MATHEMATICS

Teachers Guide
GRADE – 8

Authors by:- Dagnachew Yalew (BSc)

Abebe Hailu(BSc)
Edited by:-
Yonas Amesa(BSc)
Designed by:-
Saman Mustafa(BSc)
Evaluated by:-
Girma Mekonnen(BA)
Coordinators:-
Cherkos Serba (M.A)

Dire Dawa Administration Education Bureau

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 Thanks
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support for the preparation and publication of textbook.
Beyond this we truly appreciate the contribution of
Educators. Program coordinators and leaders.

Dire Dawa Administration Education Bureau

1st Edition 2015

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 Table of Contents
UNIT 1: RATIONAL NUMBRES........................................................................... 14
1.1. The Concept of Rational Numbers: ................................................................. 15
1.2 Comparing and ordering rational numbers ....................................................... 24
1.3 Operations and properties of Rational numbers................................................ 28
1.4. Real-life Application of Rational numbers ...................................................... 43
UNIT 2: SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS............. 49
2.1.Squares and square roots .................................................................................. 51
2.2. Cubes and cube roots ....................................................................................... 59
2.3. Application on squares, square roots cubes and cube roots. ............................ 63
UNIT 3: LINEAR EQUATIONS AND ENIQUALITIES ..................................... 67
3.1 Revision of Cartesian coordinate system .......................................................... 68
3.2 Graph of linear Equations ................................................................................. 71
3.3 Solving linear Inequalities ................................................................................ 77
3.4 Application in linear equations and inequalities ............................................... 80
UNIT 4: SIMILARITY OF FIGURE ..................................................................... 89
4.1 Similar plane figures. ........................................................................................ 90
UNIT 5: THEORMS ON TRIANGLES ............................................................... 100
5.1The three angles of a triangle add up to 180° .................................................. 101
5.2 The exterior angle of a triangle equals the sum of the two remote interior angles
.............................................................................................................................. 104
5.3 Theorems on the right angled triangle ............................................................ 108
UNIT 6: LINES AND ANGLES IN A CIRCLES ................................................ 113
6.1 Circles ............................................................................................................. 113
6.2 Application of circle ....................................................................................... 118
UNIT 7: SOLID FIGURES AND MEASUREMENT ......................................... 121
7.1 Solid Figures ................................................................................................... 122
7.2 Surface area and volume of solid figures........................................................ 125
7.3 Application of solid figures and measurements .............................................. 128
UNIT 8: INTRODUCTION TO PROBABILITY ............................................... 132

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8.1 The Concept of Probability ............................................................................. 133
8.2 Probability of simple events ........................................................................... 135
8.3 Application on business, climate, road transport accident and drug effect..... 139

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 ORGANIZATION OF THIS TEACHERS GUIDE

This teacher guide is organized unit by unit. It contains the following major
themes.
i. Introduction: - it includes the role and rational and special
characteristics of learning the subject matter, guide lines on how to
use the teacher guide and the nature of continuous assessment.
ii. Competencies of each unit: - drawn from mathematics syllabus of
grade 8.
iii. Suggested teaching aids
iv. Sub-unit competencies of each unit
v. Sub-unit introduction of each unit
vi. Teaching notes of each unit
vii. Answers to Activities and Exercises
viii. Continuous assessment
ix. Answers to Review Exercises for unit by unit
x. Topics, period allotment and location chart
xi. Syllabus

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 Topics, Period allotted and location chart
Periods allotted for Topics Page
Unit Subunit S.T T.G
Unit 1 1: Rational numbers
30 6 1.1 The Concept of Rational Numbers 2 2
1.1.1 Representation of Rational Numbers on
a Number Line
1.1.2 Relationship Among W, Z and Q
6 1.1.3 Absolute Value of Rational Numbers
1.2 Comparing and Ordering Rational
17 11
Numbers
14 1.2.1 Comparing Rational Numbers
1.2.2 Ordering Rational Numbers
23 15
1.3 Operation and Properties of Rational
Numbers
1.3.1 Addition of Rational Numbers
4 1.3.2 Subtraction of Rational Numbers
1.3.3 Multiplication of Rational Numbers
1.3.4 Division of Rational Numbers 43 31
1.4 Applications of Rational Numbers
1.4.1 Application in sharing something among
friends
1.4.2 Application in calculating Interest and
loans

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Unit 2 2: Squares, square roots, cubes and cube
25 11 roots
55 39
2.1 Squares and Square Roots
2.1.1 Square of a Rational Number
2.1.2 Use of table values and Scientific
calculator to find squares of rational numbers
2.1.3 Square Roots of a Rational Number
2.1.4 Use of table values and Scientific
11 calculator to find square roots of rational
numbers
72 47
2.2 Cubes and Cube Roots
3 2.2.1 Cube of a Rational Number
2.2.2 Cube Root of a Rational Number
2.3 More real-life Applications on squares, 81 51
square roots, cubes and cube roots
Unit 3 3: Linear equation and inequalities
21 1 3.1 Revision of Cartesian Coordinate System 88 56
8 3.2 Graph of linear equations 92 59
8 3.3 Solving Linear Inequalities 99 65
4 3.4 Applications in Linear Equations and
Inequalities 105 68
Unit 4 4: Similarity of Figures
14 8 4.1 Similar Plane Figures 118 78
4.1.1 Definition and Illustration of Similar
Figures
4.1.2 Similar Triangles
4.1.3 Tests for similarity of triangles (AA,
SSS, and SAS)

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 4.1.4 Perimeter and Area of Similar Triangles
Unit 5 5: Theorems on Triangles
15 2 5.1 The three angles of a triangle add up to
139 90
3 180°
5.2 The exterior angle of a triangle equals the
147 93
10 sum of the two remote interior angles.
5.3 Theorems on the right angled triangle 152 97
5.3.1 Euclid' Theorem and its Converse
5.3.2 The Pythagoras' theorem and its
converse
Unit 6 6: Lines and Angles in a Circle
17 15 6.1 Circles 169 102
6.1.1 Lines and Circles
6.1.2 Central angle and inscribed angle
6.1.3 Angles formed by two intersecting
2 chords 184 107
6.2 Applications of Circle
Unit 7 7: Solid Figures and Measurement
20 4 7.1 Solid Figures 191 111
7.1.1 Prisms and Cylinders
7.1.2 Pyramids and Cones
198 114
13 7.2 Surface Area and Volume of Solid Figures
7.2.1 Surface Area of Prisms, Pyramid and
Cylinder
3 7.2.2 Volume of Prisms and Cylinders
7.3 Applications on Solid Figures and
Measurements 208 117
Unit 8 8: Introduction to Probability
214 122

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14 4 8.1 The Concept of Probability
221 124
7 8.2 Probability of Simple Events
3 8.3 Applications on Business, Climate, Road
128
Transport accidents, and Drug Effects
226

Before the class the teacher must:

 Identify the learning competency
 Select content to be thought related to the competency
 Select appropriate method of teaching and students activity to
achieve the selected competency.
 Use appropriate assessment techniques to gather information on
students success in the class towards the given competency.
 List alternatives for focused teaching
Teaching Method: Refers to the structure, system, techniques and process that
the teacher uses during instruction to attain the given competency. These are
some of the ways that the teacher employs to assist students learning.

Gaped -Lecture Method Project Method

Discovery Learning Group Discussion

Think-Pair-Share Demonstration

Jigsaw Individual Work

Problem Solving Method Brainstorming

Inductive Method
Assessment: is a way of observing and collecting information to make decisions
based on the information.
 In schools, assessment is concerned with observing learners and
collecting information about those observations.

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  Assessment of learners is a way of finding out what learners
know, understand and can do.
Continuous Classroom Assessment (CCA) refers to all those activities
undertaken by teachers and their students in assessing themselves to provide
information as feedback to modify teaching and learning activities.
The teacher may assess learning competencies in a class using the order.
 Select competencies to assess in a given learning area.
 Set activities to assess the selected competency
 Observe and record the learner’s achievement.
The central purpose of continuous classroom assessment is to provide
information
 On learners’ achievement and progress
 Set directions for an on-going improvement in the teaching-
learning process.
Techniques of assessment
In schools, it is a way of finding out what learners know, understand, and can
do. There are different ways to assess learners.

1. Quiz/Test: commonly used assessment technique,

 Teachers give a certain number of questions to students that
reflect the information that they have been learning in class.
 These answers are handed in to teachers and should receive a
mark and give feedback to the student.

2. Homework/Class work: Students are requested to submit their work

either in the class or at home for grading by their teacher.
3. Exit Slip: At the end of the lesson, the teacher can give a simple question
to the students to assess their knowledge of the lesson. Each student can
complete the question on a small slip of paper and Give the paper to the

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 teacher as they exit the room. The teacher can start the next class by
clarifying the misconceptions from the previous exit card.
4. Physical Response/ Raising Words: Allow the teacher to look at the
students and get a quick view of who understands the lesson and who is
still struggling. The teacher asks a question with a simple answer The
students show their answer either with a hand signal (physical response)
or by writing their answer on a paper and holding it up for the teacher to
see (raising words).
5. Group or Individual Project: This assessment technique can be used
to show a variety of knowledge from students.
 A project can be completed by a group or an individual.
 It often has different parts and may require more than one class
period.
 It allows students to investigate a topic more in depth and engage
with material in a way that is different from completing
questions in a classroom.
6. Peer Check: After students finish a particular question, Students can
exchange their answers with another student in the classroom. This
student can check their peer’s responses with information from the
teacher about the correct response. The teacher can then collect the
correct answers or circulate the room to see which students have
responded in which ways.
7. Observation of Students: While students are working the class teacher
observe either formally or informally. This should occur during
individual and group work.
The teacher can circulate the classroom and record his/her observations
on a checklist in order to remember the performance students in the
class. This technique is important to gain information to make
instructional decisions or decisions about student progress.

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 8. Oral Interview/Oral Questioning: Structured interviews are usually
conducted with a small group of students at a time with an agenda that
might consist of presenting a task or problem.
 Interviews are often held orally with the student responding to a
series of questions.
 Use oral interview with those students that have special needs.
 Oral questioning is often done with the whole class.
 Teachers can do either formal or informal oral questioning.
 In formal questioning the teacher can record the results.
 In informal questioning the results inform the following lessons.

9. Student Presentations and Reflection: This technique works well with

open ended tasks.
 It provides an opportunity to students to explain their thinking or
their choice of model to solve the problem in front of their peers.
 The presentation can be to the full class, or to a small part of the
class.

10. Portfolio: Portfolios are a collection of student work that demonstrates

the understanding of the student. They can include a range of different
activities that the teacher or student chooses to reflect their performance.
11. Concept Maps: A concept map is a visual tool used to show how
students see / demonstrate relationships between key concepts or terms
within a body of knowledge.
12. Revision of Student Work: Students can be offered the opportunity to
show additional knowledge by reworking and returning to earlier work.
When they make corrections to their previous assignments that
demonstrate new knowledge this work can be acknowledged and
recorded by the teacher.
Focused teaching

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Classify pupils into three groups on the basis of their performance on a certain
topic:
 Basic
Low to no understanding of the concept
 Needs Improvement
Some understanding but still not demonstrating the required learning
Outcomes
 Proficient
Meets the expected learning outcome.
Various options
 The teacher can pair up proficient pupils with those needing
improvement and have them work together to explain and practice the
concept. At the same time, the teacher can have small-group direct-
teaching time with the pupils rated as Basic, to further their
understanding of the concept.
 The teacher can provide enrichment activities for pupils who are
proficient, enabling them to continue their learning.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

UNIT 1: RATIONAL NUMBRES

Total time allotted: (30 Periods)

Introduction
The main target of this unit is to enable students master the concept of rational
numbers. Moreover it is intended to familiarize students with the four
mathematical operations and problem solving in a real-life situation.

Learning Outcomes:
After Completing this unit, you should be able to:
 Define and represent rational numbers as fractions.
 Show the relationship among 𝕎, ℤ and ℚ
 Order rational numbers.
 Perform operation with rational numbers.
 Solve problems involving addition, Subtraction, Multiplication and
division of rational numbers
 Apply Rational Numbers to solve practical problems.
 Aware the four operations as they relate to Rational Numbers.
Suggested Teaching Aids in unit 1
In this unit to demonstrate the different ideas and concept on rational numbers,
you can use materials that can be divided by the use of cutting materials like
orange fruits, circular bread and so on. Also improvised materials, materials
prepared to meet this need. Hence you can demonstrate rational numbers to the
students effectively. Charts can also be used to show rational numbers to
students.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

You can follow the following steps to use chart:

1. Draw large rectangle on the chart paper.
2. Partition the rectangle in to an appropriate number of small rectangles.
3. Color some of the parts with the same color.
4. Ask students to express the parts.
4
Example you can show 9 on a card board as follows

1.1. The Concept of Rational Numbers:

Period allotted: (6 periods)
Competency
At the end of this sub unit Students should be able to:
 Describe the concept of rational number practically.
 Express rational numbers as fraction.
Introduction
This sub unit is mainly about the revision on integers and introducing the new
concept rational numbers.
Teaching note
Start the lesson by motivating students to give their understanding on integers,
rational numbers and their use on real-life.
After collecting some idea from students give them the key point about the
importance of the topic in daily life.
The following are some suggestions on the importance of the unit
Rational numbers can be used in daily life
On the importance of Rational numbers in real-life

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

1. They are used to share something among friends, like if there are four friends
and they want to divide a cake equally among them, and then the quantity of
cake that each friend will get will be one-fourth of the cake, that is a rational
1
number4.

2. They are used by Banks greatly for calculation of interest and loan. Because
the calculation involves rational numbers in the form of fractions or decimals.
3. In preparation of statistics.
4. We use Rational numbers while we present the final report. Like, if we are
3
giving report on how many people gave votes, the report will be like of the
4

total population in the constituency.

5. In TV commercials, Rational numbers are used like 9 out of 10 women liked
this purse and in ad of Toothpaste also if you must’ve noticed, 9 out of 10
doctors prefer this toothpaste they are all examples of rational numbers.
6. And also in our class even if the chapter isn’t Rational, we use them for
calculation of different values), so we use Rational numbers daily, It can be in
any form. We just don’t recognize it.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer to Activity 1.1

1. The number in B is natural number
The numbers in A, B, and C are integers
The numbers in D and E are neither. There are fractions that will be introduced
and given a special name. At this stage you should not tell their name to the
students. Instead inform them that they will discuss after some periods.
2. A, False B, True C, True D, True E, False
3. -21, -5, -4, 0, 8, 15, 17, 100
4. A. ˂ B. ˃ C. ˃

Answer to group work 1.1

𝑎
1. A number that can be written in the form 𝑏 , b≠ 0 is a rational number.

2. A. you can proceed as follows

Naming those three friends as F1, F2and F3
F1 F2 F3 Left over

The three friends each gets two full orange fruits and 1 is left over then each
1
of them get 3 from the remain one.
1
B. 8 each

Definition
Now, before you give the formal definition, ask students to guess the special
name of such fractions. After hearing the suggestion, you can tell that the special
name for the number is Rational number.
Answer for Exercise 1A

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

3 5 7 1
1 a. 8 b. 8 2. 7% = 100 3. 12

4. There are many rational numbers between 0 and 1, so you can write
whatever rational number. There is no fixed answer.
11 1 1 1 1 1 1 1 1 1
Some of them are:-2,3, 4, 5, 6, 7, 8, 9, 10, 11, 12, -----

1.1.1. Representation of Rational Numbers on a number line.

Competency
At the end of this sub unit, Student should be able to be:
Represent rational numbers as a set of fractions on a number line.
Introduction
This sub unit is concerned about representation of rational numbers on the
numbers line. The discussion tries to enable students to get the bases of
representation of rational numbers on the number line which give way for graph
sketching on latter topics
Teaching notes
Start the lesson by revising about number line. Guide students to represent
rational number on the number line. You can assign question for a group of 5
students to prepare chart on graph paper (or cartoon) and
1. Draw number line and plot the point on it by using colored paper pins.
2. Partition rectangular or circular region into a number of parts and shade
some of the parts with the same type of color and askthem to express the
shaded region in the form of fraction.
Answer to Exercise 1B
1.The given number on a the number line can be shown as follows.

5
.-8 .-7 .-2.6 .-2 .0 .2 .6
1 2
2. A.2 3 B.2 3 C. 4 D. -2.5

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

3. Since c, e and f are left of zero, their sign is negative and the sign of a,
b and d is positive because they are found at the right of zero.
4. p A B C D Q
2 * * * * 3
11 12 13 14
P=2, A= , B= , C= , D= , Q=3
5 5 5 5

2 13 17 2619 127 −427

5. a=5, b= , c= , d= , e= , f=
25 5 500 5 100

11 −16 37 25 −14 25
6. a= , b= , c= , d= , e= , f=
4 3 5 2 3 4

1.1.2 Relationship Among, natural whole, integer and rational numbers

Competency
At the end of this sub unit, Student should be able to:
Describe the relationship among the sets of whole numbers, integer numbers
and rational numbers.
Introduction
This sub unit stabilizes a relationship among N 𝕎, ℤ and ℚ
Teaching note
You can start the lesson by asking students to give some examples from the
members of each sets, 𝕎, ℤ and ℚ. Then ask them to identify and put the sets
in order by saying like: 𝕎 is contained in ℤ, and ℤ is contained in ℚ, and use
subsets to express this relation.

Answer for group work 1.2

1. a. 0 is belongs to whole number integers and rational numbers.
b) 28 is belongs to natural number (𝛮), whole number (𝕎), integer number
(ℤ)and rational number (ℚ).

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

c) -400 is belongs to integer number (ℤ) 𝑎𝑛𝑑 𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟(ℚ ).

25
d) is belongs to rational number (ℚ).
6

e) -3.57 is a rational number

2. Natural number is a subset of whole number, whole number is a subset
integer number, and integer number is a subset of rational number.
Symbolically,⊑ 𝕎 ⊑ ℤ⊑ℚ.
3. No because 45 is not only natural number. It is also a whole number, an
integer number and rational number.
4
4. Yes, consider the number it is a rational number but not an integer
7

In general ℤ⫃ℚ
5. Natural number is a subset of whole number; whole number is a subset of
Integer number and an integer number is a subset of rational number.
i.e. Ṅ⫃𝕎⫃ℤ⫃ℚ

Answer to activity 1.2

1
a) A C B AC= = CB
2
1
0 1
2
1
b) .A C D E B AC=4=CD=DE=EB
1
0 1
4
1
c) A C D E F G H B AC = 7 = CD = DE = EF...
1
0 1
7

d)The number line that represent a given parts is done on question a-c.
e) If the division on AB contains the length of the part in the division will be
very small. I.e. the length of one part becomes very small. However the
number of division increases.

Answer to Exercise1C

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

1 a. True
b. False
c. True
d. False
e. False
2. a) > 𝑏) < 𝑐) >

1.1.3 Absolute Value of a Rational Number

Competency
At the end of this sub unit, students should be able to:
 Define absolute value of rational numbers
 Determine the absolute value of a rational number.
 Solve equation involving absolute value of rational numbers
Introduction
In this unit absolute value of a rational number is defined in a relation with the
distance between points from the origin. Based on definition of absolute value
of a rational number different equation will be solved.
Teaching Note
Dear teacher, this topic is a new concept, so in order to define it start discussing
the distance of the point from the origin.
In this process, mention the idea that distance is always positive and that there
are two points with an equal distance from the origin. In this way guide students
to make a conclusion that.
Answer for activity 1.3
1, -8 0 8
|-8| = 8 = |8|

Answer for Exercise 1D

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

−2 7 1 -2.7 -3.1 0 -5.8 -3.6 21 or -

32
x 3 or 5.8 21
|x| 2 7 1 2.7 3.1 0 5.8 3.6 21
32
3

2. |x|=4.7 ⇒ x=4.7 or x=-4.7

3 a) Numbers whose absolute value is 8 are -8 and 8.
3 −3 3
b) Numbers whose absolute value is 4 are 4 and 4

c) Number whose absolute value is 7.3 is -7.3 and 7.3

d) Number whose absolute value is 0 is only 0
4.A) |-7|+|7|=7+7=14 b) |-33|-|-9|=33-9=24
c) |4|+|-7+|+|-3| = 4+7+3 = 14 d) |5-9|=|-4|=4
5) a. |6| ⟹ x=-6 or x=6
b. 2|x|=10⟹|x|=5⟹ x=-5 or x=5
c. |3x|=18 ⟹3x=18⟹ x=-6 or x=6
d. |x-7|=21 ⟹ x-7=21 or x-7=-21
⟹ x=21+7 or x=-21+7
⟹ x=28 or x=-14
Therefore the numbers are 28, -14
e. |x|= -32 here there is no number such that its absolute value is less than 0.
because absolute value of a number always positive. Hence |x|=-32 has no
solution.
6) a. |x|- |y| b. 2|x-y|
When x=-9 and y=2 when x=3 and y=-5
|-9|-|2| 2|3-(-5)|
9-2 2|3+5|
7 2(8) =16
c. |-6x+y| d. |y|-y+5, when y=7

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

When x=-4 and y=3 = |7|-7+5

= |-6(-4) +3| =7-7+5 = 5
= |24+3| = 27
3
7) a. |3x-10|=24b. |5-4x|=23
11
⟹|3x-10|= 4 ⟹5-4x=23 or 5-4x=-23
11 −11
⟹3x-10= 4 or 3x-10=- ⟹-4x=23-5 or -4x=-23-5
4
11 −11
⟹3x= 4 +10 or 3x=- +10 ⟹-4x=28 or -4x=-32
4
11+40 −11+40 −28 −32
⟹ 3𝑥= or 3x= ⟹x= or x= −4
4 4 4
55 29
⟹3x= 4 or 3x= 4 ⟹x=-7 or x=8
51 29
⟹x=12 or x=12

Challenge problem
8. Now we need to write this question as
2|x-3|-|x-3|=0………….by collecting absolute value on one side.
= |x-3|=0……………….. by simplifying the equation
=x-3=0………………..by definition
x=0+3………………transferring constant to the other side
x=3 ………………..by adding like terms
Check for x=3
2|x-3| =|x-3| by inserting the value of x=3 we get
2|3-3| = |3-3|=3
2|0| = |0|
0=0
Hence the solution is x=3
9. When we solve this equation, we use the following technique
3|x-1|-1=|x-1|………….. Writing equation again
=3|x-1|-|x-1|=1………….. Transferring the same terms into one sides
=2|x+1|=1 ……………… Simplifying the equation
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Unit 2: Squares, Square Roots, Cubes And Cube Roots

1
=|x+1|=2 ………………….Dividing both sides by 3
1 1
x+1= or x+1=− 2 ……. ..By definition of absolute value equation
2
1 1
x=2 − 1 or x=− 2 -1 Again transferring like terms to one side
1 2 1 2
x=2 -2 or x= -2 -2by finding the LCD of the denominators
−1 −3
x= or x= 2 by operation.
2
−1
Check for x =
2
−1 −1
3| 2 -1|-1 =| -1|
2
−3 −3
=3| |-1=| |
2 2
3 3
3(2 )-1 =2

8=8 is true
−4
Check for x= 3
−4 −4
6| 3 +1|+6=3| +1|+7
3
−1 −1
6| |+6=3| |+7
3 3
1 1
6(3) +6=3(3) +7

2+6=1+7
8=8 is true
−2 −4
Therefore, the solutions are 3 , 3

1.2 Comparing and ordering rational numbers

Period allotted :( 6 periods)
Competency
At the end of this sub unit, students should be able to;
 Order the rational number in an ascending or descending order
 Compare rational number on a number line and by using the sign.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

1.2.1 Comparing Rational numbers

Introduction
This part of the sub unit is about comparing and ordering of rational numbers.
Teaching Note
Dear teacher start the lesson by asking students compare rational numbers on
the number line. Guide and motivate them to make fractions equivalent by
changing their denominator equal .For this purpose help them to determine the
3 1
multiplying factors. For example to find equivalent fractions for 5and2.
3 2 1 5
Multiply by 2 and Multiply 2 by
5 5
3 2 6 1 5 5
→5x2=10 and 2x5=10
6 5 3 1
Obviously 10˂10 ⇒ 5˃2

