MATHEMATICS

First Preparatory - Second Term 2024 - 2025

Student's Book

Prepared By

Mr. Prof. Dr. Ass. Prof. Dr.

Osama Zaid Sharif Samar Abdel Fattah Lasheen Amal El-Shahat Hafez

Mr. Mr.
Magdy Abdel Fattah El-Safty Ibrahim Abdel Latif El-Saghir

Mr. Mr. Mr.

Bassem Magdy Roushdy Islam Mohamed Ibrahim Sameh Labib Attia
 Name : ..............................................................................................................

Class : ..............................................................................................................

School : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ii
 Introduction
In the framework of the continuous development of the education system, and as part
of the development plan that began with the kindergarten stage and continues until
the end of the secondary stage, according to Egypt's Vision 2030 and the Ministry
of Education's development plan, this book has been prepared to complete and
implement the development processes of educational curriculums for the preparatory
stage to create a qualitative leap in the way Egypt's students are prepared to deal
with future challenges.

We are pleased to present this mathematics textbook for the first preparatory grade for
the second term, which includes a set of tasks and performances that help students
solve mathematical problems. This aims to achieve learning outcomes that keep
pace with the challenges of the 21st century, whose structure is reinforced by the
rapid revolution in information and communication technology.

The current curriculum aims to bring about a qualitative leap in the teaching and
learning of mathematics. It also aims to provide an appropriate means to achieve the
general educational goals in an integrated manner that aligns with the following:
• Emphasizing the positive role of the student in the learning process.
• Included knowledge curriculum, skills, values, positive trends needed for education,
good citizenship, productive work and active participation in sustainable development
programs.
• Including of modern positive trends in curriculum building, such as critical thinking
skills, problem-solving skills, self-learning skills, collaborative learning, and effective
communication with knowledge sources.
• Developing performance skills by focusing on self-learning and collaborative work.
• Achieving integration between mathematics and other subjects across different
educational stages.
• Providing students with the opportunity to choose activities that suit their abilities,
tendencies, and needs.

Asking Almighty God to make this book beneficial and hope that it will be part of a great
effort to elevate Egypt to the ranks of advanced countries, ensuring a great future for
all students. We wish you a very successful academic year full of achievements and
success.

May God grant success,

The Authors

iii
 Table of Contents
First Preparatory - Second Term

UNIT
Powers, Exponents, and Roots
1 1-1 Powers and Exponents ................................................. 2

1-2 Scientific Notation ........................................................... 8

1-3 Square Roots and Cube Roots ............................... 13

UNIT Algebra

2 2-1 Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2-2 Multiplying an algebraic term by an algebraic
term or an algebraic expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2-3 Multiplying algebraic expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2-4 Dividing an algebraic term or an algebraic
expression by an algebraic term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2-5 Dividing algebraic expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

UNIT
Geometry & Measurement
3 3-1 Areas
3-2 Geometrical Constructions
................................................................................

.......................................
50

56

3-3 Geometrical Transformations .................................. 61

3-4 Composite of Geometrical Transformations ........ 69

UNIT

4 Probabilities
4-1 Random Experiment – Sample Space –
Events .............................................................................. 76

4-2 Theoretical & Experimental Probability ................. 82

iv
 UNIT 1 Unit Lessons
1-1 Powers and Exponents
1-2 Scientific Notation
1-3 Square Roots and Cube Roots
Powers,
Exponents,
and Roots

Artificial Intelligence (AI) is used in the development of interactive

applications to enhance educational processes.
Can Artificial Intelligence (AI) mechanisms be developed to perform
complex calculations involving exponents and roots?

Issues and Life Skills Values

- Mathematical Communication - Mathematical Understanding - Respect - Responsibility
- Information Technology - Creative Thinking - Perseverance - Belonging
- Critical Thinking - Justice
 Lesson

1-1 Powers and Exponents

Learning Outcomes Get Ready!

• Learn the concept of Euglena is a unicellular organism
repeated multiplication that reproduces by binary fission,
and exponential form the first division results in two
• Distinguish between the cells which in turn produce four
concepts of power and cells after the second division,
exponent and so on.
• Apply the laws of What is the number of cells
exponents in solving produced after 8 divisions?
exercises
• Use the laws of exponents
In this lesson, you will learn the
to simplify mathematical concept of exponents and
expressions how to calculate the powers of
a number, as well as how to use First and Second Division in Euglena
• Use the positive, negative,
the laws of exponents to solve
and zero exponents in
solving exercises
exercises, enabling you to solve such problems.

Vocabulary Think & Discuss!

• Repeated Multiplication
What is the value of 27 × 25?
• Exponent
• Power Marwan, Mariam, and Mohammed all answered the previous question, and
• Base their answers were as follows:
Marwan Mariam Mohammed

27 × 25 = 435 27 × 25 = 235 27 × 25 = 212

Which of them is correct? Discuss.

Think with your
classmates Learn!
5 2
• Is 2 = 5 ? Repeated Multiplication and Exponential form
5
• Is 2 = 2 × 5? The result of multiplying repeated factors can be expressed using the
powers or exponential form, that has an exponent and a base.
Example: The exponent indicates the number of
times the base is used as a factor

A factor repeated 5 times

Note that
2 × 2 × 2 × 2 × 2 = 25
5
2 = 32
5 The base is the repeated factor
2 is the exponential form
of the number 32 5
2 is read as "2 raised to the power of 5" or "2 to the power of 5",
meaning "2 multiplied by itself 5 times".
In general
Factor repeated n times

If n is a positive integer, then for any number a: a × a × a × ... × a = an

2 Unit One: Powers, Exponents, and Roots Mathematics - First Preparatory

 Self-Evaluation 1 Example 1
Write each of the following Write each of the following using exponents:
using exponents:
1 2×2×2×2×2×2×2 2 x x
(–– ) × (–– ) × (–– ) × (–– )x x
1 (– 7) × (– 7) × (– 7) 2 2 2 2 2
3 × × × × 4 3×3×a×a×a×3×3
2 1 × 1 × 1 × 1 3 3 3 3 3
2 2 2 2

3 5×b×b×5×b 1 2 × 2 × 2 × 2 × 2 × 2 × 2 = 27
x x
– ) × (–– ) × (–– ) × (–– ) = (–– )4
2 (– x x x
3 × × × × = ( 2 )5
2 2 2 2 2
3 3 3 3 3 3
4 3 × 3 × a × a × a × 3 × 3 = 3 × 3 × 3 × 3 × a × a × a = 34 × a3

Self-Evaluation 2 Example 2
Write each of the following Write each of the following in exponential form such that the base is
in exponential form such a prime number:
that the base is a prime 1 625 2 72
number:
1 81 2 216
Factorize each number into its prime factors as follows:
1 625 2 72

25 25 8 9

5 5 5 5 4 2 3 3

2 2
4
625 = 5 × 5 × 5 × 5 = 5 72 = 2 × 2 × 2 × 3 × 3 = 23 × 32
Self-Evaluation 3 Example 3

x y
If = – 3, = 4, find the
If a = 2, b = – 5, find the numerical value of each of the following:
numerical value of each 1 3 b2 2 (3 b)2 3 a3 + b3 4 (a + b)3
of the following:
1 xy 2 – y2
3 – x)
(–
3
4 x2 + y 2 1 3 b2 = 3 × (– 5)2 = 3 × 25 = 75 Technology

5 (x + y)
2 2 (3 b) = (3 × (– 5)) = (– 15) = 225
2 2 2
You may use a calculator
3 3 3 3
3 a + b = 2 + (– 5) = 8 + (– 125) = – 117 to perform calculations to
verify your answers
4 (a + b)3 = (2 + (– 5))3 = (– 3)3 = – 27

Critical Thinking Even and Odd Exponents of a Negative Base

If a is an integer not equal to Note that : • (– 5)2 = (– 5) × (– 5) = 25 > 0

3
– a) = – a ?
zero, does (–
2 2
• (– 5) = (– 5) × (– 5) × (– 5) = – 125 < 0
And when does this
In general
statement be true?
• When the base is a negative number and the exponent is an even number,
the result is a positive number.
• When the base is a negative number and the exponent is an odd number,
the result is a negative number.

Second Term (2024/2025) Lesson One: Powers and Exponents 3

 Think & Discuss Multiplication and Division of Powers with the Same Base
1 Isslam wrote that
2 3
5 × 5 = 25
5 First Multiplication Law
Is it true what Isslam
wrote? Discuss. 3 Factors 4 Factors
2 Ahmed wrote that 23 × 24 = (2 × 2 × 2) × (2 × 2 × 2 × 2) = 27
2 3 5 7 Factors
5 ×5 =5
Is it true what Ahmed To multiply powers with the same base, keep the base and add the
wrote? Discuss.
exponents.
3 Samar wrote that
2 3 6
5 ×5 =5 In general
Is it true what Samar For any rational number a, and two integers m, n:
wrote? Discuss.
4 Amal wrote that am × an = am + n
2 3
5 × 5 = 25
6 For example:
Is it true what Amal • 33 × 32 = 33 + 2 = 35 • (– 2)7 × (– 2) = (– 2)7 + 1 = (– 2)8
wrote? Discuss.
Generalization :
The multiplication law can be generalized to more than two powers as
Think & Discuss
long as they have the same base.
1 Magdy wrote that For example: 102 × 103 × 10 = 102 + 3 + 1 = 106
8
3
2
= 16
3
Second Division Law
Is it true what Magdy
wrote? Discuss.
7 Factors
2 Ibrahim wrote that 7 3 Factors
2 2×2×2×2×2×2×2
3
8 = = 2 × 2 × 2 = 23
2
= 34 24 2×2×2×2
3 4 Factors
Is it true what Ibrahim
wrote? Discuss. To divide powers with the same base, keep the base and subtract
3 Bassem wrote that the exponents.
8
3 In general
2
= 36
3
Is it true what Bassem For any rational number a, not equal to zero, and two integers m, n:
wrote? Discuss. am = am – n
an
5
3
•( )8 ÷ ( 12 )6 = ( 12 )8 – 6 = ( 12 )2
1
For example: • 3 = 35 – 3 = 32
3 2
Self-Evaluation 4

Find in simplest form Example 4

the result of each of the
following: Find in simplest form the result of each of the following:
7
8
×7 ×73
67 × 62 (– 2)7 × 36 (– a)4 × a6
1 1 2 3
7
10
63 × 65 (– 2)5 × 34 (– a)5 × (– a)3
2 8
(– 4) ×4
2
6 Another Solution
(– 4) × (– 4)
7 2 7+2 9
6
2
5
× 74 × 107 1
6 ×6 = = 68 = 69 – 8 = 61 = 6 67 × 62 = 67 + 2 – 3 – 5
3 6
3
× 65 63 + 5 6
3 5 3 63 × 65
2 × 10 × 7 = 61 = 6

4 Unit One: Powers, Exponents, and Roots Mathematics - First Preparatory

 (– 2)7 × 36
2 = (– 2)7 – 5 × 36 – 4 = (– 2)2 × 32
(– 2)5 × 34
= 4 × 9 = 36
4 6
(– a) × a 4
a ×a 6
a4 × a6 a4 + 6
3 = = =
(– a)5 × (– a)3 – a5 × – a3 a5 × a3 a5 + 3
a10
= = a10 – 8 = a2
a8
Self-Evaluation 5 Example 5
If you know that one Technology: In the field of computer technology, the byte is one of the
terabyte is equal to the units used to measure file size. If you know that one kilobyte equals 210
product of one kilobyte
bytes, and one gigabyte equals 230 bytes, how many kilobytes does one
and one gigabyte, each
gigabyte contain?
measured in bytes, how
many bytes does one
terabyte contain?
230
Gigabyte = kilobytes
210
= 230 – 10 kilobytes
= 220 kilobytes

Diversified Strategies Zero Exponent and Negative Integer Exponents

If a ≠ 0
From the multiplication law
23 22 21 20 2– 1 2– 2 2– 3
of powers, you can find that:
1 an × a0 = an + 0 = an 8 4 2 1 1 1 1
It can be deduced that 2 4 8
a0 is the multiplicative
÷2 ÷2 ÷2 ÷2 ÷2 ÷2
identity i.e. a0 = 1
By observing the pattern in the previous table, you can find that:
2 an × a– n = an – n
1 1
= a0 = 1 20 = 1 2– 1 = 1 2– 2 = 1 = 2– 3 = 1 = 3
n –n 2 4 22 8 2
i.e. a and a
are each the multiplicative
inverse of the other. In general
Therefore: a
–n
= 1 1 Any number, not equal to zero, raised to the power of zero is equal to 1
an
i.e. For any number a ≠ 0, a0 = 1

Critical Thinking For example: 30 = 1 , ( 23 )0 = 1 , (–– 2)0 = 1 , (– 14 )0 = 1

2 Any number, not equal to zero, raised to the power of (– n) is equal to
1 Is 52 × 5– 3 equivalent
the multiplicative inverse of the same number raised to the power of n
3 –2
to 5 × 5 ? –n 1
i.e. For any number a ≠ 0, a =
2 State the difference an
1
( 12 )– 3 = 23 ( 37 )– 1 = 73
2 –2
between (– 5) and 5 For example: 5– 2 = , ,
52
Note that division by zero is undefined, and thus, when there are
symbols in the denominator, these symbols must not equal to zero.

Second Term (2024/2025) Lesson One: Powers and Exponents 5

 Self-Evaluation 6 Example 6
Simplify each of the Simplify each of the following to its simplest form:
following to its simplest
form: 1
25 × 2 – 2
2
x– 6 × x– 2
x × x– 2 23 × 2 – 4 x– 3 × x– 4
1
x– 3 25 × 2– 2 25 – 2 23
0 –1 2 1 = = = 23 – (–– 1) = 24 = 16
2
3 ×3 ×3 23 × 2– 4 23 – 4 2– 1
–2
3
2
x– 6 × x– 2 = x – 6 + (– 2) = x– 8 = x – 8 – (– 7)
x– 3 × x– 4 x – 3 + (– 4) x– 7
= x–8+7 = x–1 = 1
x

Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 Which of the following equals 2 – 2)3?
Which of the following equals (–
3 × 3 × 3 × 3 × 3 × 3 × 3? (a) – 6 (b) 6 (c) 8 (d) – 8
3 7
(a) 3 × 7 (b) 7 (c) 3 (d) 3 + 7
3 Which of the following equals – 3 ? 4 4 Which of the following equals 2– 4?
(a) – 12 (b) – 7 (d) – 81 1 1
(c) 81 (a) – 16 (b) 16 (c) (d)
8 16
5 Which of the following equals a– 1 × a3? 6 If 24 × a = 220, what is the value of a?
1 1
(a) a2 (b) a4 (c) 2 (d) 3 (a) 224 (b) 216 (c) 25 (d) 2
a a
7 If 2– 5 × a = 1, what is the value of a? 8 Which of the following is the additive
(a) 52 (b) 25 (c) 2– 5 (d) 5– 2 inverse of the number 4– 3?
(a) (– 4)3 (b) (– 4)– 3 (c) 43 (d) 4– 3

9 Which of the following expresses in its

y– 2 10 5 a0 – (5 a)0 = .............
–6
simplest form? y (a) 0 (b) 4 (c) 5 (d) 10
1 1
(a) 4 y (b) 4 (c) 8
y
(d) 8 y y
Second Applying Scientific Concepts

Find the numerical value of each of the following expressions at the given values:
a 2 –2
11 (– b) at a = 3 , b = – 5 12 a × b at a = 5 , b = – 3
d
13 a (b – c ) at a = 2 , b = 3 , c = 6 , d = 3

6 Unit One: Powers, Exponents, and Roots Mathematics - First Preparatory

 1
Write each of the following using positive exponents: 14 8– 4 15 –4
10
Simplify each of the following to its simplest form:
4 3 2
16 x 7 × x 11 17 (– 4) ×6 (– 4) ×5 4
x3 × x5 (– 4) × (– 4)

18 – 3 × 5–3 × 25 –1
19 a × a2 × a– 3
23 × 3–1 × 5 – 4 a4 × a– 7
By using prime factors and exponents, write each of the following numbers:
20 125 21 324

Find the missing exponent in each of the following:

b d– 3
22 a × a7 = a9 23 = b3 –3
24 q × q =1 25 =d
b4 d
Choose the correct answer from the given ones:
26 Which of the following equals 2a + 2a? 27 Which of the following equals a third of the
(a) 42a (b) 2a (c) 2a + 1 (d) 22a number 3 x?
(a) 1 x (3) x (c) 3 x + 1 (d) 3 x – 1
1
(b)

Third Analysis and Subjects Integration

28 Statistics: Without evaluating each value, find the median for the numbers:
20 , 2– 3 , 2– 1 , 2– 4 , 23

29 Astronomy: If the mass of the sun is approximately

1027 tons, what would be the mass of the sun in
kilograms? (Write the result in exponential form
with base 10)

The reliance on renewable and

clean energy sources such as solar
ar
energy must be increased to combat
the phenomenon of global warming.

Creative Thinking
30 Write the numbers 2, 0, 2, 3 in the following squares to get the largest possible value for
the numerical expression.
× Evaluate your
understanding!
How well do you understand
31 If a and b are two positive integers such that ab = 81, powers and exponents?
Tick the right box.
find the smallest value for the expression a + b.

Second Term (2024/2025) Lesson One: Powers and Exponents 7

 Lesson

1-2 Scientific Notation

Learning Outcomes Get Ready!

• Express numbers using Both Osama and Mustafa wanted
scientific notation
to know the distance between
• Convert numbers from planet Earth and the Sun.
standard form to scientific
notation and vice versa Osama found in one of the 149,600,000 kilometers
• Compare and order a set astronomy books that the average
of numbers in scientific distance between the Earth and
notation the Sun is 149,600,000 kilometers,
• Perform arithmetic while Mustafa, through one of the
operations on numbers in artificial intelligence applications,
scientific notation discovered that the average
. distance between them is
1.496 × 108 kilometers.
Did both of them get the same result?
In this lesson, you will learn how to express very large or very small
numbers in scientific notation and perform operations on them; this will
enable you to solve such problems.

Vocabulary Think & Discuss!

• Scientific Notation When you type the number 3
• Standard Form 200,000,000
on the scientific calculator, you find that the number
appears on the screen in the form 1.5 × 10– 8
What is the benefit of writing numbers in this form
that appeared on the screen?

Think Learn!
Why each of the following
numbers is not in Scientific Notation
scientific notation?
5
1 64 × 10 Scientific notation is a method of writing very large or very small
2.5 numbers, in which the number is expressed as the product of two
2 2.1 × 10
factors, one of them has an absolute value greater than or equal to 1
–4
3 0.82 × 10
and less than 10, and the other is 10 raised to an integer power.
i.e. The number is expressed in scientific notation as:
a × 10n where 1 ≤ |a| < 10, n ∈ Z
For example:
Each of the following numbers is written in scientific notation:
• 4.8 × 109 • – 2.56 × 10– 4 • 1 × 1018

8 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Writing numbers in scientific notation

Self-Evaluation 1 Example 1

Write each of the Write each of the following in scientific notation:

following in scientific 1 4,650,000 2 0.00079 3 571 × 109
notation:
1 192,000,000
2 0.00000164
1 4 6 5 0 0 0 0.0 2 0 .0 0 0 7 9
3 12 million
4 75 × 10
5 The decimal point moves 6 The decimal point moves
places to the left 4 places to the right
where (1 ≤ 4.65 < 10) where (1 ≤ 7.9 < 10)
Then multiply the result by 106 Then divide the result by 104
(i.e., multiply by 10– 4)
Thus, 4,650,000 = 4.65 × 106 Thus, 0.00079 = 7.9 × 10– 4

9 Technology
3 5 7 1. × 10
Use a scientific calculator to
Think with your write each of the previous
classmates
The decimal point moves 2 places to
numbers in scientific notation
the left, then multiply the result by 102 to verify the results.
How old are you in minutes?
Write the result in scientific
Thus, 571 × 109 = 5.71 × 102 × 109 = 5.71 × 1011
notation.

Writing numbers in standard form

To convert the number a × 10n from scientific

notation to standard form:
• When n is positive, move the decimal point n
places to the right.
• When n is negative, move the decimal
point |n| places to the left.

Self-Evaluation 2 Example 2

Write each of the following Write each of the following in standard form:
in standard form: 1 2.4 × 104 2 8.95 × 10– 2
4
1 5.8 × 10
–4
2 7.2 × 10
1 Move the decimal point (4 places)
to the right because the exponent 2.4 × 104 = 2 4 0 0 0
is (4) after placing zeros to the right
2 Move the decimal point (2 places)
to the left because the exponent is 8.95 × 10– 2 = 0 . 0 8 9 5
(– 2) after placing zeros to the left

Second Term (2024/2025) Lesson Two: Scientific Notation 9

 Self-Evaluation 3 Example 3
Arrange the following in Astronomy: Arrange the masses
a descending order: of the following planets
–6
16 × 10 in an ascending order.
–5
1.5 × 10
0.8 × 10
–5 Planet Mars Earth Mercury Venus
–4
14 × 10 Mass in 23
kilograms 6.4 × 10 5.97 × 1024 3.3 × 1023 4.87 × 1024

Enriched Information

• The solar system contains Step One: If the masses are written in scientific notation, the smaller
eight planets, the largest exponent indicates the smaller number, thus:
one is Jupiter and the

<
smallest is Mercury. Mercury 3.3 × 1023 Venus 4.87 × 1024
• Use the internet to find the
masses of the remaining
Mars 6.4 × 1023 Earth 5.97 × 1024
planets in the solar system,
write them in scientific Step Two: When the exponents When the exponents
notation, and then arrange
all of them from the
are equal, 3.3 < 6.4 are equal, 4.87 < 5.97
smallest to the largest. 3.3 × 1023 < 6.4 × 1023 4.87 × 1024 < 5.97 × 1024

Thus, 3.3 × 1023 < 6.4 × 1023 < 4.87 × 1024 < 5.97 × 1024

Therefore, Mass of Mercury < Mass of Mars < Mass of Venus < Mass of Earth

Ⴇ Attempt to solve the example in another way by unifying the exponents.

Operations on numbers in scientific notation

Writing very large or very small numbers in scientific notation makes the
calculations on them easier.

