Clever Keeping

Maths Simple

Grade 9
Learner’s Book

H Botha
E du Plessis
I Nel
G Stols
 Clever Keeping Maths Simple Grade 9 Learner’s Book

© H Botha, E du Plessis, I Nel, G Stols, 2013

© Illustrations and design Macmillan South Africa (Pty) Ltd, 2013

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First published 2013

13 15 17 16 14
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Cover design by Deevine Design
Illustrations by Ink Design, MPS, Catherine Kraetschmer,
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Contents
Introduction.................................................................................................... iv

Term 1
Topic 1 Whole numbers ......................................................................... 1
Topic 2 Integers....................................................................................... 21
Topic 3 Common fractions..................................................................... 31
Topic 4 Decimal fractions....................................................................... 41
Topic 5 Exponents................................................................................... 54
Topic 6 Numeric and geometric patterns............................................... 69
Topic 7 Functions and relationships....................................................... 80
Topic 8 Algebraic expressions................................................................. 86
Topic 9 Algebraic equations.................................................................... 100
Formal Assessment Tasks................................................................................ 108

Term 2
Topic 10 Constructions............................................................................. 112
Topic 11 Geometry of two-dimensional (2D) shapes............................... 134
Topic 12 Geometry of straight lines.......................................................... 160
Topic 13 The Theorem of Pythagoras....................................................... 168
Topic 14 Area and perimeter..................................................................... 176
Formal Assessment Tasks................................................................................ 190

Term 3
Topic 15 Functions and relationships....................................................... 193
Topic 16 Algebraic expressions................................................................. 200
Topic 17 Algebraic equations.................................................................... 217
Topic 18 Graphs........................................................................................ 234
Topic 19 Surface area and volume of three-dimensional (3D) objects..... 257
Formal Assessment Tasks................................................................................ 271

Term 4
Topic 20 Transformation geometry.......................................................... 278
Topic 21 Geometry of three-dimensional (3D) objects............................ 295
Topic 22 Collect, organise and summarise data....................................... 308
Topic 23 Represent data............................................................................ 323
Topic 24 Analyse, interpret and report data............................................. 335
Topic 25 Probability.................................................................................. 347
Formal Assessment Tasks................................................................................ 357

Glossary............................................................................................................ 363
 Introduction
Welcome to this Mathematics Grade 9 Learner’s Book.

Have you ever wondered how Mathematics could be useful to you? Do you
think that you could use Mathematics outside the classroom?

Do you know that Mathematics is used in different ways every day?

For example:
Mathematics is used in MUSIC.
Mathematics is used in MANY TECHNICAL CAREERS.
Mathematics is used in COOKING YOUR FAVOURITE FOOD.
Mathematics is used in COMPUTERS, CELL PHONES AND GAMES.
Mathematics is used when GOING TO THE SHOP TO BUY YOUR
FAVOURITE THINGS.

Just about everything we do uses Mathematics! So we can say that

Mathematics is a language that makes use of symbols and notations to
describe numerical, geometrical and graphical relationships in order to help
us to give meaning to world we live in.

To help you to develop the essential mathematical skills that you need to
deal with mathematical situations competently, this Mathematics Grade 9
Learner’s Book will guide you to:
• develop the correct use of the language of Mathematics
• develop number vocabulary, number concepts and calculations and
application skills
• communicate, think, reason logically and apply the mathematical
knowledge gained
• investigate, analyse, represent and interpret information
• pose and solve problems
• build an awareness of the important role that Mathematics plays in real-life
situations.

This Mathematics Grade 9 Learner’s Book covers five main content areas:
• Numbers, Operations and Relationships
• Patterns, Functions and Algebra
• Space and Shape (Geometry)
• Measurement
• Data Handling

The authors and publisher wish you all the best in your study of
Mathematics in Grade 9.

iv
 Term 1

Topic 1 Whole numbers

In this topic you will learn to:

• recognise, define and distinguish properties of the real number system
• revise calculations with all four operations on whole numbers
• revise calculation techniques
• use prime factorisation of numbers to find the LCM and HCF of
numbers
• solve problems in contexts involving ratio, rate and proportion
• solve problems in financial contexts.

What you already know

1. Calculate: 69 + (4 × 25 − 10) − 300
2. Round 9 726 off to the nearest:
a) 10 b) 100 c) 1 000
3. Use rounding off and compensation to calculate:
a) 17 + 435 b) 12 × 46
4. Calculate the actual answer of 929 648 + 26 873 − 499 042.

Unit 1 Properties of whole numbers

The real number system

The figure on the following page illustrates the real number system. It will
help you to classify numbers.

If you choose to
continue with studies in
Mathematics after school,
you will also learn about
the Complex number
system.

1
 The Real number system

Rational numbers
Includes Integers, Natural numbers and Whole numbers plus repeating
and terminating decimals and fractions:
−0,3; ​ __ 5 ​; 2​ __
2 ​; − ​ __ 1 ​; 0,000​ 6​
˙ and their opposites.
3 2 2
Integers
Includes all the Whole numbers and their opposites.
Positives and negatives: … −3; −2; −1; 0; 1; 2; 3; …

Natural or Counting numbers Whole numbers

These numbers can be shown with Include the natural
objects. They begin with 1; 2; 3; numbers plus zero.
and continue forever. 0; 1; 2; 3 …

Irrational numbers
These numbers are represented by non-repeating, non-terminating
decimals and their
__ __opposites. __
3
Examples: π; ​√ 3 ​; ​ √5 ​; −​√ 5 ​

How do these numbers fit together? When we refer to a group of numbers,

we can also talk about a set of numbers. The first set of numbers is the set of
Natural numbers (ℕ): 1; 2; 3; 4; …

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

However, the natural numbers cannot provide an answer to calculations

such as a − a. So the set was extended to a bigger set of numbers, called the
Whole numbers (ℕ0). The set of whole numbers consists of all the natural
numbers, plus the number zero: 0; 1; 2; 3; ...

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

The whole numbers were then further extended to include negative

numbers. This is the set of Integers (ℤ): … −3; −2; −1; 0; 1; 2; 3; …

–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

The next set of numbers enables us to do division. This is the set of Rational
numbers (ℚ). The rational numbers consist of the integers and fractions.

​ a ​, where a and

However, a fraction must be able to be written in the form __
b
1 ​; __
b are integers and b ≠ 0. Examples of these fractions are:​ __ ​  4 ​; 2​ __
2 ​; 0,683; 0,​ 3​ ˙ .
2 3 3
˙ is called a recurring decimal. In Unit 3, you will learn how
The number 0,​ 3​
to convert recurring decimals into common fractions. We can express every
−6 ​.
3 ​ and −6 =​ ___
integer as a fraction, for example, 3 =​ __
1 1
–0,2 –0,1 0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1 1,1 1,2

2
 We are not able to express all numbers as a fraction. For example,
we cannot express any infinite, non-recurring decimal number as
_____________________________
_________________________ √
a fraction. These numbers include ​ +
   non-perfect square numbers ​
3
and ​ √   non-perfect cube numbers ​. We call these numbers Irrational numbers
(핈 ’). Examples of irrational
___ ___
numbers include π = 3,1415927…;
​ 22 ​ as
​√ 12 ​ = 3,464101…; ​ √14 ​ = 2,410142… Note that we often use 3,14 or ___
3

7
approximate values for π in calculations.
The set of irrational numbers is not an extension of the rational numbers.
Instead, they form a separate set of numbers. Together, the rational numbers
and the irrational numbers form the set of Real numbers (ℝ). Using real
numbers, we can now include all number sets on a single number line.
1 3
–4 –1,5 2 √14 √12
π

–5 –4 –3 –2 –1 0 1 2 3 4 5

Look again at the diagram on the previous page. The set of natural numbers
is a subset of the whole numbers, which in turn is a subset of the integers,
which in turn is a subset of rational numbers. All of these numbers, together
with the irrational numbers, form part of the Real number system.
In summary, we have the following sets of numbers:
Natural numbers (ℕ): {1; 2; 3; …}
Whole numbers (ℕ0): {0; 1; 2; 3; …}
Integers (ℤ): {… −3; −2; −1; 0; 1; 2; 3; …}
a ​; b ≠ 0
Rational numbers (ℚ): Integers + fractions in the form ​ __
b
Irrational numbers (ℚ’): infinite, non-recurring decimal numbers
Real numbers (ℝ): rational numbers + irrational numbers

Exercise 1

1. Illustrate the real number system using a tree diagram.

2. Choose from the following lists all the:
i. Whole numbers ii. Integers
iii. Rational numbers iv. Irrational numbers.
__
7
a) −9; − ​ __ ​; 5; __ 2
​   ​; √
​ 2 ​; 0; 1; −4; −1
2 3
___ ___
b)   −3​ __1 ​; 3π; √
​ 10 ​; 3,4575 …; −9; √ ​ 25 ​
4
3. Classify each of the following numbers into a set ____ of numbers. A number
3
may belong to more than one set. For example, ​ √ −8 ​ belongs ____ to the set
3
of real numbers, rational numbers and integers, because ​ √ −8 ​ ___= −2.
a) 2,373367… b) 0,​ 7​​ ˙ 5​ ˙ c) −4,63 d) ​ √ 10 ​
e) −2 f) 0,3 g) 8
4. Use your calculator to find approximate values for each number. Explain
why these
__ are approximate ___ values. ___ ____
3 3
a) ​ √ 3 ​ b) ​ √ 37 ​ c) ​ √17 ​ d) ​ √400 ​

3
 Unit 2 Calculations with whole
numbers

Order of operations
If a calculation includes more than one operation, we need to perform
the operations in a specific order. We first do any calculations in brackets.
Then, we do any multiplication, including ‘of’, and division. We then do
the multiplication and division from left to right. Finally, we work out any
addition and subtraction, also from left to right.

