) Flow Chart

DEFINITION OF COMPUTER AND ICT

Computer is an electronic device that aids computation, storage of information,
processing of data, etc.

ICT is an abbreviation for Information and Communication Technology. It is a

modern way of processing and distributing data using computer hardware and
software, telecommunications, and digital electronics. The computer is configured
based on the binary number system only, which is 0 and 1.

USE OF COMPUTER FOR MATHEMATICS IN ICT

There are many specific forms in which ICT may be used in Mathematics teaching
and learning. These include calculators, search engines (Google), presentation
packages (PowerPoint), drill and practice software, spreadsheets (MS-Excel),
databases and online interactive resources.

With the introduction of Information Technology (IT), doing simple Mathematical

calculations on computer is now easier and interesting. The software written on
mathematics that make calculations easier are called Mathematics Compact
Discs. Examples of mathematics software are Encarta Premium, Encarta Kids,
Equation solver, Geo-Gebra, triangle solver, etc. Other ICT gadgets or materials
that are useful in the teaching and learning of mathematics are: Mathematics
tools, power point, Encarta dictionary, calculator, search engines, interactive
board, etc.
NOTE: Teachers should teach the students how to use the available mathematics
software to calculate simple mathematical problems. Special attention should be
given to how to MS-Excel to perform simple calculations.

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MS-EXCEL
MS-Excel is an example of a Spreadsheet application, developed and designed for
accounting purposes such as budgeting, general ledger, journals, inventory
control, payroll, cashbooks, etc.

In the MS-Excel window, on the menu bar click FORMULA. FORMULA is a

sequence of instructions used for calculations. It is used to perform a certain
function and could be a series of letters, numbers or symbols that represents a
rule or law.

To start a formula, you the equal sign (=), followed by the needed cell or cells. A
cell is named with respect to its ColumnRow title e.g.: D5 represents column D
row 5.

To calculate ‘total’, you could use;

(1) Cell by cell formular: allows us to calculate by adding the cells as follows:
= D2 + E2 + F2 + G2 + H2, then press ‘ENTER’
(2) Function Name: using ‘SUM’ under formula. .SUM’ is used to add a set of
numbers as follows; = SUM (D2 : H2), then press ‘ENTER’

To calculate ‘average’, use any of these;

(1) Cell by cell formular: allows us to calculate by adding the cells then dividing
by the number of values as follows:
(= D2 + E2 + F2 + G2 + H2) / 5, then press ‘ENTER’
(2) Function Name: using ‘SUM’ under formula then divide by the number of
values as follows; = SUM (D2 : H2)/ 5, then press ‘ENTER’
(3) Function Name: using ‘AVERAGE’ under formula. ‘AVERAGE’ is used to find
the mean of a set of numbers as follows; = AVERAGE (D2 : H2), then press
‘ENTER’

To calculate ‘percentage’, you could use;

(1) Cell by cell formular: allows us to calculate by naming the required cells as
follows:
= (D2/ (D2 + E2 + F2 + G2 + H2)) × 100, then press ‘ENTER’

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 (2) Function Name: state the cell of the value whose average you want to find.
Using ‘SUM’ under formula find the average as follows; = (E2/SUM (D2 :
H2)) × 100, then press ‘ENTER’
Teacher should direct students on how to use other formula elements to carry out
task.

Class Activity:

1. Define
(i) Computer
(ii) Information Communication Technology.
2. What is Microsoft Excel and what are the operations that can be carried
with this software?
3. Using MS-Excel, enter 12, 31, 24, 74, 38, 94, 58, 88 into different cells.
Obtain the (i) sum (ii) average (iii) percentage (iv) minimum (v)
maximum of those numbers.

TRANSLATING WORD PROBLEMS INTO NUMERICAL EXPRESSIONS.

The following terms are commonly used in words expressions.
 SUM: The sum of two or more numbers is the result obtained when
they are added together.

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  DIFFERENCE: The difference between two numbers is the result
obtained when one of the numbers is subtracted from the other.
 POSITIVE DIFFERENCE: This implies larger number 𝑚𝑖𝑛𝑢𝑠 smaller
number.
 NEGATIVE DIFFERENCE: This implies smaller number minus larger
number.
NOTE: When the nature of the difference required is not stated, we consider the
positive difference.
 PRODUCT: When two or more numbers are multiplied together, the
result obtained is known as the product of the numbers.
 QUOTIENT: The quotient of two numbers is the result obtained by
dividing one number by another.
Examples:
Translate the following word problems into numerical expressions.
1. From the sum of 78 and 129 subtract 264
Solution:
(78 +129) − 264
2. What must be multiplied by 0.75 to obtain 6?
Solution:
Let the number be 𝑥 ⟹ 𝑥(0.75) = 6
3. Add 18 to the negative difference between 56 and 45.
Solution:
(45 − 56) + 18
Class Activity:
Translate the following word problems into numerical expressions.
1. When a number is trebled and five times the number is subtracted,
the result is 3.7
2. The sum of three consecutive numbers is 108.