Answer to Activity 1.4

1. By constructing a number line, we can compare the given pairs of decimal
numbers
a) .4.32 .4.57 .5
So, 4.32 is less than 4.57
b) .-3.5 .-3.3 .0
So,-3.5 is less than -3.3
c) .0 .0.081 .0.189 .1
So, 0.081 is less than .0.189
2) a. ˃ b.˂

Answer to Exercise 1E
5 9
a) ˂ , since 5˂9
12 12

b) |−20| = 20, since 20=20

1
c) | − 0.5|=0.5, since 0.5=2

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

14 10
d) 𝑡𝑜 compare and , change their denominator to equal denominators
5 2
14 2 10 5
by multiplying the fraction as follows multiply By2 and by5,
5 2

𝑆𝑜 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑒𝑞𝑢𝑖𝑣𝑎𝑙𝑒𝑛𝑡 𝑟𝑎𝑡𝑖𝑜 𝑎𝑟𝑒:

14 10 28 50
And 2 ⇔ 10 and 10
5
28 50 14 10
Now since 10 ˂ 10,the𝑛 ˂2
5
19 −5 1 2
2) a)13 b) c) d) 2 e) 5
7 3

3). a) < b) > c) < d) >

−6 14
4). a) -38, -0.89, , 0, 0.67, 1.68, , 7, 7.38, 27
10 5
14 −6
b) 27, 7.38, 7, , 1.68, 0.67, 0, , -0.89, -38.
5 10

Name Sex Age Height Weight

Amir M 17 152cm 52kg
Dawit M 18 160cm 56kg
Hawa F 15 165cm 45kg
Senayit F 16 148cm 48kg
Bontu F 19 158cm 56kg

1. Bontu is the oldest and Hawa is the youngest, because the age of Bontu is
(19) is the largest number among the other students’ age and the age of
Hawa (15) is the smallest among the other students.
2. Hawa is the tallest and Senayit is the shortest, because the height of Hawa
(165cm) is the largest among all. And the height of Senayit is 148 is the
smallest.
3. From boys the oldest year is 18 and from girls the oldest year is 19. So we
compare 18 and 19. Since 19> 18.Then the age of girls are greater than the
ages of boys, thus the oldest year is the age of the girls.
4. a) when We arrange students by their age

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Hawa, Senayit, Amir, Dawit and Bontu

b) When we arrange students by their heights it becomes
Senayit, Amir, Bontu, Dawit and Hawa
c) When we arrange students by their weights
Hawa ,Senayit, Amir,Bontu, and Dawit

1.2.2 Ordering Rational Numbers

Period allotted: (4 periods)
Competency
At the end of this sub unit, students should be able to:
 Compare two or more rational numbers.
Introduction
This part of the sub unit is about comparing rational numbers.
Teaching Note
Dear teacher start the lesson by asking students how to compare some rational
−7 6
numbers on the number line .For example compare the fractions and 8 replace
8

blank space to make a true statement with the mathematical symbols such as,
−7 6
˃, ˂, or =.Which means ˂ 8 and show on the number line
8

Answer to activity 1.5

−9 −7 −1 1 7
1) -5, , , -2, , , 2, 2, 5
2 2 2 2
1 2 −4
2) 34, 3, -2.08, , -0.04
3

Answer to Exercise 1F

1. Solution:
Student name Test 1 Test 2 Test 3 30%
Mohammed 7 10 9 26
Terefe 9 9 9 27

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Abdi 8 10 10 28
Beti 10 10 10 30

A. The order of students depending on test one is Mohammed, Abdi, Terefe

and Beti in ascending order or Bethlehem, Terefe, Abdi and
Mohammed in descending order.
B. The order of students based on total mark (30%) is Mohammed, Terefe,
Abdi, Beti in ascending order. Or Bethlehem, Abdi, Terfe, Mohammed
in descending order.
2. a. Since Beyan buys most of meat he paid most birr.
b. birr 100
c. birr 400, Seyfu
3. mango
4. Chala

1.3 Operations and properties of Rational numbers

Time allotted: (14 periods)

1.3.1 Revision on addition of integers

Competency

At the end of this sub, sub unit, students should be able to:
Add rational numbers.
Solve real word problems involving addition
Introduction
This sub unit is mainly concerned about addition of rational numbers.
Hence addition of rational numbers is carried at by using different methods, like
addition on the number line by using fraction bars and by using rules of addition.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Teaching Note
Start the lesson by revising addition of integers. To do this you can use number
line and addition rules. Before you discuss the sum of two or more rational
numbers. Let students form a group of four students and assign group work 1.3
to the students. Here you can distributive the question in such a way that two
questions to a group, for example, question a and c and question b and together.
If there are 6 group, assign a and c to three groups and b and d to the remaining
three groups and then facilitate their discussions.
Answer to activity 1.6
3 2 3+2 5
1 a) 7+7 = =7
7
4 1 5
b) 9+9=9
2 1
c) 3+5 , by finding LCD =3x5=15
2 1 2𝑥5+3𝑥1 10+3 13
+ = = = 15
3 5 3𝑥5 15
5 1
𝑑) 1+6, LCD =1x6=6
5 1
+
1 6
5𝑥6+1𝑥1
= 1𝑥6
30+1
= 6
31
= 6

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer to Exercise 1.G

3 2
1) + Using number line
5 5

Using fractional bar

−1 1
2) + 1st change to equivalent fractions
3 4
−1 1 −1𝑥4+3𝑥4 −4 1 3 3
+4 = = 12 and 4x 3 =12
3 3𝑥4
−1 1
+ 4 ↔ Using numbers line
3

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Using fractional bar

2 4 6
c)9+9 =9 Numbers line

Using fractional bar

−1 7 6
d) 8 + 8 =8 Using number line

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

using fractional bar

−2 1 −1
e) 3 +3= 3 Using number line

Using fractional bar

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2 a) -12 e) 13.3
1
b)-7.5 f) 2
59
C-12.1 g) 36
−12 −1
d)9 h) =2
6

𝑥 −4
3 a)2+( 7 ), for x=4
4 4 4𝑥7−2𝑥4 28−8 20 10
Solution:2 - 7 = = =14 = 7
2𝑥7 14
5 −1
a) 3x+3, for x= 4

Solution:
−1 5 −3 5 −3𝑥3+4𝑥5 −9+20 11
3( 4 ) + 3 = 4 +3 = = =12
4𝑥3 12

4, a) False b)True
c) True d)False

5. To get the total weight of sugar that sold on that days we must add a given
values.
3 2 3
So, 74kg +2 2kg + 3 5kg.

Since they have the same units, simply we add a given values.
3 31 2 5 3 18
7 4kg = 4 𝑘𝑔, 22kg = 2 𝑘𝑔 and 3 5kg= 5 𝑘𝑔
3 2 3 31 5 18
7 4kg +2 2kg + 3 5kg = 𝑘𝑔 + 𝑘𝑔 + 𝑘𝑔
4 2 5

Now by finding LCM (2, 4, 5) we get LCM (2, 4, 5) =20

31 55 10 18 4
Multiply 𝑏𝑦 5,2by10 by 4
4 5
155 50 72
, 20 𝑎𝑛𝑑 20 respectively
20
155 50 72 277 17
Then 𝑘𝑔 + 20 𝑘𝑔 + 20 𝑘𝑔 = 20 kg=1320kg
20
17
Therefore, the total sugar for one day is equal to 1320kg.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer for activity 1.7

2 5 2×7+3×5 14+15 29
a) + = = = 21
3 7 7×3 21
5 2 5×3+7×2 15+14 29
b) 7+3 = = = 21
7×3 21
1 3 1 1 3×3+5×1 1 9+5 1 14 1×15+2×14 15+28 43
c) 2+(5 +3)= 2 ( ) =2 + ( 15 ) = 2 + 15 = = = 30
5×3 2×15 30

1 3 1 1×5+2×3 1 5+6 1 11 1 11×3+10×1 15+28 43

d. ( 2+5) +3 = ( ) + 3 = = 10 + 3 = 10 + 3 = = = 30
2×5 3×10 30

1. The sum of A and B are equal.

2. The sum of C and D are equal.
3. We observe that rational number holds commutative property and associative
property.
Answer to Exercise1H
2 1 2×3+7×1 6+7 13
1. a)7+3= = 21 =21
7×3
1 1 1×4+6×1 4+6 10 5
b)6+4= = 24 =24=12
6×4
3 −2 3×14−14×(−2) 42−28 14 1
c) 14+( 14 )= = =196=14
14×14 196
3 2 3×3−8×2 9−16 −7
d) 8-3= = = 24
8×3 24
2 5 2×9+12×5 18+60 78 2
𝑒) +9 = = =108=3
12 12×9 108
15 5 15×7+21×5 105+105 210
𝑓) 21+7= = =147
21×7 147
2 4 −1 2×7+7×4 −1 14+28 −1 42 1 42×5−147×1 210−147 63
𝑔) 7 21+( 5 )= +( 5 )= + 5 =147-5= = =715
7×21 147 147×5 715
1 5 1 1×12+3×5 −1 12+15 −1 27 1 27×15−36×1 405−36 369
h)3 + 12 + (− 15)= + 15 = + 15 =36-15= = =540
3×12 36 36×15 540

2. birr 15,000

1.3.2 Subtraction of Rational Numbers

Competencies
At the end of this sub unit, students should be able to:
Subtract rational numbers.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Introduction
In this sub unit subtraction of rational numbers is carried out by using number
lines, fraction bars and rules.
Teaching Note
As you did in the operation addition start the lesson by revising subtraction on
integers.
Then guide students to do the question in activity. You can let students on the
same desk to share ideas and present a solution on the questions.
Let students do individually and share their work to the class.

Answer to activity 1.8

a) 52-(-37)=52+37=89
2 1 2−1 1
b) - = =7
7 7 7
2 1 2×4−3×1 8−3 5
c) − 4= = 12 =12
3 3×4
2 1 2×5−3×1 10−3 7
d) − 5= = =15
3 3×5 15

Answer to Exercise1I
2 4 2−4 2
1. a) 3-3= =3
3
4 3 4−3 1
b) 5-5= =5
5
3 1 3×4−5×1 12−5 7
c) - = = =
5 4 5×4 20 20
5 2 5−2 3
d) 7-7= =7
7
3 7 3×9−8×7 27−56 29
e) 8-9= = =72
8×9 72
1 7 1×9−3×7 9−21 −12 −4
f) 3-9= = = 27 = 9
3×9 27
1 3 1×5−3×3 5−9 −4
g)3-5= = =9
3×3 9
11 7 11×12−20×7 132−140 −8 −1
h) 20-12= = =240= 30
20×12 240

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2.Let the number is x, then by given question

5 17
+x= 4
2
17 5
X= 4 -2 by transferring number to other side
17−10 7
X= = ,
4 4
7
Thus the required number is 4.

Check
7 5 17
+ =4
4 2
7+10 17
=4
4
17 17
=4.
4

3.Let the number needed to added is y,

5 49
Then y+6=30
49 5
Y= -
30 6
49−25 24 4
Y= =30=5
30

Check
5 49
y+6=30
4 5 24+25 49
+ = =
5 6 30 30

4.Total amount of rice=25kg

3 7
The 1st day used rice 1 4kg= 4kg
1 9
The 2nd day used rice=42kg=2kg
7 9 25
The amount of used rice on those two days=4kg+2kg= 4 kg.

To find the remaining we subtract the amount of the rice used on those two
days.
25
Thus, 25kg- 4 kg

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

100−25 75 3
= kg= 4 kg= 18 4kg, is the remaining.
4

1.3.3 Multiplication of Rational Numbers

Competency
At the end of this sub- sub unit, students should be able to:
Multiply rational numbers.
Solve word problem related to product or multiplication of rational number.
Introduction
In this sub- sub unit multiplication of rational numbers is discussed by using
grid model and rules of multiplication.
Teaching Note
Start the lesson by the revising multiplication of integers giving more examples
on the sign. i.e. (-)×(-), (-)×(+) and so on.
Then discuss the product of two rational numbers by using grid model.
3 1
Example: use grid model to find 4 × 2.

Solution: step 1: draw a grid

3 1
Think of 4 of 2

Step 2: Divide the grid into three equal parts and shade two of them with one
color

Step 3: Now divide the shaded portion into five parts and shade three of them
with a different color
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Unit 2: Squares, Square Roots, Cubes And Cube Roots

The parts with color in this case 6, the total part are 15,

3 2 6
The product of x =15
5 3

Dear teacher, for the following question form a group of 10 students and assign
one question to a group. Students are expected to do the question as an
assignment. Guide each of students to participate on the work and present their
performance to the class.
Questions: Find the product of each of the following by grid model
2 5 4 1 2 3
b) x b) 7 x c) 5 x
3 6 2 4

How they work (one suggestion)

1. Prepare cartoon of size 30cmx40cm.
2. Follow the above steps to find the product.
3. Students can use color or any other technique to shade.
4. Let them present their work to the class.

Answer to group work 1.3

1. 1st draw a table and divided into three, then blacken 2 parts.
2. Then divided the table into 4 horizontally into four parts and blacken 3 of
the part.
3. Then count the part that blacken twice it is 6 part out of 12 parts, thus
3 2 6
× 3=12
4

4. In multiplication is adding a given number respectively the result is on -12.

Thus 3 × −4=-12

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer to Exercise 1J
−8 −6 1 6
1.a) 35 b) -54 c) d) 28 e) 6 f)45
7
−3 −3 4
g) h) i) 15
10 32

2. Let p=pizza and s=student, then we can have the following equation from
the given question.
1
S=2p, then we need to find 4s.

Students eat 0.5 pizza.

S=0.5p
4s= ? p
P=2
Thus the number of pizza needed for 4 students is 2.
3. The total number of student=450
4
Number of boys are 9 of the whole class, thus the number of boys are
4
× 450=200
9

Thus the number of girls is given as total number of class-number of boys.

Thus 450-200=250
Therefore, the numbers of girls are 250.
4.The total amount of litters the Roto can hold = 500 lt.
3
The amount of Roto filled 5 of total.
3
Which is equal to 500 × 5 = 100 × 3=300 lt.

Therefore, the remaining number of lts to fill the Roto is 500-300=200lt.

3 11
5.1batch=24 cups= 4 cups

8batch=y?
8𝑏𝑎𝑡𝑐ℎ(11
1𝑏𝑎𝑡𝑐ℎ(𝑦) )
4
= 𝑐𝑢𝑝𝑠
1𝑏𝑎𝑡𝑐ℎ 1𝑏𝑎𝑡𝑐ℎ

4batch=11cups
8batch=?y

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Y=22 cups
therefore, the needed cup of flour is 22 cups.

1.3.4. Division of Rational Numbers

Competency
At the end of this sub -sub unit, students should be able to:
Divide rational numbers.
Introduction
This sub unit is mainly concerned to enable students develop the capability of
determining the quotient of two rational numbers.
To find the quotient of two rational numbers you can use the different methods,
1. by using grid model
2. by using division rules
Teaching Note
Dear teacher, start by asking students to find the quotient of two integers.
This helps them to recall the method of division.

Answer for Activity 1.10

1 2
Use grid to model 43 ÷ 3

a. Divide 5 grid into thirds

1 1
b. Shade the four grids and of the fifth grid to represent 43 as above.
3
2 1
c. Think how many groups of are in 43
3

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Figure 1.36
Divide the shaded grids into equal groups of 2
1 2 1
(6 + groups of in 43 )
2 3
2 1 1
d) There are 6 groups of , with3 left over. This piece is of a
3 2
2 1 2 1 1 2 1
Group of . Thus, there are 6 + groups of is 4 . I.e 4 ÷ 3=6 +2.
3 2 3 3 3

Answer for Group work 1.4

Dear teacher, on this group work access students to do on piece of hard paper
to realize this work.

Example: 8÷ 2, 7÷ 3, 183÷ 12
After the warming discussion, let student do in pairs activity 1.10. You may
give hint and help them in performing the question.
Here is an example that contains all steps of the division.
1 3
Use grid to model 34 ÷ 4
1
Step 1: since 34 is between 3 and 4.
1 1
Take 4 grids and partition each into 4 parts(this is due to the 4 in 3 4)

Step 2. Shade the first three grids and one part as above

41 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

3 1
Step 3. Think how many group of 4 are in 3 4 (considering the division)

Now from the above figure count by 3 and place them as shown below

3 1
(There are four group of with 4 left over.
4
1 1 1
This is 3 of the group of4)
4
3 1 3 1 12+1 13
Step4. Hence you can compare 4 groups of and 4 of as 4+ 3 = = .
4 4 3 3

Answer for exercise 1K

1 2 1 3 1𝑥3 3 1
1) a . 4 ÷ 3 = 4 × 2 = 4𝑥2 = 8 = 2
5 3 5 4 5𝑥4 20 10
b . 6 ÷ 4 = 6 × 3 = 6𝑥3 = 18 = 9
3 1 5𝑥2+1 2𝑥1+1 11 3 11 2 11𝑥2 26
c .25 ÷ 1 2 = ÷ = ÷2= x = = 15
5 2 5 5 3 5𝑥3
−3 −6 −3 7 −3𝑥7 −21 21 7
d.5 ÷ = × −6 = 5𝑥−6 = −30 = 30 = 10
7 5
3 1 1 3 1 3 2 6 1
2) a .(4 × 3) ÷ 2 = 12 ÷ 2 = 12 × 1 = 12 = 2
1 1 2 1𝑥2+4𝑥1 2 2+4 2 6 3 18 9 1
b .(4+2) ÷ 3 =( )÷3=( ) ÷ 3 = 8 × 2 = 16 = 8 = 18
4𝑥2 8
4 2 3 2 3 2 5 10 2
c. (5 – 5) ÷ 5 = 5 ÷ 5 = × 3 = 15 = 3
5
4 18 4 16 4×16 64 32 5
3) a) 3 ÷ 16 = 3 × 18 = 3×18 = 54 = 27 =127
1 2 1 12 1×12 12
b)2 ÷ 12 = 2 × = = =3
2 2×2 4
3 8 3 24 3×24 72 2
c)13 ÷ 24 = 13 × = 13×8 = 104 = 3
8
2 4 2 15 30 5
d)39 ÷ 15 = 39 × 4
= 156 = 26
5 4 5 6 5×6 30 1
e) ÷ = × = = =1
6 6 6 4 6×4 24 4

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

4. let the unknown number is y, then

y(−12 )= -9
−12𝑦 −9
= −12
−12
9
y = 12
9 3
Thus, the unknown number is 12 = 4

5. Let the unknown number is y, then

−15(𝑦) −5
=
56 7
−15𝑦 −5
=
56 7
−5×−56 8
y= =3
7×15
8
Thus, the unknown number is 3

6. let the unknown number is y, thus

−33 −11
÷𝑦 =
16 4
−33 1 −11
Thus ×𝑦=
16 4
−33 −11
=
16𝑦 4
−16𝑦 −4
⇒ = 11
33
−4(33) 3
y = −11(16) = 4
3
Therefore, the needed number is 4.

1.4. Real-life Application of Rational numbers

Time allotted: (4 periods)

1.4.1 Application in sharing among friends

Competency
At the end of the sub unit, students will be able to:

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Solve application of rational numbers in real life.

Introduction
This sub unit is the main part of the unit in which students use knowledge to
apply on real-life situations.

Teaching Note
Dear teacher, our students are not good enough to understand words problems
.Hence it is your responsibility to guide and help them understand the questions.
More over some ways of problems showing method are included. That will help
you a lot.

Answer to Exercise 1L
Solution:
1. 5,876÷26=26
2. 9,975÷95=105
3. 89÷12=8, because 7 tables can seats full 12 people and the rest 5 people
seats on the table.
4. 108÷ 12=9
5. 63÷ 9 = 7
6. 195÷ 13 = 15
7. 50÷ 5 =10, each her friends get 1.
1
8. Number of banana=3 2kg
1
Number of apple=1 2kg
1
Number of orange=23kg
2
The weight of basket=3kg.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

The total weight =number of banana in kg +number of apple in kg + number

of orange in kg+ number of weight of basket.
1 1 1 2
= 3 2kg + 1 2kg +23kg + 3kg
1 1 1 2
=( 3 2+ 1 2 +23 + 3 )kg
7 3 5 2
=(2 + 2 + 7 + 3)kg
7+3 7+2
=( + )kg
2 3

=(5+3)kg
=8kg
Thus the total weight that Tadesse carried is 8kg.
9.Total number of batches of the cookies3
1 7
Floor needed for each batches of cookies 23cups=3cups total number of floor

10cups.
7
Thus, the used floor is3× =7 cups, the left over is 10 cups-7cups=3cups.
3

1.4.2.Application in calculating interest and loans.

Answer to exercise 1M
1.Given p=600, t=5, r=3%

I=prt

=600×5×0.03=90

Thus the interest is 90birr

2.Given I=177, t=2, r=0.03

𝐼 177
I=prt→p=𝑟𝑡=2(0.03)=2950

Therefore, the principal is birr 2950

3.Given p=5,400, I=432, T=2

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

𝐼 432 432
I=prt, r=𝑝𝑟=5400×2=10800=0.04=4%

Therefore, the rate is 4%

4.Given p=11,000, I=1815, t=3

𝐼 1815 1815
I=prt →r=𝑝𝑡=11000×3=33,000=0,055=5.5%

Therefore, the rate is 5.5%

5.Given p=1450, r=4%, t=2

I=prt=1450× 2 × 0.04=116

Therefore, the interest of mesay is 116 birr after two years.

6. Given p=8000, t=5, I=1200

𝐼 1200 1200
I=prt →r=𝑝𝑟𝑡=8000×5=40,000=0.03=3%

Therefore, the rate is 3%

7. Given p=12000, t=2, I=960

𝐼 960 960
I=prt → r=𝑝𝑡=12000×2=24000=0.04=4%

Therefore, the rate is 4%

8. Given p=50,000, t=3, I=9,375

𝐼 9,375 9,375
I=prt →r=𝑝𝑡=50,000××3=150,000=0.0625=6.25%

Therefore, the rate at which he paid is 6.25%.

9. Given t=10, r=5.25, I=18,375

𝐼 18,375 18375
I=prt → 𝑝 = 𝑟𝑡=10×0.0525= 0.525 =35,000

Therefore, the principal is 35,000 birr.

10. Given t=25, r=4.75%, I=2,375

46 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

𝐼 2,375 2375
I=prt → 𝑝 = 𝑟𝑡=25×0.0475=1.1875=2,000

Therefore, the principal is 2,000 birr.

10.Total money Bamlak borrowed=200birr.

2
Since her mother cancelled 3birr not to repay.

Thus, the amount of birr she must repaid back is 200birr-80birr=12birr.