Self-Evaluation 4 Example 4
Find the result of each of Find the result of each of the following in scientific notation:
the following in scientific
notation:
1 (2.5 × 106) × (6 × 1012) 2 (1.5 × 10 – 7) ÷ (0.5 × 10 – 5)
5 7
1 (5.2 × 10 ) × (5 × 10 ) 3 (2.1 × 104) + (4.1 × 105) 4 (3.21 × 1013) – (8.1 × 1012)
11 8
2 (4.5 × 10 ) ÷ (9 × 10 )
–5 –4
3 (9.7 × 10 ) + (1.27 × 10 )
18 19 1 (2.5 × 106) × (6 × 1012) = (2.5 × 6) × (106 × 1012)
4 (1.4 × 10 ) – (1.04 × 10 )
= 15 × 1018 = 1.5 × 1019
1.5 × 10– 7 –7
2 = ( 1.5 ) × ( 10– 5 ) = 3 × 10– 2
0.5 × 10– 5 0.5 10

10 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Note that

To make the process of 3 (2.1 × 104) + (4.1 × 105) = (2.1 × 104) + (41 × 104)
addition or subtraction
easier, unify the exponents
= (2.1 + 41) × 104 "Distributive property"
of number 10. = 43.1 × 10 = 4.31 × 105
4

4 (3.21 × 1013) – (8.1 × 1012) = (32.1 × 1012) – (8.1 × 1012)

= (32.1 – 8.1) × 1012 "Distributive property"
= 24 × 1012 = 2.4.4 × 1013

Collaborative Activity

Collaborate with one of your friends and use the internet to find
the areas of the continents of the world in square kilometers.
Write these areas in scientific notation, and ask your friend
to arrange them from the smallest area to the largest area.

Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 Which of the following numbers is written in 2 Which of the following numbers is not in
scientific notation? scientific notation?
(a) 1.5 × 104.5 (b) 31.5 × 105 (a) 2.35 × 107 (b) 23.5 × 106
–7
(c) 15 × 105 (d) 3.15 × 105 (c) 2.35 × 10 (d) 3.5 × 10– 6
3 Which of the following expresses the number 4 Which of the following equals 0.000073?
8 million in scientific notation? (a) 7.3 × 106 (b) 7.3 × 105
(a) 8 × 107 (b) 8 × 106 (c) 7.3 × 10–5 (d) 7.3 × 10–6
(c) 8 × 10– 6 (d) 8 × 108
5 If 6.3 × 10n = 0.00063, what is the value of n? y
6 If the number × 10–9 is written in scientific
(a) – 4 (b) – 3 notation, which of the following could be the
(c) 3 (d) 4 value of ? y
(a) 0.6 (b) 6 (c) 60 (d) 600

Second Applying Scientific Concepts

Choose the correct answer from the given ones:

7 If 39 × 10–8 = k × 10–7, what is the value of k ?
(a) 39 (b) 3.9 (c) 0.39 (d) 0.039
8 If the speed of light is equal to 300,000 km/s, what is the speed of light in m/s?
(a) 3 × 105 (b) 3 × 107 (c) 3 × 108 (d) 3 × 1010

Second Term (2024/2025) Lesson Two: Scientific Notation 11

 Write each of the following in scientific notation:
9 24,500,000 10 0.000049 11 9 million 12 0.25 milliard 13 480 × 1012

Write each of the following in standard form:

14 5.4 × 103 15 4.32 × 10–2 16 5.37 × 105

Write the result of each of the following in scientific notation:

7 8 –7 5
17 (4.5 × 10 ) × (4 × 10 ) 18 (4.8 × 10 ) ÷ (0.8 × 10 )
–5 –6 5 4
19 (9.8 × 10 ) + (4.9 × 10 ) 20 (2.4 × 10 ) – (4.2 × 10 )

Arrange each of the following in an ascending order:

21 73 × 1011 , 6.9 × 1012 , 0.537 × 1013 22 4,300,000 , 3.4 × 106 , 0.37 × 107

Third Analysis and Subjects Integration

23 Astronomy: The temperature at the center of the sun is approximately

15 million Celsius. Write this temperature in scientific notation.

24 Scientists: Dr. Ahmed Zewail invented an ultra-fast

camera that uses laser beams to capture chemical
reactions occurring at an extremely rapid pace,
measured in femtoseconds, which is a unit equivalent
to one part of million milliard parts of a second.
Express this unit in scientific notation.
25 Science and Astronomy: If the mass is measured in grams, write
each of the following in scientific notation:
1 Mass of a hydrogen atom: 0.00000000000000000000000167
With knowledge,
2 Mass of the moon: 73,600,000,000,000,000,000,000,000
nations progress

26 Science: The flapping speed of a honeybee's wings is approximately

230 times per second. Write in scientific notation the number of wings
flaps in 10 minutes.

27 Geography: Arrange the areas of the following oceans in a descending order:

Ocean Indian Pacific Southern Arctic Atlantic

Area
(in square kilometers) 7.3 × 107 1.69 × 108 2.1 × 107 1.4 × 107 8.6 × 107

Creative Thinking Evaluate your

understanding!
How well do you understand
28 Write five numbers in scientific notation that lie between scientific notation?
10,000 and 20,000. Tick the right box.

12 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Lesson
Square Roots and
1-3 Cube Roots
Learning Outcomes Get Ready!
• Learn the concept of the The Great Pyramid or Pyramid of Khufu
square root. is the only remaining wonder of the
• Learn the concept of the Seven Wonders of the Ancient World,
cube root. located in the Giza pyramid area in
• Find the square root and Egypt, which is listed as a UNESCO
cube root of numbers. World Heritage Site. The current height
of the pyramid is approximately 139
meters, and its base is a square with
an area of approximately 52,900 square The
The Gr
G ea
eatt Py
Pyra
rami
mid
d (P
Pyr
yram
amid
id of Kh
Khuf
ufu)
u)
meters.
Can you find the side length of the base of the pyramid?
Vocabulary In this lesson, you will learn how to find square roots and cube roots,
which will enable you to solve such problems.
• Square root
• Cube root Think & Discuss!
• Perfect square
• Perfect cube Consider the following pattern and then find the number of small squares
in shape (7), and if you know that the number of small squares in a certain
shape equals 144, what is the number of that shape?

Note that
Shape (1) Shape (2) Shape (3) Shape (4) Shape (5)
• Squares of integers: Consider the following pattern and then find the number of small cubes
2 2 2 2 2
1 , 2 , 3 , 4 , 5 , ... in shape (6), and if you know that the number of small cubes in a certain
Equal: shape equals 729, what is the number of that shape?
1, 4, 9, 16, 25, ...
These are perfect squares.

• Cubes of integers:
3 3 3 3 3
1 , 2 , 3 , 4 , 5 , ...
Equal:
1, 8, 27, 64, 125, ... Shape (1) Shape (2) Shape (3) Shape (4) Shape (5)
These are perfect cubes.
Learn!
Critical Thinking The square root of a perfect square number
In the set of integers, why is The square root of a perfect square number (a) is the number whose
there no square root for square equals (a).
a negative number? The perfect square number has two square roots, one is positive and
the other is negative, each of them is the additive inverse of the other.
For example: The number 25 has two square roots, which are:
5 , – 5 because: (5)2 = 25 , (– 5)2 = 25

Second Term (2024/2025) Lesson Three: Square Roots and Cube Roots 13
 The symbol « » denotes the positive square root of a number.
Note that
For example: • The positive square root of the number 4 is 2,
1 0 =0 and it is written as: 4 = 2
2 • The negative square root of the number 9 is – 3,
2 a = |a|
and it is written as: – 9 = – 3
For example:
• The square roots of the number 64 are 8, – 8,
2
(– 7) =| – 7| = 7 and they are written as: ± 64 = ± 8
2n n
3 a = |a |
Example 1
where n is an integer
For example: Find each of the following in its simplest form:
6 3
a = |a | 1 196 2 – 9 3 ± 0.64
4 2 2 16
a = |a | = a
2
4 6
1
4
5 ( –53 ) 6 100 – 36

Self-Evaluation 1

Find each of the following: 1 196 = 2 × 2 × 7 × 7 196 2

1 ± 576 98 2
196 = 2 × 7 = 14 49 7
( 8)
–5 2
2
7 7
2 – 9 =– 3
16 4 1
3 – 1
11 9 8
3 ± 0.64 = ± 64 =± =± 4 Technology
2 2 100 10 5
4 15 –9 You may use a calculator
4
1
= 25 = 5 =2 1
6 to verify your answers
4 4 2 2
2
5 ( –53 ) =| –3 |= 3
5 5
6 100 – 36 = 64 = 8

Solving equations using the square root

x 2 = a where a ≥ 0, then x = ± a
If
For example: If x 2 = 36, then x = ± 36 = ± 6

Self-Evaluation 2 Example 2
Find the value of in x Find the value of x in each of the following:
each of the following:
1 x2 – 1 = 8 1 x 2
+ 1 = 65 2 2 x – 5 = 13
2

2
2 3 x – 5 = 43

1 ... x 2 + 1 = 65 2 ... 2 x 2 – 5 = 13
∴ x 2 = 65 – 1 = 64 ∴ 2 x 2 = 13 + 5 = 18
∴ x = ± 64 = ± 8 ∴ x 2 = 18 = 9
2
∴x=± 9=±3

14 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Self-Evaluation 3 Example 3
A farmer owns a square Link to Life: A square garden has an area of 400
plot of land has an area of
1024 square meters.
square meters, and a fence is to be constructed
He decided to divide it into around it. What is the length of the garden’s
4 equal square plots. fence?
What is the length of each
side of the four plots?

Let the length of the side of the garden be l meters, then its area is l 2
square meters.
Think
∴ l 2 = 400 ∴ l = 400 = 20
In the solution of the adjacent
Thus, the length of the side of the garden is example, why is l ≠ – 20?
20 meters.
Since the length of the garden’s fence (P) is the perimeter of the garden,
∴ P = 4 × 20 = 80
Thus, the length of the garden’s fence is 80 meters.

Note that The cube root of a perfect cube number

1
3
0 =0 The cube root of a perfect cube number (a) is the number whose
cube equals (a).
3 3n n
2 a =a The cube root of a perfect cube number has the same sign as
where n is an integer. this number.
For example: For example: • The number (8) has a cube root of (2) because: 23 = 8
3
x3 = x • The number (– 8) has a cube root of (– 2)
because: (– 2)3 = – 8
3
x 27 = x9 3
The symbol « » denotes the cube root of a number.
For example: The cube root of the number 125 is 5, written as: 3 125 = 5

Self-Evaluation 4 Example 4
Find each of the following: Find each of the following in its simplest form:
3 3
1 512 2 – 125 3 27 3
1 216 2 3 – 3 0.343
3 3
125
3 0.027 4 3 3
5
3
8
4 3 15
8
5
3
(– 5)3 6
3
y12
9
5 3
(– 9) 6 3
x
216 2
1 216 =2×2×2×3×3×3 108 2
3 54 2
216 = 2 × 3 =6
27 3
27 3 9 3
2 3 – =– 3 3
125 5
1

Second Term (2024/2025) Lesson Three: Square Roots and Cube Roots 15
 3 343 7 Technology
3 0.343 = 3 =
1000 10
You may use a calculator to
125 verify your answers.
4 3 15
5
= 3
8
= 5 = 21
8 2 2

5 3 (– 5)3 = – 5 6 3 y12 = y 4
Self-Evaluation 5 Example 5
729 64
Simplify to its simplest Simplify to its simplest form: 3
64
× × ( – 8 )0
form: 9 3

( 5 )0
125 81 9
3 × ×
27 25

× ( – 8)0 =
729 64 9 8
3
64
× × ×1 = 6
9 3 4 3

Solving equations using the cube root

x 3 = a, then x = a
If
3

For example: If x 3 = 1000, then x = 1000 = 10

3

Self-Evaluation 6 Example 6

Find the value of in x If 2 x 3 + 3 = 253, what is the value of x?

each of the following:
1 x 3
+ 5 = – 22
... 2 x 3 + 3 = 253 ∴ 2 x 3 = 253 – 3 = 250
2 8 x 3
– 15 = 49
250
∴ x3 = = 125 ∴ x = 3 125 = 5
2
Self-Evaluation 7 Example 7

A cube has a volume of Link to Life: A piece of clay with a volume of 512 cube centimeters is
1728 cube units; what is the shaped into a cube.
length of its edge? What is the lateral and total (surface) area of the cube?

Previous Knowledge Assume the length of the edge of the cube is s,

then its volume is s 3
Let the length of the cube ∴ s 3 = 512 ∴ s = 3 512 = 8
edge be (s ), then:
2 i.e The edge length of the cube is 8 cm.
The lateral area = 4 s
The total area (surface
∴ The area of one face = s 2 = 82
area) = 6 s
2 = 64 square centimeters
2
The lateral area = 4 s = 4 × 64
= 256 square centimeters
The total (surface) area = 6 s 2 = 6 × 64
= 384 square centimeters

16 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 If x = 5, what is the value of x ? 2 If x 3 = – 27, what is the value of x?
(a) 10 (b) 20 (c) 25 (d) ± 25 (a) – 3 (b) 3 (c) ± 3 (d) – 9

3 If a = 53, what is the value of 3 a ? 4 If 3 b = – 8, what is the value of b?

(a) 3 (b) 5 (c) 25 (d) 125 (a) 2 (b) – 2 (c) 64 (d) – 512

5 What is the value of (– 5)2 ? 6 If a and b are the two square roots of the

(a) – 5 (b) 5 (c) ± 5 (d) 25 number c, what is a + b equal to?

(a) 2 a (b) 2 b (c) 1 (d) 0

Second Applying Scientific Concepts

Find the value of each of the following:

–4 2
7 16 8 – 100 9 ± 2,500 10 ( 9)
4 a2
11 0.81 12 36 + 64 13 14 22 + 32 + 62
9 b4

Find the value of each of the following:

3 3 – 64 3
15 64 16 –1 17 3 18 64 × 23
27

19
3
343 – 73 20 4–
3
–8 21 3
8 x3 22
3
0.125 + 12
1
125 y6 4

Find the solution set for each of the following equations in Z:

23 x2 = 25 24 x3 = 64 25 x3 + 26 = – 1
26 2 x2 + 1 = 33 27 3 x3 – 4 = 2 x3 + 4 28 ( x – 1)3 + 2 = – 6
Simplify each of the following:

– 27
29
9 +3 8
+ ( 4 )0 30 ( 32 )2 + 25 + 3 125
64
4 9 4

Second Term (2024/2025) Lesson Three: Square Roots and Cube Roots 17
 Choose the correct answer from the given ones:
31 What is the multiplicative inverse of the number
32 What is the value of 3 64 ?
9 in its simplest form?
25 (a) 2 (b) 4 (c) 8 (d) 64
3 3 5 5
(a) – (b) (c) – (d)
5 5 3 3
1
33 If x= 9
, what is the value of x 3? 34 If – 25 = 3 y , what is the value of y?
1 1 1 1
(a) (b) (c) (d) (a) – 5 (b) 5 (c) – 125 (d) 125
3 9 27 81

Third Analysis and Subjects Integration

35 Arts: Fatma painted a square-shaped picture with

an area of a4b2 square centimeters. If she wants
to make a frame around it, what is the length of the
frame if a = 5, b = 4?

36 Solids: A cube has a volume of x 6,

find the sum of the lengths of its edges if x = 10. Arts in all their forms contribute
e
to the development of creativity,y
thinking, and imagination skills.

37 Geometry: In the opposite figure,

if the area of each square is 36 square centimeters,
what is the perimeter of the shape?

38 Solids: The total (surface) area of a cube is 294 square centimeters.

Find the length of its edge.

39 Spot the mistake:

Iman wrote the opposite two sentences
3
while doing her homework. (– 4)3 = | – 4 | = 4 32 + 42 = 3 + 4 = 7
Correct the mistake that Iman made.

Creative Thinking

40 In the opposite figure, Evaluate your

A, B, C are three squares. understanding!
C
How well do you understand
The area of square C is 9 square units, square roots and cube roots?
A
Tick the right box.
the area of square B is 36 square units; B
find the area of square A.

18 Unit One: Powers, Exponents and Roots Mathematics - First Preparatory

 Evaluate your understanding!

Unit One Assessment How well do you

understand Unit One?
Tick the right box

Choose the correct answer from the given ones:

1 If the world’s population is approximately 2 Which of the following equals 2 x –1?
8 milliard, what is the scientific notation for 1
the world population?
(a) 2 x (b)
2
x
(a) 8 × 1010 (b) 8 × 109 (c) 1 (d) 2
(c) 80 × 108 (d) 8 × 108
2 x x
2
3 Which of the following equals 3
(– 8) ? 4 Which of the following equals 9 x2 ?
(a) – 4 (b) – 2 (c) 2 (d) 4 (a) 3 x (b) 9 x (c) 3 x2 (d) 3 | x|
Complete each of the following with the correct answer:
5 If 0.000046 = 4.6 × 10n , then n = ............. 6 16 – 3 – 27 = .............
7 If x3 + 4 = 12 , then x = ............. 8 If 34 + 34 + 34 = 3n , then n = .............

Answer the following questions:

9 The area of a square equals the area of a triangle with a base length of 9 cm and a height
corresponding to this base of 8 cm. Find the length of the square’s side.
7 8 2
10 Simplify to its simplest form: a × a × a where a ≠ 0
a3 × a9 × a5
11 Simplify to its simplest form: 81 + 3 0 + 3 125 ( )
49 4 343
12 Write the result of the following in scientific notation: (5.2 × 109) – (8.5 × 108)

Unit One Activity Planets of the Solar System

Activity Aim: To use artificial intelligence technology to assist in formulating a problem related to
the concept of scientific notation of numbers and solving it.
Implementation Steps: In collaboration with a friend, attempt to do the following:
1 Use an artificial intelligence application to assist in
formulating a mathematical problem related to one of
the following pieces of information (speed of light - mass
of the planet - distance of the planet from the sun).
2 Rephrase the problem in your own words.
3 Collect the data related to the problem and
organize it in a table to clarify the information
pertaining to each planet in the solar system.
4 Outline the steps to solve the problem,
emphasising how to benefit from the
scientific notation of numbers.
Example of problem formulation:
If you know that ...... then find ......

Second Term (2024/2025) Unit One Assessment 19

 UNIT 2 Unit Lessons
2-1 Inequalities
2-2 Multiplying an algebraic term by an
algebraic term or an algebraic expression
2-3 Multiplying algebraic expressions
Algebra 2-4 Dividing an algebraic term or an algebraic
expression by an algebraic term
2-5 Dividing algebraic expressions

Artificial Intelligence (AI) is used to provide detailed solutions to some complex

algebraic problems.
Can artificial intelligence applications be used to perform algebraic
operations involving equations and inequalities?

Issues and Life Skills Values

- Mathematical Understanding - Logical Thinking - Cooperation - Respecting Others
- Information Technology - Problem Solving - Responsibility - Risk Avoidance
- Creative Thinking - Appreciation of Beauty - Work
 Lesson

2-1 Inequalities

Learning Outcomes Get Ready!

• Learn a first degree The Egypt Stadium in the New
inequality in one variable. Administrative Capital is one of the
• Form a first degree largest stadiums in the Middle East
inequality in one variable. and Africa in terms of spectator
• Solve a first degree capacity, with an approximate
inequality in one variable capacity of about 90,000
using the properties of spectators. What is the inequality
inequality. that represents the number of
x
spectators ( ) expected to attend
one of our national team’s matches
if 1,000 invitations are sent to VIPs?
In this lesson, you will learn to Egypt Stadium in the New Administrative Capital
form and solve a first-degree
inequality in one variable, which can help you solve such real-life problems.

Vocabulary Think & Discuss!

• Inequality Osama reduced his car speed by
• Less Than 15 km/h upon reaching a residential
• Greater Than area where the maximum speed limit
• Less Than or Equal to is 20 km/h and he did not exceed the
• Greater Than or Equal to speed limit. Which of the following
expresses the speed of the car ( ) x
upon reaching the residential area?

x – 15 ≤ 20 x + 15 ≤ 20 x – 15 > 20
Learn!
The Concept of Inequality
Notation in Mathematics An inequality consists of two mathematical expressions, with one
of the inequality signs (>, < , ≥ , ≤) between them.
The symbols ≥, ≤ combine
Examples:
the symbols >, < with the
equality sign (=).
f x x
< 5 "It is read as is less than 5"
f x x
> – 2 "It is read as is greater than – 2"
f x x
≤ – 3 "It is read as is less than or equal to – 3"
f x x
≥ 100 "It is read as is greater than or equal to 100"
Other Examples:
Note that f 2 x
–1>–1 f 5 x + 1 ≤ 16 f 3 x y
+ >3
x
The inequality < 5 is the Our study in this lesson will focus on first degree inequalities in one variable.
same as the inequality 5 > .x A first degree inequality in one variable
It is an inequality that contains only one variable raised to the exponent one.
For example: 2 x–1≤6 , x–3>3x–1 , 2 (2 x – 1) > 6
Second Term (2024/2025) Lesson One: Inequalities 21
 Writing the Inequality

Self-Evaluation 1 Example 1
Express each of the Express each of the following situations with an appropriate inequality:
following situations with an 1 You must be at least 18 years old to obtain a driving licence.
appropriate inequality: 2 The hall accommodates a maximum of 120 people.
1 Your height must 3 If 2 is subtracted from three times a number, the result is greater than 7.
exceed 110 cm to play
one of the games at
an amusement park. 1 Let the age be x 2 Let the number of people be y
2 The maximum speed of ∴ x ≥ 18 ∴ y ≤ 120
your car is 80 km/h.
3 Let the number be x, then its three times is 3 x
3 You should be at least
12 years old to use
∴3x–2>7
a mobile phone.
Solving the Inequality
• Solving the inequality means to find the values of the variable that
satisfy the inequality.
• Substitution Set : It is the set to which all possible values of the
variable in the inequality belong.
• Solution Set : It is a subset of the substitution set, and its elements
satisfy the inequality.

Solving the Inequality Using Properties of inequality

When solving a first degree inequality in one variable, use the same
method as in solving first degree equations in one variable, taking into
account the properties of inequality.

Properties of Inequality
If A, B, and C are three numbers, then these numbers have the
following properties:
Property 1 1 Addition Property :
When the same number is
If A > B then A + C > B + C
added to both sides of the
inequality, it remains true. For example: 5 > 3 then 5 + 1 > 3 + 1 hence 6 > 4 9
Property 2 2 Subtraction Property :
When the same number is
If A > B then A – C > B – C
subtracted from both sides of
the inequality, it remains true. For example: 5 >3 then 5 – 2 > 3 – 2 hence 3 > 1 9
Property 3 3 Multiplication Property :
• When both sides of the A×C>B×C if C > 0
inequality are multiplied If A > B then
by a positive number, it
For example: 4 > 2 A×C<B×C if C < 0
remains true.
• When both sides of the
inequality are multiplied
4×5>2×5 hence 20 > 10 9
by a negative number, the
then
direction of the inequality 4 × (– 5) < 2 × (– 5) hence – 20 < – 10 9
changes in order for the
inequality to remain true.