FLOW CHART
A flow chart operates with respect to an algorithm. A collection of specific
instructions involved in solving any mathematical problem is known algorithm.
When an algorithm is presented in a diagrammatic form is known as flow chart.
In other words, a flow chart is a diagram consisting of a sequence of shapes that
shows the logical sequence of the operations which must take place in order to
reach the solution to a mathematical problem. Each shape contains one
instruction. An arrow connects the shapes. The arrows tell us which instruction to

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follow first, which comes second and so on. When a process is repeated in a flow
chart, loops are used. Flow chart is basically use for solving everyday arithmetic
problems and other complicated operations are reduced to small steps.
The table below shows the geometrical symbols used in flow charting.
Shape /symbol Name Function
Oval Terminal symbol
Rectangle Process symbol
Parallelogram Input/ Output symbol
Diamond Decision symbol
Small circle Connector symbol
Example:
Calculate the average of 4, 7, 9, 5, 3, 7, 7, 6, 8, 5 using flow chart.
Solution:
Step 1: Input the given values
Step 2: Sum up the scores.
Step 3: Divide sum by 10 (the number of values).
Step 4: Give the result (average).
The flow chart:
START

4, 7, 9, 5, 3,
7, 7, 6, 8, 5

SUM = 4+7+9+5+3+7+7+6+8+5

AVERAGE = SUM ÷ 10

WRITE AVERAGE

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STOP
Class Activity:
1. Draw a flow chart to show what happens when you:
a. Visit a library
b. Cross a road
c. Look for a word in the dictionary
d. When you bake cake
2. Draw a flow chart to solve this equation: 2 + x = 7

Assignment
1. MS-Excel: enter five numbers of your choice into different cells. Obtain
the (i) average (ii) percentage (iii) maximum of those numbers.
The MS-Excel window of your solution should be printed and submitted
to your teacher.
2. Translate this word problem into numerical expressions;
If a certain number is doubled and 7 subtracted, the result is 23.
3. Draw a flow chart to show what happens when you:
(i) Go to the health bay
(ii) Have your lunch
4. (i) Calculate the sum of 7, 5, 3, 7, 6, 8 using a flow chart.
(iii) Draw a flow chart to solve this equation: 2 + x = 7

Practice questions
1. Use MS-Excel to calculate the average age of all students in your class.
2. (i) Divide the sum of 12 and −4 by the sum of −12 and 4.
(iii) The difference between a certain number and −8 is 15.
3. Draw a flow chart to show what happens when you:
(a) Look for a word in the dictionary.
(b) When you bake cake
4. (i) Draw a flow chart to solve this equation: 2 + x = 7
(ii) Calculate the average age of all the students in your class.

Page 30
TOPIC: COMPUTER APPLICATION

CONTENT:
 Use of punch cards to store information
 Writing familiar words in coded form

USE OF PUNCH CARDS TO STORE INFORMATION

The punch card is a practical application of binary numbers in the development of Information
Technology. It is made up of hard paper. The punch cards were used at the onset of Computer
Development to store information in form of data bits in columns. The mode of storage used a
perforated hole to represent 0 and a cut out slot to represent 1. Examples include:

Figure 1 Figure 2

Figure 1 shows the storage of information about a man named Mr. Bello who is 36 years old.

Figure 2 shows a punch tape which is an improvement on the punch cards as it can store a
greater amount of information. It has 8 columns with each column having 0s (holes) and 1s
(cut-outs). The first three columns are used for specific instructions while the last 5 are used for
general instructions.

Class Activity

1. What is the major difference between a punch card and paper tapes.
2. Before the advent of punch cards and tapes, what do you think were used to store
information?

WRITING FAMILIAR WORDS IN CODED FORM

Recall the conversion of numbers in base 10 to binary, those binary conversions can be used to
store numeric information as follows:

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Base 10 0 1 2 3 4 5 6 7
Binary 000 001 010 011 100 101 110 111

To store words, each letter of the alphabet is given a numeric code of numbers from 1 – 26.
Each numeric code can then be converted to binary codes as shown below:

LETTERS DECIMAL CODE BINARY CODE

A 1 00001
B 2 00010
C 3 00011
D 4 00100
E 5 00101
F 6 00110
G 7 00111
H 8 01000
I 9 01001
J 10 01010
K 11 01011
L 12 01100
M 13 01101
N 14 01110
O 15 01111
P 16 10000
Q 17 10001
R 18 10010
S 19 10011

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 T 20 10100
U 21 10101
V 22 10110
W 23 10111
X 24 11000
Y 25 11001
Z 26 11010

Examples:

1.

2. Decode the message on the punch card below

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Solution

Class Activity:

1. Code the word EXCELLENCE on a punched tape.

2. Taking each letter for a line, decode the words represented by this binary code.
00110 00001 10110 01111 10101 10010

Assignment:
1. Write the binary codes for this sentence
THE DIFFERENCE BETWEEN EXTRAORDINARY AND ORDINARY IS
2. Decode the word on the following punched tape.