Example
Calculate 75 + (6 × 25 − 5) − 200.

Solution
75 + (150 − 5) − 200 = 75 + 145 − 200
= 220 − 200
= 20

Rounding off numbers

Rounding off means we find another number close to the first number. The
rounded number is often easier to work with, but it is also less accurate.

The purpose of
rounding off numbers
is to estimate answers
and to make sense of
numbers.

Example
• 8 726 lies nearer to 8 730 than to 8 720:
Therefore, 8 726 rounded off to the nearest 10 is 8 730.
• 8 726 lies nearer to 8 700 than to 8 800:
Therefore, 8 726 rounded off to the nearest 100 is 8 700.
• 8 726 lies nearer to 9 000 than to 8 000:
Therefore, 8 726 rounded off to the nearest 1 000 is 9 000.

4
Rounding off and compensating
Rounding off and compensating is a technique that makes calculations
easier. Remember, if we change one number to simplify the calculation, we
need to change the other number(s) too. This technique makes the numbers
easier to work with, but it does not change the value of the answer.
So we round off a number to make the calculation easier and then compensate
to make up for what will be lost or gained when rounding off numbers.
Remember that a + 0 = a; a − 0 = a; a × 1 = a; a ÷ 1 = a.

Example
Calculate the following:
a) 18 + 335 (Round off 18 to 20 as it is easier to
add 20.)
= (18 + 2) + (335 − 2) (+ 2 − 2 = 0)
= 20 + 333
= 353
b) 15 × 26 (Easier to multiply by 30.)
= (15 × 30) − (15 × 4)
= 450 − 60
= 390
c) 97 − 62 (Round off 97 to 100 as it is easier to
subtract a number from 100.)
= (97 + 3) − (62 + 3)
= 100 − 65
= 35
or
97 − 62 (Round off 62 to 60 as it is easier to
subtract 60.)
= (97 − 2) − (62 − 2)
= 95 − 60
= 35
d) 168 ÷ 12 (Round off 168 to a number that can
easily be divided by 12.)
= (144 ÷ 12) + (24 ÷ 12)
= 12 + 2
= 14

Remember that
Add, subtract and multiply you can use your
whole numbers and calculator to check
estimate answers the correctness of
your answer.
An estimate allows us to make a
rough calculation. We use rounding
to estimate an answer. To find the
actual answer, we need to add,
subtract or multiply in columns or
do long division.

5
 Example
Calculate the actual answer of 839 527 + 46 783 − 549 032.

Solution
8 3 9 5 2 7 8 8 6 3 1 0
+ 4 6 7 8 3 − 5 4 9 0 3 2
8 8 6 3 1 0 3 3 7 2 7 8

The answer is 337 278.

Example
a) Estimate 236 × 873 by rounding off the numbers to the nearest 100.
b) Calculate the actual answer.
c) Use your calculator to check your answer.
d) Use division as the inverse operation to check the correctness of
your answer.

Solution
a) 236 × 873 ≈ 200 × 900 = 180 000
b) 2 3 6
× 8 7 3
7 0 8
1 6 5 2 0
+1 8 8 8 0 0
2 0 6 0 2 8

c) 206 028
d) 2 3 6
8 7 3 2 0 6 0 2 8
− 1 7 4 6
3 1 4 2
− 2 6 1 9
5 2 3 8
− 5 2 3 8
0

Exercise 2

1. Calculate:
a) 23 × 11 − 23 × 10 b) (32 ÷ 4) ÷ (36 ÷ 9)
c) 60 ÷ 5 ÷ 4 d) 48 − 12 − 10
e) 85 − (27 + 52 ÷ 4) f) 2 × 12 ÷ 4 × 3
Use your calculator for the following:
g) (234 + 198) ÷ 3 + 33
h) (264 − 181) × 27 × 39
i) (804 + 42) × [1 380 ÷ (19 + 4)]

6
2. Calculate using rounding off and compensating. Use your calculator to
check whether your answer is correct.
a) 198 + 217 b) 257 − 137 c) 15 × 44
d) 35 × 9 e) 396 ÷ 20 f) 645 ÷ 15
3. For each problem:
i. estimate the answer by rounding off the numbers
ii. calculate the actual answer
iii. use your calculator to check the answer
iv. use an inverse operation to check the correctness of your answer.
a) 2 367 800 + 769 231 b) 274 × 363

Unit 3 Multiples and factors

Introduction
Terminology Definition Example
The numbers into which the
Multiples of a The multiples of 8 are
given number will divide
given number 8; 16; 24; 32; …
without a remainder.
Factors of a given Numbers that can divide The factors of 6 are
number exactly into the given number. 1; 2; 3 and 6
A number that has only two
factors, namely 1 and itself.
The first six prime
Numbers that have more
numbers are
than two factors are called
2; 3; 5; 7; 11; 13; …
A prime number composite numbers. The
The first six composite
number 1 is neither a prime
numbers are:
number nor a composite
4; 6; 8; 9; 10; 12; …
number, because it has only
one factor, namely 1.
Prime factors of 12 are
2 and 3; the numbers
Factors of a number that are
Prime factors 1, 4, 6 and 12 are also
also prime numbers.
factors, but are not prime
numbers.

You can use prime

factorisation to
find the prime
factors of a
number.

7
 Example
Use prime factorisation to write 1 728 as a product of its prime factors.
2 1 728
2 864
2 432
2 216
2 108
2 54
3 27
3 9
3 3
1

The prime factors for 1 728 are 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3 = 26 × 33.

The highest common factor

The highest common factor (HCF) of two or more numbers is the highest
number that divides exactly into those numbers. We use prime factors to
find the HCF. The HCF is very useful when we need to simplify fractions.

Example
Find the HCF of 27; 36; and 90.

Solution
Prime factors of 27 = 3 × 3 × 3
Prime factors of 36 = 2 × 2 × 3 × 3
Prime factors of 90 = 2 × 3 × 3 × 5
∴ The HCF of 27, 36 and 90 is 3 × 3 = 9.

The lowest common multiple

The lowest common multiple (LCM) of two or more numbers is the
smallest number that is a multiple of all the numbers. You can use multiples
or prime factors to find the LCM.

Example
Find the LCM of 72 and 108 using multiples. (Use your calculator, but
show all your calculations.)

Solution
Multiples of 72: 72; 144; 216; …
Multiples of 108: 108; 216; …
Therefore, the LCM of 72 and 108 is 216. This is the smallest number that
is a multiple of both numbers.

8
Example
Find the LCM of 72 and 108 using prime factors.

Solution
We need to use the highest number of times each factor appears in the list
of factors.
Prime factors of 72: 2 × 2 × 2 × 3 × 3 = 23 × 32
Prime factors of 108: 2 × 2 × 3 × 3 × 3 = 22 × 33
∴ The LCM of 72 and 108 is:
2 × 2 × 2 × 3 × 3 × 3 = 23 × 33
= 8 × 27
= 216

Exercise 3

1. Find the HCF for the given numbers by using prime factorisation (you
may use a calculator):
a) 52 and 78 b) 144 and 90 c) 75; 120 and 150
d) 212 and 159 e) 624 and 546 f) 220 and 284
2. Find the LCM for the given numbers either by listing their multiples or
prime factors (you may use your calculator):
a) 25 and 30 b) 72 and 120 c) 60 and 135
d) 26 and 104 e) 24; 36 and 60 f) 35; 105 and 175

Unit 4 Solving problems

Important words
convert to change something into another form

Introduction
Ratio Rate
A relationship between quantities that Rate is a comparison of one quantity
express the number of times one is or measure in relation to a different
larger or smaller than the other. For quantity or measure. For example, if
example, we can say that the ratio of four people share twelve oranges, then
​ 1 ​.
oranges to apples is 1 to 5 or 1 : 5 or __ there will be three oranges per person.
5

9
 Ratio Rate
We can also write: Speed is a common example of rate.
• oranges as a fraction of all the fruit For example, we measure the speed of
​  1 ​
is __ a car in terms of how many kilometres
6
the car is travelling per hour (km/h). A
• apples as a fraction of all the fruit speed of 120 km/h is the speed limit
​  5 ​.
is __ on our national roads.
6
Ratios have no units. When we express Rates have units because we compare
a ratio between two quantities, they different quantities. For example, if
must both use the same units. So, the a person is paid R800 for working
ratio between 1 cm and 15 mm is: 8 hours, he or she receives a rate of
10 ​  = ​ __
10 mm ​  = ​ ___ 2 ​ or 2 : 3. R100/hour.
​ _______
15 mm 15 3

Ratio

Example
Write 18 days to 4 weeks as a ratio.