11.total amount kedija withdrawn=800birr the amount of birr she
used=689birr, the left over birr is 800-689=111birr.
3.The amount of birr she have on her account now is 900birr.
The interest often one year=900× 0. 𝑜71=630birr.
Thus, the amount of her birr after one year
=900birr+630birr
=9630birr.
ANSWER TO REVIEW EXERCISES ON UNIT 1
1. A. true B. true. C. false
D. false. E.false. F. False
2. a. left b. zero c. zero d. negative.
3. To show in the number line
3
.-9 .-2.6 .-2 .0 .2 .5 .7
2 4 2+4 6
4. a).3 + 3= =3=2
3
3 3 3−3
b). − = =0
5 5 5
7 7 7 7 7
c). 1 = 4 = 4×4 = 16 =16
4÷ 4×
4 1 1 1

2 1 2×6+3×1 12+3 15 5
d). 3 + 6= = =18=6
3×6 18
4 1 4×1 4 2
e). 3 × 2=3×2=6=3
3 1 3×7−1×5 35−5 30 5
f). 5 − 7= 5×7
= 35
=35=7

5. |𝑥| = 4.5 meansX=4.5 or x=-4.5

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

3 3
6. a) 8 or -8 b) 4 or - 4 c) 7.3 or -7.3 d) 0 e) has no value

7. a) |-9|+|7|=9+7=16
b) |-28-5|-|-10|=|23|-|10|=23-10=13
c) |5|+|-6|+|-4|=5+6+4=15
d) |15-9|=|14|=14
8. a) x=16 or x=-16
b) 2x=1 or 2x=-1
1 1
x=2 or x=− 2

c) 3x=33 or 3x=-33
33 33
X= 3 or x=− x=10 or x=-13
3

9. a) |x|-|y|, when x=-2 and y=9

Then |x|-|y| = |−2| − |9| =2-9=-7
b) 2|x-y|, when x=5 and y=-3
Then, 2|x-y|=2|5-(-3)|=2|5+3|=2|8|=2(8)=16
10 .a)< 𝑏) < 𝑐) < 𝑑) <
11. a) 23+-35) =-12 e) 3.5+9.8 =13.3
−3 4 −3+4 1
b) 0+)-7.5) =-7.5 f) + 2= =2
2 2
−8 3 8 3 8×4+9×3 32+27 59
c) -8.9+(-3.2) =-12.1 g) | 9 | + 4=9+4= = =36
9×4 36
−5 −7 −5−7 −12
d) -17+8 =-9 h) +( 6 ) = = =-2
6 6 6
2 4 2+4 6 3 3 3−3 0
12 . a) 3 + = =3 =2b) 5 - = =5 =0
3 3 5 5
7 7 7 7
c) 1 = 1 =4×4 =16
4 ÷ 4÷
4 4

𝑥 −4 4 −4 4×7+2(−4) 28−8 20
13. a) 2+( 7 ), for x=4 a) 2+( 7 ) = = =14
2×7 14
5 −1 5 −3 5 −3×3+4×5 −9+20 −11
b) 3x+3=3 4 +3 = 4 +3 = = =
4×3 12 12

14. a) a=8, b=5 b).a=9

1 1
15.15000 birr 16. 6 17. 1018. 4kg and 300g

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

UNIT 2: SQUARES, SQUARE ROOTS,

CUBES AND CUBE ROOTS
Total allotted:(21 periods)
Introduction
This unit is intended to familiarize the students with the nation of perfect
squares, square roots and cubes and cube roots.
Furthermore the students should be able to find the square and cube as well
as square roots and cube roots of a number by using numerical table.

Learning outcomes:
At the end of this unit, students should be able to:
 Understand the notion of square and square roots and cubes and cube
roots
 Determine the square of numbers
 Determine the square roots of the perfect square numbers
 Extract the approximate square roots of numbers by using the numerical
table and scientific calculator.
 Determine the cube of numbers
 Extract the cube roots of perfect cubes.
 Apply squares, square roots, cubes and cube roots in the real-life
situation
Suggested Teacher Aids in unit 1
Although teaching aids may not be excessively exploited for this unit, you can
present different chart that main fact square of numbers and square root of
numbers and cube of numbers and cube root of numbers.
Chart containing:

49 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

Table of squares and the relationship of square roots, which like the one given
below
Table showing the relationship between squares and a numbers.
X 0 1 2 3 4 5 6 7 8
𝑥2 0 1 4 9 16

Table, showing the relationship between squares and square roots.

X 0 1 4 9 16 25 36 49 64
√𝑥 6 7 8

Table of cube
X -2 -1 0 1 2 3 4 5 6
𝑥3 -4 -1 27

Table showing the relationship between cubing and cube roots

X 0 1 8 27 125 216 343 521
3
√𝑥 0 1 2

Plot containing different number of squares.

Like

(32 )=9

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Improvised cubes bearing squares on it.

Like

3
3
3
3
(33 )=27

2.1.Squares and square roots

Period allotted :( 11 periods)
Competency
At the end of this sub unit, students should be able to:
Calculate the square of a number.
Introduction
This sub unit begins with discussing multiplication of whole number by itself
or simply squaring a number.
Then it contains about to determine the square of a rational number.
Importance of the unit
This unit has great importance and application in many real-life problems.
Some of the areas are carpentry, architecture and engineering.
Teaching Note
To start with motivate students to determine the square of a number by counting
the unit squares in the group work 2.1.
For better participation of the students you can form a group of four students so
that each group member take part.
One student draw the squares, the second student write the standard form, the
third student write the factor form and the fourth student write the power form.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2.1.1. Square of a rational numbers

From the group work and students back ground on multiplication they can easily
find the product of a rational number by itself. You ask them question of the
following type.
Example:
Find the product of each of the following:
2 2 1 1
a) 3x3 b) 6x6 c) 3x3 d) 4x4

Answer to group 2.1

1 a.2× 𝟐 = 𝟒
b.3× 3=9
c.-1× −1=1
d. 9× 9=81
e. 6× 6=36
f. 7×7=49
2. Complete the following table

Product form Power form Standard form

1×1 12 1

2×2 22 4

3×3 32 9

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

4×4 42 16

5×5 52 25

Answer to exercise 2A
1) a .True b. True c. True
d. False e, True f. True
2) a.12 b.51 c. 4a
1
d. 𝑎2 + 𝑏 2 e. 4𝑎2 f. 256

3) a.64 b.144 c. 361 d. 2601 e.10,000

16
4) a.36 b.0.09 c.3721 d.25 e.400 f. 3136

5) a.
1 2 3 4 5 6 7 8 9 10
1 4 9 16 25 36 49 64 81 100

b) 1. 9+16=25 2. 36+64=100
c) 9 3× 332
d) 16 4× 442
e) 25 5× 552

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

6) a. It is not square number

b. not
c. not
7) a. 64
b. 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144,
1 1 1 1 1 1
c. 4 , 9 , 16 , 25 , 36 , 49

2.1.2 Use of table of values and scientific calculator to find squares of

rational numbers.
After students acquire good understanding of the squaring of whole numbers
and simple rational numbers, extend the squaring to decimal numbers and help
students to use the numerical table to find the square of a rational number.
You can use examples similar to the example given in student text book.
Remind students that most of the value obtained from the table are approximate
value.
Answer to activity 2.1
By using table of square,
a) 5.018 b) 99.80 c) 2.434 d) 57.15 e) 75.17
f) does not exist g) 11.09 h) 30.14
Answer to group work 2.2
a) 2.85~2.9 → (2.85)2 ≈ (2.9)2=8.41
Thus,(2.85)2 ~8.41
b) From table the value of (2.85)2 ≈8.122.
c) By using calculator(2.85)2 = 8.123
d) When we compare the exact value and the value from the table of value
are almost equal and
e) When we find the square of a number it is important to use calculator to
get exact value and use table of value square.

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer to exercise 2.B

1.a) True b)False c) False d) True
2.we need to approximate
Thus,
a) X=3.2≈ 3, thus 32 =9
Therefore, (3.22 ≈9
b) X=9.8≈10 thus, (9.8)2 ≈(10)2 =100
Therefore,(9.8)2 ≈100
c) X=-12.1≈ −12 thus,(−12.1)2 ≈(−12)2=144
Therefore, (−12.1)2 ≈ 144
d) X=2.95≈ 3 thus,(2.95)2 ≈ (3)2=9
Therefore,(2.95)2 ≈ 9
e) X=0.086≈ 0 𝑡ℎ𝑢𝑠, (0.086)2 ≈ (0)2 ≈ 0
Therefore,(0.086)2 ≈ 0
f) X=8.80≈ 9 𝑡ℎ𝑢𝑠, (8.80)2 ≈ (9)2 =81
Therefore,(8.80)2 ≈ 81

3.a) 0.7569 b)270.6025 c)146.8944 d) 632.0196

e)1513.21 f)1768.2025 g)796.9329 h)3011.8144

2.1.3.Square Roots of Rational Numbers

Competency
At the end of this sub sub unit, students should be able to:
Calculate the square roots of perfect squares.
Teaching Note
Up to now you have been facilitating and guiding student to internalize the ideas
of squaring. In this case the product a ×a= 𝑎2 .
Now you reverse the operation. This process is called taking out of square root
of a rational number. Dear teacher start the discussion by asserting students to

55 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

group the symbol √ introduce the name as square root sign ‘’ radical sign etc.
Guid students to discuss on the activity2.2 with their partner and then give
feedback after they present to the class Participation of their discussion.

Answer to activity 2.2

1 8 2 5 1
a) 9 b) 18 c)2 d) 7 e) 7 f) 25=5

Answer for exercise 2.C

1.a) 81= 9 × 9 =(9)2 , ⇒ √81 = 9

1 1 1 1 1 1
b) 4=2 × 2 = (2)2, ⇒ √ =
4 2

c) 49=7× 7 = (7)2 , ⇒ √49 = 7

d) 400=20× 20=(20)2, ⇒ √400 = 20
e) 121=11× 11=(11)2 , ⇒ √121 = 11
5
Similarly f) 8 g) 9 h) 6 i) 22 j) 30

2.a) The square root of 36 is 6

b) The square root of 10000 is 100
c) The square root of 169 is 13
d) The square root of 1 is 1
3. Find 𝑥 2 in each of the following.
a) x= 6, 𝑥 2 = 62 = 36
2 2 2 2 4
b) x = 5 = (5)2 = 5 × 5 = 25

c) x =-0.4, 𝑥 2 =(−0.4)2 =-0.4× −0.4 = 0.16

d) x= 0.07, 𝑥 2 =(0.07)2 = 0.07× 0.07= 0.0049
7 7 7 7 49
Or x = 0.07= 100 = 𝑥 2 = (100)2 = 100 × 100 = 10,00

e) x =-0.86, 𝑥 2 = (−0.86)2 =(-0.86× −0.86) = 0.7296

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2.1.4.Use of table of values and scientific calculator to find square roots

of rational numbers.
In line with showing the technique of finding the square root of the number,
guide them to use prime factorization.

Example:
Find the square root of each of the following number.
a) 36 b)81 c) 144

Solution:
 36 b) 81
36 81

2 18 3 27
2 9 3 9
3 3 3 3
36=2x2x3x3=22 x32 3 1 3 1
81=3x3x3x3=34
c).144
144
2 72
2 36
2 18
2 9
3 3
144=2x2x2x2x3x3=24 x32

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

Answer to activity 2.3

1.a) The square root of 4 is 2.
Because √4=2
b)The square root of 9 is 3.
Because √9 is 3
c)Negative -4 has no square root.
Because √−4 is undefined.
d)The square root of 16 is 4.
Because √16 is 4.

Answer exercise 2D
1. a) √0.81 = 0.9
b) √225=√15 × 15 = √152 =15
c) √144 = √12 × 12 = √122 =12
d) √196 = √14 × 14 = √142 =14
2. a) 121=√121 = √11 × 11 =√112 =11
b) 144=√144=√12 × 12=√122 = 12
c) 289=√289=√17 × 17=√172 =17
d) 361=√361 = √19 × 19=√192 =19
e) 400=√400=√20 × 20=√202 =20
f) 441=√441=√21 × 21=√212 = 21
g) 484=√484=√22 × 22=√222 =22
h) 529=√529=√23 × 23=√232 =23
3) a.9.92 b. 99.2 c. 992 d. 0.992 e. 0.0992
f. 0.00992 g. 10.7 h. 107 i. 0.107

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2.2. Cubes and cube roots

Period allotted: (11 periods)

2.2.1 Cube of rational numbers

Competency
At the end of the sub unit, students should be able to:
Calculate the cube of a number.
Introduction
In this sub unit the values of the cube and cube roots will be determined. In the
previous section 2.1 square and square roots were discussed, by the similar
argument and method cubes and cube root will be treated.
Teaching Note
Dear teacher, since you have a close relation will the student you can identify
students by the ability of their performance hence try to category in three
category fast learner, medium and slow learners .
As you know the ability to multiply numbers is crucial so, you should be sure
that every student knows how to multiply numbers.
Now you can engage the learners with worm up activities by using cubes to
visualize the cube of a number and then give examples of a cube of a number
1 1 1 1 1
like 3x3x3=33 =27 and 2x 2 x 2= (2)3 = 8

Which means cubing of a number is the product of three occurrences of itself.

Moreover you guide students to discuss activity 2.5 in pairs.
Also guide students to find some cubes of whole numbers using table and
scientific calculator.
To increase the students critical thinking ability , there is a pattern on the
students textbook in which the sum of consecutive odd numbers give the cube
of a number. Motivate students to study the patterns and answer the questions
on the text book.

59 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

Project as critical think: Give students as a project to discuss and write whether
the following are perfect cubes.
i) 2700
ii) 1600
iii) 6400
iv) 125000
v) 36000
vi) 21600
vii) 10000
viii) 27000,000 x1000
What pattern do you observe in there perfect cubes.
Answer to activity 2.4
1.a) 1=1× 1 × 1 = 13
b) 8=2× 2 × 2 = 23
c) 27=3× 3 × 3 = 33
2. 64, 125, 216 and 1000 are perfect cubes and
90, 100, 150, and 500 are not perfect cubes.
3.a) a=3, then 𝑎3 =33 =27
b) a=2, then 𝑎3 =23 =8
c) a=3=-4, then 𝑎3 =−43 =-64
d) a=-5, then 𝑎3 =(−5)3=-125
e) a=8, then 𝑎3 =83 =512

Answer exercise 2E
1. a) a=10, 𝑎3 =103 =10× 10 × 10=1000
b)a=-2, , 𝑎3 = ( −2)3 =-2× −2 × −2=-8
c) a=0.5, , 𝑎3 = (0.5)3=0.5×0.5×0.5=0.125
4 4 4 4 4 64
d) a=5, , 𝑎3 =, ( 5)3 =5 × 5 × 5=125

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

e) a=0.25, , 𝑎3 =, (0.25)3 =0.25×0.25×0.25=0.015625

2. a)True b)True c)False d)False
3.
a=, 403 =64000 b, 273 =19683 c, 163 =4096
Base 40 27 16
Exponent 3 3 3
Power form , 403 , 273 , 163
Standard 64000 19683 4096
numeral form

Answer to activity 2.5

a) 8.999 b) 726.6 c)846.6 d)997

Answer to group work 2.3

a) 6.72≈ 7 , 73 =343
b) 3.4≈ 3, 33 =27
c) 8.19≈ 8, 83 =512

Answer Exercise 2F
1) a. (7.73)3 =461.8899
b. (0.09)3 =0.000729
c. (11.27)3=1431.435383
2) a. 7.73≈ 8, 83 = 512
b. 0.09≈ 0.1, 0.13 = 0.001
c. 11.27≈ 11, 113 = 1331
3) 1462.135375c𝑚3

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

2.2.2. Cubes roots of a Rational Number

Teaching Note
Assist students to do by internet and explain the relationship between cubing
and extracting cube root from the cube of a number.

Example: 2 cubed=2x2x2=8
Therefore the cube root of 8 is 2.
3
Also guide students to identify the symbol √ called a cube root.
3
Example: √8=2, Similarly
3 3
√−8=√−2 − 2 − 2=-2
Answer to activity 2.6

a) 3 b) 2 c) 4 d) 6 e) -2
Cube roots of perfect cubes
Access students to do some problems by group such like finding cube root of
8, 27, 64 and so on.

Answer to activity 2.7

i, iii and iv are not perfect cubes. b/c they have no exact value of cube roots.
ii, v and vi are perfect cubes. b/c they have cube roots.

Answer exercise 2G
3 3
1.a), 0.373= √0. 7 × 0.5 × 0.7= √(0.7)3 =0.7
3 3
b),-0.008= √−0.2 × −0.2 × −0.2=√(−0.2)3=-0.2
3 3
c),-8000= √−20 × −20 × −20 = √(−20)3=-20
3 3 3
2. a), √−27 = √−3 × −3 × −3 = √(−3)3 =-3
3 8 3 2 2 2 3 23 2
b), √ = √ × × = √ =
27 3 3 3 3 3

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

3 1 3 1 1 1 3 13 1
c) √64=√4 × 4 × 4= √4 =4

2.3. Application on squares, square roots cubes and cube roots.

Period allotted: (3periods)
Competency
At the end of the sub topic, students should be able to:
Solve real-life problems.
Introduction
In this sub unit the knowledge acquired through the unit will be applied on real-
life situation.

Teaching Note
Dear teacher, here the slope of the application may be limited, However, these
concepts, squares and cubes have great application is competency, in
architecting and in engineering
Answer exercise 2G
1) Given height=width=3m and base=length=5cm
Thus, the area =l× 𝑤
=3m× 5𝑚
=15𝑚2
If he paint 1𝑚2 by 50birr, we can get the value of 15𝑚2 as the following
below.
1𝑚2 =50birr
15𝑚2 =y
𝑦𝑚2 15𝑚2
=
𝑚2 𝑚2

𝑦 = 750birr
𝑇ℎ𝑢𝑠 ℎ𝑒 paint 15𝑚2 by 750 birr

63 | P a g e
Unit 2: Squares, Square Roots, Cubes And Cube Roots

2)

l = 20m

Thus p=4l and A=𝑙 2 20m

4𝑙 80𝑚
So, =
4 4

l=20m
Thus the length is 20m.
Then, Area =𝑙 2 =(20𝑚)2 = 400𝑚2
3)200cm
4) 40cm
5) 400c𝑚3
6) 16 feet
7) 80cm
3𝑐𝑚+4𝑐𝑚+5𝑐𝑚
8) =4cm. therefore each sides of new cube is 4cm
3

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

REVIEW EXERCISES ON UNIT 2

1) a. True
b. False
c. True
d. True
e. True
f. False
g. False
2) a. 0 and 1
b. even and odd
c. -1, 0 and 1
d. 6
e. 2n
3) 1. a 2.d 3.c 4. b 5.- 6.b 7.b
8.b 9.b 10.b 11.b 12.a 13. a 14. d
15. a 16. a
4).a) 45, (45)2 =45× 45 = 2,025
b) 105,(105)2=105× 105= 11,025
c) 0.019,(0.019)2 =0.019× 0.019= 0.000361
30 30 30 30 900
d) , (45)2 = 45 × 45 = 2025
45

27×125 9×3×25×5
5.a) √ =√ =√9 × 25=√9 × √25=3(5)=15
3×5 5×3

b)√147 × 108 =√49 × 3 × 36 × 3=√49 × 36 × 9=√49. √36. √9=

7× 6 × 3 =126

√225 225 15 15 2 15 2
c) =√ 64 =√ 82 =√( 8 ) = 8
√64
3 3 3
6.a) √729=√9 × 9 × 9= √93 =9
3 3 3
b) 0.008= √0.008=√0.2 × 0.2 × 0.2= √(0.2)2 =0.2

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Unit 2: Squares, Square Roots, Cubes And Cube Roots

7.a) 0.0036, √0.06 × 0.06=√(0.06)2 =0.06

b) √6.25, √2.5 × 2.5 =√(2.5)2 =2.5

22 22 22 22 484
8.a) x= 25, 𝑥 2 = (25)2 = 25 × 25 = 625

b) x= 0.025, 𝑥 2 = (0.025)2 = 0.025×0.025= 0.000625

3
√32 3 32 3 3
9. a) 3 = √−4 = √−8 = √(−2)3 =-2
√−4

3
√54𝑎5 54𝑎5 3 3 3
b) =√2𝑎2 =√27𝑎3 = √3𝑎 × 3𝑎 × 3𝑎 = √(3𝑎)3 = 3a
√2𝑎2

c) √2 ( √8 +√32) = √2. √8 + √2. √32 = √16. √64 = 4+8 =12.

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Unit 3: Linear equation and inequality

UNIT 3: LINEAR EQUATIONS AND

ENIQUALITIES
Period allotted: (21 periods)

Introduction
In this unit the graph of linear equations will be discussed. Solving linear
equations and inequalities is also the core issues that will be covered under
this unit.

Learning outcomes:
At the end of this unit, students should be able to:
Graph linear equation of type y=mx+n
Solve linear inequalities
Solve application of linear inequalities.

Suggested Teaching Aids

You can present different charts and graph to demonstrate linear equations and
inequalities.
you can also encourage students to prepare different representative graphs of
linear inequality by them self.
You can present different chart showing the four quadrants of the coordinate
plane and square paper or squared paper on.

The importance of the unit on real-life

Before you start the lesson create good discussion atmosphere on the
importance of the unit on real-life situation. In the discussion you can mention
the following: By relating variables you can formulate an equation and

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Unit 3: Linear equation and inequality

determine values, use graphical methods and so on to interprets and make

conclusion on different of like road transport etc.

3.1 Revision of Cartesian coordinate system

Time allotted: (1 period)
Competency
At the end of the sub unit, students should be able to:
Describe the Cartesian coordinate system.
Dear teacher, to motivate and engage students to the lesson, start by using
simple concepts by the help of a teaching aid from the surrounding. You may
use two simple think stickers. Let one to represent x-axis and the other y-axis.
Then intersect them at the middle perpendicular to each other.
Also plot the points on the Cartesian coordinate system.
Since plotting points the basic part in sketching graphs exercising more is
helpful in graph skew.

Answer for Activity 3.1

You can discuss question numbers 1, 2 and 3 by motivating students to establish

the rectangular coordinate system (the x-y plane)

4). a, Cartesian coordinate plane

b,the x-axis
c,the y-axis

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d.

5). a, 1st Quadrant

b,2nd Quadrant
c,3rd Quadrant
d,4th Quadrant

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Unit 3: Linear equation and inequality

Answer to Exercise 3A
1.

2). B, E lie in the 1st quadrant

A lie in the 2nd quadrant
E, G lie in the 3rd quadrant
D lie in the 4th quadrant
C, H and F lie on the axes, they are called ‘’quadrantal points’’.

3) a. A (0, 6) lie on the positive y axis

b. B (-3,-6) lie on the 3rd quadrant
c, O (0,0),the origin

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3.2 Graph of linear Equations

Competency
At the end of the sub unit, student should be able to:
Draw linear equations like y=mx+n, in a Cartesian coordinate plane.
Introduction
Teaching Note
Even though graphs are half part of the solution, our students are not good in
drawing graphs and interpreted. So to help students’ master graph sketching
start from the very simple ideas like number lines, x-axis and y-axis and how to
plot points on the coordinate system.
For this discussion use activity 3.Further more assist them to sketch the graph
of equations of the form y=mx+n, to accomplish this task you can follow the
following steps.

Example: Draw the graph of y=2x+1

Step1. Make table of value, give values for x
X -2 -1 0 1 2
Y

Step 2. Calculate the value of y, y=2x+1, when x=1,y=2(1)+1=3,when x=-

2,y=2(-2)+1=-3 and so on.
X -2 -1 0 1 2
Y -3 -1 1 3 5

Step 3. Plot the points on the coordinate plane,

(-2,-3), (-1,-1), (0, 1), (1, 3), (2, 5)
Step 4. Connect the plotted points using ruler. As the following

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Unit 3: Linear equation and inequality

Also assist student to solve inequalities and their graphs.

Finally guide them to apply on real-life situation
Answer to activity 3.2
a) b)

3. it is already drawn on the graph

4. For a) X=-2 and for b) x=3
Answer group work3.1
a.The graph of y=2x+4

X -1 0 1

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Unit 3: Linear equation and inequality

y 2 4 6
Fill the value of y
x -2 -1 0 1 2
y 0 2 4 6 8

b. i) the graph of y=x+3

x -1 0 1
y 2 3 4

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ii) the graph of

y=x-5
x -1 0 1
y -6 -5 -4

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Unit 3: Linear equation and inequality

Answer exercise 3B

2.a)
x -1 0 1
y 5 0 -5

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Unit 3: Linear equation and inequality

b)
x -1 0 1
y -1 2 5

c)
x -1 0 1
y -3 0 1

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Unit 3: Linear equation and inequality

d)
x -1 0 1
y -4 0 4

3). Point Quadrant

A (3,7) First
B (-1,-9) Third
D (4,-1) Fourth
C(0,0) Origin
E(-5,6) Second
F(0,5) On the x-axis

3.3 Solving linear Inequalities

Time allotted: (8 periods)
Competency
At the end of this sub unit, students should be able to:

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Unit 3: Linear equation and inequality

Solve linear inequalities.