22 Unit Two: Algebra Mathematics - First Preparatory

 Property 4 4 Division Property :
• When both sides of the A > BC if C > 0
inequality are divided
If A > B then C
by a positive number, it A
remains true.
C
< BC if C < 0
• When both sides of the
inequality are divided by 4
a negative number, the 2
> 22 hence 2 > 1 9
direction of the inequality For example : 4 > 2 then
4 2
changes in order for the
inequality to remain true.
–2 < –2
hence –2<–1 9
Critical Thinking

If a ≠ 0, b ≠ 0 and if a < b,
1 1 Example 2
which is greater, or ?
a b

Self-Evaluation 2
Find the solution set for the inequality: 2 x + 5 ≤ 11
If the substitution set is: 1 N 2 Z 3 Q
Find the solution set for
each of the following
inequalities: ... 2 x + 5 ≤ 11
x +2>–1 Diversified Strategies
x
2 ≥ 10 ∴ 2 x + 5 – 5 ≤ 11 – 5
x
4 – 1 < 11 (Subtracting 5 from both sides) The solution can be done
If the substitution set is: by reversing the operation
∴2x≤6 ∴ 2 x + 5 ≤ 11
1 N 2 Z 3 Q
∴ 2 x≤ 6 (Dividing both sides by 2) ∴ 2 x ≤ 11 – 5
2 2
Note that ∴x≤3 ∴ 2 x≤6
6
The solution set of 1 The solution set in N = {0, 1, 2, 3} ∴x≤
the inequality in Q is 2
expressed in the form 2 The solution set in Z = {3, 2, 1, 0, – 1, – 2, ...} ∴x ≤3
of a set builder.
3 The solution set in Q = {a : a ∈ Q, a ≤ 3}

Self-Evaluation 3 Example 3
Find the solution set in Z Find the solution set in Z for each of the following inequalities:
for each of the following
inequalities:
1 1–2 x<5 2 3 (2 x – 1) > 9 3 2 (2 x + 3) ≤ 5 x + 2
1 7–3 x>–5
2 2( x + 5) – 7 > 9
3 4 (x + 3) > 7 x – 9 1 ... 1 – 2 x < 5
∴1–2x–1<5–1 (Subtracting 1 from both sides)
∴–2x<4
∴ –2x> 4 (Dividing both sides by – 2)
–2 –2
∴x>–2
∴ The solution set = { – 1, 0, 1, 2, ...}

Second Term (2024/2025) Lesson One: Inequalities 23

 Verifying the Solution 2 ... 3 (2 x – 1) > 9
Diversified Strategies
You can verify the solution ∴6x–3>9 (Distributive Property)
of problem 2 as follows: Problem 2 can be
∴ 6 x – 3 + 3 > 9 + 3 (Adding 3 to both sides) solved by dividing both
Write the original inequality
x
3 (2 – 1) > 9 ∴ 6 x > 12 sides by 3 without using
the distributive property.
x with 3 6x
Substitute
? ∴
6
> 12
6
(Dividing both sides by 6) ... 3 (2 x – 1) > 9
3 (2 × 3 – 1) > 9 3 3
?
3 (6 – 1) > 9
∴x>2 ∴2x–1 >3
? ∴ The solution set = { 3, 4, 5, ... } ∴2x–1+1>3+1
3×5>9
The statement is true: ∴2x > 4
15 > 9 9
3 ... 2 (2 x + 3) ≤ 5 x + 2 ∴ 2x > 4
Thus, 3 is a solution to the 2 2
inequality. ∴4x+6≤5x+2 (Distributive Property) ∴ x > 2
Repeat the same steps by ∴4x–5x≤2–6 (Combining like terms)
x
substituting with 4, and
x
substituting with 5 to ensure ∴–x≤–4
that they are solutions to the
inequality.
∴ – x × (– 1) ≥ – 4 × (– 1) (Multiplying both sides by – 1)

f Can you verify the ∴x≥4

solution to problem 3 ? ∴ The solution set = { 4, 5, 6, 7, ... }

Self-Evaluation 4 Example 4
The maximum number of Link to Life: If a teacher wishes to
people an elevator can carry
purchase 5 pens of the same type to
is 4, such that their total
mass does not exceed distribute to his outstanding students
300 kg. If there are 3 people in the class, ensuring that he does not
in the elevator with a total
spend more than 150 pounds, including
mass of 225 kg,
20 pounds for shipping costs, write an
write an inequality that
expresses the mass kg x inequality that expresses the price of one
of the fourth person who pen, and solve the inequality to find the maximum price for one pen.
can enter the elevator
without violating the safety
guidelines, and solve
the inequality to find the
maximum value of . x
Assuming the price of one pen is x pounds.
∴ 5 x + 20 ≤ 150
∴ 5 x ≤ 150 – 20
∴ 5 x ≤ 130
∴ x ≤ 130
5
∴ x ≤ 26
Thus, the maximum price for one pen is 26 pounds.

24 Unit Two: Algebra Mathematics - First Preparatory

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 What is the inequality that expresses that the 2 Which of the following inequalities expresses
x
temperature is less than 40°? the following situation: "Omar needs at least
(a) x < 40° (b) x > 40° two hours to complete the homework"?
(c) x ≤ 40° (d) x ≥ 40° (a) x<2 (b) x ≤ 2
(c) x > 2 (d) x ≥ 2
3 What is the inequality that expresses that 4 If x – 1 > 4, which of the following could be
x
twice the number is less than 5 ? the value of x?
(a) x+2<5 (b) x–2<5 (a) 3 (b) 4
(c) 2 x < 5 (d) 2 x > 5 (c) 5 (d) 7
5 Which of the following inequalities has 6 Which of the following inequalities has
x= – 7 as one of its solutions in Z ? x= – 4 as one of its solutions in Q ?
(a) x>–7 (b) x<–7 (a) x–2≥–4 (b) 2 x>–8
(c) x > – 6 (d) – x ≥ – 7 (c) x + 2 > – 3 (d) – x > 4

Spot the mistake:

7 Both Mustafa and Salma solved Mustafa's Solution: Salma's Solution:
x
the inequality 2 – 3 < 17 in Z.
x
∴ 2 – 3 < 17
x
∴ 2 – 3 < 17
Which of them followed the correct ∴–3 x < 17 – 2 ∴ – 3 x < 17 – 2
method to solve the inequality? ∴ – 3 x < 15 ∴ – 3 x < 15
Discuss.
∴ – 3 x > 15 ∴ – 3 x < 15
–3 –3 –3 –3
∴x>–5 ∴x<–5
∴ The Solution Set = ∴ The Solution Set =
{– 4, – 3, – 2, ... } {– 6 , – 7 , – 8 , ... }

Second Applying Scientific Concepts

Express each of the following situations with an appropriate inequality:

8 To obtain the discount, your purchases must exceed 500 pounds.

9 An accountant with at least 3 years of experience is required.
10 The mass of the suitcase must not exceed 7 kilograms in order to carry it inside the aircraft cabin.

Second Term (2024/2025) Lesson One: Inequalities 25

 Find the solution set for each of the following inequalities in N :
1
11 x–2>1 12 –2x≤0 13 2 x–3<7 14
3
x+3≤1
Find the solution set for each of the following inequalities in Z :

15 5 – 3 x ≥ 14 16 2 (3 – 2 x) < 4 17 3 x+7<7x+3
Find the solution set for each of the following inequalities in Q :

18 2 ( x + 5) – 3 < 12 19 x–2≤3x+7 20 3 ( x – 7) ≥ 7 (x – 3)
Third Analysis and Subjects Integration

21 Sports: In a basketball match, Marwan scored at least 12 points

more than Rami. If Rami scored 15 points, write an appropriate
inequality to express this situation and solve it, then find the
minimum number of points that Marwan scored.
22 Savings: Hamza needs to save at least 250 pounds to
buy a new toy. If he already has 100 pounds and he can
save 20 pounds each week from his allowance, write an
appropriate inequality to express this situation and solve
it, then find the minimum number of weeks Hamza will Exercising helps you
achieve your goals.
need to save the money to buy the toy.

23 Shopping: Aliya wants to buy some clothes for a charity.

If the price of one shirt is 240 pounds, and she has
a discount card for 400 pounds and a budget not
exceeding 3,200 pounds, write an appropriate inequality
to express this situation and solve it, then find the
maximum number of shirts she can buy of the same type.
Your support brings a smile to
o
the faces of those in need.

Creative Thinking

24 Find all the integer values of x that satisfy the two inequalities
5 x – 2 > 3, 7 – x ≥ 3 simultaneously. Evaluate your
understanding!
25 Find the smallest three consecutive even numbers whose How well do you understand
sum is greater than 96. inequalities?
Tick the right box
26 Geometry: A triangle has side lengths of 6 cm, 8 cm, and (2 x – 4) cm.
What are the possible integer values of x?

26 Unit Two: Algebra Mathematics - First Preparatory

 Lesson Multiplying an Algebraic Term

2-2 by an Algebraic Term

or an Algebraic Expression

Learning Outcomes Get Ready!

• Multiply an algebraic term
by another algebraic term
A tennis court, its length is two meters
more than twice its width. The ground
• Multiply an algebraic
is to be covered with artificial grass.
term by an algebraic
expression consisting of
Write an algebraic expression to
two or more terms represent the area of the court, and if
the width of the court is 11 meters,
what is the numerical value of its area?
In this lesson, you will learn how to
multiply algebraic terms and how
to multiply an algebraic term by an
algebraic expression, which can help
you solve such problems.
2x+2
Vocabulary Think & Discuss!
x
• Algebraic Term Nader cut a piece of paper in the shape of the letter T.
• Algebraic Expression Its dimensions are shown in the opposite figure.

x
• Multiplication Can you write an algebraic expression that represents

3
• Product the area of this piece of paper?

Learn! x
Remember
Multiplying an Algebraic Term by Another Algebraic Term
• The product of two numbers
having the same sign is When multiplying an algebraic term by another, multiply the coefficients
a positive number and add the exponents of the variables that have the same base.
• The product of two numbers
having different signs is a x m × b x n = a × b x m+n
a negative number.
Add the exponents

For example: 4 x2 × 6 x 3 = ( 4 × 6 ) x 2+3 = 24 x 5

Multiply the coefficients

Self-Evaluation 1 Example 1
Find the result of each of Find the result of each of the following:
the following: 1 (– 4 a3) (3 a5) 2 (– 3 a3 b2) (– 2 a b4) 3 (9 x 3 y) (– 2 x 2 y z 5)
2 5
1 (– 2 a ) (4 a )

2 (– 3 x 2 y 5) (– 6 x y ) 1 (– 4 a3) (3 a5) = (– 4 × 3) × a3 + 5 = – 12 a8
3 2
3 (5 r s t) (– r t )
4
2 (– 3 a3 b2) (– 2 a b4) = (– 3 × (– 2)) × a3 +1 × b2 + 4 = 6 a4 b6
3 (9 x 3 y) (– 2 x 2 y z5) = (9 × (– 2)) × x 3 + 2 × y 1 + 1 × z5
= – 18 x5y2z5

Second Term (2024/2025) Lesson Two: Multiplying an Algebraic Term by an Algebraic Term or an Algebraic Expression 27
 Multiplying an Algebraic Term by an Algebraic
Modelling Expression Consisting of Two or More Terms
The product of a (b + c)
can be found geometrically
When multiplying an algebraic term by an algebraic expression
using the area model of consisting of two or more terms, use the distributive property.
a rectangle as follows:
a (b + c) = ab+ac a (b – c) = ab–ac
b+c
b c
a ab ac Examples: • 2 x(x+5) = (2 x ) ( x ) + (2 x ) ( 5 ) = 2 x 2 + 10 x
a (b + c) = a b + a c
•5 x(x–3) = (5 x ) ( x ) – (5 x ) ( 3 ) = 5 x 2 – 15 x

The vertical method

x+5
You can use the vertical method to find
the product as shown in the opposite figure. × 2x

2 x 2 + 10 x
Self-Evaluation 2 Example 2
Find the result of each of Find the result of each of the following:
the following:
1 – 3 x (x – 5)
1 – 4 a (3 a2 – 2 a + 1) 2 2 x y (4 x2 + 3 x y2 – 5 y)
2 2
2 2 x (4 x – 5 x – 7)
3 – 3 a b (2 a b2 – 2 b)
2

1 – 4 a (3 a2 – 2 a + 1) = (– 4 a) (3 a2) – (– 4 a) (2 a) + (– 4 a) (1)
= – 12 a3 – (– 8 a2) + (– 4 a)
= – 12 a3 + 8 a2 – 4 a
2 2 x y (4 x2 + 3 x y2 – 5 y) = (2 x y) (4 x2) + (2 x y) (3 x y2) – (2 x y) (5 y)
3 3 2
= 8 x y + 6 x2 y – 10 x y

Self-Evaluation 3 Example 3

Simplify to the simplest Simplify the expression to the simplest form:

form:
4 (3 x 2 + 5 x) – x (x 2 – 7 x + 8)
3 (5 x 2 + 3 x – 2) – 15 x 2

4 (3x 2 + 5 x) – x (x 2 – 7 x + 8)
= (4) (3 x 2) + (4) (5 x) + (– x) (x 2) – (– x) (7 x) + (– x) (8)
(Distributive property)
= 12 x 2 + 20 x + (– x 3) – (– 7 x 2) + (– 8 x) (Multiplication of terms)
= 12 x + 20 x – x + 7 x – 8 x
2 3 2

= – x 3 + 19 x 2 + 12 x (Addition of like terms)

28 Unit Two: Algebra Mathematics - First Preparatory

 Self-Evaluation 4 Example 4
Find the area of the rectangle The following figure represents a swimming pool surrounded by a walkway,
x
in terms of , with the dimensions indicated in the figure. Find the area of the walkway in
then calculate the numerical terms of x
x
value of the area when = 2.

5x

x2 + 3x + 4 6x
3x

5x
+
4x

• Area of the swimming pool and the walkway together

= 4 x (5 x + 8) = 20 x 2 + 32 x
• Area of the swimming pool = (3 x) (6 x) = 18 x
2

• Area of the walkway

= Area of the swimming pool and the walkway – Area of the swimming pool
= 20 x 2 + 32 x – 18 x 2 = 2 x 2 + 32 x
Self-Evaluation 5 Example 5
A rectangular garden has A water tank in the shape of
a length of 50 meters and a rectangular prism has dimensions
x
a width of meters. If its as shown in the figure and is filled
length is increased by x with water. If the water leaks out x
(2 + 3) m
meters, its area increases until the height of the water in it
by 100 square meters, what x
becomes ( + 3) meters, what is
x
is the value of ? x
the value of if the volume of water xm
leaked from the tank is 27 cubic xm
meters?

... Volume of water leaked = Volume of the tank – Volume of the

remaining water in the tank
∴ x × x × (2 x + 3) – x × x × (x + 3) = 27
∴ x 2 (2 x + 3) – x 2 (x + 3) = 27 ∴ 2 x 3 + 3 x 2 – x 3 – 3 x 2 = 27
∴ x 3 = 27 ∴ x = 3 27 = 3
Another Solution:
The height of the empty part of the tank due to the leak
= Height of the tank – Height of the remaining water
∴ (2 x + 3) – (x + 3) = 2 x + 3 – x – 3 = x
... Volume of water leaked = 27
∴ x × x × x = 27 ∴ x 3 = 27 ∴ x = 3 27 = 3

Second Term (2024/2025) Lesson Two: Multiplying an Algebraic Term by an Algebraic Term or an Algebraic Expression 29
 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 (2 x) (3 x) = ................... 2 (– 3 x 2) (4 x 3) = ...................
(a) 5 x (b) 6 x (a) – 12 x 5 (b) 12 x
(c) 5 x 2
(d) 6 x 2 (c) – 12 x 6
(d) 12 x 5
3 2 (x + 3) = ................... 4 x (x – 1) + x = ...................
(a) 2 x 2 + 6 x (b) 2 x + 3 (a) x (2 x – 1) (b) 2 x 2
(c) 2 x + 6 (d) x + 6 (c) x 2 (d) x 2 – x

Spot the mistake:

5 If the length of a rectangle exceeds its width by 3 units and the width of the rectangle equals
x units, what is the area of the rectangle? Which of Hamza and Alia followed the correct method
in the solution? Discuss.
Hamza's Solution Alia's Solution
... Width of the rectangle = x length units ... Width of the rectangle = x length units
∴ Length of the rectangle = (x + 3) length units ∴ Length of the rectangle = (x + 3) length units
∴ Area of the rectangle = x (x + 3) ∴ Area of the rectangle = x (x + 3)
= x 2 + 3 area units = x 2 + 3 x area units

Second Applying Scientific Concepts

Find the result of each of the following:

6 (– 5 x 2 y2) (3 x y) 7 (a2 b3) (4 a4 b3)

8 (– 4 m) (– 6 m5) 9 (7 P 3 S 2 r) (– 4 P 2 r)
Find the result of each of the following:
10 – 4 a (3 a – 2) 11 8 x 2 (2 x 3 – 3 x 2 – x + 4)
12 2 x (4 x 2 – x y + 5) 13 – h g (3 h2 g – 4 h g2 + 2 h g)
Simplify each of the following to the simplest form:
14 2 x (x 2 – 2 x – 3) – x 2 (3 x – 5) 15x (x 2 – x – 1) + 3 (2 x 2 + x + 1)
16 Simplify to the simplest form : 2 x (3 x – 1) + 3 x (x + 2)
then find the numerical value of the resulting expression when x = 1.
17 Solve the following equation in z : x (x – 2) + 2 (x – 2) = 0

30 Unit Two: Algebra Mathematics - First Preparatory

 Third Analysis and Subjects Integration

18 Constructions: A carpenter wants to create

a wooden roof in the shape of a rectangle with
dimensions (6 x 2 + x + 3), (5 x) length units.
Find the area of the roof in terms of x, then find the
numerical value of the area when x = 1. Each craft has its risks that require
training to avoid them

Geometry: Find in the simplest form the algebraic expression that represents the area of the

shaded part in each of the following :

19 2 x y 20
x 2 x 2
x
x+6
21 3x+4 22
5 x 2x 3x 2x
2 x+3

2x 2+3 x+5 x 2+3x+9

A
23 Geometry: Find the area of triangle ABC in terms of x,
then calculate the numerical value of its area when x = 3. 2 x
B x2+2 x+3 C

3x 24 Architectural Engineering: The opposite figure

2x represents a plan for a house surrounded by
3x + 2 a garden. The dimensions of the house and the
garden are illustrated in the figure. Find the area
of the garden in terms of x.
10x

Creative Thinking
Evaluate your
understanding!
25 Two positive numbers a, b, and if a is increased by b, then their How well do you understand
product increases by 9. Find the number b. multiplying an algebraic term
by an algebraic term or
an algebraic expression?
Tick the right box.

Second Term (2024/2025) Lesson Two: Multiplying an Algebraic Term by an Algebraic Term or an Algebraic Expression 31
 Lesson
Multiplying Algebraic
2-3 Expressions

Learning Outcomes Get Ready!

• Multiply a binomial by Omar has a rectangular garden
another binomial.
x
with a length of 2 meters and
• Learn the special cases of
multiplying binomials.
x
a width of meters.
He decided to add 7 meters to
• Multiply a binomial by
an algebraic expression
the length and 3 meters to the
consisting of more than width in order to plant more trees.
two terms. What is the algebraic expression
that represents the increase in
the area of the garden?
In this lesson, you will learn
how to multiply algebraic
expressions, which will help you solve such real-life problems.

Vocabulary Think & Discuss!

• Algebraic Expression x
A square with a side length of cm; if the length of one of its sides is
• Multiplication increased by 1 cm, and the length of an adjacent side is decreased by
• Product 1 cm, this square becomes a rectangle. Which is larger: the area of the
• Distributive Property square or the area of the rectangle?
Bassem's Opinion Mariam's Opinion
The area of the The area of the
square is larger. rectangle is larger.

Which of the two opinions do you think is correct? Discuss.

Learn!
Multiplying a Binomial by Another Binomial

When multiplying a binomial by another binomial, multiply each term

of the first binomial by the two terms of the second binomial using the
distributive property.
•( x + a) (y + b) = x (y + b) + a ( y + b)
= xy + bx + ay + ab

Product Product Product Product

of the first of the of the of the last
two terms extremes means two terms

32 Unit Two: Algebra Mathematics - First Preparatory

 Note that

When multiplying a binomial

•( x + a) (x + b) = x (x + b) + a (x + b)
by another binomial, the = x 2 + bx + a x + ab
result is an algebraic
expression consisting of Multiplying
4 terms, which may include = x 2 + (b + a) x + ab by inspection
like terms that should be
added to be in simplest Multiplication can
Product Sum of the Product be done directly
form. products of
of the first of the last as follows:
two terms the extremes two terms
and means First Last
two two
Modelling For example:
The product of : ( x + 3) (x + 2) = x (x + 2) + 3 (x + 2) ( x + 3) ( x + 2)

x
( + 3) ( + 2) x = x2 + 2 x + 3 x + 6 Means
can be found geometrically
+
Extremes
using the rectangle area = x2 + 5 x + 6 2
model as follows: =x +5x+6
x+ 3
x 3 x+3
The vertical method
×
x x2 3 x x The vertical method can be used to find
x+2
x+ 2

the product as shown in the opposite figure. x2 + 3 x

2 2x 6 2 +2x +6
x 2
3
x + 5x + 6
x + 3) (x + 2)
(
2
=x +5x+6 Example 1

Find the product of each of the following:

1 (x – 4) (x + 5) 2 (a – 3 b) (2 a – 5 b)

Self-Evaluation 1

Find the product of each 1 ( x – 4) (x + 5) = x 2 + 5 x – 4 x – 20 The vertical method

of the following:
x + 1) (x – 6) = x 2 + x – 20 x–4
1 (

(3 x – 1) (2 x + 5)
Ⴋ Try to do the multiplication by inspection. ×
2 x+5
3 (m + 4 n) (2 m – n) x2 – 4 x
2 + 5 x – 20
2 (a – 3 b) (2 a – 5 b) = 2 a – 5 ab – 6 ab + 15 b 2
x + x – 20
2

= 2 a 2 – 11 ab + 15 b 2
Ⴋ Try to do the multiplication using the vertical
method, and by inspection.