Solution
Before calculating the ratio, make sure that the units are the same.
Change 4 weeks to days:
4 × 7 = 28 days
9 days 9  ​.
The ratio is 18 : 28 or 9 : 14. In fraction form, we have: ________
​   ​  = ​ ___
14 days 14

Rate
Rates allow us to express the relationship
between two amounts that use different units
of measurement, for example km per hour.
However, when comparing rates, we need to
make sure both rates use the same units of
measurement. For example, 10 kilometres per
hour is a very different speed to 10 kilometres
per second.
Suppose we would like to compare how fast a person runs to the speed
of a car. The units of measurement must be the same. If Lindiwe runs the
100 metres in 10 seconds, then her speed is 100 m/10s or 10 m/s.
When she drives her car, she might drive at a speed of 40 km/h. Which
speed is fastest? We know that 10 m = 0,01 km. There are 60 seconds in a
minute and 60 minutes in an hour. So there are 60 × 60 seconds in an hour
= 3 600 seconds. Therefore:
0,01 km
________
​   ​
10 m
10 m/s =​ _____ 1  ​ h = 36 km/h. So Lindiwe travels faster in her car.
 ​  = ​ ________
1s 3 600

10
We frequently encounter rate problems involving
speed, distance and time. The following triangle
can help us to work out one of these quantities in
d
terms of the other two.
• distance = speed × time ÷ ÷
distance
• speed =​ ________
 ​ t × s
time
distance
• time =​ ________
 ​
speed

Speed is usually given as constant speed or average speed.

Example
a) A car travelling at a constant
speed travels 60 km in 18 minutes.
How far will the car travel in
1 hour 12 minutes?
b) A car travelling at an average
speed of 100 km/h covers a certain
distance in 3 hours 20 minutes. At
what speed must the car travel to
cover the same distance in 2 hours 40 minutes?

Solution
a) Change time to hours:
18 min =​ ___ 3  ​ = 0,3 h
18 ​  = ​ ___
60 10
1 h 12 min = 1 +​ ___ 12 ​ = 1 +​ ___2  ​ = 1 + 0,2 = 1,2 h
60 10
The car travels at _______ ​ 60 km  ​ =​ ____
60  ​ km/h =​ ____
600
 ​ km/h = 200 km/h.
18 min 0,3 3
Distance = time × speed
= 1,2 h × 200 km/h
1,2 h ________
=​ _____  ​  × ​  200 km  ​
1 1h
= 240 km
b) Distance = speed × time
= 100 km/h × 3​ __ 1 ​ h
3
100
=​ ____ 10 ​
 ​  × ​ ___
1 3
=​  1 000
______ ​ km
3
​  distance
Speed = ________  ​
time
1 000
=​ ______  ​  ÷ 2​ __ 2 ​
3 3
=​ ______ 1 000 8 ​
 ​  ÷ ​ __
3 3
=​ ______ 1 000 3 ​
 ​  × ​ __
3 8
= 125 km/h

11
 Direct and indirect proportion
When two quantities vary but stay in the same ratio, we say they are in
direct proportion. For example, at one birthday party there were 2 boys
and 4 girls (ratio 2 : 4). At another party, there were 8 boys and 16 girls
(ratio 8 : 16). Although the quantities are different, the ratios are the same:
__ 8  ​  = ​ __
​  2 ​  = ​ ___ 1 ​
4 16 2
In other words, when expressed in their simplest form, both ratios are 1 : 2
or ​ __ 1 ​. These are equivalent fractions. As one quantity increases, so the other
2
quantity increases as well.

We say that:
​ x
• x is directly proportional to y if __
y ​is a constant
• x and y are directly proportional if, as the value of x increases the value of
y increases in the same proportion. Similarly, as the value of x decreases,
the value of y decreases in the same proportion
• the direct proportion relationship is represented by a straight-line graph.

Direct proportion

Example
Fatima has a ‘prepaid all day cost per minute’ contract with a cellular
phone company. When she received her first bill she listed five of the calls
she made to help her to understand her bill.

Number of minutes (t) 10 3 8 5 7

Cost of phone call (R) R20,00 R6,00 R16,00 R10,00 R14,00

Because Fatima likes Mathematics, she plotted the points on a graph. She
noticed that she could draw a straight line through the points:
The cost of Fatima’s phone calls
20

18

16
Cost per call in Rand (R)

14

12

10

5 10
Number of minutes (t)

12
The next day she showed her graph to her teacher. Her teacher explained
that this is an example of direct proportion. She asked Fatima to write
down the ratio between the cost per call and the number of minutes.
Fatima wrote: 20 : 10; 6: 3; 16 : 8, and so on. Then she wrote the ratios in
20 __
fraction form: ___ ​ 10 ​; ​  63 ​; ___
​  16
8
​; and so on. She realised she could simplify all the
2
ratios to ​ 1 ​. Since all the ratios are equivalent, namely __
__ ​ 21 ​or just 2 : 1, we say
x is directly proportional to y. So Fatima pays R2,00 for every minute she
spends making a call. In general, we say that Fatima pays 2x rand for every
x minutes.

Indirect proportion

Example
The following graph shows the relationship between the number of
bricklayers and the length of time it takes to complete a job.

10
Number of bricklayers

2 4 6 8 10 12 14 16 18 20 22 24
Number of hours

a) We can tabulate the values on the graph as follows:

Number of bricklayers 2 4 8
Number of hours 24 12 6
b) The ratios are: 2 : 24; 4 : 12 and 8 : 6. These are not equivalent ratios. So
this is not a direct proportion relationship. However, if we multiply the
two numbers in each case, the answer is always the same:
2 × 24 = 4 × 12 = 8 × 6 = 48
c) As the number of bricklayers increases, the number of hours decreases.
Similarly, as the number of bricklayers decreases, the number of hours
increases.
d) We call this indirect proportion.

13
 We say that:
• x is indirectly or inversely proportional to y if x × y is a constant.
c ​.
We write this as x × y = c or y =​ __
x
• x and y are indirectly proportional if:
{{ as the value of x increases, the value of y decreases

{{ as the value of x decreases, the value of y increases.

• the indirect proportional relationship is represented by a non-linear

curve.

Exercise 4

You may use your calculator, but show all calculations.

1. Write each of the following as a ratio in its simplest form. First make the
units the same in each case:
a) 90 sec to 7 min b) 48 min to 3 h
c) 2,5 days to 80 hours d) 3 800 mm to 3 m
e) 2,5 m to 75 cm f) 5 300 m to 2,5 km
2. Last month, Sophie spent 39 hours watching TV and 36 hours playing
sport. During the same month, Fransina spent 42 hours watching TV and
36 hours playing sport. Who had the lower ratio of time spent watching
TV to time spent playing sport?
3. At a wedding, there were 40 people from the groom’s side and 56 people
from the bride’s side of the family.
a) Find the ratio of the groom’s family to the bride’s family at the
wedding.
b) The cost of the catering for the wedding was R11 520. The bride and
groom decided to divide this cost using the ratio calculated in a).
How much did the groom and the bride each have to pay?
4. On average the human eye blinks once every 5 seconds. At this rate,
approximately how many times will four learners blink in a single school
day that is 6 hours long?
5. Abdul walks 5 km in 35 minutes. How far does he walk in 21 minutes?
6. Hezekiel runs 1 000 m at a rate of 3 minutes per kilometre. How long
does he take to run 500 m?
7. Joe earns R25 per hour working at a pizza
shop. How much will he earn over a weekend
of two shifts, each six hours long?
8. In an amusement park the cost per ride
depends on the number of rides.
a) Use the following table to draw the graph
of the number of tickets versus the price
per ticket.
Number of tickets bought 1 2 4 8
Price per ticket R20 R10 R5 R2,50
b) What happens to the price per ticket as a person buys more tickets?
9. A taxi takes 6 hours to travel from Johannesburg to Durban at a speed of
100 km/h. How far is it from Johannesburg to Durban?

14
10. Mapoela walks 2 km in 30 minutes. At that rate, how far could she walk
1 ​ hours?
in 1​ __
2
11. Ntate runs 12 km in 3 hours. How many hours will it take him to run
1 km?
12. A man completes a journey in 2 hours when driving at a constant speed
of 120 km/h. How long will it take him to cover the same distance if he
travels at a speed of 80 km/h?
13. While on holiday, your family drove 648 km at an average speed of
72 km/h. How long did it take them to cover the distance?
14. A yellow car and a red car left Johannesburg at the same time. After
travelling in the same direction for two hours, the yellow car had
travelled 20 km further than the red car. If the average speed of the red
car was 80 km/h, find the speed of the yellow car.
15. It takes one housekeeper two hours to do the ironing at Mrs Xolo’s
house. How long will it take three housekeepers to do the same amount
of ironing?
16. The speed of sound is 1 235 km/h. How far (in metres) will sound travel
in 5 seconds?
17. Juan runs 4 km in 30 minutes. How long will it take him to run 80 km?

Finance

Revision
Your teacher will give you examples of the work you did in Grade 7 and
Grade 8. Discuss these examples in class.

Terminology Explanation
You make a profit when you sell a product for more
Profit
than you paid for it.
You make a loss when you sell a product for less than you
Loss
paid for it.
A seller offers a discount when they reduce the normal
Discount selling price by an amount. This is often expressed as a
percentage.
An extra amount paid as tax to the government. It
Value added tax
is based on the selling price and is expressed as a
(VAT)
percentage. The current VAT rate in South Africa is 14%.
Budget A budget is a plan of your expected income and expenses.
An account is a record of all transactions between a buyer
Account
and a seller.
Loan A loan is a type of debt.
Interest is the cost of borrowing money from
Interest
someone else.
Rent A regular payment for the use of someone else’s property.