3. Code the word J S S TWO on a punched tape.

4. Taking each letter for a line, decode the words represented by this binary code.
00111 10010 00001 00011 00101

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Practical Questions

1. Write the binary codes for this sentence

(i) I MUST BE BETTER THAN WHO I WAS YESTERDAY
(ii) DEEPER LIFE HIGH SCHOOL
2. Decode the word on the following punched tape.

3. Code these words on a punched tape.

(i) INTERNATIONAL
(ii) TRANSPORTATION
(iii) THEATRE
(iv) OYO STATE
(v) SALVATION
4. Taking each letter for a line, decode the words represented by this binary code.
01101 00101 10010 00011 11001

5. The two computer input media for storing information in the past are?

Page 35
TOPIC: Construction

Content
 (a) Construction of special angles (Revision)
 (b) Constructing triangles
 (i) Two sides and an included angle (ii) Two angles and a side between them. (iii) all the 3 sides
 (c) Bisecting angles: bisecting angle 90, 60 and bisect any given angles.

Construction of Special Angles

A compass, a pencil, a protractor and a ruler are the needed mathematical instruments for this
construction. Angles 30o, 45o 60o, 90o and their multiples should be thoroughly revised as a
prerequisite for the next stage.

Construction of Triangles
Two sides and an Included Angle: an included angle is an angle holding two sides of the
triangle.
Example 1
A protractor, a pencil and a ruler are the needed mathematical instruments for this
construction.
Construct a triangle ABC, such that AB = 4cm, BC = 6cm, 𝐵̂ =62°. Measure AC.

Solution Steps
1. Make a rough sketch of the triangle

4cm

62o
B C
6cm

2. Draw the line BC =6cm

3. Place the centre of the protractor at B. Read the inner scale on the right mark and draw angle
62o
4. Use your ruler to draw a line BX through angle B.
5. On BX, measure BA = 4cm and join AC
6. Measure AC = 5.4cm

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 A

4cm

62o

B C
6cm

Class Activity

1) Construct a triangle ABC, such that AB = 7cm, BC = 9cm, A𝐵̂C =55°. Measure AC.
2) Construct a triangle DEF, such that DE = 10cm, EF = 4cm, DEF=38°. Measure AC.

Two Angles and a Side between them

Example 1
A protractor, a pencil and a ruler are the needed mathematical instruments for this
construction.
Construct a triangle ABC, such that BC = 5.8, 𝐵̂ =64°and 𝑐̂ =48°

Solution Steps
1. Make a rough sketch of the triangle

64O 48O
B C
5.8cm
2. Draw the line BC =5.8cm

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 3. Place the centre of the protractor at B. Read the inner scale on the right mark and draw
angle 64°
4. Place the centre of the protractor at C. Read the outer scale on the left. Mark and draw
angle 48°
5. The point where the two lines intersect, mark as point A.

64o 48o

5.8cm

Class Activity

1) Construct a triangle PQR, such that QR = 6.8cm, PQR = 28O, PRQ =112°. Measure PQ.
2) Construct a triangle XYZ, such that YZ = 8cm, Y = 50O, Z=80°. Measure XY.

Three Sides
Example 2
Construct a triangle ABC, such that AB = 3.8cm, BC =5cm and AC =6.3cm

Solution Steps

1. Make a rough sketch of the triangle, thus

A

3,8cm 5cm

B C
6.3cm
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 2. Draw a line segment AC =6.3
3. With C as the centre and radius 5cm, draw an arc.
4. With A as the centre and radius 3.8cm.
5. Draw an arc to intersect the first arc at B.
6. Join B to A and B to C.

3.8cm 5cm

B 6.3cm C

Class Activity

Construct accurately the sketches of the triangles below

82mm
m

4.2cm 20mm 55mm

5.3cm

6.5cm

BISECTING ANGLES

To bisect an angle means to divide it into two equal angles. For example if you bisect angle 90 o,
you have constructed angle 45o, if you bisect angle 60o you have constructed angle 30o, etc. To

Page 39
bisect an angle, you will have to construct the angle using a pair of compasses and a ruler or
draw the given angle using a protractor and a ruler.

Example

1. The example shows how to use a ruler and compass to bisect the angle. Draw an angle
of any size.
A

B C

With centre B and any radius draw an arc to cut the lines BA and BC at P and Q
A

B C
Q
With centre P, Q and equal radii, draw arcs to cut each other at R. Join BR

BR bisect A𝐵̂C. BR is the bisector of A𝐵̂C. Use a protractor to check that A𝐵̂R = C𝐵̂R.

B C
Q

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Class Activity

1. Construct then bisect angle 120O. Bisect angle 60O

2. Draw any angle ABC. Use the above method to construct the bisector of ABC. Use a
protractor to check your result.

Assignment

1. Construct triangle PQR, using the dimension given;

(a) PQ =6cm QR =10.5cm PQR =45O

(b) PRQ =105O QR = 75mm PR= 135mm

(c) PQ = 6.2cm QPR= 60O PR = 90mm

2. (a) Draw a scalene triangle PQR such that 𝑄̂ is obtuse.