Second Term (2024/2025) Lesson Three: Multiplying Algebraic Expressions 33

 Self-Evaluation 2 Example 2
An engineer utilised Asmaa covered a part of the floor of her x
squared part with a side room with a rectangular coloured carpet
length of 15 meters from of dimensions 4 meters and 6 meters, x
a rectangular plot of land to
leaving spaces from the floor such that
construct his house, and he
the dimensions between the four walls 4m
kept the remaining area as
a garden, as illustrated below.
and the edges of the carpet are equal,
What is the area of the as shown in the opposite figure.
Determine the uncovered area of the 6m
garden in terms of ? x
15 m 2 x
room’s floor in terms of . x
... The uncovered area of the room’s floor = The area of the room’s floor
15 m

– The area of the carpet

∴ (2 x + 6) (2 x + 4) – 6 × 4 = 4 x + 8 x + 12 x + 24 – 24
2

x = 4 x 2 + 20 x
Thus, the uncovered area of the room’s floor is (4 x + 20 x) square meters.
2

Modelling Special Cases

2
(a + b) geometrically 1 Expansion of the square of a binomial
represents the area of
a square with side length (a + b)2 = (a + b) (a + b)
(a + b).
= a (a + b) + b (a + b)
a+ b
a b
First
term
Second
term = a2 + a b + b a + b2
= a2 + 2ab + b
2

a
a2 ab
a+ b

Square Twice the product Square of

of the of the 1st term by the second
first term the 2nd term term
b ab b2

(a + b)
2
= a2 + 2 ab + b2 For example: ( x + 3)2 = x2 + 2 × x × 3 + 32 = x2 + 6 x + 9
2
(a – b)= (a – b) (a – b)
Discuss with your = a (a – b) – b (a – b)
classmates
= a2 – a b – b a + b2
• Is 2 – x=x–2? = a2 – 2 a b + b2
• Is (2 – x)2 = (x – 2)2 ? For example: (x – 2) = x – 2 × x × 2 + 2 = x – 4 x + 4
2 2 2 2

Self-Evaluation 3 Example 3
A square with side length Find the expansion of each of the following:
x
(2 + 3) cm. Find its area
1 (4 – x)2 2 (2 x + 5)2
in terms of x

1 (4 – x)2 = 42 – 2 × 4 × x + x2 = 16 – 8 x + x2
(2 x + 5) = (2 x) + 2 × 2 x × 5 + 5 = 4 x + 20 x + 25
2 2 2 2
2

34 Unit Two: Algebra Mathematics - First Preparatory

 Note that 2 The product of the sum of two terms and the difference between them
When multiplying the
sum of two terms by the (a + b) (a – b) = a (a – b) + b (a – b)
difference between them,
note that the last terms in
= a2 – a b + b a – b2 = a2 – b2
the two expressions are
additive inverses of one The square The square
another; therefore, the of the first of the
product of these last terms term second term
is always negative.
For example: ( x + 3) (x – 3) = x 2 – 3 2 = x 2 – 9
Self-Evaluation 4 Example 4
Find in the simplest form:
Find in the simplest form each of the following:
1 (a – 4) (a + 4)
2 ( x + 5) (5 – x) 1 (3 x + 2) (3 x – 2) 2 (4 a – 3 b)
2
– (4 a – 3 b) (4 a + 3 b)
3 (3 b + 2) (3 b – 2)
2
4 (a + b) – (a + b) (a – b)
1 (3 x + 2) (3 x – 2) = (3 x) 2 – 2 2 = 9 x 2 – 4
2
2 (4 a – 3 b) – (4 a – 3 b) (4 a + 3 b)
= (4 a) 2 – 2 (4 a) (3 b) + (3 b) 2 – ((4 a) 2 – (3 b) 2)
= 16 a 2 – 24 a b + 9 b 2 – 16 a 2 + 9 b 2 = – 24 a b + 18 b 2

Multiplying a binomial by an algebraic expression

consisting of more than two terms

Self-Evaluation 5 Example 5
Find in the simplest form Find in the simplest form the product of each of the following:
the product of each of the
following:
1 ( x – 2) (x 2 – 3 x + 5) 2 (2 x + 3) (1 + 3 x 2 – 2 x)
1 ( x + 2) (x 2 – x + 3)
The vertical method
2 (2 x – 3) (6 x + 4 x 2 + 9)
Use the distributive property:
x2 – 3 x + 5
Note that 1 ( x – 2) (x – 3 x + 5)
2
x–2
When using the vertical = x (x 2 – 3 x + 5) – 2 (x 2 – 3 x + 5) x3 – 3 x2 + 5 x
method for multiplying 2
algebraic expressions, = x 3 – 3 x 2 + 5 x – 2 x 2 + 6 x – 10 – 2 x + 6 x – 10
it is better to arrange the
= x 3 – 5 x 2 + 11 x – 10 x 3 – 5 x 2 + 11 x – 10
expression in ascending
or descending order
(2 x + 3) (1 + 3 x – 2 x) = 2 x (1 + 3 x – 2 x) + 3 (1 + 3 x – 2 x)
2 2 2
according to the exponent 2
of the variable in the
expression. = 2 x + 6 x3 – 4 x2 + 3 + 9 x2 – 6 x
= 6 x3 + 5 x2 – 4 x + 3
Ⴋ Try to do the multiplication using the vertical method.

Second Term (2024/2025) Lesson Three: Multiplying Algebraic Expressions 35

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 What is the number of terms in the expression 2 If (x – 5) (x + 2) = x 2 + b x + c, what is

resulting from the product of ( x – 3) (x + 4) in the value of c ?
the simplest form? (a) – 10 (b) – 7 (c) 7 (d) 10
(a) 1 (b) 2 (c) 3 (d) 4

3 If (3 x – 7) 2 = a x 2 + b x + c, what is the value 4 If (x – 5) (x + 5) = x 2 + b x + c, what is

of b? the value of b ?
(a) – 42 (b) – 21 (c) 21 (d) 42 (a) – 25 (b) – 10 (c) 0 (d) 10

Spot the mistake:

5 Both Najwa and Ahmed expand

Najwa's Solution: Ahmed's Solution:
the binomail of (2 x – 3) 2, (2 x – 3) 2 = (2 x)2 – 2 (2 x) (3) + 3 2 (2 x – 3) 2 = (2 x) 2 – 3 2
which of the two solutions is
= 4 x 2 – 12 x + 9 = 4 x2 – 9
correct? Discuss.

Second Applying Scientific Concepts

Choose the correct answer from the given ones:

6 If x + y = 15, x – y = 5, what is the value of 7 If ( x + y) 2 = 16, x y = 3, what is the value

of x + y ?
2 2
x2 – y2 ?
(a) 75 (b) 20 (c) 10 (d) 3 (a) 5 1 (b) 10 (c) 13 (d) 48
3

8 What is the result of subtracting (a + b) 2 from (a – b) 2 ?

(a) 2 a b (b) – 2 a b (c) – 4 a b (d) 4 a b

Find the product of each of the following:

9 (a + 3) (a + 4) 10 ( x + 3) (5 – x) 11 ( x – 7) (2 x – 1)
12 (3 x + 1) (x – 3) 13 (3 – 2 m) (m – 4)

Find the expansion of each of the following:

14 ( x + 7) 2 15 ( x – 6) 2 16 (2 x – 9) 2
Find the product of each of the following:

17 (4 x – 3) (4 x + 3) 18 ( 12 x + 1) ( 12 x – 1) 19 (7 – 5 x) (5 x + 7)

36 Unit Two: Algebra Mathematics - First Preparatory

 Find the product of each of the following:
20 (2 x – 1) (x 2 – 3 x + 4) 21 ( x + 3) (x + 2)2 22 ( x – 2) (x + 2) (x 2 + 4)
2
23 Simplify the expression to the simplest form: (2 n – 1) – (2 n + 1) (2 n – 1)
Then find the numerical value of the resulting expression when n = – 3
Find the solution set for each of the following equations in Q:
24 ( x – 2) (x + 2) = 5 25 ( x – 3) (x 2 + 3 x + 9) = 0
Third Analysis and Subjects Integration

26 Geometry: A square with a side length of 27 Geometry: A rectangle with a length of

x
( + 3) length units. Find its surface area in x
(2 + 5) length units, and its length exceeds its
x
terms of , then find the numerical value of width by 4 length units. Find its surface area in
the area when = 7 x x
terms of , then find the numerical value of the
area when = 3 x
28 Sports: The opposite figure shows a swimming
pool with dimensions of 10 meters and 8 meters, 10 m
surrounded by a walkway of width meters. x
Write an algebraic expression representing the 8m
area of the pool and the walkway combined in
terms of x. x

x x
Swimming enhances physical fitness..
x
29 Agriculture: The opposite figure shows a pathway
6m x
of width meters around a rectangular flowerbed
of length 15 meters and width 6 meters. What is the
15 m area of this pathway in terms of ? x
x+1 2
Flowers add an aesthetic touch to gardens and
nd
homes, and help improve mood and mental health.
th.
x-1

30 Geometry:
Find the area of the shaded part in the opposite figure in terms of x, 4

then find the numerical value of the area when x=2

Creative Thinking x+3
Evaluate your
31 If the length of each side of a square increases by 2 cm, the area understanding!
increases by 24 square centimeters. What was the length of a side How well do you understand
multiplying algebraic
of the square before the increase? expressions?
Tick the right box.

Second Term (2024/2025) Lesson Three: Multiplying Algebraic Expressions 37

 Lesson Dividing an Algebraic Term

2-4 or an Algebraic Expression

by an Algebraic Term

Learning Outcomes Get Ready!

• Divide an algebraic term The Avenue of Sphinxes is located
by another algebraic term. in Luxor city; it is originally a royal
• Divide an algebraic avenue in the shape of a rectangle
expression by an connecting the "Luxor Temple" and
algebraic term.
the "Karnak Temple".
It is named so because it is adorned
on both sides with statues in the
form of sphinxes, and it was used
by the kings of ancient Egypt during
Vocabulary celebrations and religious rituals.
Avenue of Sphinxes in Luxor
Assuming that the area of this
• Algebraic Term avenue equals (7 xy 2
+ 11x y 3
)
• Algebraic Expression square meters, and the width of the avenue is ( xy
) meters, what is the
• Division x
length of this avenue in terms of and ? y
• Dividend x
Then find the length and width when = 4, = 19. y
• Divisor In this lesson, you will learn how to divide algebraic terms and divide
• Quotient an algebraic expression by an algebraic term, which can help you solve
such problems.

Think & Discuss!

You know from multiplying algebraic terms that: (3 x y2) (2 x 2 y3) = 6 x 3 y 5
6x 3 y5
Can you calculate: ? And what is the numerical value of the
3 x y2
quotient when x = 3, y = 2 ?
Learn!

Remember Dividing an Algebraic Term by Another Algebraic Term

• The quotient of two When dividing an algebraic term by another algebraic term, divide
numbers with the same the coefficients and subtract the exponents of the variables that have
sign is a positive number. the same base.
• The quotient of two Subtract the exponents
numbers with different
signs is a negative
number.
For example: ( – 14 x 6) ÷ (2 x 2) = – 7 x 4
Divide the coefficients

Note that division by zero is undefined, and therefore all problems involving
variables you have to ensure that the divisor does not equal zero.

38 Unit Two: Algebra Mathematics - First Preparatory

 Self-Evaluation 1 Example 1
Find the quotient of each Find the quotient of each of the following:
of the following:
5 9 x4 – 12 x 5 y 2 15 a3 b2 c
1 – 45 a 1 2 3
– 3 a3 – 3 x3 – 4 x2 y 3 a2 b2 c

x 2 y3
18
2
–2x2y x4 = – 3 x
9 – 12 x 5 y 2
1 2 = 3 x3 y
– 3 x3 – 4 x2 y
Hint
3 2
15 a b c
In both the dividend and 3 =5a
the divisor containing the 3 a2 b2 c
same variable with the
same exponent, it should Dividing an algebraic expression by an algebraic term
be cancelled out, since their
quotient equals 1, and then From your study of proper fractions, you know that:
continue with the division.
For example, in the a+b a b a–b a b
c
= c
+ c c
= c
– c
problem 3
15 a3 b2 c 15 a3 And you will use the same method when dividing an algebraic
= =5a
3 a2 b2 c 3 a2 expression by an algebraic term, such that you can divide each term of
the expression by this term.
For example:

•
10 x 2 + 8 x = 10 x 2 + 8 x = 5 x + 4
2x 2x 2x
9 x3 – 6 x 2 9x 6 x2
3
• = – = 3 x2 – 2 x
3x 3x 3x

Self-Evaluation 2 Example 2

Find the quotient of each Find the quotient of each of the following:
of the following:
1
18 x 3 + 12 x 2 – 6 x 2
3 a b2 + 9 a2 b – 6 a2 b2
– 15 a3 x 2 + 10 a4 x 3 –6x 3ab
1
– 5 a3 x 2 – 8 x 2 (4 x 2 – 2 x – 6)
3
4x
2
49 x 3 – 14 x 2 + 21 x
–7x
3 2
6 x (3 x – 6 x – 9) 1
18 x 3 + 12 x 2 – 6 x =
18 x3 + 12 x2 + –6 x
3
9x
2 –6x –6 x –6 x –6 x
= – 3 x2 – 2 x + 1
2 2 2 2
3 a b2 + 9 a2 b – 6 a2 b2 3 ab 9a b 6a b
2 = + –
3 ab 3 ab 3 ab 3 ab
=b+3a–2ab

Second Term (2024/2025) Lesson Four: Dividing an Algebraic Term or an Algebraic Expression by an Algebraic Term 39
 Diversified Strategies
3
–8 x 2 (4 x 2 – 2 x – 6) = – 32 x 4 + 16 x 3 + 48 x 2
You can solve problem 3 by 4x 4x
2
dividing (– 8 x
) by (4 ) x – 32 x 4
16 x 3 48 x 2
first before expanding the = + +
brackets, then performing 4x 4x 4x
the multiplication as follows:
2 2
= – 8 x 3 + 4 x 2 + 12 x
–8x (4 x – 2 x – 6)
4x
= – 2 x (4 x 2 – 2 x – 6) Example 3
= – 8 x 3 + 4 x 2 + 12 x If the area of the opposite triangle is
3x 2
x x
(15 4 + 6 3 + 9 2) square units,x
find the length of its base in terms of if x
the height corresponding to this base is (3 2) length units, x
then calculate the numerical value of the base length when x = 3.
Self-Evaluation 3
... Area of the triangle = 1
If the area of a rectangle equals the length of the base × the corresponding height
2
(4x4 x3
+ 8 + 12 ) squarex2 Twice the area of the triangle
units, and one of its dimensions ∴ Length of the base =
2 height
is 4 x length units, find the
other dimension in terms of . x Thus, the length of the base in terms of x equals:
2 (15 x 4
+6x +9x )3 2 30 x 4
+ 12 x 3 + 18 x 2
=
3 x2 3 x2
= 10 x 2 + 4 x + 6
The numerical value of the base length in length units equals:
10 × 32 + 4 × 3 + 6 = 90 + 12 + 6 = 108

Self-Evaluation 4 Example 4
A bakery prepares A garden in the shape of a rectangle
(10 x3 + 15 + 5 ) x2 x has dimensions (4 ) and x
pieces of biscuit and places
them in boxes such that
x x
(12 3 + 18 2 + 30 ) length units. x
each box contains (5 ) x Walid wants to divide it into square
pieces. Determine the plots, each with an area of (4 2) x
number of boxes required square units. Find the number of plots
by the bakery to package
the biscuits in terms of . x in terms of . x

The area of the garden in square units equals:

4x (12 x 3 + 18 x 2 + 30 x) = 48 x 4 + 72 x 3 + 120 x 2
The number of plots in terms of x equals:
48 x 4 + 72 x 3 + 120 x 2 = 12 x 2 + 18 x + 30
4 x2

40 Unit Two: Algebra Mathematics - First Preparatory

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 24 x 3 ÷ (–– 6 x 2) = ................... 2 If
8 x2 = 1, what is the value of a?
a
(a) – 4 (b) – 4 x (a) – 1 (b) 1
(c) – 4 x 5
(d) – 4 x 2 (c) – 8 x 2
(d) 8 x2
3 a + b = ................... 4 ( x 3 + x 2) ÷ x 2 = ...................
c
b (b) x
(b) a
(a) 0
(a) a + c +b
c (c) x + 1 (d) 2 x + 1
(c) a + b (d) ab
c c c

5 3 x 2 – 6 x = ................... 6 ................... ÷ (–– 2 x 2 y) = 12 x y2

3x
(a) – x (b) – x2 (a) 6 xy (b) – 6xy
(c) x2 – 2 x (d) x–2 (c) 24 x 3 y3 (d) – 24 x 3 y3

Second Applying Scientific Concepts

Find the quotient of each of the following:

7 (27 x 3) ÷ (9 x) 8 ( – 18 x 2) ÷ (– 3 x 2)
9 (x – x 2 – x 3) ÷ (– x) 10 (2 x – 4 x 2 + 8 x 3) ÷ (2 x)
Simplify each of the following to the simplest form:

11 x2 + – 4 x – 3 x3 12
28 x 2 – 42 x + 14 x 2 – 35 x
–x x x2 7x –7x

13
2 x (6 x 2 – 2 x + 8) 14
48 x 4 – 144 x 3 – 96 x 2
4x –6x×8x
15 If (30 x 2 y 3 – 15 x y) ÷ (– 3 x) = n x y 3 + 5 y,
what is the value of n?

Second Term (2024/2025) Lesson Four: Dividing an Algebraic Term or an Algebraic Expression by an Algebraic Term 41
 Spot the mistake:
16 Both Samar and Anas find the quotient of:
4 x2 – 6 x ,
–2x
which of them followed the correct method to solve the question? Discuss.

Samar's Solution: Anas's Solution:

4 x2 – 6 x = 4 x2 + – 6 x = – 2 x + 3 4 x2 – 6 x = 4 x2 – – 6 x = – 2 x – 3
–2x –2x –2x –2x –2x –2x

Third Analysis and Subjects Integration

17 Fuel Consumption: A car's fuel consumption during

x 3 + 18 x 2 + 27 x) liters, and
a journey equals (9
the car consumes 9 x liters of fuel per kilometer,
what is the number of kilometers the car covers
during the journey in terms of x? Reducing fuel consumption
keeps the environment clean.

18 Education: If the number of students in a certain school equals (25 x 4 + 50 x 3 + 75 x 2) and

the number of students in each class equals (25 x), what is the number of classes in the school
in terms of x?
19 Wall Painting: When painting a wall with an area of (12 x 3 + 72 x 2 + 48 x) square meters,
if each can of paint covers an area of (12 x) square meters, how many cans of paint are needed
in terms of x?

20 A rectangular garden with an area of

(15 a3 b2 + 20 a2 b3 – 25 a2 b2) square meters,
and a length of (5 a2 b2) meters. Find its width
in terms of a and b, and if a = 2, b = 1, find the
numerical value of the width of the garden.
Green spaces play a significantt
role in purifying the air and improving
ving
an individual's mental state.

Evaluate your
Creative Thinking understanding!
How well do you understand
dividing an algebraic term or
21 The volume of a cuboid is (24 x 3
+ 32 x 2
y) cubic centimeters, an algebraic expression by
an algebraic term?
and its base is in the shape of a square with a side length of Tick the right box.
(2 x) cm. Find its height in terms of x and y, then find
the numerical value of the height when x = 2 , y = 1 .

42 Unit Two: Algebra Mathematics - First Preparatory

 Lesson
Dividing Algebraic
2-5 Expressions

Learning Outcomes Get Ready!

• Divide an algebraic The Bibliotheca Alexandrina is one
expression by another of the most important libraries and
algebraic expression cultural centers in the world. Suppose
consisting of two terms.
the number of books in one of the
• Use the division of
algebraic expressions in
library's halls is (8x3
+ 1) books, and
the number of books on each shelf is
problem-solving.
x
(2 + 1) books, what is the number
of shelves within that hall?
In this lesson, you will learn how to
divide an algebraic expression by
another, which will help you solve Bibliotheca Alexandrina
such problems.

Vocabulary Think & Discuss!

• Division The figure opposite represents a model of
• Algebraic Expression a piece of land in the shape of a rectangle
• Dividend
x 2
x
with an area of ( + 7 + 12) square x 4 x x2
• Divisor
• Quotient
x
meters and a width of ( + 3) meters.
Can you find the length of the piece of
land just by inspection? And can you use 3 12 3 x
other methods to find the length of the
piece of land?

Remember Learn!
Long division in numbers :
From the multiplication of algebraic expressions, you know that :
972 ÷ 4
Steps
2 4 3
x x
( – 5) ( + 4) = x 2 – x – 20
4 9 7 2 Since division is the inverse operation of multiplication, you can
Divide
deduce the following :
– 8
Multiply
1 7 (x 2 – x – 20) ÷ (x – 5) = x + 4
2
Subtract – 1 6 (x – x – 20) ÷ (x + 4) = x – 5
1 2
Bring down – 1 2 And division can be written as follows :
0 Divisor Divisor
x +4 Quotient x –5 Quotient
2 2
x–5 x – x – 20 Dividend x+4 x – x – 20 Dividend

Note that in all problems involving variables, the divisor does not equal zero.

Second Term (2024/2025) Lesson Five: Dividing Algebraic Expressions 43

 Self-Evaluation 1 Example 1
Find the quotient of each
of the following:
Find the quotient of: ( x2 – x – 20) divided by (x – 5)
1 x2 – 4 x – 12 divided x + 4
by x – 6 Divide x by x , the quotient is x
2
x – 5 x2 – x – 20
2
2
3 x + 10 x – 8 divided Multiply x by (x – 5), the product is
– +
by x + 4 x2 – 5 x
Subtract (x – 5 x) from (x – x – 20),
2 2

the difference is 4x – 20
Repeat the previous steps until the
– +
4x – 20
Hint
remainder equals zero, hence the
0 0
quotient is (x + 4)
Write the like terms under
Note that: (x – x – 20) is the dividend, (x – 5) is the divisor,
2
one another during the
division operation.
and (x + 4) is the quotient.

Self-Evaluation 2 Example 2
Find the quotient of each Find the quotient of: (2 x + x3 – 12) divided by (x – 2)
of the following:
1 x2 + 6 – 5 x divided by Write the dividend after arranging
x2 + 2 x + 6
x–3 its terms in a descending order
2 x3 + 4 x2 – 5 divided according to the powers of asx x – 2 x3 + 2 x – 12
by x – 1
follows: – 3+
x – 2 x2
x3 + 2 x – 12 2 x2 + 2 x – 12
Note that
– 2+
Before starting the division
Note that there is no term 2x –4x
operation, it is necessary including x2, therefore, leave 6 x – 12
to arrange the terms of a blank space for it. – +
both the dividend and the 6 x – 12
divisor in a descending or an
ascending order according
The quotient is ( x2 + 2 x + 6) 0 0
to the powers of the variable,
and in a descending order is
preferable.

Self-Evaluation 3 Example 3
x
If (2 + 1) is one factor of x – 3) is one factor of the expression (3 x2 – 14 x + 15), find the
If (
the expression
other factor.
(2 x2 x
– 7 – 4) , find the
other factor. 3x– 5
The other factor is the quotient of x – 3 3 x2 – 14 x + 15
– 2+
(3 x2 – 14 x + 15) divided by (x – 3) 3x – 9x
– 5 x + 15
+ –
Thus, the other factor is (3 x – 5) – 5 x + 15
0 0

44 Unit Two: Algebra Mathematics - First Preparatory

 Self-Evaluation 4 Example 4
If the expression
3 2
If the expression ( x3 + x2 + a) is divisible by (x – 2), find the value of a.
(x x – – 4 – m) x
x
is divisible by ( – 3),
find the value of m.
... The dividend is divisible
x2 + 3 x + 6
by the divisor
x – 2 x3 + x2 + a
– 3+
∴ a + 12 = 0 x – 2 x2
3x
2
+ a
∴ a = – 12 – 2+
3x – 6x
6x + a
– +
6x – 12
a + 12

Self-Evaluation 5 Example 5
A theatre sells tickets with
Link to Life: A rectangular apartment
total revenues of
2 has a floor area of
(4x x
+ 16 + 12) pounds.
If the price of each ticket is x3
( + 15 x2 x
+ 51 + 10) square
( + 10)
x
(4 + 4) pounds, meters. If the width of the apartment
determine the number of x
floor is ( + 10) meters,
x
tickets sold in terms of .x find the length of the apartment floor in
terms of ,x
then find the numerical value of the
perimeter of the apartment floor,
when x = 2.