15
 Terminology Explanation
A hire purchase agreement is a method of buying goods
by paying regular instalments over time. The buyer usually
has to pay a deposit, which is a percentage of the selling
Hire purchase price. The remaining cost is paid off every month until the
full selling price is repaid. The monthly payments include
interest. The buyer only owns the product once he or she
has made the final payment.
An exchange rate is the cost of one country’s money in
Exchange rate
terms of another country’s money.

Simple interest
Interest is the cost of borrowing money. If we borrow money from the bank,
the bank charges us interest. If we save money with a bank, we are effectively
lending the money to the bank. In this case, the bank pays us interest. In
Grade 8, you learnt about simple interest. We calculate simple interest only
on the initial amount of the loan.

Example
John borrowed R45 000 from the bank,
to be repaid over 5 years. The bank
charges simple interest at 8% per
annum. How much interest will John
pay over the 5 years?

Solution
8  ​  × ​ ________
Interest per year =​ ____ R45 000
 ​ 
100 1
= R3 600.
For 5 years: R3 600 × 5 = R18 000

In the previous example, we calculated the simple interest as:

total interest = interest rate × amount borrowed × number of years
We can express this as a formula:
r  ​  .P.n
SI =​ ____
100
Or
P.n.r ​
SI =​ _____
100
Here, SI is the total amount of simple interest, P is the principal amount (the
amount borrowed), n is the number of years and r is the interest rate. If we
express r as a decimal, we can also write this formula as:
SI = P.n.i
r  ​.
In this case, i =​ ____
100

16
Example
An amount of R800 is invested for three years. Interest is calculated using
simple interest at a rate of r% per annum. The investment yields R168.
Calculate the value of r.

Solution
Pnr ​. Therefore:
SI =​ ____
100
100 SI = Pnr
100(168) = 800(3)r
16 800 = 2 400r
r = 7%

Example
How long will it take for R3 000 invested at 6% per annum simple interest
to grow to R4 260?

Solution
Pnr ​. Therefore:
Interest = R4 260 − R3 000 = R1 260. Now, SI =​ ____
100
100 SI = Pnr
100(1 260) = 3 000n(6)
126 000 = 18 000n
n = 7 years

Compound interest
Compound interest works differently to simple interest. In this case, we
now pay interest on both the original amount and the interest already
added. This is the kind of interest banks charge when we borrow money.

Example
John borrows R3 000 from the bank. He must repay the loan after three
years. The bank charges compound interest at 10% per annum. How much
interest will John pay over the three years?

Solution
​  10  ​ × 3 000 = R300.
Interest after 1 year: ____
100
Total amount due = R3 000 + R300 = R3 300.
​  10  ​ × 3 300 = R330.
Interest after 2 years: ____
100
Total amount due = R3 300 + R330 = R3 630.
​  10  ​ × 3 630 = R363.
Interest after 3 years: ____
100
Total amount due = R3 630 + R363 = R3 993. He pays R993 interest.

In the previous example, we calculated the amount of interest at the end of

each year. We then added this amount to the original amount. The interest
in the second year is then based on the amount owing at the beginning of
that year. This includes the interest charged on the first year. The same is true
for the third year.

17
 This method can take a long time to work out, especially if the loan is taken
out over many years. Fortunately, we have a formula to help us:
r  ​  ​​ ​
n
(
A = P​​ 1 + ​ ____
100 )
Here, A is the final amount, P is the principal amount, r is the interest rate
and n the number of years.

Example
Calculate the compound interest on a loan of R3 450 at 6,5% per annum
for five years.

Solution
(
A = P​​ 1 + ​ ____
100 ) (
r  ​  n​​ ​= 3 450​​ 1 + ​ ____
6,5 5
100 )
 ​  ​​ ​
≈ R4 726,80
The amount of compound interest is R4 726,80 − R3 450 = R1 276,80.

Commission
Many people earn money on
commission. This means that the
amount they earn depends on how much
they sell. The commission is usually a
percentage of the value of the sales.
A good example of people who earn
commission is estate agents. An estate agent markets and sells houses on
your behalf. In return, they are paid a percentage of the selling price if they
sell the house. However, if they are not able to sell the house, they do not
earn anything.

Example
Funiwe works at a clothing store. She makes 4% commission on everything
she sells. Her sales for the week are as follows (in rand):
Day in week Sales (in rand)
Monday 2 312
Tuesday 547
Wednesday 5 554
Thursday 6 581
Friday 398
Saturday 7 240
a) Work out her commission for the week.
b) What percentage of her total commission did she earn on Saturday?

Solution
a) Total sales = R22 632
Commission: 4% of R22 632 =​ ____ 22 632
4  ​  × ​ _______
 ​
100 1
= R905,28
b) ​ _______ 100
7 240  ​  × ​ ____
 ​ ≈ 32%
22 632 1

18
Exercise 5

You may use your calculator in this exercise.

1. Zia has saved money and now wants
to buy some items at an end-of-year
sale. She finds many items offered
at a discount. Calculate the amount
of the discount and the new selling
price on each of the following items:
a) 15% off a R450 bicycle
b) 20% off a R2 999 TV
Calculate the percentage discount on
the following items:
c) An R84,50 jacket selling for R75
d) A R9 999 lounge suite selling for R1 000 less than normal
e) Complete the following table. Did the store owners make a profit on
these discounted prices?
Selling Profit or Amount
Item Cost price
price loss profit or loss
Bicycle R305,00 R382,50
TV R2 500,00 R2 399,20
Jacket R75,00 R75,00
Lounge suite R4 500,00 R8 999,00
f) Why do shops have sales? Do you think a sale is a good idea for shop
owners? Explain.
2. Devashan has written down all his expenses for a month. He used the
figures to draw a pie chart.
Devashan’s monthly expenses

8%
12% Other
Transport
12% 8% Cell phone
Medical expenses
Savings
7% Recreation/
entertainment
15%
7% Electricity and water
Rent
Clothing
5% 14% Food
12%

a) Devashan earns R7 650 per month. How much does he spend on the
following items per month?
i. Food ii. Medical expenses
iii. Cellular phone iv. Other
b) What expenses might be included in ‘Other’?
c) What is his largest expense?
d) How would his budget change if Devashan was supporting a wife
who was living with him?

19
 3. The city council introduced a sliding scale to work out the cost of water.
According to the scale, the cost of water is as follows:
Kilolitres Cost in rand per kilolitre
0−6 Free
7−12 R4,55
13−18 R9,70
19−42 R14,38
43−72 R17,76
73+ R23,43
Mapule has a swimming pool at her house. The pool is 7 m long × 4 m
wide × 1,5 m deep (remember 1 cubic metre = 1 000 litres = 1 kilolitre).
a) What does it cost to fill up the pool when it is empty?
b) If the pool was 30 cm deeper, what would it then cost to fill up?
4. To finance your education, you get a bursary valued at R10 000.
The company agrees that, if you fail at any time, you must repay the
bursary and they will charge you simple interest at an annual rate of 7%.
If you fail, what amount will you owe after five years?
5. You deposit R2 500 in a savings account at an interest rate of 11%,
compounded annually. What
amount will you receive after:
a) 4 years
b) 8 years
c) 12 years?
6. Tshepang works at a clothing store
and makes 3,5% commission on
everything he sells. His sales for
the week (in rand) are as follows:
Day Sales (in rand) a) Work out his commission for
the week.
Monday 2 311,87
b) What percentage of his total
Tuesday 546,99 commission did he earn on
Wednesday 5 553,98 Saturday?
Thursday 6 581,10
Friday 397,25
Saturday 7 239,65
7. Complete the following hire purchase (HP) agreement:
Cash purchase price is R12 600
Less 10% cash deposit or down payment
Balance owing
Hire purchase period 36 months
Finance charges (interest of 15% p.a.)
Total amount due
Monthly payment
Total cost via hire purchase

20
 Term 1

Topic 2 Integers

In this topic you will learn to:

• revise calculations with all four operations
• revise calculations involving squares, square roots, cubes, cube roots
• revise the commutative, associative and distributive properties of
integers
• revise the additive and multiplicative inverses for integers
• solve problems in contexts involving multiple operations with integers.

What you already know

Calculate:
1. −17 + (−6) 2. −10 + (+8)
________ 3. −7 − 19
3
4. 3 × (−9) 5. ​ √( −125) ​

Unit 1 Calculations using integers

The set of integers includes all negative and positive whole numbers:
… −3; −2; −1; 0; 1; 2; 3; …

Adding integers
negative (left) positive (right)

–5 –4 –3 –2 –1 0 1 2 3 4 5

When we use a number line to add integers:

• we move to the right if the number is positive
• we move to the left if the number is negative.

Example
Calculate:
a) −8 + (−5) b) −10 + (+7)

Solution
a) We say: −8 + (−5) = −13 or in short −8 − 5 = −13
–5 –8

–13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

b) We say: −10 + (+7) = −3

21
 –10 +7

–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

When adding more than two integers, it is often easier to first add all the
positive numbers, and then add all the negative numbers. Finally, add the
two answers together to calculate the final answer. For example:
−13 + 6 + 18 − 65 + 56 − 12 = (6 + 18 + 56) + (−13 − 65 − 12)
= 80 − 90
= −10
Did you notice that we wrote 80 rather than +80? When there is no sign
in front of a number, the number is positive. Check the answer using your
calculator. Work from left to right.

Subtracting integers
The additive inverse of 15 is −15 and the additive inverse of − 8 is 8. When
we add a number and its additive inverse, the answer is always 0. We call this
the additive identity.
For example, 85 − 15 and 85 + (−15) The additive inverse of 2 is –2
both equal 70. So, subtracting 15 from
85 is the same as adding the additive
inverse of 15 to 85. –3 –2 –1 0 1 2 3

Example
Subtract −5 from −14.