Teaching Note

Start the lesson by introducing the inequalities, ˂, ˃, ≥ and ≤ and guide students
to discuss and communicate the questions provided under the group work.
For better understanding of inequalities assign the group work question to a
group of five students.
So that each student will be get a chance to participate.
Dear teacher help student in the examples of one step and two inequalities by
asking oral questions during the discussion.
Also give them class work and see their performance and their understanding.
Answer their group work 3.2
The answer of the group discussion is identifying the given symbol by its
including and excluding of five.
Which means, by using number lines you can show one by one.
GROUP 1; the difference between x>5 and x≤ 5 is the first expression is
describe that 5 is excluded in that solution. And the second expression describe
that 5 is included in the solution. Look at the following line

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Answer Exercise 3.C

1. The scores that Selam acquired in three tests were 95, 86 and 89. There are
three tests which she take later on, let x1, x2 and x3 be the scores in these tests.
95+86+89+𝑥1+𝑥2+𝑥3
i.e. average of the six= ≥ 90
6

Average score≥ 90
2. No because when we solve this equation
x< 𝑥 − 1
x-x<-1
0< −1 since it is invalid /we don’t get the value of x.
3. a) 20(4x-6)≤40
80x-120≤40, --------apply the distributive property
80𝑥 ≤40+120, -------- adding 120 from both sides
80x≤160, ----simplifying
80𝑥 160
≤ , -----dividing both sides by 80
80 80

x ≤2
Therefore, the solution set is{x:x≤ 2}

b) 5(2x+1)>15
10x+5> 15
10x>15-5
10𝑥 > 10
10𝑥 10
> 10 ⇒ x> 1
10

Therefore, the solution set is{ (𝑥: 𝑥 < 1}

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3.4Application in linear equations and inequalities

Period allotted: (4 periods)

Competencies
At the end of this sub-unit, students will be able to:
 Apply linear equations and inequalities in the real-life situation
 Solve linear equations and inequalities real-life problems
Answer to exercise 3D
1. Solution: let the number is x, the other number is x+9, according to the
question, x+x+9=25
2x +9=25
2x=25-9---subtracting 9 from both side.
2x=16
X=8
Therefore, x+9=8+9=17, thus the two numbers are 8 and 17
2. Let the common ratio be x, their difference is 48. According to the
question
7x-3x=48
4x=48
X=12
Therefore, 7x=7× 12 = 84
3x=3× 12 ×= 36
Therefore, the two numbers is 36 and 84.

3. Let w=width, of rectangle and l=length of rectangle, perimeter is 72m

Therefore, according to question
P=2(l+w)
72=2(1w+2w)
72=6w

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Unit 3: Linear equation and inequality

6𝑤 72
=6
6

w=12m and l=2w=2(12m)=24m

Therefore, the length is 24m and width is 12m
4. Let Meron’s present age be x, The Aron’s present age x-5
After 4 years, Meron’s age =4+x
Aron’s age=x-5+4
According to the question, Meron will be twice as old as Aron
Therefore, x+4=2(x-5+4)
X+4=2(x-1)
X+4=2x-2
x-2x=-2-4
-x=-6
X=6
Therefore the Aron’s present age, x-5=6=5=1
So, Present age of Meron=6years and Aron’s age is 1 year.
5. Solution let one part of the number be x. Then the other of the
number=x+10
The ratio of the two numbers is 5:3
Therefore, (x+10):x=5:3
𝑥+10 5
=3
𝑥

3(x+10)=5x
3x+30=5x
3x-5x=-30
-2x=-30
X=15
Then x+10=15+10=25
Therefore, the number is 25+15=40 and the two parts are 15 and 25.

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6. Let Robera’s age be x years, then the Robera’s father’s age is 4x.
After 5 years, Robera’s age=x+5 and his father’s age =4x+5.
According to the question
4x+5=3(x+5)
4x+5=3x+15
4x-3x=15-5
X=10 and 4x=4(10)=40.
Therefore, Robera’s present age is 10 yeaes and that of his father’s age is 40
years old.
7. Let the 1st multiple of 5 be x then the other multiple of 5 will be x+5 and their
sum is 55.
Therefore, x+x+5=55
2x +5=55
2x=55=5
2x=50
X=25
Then x+5=25+5=30
Thus the two numbers are 25 and 30

8.Let the angle be x, complement of x=90-x

Given their difference=12°
Therefore, (90-x)-x=12°
90-2x=12
-2x=12-90
-2x=-78
X=39
And 90-x=90-39=51
Therefore, the two complementary angles are 39° and 51°

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Unit 3: Linear equation and inequality

9. Solution: The table cost is 40 birr more than the chair

Let us assume the cost of the chair to be x, then the cost of the table =x+40.
The cost of 3 chair is 3x and the cost of 2 tables, 2(x+40) =2x+80 and total
cost of three chair=705 birr.
Therefore,
2(x+40) +3x=705
2x+80+3x
5x +80=705
5x=705-80
5x=625
X=125 and x+40=125+40=165
Therefore, the cost of each chair is 125 and that of the table is 165.
3 3
10. Let the number be x, then 5 the of the number=5x.
1 𝑥 3 1
Also 2the number is1, According to the question; of the number are 4 than
5 2

of the number.
3 𝑥
Thus, 5x-2=4
6𝑥−5𝑥
=4
10
𝑥
=4
10

x=40
Therefore, the required number is 40.
11. Let x be the maximum number of packs.
Then, 1 pack=2.5 birr
x=20birr
2.5×𝑥 20
= 2.5
2.5
20
x= 2.5 = 8 pack

Thus the maximum number of pack buy 20 birr can by is 8 pack of juice box.

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12. let x be number of people that Daniel can have at party. Then according to
question
1 person =20120birr
x=240birr
240𝑏𝑖𝑟𝑟.1𝑝𝑒𝑟𝑠𝑜𝑛 𝑥𝑝𝑒𝑟𝑠𝑜𝑛
=
120𝑏𝑖𝑟𝑟 120𝑏𝑖𝑟𝑟

x=20 birr
Thus Daniel can have up to 20 people on his parts.
13. Let x be the number of what he sells in 1 year.
Then her new job offered 0.03x+64000birr, according to question we have,
0.03x+64000> 85000
0.03x>85000-64000
0.03𝑥 21000
0.03 0.03
x >700,000
Thus she must sell more than 7000,000 birr in a year.
14.Let x be the number of day the stay on vacation the fee for I bicycle
=2500birr, thus for both of them 2 bicycle =500birr
Therefore, for one day they spent 500 birr
1day=500birr
x =250 birr
500𝑏𝑖𝑟𝑟𝑥 2500
= 500 × 1𝑑𝑎𝑦
500𝑏𝑖𝑟𝑟

x =5days
Thus the maximum days they spent on vacation are 5 days.
15.Let the increment is x on 1700 the carbon dioxide concentration is 270ppm.
On this day assume 2021 the carbon dioxide concentration is 355ppm, thus the
increment is 270ppm + x=355ppm
x =35ppm-270ppm ⇒ x = 85ppm
Thus, the increment of carbon dioxide concentration is 85 ppm.

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Unit 3: Linear equation and inequality

16.let x be the new reading the 1st freezer reading is -23℃ the 2nd freezer
reading is -12℃, thus the new reading is 1st reading +2nd reading
-23℃+-12℃
=-23℃-12℃
Answer Exercise 3.C
1.The scores that Selam scores in three tests were 95, 86 and 89. There are three
tests which she take later on, let x1, x2 and x3 be the scores in these tests.
95+86+89+𝑥1 +𝑥2 +𝑥3
i.e. average of the six= ≥ 90
6

Average score≥ 90
2.No because when we solve this equation
x< 𝑥 − 1
x-x<-1
0< −1 since it is invalid /we don’t get the value of x.
3. a) 20(4x-6)≤40
80x-120≤40, --------apply the distributive property
80𝑥 ≤40+120, -------- adding 120 from both sides
80x≤160, ----simplifying
80𝑥 160
≤ ,-----dividing both sides by 80
80 80

x≤2
Therefore, the solution set is{x:x≤ 2}
b) 5(2x+1)>15
10x+5> 15
10x>15-5
10𝑥 > 10
10𝑥 10
>
10 10
x> 1
Therefore, the solution set is{ (𝑥: 𝑥 < 1}

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Unit 3: Linear equation and inequality

REVIEW EXERCISE ON UNIT 3

I.
1. False2. False3.True4.True5. True6.True
II.
1. quadrant Iv 2 .origin 3. Abscissa 4. the origin 5. (0,5)
6. (2,0) 7. (1,0) and (0,-1) 8. quadrantal point 9. 1st quadrant
10. 3rd quadrant 11. x> 5
III.
1. D
2. D
3. C
4. B
5. A
6. C
IV.
a. 2(x+3)-(2x+4)≤(5x-1)+2(x-6), x∈N.
2x+6-2x-4≤5x-1+2x-12
2≤ 7𝑥 − 15
15 7𝑥
≤
7 7
15
x≤ , s.s={1,2}
7
7 2 11 7
b. 6x+3 ≥ x-
6 6

7x+4≥ 11𝑥 − 7
-4x≤ −11
11 11
x≤ , s.s={x:x x≤ }
4 4
1 2
c. 4x-3 <2x+43
2 1
2x<2x+43+3

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Unit 3: Linear equation and inequality

15
2x< 3

2x< 5
5
x< 2, s.s={1,2}
1 1 𝑥−1 1
d. 2x+3x-2( )≥ 2(𝑥 − 2)+3x
6

3x+2x-2(x-1)≥ 2𝑥 − 6 + 18𝑥
5x-2x+2≥30x-6
3x-30x≥ −8
-27x≥ −8
8 8
x≤ 27, s.s={ x: x≤ 27}

4x+8+4≤ 6𝑥 + 6 − 5
4x+12≤ 6𝑥 + 1
-2x≤ −11
11
x≤ , s.s={ 6,7,8,---}
2

f. 2(x+1)≤ 8𝑥 − (4𝑥 + 10), 𝑥 ∈ 𝑄

2x+2≤ 8𝑥 − 4𝑥 + 4
2x-4x≤ 8
-2x≤ 8
x≥ −4, s.s={ x:x≥ −4}
V.
1. A=lw, l=2m, A> 4𝑚2
We need to find
lw≥ 4𝑚2
2w≥ 4𝑚2
w≥ 2𝑚
Thus the width of the table must greater than 2m.
2. Given l=60m, p> 400𝑚
p> 2(𝑙 + 𝑤)

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2(60+w)> 400𝑚
120m+2w> 400𝑚
2w> 400𝑚 − 120𝑚
2w> 280𝑚
w> 140𝑚
Thus the width of rectangular land is must greater than 140m.
3. Given Ruhama’s score in 4 subject,75, 80, 85 and x.
75+80+85+𝑥
Thus ≥ 80
4

240+≥ 320
x≥ 320 − 240
x≥ 80
Thus she must score greater than or equal to80 in her fourth subject.
4. let the 1st number is x
Then x+x+1+x+2< 54
3x+3< 54
3x< 51
x<17
Then the consecutive integers x=16, x+1=17, x+2=18
5. Total birr he bought =1450+2300=3750 thus he must sell a goat and ship
more than 3750 birr.
Thus 2150+x> 3750
x> 3750 − 2150
x> 1700
Thus he must sell goat to more than 1700 birr.

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Unit 5: Theorems On Similarity Of Triangle

UNIT 4: SIMILARITY OF FIGURE

Total allotted Period: (14 Periods)
Introduction:
This unit focused on similarity of a plane figures. Furthermore similarity
focused on shape rather than size.
More over the knowledge of similarity is imparted through theorems
presented.
This knowledge of similarity should enable the students to work out some
problem with real-life solving simple problems.

Learning out comes:

At the end of this unit, learners will be able to:
 Know the concept of similar figures and related terminologies
 Understand the condition for triangles being similar.
 Apply tests to check whether two given triangles are similar or not.
 Apply real-life situations in solving geometric problems.
Suggested teaching Aids in unit 4
In addition to the student’s textbook, you are advised to prepare and bring in to
the class the following materials whenever the topic requires.
Tools:- Rulers, colored chalk, charts showing the steps for determining images
of figures, protractor, maps and pictures, photographs, models of figures and so
on.

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Unit 5: Theorems On Similarity Of Triangle

4.1 Similar plane figures.

Period allotted: (8 periods)
Competency
At the end of this sub unit, students should be able to:
Identify figures that are similar to each other.
Explain the concept of similar figures.
.explain facts about two similar triangles
Introduction
The main purpose of this sub unit is to familiarize the students with the concepts
of similar plane figures, Illustration and definition of similar figures. The sub
unit is subdivided into two main subtopics. The first sub topic Illustration and
definition of similar figures. The second sub topic similar triangles. That is, you
will discuss definition of similar plane figures, and will define what is meant by
two polygons are similar. Finally you will drive formulas for perimeter and area
of similar triangles.
Teaching Notes
You may start the lesson by discussing the concept of similar figures using
models of figures or objects like: photographs, polygons having the same but
different in size.
Example: A larger rectangle and a smaller rectangle have corresponding angles
are congruent and corresponding sides are proportional. Are they similar? Why?
Solution: A larger rectangle and a smaller rectangle have corresponding angles
congruent and corresponding sides are proportional.
Therefore, the two rectangles are similar.
Answer for activity 4.1
The main purpose of activity 4.1 is to let students use their common sense or
experience so as to identify similar figures. Based on their feedback and after
making the necessary correction it is recommendable way to build the concept
under discussion systematically. So let the students free to express their opinion

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Unit 5: Theorems On Similarity Of Triangle

and by asking them some leading question guide them to the concept of
similarity.

4.1.1 Definition and illustration of similar figures

Answer to group work 4.1

1.The square and the rectangle are not similar because their corresponding
angles are congruent but their corresponding sides are not proportional.
2. Squares, circles, equilateral triangles and regular hexagons.
3.Cubes, spheres, tetrahedrons.
To assess students understanding on similar figures and their definition, you can
give exercise 4A that the students must do individually and you check their
work.
Answer to exercise 4A
1. A. The square and the rectangle are not similar because
their corresponding angles are congruent but
their corresponding sides are not proportional.
b. A square and rhombus are not similar because
their corresponding sides are proportional but
their corresponding angles are not congruent.
c. The rectangle and the rhombus are not similar because
their corresponding angles are not congruent
and corresponding sides are not proportional.
2. a. similar e. similar
b. similar f. not similar
c. not similar g. similar
d. not similar

4.1.2 Similar Triangles

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Unit 5: Theorems On Similarity Of Triangle

Competency
At the end of this sub unit, students should be able to:
Apply the definition of similarity of two triangles to solve related problems.
Apply the AA, SAS and SSS similarity tests for triangles to determine the
similarity of two triangles.
Introduction
In this sub unit, they will learn about similar plane figures by giving more
emphasis to:
Similarity of triangles.
You may start the lesson by discussing two triangles are similar or not.

Teaching Note
You may start the lesson by revising congruency of figures in that two figures
are congruent if they have the same size and shape. Then you may ask the
students to tell what happens if the figures do have the same shape but different
size?
Following their reply you can start our discussion by defining similar triangles
as ’’similar triangles are identical in shape but not necessarily in size.’’
Now at this point the students are already know the definition of similar
polygons. They also know the sum of the degree measures of angles of triangle.
So let the students recall these things and by asking them leading question like
‘’compare the degree measures of each interior angle of one of the triangles with
the corresponding angles of the second triangle.
Finally you can assess, students understanding while they do group work and
home work let them present their work.

Answer to activity 4.2

1.a). ˂E ≅ ˂N if and only if m(˂E)=m(˂N)=54°
˂F≅˂L if and only if m(˂F)=m(˂L)=62°

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Unit 5: Theorems On Similarity Of Triangle

Thus m(˂E)+m(˂D)+m(˂F)=180°
→54°+m(˂D)+62°=180°
→m(˂D)=64°
Therefore, m(˂D)≅m(˂M) if and only if m(˂D)=m(˂M)=64°
Generally the corresponding angles are congruent.
Also identify the corresponding sides are proportional.
𝐷𝐸 𝐷𝐹
b).𝑀𝑁=𝑀𝐿
40 20
=12 →X=24 and
𝑋
𝐷𝐸 𝐸𝐹
=
𝑀𝐿 𝑁𝐿
20 𝑌
= →Y=40
12 24
𝐷𝐸 𝐷𝐹 𝐸𝐹 5
= 𝑀𝐿=𝑁𝐿=3----The three sides are proportional and
𝑀𝑁

˂E≅ ˂𝑁
˂F≅ ˂𝐿 corresponding angle are congruent
˂D≅ ˂𝑀
Therefore,∆𝐷𝐸𝐹~∆𝑀𝑁𝐿
Answer to Exercise 4B
1.∆𝐴𝐵𝐶~∆𝐴′𝐵′𝐶′
Or ˂A≅ ˂𝐴′
˂B≅ ˂𝐵′ The corresponding angles are congruent
˂C≅ ˂𝐶′

𝐴𝐵 𝐵𝐶
≅
𝐵′𝐴′ 𝐴′𝐶′
𝐵𝐶 𝐴𝐶
≅ 𝐵′𝐶′ Corresponding sides are proportional.
𝐴′𝐶′
𝐴𝐵 𝐴𝐶
≅
𝐵′𝐴′ 𝐵′𝐶′

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Unit 5: Theorems On Similarity Of Triangle

2.Now ∆𝐴𝐵𝐶~∆𝑋𝑌𝑍
𝐴𝐵 𝐵𝐶 𝐴𝐶
= 𝑌𝑍 = 𝑋𝑍
𝑋𝑌
10 6𝑐𝑚 4 𝐵𝐶 𝐴𝐶
⇒ = 4𝑐𝑚 ⇒ BC = 3cm and 𝑌𝑍 = 𝑋𝑍
5𝑐𝑚
4
3 6𝑐𝑚
⇒ = ⇒ xz =18cm.
4𝑐𝑚 𝑋𝑍

4.1.3 Tests for similarity of triangles(AA, SSS and SAS)

Before you discuss the theorems on similarity, first you may remind the students
the definitions of similarity of triangles.
Explain that two triangles are similar if their corresponding sides are
proportional and their corresponding angles are congruent.
That is∆𝐴𝐵𝐶~∆𝐷𝐸𝐹, if and only if:

1.<A≡< 𝐷
2.<B≡< 𝐸 Corresponding angles are congruent.
3.< 𝐶 ≡< 𝐹
Answer to exercise 4C
1.If ∆ABC~∆XYZ and AC=10cm, AB=8cm and XY=4cm, then find XZ
Given the triangles ABC and XYZ are similar.
𝐴𝐵 𝐵𝐶 𝐴𝐶
Then, = = , By using the 1st and the 3rd
𝑋𝑌 𝑌𝑍 𝑋𝑍
𝐴𝐵 𝐴𝐶
=
𝑋𝑌 𝑋𝑍
8𝑐𝑚 10𝑐𝑚
=
4𝑐𝑚 𝑋𝑍
4𝑐𝑚×10𝑐𝑚
Thus, xz= =5cm
8𝑐𝑚

Therefore, the length of xz=5cm.

2.In the figure below determine the length x of the unknown side of

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Unit 5: Theorems On Similarity Of Triangle

∆ABC, if ∆ABC~∆DEF.

Solution: If ∆ABC~∆DEF.
𝐴𝐵 𝐵𝐶 𝐴𝐶
Then, 𝐷𝐸 = 𝐸𝐹 = 𝐷𝐹, by using the 1st and the second.
𝐴𝐵 𝐵𝐶 𝑥 6𝑐𝑚 14𝑐𝑚×6𝑐𝑚
= 𝐸𝐹 , thus = 12𝑐𝑚 →x= =7cm
𝐷𝐸 14𝑐𝑚 12𝑐𝑚

Therefore, the length of AB=7cm.

3.In a given figure below a triangle ABC and YXZ, < 𝐶 ≡< 𝑍, < 𝐵 ≡< 𝑋,
AB=6cm, AC=10cm, YZ=5cm. Find the length of XY.

Solution:
𝐴𝐵 𝐵𝐶 𝐴𝐶
= 𝑋𝑍 = 𝑌𝑍 , by using the 1st and the 3rd.
𝑌𝑋
𝐴𝐵 𝐴𝐶 6𝑐𝑚×5𝑐𝑚
= 𝑌𝑍 →XY=YX= =3cm.
𝑌𝑋 10𝑐𝑚

Therefore, the length of XY=3cm

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Unit 5: Theorems On Similarity Of Triangle

4.1.4 Perimeter and area of similar triangles

Period allotted:(6 periods)
Competencies
At the end of this sub-unit students will be able to:
• Explain the relation between the perimeters of two similar triangles
• Explain the relation between the areas of two similar triangles
Answer to activity 4.3
1. Given ∆ABC~∆DEF
𝐴𝐵 21 𝐵𝐶 15 𝐴𝐶 27
a. = =3 = =3 = =3
𝐷𝐸 7 𝐸𝐹 5 𝐷𝐹 9
𝑃(∆𝐴𝐵) 63
b. = 21 =3
𝑃(∆𝐷𝐸)

c. The relation A and B are equal

2. Given ∆PQR~∆XYZ
𝑃𝑄 3 1 𝑄𝑅 4 1 𝑃𝑅 5 1
𝑎. = 6= 2 𝑌𝑍 = 8 = = 10 =2
𝑋𝑌 2 𝑌𝑍
1
𝐴(∆𝐴𝐵) (3×4) 6 1
2
𝒃. = 1 =24 =4
𝐴(∆𝐷𝐸) (6×8)
2

c. The ratio in a is the square root of b and b is the square of a.

d. If the ratio of sides of two triangle is k, then the ratio of their area is
k2
7 49
3. A. The ratio of their area (5)2 =25
3 9
b. the ratio of their area (4)2 =16

Answer to Exercise 4D
6
1. a) If the ratio of the corresponding sides is . Then the ratio of their
4
6
perimeter is also 4.

b) If the ratios of the corresponding perimeter of two similar polygons is

11 𝐴1 𝑝1 11 121
then the ratio of their areas, is given by: 𝐴2 =( 𝑝2 )2 = (12)2 =144.
12

2.the perimeter of the largest polygon is 14m and the smallest is 6

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Unit 5: Theorems On Similarity Of Triangle

REVIEW EXERCISE ON UNIT 4

I.
A)True B)True C)True D)True E) False F)True G)
False H) False I) True
II.
2. Consider the following two similar rectangles
P Q
A B

D C S R
By definition if rectangle ABCD ~ rectangle PQRS then, the following
holds true.
𝐴𝐵 𝐵𝐶 𝐶𝐷 𝐴𝐷 𝐴𝐵 𝐵𝐶
= 𝑄𝑅 = 𝑅𝑆 = by taking the ratio of the 1st two 𝑃𝑄 = 𝑄𝑅, where AB=14cm,
𝑃𝑄 𝑃𝑆

BC=8cm, PQ=21cm, then we can find QR by the following equation.

14𝑐𝑚 8𝑐𝑚
=
21𝑐𝑚 𝑄𝑅
14𝑐𝑚𝑄𝑅 21𝑐𝑚×8𝑐𝑚
=
14𝑐𝑚 𝑄𝑅

QR=12cm
3. Consider the following rectangle

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Unit 5: Theorems On Similarity Of Triangle

I, we need to show ∆𝑨𝑩𝑪~∆𝑪𝑫𝑨

Statement Reason
1.AB≡ 𝐶𝐷-----------------Parallel side of rectangle are congruent
2.BC≡ 𝐷𝐴----------------Opposite side of rectangles are congruent
3.AC≡ 𝐶𝐴----------------Common
4.∆𝐴𝐵𝐶 ≡ ∆𝐶𝑂𝐵-----by step 1, 2and 3
5.∆𝐴𝐵𝐶~∆𝐶𝐷𝐴------- from 4 and even congruent triangles are similar.