... Length of the apartment floor

area x2 + 5 x + 1
= x + 10 x3 + 15 x2 + 51 x + 10
width
– 3–
∴ Length of the apartment floor x + 10 x2
= (x2 + 5 x + 1) meters. 5 x + 51 x + 10
2

When x = 2: – 2–
5 x + 50 x
∴ Width = 2 + 10 = 12 meters.
x + 10
Length = 4 + 10 + 1 = 15 meters. – –
∴ Perimeter of the apartment floor
x + 10
0 0
= 2 (12 + 15)
= 54 meters.

Second Term (2024/2025) Lesson Five: Dividing Algebraic Expressions 45

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

2x + a = 2, what is the value of a? 2 If

3 x + 15 = 3, what is the value of a?
1 If x–a
x+3
(a) 2 (b) 3 (c) 5 (d) 6 (a) – 5 (b) – 3 (c) 3 (d) 5

3 If
x – 2 = a, what is the value of a? 4 If the quotient of ( x2 − 2 x − 35) divided by
2–x
(x + 5) is (x + b), what is the value of b?
(a) – 2 (b) – 1 (c) 1 (d) 2
(a) – 7 (b) – 5 (c) 5 (d) 7

5 If the quotient of ( x 3 − 4 x) divided by (x − 2) is (a x + x2), what is the value of a?

(a) – 4 (b) – 2 (c) 2 (d) 4
Spot the mistake:

6 Both Omar and Khaled divided Omar's Solution Khaled's Solution

( x2
+ 3 x – 4) by (x + 4), and the x–1
quotient in each of their solutions was x + 4 x2 + 3 x – 4 x2 –4
– – x 4
( x – 1). Is each of their solutions correct? x2 + 4 x
Discuss. – x – 4 x – 1
+ +
– x – 4
0 0

Second Applying Scientific Concepts

Find the quotient of each of the following expressions:

7 (x2 + 9 x + 20) divided by (x + 4) 8 (x + x2 − 2) divided by (x − 1)

(2 + 2 y − 5 y) divided by (y − 2) (x − 10 x + 25) divided by (x − 5)
2 2
9 10

(7 x − 5 x + 2 x − 6) divided by (2 x − 3) (x − 27) divided by (x − 3)

2 3 3
11 12

(25 y − 9 x ) divided by (5 y − 3 x) (x − 1) divided by (x + 1)

2 2 4 2
13 14

Answer the following questions :

15 Divide (− 3 x2 + x3 − x + 6) by (x − 2), then find the numerical value of the quotient when x = 3.
If (x − 4) is a factor of the expression (x − 5 x + 4), find the other factor.
2
16

Find the value of b that makes the expression (4 x + 11 x + b) divisible by (4 x − 1).

2
17

46 Unit Two: Algebra Mathematics - First Preparatory

 Third Analysis and Subjects Integration

18 Floor Tiling: A worker is tiling the floor of a rectangular room.

The total area of the floor is equal to ( x2 + 7 x + 12) square
x + 3) meters,
meters. If the width of the floor is (
find the length of the floor in terms of x.
19 Manufacturing: A company is packaging its products in
boxes, each box in the shape of a rectangular prism with
a volume of ( x3 + 6 x2 + 11 x + 6) cubic centimeters, and Choosing appropriate adhesive
materials is an essential step for
a height of (x + 2) cm. the success of the tiling process

Find the area of the base of the box in terms of x.

20 Science: A car is moving in a straight line at a speed of

(2 x + 4) meters/hour. Calculate the time in hours that this
car takes to cover a distance of (2 x + 8 x + 8 x) meters
3 2

in terms of x.
Adhering to the specified speed
limits while driving helps avoid
road accidents.

21 Decoration: If the total cost of painting a wall is

(2 x2 + 8 x + 6) pounds, and the cost of painting
one square meter of the wall is (2 x + 2) pounds,
find the area of the wall in terms of x. The aesthetic effect is achieved
through the selection of an
appropriate paint colour.

22 Road Paving: A construction company is paving

a rectangular road. If the total area of asphalt required for
the road is (3 x3 + 14 x2 + 13 x + 20) square meters,
and the width of the road is (x + 4) meters, find the length
Road paving helps improve of the road in terms of x.
traffic safety.

Creative Thinking Evaluate your

understanding!
How well do you understand
23 Geometry: ABC is a triangular piece of land of area of
dividing algebraic
(6 x2 + 7 x y + 2 y2) square meters. If the length of AB is expressions?
Ë Ì Tick the right box.
(2 x + y) meters, find the length of the perpendicular from C to AB
in terms of x and y, and then find the numerical value of the length
of this perpendicular when x = 2 and y = 3.

Second Term (2024/2025) Lesson Five: Dividing Algebraic Expressions 47

 Evaluate your understanding!

Unit Two Assessment How well do you

understand Unit Two?
Tick the right box

Choose the correct answer from the given ones:

1 x x
If – 2 3 × = a xn, what is the value 2 x
If ∈ Z, which of the following is a solution
of a + n? to the inequality 1 – 2 < 3? x
(a) – 3 (b) – 2 (c) 2 (d) 3 (a) 0 (b) – 1 (c) – 2 (d) – 4

3 x x
If ( – 2) ( + 2) – 5 = 0, what is the 4 A rectangle has an area of
x
value of where < 0? x x x
( 2 + 6 + 8) square units and a length
(a) – 9 (b) – 2 x
of ( + 4) length units; what is the width
of the rectangle?
(c) – 1 (d) – 3
(a) x (b) + 2 x
x
(c) – 2 (d) – 4 x
Complete the following:
a2 – a .............
5 =
a–1
6 The coefficient of ab in the product (2 a – 3 b) × (a – b) equals .............
7 The solution set of the inequality 2 x – 1 > x + 2 in Z equals .............

8 If (3 x – 4)2 = a x2 + b x + c, then b = .............

Answer the following questions:

9 Find in simplest form the product ( x – 3) (2 x2 – x + 4) and then find the numerical value of
x
the result when = – 1.
10 Find the solution set of the inequality 2 (3x – 1) ≥ 4 x – 3 in Q.
11 Find the quotient of (– 2 x2 y + 4 x y2 – 6 x y) divided by (– 2 x y).
12 If the length of each side of a square is increased by 3 cm, its area increases by 51 square
centimeters, what was the length of a side of the square before the increase?

Unit Two Activity

Activity Aim:
Online research to develop collaborative learning skills using
digital technology to understand one method of multiplying
algebraic expressions called (FOIL Method).
Implementation Steps:
1 Form working groups consisting of (2 – 4) students
to begin the activity.
2 Identify what the letters in the word (FOIL) refer to in
multiplying algebraic expressions.
3 Describe how this method and the method presented
in the student's book are related.
4 Collect data on the most significant mathematicians
who have contributed and developed the concept of
algebraic terms and expressions.

48 Unit Two: Algebra Mathematics - First Preparatory

 UNIT 3 Unit Lessons
3-1 Areas

Geometry 3-2 Geometrical Constructions

& 3-3 Geometrical Transformations

Measurement 3-4 Composite of Geometrical Transformations

Scientists consider continuous learning essential to keep pace with developments in

the effective use of artificial intelligence in the design and production of complex
geometrical shapes.
Is it possible to use artificial intelligence (AI) to design complex geometrical
shapes quickly and accurately?

Issues and Life Skills Values

- Mathematical Communication - Globalization
- Security and Safety - Respecting Others
- Sustainable Development - Mathematical Understanding
- Information Technology - Responsibility - Belonging
 Lesson

3-1 Areas

Learning Outcomes Get Ready! Qena

• Find the area of a rhombus Aswan Governorate is located in the Luxor

given the lengths of its south of the Arab Republic of Egypt

Th
and is one of the governorates of 74 km

eR
diagonals.

ed
Upper Egypt.

Go
Re erno
nor e y

Se
ate
• Find the area of a square

v
d S rate
l
Go w Val

a
Aswan boasts numerous tourist

ate

388 km

ea
given the length of its

Go swan
ver

nor
attractions such as the Temple of

Ne
diagonal.

ver
A
Abu Simbel and the Philae Temples,
• Find the area of a trapezium.
and is distinguished by its stunning
• Use the laws of area to natural scenery along the Nile River,
solve problems. as well as the High Dam.
On the map, Aswan Governorate
resembles a trapezium with dimensions 250 km Sudan
as shown in the given map.
What is the approximate area of Aswan Governorate in square kilometers?
In this lesson, you will learn how to find the areas of certain geometric
shapes such as the square, rhombus, and trapezium, which will help
you solve such problems.

Vocabulary Think & Discuss!

• Area The teacher provided the opposite triangles
• Perimeter to his students in one of the classes to create
• Rhombus different geometric shapes. One of them made
• Square a square, another made a parallelogram, and
• Trapezium
a third made a triangle.

Do these shapes have the same area or the same perimeter? Discuss.

Notation in Mathematics Learn!

Area is usually denoted by
In previous years, you studied the mathematical formulas for finding
the letter A, and perimeter by the areas and perimeters of certain geometric shapes such as:
the letter P, the length of a
side of the square or rhombus
Square Rectangle Parallelogram
is denoted by the letter s, the
length of a rectangle by the
letter l, its width by the letter w h
s
2
b

w, the height by the letter h,

and the length of the base by b1
the letter b.
P=4s P = 2 (l + w) P = 2 (b1 + b2)
A = s2 A=l×w A = b1 × h

50 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Rhombus Triangle

h a h

c
s
b
P=4s P=a+b+c
A=s×h A= 1 b×h
2

Ⴇ In this lesson, you will learn more formulas to calculate the areas of
geometric shapes.

Previous Knowledge Area of the Rhombus Given the Lengths of its Diagonals

Ⴇ The rhombus is
a parallelogram in which Area of the rhombus = 1 Product of the lengths of its diagonals
2
two adjacent sides are
C
equal in length. Let the area be A, and the lengths of the
Ⴇ The sides of the rhombus
are equal in length. diagonals be d1 and d2:
d2 D B
Ⴇ The diagonals of 1
the rhombus are A= × d1 × d2
2
perpendicular and bisect A
each other. d1

Self-Evaluation 1 Example 1 Enriched Information

For a rhombus with diagonal lengths of Units of length in the metric

For a rhombus with
system are:
diagonal lengths of 5 meters and 8 meters, find its area.
millimeters, centimeters,
16 inches and 30 inches, decimeters, meters, and
find its area. kilometers, where:
Area of the rhombus = 1 Product of the lengths Ⴇ 1 cm = 10 mm
2 Ⴇ 1 dm = 10 cm
of its diagonals
Ⴇ 1 m = 100 cm
A = 1 × d1 × d2 = 1 × 5 × 8 = 20 Ⴇ 1 km = 1000 m
Self-Evaluation 2 2 2
Thus, the area of the rhombus = 20 square meters Units of length in the
imperial system are:
For rhombus ABCD, the
diagonals intersect at M, Example 2 inches, feet, yards, and
miles, where:
x
MD = , MC = 3 + 3 x For a rhombus with a side length of 10 feet, Ⴇ 1 foot = 12 inches
Find the area of the a height of 9.6 feet, and one diagonal length of Ⴇ 1 yard = 36 inches
rhombus in terms of . x = 3 feet
12 feet, find the length of the other diagonal.
Ⴇ 1 mile = 5280 feet
D C

3x
+3
x

Area of the rhombus = Side length × Height = 10 × 9.6 = 96 square feet

M
... A = 1 × d × d
2 1 2
A B
1
∴ 96 = × 12 × d2 ∴ 96 = 6 × d2 ∴ d2 = 16
Then, find the numerical 2
value of the area when x=7 Thus, the length of the other diagonal = 16 feet

Second Term (2024/2025) Lesson One: Areas 51

 Modelling Area of the Square Given the Length of its Diagonal
The law of the area of a A square is a rhombus with diagonals equal in length; thus: D C
square can be deduced
from the length of its The area of the square = 1 × length of the diagonal
2
diagonal as follows:
× length of the diagonal
Ⴇ Draw a square as follows: hence,
d the area of the square = 1 square of the length of its diagonal A B
2
d
Assuming the area of the square A, and the length of the diagonal d,

So: A = 1 d2
2
Ⴇ Cut the square and then
reattach it in this manner: For example: the square with a diagonal length of 6 cm has an area in
square centimeters:
1d A = 1 × 62 = 1 × 36 = 18
2 2 2

1d Example 3
2
Which has a greater area?
1d A square with a diagonal of 12 cm or a rectangle with a length of 11 cm
2
and a width of 7 cm
∴ The area of the square
is equal to the area of
the rectangle Assuming the area of the square A1
1 1 2
A= d×d= d .
2 2 ∴ A1 = 1 d2 = 1 × 122 = 1 × 144 = 72
2 2 2
Self-Evaluation 3 Thus, the area of the square = 72 square centimeters
Assuming the area of the rectangle A2
A square with a diagonal of
8 feet, and a parallelogram
∴ A2 = l × w = 11 × 7 = 77
with a base length of 10 feet Thus, the area of the rectangle = 77 square centimeters
and the corresponding
∴ Area of the rectangle > Area of the square
height of 4 feet.
Find the sum of their areas.
Area of the Trapezium

A trapezium is a quadrilateral in which only two sides are parallel; each

of the parallel sides is called a "base", and each of the non-parallel
sides is called a "leg". D
b1
C
For example: In the opposite figure ABCD is
h
a trapezium, AB is the longer base, DC is the
shorter base, and both BC and AD are legs. A B
b2

The area of the trapezium

= 1 the sum of the lengths of the two parallel bases × the height
2
Assuming the area of the trapezium A, and the lengths of its two parallel
bases b1, b2, and height h, So: A = 1 (b + b ) × h
2 1 2

52 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Note :
Modelling Shorter base

The law of the area of The middle base of the trapezium is

a trapezium can be deduced a line segment connecting the midpoints Middle base
as follows: of its legs.
Ⴇ Draw a parallelogram with a Longer base
base length of (b + b ) and
1 2
a height (h), then divide it The length of the middle base
into two parts as follows:
= 1 the sum of the lengths of the two parallel bases.
b2 b1 2

h h Thus, the area of the trapezium = length of the middle base × height
b1 b2

Ⴇ You will obtain two shapes,

each of which is a trapezium Example 4
as follows:
Calculate the area of the trapezium in each of the following shapes:
b2
1 6 cm 2 5 feet
h

7.5 feet
6 cm

b1

Ⴇ The area of the trapezium is

equal to half the area of the 10 cm 15 feet
parallelogram
1
∴A= 2
(b + b ) × h
1 2

1 ... A = 1 (b + b ) × h
Self-Evaluation 4 2 1 2

∴A= 1 (6 + 10) × 6 = 48
Find the area of the
2
following trapezium.
Thus, the area of the trapezium = 48 square centimeters.
8 cm

2 ... A = 1 (b + b ) × h
10 cm

2 1 2

∴A= 1 (5 + 15) × 7.5 = 75

12 cm 12 cm 2
Thus, the area of the trapezium = 75 square feet.

Self-Evaluation 5 Example 5
A trapezium has an area of
A trapezium has an area of 54 square centimeters and a height of 9 cm.
45 square inches and
a height of 5 inches. If the length of its shorter base is equal to 4 cm, find the length of its
Find the length of its longer base.
middle base.

1 (b + b ) × h
... A =
2 1 2

∴ 54 = 1 (4 + b2) × 9
2
∴ 4 + b2 = 12 ∴ b2 = 8
Thus, the length of the longer base = 8 cm.

Second Term (2024/2025) Lesson One: Areas 53

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones :

1 If the area of a rhombus is 100 square units, 2 If the area of a square is 450 square units,
what is the product of the lengths of its what is the length of its diagonal in length
diagonals? units?
(a) 25 (b) 50 (c) 100 (d) 200 (a) 15 (b) 30 (c) 45 (d) 90
3 A trapezium has the sum of the lengths of its two parallel bases equal to 16 cm, and its height is
5 cm. What is its area in square centimeters?
(a) 20 (b) 40 (c) 80 (d) 160
22 cm
4 In the opposite figure: D C
What is the length of AB in centimeters? 18 cm
E F
(a) 14 (b) 20
(c) 26 (d) 28
A B
5 A square has a side length of s and an area of A. What is the area of the square whose diagonal
length is 2s?
(a) A (b) 2 A (c) 4 A (d) A2

Second Applying Scientific Concepts

Find the area of each of the following shapes:

6 7 7.6 m
8
14.7 cm

6
fe
6.5 m

et

et
fe
6

21.6 cm 12 m
9 A trapezium has an area of 175 square meters and the lengths of its two parallel bases are
14 meters and 21 meters. Find its height.
10 Find the length of the diagonal of the square whose area is equal to the area of a rhombus with
diagonal lengths of 4 meters and 25 meters.
11 A trapezium has an area of 225 square inches, one of its parallel bases length is 23 inches, and
its height is 7.5 inches. Find the length of its other base.
Find in terms of x the area of each of the following shapes, then find the numerical value of
the area when x = 4:
12 13 5 x
3 x+ 2 5 x
3 x+3 3 x+3
14 A trapezium has an area of 315 square centimeters, a height of 15 cm, and the ratio between the
lengths of its bases is 3:4. What is the length of each base?

54 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 15 Calculate the area of the trapezium ABCD if 16 Calculate the area of the trapezium ABEF if
AEFD, HIKG, and GKML are three squares ABCD is a square with a diagonal length of
with equal side lengths 6 cm.
A 5 cm D E
F

cm
G cm

8
H L
E F A D

B I K M C
B C
15 cm

Third Analysis and Subjects Integration

17 Agriculture: A square piece of agricultural 18 Two pieces of land are equal in area, the
land with a diagonal length of 8 kilometers, first in the shape of a rhombus with diagonal
and its area equals the area of a rectangular lengths of 8 meters and 27 meters, and the
farm with a width of 4 kilometers. Find the other in the shape of a trapezium its height is
length of the farm. 6 meters. Find the length of its middle base.

19 Decoration: The following shape illustrates

the dimensions of a room, and it is intended
to tile its floor with ceramic tiles. If the cost of
installing one square meter is 120 pounds,
calculate the cost of installing the ceramic tiles.

4m
2m

4m 4m

The agricultural sector in Egypt has witnessed 6m

a significant number of major agricultural The distribution of furniture according
projects, the most important of which is to the area of the house reflects
the one and a half million feddan project. aesthetic awareness and refined taste.

Creative Thinking
20 Find the area of the coloured region in the following figure: Evaluate your
understanding!
A
How well do you understand
areas?
Tick the right box
B D
2 cm 6 cm 2 cm

Second Term (2024/2025) Lesson One: Areas 55

 Lesson
Geometrical
3-2 Constructions
Learning Outcomes Get Ready!
• Bisect an angle. When creating designs,
• Bisect a line segment. engineers need to determine
• Draw a triangle given the dimensions and angle
lengths of its sides.
measures accurately, using
• Draw a triangle given the
various geometrical tools.
lengths of two sides and
the measure of the included An engineer discovered that
angle between them. the markings on his ruler were
• Draw a triangle given the unclear; how can he determine
measures of two angles the midpoint of a line segment
and the length of the
side drawn between their
in one of his designs?
vertices. In this lesson, you will learn
how to use geometrical tools
Vocabulary to perform some geometrical
constructions, which will help you solve such real-life problems.
• Geometrical Construction
• Angle
• Bisector Think & Discuss! A
• Line Segment
You have an angle ABC of unknown
• Triangle
measure, can you draw a ray that bisects
this angle without measuring?

Learn!
B C
Note that 1 Bisecting an Angle
The use of a compass and
To bisect an angle such as ∠ B, follow these steps:
ruler in bisecting angles
and line segments is one 1 2 3 D
of the accurate methods of D
bisection, regardless of
the measures of the angles
C C C
and lengths of the line
segments.

Self-Evaluation 1 B A B A B A
Place the compass With the same compass Ì
Draw an angle of measure 45°, Draw BD , which will
then bisect it using a ruler needle at vertex B, span, or any suitable be the bisector of
and compass. Verify by and draw an arc that span, place the compass angle B, such that:
measuring that the bisection intersects the sides needle at point A and m (∠ ABD)
is accurate. of the angle at points draw an arc, then with
the same span, place it at
= m (∠ CBD)
A and C.
point C and draw another
arc that intersects the first
arc at point D.

56 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 2 Bisecting a Line Segment
To bisect a line segment such as AB, follow these steps :
1 2 3
C
Self-Evaluation 2 C
Draw AB of length 5 cm
and bisect it using a ruler
and compass. Verify A B A B A E B
by measuring that the
bisection is accurate.
D
D
Ë Ì
Set the compass span With the same Draw CD to intersect
greater than half the compass span, place AB at E, thus point E
length of AB, then the compass needle at is the midpoint of AB,
Relationships
place the compass between pairstwo
B and draw of arcs
angles i.e.:
formed when
AE = EB
needle at A and
a straight line intersects
draw two parallel
that intersect the previousstraight lines
two arcs in two different arcs at points C and D.
directions from AB.

3 Drawing a Triangle

First Drawing a triangle given the lengths of its sides

In the first term, you have learned how to draw a triangle given the lengths
of its sides, let's remember how to do that :
To draw the triangle ABC where the length of AB equals 5 cm, the length
of BC equals 4 cm, and the length of AC equals 3 cm, follow these steps :
1 2

Self-Evaluation 3

Draw the triangle ABC where:

AB = 7 cm, BC = 9 cm,
AC = 4 cm
and determine, by measuring, A 5 cm B A 5 cm B
its type according to the Use a ruler to draw AB of length Set the compass span to 4 cm.
Place the compass needle at B
measures of its angles. 5 cm. and draw an arc.
3 4
C C

4c
m

m
3c

A 5 cm B A 5 cm B
Then set the compass span to Draw BC and AC to get the triangle
3 cm, place the compass needle ABC with side lengths of 5 cm,
at A and draw an arc that 4 cm, and 3 cm.
intersects the first arc at point C.