Solution
This means you need to calculate: −14 − (−5).
Subtracting is the same as adding the additive inverse.
Therefore:
−14 − (−5) = −14 + (+5) = −9
Or
−14 + 5 = −9
–14 +5

–16 –15 –14 –13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2

Multiplying and dividing integers

You learnt in Grade 7 that multiplication is the same as repeated addition.
In Grade 8, you used repeated addition to find the product of a positive and
negative number.

22
Example
2 × (−14) = (−14) + (−14) = −28

The product of a positive and a negative number is a negative number.

9x3
–2 • –4 • 50 = 3x
= 400 3 x2 –
\ !
! 
– – –
! –7 × (–3) = 21

– –\ (–3a ) • (– a )
3 2

!\ –  = 3a 5 4x + 2(x + 3x)

=12 x
72 –1 1
= -9 =
–8 –2 2

By investigating patterns, you also discovered that (−9) × (−9) = 81.

We can check this answer using division as the inverse operation of
multiplication:
81 ÷ (−9) = −9

We know that:
• a positive integer × a positive integer equals a positive integer
• a negative integer × a negative integer equals a positive integer
• a positive integer × a negative integer equals a negative integer
• a negative integer × a positive integer equals a negative integer.

When we divide integers, we use the same rules as in multiplication to find

the sign of the answer. Once again, we can check our answers using inverse
operations.

Example
If (−7) × 9 = −63, then (−63) ÷ 9 = −7.
If 7 × (−9) = −63, then (−63) ÷ −9 = 7.
If (−7) × (−9) = 63, then 63 ÷ (−9) = −7.

Square and cube numbers and square and

cube roots
102 = 10 × 10 33 (cubed)
= 100 =3×3×3
= 27

The geometrical representation of a square number is a two-dimensional

(2D) square. The unit of measurement is units squared. The geometrical

23
 representation of a cubed number is a three-dimensional (3D) object, called
a cube. The length, width and height of the cube are all equal. The unit of
measurement is cubed units.
The square of a number and the square root of a number are opposite
operations. Similarly, the cube of a number and the cube root of a number
are opposite operations.

Example ______
3
a) If (−3)3 = (−3) × (−3) × (−3) = −27 then ​ √(−27) ​ = −3.
Check: (−3) × (−3) × (−3) = −27
___
b) If 72 = 7 × 7 = 49, then √
​ 49 ​ = 7
Check: 7 × 7 = 49

Example
___
a) √
​ 49 ​= 7. Remember, when there is no sign in front of the root sign, it
means
______ the root is positive.
√
b) −121 ​is undefined in the real number system.
​
c) (−12)2 = (−12) × (−12) = 144
But −122 = −(12 × 12) = −144

Exercise 1

1. Write down the opposite (additive inverse) of each of the following:

a) 13 b) 251
c) −43 d) −171
2. Find the sum of the numbers and their opposites (additive inverses).
a) 13 + (−13) = ____ b) −72 + (+72) = ____ c) 58 + (−58) = ____
3. Complete the following flow diagrams:
a) a) b) b)
a) –9 –21
b) –21
–9 rulerule –21 –21 rulerule
–4 –4 –22–22
1 1 +(–12)
+(–12) –25–25 –(–18)
–(–18)
–6 –6 –26–26 –8 –8
–1 –1 –29–29

4. Add the following integers:

a) 7 + (−2) + (+8) + (−13)
b) 25 + (−14) + (−30) + 18
c) (−2x) + 5x + 9x + (−14x)
d) −9ab + (−3ab) + 13ab + 2ab + (6ab)
e) 9a + (−4b) + (−7b) + b + (−5a)
f) −y + 3x + (−7y) + 2y + (−5x) + x
5. Subtract the following integers:
a) 6x − (+7x) b) −14m − (8m) c) 18p − (−16p)
d) −23y − (−17y) e) 12 − (−2) − (−15) f) 15x − (−12x) − (4x)
g) −6c − (−6c) − (−6c)
h) 3b − 8a − 19b + b − 12a
i) −5xy − xy + 2x − 13x + 9xy − 10x

24
6. Complete the following tables:
a) x 5 3 1 −1 −3 −5 −7 −9 −11
x + (−12)
b) x −15 −20 −25 −30 35 40 45 50
x − (−20)
7. Calculate the following products and quotients:
a) (−3) × (−4) × (−6) b) 5 × (−12) × (−3) c) (−11)(2)(−4)
d) (−25)(−18) e) −6a × 15a × 3a f) −3x(−3x)(−5x)
g) −72 ÷ −8 h) 132 ÷ −11 i) (−108) ÷ 12
j) −30p ÷ −6p k) 96r ÷ −8r l) −48a ÷ 6a
64  ​
m) ​ _____ −1 000
n) ​ _______
 ​ −20 000
o) ​ _________
 ​
−16 −8 40
8. Use the correct order of operations to complete the following:
a) −8 + 3 × 2 b) 17 + 15 ÷ (−5)
c) −45 ÷ (−3) − 6 + 4 d) 16 − (13 − 5 × 2) − 20
e) −14(4 − 14) + (−7 − 9) f) −22 − [(−50) ÷ (−5)]
_____
3
g) 7 − (−8)(2) + 9(−12) h) (−3)2 +​ √ − 64 ​ × 25 ÷ −50
__________ ____
3
i) ​ √( − 1 000) ​ − (−12) + 72 ÷ 23 √ 625 ​ × 4 + 72 − 18 ÷ 3
j) ​
k) 0x − 22x − 32x − 42x − (4)(2x) l) 3(4y − 10y) ÷ (2y − 4y) − 4y

Unit 2 Properties of integers

Introduction
We use the following properties of numbers to make calculations easier:
• the commutative property
• the associative property
• the distributive property
• the additive inverse
• the multiplicative inverse.

The commutative property

The commutative property tells us that the order in which we add or
multiply numbers does not matter. The answer remains the same.

Example
a) (−25) + (−15) = −40 and (−15) + (−25) = −40
b) (−75) × 2 = −150 and 2 × (−75) = −150

The associative property

The associative property tells us that we can group together any two numbers
when adding or multiplying. The answer remains the same.

25
 Example
a) (−9 + 8) + (−6) = −1 + (−6) = −7 and −9 + [8 + (−6)] = −9 + 2 = −7
b) (−35 × −2) × 3 = 70 × 3 = 210 and −35 × (−2 × 3) = −35 × −6 = 210

The distributive property

The distributive property allows us to redistribute numbers over addition and
subtraction. Once again, the answer remains the same. We can apply this
property to multiplication over addition and multiplication over subtraction.

Example
a) 8 × [(−9) + (−7)] = (8 × −9) + (8 × −7)
= −72 + (−56)
= −128
Check:
8 × [(−9) + (−7)] = 8(−16)
= −128
b) −3[12 − (−9)] = (−3 × 12) − (−3 × −9)
= −36 − (27)
= −63
Check:
−3[12 − (−9)] = −3(12 + 9)
= −3 × 21
= −63

Additive inverse
We call 0 the identity element for addition. This is because when we add 0
to a number, the number remains the same. For example, 13 + 0 = 13 and
−9 + 0 = −9. The additive inverse also applies to subtraction. For example,
8 − 0 = 8.
When we subtract integers, we use the additive inverse of the numbers. For
example: the additive inverse of 15 is −15 and the additive inverse of −28 is
28. Therefore:
15 + (−15) = 0
−28 + 28 = 0

When we add any number and its additive inverse, the answer is always 0.

Multiplicative inverse
We call 1 the identity element for multiplication. This is because when we
multiply a number by 1, the number remains the same. For example:
−55 × 1 = −55
22 × 1 = 22
The multiplicative inverse also applies to division. For example, 4 ÷ 1 = 4.

26
When we multiply a number by its multiplicative inverse, the answer is
always 1. This is why we call 1 the multiplicative identity! Another name for
the multiplicative inverse is the reciprocal. For example, the multiplicative
inverse (the reciprocal) of 6 is __ ​  6 ​  × ​ __
​ 1 ​, because __ 1 ​ = 1.
6 1 6

A number multiplied by its multiplicative inverse is always equal to 1.

Exercise 2

1. Complete the following by using the commutative or associative

property:
a) −160 + 240 = ____ and 240 + (−160) = ____
b) −50 × 70 = ____ and 70 × −50 = ____
c) (−45 × −3) × 10 = ____ and −45 × (−3 × 10) = ____
d) −80 + (−40 + 20) = ____ and [−80 + (−40)] + 20 = ____
e) −12x × (11x × ____) = 3 036x and (−12x × 11x) × −23x = ____
f) 200y + ____ = −256y and −456y + ____ = −256y
g) 13a × −400a = ____ and −400a × 13a = ____
2. Use the distributive property to complete the following:
a) 7 × [12 + (−2)] = (7 × ____) + (7 × ____) = ____ + ____ = ____
b) 90(−70 + 500) = (____× −70) + (____× 500) = ____ + ____ = ____
c) −6(12 − 5 + 8) = ____ + ____ + ____ = ____
d) 12(−9 − 8 − 2) = ____ + ____ + ____ = ____
e) −2(4a − 18a + 23a) = ____ + ____ + ____ = ____
f) −(−8ab + 12ab − 4ab − ab)
g) −8x × 38x = −8x × (40x − ____)
= (−8x × 40x) − (−8x × ____) = ____ − ____ = ____
h) 48y × −9y = (50y − ____) × −9y
= (50y × −9y) − (2y × ____) = ____ − ____ = ______

Unit 3 Solving problems

Where do we use integers?