(b) Construct the bisector of 𝑃̂, 𝑄̂ and 𝑅̂

(c) If necessary extent each bisector so that it cuts the other two.

(d) What do you notice about the three bisectors?

Practice Questions

1. Draw the triangles with these given dimensions .find the third side and the other angles.

(a) ∆ABC; given that AB = 8.2cm, AC =5.6cm and B𝐴̂C =103°

(b) ∆XYZ; given that XZ =25mm, Y𝑋̂Z =40O and X𝑧̂ Y =87°

(c) ∆DEF; given that DE = 4.8cm, DF =6cm and EF =13cm

2. Draw any angle ABC. Use the above method to construct the bisector of A𝐵̂C. Use a
protractor to check your result.

3. (i) Construct an isosceles triangle XYZ such that XY =YZ = 8cm and XYZ = 60O

(ii) Construct the bisector of angle Y

(iii) Construct the perpendicular bisector of side XY

4. (i) Draw a triangle with sides 6cm, 8cm and 10cm.

(ii) Bisect the smallest angle

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 (iii) The bisector cuts opposite side into two parts. Measure the lengths of the two parts.

WEEK 8

TOPIC: DATA PRESENTATION

CONTENT:

 Data and Types of Data

 Presentation of data
(i) Frequency tables: ungrouped and grouped.
(ii) Pie Chart: construction and interpretation.

Data and Types of Data

The word data means information, which is usually given in the form of numbers or facts. Data
may be categorized into two major groups, namely;
a) Qualitative / Categorical data. They are non numerical and are described only in words.
Examples are names, places, color, taste, opinions, and brightness.

b) Quantitative data: They are numerical data which are usually given in form of a number or
measurement. Examples are number of cars, height of people, number of schools, number of
admissions, etc. Quantitative data can be further classified into:
i) Discrete data: They are obtained usually by counting and not by measurements. Most
often they are whole numbers and not fractions / decimal numbers. The sense is that we can
3
only say we have 6 houses and not 6 ½ houses; we have 4 boys and not 4 4 boys. Thus, discrete
data have certain definite or exact values.
ii) Continuous data: They are data which are obtained by measurements. They can take
any values within a given range, including fractions and decimals. Continuous data concerns
more with precision of figures or numbers’ measurements, perhaps using instrument.
Examples of continuous data are heights, distances, temperature, areas, perimeters, volumes,
density, mass, angles, etc. This is so because these may not be whole numbers in most practical
situations.

Class Activity
1) What is Data?
2) Mention the various categories of Data.

Presentation of Data
Ordered Presentation of data is the arrangement of data in a way that will make them look
organized and more presentable. Ordered presentation of data also makes statistical data easy
to read, understand and interpret. Data containing numbers can be presented in an ordered
format through:
- Sorting

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 - Use of frequency table
- Graphs.
SORTING
This involves arranging data either from the least to the highest (increasing or rank order) and
vice versa. When data are not sorted out and not arranged to taste, we say they are still in the
raw state and are therefore called as raw data. Data sorted out in increasing order are said to
be given in Rank Order. In a Rank Order, the Range of the set of data can be calculated.
Range: The range of any set of data is the difference between the largest value and smallest
value. For instance, given the set of numbers:
5, 8, 3, 2, 17, 9, 13, 6, 4
Range = 17 – 2 = 15
Range can also be written as 2 → 17, meaning that the data ranges from 2 to 17.

Example:
Question: The raw scores of 20 pupils in a Mathematics test are:
6, 8, 10, 5, 2, 10, 6, 9, 4, 3, 10, 5, 6, 9, 8, 7, 7, 6, 6, 3
(a) Arrange the scores in the order of magnitude starting with the smallest.
(b) Arrange the scores in the order of magnitude starting with the largest.
(c)What is the difference between the least and the highest scores?
(d) How many pupils scored less than 6?
(e) How many pupils have the lowest score; and how many have the highest score?
(f) If the pass mark is 7 how many failed and how many passed?

Solution:
(a) 2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 10
(b) 10, 10, 10, 9, 9, 8, 8, 7, 7, 6, 6, 6, 6, 6, 5, 5, 4, 3, 2, 2
(c) Range = Highest score – Lowest Score
= 10 – 2
=8
(d) Less than 6 = Numbers from 2 to 5
2, 3, 3, 4, 5, 5
Therefore 6 pupils scored less than 6 marks
(e) Lowest score = 2, Therefore 1 pupil has the lowest score
Highest score = 10, Therefore 3 pupils have the highest score
(f) Pass mark = 7 or more,
Pass scores = 7, 7, 8, 8, 9, 9, 10, 10, 10. Therefore 9 pupils passed
Fail mark = Less than 7
Fail scores = 2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6. Therefore 11 pupils failed

Page 43
Class Activity
The raw scores of 20 pupils in a Basic Science test are:
16, 8, 10, 5, 4, 20, 16, 9, 14, 13, 10, 5, 6, 19, 28, 12, 17, 22, 11, 13
(a) Arrange the scores in the order of magnitude starting with the smallest.
(b) Arrange the scores in the order of magnitude starting with the largest.
(c) What is the difference between the least and the highest scores?
(d) How many pupils scored less than 20?
(e) How many pupils have the lowest score; and how many have the highest score?
(f) If the pass mark is 15 how many failed and how many passed?