Second Term (2024/2025) Lesson Two: Geometrical Constructions 57

 Second Drawing a triangle given the lengths of two sides
and the measure of the included angle between them
To draw the triangle ABC where the length of AB is 4 cm and the length of
AC is 3 cm, m (∠ BAC) = 65°, follow these steps :
1 2
Self-Evaluation 4

Draw the triangle ABC

where :
AB = AC = 5 cm,
m (∠ A) = 60°
65°
and determine, by
A 4 cm B A 4 cm B
measuring, the type of the
triangle according to the Use a ruler to draw AB of length Using a protractor, from A, mark
lengths of its sides. 4 cm. an angle of measure 65°, then
draw a ray that defines the angle.
3 C 4 C

m
m

3c
3c

65° 65°
A 4 cm B A 4 cm B
Set the compass span to 3 cm, then Draw BC to get the triangle ABC
place its needle at A and draw an where: AB = 4 cm, AC = 3 cm,
arc to intersect the drawn ray at C,
m (∠ A) = 65°.
thus the length of AC is equal to 3 cm.

Third Drawing a triangle given the measures of two angles and

the length of the side drawn between their vertices
To draw the triangle ABC where the length of AB is 4 cm, m (∠ A) = 50°
, m (∠ B) = 45°, follow these steps :
1 2

Self-Evaluation 5

Draw the triangle ABC

where AB = 5 cm,
m (∠ A) = 120°, 50°
m (∠ B) = 30° A 4 cm B 4 cm
A B
and determine, by
Draw AB of length 4 cm. From A, mark an angle of measure 50°,
measuring, the type of the
then draw a ray to define the angle.
triangle according to the
lengths of its sides. 3
C
From B, mark an angle of measure 45°,
then draw a ray that defines this angle and
intersects the first ray at C, thus you get
the triangle ABC where :
AB = 4 cm, m (∠ A) = 50°, m (∠ B) = 45°. 50° 45°
A 4 cm B

58 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Example
Self-Evaluation 6 Using geometrical tools, draw the triangle ABC where the length of AB
Draw the triangle XYZ equals 4 cm, the length of BC equals 3 cm, and m (∠ B) = 90°.
where XY = XZ = 6 cm, Then bisect AC at point D.
and ZY = 8 cm. Is BD = 1 AC ?
Then bisect both 2
∠Y and ∠Z with bisectors
intersecting at point M.
Verify by measuring that :
MY = MZ
C

3 cm
A 4 cm B

By measuring, you find that the length of AC equals 5 cm and the length
of BD equals 2.5 cm,
thus: BD = 1 AC
2

Lesson Assessment

First Measuring Conceptual Understanding

B
Choose the correct answer from the given ones: F
D
1 When bisecting ∠BAC with a compass, you find that:
1 m (∠ BAF ) = .............
(a) m (∠ BFA) (b) m (∠ EAF )
(c) m (∠ EFA) (d) m (∠ BAC )
A E C
2 The length of EF must equal the length of .............
(a) DF (b) AD
C
(c) AE (d) AF
2 When bisecting the line segment AB with a compass, you must have .............
1 A E B
(a) AC < AB (b) AC < AD
2
1 D
(c) AC > AB (d) AC < AE
2

Second Term (2024/2025) Lesson Two: Geometrical Constructions 59

 Second Applying Scientific Concepts

Use the geometrical tools in each of the following:

3 Draw ∠ ABC of measure 120°, then bisect 4 Draw a line segment AB of length 7 cm,
it using a ruler and compass by the bisector then bisect it using a ruler and compass at
Ì
BD , showing the steps of the solution. point C, showing the steps of the solution.
Verify by using a protractor that Verify by using a ruler that C is the midpoint
m (∠ ABD) = m (∠ CBD). of AB.

5 Draw ∆ ABC where the length of AB equals 6 Draw ∆ ABC where m (∠ ABC ) = 42°,
7 cm, the length of BC equals 5 cm, and m (∠ ACB) = 38°, and the length of BC
m (∠ ABC ) = 80°, then determine by equals 6 cm, then determine by measuring
measuring the type of the triangle according the type of the triangle according to the
to the measures of its angles. lengths of its sides.

7 Draw ∆ XYZ where XY = 6 cm, YZ = 4 cm, XZ = 5 cm, then determine by measuring the type of
the triangle according to the measures of its angles.

8 Draw the equilateral triangle ABC, the length of each side is 6 cm.
9 Draw ∆ ABC where AB = 8 cm, m (∠ A) = 70°, m (∠ B) = 50°, then bisect AC at point D and
bisect BC at point E. Prove by measuring that: AB = 2 DE.
Ì
10 Draw ∠ ABC of measure 60°, then bisect it using a ruler and compass by the bisector BD ,
Ì Ì
and then bisect both ∠ ABD, ∠ CBD by the bisectors BE and BF respectively.
Prove by measuring that: m (∠ ABF ) = 3 m (∠ CBF ).

Third Analysis and Subjects Integration

11 Arts : Use the geometrical tools to design a medal in

the shape of an equilateral triangle, the length of each
side is 4 cm, to be awarded to the student who wins in
a Mathematics competition.

Participation in scientific competitionss

Creative Thinking motivates you to learn and equips you
with many skills in scientific research.

12 Use the geometrical tools to draw the bisectors Evaluate your

of the interior angles of any triangle. understanding!
What do you notice? How well do you understand
geometrical constructions?
Tick the right box

60 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Lesson
Geometrical
3-3 Transformations
Learning Outcomes Get Ready!
• Learn the concept of The butterfly carries an exquisite
geometrical transformation. artistic design on its wings that
• Learn the concepts of
captivates us with its details.
reflection, translation, and If you closely observe the
rotation. butterfly's wings, you will find that
• Find the image of a shape
they are exactly identical.
by reflection in one of the Does one of the butterfly's wings
coordinate axes. appear to be a mirrored image of
• Find the image of a shape
the other wing across a vertical
line passing through the body of
by a specified translation.
the butterfly?
• Find the image of a shape
by rotation around the
Or does it appear as though it has been translated from one side to the
other without rotating? Or does it appear as though it has rotated around
origin.
a certain point?
• Find the images of
geometrical shapes after In this lesson, you will learn some geometrical transformations, such
performing geometrical as reflection, translation, and rotation, which will help you answer such
transformations.
questions.

Think & Discuss!

Why do you think the word "Ambulance"
is written in reverse on the front of an
ambulance? Discuss.
Learn!
Vocabulary

• Geometrical Transformations Geometrical transformations

• Reflection If all the points of a geometrical shape move according to a certain system,
• Translation
then you get an image of this shape in a new position. This shape is said to
be under an effect of a geometrical transformation. Reflection, translation
• Rotation and rotation are types of geometrical transformations.
• Center of Rotation
Reflection in a Line Translation Rotation
• Clockwise
• Anti-clockwise

Reflection in a line Translation is the Rotation is the turning

is the creation of a displacement of of the shape around
mirrored image of the the shape along a point known as the
shape across a line a straight line a center of rotation at
known as the axis of specified distance in a specified angle in
reflection. a specified direction. a specified direction.
The image resulting from reflection, translation, or rotation is congruent
to the original shape.

Second Term (2024/2025) Lesson Three: Geometrical Transformations 61

 First Reflection in the coordinate axes
Notation in Mathematics
• The point and its image under reflection in a straight line are
In geometrical transformations, equidistant from that line, which is called the axis of reflection.
the image of point A is
usually denoted by A﹨. Reflection in the x-axis Reflection in the y-axis
y y

A ( x,y)

Think with your A ( –x,y) A ( x,y)

classmates x x
O O
What is the image of each
of the following points under
reflection in each of the A ( x,–y)
x y
-axis and the -axis?
1 (2 , 0) 2 (0 , – 5)
A( x , y) byinreflection
x-axis A (
﹨
x , – y) x , y) byinreflection
A(
y-axis A (–
﹨
x , y)
For example: The image of the point For example: The image of the
(2 , 3) under reflection in the -axis point (– x
– 4 , 1) under reflection in
is the point (2 , – 3) the -axis is the point (4 , 1) y
Self-Evaluation 1 Example 1
Draw the triangle whose vertices are the points A (2, 0), B (4, 1) and
Draw the image of the
C (1, 3), then draw its image under reflection in each of:
parallelogram whose
vertices are:
x
1 the -axis. 2 the -axis. y
A (1 , 1), B (4 , 1) ,
C (3 , 3), D (0 , 3)
1 Under reflection in the x-axis: 2 Under reflection in the y-axis:
by reflection by reflection
A (2 , 0) A (2 , 0) A (2 , 0) A (– 2 , 0)
﹨
1 under reflection in the
x-axis. in x-axis in y-axis
by reflection by reflection
B (4 , 1) B (4 , – 1) B (4 , 1) B (–
﹨ ﹨
2 under reflection in the – 4 , 1)
y-axis. in x-axis in y-axis
by reflection by reflection
C (1 , 3) C (1 , – 3) C (1 , 3) C (–
﹨ ﹨
– 1 , 3)
x
in -axis in y-axis
y y

C C C
Note that
3 3
2 2
B
x
1 B B
x
If a point lies on the axis of 1
A
A A AA
reflection, its image under 3 1
1 2 1O 1 2 3 4 5 4 3 2 1O 1 2 3 4
reflection in that axis is 1 B 1
2 2
itself.
For example: The image 3 3
C
of the point A (2, 0) under
x
reflection in the -axis is
A (2, 0) Δ AB﹨C﹨ is the image of Δ ABC Δ A﹨B﹨C﹨ is the image of Δ ABC
under reflection in the x-axis. under reflection in the y-axis.

62 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Note that
Second Translation in the coordinate plane
Translation is
a transformation that Translation in the coordinate plane is
moves all points of a shape y
the same distance in the determined by the horizontal displacement a A
same direction. and the vertical displacement b, expressed
C
as the ordered pair (a , b), the image of the point |b|

B x y
A ( , ) by a translation of (a , b) is the point
A A x
A (x + a , y + b)
﹨ |a|
O
C

A A(x , y) by (translation
a , b)
A (
﹨
x + a , y + b)
B

For example: The triangle For example: The image of the point A (3 , 1) by a translation of 3 units
A﹨ B﹨ C﹨ is the image of the
to the right and 4 units upwards, that is, a translation of (3 , 4), is the
triangle ABC by a translation
point A (3 + 3, 1 + 4), which is the point A (6 , 5).
﹨ ﹨
of distance AA﹨ in the
Ì
direction of AA﹨ .

Example 2
Self-Evaluation 2
Draw the triangle ABC with the vertices A (– 1 , 1), B (3 , 1), C (3 , 4),
Draw the image of the
quadrilateral ABCD by then find its image by each of the following:
a translation (2, – 3). 1 Translation of 3 units to the left. 2 Translation (1, – 2)
y

D 4
C
1 The translation of 3 units to the 2 Translation (1 , – 2)
3
2
left is equivalent to a translation
– 3, 0).
of (–
x
1
A B
by translation
A (– A (0 , – 1)
by translation ﹨
4 3 2 1O 1 2 3 4
– 1 , 1)
A (– A (–
﹨
– 1 , 1) – 4 , 1)
1
2
(–
– 3 , 0) (1 , – 2)
3
4 by translation
B (3 , 1) B (4 , – 1)
by translation ﹨
B (3 , 1) B (0 , 1)
﹨
(1 , – 2)
(–
– 3 , 0)
by translation
Note that by translation C (3 , 4) C (4 , 2)
﹨
C (3 , 4) C (0 , 4)
﹨
(1 , – 2)
(–
– 3 , 0)
In the ordered pair (a , b)
y y
representing the translation:
Ⴇ If a is positive, it signifies C C C
4 4
a translation to the right,
3 3
and if it is negative, it C
2 2
signifies a translation to
1
the left. A A 1 B B x A B x
Ⴇ If b is positive, it signifies -4 -3 -2 -1 O 1 2 3 4
-1 -1 O
-1
1 2 3 4
a translation upwards, A B
and if it is negative, it
signifies a translation
downwards. Δ A﹨B﹨C﹨ is the image of Δ ABC by Δ A﹨B﹨C﹨ is the image of Δ ABC
a translation of 3 units to the left. by a translation (1, – 2)

Second Term (2024/2025) Lesson Three: Geometrical Transformations 63

 Notation in Mathematics Third Rotation in the coordinate plane
Rotation is denoted by the • Rotation is a geometrical transformation that causes every point of the
symbol: shape to rotate around a fixed point at a specified angle in a certain
R (O , θ) direction.
• The point around which the shape nti-clockwise
Measure of rotates is called the center of rotation, in a + dir
Rotation Center io
n
of the angle of
meaning that rotation is completely

ec
t
ta
rotation rotation and

tio
Ro
its direction determined by the following elements:

n
For example: 1 Center of rotation.
Ⴇ Rotation around the origin 2 Measure of the angle of rotation.
in the anti-clockwise 3 Direction of rotation.
direction with an angle • If the direction of rotation is:

n
Ro
at

tio
of measure 90° is written - Anti-clockwise, then θ is positive. ion – c

t
in cl d ire
as R (O , 90°) ockwis e
- Clockwise, then θ is negative.
Ⴇ Rotation around the
origin in the clockwise Rotation R (O , 90°) Rotation R (O , – 90°)
direction with an angle
of measure 90° is written
as R (O , – 90°) y y

A ( –y,x) A ( x,y) A ( x,y)

x
x O
O

A ( y,–x)

Think & Discuss!

What does happen to

A( ,x y) R (O , 90°) A (–
﹨
y , x) x y
A( , )
R (O , – 90°)
y x
A ( ,– )
﹨

the shape when it rotates For example: For example:

around the origin by an
angle of measure ± 360°? The image of the point (3 , 1) under The image of the point (– – 3 , 4) under
rotation R (O , 90°) is the point (–
– 1 , 3) rotation R (O , – 90°) is the point (4 , 3)

Rotation R (O , ±180°) y
Technology R (O , ± 180°) A ( x,y)
x y
A( , ) A (–
﹨
– x , – y) 180°
Use the GeoGebra x
programme to draw For example: O

a triangle in the The image of the point (–

– 1 , 3) under rotation A ( –x,–y)
coordinate plane,
R (O, ±180°) is the point (1 , – 3)
then draw its image:
1 by reflection in the x-axis Note that
2 by reflection in the y-axis
▶ Rotation R (O, 90°) is equivalent to rotation R (O, – 270°)
3 by translation (– 3 , 4)
▶ Rotation R (O, 270°) is equivalent to rotation R (O, – 90°)
4 by rotation R (O , 90°)

64 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Self-Evaluation 3 Example 3

The square ABCD has all Draw the triangle ABC in the coordinate plane where A (– 1, 2), B (3, 1),
its vertices located in the C (0, 4), and then draw its image under each of the following rotations:
second quadrant.
1 R (O, 90°) 2 R (O, – 90°) 3 R (O, 180°)
If A (– 1 , 1), B (– 1 , 4),
draw the square ABCD in the y
coordinate plane and then
find its image under each of 1 4 C
B 3
the following: R (O , 90°)
A (– A (–
﹨
– 1 , 2) – 2 , – 1) 2
1 R (O , – 180°) A
R (O , 90°) B
x
1
B (3 , 1) B (–
﹨
2 R (O , 270°) – 1 , 3) C
R (O , 90°) 4 3 2 1O 1 2 3 43
1
C (0 , 4) C (–
﹨
– 4 , 0) A 2
3
Δ A﹨ B﹨C﹨ is the image of Δ ABC 4
under rotation R (O , 90°)
Enriched Information
y
A shape possesses
2
rotational symmetry around 4 C
its center if it can be rotated R (O , – 90°)
A (– A (2 , 1)
﹨
– 1 , 2) 3
by an angle of measure less
R (O , – 90°) A 2
B (3 , 1) B (1 , – 3)
than 360° around its center ﹨
B
x
1 A
and remain the same shape C
R (O , – 90°)
C (0 , 4) C (4 , 0)
as it was in its original ﹨ 4 3 2 1O
O 1 2 3 4
1
position. 2
ႧA starfish is a remarkable Δ A﹨ B﹨C﹨ is the image of Δ ABC 3
example of an animal B
under rotation R (O , – 90°) 4
that exhibits rotational
symmetry. The "ideal"
starfish has a rotational y
symmetry of 72 degrees. 3
R (O , 180°) 4 C
A (– A (1 , – 2)
﹨
– 1 , 2) 3
R (O , 180°) A 2
B (3 , 1) B (–
﹨
– 3 , – 1)
B
x
1
R (O , 180°)
C (0 , 4) C (0 , – 4)
﹨
4 3 2 1O
O 1 2 3 4
1
B A
If you place a point at the 2
center of the starfish, you
Δ A﹨ B﹨C﹨ is the image of Δ ABC 3
can rotate it around that under rotation R (O , 180°) 4
point by any multiple of 72 C
degrees, and it will appear
exactly the same!
Properties of Reflection, Translation, and Rotation
Ⴇ Both reflection in a straight line, translation, and rotation around a point
in the plane preserve:
1 Lengths of line segments. 2 Measures of angles.
3 Parallelism. 4 Betweeness.

Second Term (2024/2025) Lesson Three: Geometrical Transformations 65

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 What is the image of the point (–

– 1 , 3) by 2 What is the image of the point (5, 0) by
x
reflection in the -axis? y
reflection in the -axis?
(a) (1 , 3) (b) (–
– 1 , – 3) (a) (5 , 0) (b) (–
– 5 , 0)
(c) (1 , – 3) (d) (3 , – 1) (c) (0 , 5) (d) (0 , – 5)

3 What is the image of the point (0, – 3) by 4 What is the image of the point (–
– 4 , 2) when
a translation (–
– 1, 2)? rotated around the origin O by an angle of
measure 90° anti-clockwise?
(a) (–
– 1 , – 1) (b) (–
– 1 , 1)
(c) (1 , – 1) (d) (1 , 1) (a) (–
– 4 , – 2) (b) (4 , 2)
(c) (–
– 2 , 4) (d) (–
– 2 , – 4)
5 Which of the following rotations makes the 6 If A is the image of the point A by reflection
﹨

x y
point A ( , – ) the image of A (– , )?
﹨
x y x
in the -axis, and the point A is located in the
(a) R (O , – 90°) (b) R (O , 90°) third quadrant, in which quadrant is the point
A located?
﹨
(c) R (O , 180°) (d) R (O , 360°)
(a) First (b) Second
(c) Third (d) Fourth

7 What is the image of the point (5, – 2) by a translation of 5 units in the negative direction of
the x-axis?
(a) (5 , – 7) (b) (10 , – 2) (c) (0 , – 2) (d) (5 , – 3)

8 What rotation makes the image of the point A (2, – 6) become A (–

﹨
– 6, – 2)?
(a) R (O , – 180°) (b) R (O , – 90°) (c) R (O , 90°) (d) R (O , 180°)

9 Which of the following represents the rotation of the opposite square around
its center by an angle of measure 90° in the clockwise direction?

(a) (b) (c) (d)

66 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Second Applying Scientific Concepts

Choose the correct answer from the given ones:

10 What is the image of the point (2 , – 1) by 11 If the point A (2 , 5) is the image of the point A
﹨

the translation ( , ) x y
( – 3 , + 4)? x y by the translation ( , ) xy( , – 2), x y
(a) (– 1 , 5) (b) (– 3 , 4) then the point A is ..........
(c) (5 , 3) (d) (– 1 , 3) (a) (2 , 3) (b) (2 , 7)
(c) (0 , – 2) (d) (0 , 7
12 What is the translation that makes the point 13 If the point A﹨ ( + 1 , – 2) is the image of the x
A (– 2 , 1) the image of the point A (4 , – 5)?
﹨
point A (– 4 , 2) by rotation around the origin
(a) (– 6 , 6) (b) (– 6, – 4) O by an angle of measure 180°, what is the
(c) (2 , – 4) (d) (6 , – 6) value of ? x
(a) 3 (b) – 1 (c) – 2 (d) – 5
Draw the image of each of the following figures using the geometrical transformation mentioned
below the figure:
y
14 y 15 16 y
4
B C
3 3 3
C
2 2 2
D C
1 1
A x 1
x A B x
2 1O 1 2 3 4 3 2 1 O 1 2 3 4 3 2 1O 1 2 3 4
1 1 1
A B
2 2 2
3 3

Reflection in the x-axis Translation (3 , 4) Rotation around the origin O

in the clockwise direction
by an angle of measure 90°
17 In the following figure, determine the 18 In the following figure, if one triangle is the
translation that makes the polygon A the image of the other by reflection in the -axis, y
image of the polygon B. find the values of a, b, and θ.
y y

3
2
30 ˚
x
1
A 16
3a-2

9 8 7 6 5 4 3 2 1O 1
1
B 8 θ
+3

2 b
3 A x
O
4

In each of the following, the point and its image by reflection in one of the coordinate axes,
determine whether the reflection is in the x-axis or the y-axis:
19 F (5 , – 6) F (– 5 , – 6) 20 M (7, – 9) M (7 , 9)
﹨ ﹨

21 N (– 3 , 0) N (– 3 , 0) 22 C (0 , 5) C (0 , 5)
﹨ ﹨

Second Term (2024/2025) Lesson Three: Geometrical Transformations 67

 23 Draw Δ ABC where A (– 6 , 6), B (– 2 , 2), C (4 , 1), then draw its image under each of the
following transformations:
1 Rotation R (O , – 90°). 2 Rotation R (O , 90°).
3 Reflection in the y-axis. 4 Translation ( x , y) (x – 1 , y + 3).
24 Find the image of the polygon ABCD where A (4 , – 1), B (6 , – 3), C (9 , – 4), D (7 , 1), under
rotation R (O , – 270°).

Third Analysis and Subjects Integration

25 Animation: Various geometrical transformations are used y

in the production of animations. The opposite graph
represents the movement of one shape in different (4 ,3)

positions with the coordinates of the position. 5

1 Find the translation that makes shape 5 the image

of shape 1. O (1 ,0) (6 ,0) x
2 4
2 Find the translation that makes shape 4 the image
(–2 ,–2) (4 ,–2)
of shape 1. 3
1
3 Find the translation that makes shape 3 the image
of shape 2.
ction of rotation
Dire
26 Entertainment: 12 11
10
The Ferris wheel opposite carries 20 carriages. 13 9
1 What is the measure of the angle of rotation 14 8
if seat 1 is moved to the position of seat 5?
15 7
2 If seat 1 rotates by an angle of measure 144°,
around the center of the wheel 16 6
what number is the seat now occupying?
17 5

18 4
Creative Thinking 19 3
20 2
1
27 In the following figure, if the image of the number 25 by reflection
in the y-axis is A, and its image by reflection in the x-axis is B,
3
what is the value of B–A ?
y

Evaluate your
understanding!
x
How well do you understand
geometrical transformations?
Tick the right box.

68 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 Lesson
Composite of Geometrical
3-4 Transformations
Learning Outcomes Get Ready!
• Learn the concept of
Mathematics blends with arts and
composite geometrical
transformations.
designs, and geometric patterns
have been used in various forms in
• Draw the image of
a geometric shape by Islamic art and architecture.
composing two reflections In the picture, there is one of the
in the coordinate axes.
beautiful designs from Islamic
• Draw the image of
architecture; can you identify the
a geometric shape by
composing two translations
geometrical transformations used
in the coordinate system. in creating this design?
• Draw the image of
In this lesson, you will learn how to perform simple compositions of
a geometric shape by
composing two rotations in
geometrical transformations (reflection, translation, and rotation), which
the coordinate system. will help you answer such questions.
y
Think & Discuss!
In the opposite picture, A
what transformation or
transformations should be
applied to make the bird B x
an image of the bird A?
B

Learn!