II, to show ∆𝑨𝑶𝑫~∆𝑪𝑶𝑩 consider the following

Statement Reason
1.AO≡ 𝐶𝑂--------------Diagonal of rectangle bisect each other.
2.OD≡ 𝑂𝐵------------- Diagonal of rectangle bisect each other.
3.AD≡ 𝐵𝐶------------Opposite side of rectangle are congruent.
4.∆𝐴𝑂𝐷~∆𝐶𝑂𝐵-----from 1-3 and SSS similarity theorem.
4.If ∆𝐴𝐵𝐶~∆𝐵′𝐴′𝐶′, the corresponding sides are,
𝐴𝐵 𝐵𝐶 𝐴𝐶
= 𝐴′𝐶′ = 𝐵′𝐶′ and the corresponding sides are,
𝐴′ 𝐵′

< 𝐴 ≡< 𝐵, < 𝐵 ≡< 𝐴′ , < 𝐶 ≡< 𝐶′

5.∆𝐴𝐵𝐶~∆𝐴′𝐵′𝐶′
The corresponding sides are
𝐴𝐵 𝐵𝐶 𝐴𝐶
= = From this we have
𝐴′𝐵′ 𝐵′𝐶′ 𝐴′𝐶′
𝐴𝐵 𝐵𝐶 𝐵𝐶 𝐴𝐶 𝐴𝐵 𝐴𝐶
1.𝐴′𝐵′ = 𝐵′𝐶′ 2.𝐵′𝐶′ = 𝐴′𝐶′ and 3. 𝐴′𝐵′ = 𝐴′𝐶′

Thus to find AB, we use 3

𝐴𝐵 𝐴𝐶
= 𝐴′𝐶′ where, AC=20cm, A’C’=15cm, B’C’=12cm and A’B’=12cm.
𝐴′𝐵′

𝐴𝐵 20𝑐𝑚
=
9𝑐𝑚 15𝑐𝑚
9𝑐𝑚×20𝑐𝑚
AB= = 12cm
15𝑐𝑚

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Unit 5: Theorems On Similarity Of Triangle

To find BC we use 2
𝐵𝐶 𝐴𝐶
=
𝐵′𝐶′ 𝐴′𝐶′
𝐵𝐶 20𝑐𝑚
=
12𝑐𝑚 15𝑐𝑚
20𝑐𝑚×12𝑐𝑚
BC= =20cm.
12𝑐𝑚

6.Since the two triangle are similar then,

4𝑐𝑚 6𝑐𝑚 𝑎𝑐𝑚
= =
𝑏𝑐𝑚 12𝑐𝑚 8𝑐𝑚
6𝑐𝑚×8𝑐𝑚 48𝑐𝑚2
Then b= = =8cm
6𝑐𝑚 6𝑐𝑚

To find a
6𝑐𝑚×8𝑐𝑚
a= =4cm
12𝑐𝑚

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Unit 5: Theorems On Similarity Of Triangle

UNIT 5: THEORMS ON TRIANGLES

Time allotted period: (15 periods)

Introduction
In this unit you will discover more interesting properties of right angled
triangles through the relationship between the legs and the hypotenuse,
between the altitude and the hypotenuse. These relationships are studied
through Euclid’s theorem and Pythagorean Theorem.
Finally present different application on real-life situations both theoretical
established results in the form of problems. So that students appreciate the
theorems and internalize the concepts.

Learning Outcomes:
At the end of this unit, learners will able to:
• Understand basic concepts about right angled triangles.
• Apply some important theorems on right angled triangles.
• Apply real-life situations in solving geometric problems.
Suggested Teaching Aids In Unit 5
Besides the usual teaching aids for the teaching geometry like colored chalks,
ruler, compass, Set Square and protractor for this unit model of triangles are
important.
Grouping the student according to the suggestions given. Whenever convenient
it is better group in students.
However letting students discuss with their partner in a desk is better.

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Unit 5: Theorems On Similarity Of Triangle

5.1The three angles of a triangle add up to 180°

Period allotted: (2 periods)
Competencies
At the end of this sub-unit, students should be able to:
Describe the angle sum theorem of a triangle.
 Apply the angle sum theorem of a triangle in solving related problems.
Introduction
Triangles are the basic plane figure. Since the all other polygon can be
partitioned in to triangles and study them by applying the properties of triangles.
One of the basic facts on triangles is the angle sum theorem. This idea proved
in the activity, group work and in formal proof using previous knowledge of
geometry.
The discussion is stabilized by the help of examples and exercise.
Teaching Note
You start this sub-sub unit by considering the activity. Let students do activity
5.1 in a group of 3 (or students sharing the same desk) and follow them that
each and every student participates in the hands on activity.

In the group work let students work in a group of 5 students. While they are
working observe their performance and give them some kind of guide that.
So that they will see the result and satisfy by their work.
Finally give them example and motivate them to participate in the proof of the
theorem.
Suggestions on the activity and group work.
In e and f the observation is that all the three angles form a straight angle whose
degree measure is 180°
The same conclusion is suggested for the group work 5.1 question 6 is not
Answer to Exercise 5A

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Unit 5: Theorems On Similarity Of Triangle

a) In triangle , the sum of the measures of its angles constitute 180°

Hence 53° + 78° + 𝑥° = 180°
⇒ 131+𝑥=180°
⇒ x=180-131
⇒ x=49°
b) (3x-11)+(6x-10)+x=180 b)
3x+6x+x+(-11-10)=180
10x-21=180 3x-11

10x=180+21 6x-10 x
X=(20.1)°
c) In T1
75+67+z1=180
142+z1=180 7
2
Z1=180-142
T T
Z1=38° c) x
z1

Now in T2 7

28+x+38=180
66+x=180
X=180-66
X=114°
d) X+2x+3x=180
6x=180 d)
3x
180°
X= =30°
6

Therefore, x=30°, 2x=2(30°)=60°

x 2x
And 3x=3(30°)=90°

e) (2x-8)+90+x-7)=180
2x-8
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x-7
Unit 5: Theorems On Similarity Of Triangle

3x-8+90-7=180
3x+75=180
3x=180-75
3x=105
𝟏𝟎𝟓
X= =35°
𝟑

f) X+18+32=180
X+50=180 18
X=180-50
x 32
X=130°

x
g) X+x+x=180
3x=180
x x
X=60°

h) 2x+5+x+17+3x-16x=180
6x+6=180 2x+5
6x=180-6
6x=174
174 x+17 3x-16
X= =29°
6

i) In T2
80+60+𝜃=180 65 80
𝜃+140=180
𝜃=180-140
T T2
𝜃=40° 6
𝜽 𝜶
In T1
90+65+𝛼=180
145+𝛼=180

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Unit 5: Theorems On Similarity Of Triangle

𝛼 =180-145
𝛼 =35°

5.2 The exterior angle of a triangle equals the sum of the two remote
interior angles
Period allotted: (2 periods)
Competencies
At the end of this sub unit, students should be able to:
Describe the relation between the exterior angle and the two remote interior
angles of a triangle.
Prove the exterior angle of a triangle equals the sum of the two remote interior
angle.

Answer for Exercise 5B

1.a) The sum of two angles is equal to the remote exterior angle.
Hence, 73+62=x
Therefore, x=135° 73°
31+90=x
Therefore, x=121°
62° x

b) the sum of two interior angle is equal to the angle of their exterior angles.
therefore90o+31o=xo
=xo=121o

c. ∆𝐴𝐵𝐶 is isosceles with AB=CB

𝑡ℎ𝑒 𝑎𝑏𝑜𝑣𝑒 𝑎𝑛𝑔𝑙𝑒s are component.
31°
c. 𝑎 + 𝑎 + 98 = 180
2a+98=180
2a=82

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Unit 5: Theorems On Similarity Of Triangle

a=41°

Now a+x=180
x=180-41
x=139°
d. (4x-3)+(x+28)=7x-15
5x+25=7x-15
5x-7x=-15-25
-2x=-40
X=20°
e. 2a+40=180
2a=180-40
2x=140
X=70°
Now x+a=180
Therefore, x=180-70=110°
g. 90+x=118
X=118-90
X=28°

f. (3x-1)+(2x)=137-x
5x-1=137-x
5x+x=137+1
6x=138
138
Therefore, x= =23°
6

Therefore, the angle are:

2x=2(23)=46°
3x=3(23)=68°

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Unit 5: Theorems On Similarity Of Triangle

137-x=137-23=114°
h. 66+a+a=180
2a+66=180
2a=180-66
2a=114
114
X= =57°
2

2. a =50o b=60o c=120o d= 20o

e= 35o f =145o g=125o h= 125o

3. m∠CBD = 400

4.Solution: to find q we use the fact angle of straight line is 180°.

Thus, 125° +q=180°
q=180°-125°
=55°
To find w we use the fact vertical opposite angle have equal measure.
Thus, w=65°
Similarly, x+w=180°
x+65°=180°
x=115°
To find u we use triangle below the line.
Thus, 85°+55°+b=180°, where b is vertical opposite angle of u,
So b=180°-140°
b=40°, thus the vertical opposite angle have the same measure, so b=u=40°

5. let x is the 3rd angle of triangle whose other angle area and b.
Thus, a+b+x=180°, ------------------------- 1

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Unit 5: Theorems On Similarity Of Triangle

Let y is the 3rd angle of triangle whose other angles are c and d.
Thus, c+d+y=180°, --------------------------- 2
Let z is the 3rd angle of triangle whose other angles are e and f.
Thus, e+f+z=180°
Now x=50, y=60 and z=70 from the figure and definition of vertical opposite
angles.
Thus, a+b+50°=180°
c+d+60°=180°
e+f+70°=180° now by adding all information down ward we get
a+b+c+d+e+f+180°=540°
a+b+c+d+e+f=540°-180°
a+b+c+d+e+f=360°

6. From ∆𝐻𝐸𝐵The sum of angle HEB+angle EBH+angle BHE=180°

Thus, < 𝐻𝐸𝐵 + 42° + 32°=180°
< 𝐻𝐸𝐵 = 180° − 74°
< 𝐻𝐸𝐵 = 104°
Then m(< 𝐴𝐸𝐷)+m(< 𝐻𝐸𝐷)=180°
m(< 𝐴𝐸𝐷) + 106°=180°
m(< 𝐴𝐸𝐷)=180-106°
m(< 𝐴𝐸𝐷) = 74°
Now m(< 𝑁𝐴𝐷) = 𝑚(< 𝐴𝐷𝐸) + 𝑚(< 𝐴𝐸𝐷)
=48°+74°
=122°
Therefore, m(< 𝑁𝐴𝐷) = 122°

7. Solution’s (< 𝐸𝐷𝐵) = 𝑚(< 𝐷𝐵𝐴)

Thus, < 𝐷𝐵𝐴 = 42°, 𝑡ℎ𝑖𝑠 𝑚𝑒𝑎𝑛𝑠 < 𝐷𝐵𝐴 = 42°

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Unit 5: Theorems On Similarity Of Triangle

Then, 108°+42°+< 𝐶𝐴𝐵 = 180°

< 𝐶𝐴𝐵 = 180° − 150°
< 𝐶𝐴𝐵 = 30°

5.3 Theorems on the right angled triangle

Period allotted: (10 periods)

5.3.1 Euclid’s theorem and its converse

Competencies
At the end of this sub unit, students should be able to:
Describe the right angle triangle, the altitude and hypotenuse
Apply Euclid’s theorem and its converse for solving related problems.

Answer to Group work 5.2

Suggestion students are expected to name the altitudes correctly

5.3.2 Pythagoras theorem and its converse

Competencies

Derive the Pythagoras theorem by using Euclid’s theorem and paper folding
Apply Pythagoras' Theorem and its converse for solving related problem

Answer to activity 5.2

Suggestion student are expected to give the name of the Greece mathematician
called Pythagoras
Answer to exercise 5C

A, C, E,F and H can be length of sides of rights angles and the left are not.

Answer to exercise 5D
1. Let triangle ACB

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Unit 5: Theorems On Similarity Of Triangle

We have given that AD=4cm, BD=5cm and CD=5cm and CD is a

altitude.
𝐴𝐷2 + 𝐶𝐷2 = 𝐴𝐶 2
𝐴𝐶 2 = +𝐴𝐷2 + 𝐶𝐷2
AC=√𝐴𝐷 2 + 𝐶𝐷2
=√(4𝑐𝑚)2 + (5𝑐𝑚)2
=√16𝑐𝑚2 + 25𝑐𝑚2
=√49𝑐𝑚2 =7cm
𝐵𝐶 2 =𝐶𝐷2 + 𝐵𝐷 2
2
BC=√𝐶𝐷2+𝐵𝐷
=√25𝑐𝑚2 + 25𝑐𝑚2
=√50𝑐𝑚2 =5√2𝑐𝑚
2. Now the largest number is c=15cm
Thus,𝑐 2 = 𝑎2 + 𝑏 2
15𝑐𝑚2 = 8𝑐𝑚2 + 12𝑐𝑚2
225𝑐𝑚2 = 64𝑐𝑚2 + 144𝑐𝑚2
225𝑐𝑚2 ≠ 208𝑐𝑚2
Hence it is not right angled triangle.
3.Given that CD is altitude, AD=7.2cm, BD=12.8cm, by Pythagoras
theorem
𝐴𝐶 2 = 𝐴𝐷2 + 𝐶𝐷2 and 𝐵𝐶 2 = 𝐵𝐷2 + 𝐶𝐷2
𝐴𝑔𝑎𝑖𝑛 by Euclid’s theorem
𝐶𝐷2 =AD× 𝐵𝐷
CD=√𝐴𝐷 × 𝐵𝐷
CD=√7.2 × 12.8
CD=√92.16𝑐𝑚2
CD=9.6cm

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Unit 5: Theorems On Similarity Of Triangle

Now from the above

𝐴𝐶 2 =𝐴𝐷 2 + 𝐶𝐷2
𝐴𝐶 =√𝐴𝐷2 + 𝐶𝐷2
=√7.2𝑐𝑚2 + 9.6𝑐𝑚2
=√51.84𝑐𝑚2 + 92.16𝑐𝑚2
=√144𝑐𝑚2
=12cm
𝐵𝐶 2 = 𝐵𝐷2 + 𝐶𝐷2

𝐵𝐶 = √𝐴𝐷2 + 𝐶𝐷2
𝐵𝐶 = √(12.8𝑐𝑚)2 + (9.6𝑐𝑚)2

𝐵𝐶 = √163.84𝑐𝑚2 + 92.16𝑐𝑚2
𝐵𝐶 =√256𝑐𝑚2 = 16cm
4. Given BD=2√2 m → 𝐵𝐶 =4√2m
Required AB, AD

To find A’B

𝐴𝐵 2 =BD× 𝐵𝐶 by E uclids theorem

=2√2 × 4√2

Therefore, AB=√16𝑚2 =4m

To find AD

𝐴𝐷2 + 𝐵𝐷 2 = 𝐴𝐵 2 by pythatagoras theorem

𝐴𝐷2 +8=16

Therefore, 𝐴𝐷2 =16-8

AD=√8 =2√2m

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Unit 5: Theorems On Similarity Of Triangle

ANSWER FOR REVIEW EXERCISES ON UNIT 5

1. a. C b. D c. A d. B e. B
2. C
3.Since line AB is parallel to line CD, m(< 𝐵𝐴𝐶)=n
Line AD//CD, m(< 𝐴𝐶𝐵=20°
In ∆𝐴𝐵𝐶
m(< 𝐵𝐴𝐶)+m(< 𝐴𝐶𝐵)+38°=180°
n+20+38=180 ⇒ n+58=180 ⇒ n=180-58
n=122°
Answer B
Workout
4. Given: m(∠ADB)=370 , m(∠CAB)=500, m(∠ABD)=580 and line

AD∕∕BC

Required: m∠AED, m∠EBC, m∠CAD

m(∠𝐶AB)+ m(∠ABD)= m(∠AED)

⟹ 500+580=1080

Line

m(∠ABC)=900=580=320

Line AD ⊥ AB ⟹m(∠CAB)=900-500=400

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Unit 5: Theorems On Similarity Of Triangle

5.To identify whether ∆𝐴𝐵𝐶 is right or not.

Show, 𝑎2 +𝑏 2 =𝑐 2
(15)2 +(20)2=(25)2
225+400=625
625=625
Since the right hand and left hand side,
are equal, we say that,
Triangle ABC is right angled triangle.
6.Required
a)BC=b b)AD and c) BD
a) (12)2 + 𝑏 2 = (13)2
𝑏 2 =169-144 ⇒ 𝑏 2 =25
Therefore, b=5
b)To find AD
𝑎2 =(AD)(13) ⇒ 122 =AD(13) ⇒ 144=13AD
144
AD= 13

c)To find BD
𝑏 2 =BD(13) ⇒ 𝑏 2 =13BD ⇒ 52 =13BD ⇒ 25=13BD
25
BD=13

7. To identify triangle ABC as right or not.

Check 𝑎2 +𝑏 2 =𝑐 2
(8)2 + 8√3)2 =(16)2
64+64(3)=256
64+192=256
8√3
256=256
Since right hand and left hand values are equal.
Triangle ABC is right angled.

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Unit 6: Lines And Angles In A Circle

UNIT 6: LINES AND ANGLES IN A

CIRCLES
Total allotted periods: (17 periods)
Introduction
In this unit we consider the properties of circles. There properties are used to
establish relations between circles and lines. More over the theorems are will
discuss will detail with the ways in which angles are measured by the arcs
they intercept. Also we will consider the concept of radius, diameter, chord,
and circumference of a circle, classification of arcs, sector of a circle, segment
of a circle, central angle, inscribed angle and cyclic quadrilaterals.
Learning out comes:
At the end of this unit, learners will be able to:
• Have a better understanding of circles
• Realize the relationship between lines and circles
• Apply basic facts about central and inscribed angles and angles formed
by intersecting chords to compute their measures.
• Apply real-life situations in solving geometric problems.

Suggested teaching aids for unit 6

In addition to the usual teaching aids for teaching geometry like colored chalk,
ruler, compass protractor and model of circles are necessary.

6.1 Circles
Time allotted: (15 periods)

6.1.1 Lines and circles

Competencies
At the end of this sub-unit, students should be able to:
• Identify the different types of arcs, sectors, segments

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Unit 6: Lines And Angles In A Circle

• Describe the concepts "tangent" and "secant" of a circle.

• Describe the central angles and inscribed angles
• Find the measure of central angle or inscribed angle or the intercepted
arc based on the given information.
• Describe the angle formed by two intersecting chords
• Solve problems related to angle formed by two intersecting chords
inside a circle.
• Solve the application problems.
Introduction
Starting from lower grades students were exposed to the concept of the circles.
They were playing by making circles and trying to identify the parts like radius,
diameter, arc and so on. At this level they are expected to know the different
parts of the circles. In this sub-units they will learn more about classification of
arcs, sector, segment of a circle, tangent line, secant lines, central angle,
inscribed angle and determine the degree measures of angles related to the
intercepted arcs.
Teaching Note
Start the lesson by introducing the unit and the overall importance of the lessons.
Next motivate students by telling them the beauty and strong relation between
lines and circles by showing them different ornamentals formed by the union of
circles and lines.
Dear teacher, you know that practice makes perfect. To acquire this perfection
your role is indispensible. For this purpose you engage students to this practice
by assigning them to do activity 6.1.
Here you may let students sharing the same bench to discuss together and you
facilitate the discussion by asking them related questions.
In the case of group work make the grouping by taking the number of compasses
into consideration, because some students may not have compass and ruler. So

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Unit 6: Lines And Angles In A Circle

to solve this problem assign students who have the material in each group, so
that every student will get a chance of trying and participating in the group.
As a generalization show them how to draw circles using compass and ruler.
Also show other methods of drawing circles by using improvised materials.
Suggestion for activity 6.1
1.a) you can give some guidance to draw a circle by using different techniques.
i) strip of paper, pen and pencil
ii) using coin and then mark the center using ruler
iii) using compass and ruler
For b, c, d and e draw a circle
and OA-radius
BC-diameter D E
DE-chord B C
The length of the circle is A
its circumference.
Suggestion for the group work 6.1
In addition to the comments given in activity 6.1, you draw a circle and its
diameter and then assist students to name the parts of the circle divided by the
diameter by saying semi-circles. Next help them to suggest their understanding
on minor and major arcs by comparing arcs with the semi-circle. Finally point
out that an arc whose length is less than a semi-circle is minor and an arc of
circle whose length is greater than a semi-circle is major arc.
Answer for exercise 6A
1.True 2.False 3.False 4.False 5. False 6. True 7. True
Suggestion for activity 6.2
.< 𝐴𝑂𝐵 𝑖𝑠 𝑐𝑒𝑛𝑡𝑟𝑎𝑙 𝑎𝑛𝑔𝑙𝑒(𝑣𝑒𝑟𝑡𝑒𝑥 𝑎𝑡 𝑎𝑡 𝑡ℎ𝑒 𝑐𝑒𝑛𝑡𝑟𝑒)
.<APB is inscribed angle(vertex on the circle) .<
𝐴𝑃𝐵 𝑖𝑠 𝑖𝑛𝑠𝑐𝑟𝑖𝑏𝑒𝑑 𝑎𝑛𝑔𝑙𝑒(𝑣𝑒𝑟𝑡𝑒𝑥 𝑜𝑛 𝑡ℎ𝑒 𝑐𝑖𝑟𝑐𝑙𝑒)
.<APB is half of< 𝐴𝑂𝐵 𝑜𝑟

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Unit 6: Lines And Angles In A Circle

.<AOB is twice as large as < 𝐴𝑃𝐵.

.If m(arc AXB=70° then m(< 𝐴𝑂𝐵 − 70°

6.1.2 Central and inscribed angle

Competencies

Describe the central angles and inscribed angles

Find the measure of central angle or inscribed angle or the intercepted arc based
on the given information

Answer for exercise 6B

1.i) Angle AOB is the central angle

ii) Angle ACB is inscribed angle
iii) Arc ADB, angle AOB and angle ABC
iv) Angle AOB intercept Arc ADB
v) Angle ACB intercept arc ADB
2.m(< 𝐴𝑄𝐵)=35°
m) (< 𝐴𝑃𝐵)=70°
Hence, a) m( arc AOB)=70o
b) m(arc APB)=70°
1
c) m(°𝐴𝑅𝐵) = 2 𝑚(𝑎𝑟𝑐𝐴𝑃𝐵)
1
=2(70°)

=35°
Therefore, m(< 𝐴𝑅𝐵) = 35°
3.Required
a) Measure of arc TS
b) Measure of arc QS
c) Measure of angle PQT
d) Measure of arc PT

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Unit 6: Lines And Angles In A Circle

e) Measure of angle QSP

The measure angle QPS=64° is given. Then
b) Measure of arc QS=2(64)=128°
Line PS and line QT are the chords of the circle intercepting at R.
1
Hence, m(angle QRS)=2m(arc PT+arc QS)
1
91 =2 m(128+arcPT)

Arc PT=182-128
=54°
d).Therefore, the measure of arc PT is 54°
arc QS+arc ST=180°
128+arc ST=180
a).m(arc TS)=180-128
=72°
m(arc QP+arc PT)=180°
m(arcQP)=180-54
Therefore, measure of arc QP is 126°
1 1
e)Hence m(angle QSP)=2m(arc QP)=2(126)=63°
1 1
m(angle PQT)=2m(arc PT)=2(54)=27°

4. In triangle ABC

m(< 𝐴𝐵𝐶) + 𝑚(< 𝐴𝐶𝐵) + 𝑚(< 𝐵𝐴𝐶) = 180°

69°+31°+ 𝑚(< 𝐵𝐴𝐶) =180

Therefore, 180°-100°=80°

m (arc BC)=2(80°0 =160°

Since measure of angle BDC is subtended by arc BC

1 1
Which means m ( angle BDC)= m(arc BC)= (160)=80°
2 2

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Unit 6: Lines And Angles In A Circle

Or angle A and angle D are subtended by the same arc and hence they are congruent.