FREQUENCY AND FREQUENCY TABLES

Ungrouped data
The frequency of a particular data value is the number of times the data value occurs. For
example, if four students have a score of 80 in mathematics, and then the score of 80 is said to
have a frequency of 4. The frequency of a data value is often represented by f.
A frequency table is constructed by arranging collected data values in ascending order of
magnitude with their corresponding frequencies. This table shows the arrangement of data in
at least two columns, where the first column indicates the items from the least to the highest
and the second column indicates the frequencies. There can also be the third column for tally.

EXAMPLE
In general, we use the following steps to construct a frequency table:
Step 1:
Construct a table with three columns. Then in the first column, write down all of the data
values in ascending order of magnitude.

Step 2:
To complete the second column, go through the list of data values and place one tally mark at
the appropriate place in the second column for every data value. When the fifth tally is
reached for a mark, draw a horizontal line through the first four tally marks as shown for 7 in
the above frequency table. We continue this process until all data values in the list are tallied.

Step 3:
Count the number of tally marks for each data value and write it in the third column. For
example, the 20 raw scores of students given below can be re-organized in a frequency- table:
2, 3, 3, 4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 10

Item/Score(x) Tally Frequency(f)

2 | 1
3 || 2
4 | 1
5 || 2

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 6 |||| 5
7 || 2
8 || 2
9 || 2
10 ||| 3
TOTAL 20

The above explanation describes a frequency table for data values that are not too many and
can each be represented on the frequency table.

Grouped data: Class Intervals

The frequency of a class interval (or group) is the number of data values that fall in the range
specified by that group (or class interval).When the set of data values are spread out, it is
difficult to set up a frequency table for every data value as there will be too many rows in the
table. So the data are grouped into class intervals (or groups) to help us organize, interpret and
analyze the data.

Ideally, there should be between five and ten rows in a frequency table. Bear this in mind when
deciding the size of the class interval (or group).

Each group starts at a data value that is a multiple of that group. For example, if the size of the
group is 5, then the groups should start at 5, 10, 15, 20 etc. Likewise, if the size of the group is
10, then the groups should start at 10, 20, 30, 40 etc.

EXAMPLE
The number of calls from motorists per day was recorded for the month of December 2003. The
results were as follows:

Set up a frequency table for this set of data values using class interval of 40.

Solution:
Construct a table with three columns, and then write the data groups or class intervals in the
first column. The size of each group is 40. So, the groups will start at 0, 40, 80, 120, 160 and
200 to include all of the data.

Page 45
Class Activity

1. The marks awarded for an assignment set for a Year 8 class of 20 students were as
follows: 6 7 5 7 7 8 7 6 9 74 10 6 8 8 9 5 6 4 8

Present this information in a frequency table.

2. The masses, in kg of 40 people are as follows:

59 51 59 60 59
62 63 58 56 62
61 58 54 62 69
56 60 62 51 70
54 56 61 61 58
61 64 57 60 60
65 57 52 67 49
58 60 58 57 63
Set up a frequency table for this set of data values using class interval of 5.

PIE CHART: CONSTRUCTION AND INTERPRETATION.

Meaning of Pie Chart:
A pie chart is made up of a circle used to represent the frequency of each item in form of angle.
To draw the pie chart, convert the frequencies to angles.A pie chart is a circular chart in which
the circle is divided into sectors. Each sector visually represents an item in a data set to match
the amount of the item as a fraction of the total data set. In a pie chart, the arc length of each
sector is proportional to the frequency it represents. It is named for its resemblance to a pie
which has been sliced.
The pie chart is perhaps the most widely used statistical chart in the business world and the
mass media. A Pie chart is useful to compare different parts of a whole amount. It is often used
to present financial information. E.g. A Company’s expenditure can be shown to be the sum of
its parts including different expense categories such as salaries, borrowing interest, taxation
and general running costs (i.e. rent, electricity, heating etc).

Page 46
Drawing a Pie Chart
A pie chart is drawn with the help of a table which transforms the data into fractions of the
total and angles. The angles are obtained by multiplying each fraction by 3600.
The table normally contains 4 columns.
In the first column, the event for each category of data is indicated. In the second column, the
frequency or value of each event is indicated. In the third column, the frequencies are
converted to fractions of the total frequency. In the fourth column, the fractions are converted
to angles.
Check your calculations by totaling the angles listed in the fourth column. The sum of angles
should be equals to 3600.
Then draw a circle and divide the circle into sectors, each sector representing each of the angles
obtained.
Title your chart and indicate the legend (or keys) of your chart.