Vocabulary Composite geometrical transformations

• Composite Transformations y
• Equivalent It is a series of successive
geometrical transformations
applied to a geometric shape,
and sometimes the resulting
geometric shape from the
B A
composition can be described
by a single equivalent x
geometrical transformation.
C
For example: The arrow C is the
image of the arrow A by reflection
y
in the -axis followed by reflection
x
in the -axis.

Second Term (2024/2025) Lesson Four: Composite of Geometrical Transformations 69

 y
Self-Evaluation 1 Example 1
C
Draw Δ A B C as the image of Δ ABC by
﹨ ﹨ ﹨ 4
Draw the image of the triangle 3
B
ABC where A (– 3 , 2), x
reflection in the -axis, then draw Δ A B C
﹨﹨ ﹨﹨ ﹨﹨
2
B (– 1 , 1), C (– 1 , 4) by as the image of Δ A B C by reflection in the
﹨ ﹨ ﹨
x
1
A
reflection in the y-axis y -axis. 1O 1 2 3 4
followed by reflection in the 1

x-axis.
by reflection by reflection
A (1 , 1) A (1 , – 1) A (–
﹨ ﹨﹨
– 1 , – 1)
Critical Thinking x
in -axis y
in -axis
by reflection by reflection
B (4 , 3) B (4 , – 3) B (–
﹨ ﹨﹨
Ⴇ What geometrical – 4 , – 3)
x
in -axis y
in -axis
transformation is
by reflection by reflection
C (2 , 4) C (2 , – 4) C (–
﹨ ﹨﹨
equivalent to a reflection – 2 , – 4)
x
in the -axis followed by
x
in -axis y
in -axis
y
a reflection in the -axis?y
C
Ⴇ What is the image of 4
B
a geometric shape by Δ A B C is the image of Δ ABC by
﹨﹨ ﹨﹨ ﹨﹨ 3

x
reflection in the -axis reflection in the x-axis followed by 2

x
1
followed by reflection
reflection in the y-axis.
A
x
again in the -axis? 4 3 2 1O A1
1
2 3 4
A2
B 3
B
4
C C

Self-Evaluation 2 Example 2
y Draw Δ ABC where A (– 2 , – 1), B (3 , 0), C (2 , 4), then draw its image
4
D C by translation (– 2 , 1) followed by translation (0 , – 5).
3
2
A
x
1
by translation
– 4 , 0) by translation A (–
B
A (– A (–
﹨ ﹨﹨
1O
– 2 , – 1) – 4 , – 5)
1
1 2 3 4 5 (– 2 , 1) (0 , – 5)
by translation
B (3 , 0) B (1 , 1) by translation B (1 , – 4)
﹨ ﹨﹨
(– 2 , 1) (0 , – 5)
Copy the polygon ABCD by translation
C (2 , 4) C (0 , 5) by translation O (0 , 0)
﹨
onto graph paper, then draw (– 2 , 1) (0 , – 5)
y
its image by translation
(1 , – 2) followed by
5 C
translation (– 6 , 6). C
4
Δ A﹨﹨B﹨﹨O is the image of Δ ABC 3

Critical Thinking by translation (–

– 2 , 1) followed 2

x
1
by translation (0 , – 5) A O B B
What geometrical 4 3 2 1 1 2 3
1
transformation is equivalent to A
2
translation (a , b) followed by 3
translation (c , d)? 4 B
5
A

70 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 y
Self-Evaluation 3 Example 3 4
C
Copy the triangle ABC onto 3
graph paper, then draw its Draw the image of the triangle ABC 2

image by rotation under rotation R (O , 90°) followed A B

1
x
R (O , 90°) followed by
by rotation R (O , 180°). 4 3 2 1O
1
1 2 3 4
rotation R (O , 90°).
2
y 3
C 4
4
3
2
R (O , 90°)
A (– – 1 , – 4) R (O , 180°)
A (– A (1 , 4)
﹨ ﹨﹨
x
1
A B – 4 , 1)
1O 1 2 3 4
R (O , 90°)
– 1 , – 1) R (O , 180°)
1
B (– B (– B (1 , 1)
﹨ ﹨﹨
– 1 , 1)
R (O , 90°) R (O , 180°)
C (– C (– C (3 , 2)
﹨ ﹨﹨
– 2 , 3) – 3 , – 2)
y

4 A
Critical Thinking C
Δ A B C is the image of Δ ABC under
﹨﹨ ﹨﹨ ﹨﹨ 3
2
What geometrical C
transformation is equivalent rotation R (O , 90°) followed by rotation A B
1
B x
to rotation R (O , 90°) R (O , 180°) 4 3 2 1O 1 2 3 4
1
followed by rotation B 2
R (O , 180°)? C
3
4
A

Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 What geometrical transformation is equivalent 2 What geometrical transformation is

x
to reflection in the -axis followed by equivalent to translation (1 , 3) followed
reflection in the -axis? y by translation (0 , 2)?
(a) Rotation R (O , 90°) (b) Rotation R (O , 180°) – 1 , – 1)
(a) Translation (1 , 5) (b) Translation (–
(c) Rotation R (O , 360°) (d) Rotation R (O , 270°) (c) Translation (1 , 1) (d) Translation (0 , 5)
y
3 In the opposite figure:
D E A
What is the image of Δ DKO under reflection in
the x-axis followed by reflection in the y-axis? x
(a) Δ BFO (b) Δ CKO K O F

(c) Δ AFO (d) Δ BGO

C G B

Second Term (2024/2025) Lesson Four: Composite of Geometrical Transformations 71

 4 In the opposite figure: y
Which of the following transformations makes
the triangle B an image of the triangle A? 2

x
1
(a) A translation of 4 units to the right followed by B
a translation of 2 units upwards. 3 2 1O
O 1 2 3
A 1
y
(b) A reflection in the -axis, followed by a reflection in the -axis. x 2
(c) A rotation R (O , 180°), followed by a rotation R (O , 180°)
(d) A rotation R (O , 90°), followed by a rotation R (O , 180°)

Second Applying Scientific Concepts

Choose the correct answer from the given ones:

5 What is the image of the point (2 , – 3) by 6 What is the image of the point (–
– 3 , 5) by
x
reflection in the -axis followed by reflection x
reflection in the -axis followed by reflection
y
in the -axis? x
in the -axis again?
(a) (2 , 3) (b) (– 2 , – 3) (a) (3 , – 5) (b) (–
– 3 , – 5)
(c) (– 2 , 3) (d) (3 , 2) (c) (–
– 3 , 5) (d) (3 , 5)

7 What is the image of the point (–– 2, 4) under 8 What is the image of the point (– – 1 , 0) by
rotation R (O , 90°) followed by rotation translation (1 , 0) followed by translation
R (O , – 180°)? (2 , – 3)?
(a) (– 4 , 2) (b) (4 , 2) (a) (2 , – 3) (b) (0 , 0)
(c) (– 4 , – 2) (d) (4 , – 2) (c) (1 , 0) (d) (– 1 , 0)

9 What is the image of the point (–– 3 , 0) by 10 What is the image of the point (–– 2 , 3) by
rotation R (O , 90°) followed by rotation x y
translation ( , ) x
( + 1 , – 2) y
R (O , – 90°)? – 1 , 2)?
followed by translation (–
(a) (3 , 0) (b) (0 , 3) (a) (– 3 , 5) (b) (0 , 0)
(c) (0 , – 3) (d) (– 3 , 0) (c) (– 4 , 3) (d) (– 2 , 3)

Copy each figure onto a graph paper, then draw its image by the geometrical transformations
mentioned below:

11 y 12 y 13 y

A C B
2 3
x
1
2
x
1
B 1 O D1 2 3
A
x
1 1
2 1O 1 2 C
1 2
3 2 1O 1
2 3 1
A B

Reflection in the x-axis followed Translation (– 1 , 0) followed by Rotation R (O , 90°) followed by

by reflection in the y-axis translation (– 1 , 5) rotation R (O , – 180°)

72 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 14 Draw the triangle ABC in the Cartesian plane where A (1 , 0), B (1 , 4), C (3 , 4). Then draw its
image by reflection in the x-axis followed by reflection in the y-axis.
15 Draw AB in the Cartesian plane where A (–
– 1 , 0), B (0 , 3). Then draw the image of AB under
rotation R (O , 90°) followed by rotation R (O , 180°).

16 Draw the square ABCD in the Cartesian plane where A (–

– 1 , 0), B (3 , 0), C (3 , 4), D (–
– 1 , 4).
Then draw its image by the translation (1 , 0) followed by the translation ( x , y) x – 2 , y).
(

Spot the mistake :

17 Both Ahmed and Khadija found the Ahmed's Solution :

image of the point A (3 , – 4) by the
By translation By translation
translation A (3 , – 4) A﹨ (5 , 1) (0 , – 5) A﹨﹨ (5 , – 4)
(2 , 5)
( x , y) ( x + 2 , y + 5),
followed by the translation (0 , – 5).
Khadija's Solution :
Did both Ahmed and Khadija follow
By translation By translation
the correct method in their solutions? A (3 , – 4) A﹨ (3 , – 9) (2 , 5) A﹨﹨ (5 , – 4)
(0 , – 5)
Discuss.

Creative Thinking y

3
C
18 Using the geometrical transformation 2

( x , y) (– y , x – 2), find the image 1

A B x
1 2 1O
3 1 1 2 3
of the triangle in the opposite figure, and state 1
2
1
the composition used in this geometrical
3
1
transformation.

Evaluate your
understanding!
How well do you understand
composite of geometrical
transformations?
Tick the right box

Second Term (2024/2025) Lesson Four: Composite of Geometrical Transformations 73

 Evaluate your understanding!

Unit Three Assessment How well do you

understand Unit Three?
Tick the right box

Choose the correct answer from the given ones:

1 A square with a diagonal length of 12 feet, 2 Which of the following is the image of the point
its area = ............ square feet. y
(– 2 , – 5) by reflection in the -axis?
(a) 36 (b) 72 (a) (2 , 5) (b) (2 , – 5)
(c) 144 (d) 180 (c) (– 2 , 5) (d) (– 5 , – 2)
3 A trapezium with a height of 3 cm and 4 The rotation that makes the image of a shape
a middle base length of 10 cm, is the shape itself is a rotation around the
its area = ............ square centimeters. origin by an angle of measure ............
(a) 7.5 (b) 15 (c) 30 (d) 60 (a) 90° (b) – 90° (c) 180° (d) 360°

Complete each of the following with the correct answer:

5 A rhombus with a side length of 15 cm and diagonal lengths of 18 cm and 24 cm,
its height = ............ cm.
6 The translation that makes the point A﹨ (– 3 , 2) the image of the point A (5 , – 3) is ............
7 A trapezium with a height of 5 cm and base lengths of 10 cm and 12 cm, its area = ............ square
centimeters.
8 The image of the point (4 , 5) under the translation (– 2 , 2) is ............
Answer the following questions:
9 Draw an angle of measure 45° and then bisect it using a ruler and compass.
10 Draw the triangle ABC on a grid where A (1 , 2), B (1 , – 1), C (5 , 2) and then draw its image
under the rotation R (O, – 90°).
11 A trapezium with base lengths of 6 meters, x meters, and a height of 9 meters, has an area of
72 square meters. Find the value of . x
12 Draw AB on a grid where A (2 , 1), B (3 , 5) and then draw its image under reflection in the x-axis
y
followed by reflection in the -axis.

Unit Three Activity Geometrical Constructions and Decoration

Ⴇ Activity Aim : To deepen understanding and develop students' skills in geometrical constructions
and apply their knowledge in life situations and in the decoration of a room.
Ⴇ Implementation Steps: In collaboration with two of your classmates:
ates:
1 Identify the appropriate location to hang a picture on
a wall with dimensions (4 meters, 3.5 meters) in a room
so that the picture is in the center of the wall and at
a height of (2 meters) from the floor.
2 Identify the suitable geometrical construction to determine
the location of the nail at a height of (2 meters) from
the floor and in the center of the wall.
3 Use an appropriate scale drawing to draw a rectangle
representing the wall, then geometrically illustrate the
steps to determine the position of the nail using the
geometrical construction you have chosen.
4 State the steps followed to determine the position of the nail.

74 Unit Three: Geometry & Measurement Mathematics - First Preparatory

 UNIT 4 Unit Lessons
4-1 Random Experiment – Sample Space –
Events

4-2 Theoretical & Experimental Probability

Probabilities

The fields of Artificial Intelligence (AI) encompass the development of

algorithms and computer programs that can analyse data and make predictions
in various fields.
Can Artificial Intelligence (AI) be used in the analysis of complex
mathematical data to derive conclusions and facilitate decision-making
accurately and swiftly?

Issues and Life Skills Values

- Mathematical Communication - Self-Confidence - Responsibility - Health Awareness
- Language and Translation - Creative Thinking - Work - Respecting Others
 Lesson
Random Experiment –
4-1 Sample Space – Events

Learning Outcomes Get Ready!

School Activities
• Learn the concept of Participation in school activities helps Artistic Sports
a random experiment. students in the development of their Activities Activities
• Learn the concept of social skills, building self-confidence,
a sample space. and fostering creativity. Music Football
• Learn the concept of The opposite table illustrates two Art all
Volleyball
an event and its types. types of school activities: etball
Basketball
• Distinguish between artistic activities and sports
certain event, impossible activities.
event, and possible
What are the all possible options
event.
for a participant to join in two
• Use the concepts of
activities, one is artistic and the
random experiment,
sample space, and event
other is sports?
in problem-solving. In this lesson, you will learn the concept of a random experiment and the
concept of an event, as well as how to find the sample space for a random
experiment, which will enable you to solve such real-life problems.

Vocabulary Think & Discuss!

• Random Experiment
Sameh drew a ball Magdy drew a ball from Samar drew a ball
• Sample Space from a basket a basket containing 3 from a basket
• Events containing 3 identical identical balls their colours containing 3 identical
• Certain Event red balls without are red, green, and yellow, balls of unknown colours
• Impossible Event
looking at it. without looking at it. without looking at it.
• Possible Event Ⴇ Which of them, in your opinion, can determine the possible colour of the
drawn ball before it is drawn?
Ⴇ Which of them can definitively identify the colour of the drawn ball before
it is drawn?

Learn!
Random Experiment – Sample Space

Random Experiment
A random experiment is any experiment for which all its possible
outcomes can be determined before carrying it out, but you cannot
predict which of these outcomes will actually occur when it is carried out.
Sample Space (Outcomes Space)
The sample space is the set of all possible outcomes of a random
experiment, and it is usually denoted by the symbol (S), and the number
of elements of the sample space is denoted by the symbol n (S).

76 Unit Four: Probabilities Mathematics - First Preparatory

 For example:
• The experiment of tossing a fair coin once
and observing the face apparent is a random
experiment because:
- You cannot predict the actual outcome until the experiment is
carried out.
- You can determine all its possible outcomes before carrying it out,
which are the appearance of a head (H ) or a tail (T ).
The sample space is {H, T }, and it is written as S = {H, T }.
The number of elements of the sample space is two, written as n (S) = 2.
• The experiment of selecting a card carrying the letter (B) from a set of
identical cards, all carrying the letter (B), is not a random experiment,
as its outcome can be definitely known before doing it, which is a card
carrying the letter B.
• The experiment of drawing a coloured ball from a box containing
a number of identical balls whose colours are unknown is not a random
experiment, as it is not possible to predict the colour of the ball before
carrying out the experiment.

Self-Evaluation 1 Example 1
Indicate which of the Indicate which of the following experiments is random and which
following experiments is is not, and then write the sample space for each of the random
random and which is not, experiments, indicating the number of its elements:
and then write the sample
space for each of the random 1 Rolling a fair die once and observing the number appearing on the
experiments, indicating the upper face.
number of its elements: Drawing a ball from a bag containing a red ball, a blue ball, and a white
2
1 Drawing a ball from ball, all identical, and observing its colour.
a bag containing a white
ball, a yellow ball, a red 3 Drawing a ball from a set of identical green balls and observing the
ball, and a green ball, all colour of the drawn ball.
identical, and observing 4 Drawing a card from 7 identical cards numbered from 12 to 18 and
its colour.
observing the number on the card.
2 Rolling a fair cube once,
its faces carry the 5 Drawing a numbered ball from a box containing a set of identical
numbers from 30 up to numbered balls (without knowing their numbers) and observing the
35 and observing the number of the drawn ball.
number appearing on
the upper face.
3 Drawing a card from 1 Random experiment
7 identical cards, all
S = {1, 2, 3, 4, 5, 6} , n (S) = 6
have the number 5, and
observing the number 2 Random experiment, assuming: Red = R, Blue = B, White = W, then:
written on the card. S = {R, B, W}, n (S) = 3
3 Not a random experiment.
4 Random experiment.
S = {12, 13, 14, 15, 16, 17, 18} , n (S) = 7
5 Not a random experiment.

Second Term (2024/2025) Lesson One: Random Experiment - Sample Space - Events 77
 Self-Evaluation 2 Example 2
A restaurant offers three Write the sample space for each of the following random experiments,
types of juice: mango (M), indicating the number of its elements:
orange (O), and apple (A). 1 Experiment of tossing a fair coin twice and observing the sequence of
If Osama and Ashraf order heads and tails.
two drinks respectively, 2 Experiment of rolling a fair die twice and observing the number on the
what are all the possible upper face in both rolls.
outcomes of their choices?

1 Each outcome of the experiment is an ordered Sample

pair, whose first component is the result of Second toss space

the first toss, and its second component First toss H

(H,H)
Note that
is the result of the second toss. Since the H
possible outcomes for both tosses are: T (H,T)
1 The sample space
of the experiment of head (H ) and tail (T ), the opposite tree
tossing two distinct diagram can be used to find the elements H (T,H)
coins (differing in of the sample space. T
colour, shape, or size...) S = {(H, H ), (H, T ), (T, H ), (T, T )} T (T,T)
simultaneously is the n (S) = 4
same as the sample Ⴇ Note that: (H, T ) ≠ (T, H )
space of tossing a single
2 Each outcome of the experiment is an ordered pair, whose first
coin twice in succession.
component is the result of the first roll, and its second component
Each outcome of
the experiment is an
is the result of the second roll. The sample space (S) can be
ordered pair whose first
represented in tabular form or geometrically on a grid as follows:
component is the face 1 In tabular form 2 Geometrically on the grid
of the first coin, and its Sec
Fir ond Results of
second component is the st r roll
oll
1 2 3 4 5 6 the second roll

face of the second coin. 6

1 (1,1) (1,2) (1,3) (1,4) (1,5) (1,6)
2 The sample space 5
2 (2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
of the experiment of 4

rolling a fair die twice in 3 (3,1) (3,2) (3,3) (3,4) (3,5) (3,6) 3

succession is the same 4 (4,1) (4,2) (4,3) (4,4) (4,5) (4,6) 2

as the sample space of 5 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6)

1
Results of
the experiment of rolling the first roll
6 (6,1) (6,2) (6,3) (6,4) (6,5) (6,6) 1 2 3 4 5 6
two distinct dies once.
n (S) = 6 × 6 = 36

Events

An event is a subset of the sample space.

An event is said to be occurred if the outcome of the random
experiment after its carrying out is one of the elements of the set that
form this event.
The certain event (S) is an event that must occur when carrying out
the random experiment.
The impossible event (φ) is an event that cannot occur when
carrying out the random experiment.
A simple event (or elementary event) is a subset of the sample space
(S) that contains only one element.
A possible event is a proper subset of the sample space.

78 Unit Four: Probabilities Mathematics - First Preparatory

 Self-Evaluation 3 Example 3
In the experiment of selecting If a fair die is rolled once and the number appearing on the upper
a number from the numbers face is observed, write the sample space and then determine each of
2 to 11, write the sample the following events, indicating which of them is simple, certain, or
space and then determine impossible:
each of the following events,
indicating which of them 1 Event (A) is the event of obtaining an even number.
is simple, certain, or 2 Event (B) is the event of obtaining a number greater than 1.
impossible:
3 Event (C) is the event of obtaining an even prime number.
1 Event of obtaining an odd
number.
4 Event (D) is the event of obtaining a number less than 7.
2 Event of obtaining 5 Event (E) is the event of obtaining the number 8.
a number less than 16.
3 Event of obtaining
a number less than or The sample space is: S = {1, 2, 3, 4, 5, 6}
equal to 4.
1 A = {2, 4, 6}
4 Event of obtaining the
number 6. 2 B = {2, 3, 4, 5, 6}
5 Event of obtaining an 3 C = {2} "Simple event"
even number divisible
by 9. 4 D = {1, 2, 3, 4, 5, 6} = S "Certain event"
6 Event of obtaining 5 E=φ "Impossible event"
a perfect square number.

Self-Evaluation 4 Example 4
In the experiment of rolling From the set of numbers {3, 4, 6, 7}, form a 2-digit number with
a fair die twice and observing different digits. Write the sample space for this experiment and then
the number that appears on
determine each of the following events:
the upper face in both rolls,
write each of the following 1 Event (A) is the event of "the tens digit is odd."
events:
2 Event (B) is the event of "the number is divisible by 4."
1 Event (A) is the event of
obtaining two numbers 3 Event (C) is the event of "the sum of the two digits is 10."
their sum is 8.
2 Event (B) is the event of The tens The units
obtaining two numbers, digit digit
the larger of them is the The sample space is: 4
number 3.
S = {34, 36, 37, 43, 46, 47, 63, 64, 67, 73, 74, 76} 3 6
3 Event (C) is the event 7
of obtaining two equal 1 A = {34, 36, 37, 73, 74, 76}
numbers. 3
2 B = {36, 64, 76} 4 6

3 C = {37, 46, 64, 73} 7

3
6 4
7

3
7 4
6

Second Term (2024/2025) Lesson One: Random Experiment - Sample Space - Events 79
 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 Drawing a card from a set of identical numbered 2 In the experiment of choosing a digit of the
cards without knowing the numbers written on number 5742 randomly, what is the sample
the cards: space?
(a) A random experiment. (a) {2, 4, 5} (b) {2, 4, 5, 7}
(b) Not a random experiment. (c) {57, 74, 42} (d) {5742}
(c) An impossible event.
(d) A certain event.
3 In the experiment of forming a two-digit number 4 In the experiment of tossing a fair coin four
of different digits from the set of digits {1, 3, 4}, consecutive times, how many elements are in
how many elements are in the event that the sample space?
expresses that "the resulting number is odd"? (a) 2 (b) 4 (c) 8 (d) 16
(a) 2 (b) 3 (c) 4 (d) 6
5 In the experiment of rolling a fair die once, which of the following events is a simple event?
(a) Event of getting a number greater than 6. (b) Event of getting an even prime number.
(c) Event of getting a number less than or equal to 2. (d) Event of getting an odd prime number.