6.2 Application of circle

Period allotted: (2 periods)
Competencies
At the end of this sub topic the students will be able to:
Solve the application problems

Answer to exercise 6C
1. Given car tyre
A. Measure of 𝑚(∠AOB)=90°
̂ =180° +90° =270°
B. Measure of 𝐴𝐶𝐵
1
̂
C. Measure of 𝑚(∠CAB)=2 𝐵𝐶
1
=2 (90°)

d. the distance on the tyre from a point to that point after one revolution is called
circumference
hence, C=2𝜋r where r=10cm
C=2𝜋(10𝑐𝑚)
=20𝜋cm
2 a. the degree measure of the angle between the hour counter and the minute
counter is 𝑚(∠WOB)=4(30°) =120°
Note every 5 minute indicator on the clock is 30°
̂ )=7(30°) =210°
b.m( 𝐴𝑊𝐵
̂ )=3(30°) =90°
c. m( 𝐴𝑊
̂ = is minor arc
d. 𝐴𝑊
̂ IS major arc
𝐴𝑊𝐵
̂ is major arc
𝐴𝑋𝑊
̂ IS minor arc
𝐵𝑊
̂ is major arc
𝑊𝐵𝑋

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Unit 6: Lines And Angles In A Circle

̂ 𝐵 is major arc
𝑋𝐴𝑊
̂ is minor arc
𝟑. 𝑎. 𝑃𝑄
̂ is minor arc
𝑃𝑆
̂ =is semicircle
𝑄𝑅𝑆
̂ =is major arc
𝑆𝑅𝑄𝑃
̂ is major arc
𝑃𝑆𝑅
𝑏. i. 𝑚(∠POS)=1350°
̂ =180°
ii. m( 𝑆𝑄𝑅)
̂ ) =1m(𝑄𝑅𝑆
iii. m(𝑆𝑃𝑄 ̂ = 1 (180°) =90°
2 2

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Unit 6: Lines And Angles In A Circle

ANSWER FOR REVIEW EXERCISES ON UNIT 6

I. True false
a. True
b. False
c. True
d. False
e. True
II. Given that AC is diameter
1
m(ABC)= =2 (180°) =90°

3y +2y +90 =180

5y+90 =180
5y=180 -90
5y=90
y=18
Answer is C
2. Answer D
3. Given 𝑚(∠AOP)=60° required 𝑚(∠AXB)
̂ ) =2𝑚(∠APB)=
M (𝐴𝑋𝐵
=2 (60°)
=120°
Answer is B
III. Workout
̅̅̅̅ a diameter required a= m(𝐴𝑋𝐶
4. Given =𝐴𝐶 ̂ ) and 𝑚(∠ABC)
Since ̅̅̅̅ ̂ ) =180
𝐴𝐶 is diameter a= m(𝐴𝑋𝐶
1
̂ = 1 (180°) =90°
𝑚(∠ABC) =2m(𝐴𝑋𝐶 2

5. a. m (arc PQ) =60o b. m(angle ACB) =30o c. l(AC) =12 units

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Unit 7: Solid Figures And Measurement

UNIT 7: SOLID FIGURES AND

MEASUREMENT
Time allotted period: (20 periods)
Introduction
This unit heavily depends on the knowledge the students gained about solid
figures and their measurements. The main focus of this unit is to name the
bases, the lateral faces and volume of the solid figures.
Finally show your own examples of solid figures so that the students will be
motivated to actively participate in verifying the bases, lateral faces, total
surfaces and volume of the solid figures and their measurements.

Learning out comes:

At the end of this unit, students will be able to:
• Identify parts of solid figures
• Find the surface area of solid figures
• Find the volume of solid figures
• Solve applications of solid figures and measurements
Suggested Teaching Aids in unit 7
Besides the usual teaching aids for teaching solid figures like colored chalks,
rulers, compass, set square, protractor for this unit model of pyramids, prisms,
cylinders and cones are important.
You may display some models of regular pyramids(could be diagrams) in
classes.
Group the students so that they can produce either real-life modes or
diagrammatic models on solid figures means, pyramids, prisms, cylinders and
cones. Each student is expected to participate in construction activities.

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Unit 7: Solid Figures And Measurement

7.1 Solid Figures

Period allotted: (4 periods)

7.1.1 Prisms and Cylinders

Competency
At the end of this sub unit, students should be able to:
.Identify parts of a prisms and cylinders.
Name different types of prisms and cylinders based on their bases.
Introduction:
In this sub-unit, solid figures(prisms and cylinders) are presented. In the
presentation, different prisms are indicated on the basis of their base.
It will be better If you encourage the students to define a prism as follows, A
prism is three dimensional solid figure with two parallel faces, called bases that
are congruent triangle, square and rectangle, lateral edges and flat face which
are rectangles in a right prism. Prisms takes its name from the name of the
base(triangular, rectangular and square prism).
Teaching Notes
The main focus of this sub-unit is to name the vertex of prisms, to name the base
of prisms and cylinders, and etc. Now after defining what a prisms and
cylinders are, let the students have clear understanding that prism and cylinder
is named in a relation to its bases. Next, form the usual group and let them
discuss on a group work check the progress of each group and tell them to do
all the problems.

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Unit 7: Solid Figures And Measurement

Suggestion for group work 7.1

Assist students by showing them objects from the surrounding materials while
telling them how they function in everyday use

Cylinder Prism cone

1. a and f are cones b and d are pyramids
E and g are prisms c and h are cylinders
2. The given figure is triangular prisms
a. A prism is a three dimensional solid figure with two parallel faces called
bases
b. ∆ABC and ∆DEFare its upper and lower bases respectively. It has two
bases
c. The lateral surface are the rectangle BCFD, CAEF and ABDE .
d. there are three lateral edges ̅CF
̅̅̅. , ̅̅̅̅
BD. and ̅̅̅̅
AE.
Suggestion for activity 7.1
The given picture is cylinder
a. A cylinder is a three dimensional solid that has two parallel bases joined
by a curved surface at a fixed distance.
b. It has two circular base. Upper base and lower base
c. The lateral faces can be considered as stretched rectangle
d. Cylinder has no lateral edge .
e. Guide them to make a cylinder from a rectangle

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Unit 7: Solid Figures And Measurement

7.1.2 Pyramid’s and cone

Answer to Group work 7.2

1. A pyramid is a solid figure that is formed by line segments joining every point on
the sides and every interior points of a Polygonal region with a point outside of
the plane of polygon
2.Yes
3. a. vertex E
b. the base is ABCD
c. the lateral face are ∆EAB ∆EBC ∆EAD and ∆ECD.
̅̅̅̅
d. The height is 𝑂𝐸
e. the base’s edge are ̅̅̅̅
𝐴𝐵 , ̅̅̅̅̅
𝐵𝐶, ̅̅̅̅
𝐴𝐷 and ̅̅̅̅
𝐶𝐷
f. the lateral edges are ̅̅̅̅ ̅̅̅̅̅ ̅̅̅̅
𝐸𝐴 , 𝐸𝐵, 𝐸𝐶 and ̅̅̅̅
𝐸𝐷

Answer exercise 7A
1.a. E is vertex
b. lateral edges EB,EC, ED and EA
c. the lateral faces are triangle ABE, EBC, ECD and EDA
d. its height or altitude is EO
e. its base is ABCD.

2.

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Unit 7: Solid Figures And Measurement

3. Right circular cone is a circular cone with the foot of its altitude
perpendicular to the base.
Suggestion Answers for group work 7.3

1 The solid figure formed by joining all points of a circle to a point not on the plane
of the circle is called cone
2. a. P is vertex
b. PQ is slant height
c. the base is circle o
d. PO is the altitude

7.2 Surface area and volume of solid figures

Period allotted: (13 periods)
Competencies
At the end of this sub-topic, students will be able to:
Find the surface area of prisms, cylinders, pyramid and cone

7.2.1 Surface area of prisms, Cylinders, Pyramids and cone

Dear teacher assist students to do the group work and guide at each step in their
work.
Group work 7.4
a with g
b with e
c with f
d with h
Group work 7.5

Guide students to do the questions following the steps and arrive at the
conclusion by themselves

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Unit 7: Solid Figures And Measurement

d. AL = 2𝜋rh e. AT = 2𝜋rh + 2𝜋r2

Answer exercise 7B
1. Solution: given l=6cm, w=5cm and h=9cm
Lateral surface area=ph, where p=2(l+w)
=2h(l+w)
=2(9cm)(6cm+5cm)
=18(11)
=198𝑐𝑚2
Total surface area=ph+2Abase
=2h(l+w)+2lw
=198+60
=258𝑐𝑚2
2. solution: given r=5cm, h=10cm
Lateral surface area=2𝜋𝑟ℎ
=2𝜋(5cm× 10𝑐𝑚)
=2𝜋(50𝑐𝑚2
=100𝜋𝑐𝑚2
Total surface area=Al+2Abase area
=2𝜋𝑟ℎ+2𝜋𝑟 2
=2𝜋𝑟(h+r)
=2𝜋(5cm)(10cm+5cm)
=10𝜋cm(15cm)
=150𝜋𝑐𝑚2
3.Given length=4cm, height=10cm
Solution:
h=OQ=10cm
4
OQ=2=2cm

hl=√𝑂𝑃2 + √𝑂𝑄 2

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Unit 7: Solid Figures And Measurement

=√104𝑐𝑚2
=2√2𝑐cm
1
Thus, Al=2Pbh
1
=2(4(a)(2√26), where a=4cm

=16√26𝑐𝑚2
Total surface area=AB+AL
=16𝑐𝑚2 +16√26𝑐𝑚2
4, A cone is given AC=10cm, OC=6cm

Required Al and AT

To find AO

𝐴𝑂2 = 𝐴𝐶 2 − 𝑂𝐶 2 by Pythagoras theorem

AO=√100 − 64 = √64 = 8𝑐𝑚

a) Lateral area=𝜋rl=𝜋6(10) =60𝜋

b) Total surface area=𝜋r (h+r) =𝜋6(10+6) =6𝜋(16) = 96𝜋

7.2.2 Volume of prisms and cylinders

Competencies
At the end of this sub-unit, students will be able to:
Find the volume of prisms and cylinders

Answer exercise 7C
1. Given l=6cm, w=5cm, and h=9cm
V=Abh where Ab=l.w
=l.w.h
=5cm× 6𝑐𝑚 × 9𝑐𝑚
=270𝑐𝑚3

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Unit 7: Solid Figures And Measurement

2. Given r=5cm, h=10cm

Solution:
V=Abh , where Ab of a cylinder is a circle.
Ab=𝜋𝑟 2
Thus V=𝜋𝑟 2 h
=𝜋(5𝑐𝑚)2(10cm)
=25𝜋𝑐𝑚2(10cm)
=250𝜋𝑐𝑚3

7.3 Application of solid figures and measurements

Period allotted: (3 periods)
Competencies
At the end of this sub-topic, students will be able to:
Solve applications of solid figures and measurements
Answer to exercise 7D
1. h=2.4m
l=6m
w=4.2m
LA =ph, p=2(l+w)
=2h(l+w)
=2(2.4m)(6m+4.2m)
=4.8(10.2)
=48.96𝑚2
Now if 1𝑚2 =45 birr
48.96𝑚2 =x
1×𝑥𝑚2 4.8×45
=
𝑚2 𝑚2

X= 2203.20 birr
2. Solution: v of cylinder=Bh

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Unit 7: Solid Figures And Measurement

5𝑐𝑚+1𝑐𝑚
So we have given that h=22cm, r= =3cm
2

B=𝜋𝑟 2 =99𝜋𝑐𝑚2
Thus, v=Bh=22cm× 9𝜋𝑐𝑚2 =198𝑐𝑚3
3. let l is a larger prism and S is the small prism
Now we need to multiply by some amount of the smallest container to
equalize to the larger let we multiply it by y
4×𝑦 1
Then 3
= 93
4×𝑦 28
=3
3

Y=7
Thus 7 amount of smaller container ca fill the larger.
4. Solution:
since it is cube shaped we can use formula of cubic prism.
Thus, v=𝑙 3
=45𝑚3
=91,125𝑚3
5. solution:
We have width=50m
Length=40m and
height=6m
using the formula of volume of prism
v=l× 𝑤 × ℎ
=50m× 40𝑚 × 6𝑚
=12,000𝑚3

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Unit 7: Solid Figures And Measurement

ANSWER TO REVIEW EXERCISES ON UNIT 7

1. Given l=5cm, w=8cm h=15cm
Solution:
AL=ph , p=2(l+h)=2l(l+w)
=2(15cm)(5cm+8cm)
=(30cm)(13cm)
=390c𝑚2
AT =AL+2AB,Where AB=lw=5cm× 8𝑐𝑚=40c𝑚2
=390c𝑚2 +2(40c𝑚2
=470c𝑚2
2. Given r=11cm, and h=20cm.
Al=2𝜋𝑟ℎ
=2𝜋(11𝑐𝑚(20𝑐𝑚)
=440𝜋𝑐𝑚2
AT=AL+2AB, Where AB =𝜋𝑟 2 =𝜋(11𝑐𝑚)2=122𝜋𝑐𝑚2
=440𝜋𝑐𝑚2+2(122𝜋𝑐𝑚2 )
=440𝜋𝑐𝑚2+242𝜋𝑐𝑚2
=682𝜋𝑐𝑚2
3.Given v=200𝜋𝑐𝑚3 , r =15cm
Solution:
V=ABh
Now , AB=𝜋𝑟 2 =(15𝑐𝑚)2 𝜋=225𝜋𝑐𝑚2
200𝜋𝑐𝑚3 225𝜋𝑐𝑚2 ℎ
Thus , 225𝜋𝑐𝑚2 = 225𝜋𝑐𝑚2
40 8
h=45=9
8
Therefore, h= cm
9

4.Given l=8cm, w=5cm, h=11cm

Thus, V=l×w×h

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Unit 7: Solid Figures And Measurement

=8cm×5cm×11cm
=40c𝑚2 × 11𝑐𝑚
=440c𝑚3
5.Given V=440c𝑚3 , h=44cm
V=Abh
440c𝑚3 44𝑐𝑚
Thus, =44𝑐𝑚
44𝑐𝑚

Ab=10c𝑚2
6.Given r =10cm, h =12cm
Solution:
V=𝜋𝑟 2 h
=(10cm)2 (12𝑐𝑚)𝜋
=100 𝑐𝑚2 (12cm)
=1200 c𝑚3

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Unit 8: Introduction To Probability

UNIT 8: INTRODUCTION TO
PROBABILITY
Total allotted period: (14 Periods)
Introduction
It is quite common phenomena to relate success or failure in one thing with
luck or chance.
Trying to determine how likely something can occur is useful in application.
In this unit the students will be discuss introductory concepts of probability
starting from its terminologies to include experiment, certain event. Impossible
outcomes, and sample space/possibility set/.

Learning outcomes:
Understand the concept of probability
• Find event, sample space and probability of simple events.
• Apply problems of real-life situations in solving the probabilities.
Suggested teaching aids in unit 8
As far as an introduction to probability it demands presentations and
representations of different data under consideration it is useful to have teaching
aids that can either facilitate teaching learning.
In this regard, the following teaching aids are considered to be essential that
need to be done before hand: You can use useful comparison purpose, dice
different coins and different slip of paper for probability.

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Unit 8: Introduction To Probability

8.1 The Concept of Probability

Period allotted :( 4 Periods)
Competency
At the end of this sub-sub unit, students will be able to:
Describe the concept of probability
This sub unit begins with discussing so as to define experiment, sample space,
event certain event and impossible outcomes.
Finally teacher advice students are using to do different activities of the text
book.
To stabilize the lesson thought in each sub-unit, students should be motivated
to read the summary.
Teaching Notes
Start the lesson by providing the application of the unit. Assist students to use
internet and describe the basic concepts of probability such as experiment, trial,
outcomes, and event. Probability is about estimating or calculating what might
happen in the future.
The probability of an event is expressed as a number from 0 to 1 inclusive.
When an event can happen its probability is a fraction. That fraction can be
expressed as a decimal or a percentage. The large the fraction the greater the
like hood of the event happening.
Note: 1,If an event is impossible its probability is 0.
2,If an event is certain its probability is 1.
Dear teacher, motivate students by giving some examples.
Example: Identify the following events has certain or impossible events
a) The day after Monday is Tuesday.
b) Two lines intersect at three points.
c) When water boils it changes to milk.
Solution:
a) Certain

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Unit 8: Introduction To Probability

b) Impossible
c) Impossible
After activity 8.1 you can formally write the definition of experiment, a sample
space, and types of event as stated in student textbook.
For this purpose, let each activity 8.1 with group.
Answer to Group Work 8.1
1.The answer is different(variety)
2. a)A process of an observation is often called an experiment.
b)The set of all possible outcomes of an experiment is called a
c) sample space/the possibility set/ of the experiment and denoted by S.
C)A subset of the sample space of an experiment is called an event and
denoted by E.
3. Certain event, 1
4. They are {1, 2, 3, 4, 5, 6}
After giving more examples how to use the probability scale as shown in
Students textbook. Let the students to do exercise 8.1 as a class work in group.
Answer to Exercise 8A
1. a) Impossible or 0.
b) Even chance or half.
c) Impossible
d) unlikely
e) even chance
f) Certain
g) Even chance
h) Even chance
2. The answer is different (variety).

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Unit 8: Introduction To Probability

8.2 Probability of simple events

Period allotted: (7 periods)
Competency
At the end of this unit, students will be able to:
Find the probability of simple events.
Introduction
In this sub-unit, the students will learn about these ideas with more emphasis on
the different methods of finding the probability of an event.
After the students are made clear with the nations of experiment, sample space
and event with the help of few examples and have adequate practice.
Teaching Note
In the National football league the game begins with the referee tossing a coin
at mid-field, while the captains of two teams look on. The visiting captains
calls’’ head’’ or ‘’tail’’. What is the probability, or chance That the tossed coin
will come up ‘’head’’?
Since the coin is fair there are two equally likely results, or outcomes.
The coin can either come up ‘’head’’ or ‘’tail’’. Each outcomes has the same
chance occurring.
An event is a specific outcome or type of outcome.
In this case the event is tossing ‘’head’’. Out of two possible outcomes, heads
or tail, the probability of the coin coming hp heads is 1 out of 2 of half.
1
This can be written as p(heads)=
2

You can express the probability of an event as a fraction, decimal, or percentage.

Since the probability is a number, you picture it on a number line.

1
0=% =0.5=50% 1=100%
2

135 | P a g e
Unit 8: Introduction To Probability

Impossible equal likely certain

Let the students make fair dice so as to perform the experiment by themselves
to group work. You can assign this group work as individually.
Answer to activity 8.2
1.The sample space are {1,2,3,4,5,6}
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑢𝑐𝑐𝑒𝑠𝑠𝑓𝑢𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
a) Then p(event)=𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
1
=6

b) The event is {1, 2, 3}

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑢𝑐𝑐𝑒𝑠𝑠𝑓𝑢𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
p(event)=𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡 𝑐𝑜𝑚𝑒𝑠
3 1
=6=2
1 1
c) e) 0 f)
3 3
2 1 2
d) ) g ) h)
3 2 3
1
i ) 2

2. a) sample space={1, 2, 3, 4, 5, 6}
b) The sum of the number is prime
={(1,1),(1,2),(2,1),(2,3),(3,2)}
c) The sum of the number is even
={(1,1),(2,2),(1,3),(3,1),(3,3)}
d) 0
e) 0
After giving a brief notes of what has been discussed so far and giving students
enough time to relate the basic and definitions give exercise 8.B as class work
in order to deepen their knowledge of concepts. You can choose questions for
the class work purpose give marks and record it.

136 | P a g e
Unit 8: Introduction To Probability

Answer to Exercise 8B
1. Sample space={1, 2, 3, 4,---29}
a). Event i.e a multiple of 4={4,8,12,16,20,24,28}
7
p( multiple of 4)=19

b) .Event i.e. a square number={1, 4, 9, 16, 25)

5
p(square number)=29

c).Event i.e a cube number={8, 27)

2
p(a cube number)=7

d).Prime number i.e. Event={2,3,5,7,11,13.17,19,13,29}

10
p(prime number)=29

2. Given:- 2 orange,5 blue,3 red and 4 yellow.

Sample space=(1+5+3+4)=14
1
a) P(orange)=7
3
b) P(red)=14
5
c) P(blue)=14

d) P(green)=0

3.sample space
Second die
first die 1 2 3 4 5 6
1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6)
4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6)
5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)
137 | P a g e
Unit 8: Introduction To Probability

a) Event= {(4,1),(3,2),(2,3), (1,4)}

4 1
P(the sum is 5)=36=9

b) Event={(6,3),(5,4),(4,5),(3,6)}
1
P( the sum is 9)=9

c) Event ={(6,6)}
1
P(the sum is 12)=
36

Assessment
You should assess each student’s work continuously over the whole periods and
discuss it with the points which including slow learner students, medium and
fast learner students
.Define- Experiment
-Sample space
-Event
-probability of an event
Finally give the following additional exercise problems for slow learner and fast
learner students.
For slow learner students
Answer the following question
a. What is the probability of getting a total of 6 a roll of a pair of dice?
b. What is the probability of rolling an even number on a die?
c. A pair of dice is tossed. What is the probability that both dice 1 and 6
up?
For Fast learner students
d. Two dice are tossed. State the probability of each event
i) The sum is 7
ii) The sum is not 7
iii) The sum is 13

138 | P a g e
Unit 8: Introduction To Probability

iv) The sum is less than 13

e. When 4 coins are thrown what is the probability of
i) 4 heads
ii) 2 heads and 2 tails
iii) at least one head
f. Three integers are chosen at random from 0 to 9. What is the probability
that three sum is
i) 6 ii) 25 iii) 28

8.3 Application on business, climate, road transport accident and

drug effect
Period allotted: (3 periods)
Competencies
At the end of this sub-topic, students will be able to:
Solve the probability of real-life problems
Answer to Exercise 8C
1. 4/52
1. Toss
H T
H T H T
H T H T H T H T
{ HHH, HHT,HTT, THH,HTH, THT, TTH,TTT }
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡 𝑐𝑜𝑚𝑒𝑠 2 1
P= =8=4
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡 𝑐𝑜𝑚𝑒𝑠
4
2. Answer52, there are 4 aces in one deck 1 is 52 cards.

3. We can recall that the probability of simple event can be written as:
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 𝑤ℎ𝑒𝑟𝑒 𝑡ℎ𝑒 𝑒𝑣𝑒𝑛𝑡 𝑜𝑐𝑐𝑢𝑟𝑠
Probability of an event= 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

In this case we need to calculate the probability of selecting girls, which we

can write as p(girls).

139 | P a g e
Unit 8: Introduction To Probability

We can write the statements,

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑖𝑟𝑙𝑠
P(girls)=𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

Where total number of students=number of girls + number of boys

=9+18
=27
9 1
P(girls)=27=3

4. We can consider that we have 2-10 numbers which every numbers are 4
cards.
The number of playing cards are 52 in number. We need to find out of 52
which card is a number. Thus, it is 9× 4 = 36 . So
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑖𝑐𝑘 𝑐𝑎𝑟𝑑 𝑖𝑛 𝑛𝑢𝑚𝑏𝑒𝑟
Probability of an event= 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
36 9
P(number)=52=13

5.We can consider that we have 8 numbers, we need to find probability of the
digit be even. So,
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑖𝑔𝑖𝑡 𝑏𝑒 𝑒𝑣𝑒𝑛
Probability of an event=𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
6 3
P(even digits)=8=4

140 | P a g e
Unit 8: Introduction To Probability

ANSWER TO REVIEW EXERCISES ON UNIT 8

Part I
1) True 2) True 3) True 4)True 5) False
Part II
1) c 2) d 3) c 4) d
Part IV
1 1 1 1
5).a. p(d)=4 b. p(e)=7 c. p(a volwel)=2 d. p(aconsonant)=2

141 | P a g e
Unit 8: Introduction To Probability

Introduction
A mathematics subject involves observing, representing and investigating a new
idea of patterns and relationships theoretically and practically.
Phenomena between mathematical objects themselves.
Learning mathematics should develop students abilities to:
 See the mathematics in situations and choose appropriate mathematics for
these situations.
 Think creatively, critically, strategically and logically.
 Plan, investigate, make conjectures and decide on levels of accuracy.
 Reason inventively, analyze options and consider the consequences and
implications of decisions.
The following table outlines suggestions how the principles of effective learning
and teaching can be incorporated into the learning of mathematics at grade 8
level in ways which take account of the students current stages of development.

142 | P a g e
 Principles of learning Strategies Teachers can use to
Implement the Principles
Opportunity to learn .Use think-aloud strategies to model
Learning experiences should enable mathematical processes and
students to observe and practice the problem solving for students.
actual processes, products, skills, and .Provide opportunities for students
values which are expected of them. to describe, explain or justify.
.Provide opportunities for students
to use mathematics in problem
solving, pattern finding and
decision making situations.
. Provide opportunities for students
to gain experience with the process
of working mathematically.
.Ensure students have the
opportunities to develop confidence
in applying mathematical skills in a
variety of contexts.
Connection and challenge .Make links between the
Learning experiences should connect mathematics being taught and
with students’ existing knowledge, students’ background knowledge
skills and values while extending and and personal contexts.
challenging their current ways of .Connect the mathematics being
thinking and acting. taught to students’ learning in other
curriculum areas.
.Challenge students by requiring
them to adopt mathematics

143 | P a g e
 procedures to a range of different
situations and contexts.
.Provide access to ICT, illustrating
mathematical potential and
limitations to these.
.Illustrate the way in which
mathematics has been subject to
challenge and change.
Action and Reflection .Provide opportunities for students
Learning experiences should cbe to discuss successful and un
meaning ful and encourage both action successful mathematical strategies.
and reflection on the part of the .Provide opportunities for students
learner. to reflect on and discuss their
progress in mathematics.
.Make mathematics assessment
criteria explicit and create
opportunities for self assessment.