Example
1. A family's weekly expenditure on its house mortgage, food and fuel is as follows:

Solution

Expenses Cost ($) Sector size Percentage

Mortgage 300 300 300
× 360⁰ = 180⁰ × 100% = 50%
600 600
Food 225 225 225
× 360⁰ = 135⁰ × 100% = 37.5%
600 600
Fuel 75 75 75
× 360⁰ = 45⁰ × 100% = 12.5%
600 600

Page 47
Note: It is simple to read a pie chart. Just look at the required sector representing an item (or
category) and read off the value. For example, the weekly expenditure of the family on food is
37.5% of the total expenditure measured. A pie chart is used to compare the different parts
that make up a whole amount.

2. The following table represents the grades obtained by 15 students in an examination.

Grade A B C D E F

Frequency 3 5 3 1 2 1

Solution
Converting the frequencies of the items to angles:

Grade frequency Sector Angle

A 3 3/15 X 3600 = 720

B 5 5/15 X 3600 = 1200

C 3 3/15 X 3600 = 720

D 1 1/15 X 360 = 240

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E 2 2/15 X 3600 = 480

3F 1 1/15 X 3600 = 240

TOTAL 15 360O

Angle of each frequency = Frequency x 360 0

Total frequency
The angles for the items (grades) are then represented in a circle as follows:
Note: The key is the list of the colour used to represent each item.

frequency

A
B
C
D
E
F

Class Activities
1. The data below, shows the number of mechanical faults of a machine within the first six
months of a particular year. Draw the pie-chart diagram to represent the information.

Month January February March April May June

Frequency 2 4 6 10 6 2

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 2. The following chart is based on results of the election for the European Parliament in
2004. The table lists the number of seats allocated to each party, along with the derived
fraction of the total that they each make up. The value in the last column, the derived
angle of each sector, is found by multiplying the derived fraction by 360°.
Group A B C D E F G H
Seats 39 200 42 15 67 276 27 66

Class Activities
Represent the data below with a pie-chart

Grade A B C D E F

frequency 3 5 3 1 2 1

Assignment:

1. The data below represent the daily units of electricity used by a certain household in
September. 25, 14, 17, 12, 8, 17, 13, 17, 4, 25, 2, 8, 15, 4, 7, 14, 18, 7, 6, 5, 28, 32, 30, 19,
11, 14, 22, 4, 11, 9.
(a) Represent the information by a frequency table.
(b) Draw a pie chart to represent the information on the table.
2. The examination marks of 50 students are as follows:
65 50 48 38 58
46 47 37 45 48
71 43 80 59 51
60 42 40 62 60
44 36 39 51 67
58 67 40 50 40
59 32 26 39 55
51 52 74 70
69 47 53 58
54 23 61 73
51 46 40 59
Set up a frequency table for this set of data values using class interval of 10.

3. Harry asked each student in his class how they travelled to school that day. He used the
results to draw this pie chart. Use the pie chart to answer the questions below

Page 50
 4.
5. Car Cycle
6.
7.

8. Bus
Walk
9.
10.

(a) How did most of the students travel to school?

(b) If Harry asked a total of 24 students. The number of students who cycled to school is?

(c) What percentage of the students came to school by car and bus?

Practical Questions

1. The shoe sizes for 25 adults are recorded as follows:

7 9 8 9 8
10 9 10 11 9
7 6 10 6 9
10 8 10 9 11
9 8 8 11 9
(i) Prepare a frequency table for the data.
(ii) Represent the data in a pie chart
2. The data below shows the grade of 60 students in the Senior School Certificate
examination in Mathematics
E8 A1 E8 C4 C4 B2
A1 B2 B3 E8 B2 E8
B2 B2 E8 F9 A1 E8
B2 E8 F9 B2 B2 C4
C4 B3 E8 C4 B3 B3
E8 E8 B2 A1 B3 B3
E8 F9 A1 C4 B3 A1
B3 A1 B3 D7 A1 B2
F9 B2 A1 D7 F9 C4
B3 C4 C4 A1 C4 B3
(i) Construct a frequency table for this data.

Page 51
 (ii) Draw a bar chart to represent the data.
(iii) Draw a pie chart to represent the data.
3. Shalom recorded the musical instrument played by each of 30 students in the school
orchestra. The table shows her results:

Musical Instrument C lar in e t V i o l i n F l u t e Saxophone

F r e q u e n c y 5 1 2 7 6

(ii) Draw an accurate pie chart to show the information shown in the table.

Page 52
WEEK 9

TOPIC: PROBABILITY

CONTENT:

 Definition of terms in probability

 Experimental probability
 Theoretical probability

Definition of Terms in Probability

Probability is a measure of the likelihood of an event happening, that is, the likelihood of a
required outcome. The required outcomes are the required possibilities in an occurrence or
happening.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑞𝑢𝑖𝑟𝑒𝑑 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
In form of a fraction, Probability = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒/𝑡𝑜𝑡𝑎𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

The result (value) of this fraction ranges between 0 and 1.