Example Positive number Negative number
Temperature Above 0 ºC Below 0 ºC
Altitude of places in the world Above sea level Below sea level
Business transaction Profit Loss
Budgets Surplus Debt
Bank statement Credit Debit

Companies list on public stock exchanges so that they can raise money for
new projects or to expand. Anybody can then own a piece of this company
by buying shares or stocks in the company. When we buy and sell shares in a
company, we trade on the stock exchange.

27
 A bank account is an agreement between a bank and an account holder. The
account holder can pay money into an account (deposit) or take money out
of the account (withdrawal). The bank keeps the money safe for the account
holder. Each month, the bank produces a statement, which shows the
transactions on the account. A transaction occurs when money is deposited
or withdrawn from the account. The statement also shows the balance of
the account, which is the amount of money currently in the account.

Exercise 3

1. Express each of the following as an integer:

a) A debt of R420 b) A profit of R8 400
c) A temperature of 24 ºC above zero
d) 823 m below sea level e) A credit of R1 270
f) A temperature of 12 ºC below zero
g) A surplus of R268 h) 2 300 m below sea level
i) A loss of R260 j) A debit of R540
2. A diver swims at a depth of 14 m below the surface of the sea. Express
each of the following positions as an integer:

a) The sharp nose of the sword fish just in front of the diver
b) The lowest point on the sand just to the right of the crab
c) The bottom part of the octopus to the left of the crab
d) The fin of the shark

28
3. Each place on Earth is a certain height above sea level (0 metres).
For example:
• The Dead Sea: −424 m
• The Caspian Sea: −28 m
• Mount Everest: 8 848 m
• Mount Kilimanjaro: 5 893 m

a) What is the meaning of these numbers?

b) How much higher is Mount Everest above sea level than
Mount Kilimanjaro?
c) What is the difference in altitude between the Dead Sea and the
Caspian Sea?
4. Patricia goes to the gym because she would like to lose some weight.
Her hips measured 121 cm when she started. She tabulated the changes
in her measurements over six weeks. The results are shown in the
following table.
End of Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Centimetre
−1,5 cm +0,5 cm −1 cm −2 cm +1 cm −0,5 cm
change
a) What was her actual measurement at the end of each week?
b) What was her final measurement at the end of the six weeks?
c) Write down the change in her measurements over the whole period
as an integer.
5. A well is a structure created in the ground by digging, boring or
drilling to access groundwater in underground aquifers. For example,
Woodingdean Well was dug by hand between 1858 and 1862 and is
392 m deep. It is thought to be the world’s deepest hand-dug well.
a) Write the depth of the well as an integer.
b) If there is 260 m of water in the well, use integers to indicate the
surface of the water in the well.
c) If they stopped digging when the well was half the depth it is
now, how deep would the well have been? Express your answer as
an integer.

29
 6. Below is Mr Mwambakana’s bank account statement. Calculate his
balance. Explain his financial position in your own words. If you were
his financial advisor, what advice would you give him?
Credit Card
Date Description Amount (R)
Account
Mr T. Balance brought
1/10 825,87 −
Mwambakana forward
10 North Street Deposit
Southwin 2/10 1 130,00
Soshanguve ATM
0181
5/10 Pick n Pay 263,79 −
Cash Withdrawal
8/10 Pretoria North 400,00 −
ATM
14/10 Edgars Clothing 299,99 −
14/10 Mr Price Clothes 139,98 −
Cash Withdrawal
21/10 Pretoria North 250,00 −
ATM
22/10 Spar 315,69 −
Deposit Internet
24/10 Acc 422 3257 1 450,00
6831
25/10 Vodacom Direct 650,00 −
Cash Withdrawal
27/10 200,00 −
Soshanguve ATM
29/10 Shoperama 299,00 −
31/10 Pick n Pay 89,45 −
Balance:

30
 Term 1

Topic 3 Common fractions

In this topic you will learn to:

• revise addition, subtraction, multiplication and division of common
fractions
• revise calculations with squares, cubes, square roots and cube roots of
common fractions
• revise equivalent fractions between common fractions
• revise equivalent fractions between common fractions; decimal fractions
and percentage forms of the same number.

What you already know

​ 12 ​
1. Convert the common fraction to a mixed number: ___
5
2. Convert the mixed number to a common fraction: 3​ __3 ​
7
3. Calculate:
3 ​of 12
a) 4​ __ 1 ​ ÷ 12
b) ​ __
4 3

Unit 1 Calculation techniques

Convert between common fractions and

mixed numbers
Common fractions that have a numerator smaller than the denominator
lie between 0 and 1 on the number line and are called proper fractions.
​  1 ​
For example: __
5
0 1 2

A mixed number has a whole number part and a fraction part. We call
fractions with a numerator bigger than the denominator improper
fractions. We can always write improper fractions as mixed numbers.
Mixed numbers always lie to the right of 1 on a number line, because they
are greater than 1. Let’s see how to convert between improper fractions and
mixed numbers.

Example
​ 9 ​to a mixed number.
Convert the improper fraction __
5
Solution
​ 9 ​  = ​ __
We know that __ 5 ​  + ​ __
4 ​  = 1 + ​ __
4 ​. Therefore the answer is 1​ __
4 ​.
5 5 5 5 5

31
 Example
4 ​to an improper fraction.
Convert the mixed number 1​ __
5
Solution
4 ​  = 1 + ​ __
1​ __ 5 ​  + ​ __
4 ​  = ​ __ 9 ​
4 ​  = ​ __
5 5 5 5 5
To find the total number of fifths, we multiply the 1 by 5. This gives us the
number of fifths in 1 whole. Then, we add the other 4 fifths. This gives 9
fifths, so the answer is ​ __ 9 ​.
5
9
5

0 1 2
14
5

Equivalent fractions and fractions in simplest form

Equivalent fractions are fractions that have the same value, even though
they look different. To find equivalent fractions, we multiply the numerator
and denominator by the same number. For example, we can multiply by __ ​ 2 ​,
2
​  2 ​ = 1. We know that 1 is the multiplicative identity. This means that
because __
2
multiplying any number by 1 leaves the number unchanged.

Example
3 × 2 ​  = ​ _____
​  3 ​  = ​ _____
__ 3 × 3 ​  = ​ _____
3 × 4 ​ …
5 5×2 5×3 5×4
​ 3 ​  = ​ ___
These calculations give the equivalent fractions: __ 6  ​  = ​ ___
9  ​  = ​ ___
12 ​. We use
5 10 15 20
equivalent fractions when adding and subtracting fractions. Then, we
simplify the answer when possible so that it is in simplest form.

Example
​ 5 ​.
Find three equivalent fractions to __
8
Solution
​  5 ​  × ​ __
__ 2 ​; __ 3 ​; __
​  5 ​  × ​ __ ​  5 ​  × ​ __
4 ​
8 2 8 3 8 4
×4
​ ___ ​  15 ​; ___
10 ​; ___ ​  20 ​ ​ 5 ​  = ​ ___
We can now say that __ 20 ​
16 24 32 8 32
×4

Now let’s work backwards to simplify the fraction. We start with ___ ​ 20 ​.
32
​ 5 ​. But how do we
We already know that the simplest form of this fraction is __
8
calculate that? When we worked out the equivalent fractions, we multiplied
both the numerator and denominator by the same number. Therefore, to
simplify a fraction, we divide both the numerator and denominator by the
same number.

32
 To find the simplest form of a fraction, we need to find the highest
common factor of the numerator and denominator.
The factors of 20: 1; 2; 4; 5;10; 20
The factors of 32: 1; 2; 4; 8; 16; 32
So the HCF of 20 and 32 is 4.
Therefore, we need to divide 20 and 32 by 4.
÷4
__5 20
___
​   ​  = ​   ​
8 32
÷4

If we divide a numerator and denominator by the same number, we are

​ 12 ​  = ​ ___
dividing by 1. For example: ___ 12 ​  ÷ 1 = ​ ___ 3 ​  = ​ __
12 ​  ÷ ​ __ ​ 3 ​)
4 ​. (Remember: 1 = __
15 15 15 3 5 3

Example
​  132 ​in its simplest form.
Write ____
96
Solution
​  132 ​  = ​ ___
____ 11 ​ (Divide numerator and denominator by the HCF: 12)
96 8

Add, subtract, multiply and divide with

common fractions

Add and subtract fractions

To add and subtract fractions, we first need to make their denominators the
same. If the denominators are not the same, we find a common denominator
by using the lowest common multiple (LCM). In this way, we write the
fractions as equivalent fractions.