Second Applying Scientific Concepts

6 In the experiment of rolling a fair die once and observing the number that appears on the upper face,
write the sample space and then write each of the following events, indicating gwwhich of
them is simple, certain, or impossible:
1 Event (A) is the event of getting a number greater than zero
2 Event (B) is the event of getting a number divisible by 3
3 Event (C) is the event of getting a number less than or equal to 4
4 Event (D) is the event of getting a number that satisfies the inequality: x
>5
5 Event (E) is the event of getting an odd number that is not prime.
6 Event (F) is the event of getting a number greater than 4 and less than 5
7 Event (G) is the event of getting a number that is not a perfect squareare
7 A bag contains 25 identical cards numbered from 1 to 25, one
card is drawn randomly, and the number on the drawn card is
recorded. Write each of the following events:
1 Event (A) is the event of drawing a number less than 4.
2 Event (B) is the event of drawing a number that is a multiple of 6.
3 Event (C) is the event of drawing an odd number that is divisible byy 5.
4 Event (D) is the event of drawing a perfect cube number.

80 Unit Four: Probabilities Mathematics - First Preparatory

 8 In the experiment of tossing a fair coin twice in successively and
observing the sequence of appearances of heads and tails,
write the sample space (S) and then express each of the
following events:
1 Event (A) is the event of "appearance of a tail on the first toss."
2 Event (B) is the event of "appearance of a tail on only one of the two
wo tosses."
tos
osse
se
ses
es.""
3 Event (C ) is the event of "appearance of the same outcome on both tosses."
4 Event (D) is the event of "no heads appear."
5 Event (E) is the event of "appearance of different outcomes on both tosses."

9 A fair coin was tossed and then a fair die was rolled, and the upper
face of the coin and the number appearing on the upper face of the
die were observed.
Represent the sample space in a tree diagram, then find the
following events:
1 Event (A) is the event of "appearance of a tail and an even number."
2 Event (B) is the event of "appearance of a head and an odd number."

10 In the experiment of rolling a fair die twice successively, write the following events:
1 Event (A) is the event of "appearance of the number 3 on the second roll."
2 Event (B) is the event of "appearance of two numbers whose sum is greater than or equal to 10."
3 Event (C) is the event of "appearance of two numbers whose sum is 15."

Third Analysis and Subjects Integration

11 Sports: Upon joining one of the youth centers to

participate in sports activities during the summer
holiday, the sample space = {swimming, squash,
volleyball, tennis, cycling, football}. If event A is
participating in one of the ball games, and event B is
participating in one of the racket games,
Make sure to spend your holiday engaging in
write both events A and B. beneficial activities such as: sports and reading.

12 Nutrition: A restaurant offers lunch

meals consisting of one main dish Menu
and one type of appetizer. Main Appetizer
What are the different possibilities Dish
for choosing one meal? Meat Salad
Chicken Soup Evaluate your
Fish understanding!
How well do you understand
random experiment -
sample space - events?
Tick the right box.

Healthy food is essential for maintaining

the body’s health, as it strengthens the
immune system and prevents diseases.

Second Term (2024/2025) Lesson One: Random Experiment - Sample Space - Events 81
 Lesson
Theoretical &
4-2 Experimental Probability

Learning Outcomes Get Ready!

• Learn the concept of The coach of the Egyptian national
theoretical probability.
football team trained two players
• Learn the concept of on taking penalty kicks. The first
experimental probability. player took 12 penalty kicks,
• Distinguish between scoring 9 goals, while the second
experimental probability player took 15 penalty kicks,
and theoretical scoring 12 goals. If the team has
probability.
the opportunity to take a penalty
• Apply the laws of kick during one of the matches,
probability in solving which player will the coach choose
problems.
to execute this penalty kick?
In this lesson, you will learn the concept of probability and how to find
its value, which will enable you to solve such real-life problems.

Vocabulary Think & Discuss!

• Theoretical Probability Each of Mohamed, Mariam, and Majid designed a spinning disc for a game,
• Experimental Probability each disc is divided into circular sectors with equal areas as follows:
Mohamed Mariam Majid

The pointer on each disc stops at one of the coloured sectors when
spinning the disc.
Ⴇ Which of these discs do you think achieves the principle of equal
opportunities?

Learn!

Theoretical Probability

Theoretical probability is based on the principle of equal opportunities

or equal possibilities, and it is equal to the ratio between the number of
outcomes of the event to the total number of outcomes.
Number of outcomes of event A
i.e. The probability of any event (A) =
Total number of outcomes
The probability of event A is denoted by the symbol P (A).

82 Unit Four: Probabilities Mathematics - First Preparatory

 Note that:
• The probability of an impossible • The probability of a certain event
event equals zero. equals one.
This is written as: P (φ) = 0 This is written as: P (S) = 1
• The probability of any possible event lies between zero and one, as
illustrated as follows:
The likelihood Probability of The likelihood
of occurrence occurrence as of occurrence
decreases as opposed to increases as
probability probability of probability
Impossible approaches 0 non-occurrence approaches 1 Certain

0 1 1
0% 2 100%
50%

Self-Evaluation 1 Example 1
A card was drawn randomly When a fair die is rolled once and the upper face is observed, find the
from a set of identical cards
probability of each of the following events:
numbered from 5 to 14.
Find the probability that the 1 A the event of "getting an even number"
drawn card carries: 2 B the event of "getting a number less than 8"
1 An odd number.
3 C the event of "getting a prime odd number"
2 An even number greater
than 9. 4 D the event of "getting the number 4"
3 A prime number. 5 E the event of "getting a number greater than 6"
4 A number less than 5.
5 A perfect square number.
All possible outcomes are: 1, 2, 3, 4, 5, 6, which are 6 outcomes.
1 ... The even numbers are: 2, 4, 6, which are 3 outcomes.
3 1
∴ P (A) = =
6 2
1
This can be written as: P (A) = or P (A) = 0.5 or P (A) = 50%
2
Note that
2 The numbers less than 8 are: 1, 2, 3, 4, 5, 6, which are 6 outcomes.
Probability can be written ∴ P (B) = 6 = 1
as a proper fraction, 6
a decimal fraction, or
This can be written as: P (B) = 1 or P (B) = 100%
a percentage.
3 The prime odd numbers are: 3, 5, which are 2 outcomes.
∴ P (C) = 2 = 1
6 3
1 1
This can be written as: P (C) = or P (C) = 0.3 or P (C) = 33 %
3 3

4 The number 4 is only one 5 ... There is no number greater

number. than 6, which means their total
∴ P (D) = 1 equals 0.
6 ∴ P (E) = 0 = 0
6

Second Term (2024/2025) Lesson Two: Theoretical & Experimental Probability 83

 Self-Evaluation 2 Example 2
From the set of numbers A fair coin was tossed twice consecutively, and the sequence of
{2, 3, 5, 7}, heads and tails was observed. Find the probability of each of the
form a 2-digit number following events:
using different digits. If 1 A the event of "getting two heads".
one of these numbers is 2 B the event of "getting at least one head".
chosen randomly, find the 3 C the event of "getting the same outcome in both tosses".
probability that:
4 D the event of "getting a head on the first toss".
1 The tens digit of the
number is greater than
the units digit. All possible outcomes are: (H, H ), (H, T ), (T, H ), (T, T ) which are
2 The number is prime. 4 outcomes.
3 Only one of the digits is
1 The outcome with two heads is (H, H ) and it is 1 outcome.
even.
∴ P (A) = 1
4
2 The outcomes with at least one head are (H, H ), (H, T ), (T, H ) which
are 3 outcomes.
∴ P (B) = 3
4
3 The outcomes with the same outcome in both tosses are (H, H ), (T, T )
which are 2 outcomes.
∴ P (C ) = 2 = 1
4 2
4 The outcomes with a head on the first toss are (H, H ), (H, T ) which
are 2 outcomes.
∴ P (D) = 2 = 1
4 2
Self-Evaluation 3 Example 3
The cinema is showing a A bag contains one red ball, six blue balls, and three
selection of films as follows: green balls, all of which are identical. If a ball is drawn
3 comedy films, 2 cartoon randomly from the bag and its colour is observed,
films,1 horror film, 4 social
what is the probability that the drawn ball is:
films.
1 Blue? 2 White?
If a film is chosen at
random, what is the 3 Red? 4 Green?
probability that the film is: 5 Blue or green? 6 Not green?
1 A social film?
2 A horror film?
Assuming (Red = R), (Blue = B), (Green = G), (White = W)
3 A comedy or social film?
The total number of balls = 1 + 6 + 3 = 10 balls.
4 Not a comedy?
6 0
1 P (B) = = 0.6 2 P (W) = =0 Note that
10 10
Note that Each ball has the same
1 3
3 P (R) = = 0.1 4 P (G) = = 0.3 chance of being drawn
• The sum of the probabilities 10 10
as follows:
of all outcomes of any 6+3 9
5 P (B or G) = = = 0.9 R has 1 chance
random experiment = 1 10 10
B has 6 chances
In example 3: 1+6 7
6 P (not G) = G has 3 chances
P (B) + P (R) + P (G) 10
= 10
= 0.7
= 0.6 + 0.1 + 0.3 = 1 Ⴇ Another solution to calculate the probability that the drawn ball is not
• For any event A:
green:
P (A) + P (not A) = 1 ... P (G ) = 0.3 ∴ P (not G ) = 1 – 0.3 = 0.7

84 Unit Four: Probabilities Mathematics - First Preparatory

 Self-Evaluation 4 Experimental Probability
A fair die was rolled 150
times and the number Experimental probability is based on carrying out an experiment
appearing on the upper face practically, recording its results, and then using these results to
was observed. The results calculate the probability as follows:
of the appearances of the
numbers are as follows: Number of times event (A) occurs
Experimental probability of event (A) =
Number of times Number of times the experiment is carried out
Number
of appearance
1 28
Example 4
2 19
3 23 If a fair coin was tossed 100 times and head appeared 41 times,
4 28 find the experimental probability of appearing:
5 25 1 head (H) . 2 tail (T ).
6 27 Note that
Find the experimental In the experiment of tossing a fair coin once,
probability of: 1 The number of times the head
the theoretical probability of head appearing
1 Appearing the number 2. (H) appeared is 41 times. is 1 (= 50%), thus there is a difference
2
2 Not appearing the ∴ P (H) = 41 = 0.41 = 41% between the experimental probability of
number 5. 100 head appearing in this example (41%) and
Find the theoretical 2 The number of times the tail (T ) the theoretical probability of head appearing
probability of appearing the (50%). It is observed that as the number
appeared = 100 – 41 = 59
number 2. of times of carrying out the experiment
∴ P (T ) = 59 = 0.59 = 59% increases, the value of the experimental
100 probability approaches the value of the
theoretical probability.

Self-Evaluation 5 Example 5 Number

Colour
A spinning disc was divided of times
When a coloured ball is
drawn from a bag containing into some coloured sectors Red 8
four identical balls, red, equal in area. If the disc is spun Blue 9
green, blue, and white, the 50 times, the opposite table Yellow 13
percentage of the number of
shows the number of times the Green 9
times the ball was drawn is as
shown in the following table: pointer stopped on each colour. Purple 11
Percentage
Colour 1 Find the experimental probability of the pointer stopping on the yellow colour.
of draws
Green 23% 2 Find the theoretical probability of the pointer stopping on the yellow colour.
Blue 27% 3 If the number of spins of the disc increases to 500 times, what do you
White 28% expect regarding the chance of the pointer stopping on the yellow colour?
Red 22%

1 Find the experimental

probability of not drawing
1 The experimental probability of the pointer stopping on the yellow colour is:
13
the blue ball.
50
= 0.26 = 26%
2 If the number of times the
experiment is carried out 2 ... The five colours are equally distributed on the spinning disc.
is 200, find the number of ∴ The theoretical probability of the pointer stopping on the yellow colour is:
times a white ball is drawn. 1
5
= 0.2 = 20%
3 Find the theoretical
probability of drawing the 3 When the number of spins of the disc increases to 500 times, it is
red ball. expected that the chance of the pointer stopping on the yellow colour
decreases, till the value of the experimental probability approaches
the value of the theoretical probability (20%).

Second Term (2024/2025) Lesson Two: Theoretical & Experimental Probability 85

 Lesson Assessment

First Measuring Conceptual Understanding

Choose the correct answer from the given ones:

1 If you are thinking of purchasing one pen from 2 In an experiment of rolling a fair die once,
a set of identical pens containing 5 red pens, what is the probability of getting a number
2 blue pens, and 3 black pens, and you select divisible by 2?
this pen randomly what is the probability that (a) Zero (b) 33 1 % (c) 50% (d) 75%
3
the pen is blue?
(a) 1 (b) 1 (c) 2 (d) 1
4 5 15 15
3 When rolling a fair die 10 times consecutively, 4 If A is an event from a random experiment
if the number 4 appears twice on the upper with equal chances of occurrence, and the
face of the die, what is the experimental probability of event A is 40%, the number of
probability of not appearing of the number 4? elements of the sample space is 15, what is
the number of elements of event A?
(a) 1 (b) 2 (c) 5 (d) 8 (a) 2 (b) 4 (c) 6 (d) 10
6 10 6 10

5 Hamza has a spinning game divided into 9 equal sections, as illustrated in

the opposite figure. When it spins, the pointer randomly stops on one of the
sections. What is the probability that the pointer stops on blue or yellow?
(a) 2 (b) 4 (c) 7 (d) 8
9 9 9 9
Second Applying Scientific Concepts

6 A classroom contains 15 students, 4 of them have black hair, 5 have brown hair, and 6 have
blonde hair. If a student is chosen at random, find the probability that the student:
1 has black hair. 2 does not have brown hair. 3 has either blonde or brown hair.
7 In an experiment of rolling a fair die once, find the probability of each of the following events:
1 A the event of getting an odd number.
2 B the event of getting a number greater than 4.
3 C the event of getting the number 3.
4 D the event of getting a number less than 7.
5 E the event of getting a number that satisfies the inequality " ≥ 2". x
6 F the event of getting a factor of the number 6.
8 If a card is drawn at random from identical cards numbered from 20 to 29, find the probability that
the card carries a number:
1 greater than 25. 2 less than 20. 3 prime. 4 even.
9 If you randomly select a number from the set of numbers {13, 17, 19, 23, 29, 31}, find the
probability that the sum of the digits of the selected number is an even number.
10 In an experiment of forming a 2-digit number from the set of digits {4, 5, 7}, what is the probability
of each of the following events:
1 A the event that the sum of the two digits is 9? 2 B the event that the tens digit is odd?
3 C the event that the product of the two digits is 35? 4 D the event that the tens digit equals the units digit?

86 Unit Four: Probabilities Mathematics - First Preparatory

 Third Analysis and Subjects Integration

11 Culture: In your personal library, you have 12 literary

books, 8 historical books, and 10 scientific books.
If you randomly choose a book, what is the probability
that it is a literary book?

Reading is a way of acquiring knowledge,

developing thought, and broadening horizons.

12 Sports: In an experiment of testing two players for

joining in a basketball team at a club, the first player
attempted 15 shots, scoring 6, while the second player
attempted 20 shots, scoring 9. Determine which player
the coach would select for the team, and why?
Fair competition is built upon respecting
the rules of the game, adhering to Number of students
sportsmanship, and respecting the opponent.
500
13 Sports: The opposite bar graph illustrates the preferred 450
400
sports of 1000 students. If a student is chosen at random:
350
1 What is the probability that this student prefers basketball? 300
2 What is the probability that this student does not prefer 250
200
swimming? 150
3 What is the probability that this student prefers football? 100
50
0 Sport
all all ing rts
o otb k etb imm rs
po
F a s w e
B S h
Ot
14 Entertainment and Learning:
The opposite stem-and-leaf plot illustrates the number of hours 30 students spend studying each
week. If one student is chosen at random, Stems Leaves
what is the probability that the chosen student: 0 1 4 5 6 8 8 9
1 Studies more than 32 hours? 1 0 0 1 1 1 6 7 8
2 Studies less than 27 hours? 2 0 1 2 2 3 4 5 5
3 Studies more than 16 hours and less 3 0 1 3 4 5 6 6
than 30 hours?
Key 1|6 means 16

Creative Thinking
Evaluate your
15 A bag contains a number of identical balls, including 5 white balls understanding!
How well do you understand
and the remainder are red. If the probability of drawing a red ball theoretical & experimental
equals 2 , find the total number of balls. probability?
3 Tick the right box

Second Term (2024/2025) Lesson Two: Theoretical & Experimental Probability 87

 Evaluate your understanding!

Unit Four Assessment How well do you

understand Unit Four?
Tick the right box

Choose the correct answer from the given ones:

1 In an experiment of rolling a fair die once, 2 In an experiment of tossing a fair coin three
what is the probability of appearing a number consecutive times and observing the upper
less than 5? face, how many elements are there in the
(a) 1 (b) 1 (c) 2 (d) 1 sample space?
3 2 3 6 (a) 2 (b) 4 (c) 8 (d) 16

3 A ball is drawn randomly from a box containing 4 A card carring a letter from the word
35 identical balls, of which 7 are white and (Norhan) is drawn randomly. What is the
the remainder are red and black. What is the probability that this letter is “N”?
probability that the drawn ball is not white? (a) 1 (b) 1 (c) 2 (d) 2
6 3 5 3
(a) 1 (b) 1 (c) 4 (d) 34
35 5 5 35

Complete each of the following with the correct answer :

5 When a card is drawn randomly from a set of 6 A box contains 48 oranges, of which 6 are
identical cards numbered from 25 to 34, the bad. If an orange is drawn randomly from
event of appearing a number divisible by 3 on the box, the probability that this orange is
the drawn card is ............. not bad = .............
7 A cube is designed such that it has two faces 8 When a fair die is rolled twice
carring the number 2, two faces carring the consecutively and the numbers on the
number 4, and two faces carring the number 6. upper faces are observed, the event
When the cube is rolled once and the number that the sum of the two numbers equal 5
on the upper face is observed, the probability is .............
that the number on the upper face is prime
is .............

Answer the following questions :

9 A bag contains 40 identical marbles. If Hani randomly draws a marble and he finds it red,
and the probability of drawing a red marble equals 3 , find the number of red marbles in the bag.
5
10 Khaled has a spinning game divided into 8 equal sections, as illustrated
2 3
in the opposite figure. When it spins, the pointer lands randomly on one
section. Find each of the following: 1 4
1 The probability that the pointer lands on a number greater than or
8 5
equal to 4.
2 The probability that the pointer lands on a number divisible by 6.
7 6

11 From the set of numbers {3, 4, 5}, form a 2-digit number and then find the probability of each
of the following events:
1 A: The event that the units digit is odd.
2 B: The event that the sum of the two digits is 8.

88 Unit Four: Probabilities Mathematics - First Preparatory

 12 When drawing a card randomly from 6 identical cards carrying the following polygons:

Find the probability that the card carries:

1 A triangle. 2 A polygon that is not a quadrilateral.
3 A polygon with more than three sides. 4 A polygon with more than one right angle.
5 A pentagon.

Unit Four Activity Who is the Potential Winner

Ⴇ Activity Aim:
To enhance students' understanding of the concepts of theoretical probability and experimental
probability, in a practical manner through the spinning wheel game.
Ⴇ Implementation Steps:
Collaborate with (3) of your classmates, carry out the steps of the following game and complete
the following table to attempt to determine the winner of the game:

Result of the Spinning Wheel

Player
Player (1) Player (2) Player (3) Player (4) 2 1
Player (1) 1 4
Player (2)
Player (3) 2 3
Player (4) 3 4
Total

1 Each individual spins the wheel (5 times) and identifies the player number at which the pointer stops.
2 Use tally marks to record the result for the player number that appears in each attempt.
3 Collaborate with your classmates, to answer the following questions:
- What is the total number of attempts that were made?
- What type of probability does this game represent?
Theoretical probability Experimental probability
- What is the probability that the pointer stops at the number of each player based on the results of
the table?
4 According to the shape of the spinning wheel and the results recorded in the table, did all four
team members have equal chances of winning? Yes No
Justification: ..........................................................................................

Second Term (2024/2025) Unit Four Assessment 89

 Evaluate your understanding!

Final Assessment How well do you understand

the lessons of first preparatory?
Tick the right box

First Group of Questions

Choose the correct answer from the given ones:

1 In an experiment of tossing a fair coin two consecutive times, what is the number of times of
appearance of one head at least?
(a) 1 (b) 2 (c) 3 (d) 4
2 1 of the number 48 is ................
4
(a) 42 (b) 44 (c) 46 (d) 47
3 A trapezium with a height of 5.4 cm and the lengths of its parallel bases are 8 cm and 10 cm, has
an area of ................ square centimeters.
(a) 48.6 (b) 54 (c) 97.2 (d) 432
4 If 7.5 × 10n = 0.000075, what is the value of n?
(a) – 5 (b) – 4 (c) 4 (d) 5
x x x x=
5 ( 3+ 2+ )÷ ................

x x
(a) 3 + 2 (b) x +x2
x +x+1
(c) 2
(d) 0
6 What is the image of the point (3 , 4) by translation (x , y) ( x – 4 , y – 2)?
(a) (2 , 1) (b) (1 , – 2) (c) (– 1 , 2) (d) (– 1 , – 2)
7 If x 3
+ 124 = – 1, what is the value of x?
(a) – 5 (b) – 4 (c) 4 (d) 5
8 What is the image of the point (– 2 , 4) by reflection in the -axis? x
(a) (– 2 , – 4) (b) (2 , 4) (c) (– 4 , 2) (d) (4 , 2)
9 A rhombus with diagonal lengths of 10 cm and 15 cm has an area of ................ square centimeters.
(a) 37.5 (b) 75 (c) 150 (d) 300
Second Group of Questions
Answer the following questions:
1 Draw a line segment of length 4.5 cm, then bisect it using a ruler and compass.
2 Simplify to its simplest form: ( 14 ) 0 – 9
+ 3 64
15 25 125
x x x x x
3 If the quotient of the expression: ( 3– 25 ) divided by ( + 5) is 2 + a , what is the value of a?
4 Simplify the expression: (4 n – 3) – (4 n – 3) (4 n + 3) to its simplest form, then find the
2

numerical value of the expression when n = – 1.

5 Draw on the grid the rectangle ABCD where A (1 , 1) , B (3 , 1) , C (3 , 6) , D (1 , 6) , then find its
image by rotation R (O , 90°).
6 What is the solution set of the inequality 3 x – 2 ≤ 4 in N?
7 In an experiment of rolling a fair die once, what is the probability of obtaining:
(A) a number greater than 2? (B) a prime number less than 4?

90 Final Assessment Mathematics - First Preparatory

ii
 ‫‪MATHEMATICS‬‬
‫‪First Preparatory‬‬
‫‪Second Term‬‬
‫‪2024 - 2025‬‬

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