Probability is 1 if it is certain that something will happen. Probability is 0 if it is certain that

something cannot happen.

Probability is ordinarily used to describe an attitude of mind towards some proposition of

whose truth we are not certain. The proposition of interest is usually of the form "Will a specific
event occur?" The attitude of mind is of the form "How certain are we that the event will
occur?" The certainty we adopt can be described in terms of a numerical measure and this
number, between 0 and 1, is called probability. The higher the probability of an event, the more
certain we are that the event will occur. Thus, probability in an applied sense is a measure of
the likeliness that a (random) event will occur.

If the probability of something happening is x

Then the probability of it not happening is 1 – x.

Application Areas of Probability

There are lots of these simple examples that we could be used to discuss probability. But
chance events occur more often in everyday life. As you grow up you need to think about your

Page 53
actions and what the consequences of these actions will be. It's important to know how to use
probability when you make decisions about your future.

There are many advertisements on TV for trading stocks which involve buying and selling shares
from companies. Before buying a stock, there is need to investigate the company. If the
company makes a lot of money with their product and if you own some of their stock, you may
make more money, potentially more money than what you could earn at the bank as interest
on your savings account. But if the company loses money, you may lose. People who work with
company finances calculate the probability that a company should make money and is a good
company to invest money in.

Another area of your life where probability is important is your health. For example, if you
know that people in your family have heart disease and you develop high blood pressure when
you are an adult then you know that you have a high probability of also having heart disease.
You could be frightened by this high probability or you could live a healthier lifestyle that
lowers your blood pressure and in turn lowers the probability of getting heart disease. In this
case, you are using your understanding of probability to improve your health.

Experimental Probability
Chance is a word that is used in everyday life situation, mostly in games of luck where chances
of a particular event taking place are discussed.
A person can have a chance of meeting a person or winning a game. A weak student has a
chance to get good marks, if he studies. In very simple terms, chance is something that may
happen, even if there were no scene of its happening. It can be seen that chance is a term that
describes the likelihood of an event taking place.
There is a difference between Chance and Probability:
Probability is a separate field of study originated from the study of games of chances. Tossing a
coin, spinning a wheel and rolling a dice in Ludo game are perfect examples. Chance is an
everyday word used in a situation where we are talking about an event taking place whereas
probability is a precise measurement of that chance. Probability is a special branch of
mathematics that helps people to decide the percentage of likelihood of an event taking place
whereas chances of an event taking place in daily life are merely opinions.

Page 54
For example, in a game of Ludo, the probability of getting a six is 1/6. There are six numbers
around a die: 1, 2, 3, 4, 5, 6. The probability of getting a 6 out of the six digits round a die is 1
out of 6.
When a coin is tossed, there are two possible outcomes. It can be a head or a tail, which are
both equally likely. If two coins are tossed, there can be two heads, two tails, or a head and a
tail. It is tempting to say that there are three equally possible outcomes. But this would be
wrong. You must think of the coins separately. It might be easier to imagine tossing one coin
first and the other after (or even tossing the same coin twice, which has exactly the same
effect). Or you could imagine two different values of coins, so they can be tossed apart. Now
you can see that there are four possibilities: both heads, both tails, first coin a head and the
second a tail, and first coin a tail and the second a head.
Example 1:
1. A coin is tossed three times. The probability of obtaining at least one tail is?

Solution:
Probability of getting a head: 0.5

Probability of getting a tail: 0.5

The probability of not getting ANY tails = P (Head) x P (Head) x P (Head)

= 0.5 x 0.5 x 0.5

= 0.125

The probability of getting AT LEAST 1 tail = 1 - 0.125 = 0.875

Other examples of the probabilities of chance events include: probability of getting rain is ½ (or
50%), probability of passing a competitive exam is ½ (or 50%), and probability of winning a
football match is ½ (or 50%).

Example 2:

Find the probability of obtaining a 4 on a thrown die.

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Solution :

Likely numbers to throw are :1,2,3,4,5,6

Event number is 4, i.e number of required outcomes which occur once

While total number is 6 i.e required outcomes

Probability of obtaining a 4 i.eP(4) =1/6

Example 3:
It is known that out of every 1000 new cars, 50 develop a mechanical fault in the first three months.
What is the of buying a car that will develop a mechanical fault within 3 months.

Solution :

Required outcomes is number of cars developing faults = 50

Total number of outcomes is number of cars altogether = 1000

50 1
Probability of buying a faulty car = 1000 = 20

Class Activity:

1) A coin is tossed twice. What is the probability of getting a head and a tail?
2) What is the probability of getting a 5 from a Ludo die?
3) Briefly discuss the importance of probability.