33
 Example
Calculate: __
2 4 [
3 ​  − ​ 3​ __
​  1 ​  + ​ 4​ __
6 (
1 ​  − 2​ __
1 ​  ​  ​
3 )]
Solution
Method 1:

[
​  1 ​  + ​ ___
__
2 4 (
​  19 ​  − ​ ___
6 )]
​  19 ​  − ​ __
7 ​  ​  ​ =​ ___
3 12 [
6  ​  + ​ ___
12 (
​  38 ​  − ​ ___
​  57 ​  − ​ ___
12 12
28 ​  ​  ​
)]
6  ​  + ​ ___
=​ ___
12 ( 38 ​  + ​ ___
​  57 ​  − ​ ___
12 12 12
28 ​  ​
)
6 + 57 − 38 + 28
=​ ________________
    ​
12
53 ​
=​ ___
12
5  ​
= 4​ ___
12
Method 2:
__
2 [ 4 (
3 ​  − ​ 3​ __
​  1 ​  + ​ 4​ __ 1 ​ − 2​ __
6 3 )]
1 ​  ​  ​=​ __
[ (
3 ​  − ​ 1​ __
1 ​  + ​ 4​ __
2 4
1 ​  − ​ __
6 3
1 ​  ​  ​
)]
2 [ 4 ( 6 6)]
=​ __ 3 ​  − ​ __
1 ​  + ​ 4​ __ ​  7 ​  − ​ __
2 ​  ​  ​

2 ( 4 6)
3 ​  − ​ __
1 ​  + ​ 4​ __
=​ __ 5 ​  ​

2 ( 4 6)
​  19 ​  − ​ __
1 ​  + ​ ___
=​ __ 5 ​  ​

6  ​  + ​ ___

=​ ___
12 (
​  57 ​  − ​ ___
12 12
10 ​  ​
)
53 ​
=​ ___
12
5  ​
= 4​ ___
12

Multiply fractions
Remember that the word ‘of’ means you have to multiply. To understand
​  5 ​you can use a diagram. First, illustrate __
​  1 ​ of __
__ ​ 5 ​by dividing the whole figure
2 7 7
into sevenths. Then, shade five of the sections (the first 5 columns in the
figure). To find __ ​ 1 ​of the shaded area, divide the seven parts into two equal
2
parts. Then, shade one part again. The whole is now divided into 14 equal
parts of which 5 parts are double shaded.

Divide a whole into 7 equal parts. Then, shade 5 of the 7 parts

5 ​.
to represent ​ __
7
Now calculate ​ __1 ​of the shaded area.
2
Divide the shaded area in two. Then, shade one of those parts
in a darker shade. Now we have __ ​  5 ​ =​ ___
​ 1 ​ of __ 5  ​.
2 7 14
Mathematically, we multiply the numerators and multiply the denominators.
​ 1 ​  × ​ __
Then we simplify the answer if we can. For example: __ 1 × 5 ​  = ​ ___
5 ​  = ​ _____ 5  ​.
2 7 2 × 7 14

34
Sometimes it is easier to first simplify the fractions before multiplying the
numerators and the denominators.

Example
2 ​of 9.
Calculate 5​ __
3
Solution
2 ​ of 9 =​ ___
5​ __ 9 ​
17 ​  × ​ __ (Divide both 9 and 3 by the HCF, which is 3)
3 3 1
3 ​
17 ​  × ​ __
=​ ___
1 1
= 51

Divide fractions

Example DIVIDEND
1 ​
Calculate: 2 ÷​ __
3
Solution 0 1 2 3
DIVISOR
We have two whole units and want
to divide it into thirds. We know
there are 3 thirds in one whole. So 0 1
QUOTIENT
there will be 6 thirds in 2 units.

0 1 2 3 4 5 6

1
2 ÷ = 6
3
dividend divisor quotient

The next example uses the multiplicative inverse (or reciprocal) of a

fraction. Remember, multiplying a number by its multiplicative inverse
is always equal to 1. In the case of a fraction, we find the multiplicative
inverse by swapping the numerator and the denominator. For example, the
​  6 ​, because __
5 ​ is __
multiplicative inverse of ​ __ ​  5 ​  × ​ __
6 ​  = 1.
6 5 6 5

Example
​  1 ​ ÷ 3
Calculate: __
2
Solution
Think about sharing half a pizza among three people. This means each
person will get a sixth of the pizza. Mathematically, we work this out as:
__ 3 ​  = ​ __
​  1 ​  ÷ ​ __ 1 ​  × ​ __
1 ​
2 1 2 3
1 ​
=​ __
6

35
 Example
5 ​  ÷ ​ __
Calculate: 5​ __ 5 ​
6 8
Solution
5 ​  ÷ ​ __
5​ __ 35 ​  ÷ ​ __
5 ​ =​ ___ 5 ​
6 8 6 8
35 ​  × ​ __
=​ ___ 8 ​
6 5
35 ÷ 5 ​  × ​ _____
=​ _______ 8 ÷ 2 ​ (Simplify fractions: HCF of 6 and 8
6÷2 5÷5 is 2 and HCF of 35 and 5 is 5)
7 ​  × ​ __
=​ __ 4 ​
3 1
28 ​
=​ ___
3
1 ​
= 9​ __
3

Example
Calculate: ___
a) 6​ __
4 ( 3 ​  + 5​ __
1 ​  − ​ 11​ __
8 2 )
1 ​  ​  ÷ 5 × 2 ​√ 16 ​ __
b) ​ ____
5
 ​  ÷ ​  2​ 5​ ​ ​
​52​ ​
Solution
a) ​ ___
4 (
25 ​  − ​ ___
8 2)
​  91 ​  + ​ ___
11 ​  ​  ÷ 5 × 2 32 ​ =​ __
4 ​  ÷ ​ ___
b) ​ __
5 25 5 32
25 ​
4 ​  × ​ ___

=​ ___ 135
25 ​  − ​ ____ 1 ​  × ​ __
 ​  × ​ __ 2 ​ 5 ​
1 ​  × ​ __
=​ __
4 8 5 1 1 8
25 ​  − ​ ___
=​ ___ 27 ​ 5 ​
=​ __
4 4 8
−2 ​
=​ ___
4
= − ​ __1 ​
2

Exercise 1

1. Calculate the following (you may use your calculator, but show all
calculations):
a) 6​ __
2
1 ​  + 1​ __
1 ​  + 4​ __
3
1 ​  + ​ __
2 3
2 ​ b) 72​__
6 4 (
​  1 ​  + ​ __
1 ​  ​
) 37 × ​ __
c) ​ 1 ​  ​  + ​ 3 × ​ __
8 (
1 ​  ​
8 ) ( )
d) ​ ___
7
26 − ​
63 ​  − ​ _______
4
2 12(9 + 1)
e) ​ _________
4
 ​  − 5 × 3 1​ __
f) ​
5
3 ​  ​  × 1​ __
1 ​  + 3​ __
5
1 ​
4 ( )
1 ​  − 2​ __
g) 3​ __ 3 ​
1 ​  ÷ ​ __ 5 ​  ÷ ​ __
h) 2​ __ 3 ​
1 ​ of 1​ __ 3 ​  × 5​ __
i) ​ __ 2 ​  − ​ __
1 ​  × 1​ __
1 ​
2 4 4 8 2 4 8 3 2 5
j) 8​ __
5
3  ​  − 4​ __
1 ​  + 9​ ___
10
1 ​
2 (
k) ​13 − 1​ __
8 ) 3 ​
1 ​  ​  ÷ 4​ __
4
l) 1 ​  × 3​ __
1​ __
3
1 ​  ÷ 4​ __
2
2 ​
3
m) 2​ __ 2 ​  − ​ __
3 3
2 ​  × 2 n) 4​ __
7 (
3 ​  + ​ 2​ ___
4  ​  + 1​ __
21
1 ​  ​
3 ) (
1 ​  − ​ __
o) ​1​ __
2 8 ) 3 ​  × 1​ __
7 ​  ​  + ​ __
4
1 ​
3
2. Calculate the following: ______
___
( )
​  2 ​  ​​ ​  + ​ √27 ​ ( ) ( )
3 ​  2​​ ​
1 ​  3​​ ​  − ​​ ​ __
√
​  1 000 ( )
​  4 ​  ​​ ​  + ​ __
2 ​
2 2
a) ​​ __ b) ​​ ​ __ c) ​  ______  ​ ​  × ​​ __
3 3

5 5 5 64 3 3

36
 2 ​ ​1​ ​ ​
​ ​2 ​ ​− ___
( ) ( )
​  3 ​  ​​ ​  × ​​ ​ ___ 1  ​  2​​ ​
( ) ( ) ​  −1 ​  ​​ ​
​  1 ​  ​​ ​  ÷​​ ___
3 2 2 2
d) ​ __ e) ​​ __ f) ​​ __
−3
3__________ 4 −2 3________ 3

√
​  100 ​  × ​ ____ 121 ​ ​
( ) 8 ​  − ​ __
​  4 ​  ​​ ​  ÷ ​ __ ​2​3 ​ ​
√​  16 ​  + ​ ___ 9  ​ ​
3
g) ​  ____ h) ​​ __ i) ​  ___
81 25 3 3 3 25 25

Unit 2 Solving problems

A fraction is a number that represents part of a whole. Fractions are useful
when you want to split things up or want to use only a part of a whole.
For example, we work with fractions in recipes, when buying food, sewing,
building a house, in medicine, and so on.

Example
Batseba invites friends over on Friday evening for a braai. There are 22
people altogether, but her recipe for potato and bean salad only serves
four people. She has enough of everything in her house except for the
​ 1 ​
salt. The recipe requires __
2
teaspoon of salt. Calculate
how much salt she needs to
be able to serve 22 people.

Solution
She needs to make the
recipe ___ ​  22 ​times. Therefore,
4
Batseba needs:
​  1 ​  × ​ ___
__ 22 ​ =​ ___11 ​
2 4 4
3 ​teaspoons of salt
= 2​ __
4

Example
Nosisi’s little sister has 7 of 10 collectable dolls. Therefore, she has
collected ___ 100
​  7  ​  × ​ ____
 ​ = 70% of the range.
10 1

Example
A town had 864 mm of rain in a year. The next year, the figure dropped to
734 mm. Calculate the percentage decrease.