Motivation and purpose .Illustrate the real-life applications

Learning experiences should be and future uses of the mathematics
motivating and their purpose clear to that students are learning.
the student. .Connect learning in mathematics to
students’ lives and local
environments.
.Connect learning in mathematics to
further education and career
pathways.

144 | P a g e
 Inclusivity and purpose .Design mathematical activities
Learning experiences should respect which cater for different learning
and accommodate differences styles, values, gender, abilities,
between learners. interests, cultures, and family
backgrounds.
.Design mathematical activities
which take into account students’
differing physical, mental, and
emotional development.
Independence and collaboration Design learning experiences that
Learning experiences should allow students some autonomy over
encourage students to learn both how they learn and how they
independently and from the and with approach mathematics tasks.
others. .Design learning experiences which
allow students to work
collaboratively with other students
in mathematics.
Supportive Environment .Build a safe class room climate
The school and class room setting based on mutual respect and
should be safe and conductive to tolerance.
effective learning. .Encourage students to appropriate
risks in mathematics.
.Actively recognize achievement
and progress in mathematics.
.Treat mistakes as opportunities for
learning, rather than signs of failure.

145 | P a g e
 .Promote school policies which
support positive attitudes towards
mathematics.

It is believed that at this early adolescence period students’ progress

significantly from concrete to abstract. The breadth and depth of mathematics
content to be taught increases, with a broadened focus on the development and
application of understandings.
Early adolescent learners commence their journey into the world of universal
ideas where they learn about the processes of discovery and the implications of
change. They successfully complete activities focusing on problem solving.
Students at this grade level typically begin to move from reflecting on local and
real word experiences to considering increasingly complex and abstract
mathematical concepts and ideas. They value opportunities to explore new ideas
in depth commonly in cooperation with their peers.

146 | P a g e
Grade 8
Learning objectives for Grade 8
After completing grade 8, students should be able to:-
• Define and represent rational numbers as fractions
• Show the relationship among 𝕎, ℤ and ℚ .
• Apply operation of rational numbers
• Calculate the square and cube of rational numbers
• Determine square roots and cube roots of perfect squares and perfect cubes
respectively.
• Extract approximate square roots of numbers by using the numerical table.
• Simplify algebraic expressions.
• Solve real life problems using variables.
• Draw equation of a line on a Cartesian coordinate plane.
• Solve linear inequalities by using rules of transformation.
• Give the conditions for triangles to be similar.
• Apply the tests for similarity to check whether two given triangles are similar
or not.
• Give the relationships that exist between lines and circles.
• Apply basic facts about central and inscribed angles and angles formed by
intersecting chords to solve related problems.
• Identify certain, uncertain and impossible outcomes.
• Describe event, sample space and probability of simple events.
• Calculate probabilities of simple events.
• Understand basic concepts about right angled triangles
• Apply important theorems on right angled triangles to solve related problems.

147 | P a g e
Unit 1
Rational numbers (30 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Define and represent rational numbers as fractions
• Show the relationship among 𝕎, ℤ and ℚ.
• Order rational numbers.
• Solve problems involving addition, Subtraction, Multiplication and division
of rational numbers
• Apply Rational Numbers to solve practical problems.
• Aware the four operations as they relate to Rational Numbers.
Competencies Content Learning strategies Assessment
1: Rational • Encourage students to • Observe
• Describe the numbers revise the order and learners while
concept of 1.1 The representation of integers. they are
Rational Concept of • Divide students into performing
Number Rational small groups and let group work
practically Numbers leaders present their ideas and
• Express (8 to present
Rational periods) the class for discussion. outcomes of
numbers as What is rational numbers? their
fractions. Discuss real life discussions
application of rational • Record their
numbers? performance
Eg. Solomon has 3 cats • Provide
and 2 dogs. He wants to constructive
buy a toy for each of his feedback

148 | P a g e
 pets. Solomon has 22 birr based on their
to spend on pet toys. How performance.
much can he spend
on each pet? Write your
answer as a fraction and as
an amount in birr
and cents.
• Guide the students to
solve the above problem
using problem-solving
methods as:
Solution: Understand the
problem.
The data: Total number of
toys is 5
Total amount in birr is 22.
The unknown: To find the
amount spent for each pet.

149 | P a g e
Devise a plan
1) Use a variable strategy
i.e., let x be the amount
spent for each pet.
2) Set up an equation. 5x
= 22
Carry out the plan
Solve the equation 5x = 22
1/5
5x = 22 1/5 x = 22/5
or 4 birr
and 40 cents.
Verifying the result
Check the result; 22/5 ×5
= 22 is correct.

150 | P a g e
 Competen Content Learning Strategies Assessme
cies nt
• 1.1.1 ▪ Let students to represent some • Ask and
Represent Representa rational numbers on a number line. let some
rational tion of Eg. 1. Two rational numbers are students
numbers Rational opposites if they are the same to
as a set of Numbers distance from represent
fractions on a 0 but on different sides of 0. a given
on a Number 3 3 rational
24 and -24 are opposites
number Line number
line on
the
number
-5 -4 -3 -2 -1 0 1 2 3 4 5
line.
2. Analyze Relationships: If you plot
the point -8.85 on a number line,
• Provide
would
descriptiv
you place it to the left or right of -
e feedback
8.8? Explain.
for
learners to
improve
their
learning.
Competen Content Learning strategies Assessme
cies nt
• Describe 1.1.2 • Let students to show the •Ask and
the Relationsh Relationship among W, Z and Q let some
ip using Venn diagram. students

151 | P a g e
relationshi Among W, • Give examples of set of numbers to to use
p Z and show the relationship between venn
among the Q rational numbers, integers, and diagram
sets whole numbers. to show
W, Z and ▪ Encourage the students to answers the
Q the questions like: relationshi
1). Critique Reasoning: Solomon p among
says the number belongs only to the 𝕎, ℤ, and
set of ℚ.
rational numbers. Explain his error. • Provide
2). Critical Thinking: Is it possible descriptiv
for a number to be a rational number e feedback
that for
is not an integer but is a whole learners to
number? Explain improve
their
learning
• 1.1.3 • Ask students to tell the definition of • Ask and
Determine Absolute the concept of absolute value of let some
the Value of rational students
absolute Rational numbers “ x” to define
value of a Numbers |𝑥|={ and
rational 𝑥𝑖𝑓𝑥 ≥ 0 represent
number 𝑥𝑖𝑓𝑥< 0 a given
• Engage students to interpret the absolute
concept of absolute value of a value of a
rational number geometrically. rational
e.g |3| = 3 and | − 3| number

152 | P a g e
 = 3 means that on a number line the on the
distance of 3 from 0 is 3 units and the number
distance of −3 from 0 is also 3 units line.
• Provide
3 units 3 units constrictiv
e feedback
-5 -4 -3 -2 -1 0 1 2 3 4 5 for
• Encourage students to solve learners to
equation of absolute value like | x| = improve
5 their
learning.
• Ask and
let some
students
to solve
simple
equation
of
absolute
value
• Provide
descriptiv
e feedback
for
learners to
improve
their
learning.

153 | P a g e
 • Give
homewor
k exercise
problems
on
evaluating
absolute
values of
rational
number
• Compare 1.2 • Let students to compare rational • Ask and
and Comparing numbers on a number line by let some
order and changing the students
Rational Ordering fractions to equivalent fractions with to
numbers Rational common denominator compare
Numbers Eg. Use number line to compare and order
(8 decimals and fractions as: rational
periods) 1) Compare Decimals: Replace with numbers
<, >, or = to make a true statement. - on the
1.2.1 1.2 number
Comparing 0.8 line by
Rational 2) Compare Fractions: Replace with changing
Numbers <, >, or = to make a true statement the
−7 6 fractions
𝑎𝑛𝑑
1.2.2 6 8 to
• Let students to order rational
Ordering equivalent
numbers on a number line by
Rational fractions
changing the

154 | P a g e
 Number fractions to equivalent fractions with with
common denominator common
o Eg. Use number line to compare denominat
decimals and fractions as: or and by
o Order 0.2, 0.8, and 0.4 from least giving
to greatest. practical
• Ask students individually or in problems.
groups a real-life application to order • Provide
rational numbers like Samuel’s constrictiv
science class is growing plants under e feedback
different conditions. The average for
plant growth during a week was 5.5 learners to
cm. The table shows the difference improve
from the average for some students’ their
plants. Order the learning.
differences from lowest to highest. • Give
Difference from Average Plant students
Growth various
Student Rah Kas Tesfa Mu exercise
el sa ye nir problems
Differe 1 -2.2 1.7 7 to
32 -110
nce compare
(in.) rational
using
the
inequality
signs "<"
and ">"

155 | P a g e
 between
given
rational
numbers
and check
their work
• Add 1.3 Let students revise addition of • Ask
rational Operation integers using a number line. students
numbers and • Divide students into groups and let orally to
• Subtract Properties them discuss by stating and showing answer
rational of the rule for addition of two rational addition
numbers Rational numbers using examples of integers
Numbers • If the signs of the addends are using
(16 different number
periods) i)take the sign of the addend with the line.
1.3.1 greater absolute value. • Ask your
Addition ii) take the absolute values of both students
of numbers and subtract the addend to find the
Rational with smaller absolute value from the addition
Numbers addend with greater absolute value. of rational
Eg. -6 + 2 = -4 numbers
• If both rational numbers are
negative
(i) decide (put) the sign first
(ii) take the sum of the absolute
values of the addend
eg. -3 + (-5) = -8

156 | P a g e
 • Let students show the validity of
the commutative property and
associative property.
• Let students to generalize that, for
any rational number X, Y, Z
(i) X + Y = Y + Z
(ii) (X + Y) + Z = X+ (Y + Z)
• Encourage students to find addition
of rational numbers using fraction
bars.
3 2
Eg. Find the sum of 8 and 8

using fraction bars.

111113 2 5
+ =
888888 8 8

1.3.2 Let students to express subtraction of • Ask your

Subtractio rational numbers as addition of the students
n opposite of the rational number to be to find the
of Rational subtracted. subtractio
Numbers Example 1. 5 − 4 = 5 + (-4) n of
• The rule studied for addition of rational
rational numbers can be applied to numbers
find the sum 5 + (-4). a) using
Example 2. 5 - (-3) = 5 + 3 properties
• Encourage students to find of
subtraction of rational numbers subtractio
using fraction bars. n

157 | P a g e
 2 1 b) by
Eg. Find the differences 3-2
using
using fraction bars?
1 fractional
Place a 2 bar beneath bars that show
bars
2
, and find which fraction fills in the c) by
3

remaining space. using

Scientific
11 calculator
33 • Ask
students
112 1 1
- = to solve
263 2 6

real-life
applicatio
ns of
subtractio
n.
• Provide
descriptiv
e feedback
for
learners to
improve
their
learning
• Give
different
exercise

158 | P a g e
 problems
on
subtractio
n of
rational
numbers
and check
their
work.
• Give
different
exercise
problems
on the use
of the
commutat
ive and
associativ
e
properties
and
follow
up the
performan
ce of
students

159 | P a g e
• Multiply 1.3.3 • Divide students into ten groups and • Ask your
rational Multiplicat let them discuss on the rules for students
numbers ion multiplication of rational numbers to find the
• Divide of Rational (i) Product of two rational numbers multiplica
rational Numbers with different signs tion of
numbers (a) decide the sign of the product, it Rational
is " - Numbers
(b) take the product of -(|-3 |× | 4| the a) using
absolute value the numbers properties
Example -3 × 4 = - (|-3 | × |4 |) of
= - (3 × 4) = -12 multiplica
(ii) Product of two negative rational tion and
numbers division
(a) decide the sign of the product, it b) by
is " + " using
(b) take the absolute values of the grids to
numbers and multiply them. models
Example: c) by
(-3) × (-4) = ½ −3½ × ½ −4½ = 3 × using
4 = 12 Scientific
• Engage students to come to the calculator
conclusion about the validity of the • Ask
commutative, associative and students
distributive property of to solve
multiplication of rational numbers. real-life
• Encourage students to find applicatio
multiplication of rational numbers ns of
using grids to model.

160 | P a g e
 3 1
Eg. Use a grid to model to find 4 × 2 multiplica
3 1 tion and
. Think of 4 of 2
division
1
a) Model 2 by shading half of a grid • Provide
3
b) Use a different color to shade 4 of descriptiv

the same grid e feedback

for

1 learners to

½ improve

Divide the grid into 2 columns their

1 learning
Shade 1 column to show2.
• Give
Divide the grid into 4 rows.
different
3
Shade 3 rows to show 4 exercise
3
problems
4
on
multiplica

c) Determine what fraction of the tion and

grid is shaded with both colours. division

There are 8 equal parts, and 3 of the of

parts are shaded with both colours. rational
The fraction shaded with both numbers
3 and check
colours is 8
their
33 1 3
× =
44 2 8 work.
• Give
1 different
2
exercise

161 | P a g e
The section of the grid shaded with problems
1 on
both colours shows 3 parts of 2
1 the use of
when is divided into 4 equal parts.
2
the
3 1
In other words, the grid shows 4 of 2 commutat
3 1
or ×2 ive and
4
associativ
e
properties
and
follow
up the
performan
ce of
students

162 | P a g e
Unit 2:
Squares, square roots, cubes and cube roots
Time allotted: (25 periods)
Learning Outcomes:
At the end of this unit, learners will be able to:
• Understand the notion square and square roots and cubes and cube roots
• Determine the square of numbers
• Determine the square roots of the perfect square numbers
• Extract the approximate square roots of numbers by using the numerical table
and scientific calculator.
• Determine the cube of numbers
• Extract the cube roots of perfect cubes.
• Apply squares, square roots, cubes and cube roots in the real-life situation
Competencies Content Learning strategies Assessment

163 | P a g e
• Calculate the 2.1 Squares and • Start the lesson by • Ask students
square of a Square Roots giving the application of orally to
number the unit. answer
(14 periods) •Engage the learners simple squares
2.1.1 Square of with warm-up activities of numbers.
a Rational by using • Ask your
Number rectangles to visualize students to
the square of a number find the square
2.1.2 Use of and then give examples of a number
table values of a square of a number and
and like 9 × 9 = 92 = 81, and compare their
Scientific 1 1 1 1
× 2or (2)2=4, which result
2
calculator to a) by
means squaring a
find computing
number is
squares of b) by using
Multiplying the number
rational table of square
by itself.
numbers c) by using
•Guide group of
Scientific
students to discuss and
calculator
communicate to
• Ask students
approximate the square
to solve real-
of numbers obtained
life
from numerical
applications of
table, i.e.(22.25)2 =
square of
5.0625 ≈ 5.06 in the
numbers.
table.
• Provide
•Guide group of
descriptive
students to discuss and
feedback for
communicate with

164 | P a g e
 each other to apply learners to
Scientific calculator to improve their
find the squares of a learning
number,
• Motivate students by
show interesting
patterns of square of
numbers and apply
critical thinking to
generalize,
1 [one odd number] = 1
= 12
1 + 3 [sum of first two
odd numbers] = 4 = 22
1 + 3+5 [sum of first
three odd numbers] = 9
= 32
1 + 3 + 5 + 7 [... ]= 16 =
42
1 + 3 + 5 + 7 + 9 [... ] =
25 = 52
1 + 3 + 5 + 7 + 9 + 11 [...
] = 36 = 62
What is the sum of first
n odd natural numbers?

165 | P a g e
Competencies Content Learning strategies Assessment

166 | P a g e
 • Calculate the 2.1.3 Square •Assist students to use • Give
square root Roots of a internet and explain the questions and
of perfect Rational relation ask students
squares Number between squaring and to find square
• Calculate the 2.1.4 Use of extracting square root root of non-
cube of a table values from the square with negative
number and Scientific examples like 2 squared numbers and
calculator to = 2 × 2 = 4. Therefore, compare
find square the square root of 4 is 2 their result
roots of rational •Assist also to identify a) by
numbers the symbol , called a computing
2.2 Cubes and root sign, b) by using
Cube Roots (14 represents a table of square
periods) nonnegative square c) by using
2.2.1 Cube of a root. For example, 4 Scientific
Rational Nu = 2 is the positive square calculator
root of 4, and − 4 = −2 is • Provide
the negative square root descriptive
of 4; but not − 4 = −2 or feedback for
2. learners to
•Guide the student to improve their
use prime factorization learning
to find the • Ask students
square root of perfect orally to
squares; for example, answer
√100 simple cubes
100 of numbers.
2 50

167 | P a g e
 • Ask your
2 25 students to
find the
5 5 cube of a
number and
100 = 2 × 2 × 5× 5 = (2 compare
× 5) × (2× 5) their result
a) by
= 10 × 10 = 102 computing

√100 = √102 =10 b) by using

• Guide students to table of cube
solve real-life c) by using
applications Scientific
representing calculator
square of numbers • Ask students
discussing in groups and to solve real-
present in class life
Remark: of applications of
Table
squares and square roots cube of
and using numbers.
scientific calculator • Provide
should be included in descriptive
the text books feedback for
learners to
improve their
learning

168 | P a g e
 •Engage the learners
with warm-up activities
by using cubes to
visualize the cube of a
number and then give
examples of a cube of a
number like 3×3×3 = 33
1 1
= 27, and ×2 ×
2
1 1 1
=(2)3 or , which
2 8

means cubing of a
number is the product of
three occurrences of
itself.
•Guide students to find
some cubes of whole
numbers using a table
and scientific calculator.
•Motivate students by
show interesting
patterns of cubes of
numbers and apply
critical thinking to

169 | P a g e
Competencies content Learning strategies Assessment

170 | P a g e
 • Solve real- 2.2.2 Cube generalize, Observe the • Ask group of
life problem Root of a following pattern of students to
Rational sums of odd numbers. work the
Number 1 = 1 = 13 real-life
3 + 5 = 8 = 23 application
7 + 9 + 11 = 27 = 33 problems.
13 + 15 + 17 + 19 = 64 • Observe
= 43 students while
21 + 23 + 25 + 27 + 29 they are
= 125 = 53 working
2.3 How many consecutive together
Applications on odd numbers will be • Ask your
squares, square needed to students to
roots, cubes obtain the sum as 103? communicate
and cube roots • Project as a critical their result
(3 thinking: Give students • Provide
periods) as a project to descriptive
think, discuss and write feedback for
whether the following learners to
are perfect improve their
cubes. (i) 2700 (ii) learning
16000 (iii) 64000 (iv)
900 (v) 125000
(vi) 36000 (vii) 21600
(viii) 10,000 (ix)
27000000 (x) 1000.

171 | P a g e
What pattern do you
observe in these perfect
cubes?
• Assist students to use
internet and explain the
relation
between cubing and
extracting cube root
from the cube of a
number with examples
like 2 cubed = 2×2×2 =
8. Therefore,
the cube root of 8 is 2.
• Assist also to identify
the symbol ∛, called a
cube root.
For example,
3
∛8 8= 2; similarly, √−8
3
= √2 −× −2 × −2 =
−2
• Guide students to
solve real-life
applications on
Application in
carpentry, Application
in architecting, and
Application in
engineering,

172 | P a g e
 representing cubes of
numbers
discussing in groups and
present in class

173 | P a g e
Unit 3: Linear equation and inequalities (21 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Graph linear equations of type y = mx +n
• Solve linear inequalities
• Solve applications of linear inequalities

Competencies Content Learning strategies Assessment

• Describe the 3.1 Revision • Assist students to • Ask students
Cartesian of Cartesian revise the x - axis and y- to identify the
coordinate Coordinate axis divide the quadrants of the
system System (2 coordinate plane into Cartesian
periods four quadrants and to plane.
read and plot points in • Ask students
the coordinate’s plane. to locate the
• Guide students to coordinates in
describe the sign of each quadrant.
coordinates (x, y) in
each quadrant
• Draw linear 3.2 Graph of • Revise to the students • .Ask your
equations like linear to draw a vertical line students to
y = mx + n in a equations and come to the draw
Cartesian (10 periods) conclusion that x = b linear equations
coordinate plan where b Q is an like y = mx + n;
equation for a vertical in a Cartesian
line. coordinate
plane

174 | P a g e
 • Assist students to draw and compare
a line whose equation is their result
of the form y = mx + n, a) by using
where m, n ∈ Q by the table values
following steps: manually
1. Make table of values b) by using
for easy x coordinates computer
2. Use the equation y = applications
mx + n to calculate the y • Provide
value descriptive
3. Plot the points feedback
4. Draw the lines for learners to
through these points improve their
Example: Draw the line learning
y = 2x + 1
x -2 -1 0 1 2
y -3 -1 1 3 5

y = 2x+ 1
• Guide students to draw
the graph of y = 2x + 1
by using software such
as computer Excel or
Geogrba or Mathlab or
Mathematical, etc and
compare your result

175 | P a g e
 with manual drawing.
Below is the graph of y
= 2x
using computer Excel
Competencies Content Learning strategies Assessment

-1
Assist students to
discuss in groups and
communicate to graph y
= 2x + 3,
y = 3x + 5. Observe that
the natures of the graphs
are similar.
• Solve linear 3.3 Solving • Guide students to • Ask your
inequalities Linear discuss in groups and students to
Inequalities communicate the solve linear
(10 periods) difference between x > 5 inequalities.
and x ≥ 5; x > 5 and x < • Ask students
5; and x ≥ 5 and x ≤ 5, to solve real-
etc. life
• Assist students to solve applications of
and graph the solution of linear
One-Step Inequalities, inequalities.
such as Example: Solve

176 | P a g e
 each inequality. Graph • Provide
and check the solution. descriptive
x + 5 < -12 Solve the feedback for
inequality. learners to
x < -17 improve their
Graph the solution. learning

-20 -19 -18 -17 -16 -15 -

14 -13 –

Check the solution.

Substitute a solution
from the shaded part of
your number line into
the original inequality.
-18 + 5 ? < -12
-13 < -12EXA
• Assist students to solve
and graph the solution of
two steps inequalities,
such as.
Competence Content Learning strategies Assessment
Example: Solve and
graph the solution of -3x
+ 7 > -8.
-3x + 7 > -8
-3x > -7 -8
-3x > -15

177 | P a g e
x < 5, because dividing
or multiplying by
negative makes the sign
changed.
All numbers less than 5
are solutions for this
inequality.

-1 0 1 2 3 4 5 6 7
•Assist students to
discuss in groups and
communicate the
following Critical
Thinking. Selam scored
95, 86, and 89 on three
science tests. She wants
her average score for 6
tests to be at least 90.
What inequality can
you write to find the
average scores that she
can get on her next three
tests to meet this goal?
Use x to represent the
lowest average score.
• Assist students to
discuss in groups and
communicate the

178 | P a g e
 following Critical
Thinking. Is there any
value of x with the
property that x < x − 1?
Explain your reasoning.
• Assist students to solve
real-life problems to
solve linear in equalities
• Apply linear 3.4 • Assist students to work Ask group of
equations and Applications in groups and students to
inequalities in in Linear communicate the solve
the real-life Equations solutions of the word real-life
situation and problems in agriculture, application
• Solve linear Inequalities engineering, business, problems in
equations and (4 periods education, day to day terms of linear
inequalities activities, etc. equations and
real-life • Guide students to inequalities.
problem discuss and in groups • Observe
and communicate the students while
solution of the problems they are
like road transport, working
business, etc. together
• Assist students to • Ask your
discuss in groups on students to
causes and effects of communicate
climate change, and their result
protection of the
environment

179 | P a g e
 • Guide students to solve • Provide
a real-life application descriptive
problems like the Rise feedback for
of Atmospheric Carbon learners to
Dioxide; Rising of improve their
Temperature; Rise of learning
Sea Level, etc.