THEORETICAL PROBABILITY
EXAMPLE – 1: Out of 200 buses, 40 were not involved in any accident in January. What is the
probability that a bus will not be involved in accident in January?
Solution:

Required outcomes = Numbers of buses not involved in accident in January = 40

Possible outcomes = Number of buses altogether = 200

40 1
Probability of a bus not involved in accident in January = 200 = 5

EXAMPLE – 2: In a basket, there are two blue balls, three red balls and four green balls. What is
the probability that a ball picked at random is:

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 (i) Blue
(ii) Red
(iii) Green
(iv) Not Blue

Solution:

Random means not picked carefully or selected anyhow.

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐵𝑙𝑢𝑒 𝑏𝑎𝑙𝑙𝑠

(i) Probability of picking Blue ball = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑎𝑙𝑙𝑠
2
=
9
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐵𝑙𝑢𝑒 𝑏𝑎𝑙𝑙𝑠
(ii) Probability of picking Red ball = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑎𝑙𝑙𝑠
3
=9
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐺𝑟𝑒𝑒𝑛 𝑏𝑎𝑙𝑙𝑠
(iii) Probability of picking Green ball = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑎𝑙𝑙𝑠
5
=9

(iv) Probability of not picking Blue ball = 1 – Probability of picking Blue ball
5
=1-9
9−5
= 9
4
=9

EXAMPLE – 3: A bucket contains 7 big mangoes and 21 small mangoes. What is the probability
that a mango selected at random is:

a) Big
b) Small
c) Either
d) Neither

Solution:

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 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐵𝑖𝑔 𝑚𝑎𝑛𝑔𝑜𝑒𝑠
a) Probability of selecting big mango = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑛𝑔𝑜𝑒𝑠

7
= 7+21

7
= 28

Reducing the fraction to its lowest term,

1
=4

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑆𝑚𝑎𝑙𝑙 𝑚𝑎𝑛𝑔𝑜𝑒𝑠

b) Probability of selecting small mango = 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑎𝑛𝑔𝑜𝑒𝑠

21
=
7+21

21
= 28

Reducing the fraction to its lowest term,

3
=4

c) Probability of selecting either big or small mango =

Probability of selecting big mango + Probability of selecting small mango

1 3
=4+4

4
=4

=1

Reducing the fraction to its lowest term,

1
=4

d) The mangoes are either big or small. It is therefore impossible to select any other size
apart from big or small.
0 0
Probability of neither big nor small = = 28
7+21

=0

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Class Activity
1. A bag contains 5 white balls and 6 yellow balls. What is the probability that a ball picked from
the bag at random is:
(a) White (b) Yellow (c) Either White or Yellow (d) Neither White nor Yellow

2. There are 7 red balls, 8 white balls and 5 blue balls in a box. A ball is selected at random from the box.
Find the probability that the ball is:
(a) White (c)Blue Or Red (e) Green.
(b)Red (d)Neither Red nor White

Assignment

1. A trader has 100 mangoes for sale. Twenty of them are unripe. Another five of them are bad. If a
mango is picked at random, find the probability that it is:

(a) Unripe (b) Bad (c) Neither unripe nor bad?

If 20 of the mangoes were chosen at random, how many would you expect to be:

(d) Unripe (e) Bad

2. A bag contains 4 white, 3 black, 2 blue and 1 red marbles. A man is asked to pick a
marble randomly from the bag. Find the probability that the marble picked is:
(a)White (c) Blue (e) White or black
(b) Black (d) Red (f) Blue or red
3. The probability of getting an even number from the throw of a fair die is
4. A bag contains 5 white balls and 6 yellow balls. What is the probability that a ball picked
from the bag at random is:
(a) Either White or Yellow.
(b) Neither White nor Yellow
5. A coin is tossed twice. What is the probability of getting a head and a tail?

Practice Questions
1. A bag contains 5 white, 3 black and 2 blue balls. If one ball is picked at random from the
bag. Calculate the probability that it is:
(a)White (c) Blue (f) Blue or black
(b) Black (e) White or blue
2. Two fair coins are tossed together find the probability that:
(a) Two heads (b) Two tails (c) A head and a
appear appear tail appear

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3.
If I have cards numbered 1,3,5,7,9,find the probability of
(a) Picking an even number (c) Picking 9
(b) Picking a number less than 6 (d) Picking a odd number
4. Shalom recorded the musical instrument played by each of 30 students in the school
orchestra. The table shows her results:

Musical Instrument C lar in e t V i o l i n F l u t e Saxophone

F r e q u e n c y 5 1 2 7 6

One of the students in the school orchestra is chosen at random. Find the probability that
the student plays
(a) Flute. (d) Violin and flute

(b) Clarinet (e) None of the musical instruments.

(c) Saxophone or clarinet

4. Sam, Kara and lee entered a race with 9 other people. Assuming that all runners have
equal chance of winning
(i) What is the probability that Sam will be first, Kara will be second and lee will be
third?
(ii) What is the probability that Sam, Kara and Lee will finish in the top 3?
(iii)What is the probability that NONE of them will finish in the top 3?

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