Unit 4
Similarity of Figures (14 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Know the concept of similar figures and related terminologies
• Understand the condition for triangles being similar.
• Apply tests to check whether two given triangles are similar or not.
• Apply real-life situations in solving geometric problems
Competencies Content Learning strategies Assessment
• Aware the students
about the concept of
similar figures by using
models of figures or
objects like:
photographs, polygons
having the same shape
but not necessarily the
same size.
• Assist students in
groups to draw different

180 | P a g e
 pairs of similar figures
and to give examples of
similar figures from their
everyday life.
• Help the students to
discuss in groups and
communicate the
following as Critical
Thinking: In two similar
triangles: the measures
of their corresponding
angles are equal, and the
lengths of their
corresponding sides are
proportional.
• Critical Thinking:
Assist students to realize
that it is not necessary to
compare the two
conditions; the two
conditions are
equivalent.
• Students should aware
that the symbol ~means
“is similar to.” Two
similar triangles ∆PQR
and △STU can be

181 | P a g e
 written as: △PQR
~△STU
P S

Q R T
U
If △PQR ~△STU then
<P ≡<S, <Q ≡<T, and
<R ≡<U, and
𝑃𝑄 𝑄𝑅 𝑃𝑅
= =
𝑆𝑇 𝑇𝑈 𝑆𝑈

• Assist students to solve

problems like, Given
△PQR ~△STU, and
𝑃𝑄= 6 cm, 𝑇𝑈= 3 cm,
𝑃𝑅= 12 cm, and 𝑆𝑈= 4
cm then find all sides of
△PQR and △STU?
𝑃𝑄 𝑄𝑅 𝑃𝑅
= =
𝑆𝑇 𝑇𝑈 𝑆𝑈
6 𝑄𝑅 12
𝟔𝑆𝑇= 3 = 4 =3

𝑆𝑇= 2 cm and 𝑄𝑅= 9 cm

• Identify 4.1 Similar • Ask students

figures that are Plane to identify the
similar to each Figures
other (10 periods)

182 | P a g e
 • Apply the 4.1.1 similarity of
definition of Definition two given
similarity of and figures
two triangles to Illustration • Ask students
solve related of Similar to explain the
problems Figures concept of
4.1.2 Similar similar figures
Triangles • Ask students
to solve
problems using
two similar
triangles
• Provide
descriptive
feedback for
learners to
improve their
learning
Competencies Contents Learning Strategies Assessment
• Determine the 4.1.3 Tests Guide the students to • Ask students
similarity of for similarity answer the following: In to describe
two triangles of triangles the triangles PQR and each of the
(AA, SSS, △STU, if <P ≡<S, and similarity tests
and SAS) <Q ≡<T. What must be of triangles
true about <R and <U? AA, SSS, and
Why? SAS
• Critical Thinking: Help • Ask students
students in groups to to determine

183 | P a g e
draw a triangle PQR. Use the similarity
a compass and of two triangles
straightedge to construct by using the
a second triangle, SSS, SAS and
△STU, AA similarity
with <P S, and Q tests
≡<T. Are your triangles for triangles
similar? Explain. This • Provide
answer the AA descriptive
similarity. feedback for
• Critical Thinking: Help learners to
students in groups to improve their
construct another pair of learning
triangles so that the side
lengths of one triangle
are a multiple of the side
lengths of the other.
Compare the
corresponding angles of
your triangles. Your
work in this investigation
should support SSS
similarity conjecture.
Note: If AA is a
similarity shortcut, then
so are ASA, SAA, and
AAA, because each of
those shortcuts contains

184 | P a g e
 two angles. That leaves
SAS and SSA as possible
shortcuts. In the next
investigation, you will
look at SAS.
• Critical Thinking: Help
students in groups to
construct two different
triangles that have two
pairs of sides
proportional and the pair
of included angles equal
in measure. Can you do
it? Your findings should
support SAS similarity
conjecture.
• Explain the 4.1.4 Help the students to • Ask students
relation Perimeter revise the formula for to relate the
between the and Area of perimeters and areas of perimeters
perimeters of Similar triangles; and find of two similar
two similar Triangles perimeters and areas of triangles
triangles (8 periods) two similar triangles and • Ask students
• Explain the their to relate the
relation ratios of the perimeters areas of two
between and areas. similar
the areas of two • Critical Thinking: Help triangles
similar students in groups to
triangle conclude "the ratio of the

185 | P a g e
 perimeters of two similar • Provide
triangles is equal to the descriptive
ratio of their feedback for
corresponding sides" and learners to
"The ratio of the areas of improve their
two similar triangles is learning
equal to the square of the
ratio of their
corresponding sides."

Unit 5
Theorems on Triangles (15 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Understand basic concepts about right angled triangles
• Apply some important theorems on right angled triangles.
• Apply real-life situations in solving geometric problem
Competencies Contents Learning Strategies Assessment
• Describe the 5 Theorems • Guide the students in • Ask students
angle sum on Triangles group work to draw any to describe the
theorem of a 5.1 The three triangle, cut it out angle sum
triangle angles of a carefully, tear the theorem of a
• Apply the triangle add vertices off and fit them triangle
angle sum up to together. Based on the • Ask students
theorem of a 180° result lead them to to prove the
triangle in communicate their result sum of
solving related (3 periods) that the sum of the the measures of
problems. measures of interior interior angles

186 | P a g e
 angles of a triangle is of a triangle is
1800 1800 using
.• Another activity for paper folding
group of students was, • Ask students
fold AB to get the mid- to solve
point at D and fold AC to problems
get the mid- point at using the angle
E.From D and E draw sum theorem of
perpendicular line to line a triangle
segment BC. Fold in • Provide
wards ∆ADE at line descriptive
segment DE, ∆DBF at feedback for
line segment DF and learners to
∆CEG at line segment improve their
EG. learning
The three angles
𝛼, 𝛽 𝑎𝑛𝑑 𝜃 added
together are seen to form
a straight line on the
base, that is, they are
equal to 180°
A
𝛼
D E

𝛽 𝛽𝛼 𝜃 𝜃
B F C

187 | P a g e
• Describe the 5.2 The • Assist students to prove • Ask students
relation exterior that the sum of degree to describe the
between the angle of a measure of interior exterior angle
exterior angle triangle angles of a triangle is and the two
and the two equals the 1800 based on the remote interior
remote sum of the knowledge of alternate angles of a
interior angles two remote interior angles and the triangle
of a triangle. interior measure of straight angle • Ask students
• Prove the angles. which is 1800 to prove the
exterior angle (4 periods) • Finally, guide the exterior angle
of a triangle students to find the of a triangle
equals the sum unknown angle of a equals the sum
of the two triangle by applying the of the two
remote interior angle sum theorem of a remote interior
angles triangle. angles
• Encourage the students • Ask students
to prove the exterior to solve
angles theorem of problems
triangle by using the using the
knowledge of angle sum exterior angle
theorem of a triangle and theorem of
the triangle
measure of straight • Provide
angle. descriptive
• Finally, guide the feedback for
students to determine
unknown interior or

188 | P a g e
 exterior angle of a learners to
triangle by applying the improve their
exterior angle theorem of learning
triangle
Competencies Contents Learning strategies Assessment
• Describe the 5.3 • Start the lesson by • Ask students
right angle Theorems on considering a right to describe the
triangle, the the right angled triangle ∆ABC right angle
altitude and angled and CD is triangle, the
hypotenuse triangle its altitude, and the altitude and
• Apply Euclid's (12 periods) altitude divides ∆ABC in hypotenuse
theorem and its 5.3.1 Euclid' to two right angled • Ask students
converse for Theorem triangle to solve
solving related and its C problems
problems Converse using Euclid's
b a theorem and its
converse
A c1 c2 B • Provide
c descriptive
• Guide students to find feedback for
similar triangles from learners to
ABC with the other improve their
two triangles formed and learning
have the following
similarities
i) ∆CBD ~ ∆ABC... (by
AA similarity test).
𝐶𝐵 𝐵𝐷 𝑎 𝑐2
= → 𝑐 = 𝑎 → 𝑎2=cc2
𝐴𝐵 𝐵𝐶

189 | P a g e
 ii) D ACD ~ DABC - (by
AA similarity test)
𝐴𝐵 𝐴𝐷 𝑏 𝑐2
= →𝑐= →
𝐴𝐷 𝐴𝐶 𝑏

𝑏 2 =cc1
• Following this you can
state the Euclid's
Theorem and its
converse
• Encourage students to
apply the theorem in
exercises like:
Example. DABC is a
right angled triangle with
hypotenuse AB, and
altitude CD to AB. If AD
= 4 cm, DB = 5cm, find
the lengths of AC and
BC
• Critical Thinking:
Similarly you can give
examples to illustrate the
converse of the theorem.
• Derive the 5.3.2 The • Help students to revise • Ask students
Pythagoras Pythagoras' Euclid's Theorem to derive the
theorem • Assist students to use Pythagoras
by using theorem and the Euclidean relation to theorem by
Euclid’s its derive the Pythagorean using
theorem and

190 | P a g e
 paper folding converse relation and then state Euclid’s
• Apply the theorem. theorem and
Pythagoras' • Guide students to paper folding
Theorem and derive the Pythagoras • Ask students
its converse for formula by different to solve
solving related approaches: problems
problem Let consider the right using
angle triangle in paper Pythagoras'
folding seen below Theorem and
c its
converse
• Provide
descriptive
feedback for
a b learners to
improve their
learning
Competencies Contents Learning strategies Assessment
Arrange the triangle in
the form of A and B and
derive the formula

191 | P a g e
 A)

𝑐2
c

a b
B)
a b
b c c

c c
a

• Encourage students to
apply the "Pythagoras"
Theorem to solve a real
world problem

Unit 6
Lines and Angles in a Circle (17 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Have a better understanding of circles
• Realize the relationship between lines and circles
192 | P a g e
• Apply basic facts about central and inscribed angles and angles formed by
intersecting chords to compute their measures.
• Apply real-life situations in solving geometric problems
Competencies Contents Learning strategies Assessment
• Identify the 6.1 Circles (18 • Use a compass to • Ask students
different types periods) draw a circle. to describe the
of 6.1.1 Lines and concepts in a
arcs, sectors, Circles • Guide students to circle.
segments differentiate by • Ask students
• Describe the giving examples to identify
concepts between major arc
"tangent" . Radius, diameter, and minor arc.
and "secant" chard, secant and • Ask students
of a circle. tangent of a circle. to identify
. Minor and major major and
arc of a circle. minor sector of
.Minor and major a circle.
sector. • Ask students
. Minor and major to identify
segment of a circle major and
Four circles figure minor segment
here. of a circle.
• Ask students
to describe the
concepts
"tangent" and
"secant" of a
circle.

193 | P a g e
 • Provide
descriptive
feedback for
learners to
improve their
learning
Competencies Contents Learning strategies Assessment
• Describe the 6.1.2 Central • Guide students to • Ask students
central angles angle and relate the central angle to describe the
and inscribed with the arc central angles
inscribed angle subtending it. and inscribed
angles c angles.
• Find the A B • Ask students
measure to
ofcentral angle identifycentral
or inscribed angles and
angle or the inscribed
intercepted arc m(<AOB) = m(ACB) angles.
based on the • Critical Thinking: • Ask students
given After introducing the to find the
information. meaning of inscribed measure of
angle, encourage the central angle or
students to measure inscribed angle
the central angle and or the
the inscribed angle intercepted arc
subtended by the same based on the
arc and conclude that given
information..

194 | P a g e
 1. The measure of the • Provide
inscribed angle is half descriptive
of the measure of feedback for
central angle learners to
2. The measure of the improve their
inscribed angle is half learning
of the measure of the
arc subtends it.
c
A B

D
m (<ADB) = ½ m
(<AOB)
m (<ADB) = ½ m
(AOB)
• Critical Thinking:
Let students relate
inscribed angles
subtended by the same
arc.
i.e. m (<ABE) = m
(<ACE) =
m(<ADE)= ½m
(AXE)
B C

195 | P a g e
 A D

X E

Competencies Contents Learning strategies

• Project as a critical
thinking:
This investigation is
about a line drawn
from the centre to a
chord. Drag the point
E. What do you notice
about the length of CE
and DE when the
angle is 90°? Change
the chord by dragging
C and D and repeat the
process.

C
Complete the
statement: If the angle
is 90° then CE=…

196 | P a g e
 Drag the point E in the
previous sketch. What
do you notice about
the angle
if CE = DE?
• Project as a critical
thinking: What do you
notice about the
perpendicular bisector
when both of the red
points are on the circle
(when the red line is a
chord)?

• Describe the 6.1.3 Angles • Ask students

angle formed formed by to describe the
by two two angle formed by
intersecting intersecting two intersecting
chords chords chords.
• Solve • Ask students
problems We refer to a new to prove that an
related to angle discovery such as: angle formed by
formed by two If the perpendicular two chords
intersecting bisector of a chord is intersecting
chords inside a drawn, then it passes inside a circleis
circle

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through the centre of equal to half the
the circle. sum of the
intercepted arc
by
measurement.
• Ask students
to solve
problems
related to angle
formed by two
intersecting
chords inside a
circle.
• Provide
descriptive
feedback for
learners to
improve their
learning
• Assist students to
conclude the
following as
discovery:
o The centre of a
circle is on the
perpendicular bisector
of any chord,
therefore their

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 intersection point is
the centre.
. The perpendicular
bisectors of the sides
of a triangle meet at
the centre of the
circumscribed circle.
. The angle subtended
by an arc at the centre
of a circle is double
the size of the angle
subtended by the same
arc at the circle.
. The angle subtended
on the circle by the
diameter is always 90°
Critical Thinking:
Given the circle below
and lead the students

A
C

D
1. To connect D & C
using ruler

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 2. To measure <ACD
and <BDC using
protractor
3. Based on step 2 ask
them towrite the
measures of 𝐴𝐷&𝐵𝐶
4. To measure <BEC
5. To relate m
(<BEC) with the sum
of m(𝐴𝐷 ) & m(𝐵𝐶)
That is m (<BEC) =
½[m (𝐴𝐷) + m (𝐵𝐶)
Solve the 6.2Applications • Assist students to • Ask group of
application of Circle work in groups and students to
problems (3 periods) communicate the solve the real-
results of the real-life life application
applications in nature problems in
surrounding humans, terms of
technology, geometry.
architecture, and • Observe
mappings. students while
they are
working
together
• Ask your
students to
communicate
their result

200 | P a g e
 • Provide
descriptive
feedback for
learners to
improve their
learning

Unit 7
Solid Figures and Measurement(20 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Identify parts of solid figures
• Find the surface area of solid figures
• Find the volume of solid figures
●Solve applications of solid figures and measurements
Compete Contents Learning strategies Assessm
ncies ent
• Identify 7.1 Solid • Divide students into small groups and Ask
parts of a Figures (8 let them to mention different objects questions
prisms, periods) having the shape of prisms by showing and let
cylinders, 7.1.1 models of prisms and net of prisms. some
pyramid Prisms • Encourage students to identify bases, students
and and edge, vertices and faces of prisms from to
cones Cylinders the model. identify
• Name parts
different prisms
types of and

201 | P a g e
prisms, cylinders
cylinders, by net of
pyramid prisms
and
cylinders
.
a) using
Geogerb
a
Software
Compete Content Learning strategies Assessm
ncies ent
and cones • Encourage the students to define a b) using
based on prism as follows, A prism is a three manually
their dimensional solid figure with two .
bases. parallel faces, called bases, that are • Provide
congruent triangle, square and constricti
rectangle, lateral edges and lateral flat ve feed
face which are rectangles in a right back for
prism. The prism takes its name from learners
the name of the base to
improve
Lateral their
face learning.
Lateral ➢ Give
edge
project
base
on the
Triangular prism
parts of

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 • Divide students into small groups and prisms
let them to introduce different types of and
prisms like rectangular prisms, square cylinders
prisms and conclude that when the base and
is a circle the prism becomes cylinder. the
upper teacher
base checks
the
lower performa
base nce of
We can see here that the net of a students.
rectangular prism is made from six
rectangles.

7.1.2 • Divide students into small groups and • Ask

Pyramids let them to mention different objects questions
and Cones having the shape of pyramid by and let
showing models of pyramid. some
• Encourage students to identify vertex, students
edge and faces of pyramids from the to
model. identify
• Encourage the students to define a parts
pyramid as follows, A pyramid is a Pyramids
solid defined by a base and a point, and
called an apex, not on the base. The Cones by
pyramid takes its name from the name net
of the base.

203 | P a g e
 of
Pyramids
and
Cones
a) using
Geogerb
a
Software
b) using
manually
.
Compete Contents Learning strategies Assessm
ncies ent
V vertex • Provide
constricti
ve
feedback
for
Lateral face
learners
to
base improve
their
Divide students into small groups and learning.
let them to introduce different types of • Give
pyramids like triangular pyramid, project
rectangular pyramid and conclude that on the
when the base is a circle the pyramid parts of
becomes a cone. B

204 | P a g e
 Pyramids
and
Cones
and the
teacher
checks
the
performa
nce of
students

V vertex

. lateral
face

F
base
• Divide students into small groups and
let them to derive the surface area
formula of right prism by using net of
prisms.
Eg. Rectangular prism

205 | P a g e
Compete Contents Learning strategies Assessm
ncies ent
• Find the 7.2 • Guide the students to see the net of a • Ask
surface Surface rectangular prism is made from six questions
area of Area and rectangles, and the front and the back and let
prisms, Volume are the same, the right side and the left some
cylinders, of Solid side are the same, and the top and the students
pyramid Figures bottom are the same how
and cone (14 Area of front = Area of back = lh to derive
periods) Area of left = Area of Right = wh the
7.2.1 Area of top = Area of bottom = lw volume
Surface • Lateral surface Area (Al ) = Sum of of prisms
Area of areas of lateral faces and
Prisms, = Area of front + Area of back + Area cylinder
Pyramid of left + Area of right by net of
and = lh + lh + wh + w h prisms
Cylinder =2lh + 2wh and
= 2h (l + w) OR = h × 2 (l + w) cylinder.
= ph (p = perimeter of the base) a) using
Total surface Area (AT ) = Al + 2AB= Geogerb
lateral surface area + Area of two bases a
Software

206 | P a g e
 (upper & lower)= 2lh + 2wh + 2lw= b) using
2(lh + wh + lw) manually
Therefore,Total surface area = Al + .
2AB • Provide
• Let students use the same formula for constricti
finding Al of triangular prism. ve
• Encourage students to apply the feedback
formula for computing the surface area for
of different prism. learners
• Divide students into small groups and to
let them to derive the surface area improve
formula of cylinder. their
• First let students to cut a cylinder learning.
vertically. Then its lateral surface gives ➢ Give
rectangle with 2πr by h and 2 base area
activity
with π𝑟 2
on the
volume
●
of prisms
and
● . 5 cm cylinder
.
and the
Al = 2πr × h
teacher
checks
the
performa
nce of
students

207 | P a g e
Compete Contents Learning strategies Assessm
ncies ent
• Find the 7.2.2 • Encourage students to elaborate a • Ask
volume of Volume common volume formula for the right questions
prisms of Prisms prisms and let
and and some
cylinders Cylinders V = Base Area x height students
how
V = AB h to derive
the
volume
• Guide students to reach the of prisms
conclusion that a cylinder is a circular and
prism. Thus, its volume can be found cylinder
using same formula as all prisms by net of
prisms
and
cylinder.
V= AB h a) using
But its base is a circle, AB= πr2 V= Geogerb
πr2h a
• Guide students to apply the formula Software
for computing the volumes of prisms b) using
and cylinder manually
• Encourage the students to use the .
knowledge of geometry and • Provide
measurements in fencing off an area to constricti
plot a crop, Planning the ve

208 | P a g e
 construction of a house, building a feedback
swimming pool, fill up your vehicle, for
the volume of gasoline your gas tank learners
holds determines your purchase to
improve
their
learning.

➢ Give

activity
on the
volume
of prisms
and
cylinder
and
the
teacher
checks
the
performa
nce of
students
• Solve 7.3 Give applicable problems in the area of Ask
applicatio Applicati Fencing off an area to plot a crop, group of
ns of solid ons on Planning the construction of a house, students
figures Solid building a swimming pool and Fuelling to work
and Figures Up, when you fill up your vehicle, the the
and

209 | P a g e
measurem Measure volume of gasoline your gas tank holds applicati
ents ments (3 determines your purchase on
periods) problems
.
• Observe
students
while
they are
working
together
• Ask
your
students
to
communi
cate their
result
•Provide
descripti
ve
feedback
for
learners
to
improve
their
learning

210 | P a g e
Unit 8: Introduction to Probability (14 periods)
Learning Outcomes:
At the end of this unit, learners will able to:
• Understand the concept of probability
• Find event, sample space and probability of simple events.
• Apply problems of real-life situations in solving the probabilities
Competen Contents Learning strategies Assessme
cies nt
Describe 8.1 The • Start the lesson by providing the • Ask
the Concept application of the unit. students
concepts of • Assist students to use internet and to
of Probabili describe the basic concepts of identify
probability ty (6 probability such as experiment, trial, certain,
periods) outcomes, and event. An experiment is uncertain
an activity involving chance in which and
results are observed. Each observation impossibl
of an experiment is a trial, and each e out
result is an outcome, the set of all comes
possible outcomes of the experiment is • Ask
the sample space of the experiment. A students
set of one or more outcomes is an to
event. If the event is not likely to occur, identify
the probability of the event is close to experime
0. If an event is likely to occur, the nt, trial,
event’s probability is closer to 1. event and
Impo unlik As likelyas certa sample

211 | P a g e
 ssible ely not likely in space
0
1
1 • Ask
2
students
• Assist students to give real-life
to solve
examples of certain and impossible out
real-life
comes.
applicatio
• Project as a critical thinking: Assist
ns of
group of the students to experiment the
examples
tossing of coins repeatedly (say up to
of certain
20, 30, 50, . . .) and register the
and
outcomes. What do a group of students
impossibl
suggest the number of observing or
e out
getting head or tail?
comes.
• Provide
descriptiv
e
feedback
for
learners
to
improve
their
learning
• Find the 8. 2 • From the above experiment, students • Ask
probability Probabili discuss to derive the formula of the group of
of simple ty of probability of a simple event as: students
Simple P (Event) is equal to to derive
events n𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑡𝑖𝑚𝑒𝑠𝑡ℎ𝑒𝑒𝑣𝑒𝑛𝑡𝑜𝑐𝑐𝑢𝑟 the

212 | P a g e
 Events Divide by probabilit
(8 t𝑜𝑡𝑎𝑙𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑒𝑞𝑢𝑎𝑙𝑙𝑦𝑙𝑖𝑘𝑒𝑙𝑦𝑝𝑜𝑠𝑠𝑖𝑏 y of
periods) 𝑛(𝐸) simple
𝑙𝑒𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 is equal 𝑛(𝑆)
Events
• Assist students to determine the
• Ask
probabilities of simple
students
events,Example: Two coins are tossed.
to find the
What is the probability that both land
probabilit
heads up? Because either coin can land
y of
heads up or tails up, the possible
simple
outcomes are as follows.
events
HH = heads up on both coins
• Ask
HT = heads up on first coin and tails up
students
on second coin
to solve
TH = tails up on first coin and heads up
real-life
on second coin
applicatio
TT = tails up on both coins
ns of
So, the sample space is S = {HH, HT,
probabilit
TH, TT}.
y of
The event is E = {HH}.
simple
𝑛(𝐸) 1
P (E) = 𝑛(𝑆) = 4
events.
• Assist students to give real-life • Provide
examples of finding the probability of descriptiv
an event. e
feedback
for
learners
to

213 | P a g e
 improve
their
learning

Competen Contents Learning strategies Assessme

cies nt
.Solve the 8.3 • Assist students to work in groups and • Ask
probability Applicati communicate the results of the real-life group of
of real-life ons on applications in weather forecasting, students
problems Business, insurance, car accident, drug usage by to solve
Climate, taking real data from the concerned the
Road offices. probabilit
Transpor y of real-
t life
accidents applicatio
, and n
Drug problems.
Effects • Observe
(4 students
periods) while
they are
working
together
• Ask
your
students
to

214 | P a g e
 communi
cate
their
result
• Provide
descriptiv
e
feedback
for
learners
to
improve
their
learning

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