Solution
amount
     decreased
Percentage decrease =​ __________________ 100
 ​  × ​ ____
 ​
initial amount 1
130 ​  × ​ ____
=​ ____ 100 ​
864 1
≈ 15%

37
 Exercise 2

1. In a Grade 9 class of 36 learners, three were absent because of flu. What

fraction of the class was:
a) absent b) present?
2. Ahsan spends 1​ __ 1 ​hours doing homework. Of this, she spends 25 minutes
4
on Mathematics. What fraction of her homework time does she spend on
Mathematics?
3. What fraction is:
a) 36 sec of 5 min b) 36 sec of 5 hours 5 ​hours of 1 day
c) 3​ __
6
d) 50 ml of 3 ℓ e) 50 ml of 3 kl f) 450 mm of 8 m
g) 450 mm of 9 km h) 72c of R18 i) 125 g of 15 kg
4. Saju is 12 years old and his mother is 36 years old.
a) What fraction is Saju’s age of his mother’s age?
b) What fraction will Saju’s age be of his mother’s age in 54 years’ time?
c) Are the fractions in a) and b) equal? If not, which fraction is greater?
5. In an examination, Stephen scores 88 marks, Palesa 72 marks, Sarah 60
marks and Lebogang 76 marks. The examination is out of 100 marks.
a) What fraction of the total marks did each receive?
b) Arrange the fractions in descending order.
c) Convert all marks to a mark out of 25.
6. Isaac and Naledi have a house on __ ​ 1 ​ of
​ 1 ​of a hectare of land. Of the land, __
8 3
a hectare is planted with grass.
a) How much of the land is not
planted with grass?
b) There are 10 000 m2 in 1 hectare.
How many square metres are not
planted with grass?
7. A plumber has a pipe 5​ ___ 3  ​m long for
16 7 ​ m,
a fitting. He only needs a pipe 3​ __
8
so he cut the pipe. How much of the
pipe does he cut off?
8. Saahir earned R85​ __ 1 ​per hour working
4
for eight hours on Friday. He also
earned overtime pay, which is 1​ __ 1 ​
2
1 ​. He
times his regular rate of R85​ __
4
worked four hours of overtime on
Friday. How much pay did he earn
altogether on Friday?
9. A fishing boat travelled 69​ __ 3 ​km in
8
3 ​hours. At what speed (in kilometres per hour) did the boat cruise?
3​ __
4
10. Rebecca has a few 8 m long pieces of material. She wants to use this
material to make and sell tablecloths. She wishes to make two sets,
each with three tablecloths. Each tablecloth will be 3​ __ 1 ​m long.
4
a) How many of these 8 m long material pieces does she need?
b) How many metres of leftover material will she have?
c) If she had to buy the material in one running length, how many
metres would she need to buy?

38
11. What percentage did Joyce get for her test if she got 27 problems right
out of a possible 45?
12. A couple enjoyed a meal at a restaurant. They then wanted to tip the
waiter 12% of the amount of the bill. Their bill came to R212​ __1 ​. How
4
much money will the waiter receive?
13. Calculate the percentage increase if the price of a cricket bat increases
from R250 to R285.
14. A watch is advertised at R1 190. After Christmas, the price drops to R950.
What is the percentage reduction in the price of the watch?

Unit 3 Equivalent forms of fractions

Per cent actually means per 100, or out of 100. In the figure below, 50% of
the large square is blue. The large square is divided into 100 small squares, of
​  50  ​.
which 50 are blue. This represents a fraction of ____
100
1

50

100

Example
​ 2 ​of the square above, what
If you colour __ FRACTION
5 2
percentage will that be? 5

Solution
You need to write __ ​ 2 ​as an equivalent
5
fraction with a denominator of 100.
2 × 20 ​  = ​ ____
Therefore: ​ _______ 40  ​. So __
​  2 ​ = 40%. DECIMAL PERCENTAGE
5 × 20 100 5 0,4 40%
2
We can also write this as: ​   ​  × ​ ____
__ 100 ​ = 40%.
5 1

Equivalent forms
Common fractions, decimal fractions and percentages are equivalent forms
of the same number. We use equivalent forms, for example, when working
​ 20 ​for your Mathematics test, your
out a percentage for a test. If you achieve ___
25
teacher will write your result as 80%. Or, suppose you need to calculate a
fraction of your pocket money. For example, you know you only have __ ​ 3 ​ of
5
R100,75 to spend on a night out with friends. Another example might be
3 ​of a 3,5 m long piece of ribbon to tie around a present.
that you only need ​ __
4

39
 Example
Write __ 9 × 25 ​  = ​ ____
​  9 ​as a percentage: ​ _______ 225 ​
4 4 × 25 100
= 225%
Write 225% as a decimal number: 2,25.

Exercise 3

1. Express each percentage as a fraction and simplify where possible:

a) 7% b) 64% c) 0,4%
d) 245% 3 ​%
e) 9​ __
8
2. Express these common fractions as percentages:
31 ​
a) ​ ___ 4  ​
b) ​ ___ 7  ​
c) ​ ___ 7 ​
d) ​ __
50 25 20 8
3. What percentage is:
a) 42 mm of 11 cm? b) 280 g of 35 kg? c) 1 600 ml of 5 ℓ?
4. Calculate the following:
a) 18% of 840 ml b) 60% of R2 300 c) 24% of 175 kg
5. Complete the following table of equivalent notations.
Equivalent Equivalent
Percentage Fraction Decimal Percentage Fraction Decimal
fraction fraction

5% 5  ​
​ ____ 0,05 ​  50  ​
____ 0,5
100 100
10% 10  ​
​ ____ ​  1  ​
___ 60% ​  3 ​
__
100 10 5
20% 0,2 70% 70  ​
​ ____
100
25% ​  1 ​
__ 3 ​
​ __ 0,75
4 4
30% 30  ​
​ ____ 80% 0,8
100
​  2 ​
__ 0,4 90% 9  ​
​ ___
5 10
6. There are 45 cars parked in a parking lot, of which 10 are red.
a) What fraction is the number of red cars of the total number of cars?
b) What percentage of the cars is red?
7. Rithika’s cat had eight kittens. Six of the kittens were male.
a) What fraction of the kittens is female?
b) What percentage of the kittens is female?
c) What percentage is male?

40
 Term 1

Topic 4 Decimal fractions

In this topic you will learn to:

• revise place value and rounding off decimal fractions
• revise doing calculations using all four operations with decimal fractions
• revise doing calculations that involve powers and radicals of decimal
fractions
• revise equivalent forms between common fractions, decimal fractions
and percentages.

What you already know

1. Arrange the numbers in order of size, from smallest to largest:
a) 0,02; 0,002; 0,202; 0,022 b) 6,006; 6,066; 6,666; 6,606
2. Fill in <, > or = between each pair of numbers:
a) 0,398 * 0,113 b) 0,732 * 0,065 c) 0,814 * 0,767
3. Complete the extract from a number grid:
13,205 13,23 13,255 13,43
13,455 13,505 13,53 13,63
4. Complete the table by rounding off the given numbers:
To one decimal To two decimal To three decimal
Number
place places places
18,3782
4,37285
5. Calculate:
a) 3,11 + 2,02 + 93,01 b) 1,44 + 0,712 + 6,08
c) 1 227,536 − 34,6094 d) 1,059 − 0,0392

Unit 1 Calculations with decimal

fractions
The word decimal comes from the Latin word
decem, which means 10. Our number system
is a base 10 system. We use decimals when
measuring length, capacity, mass and so on,
but also when we work with money. 0,6 0,4

41
 Decimal numbers are very similar to mixed fractions. All the digits to the left
of the decimal comma represent a whole number or an integer. All the digits
to the right of the decimal comma represent a common fraction where the
numerator is smaller than the denominator. Take 8,125:
Integer part   fractional part

8 + 0,125
125  ​
8 +​ ______
1 000

The place value table

Consider the decimal table in the next example. As you move from right to
left in the table, each digit becomes 10 times bigger. As you move from left to
right, each column is a tenth of the previous column. Each digit in a number
has a place value and a value. We use the place values of digits in decimal
numbers to round off decimal numbers.

Example
In the number 68,492, the place value of 9 is hundredths ​ ____
100 ( )
​  1  ​  ​. The value

(
of 9 is ​ ____
100 )
9  ​​ 9 × ​ ____
1  ​  ​
100
× 10   × 10    × 10    × 10     × 10

Hundreds Tens Units tenths hundredths thousandths

(H) (T) (U) , (t) (h) (th)
100 10 1 1  ​
​ ___ 1  ​
​ ____ 1  ​
​ ______
10 100 1 000
6 8 , 4 9 2

÷ 10   ÷ 10    ÷ 10   ÷ 10     ÷ 10

Converting between different forms

Example
1. Write the following decimal fractions as common fractions:
a) 0,008 b) 0,0023 c) 0,00025
2. Write the following common fractions as decimal fractions:
54  ​
a) ​ ____ 3  ​
b) ​ ______ 54  ​
c) ​ _______
100 1 000 10 000

42
Solution
1. a) 0,008 =​ ______8  ​ 23  ​
b) 0,0023 =​ _______
1 000 10 000
25  ​
c) 0,00025 =​ ________
100 000
54  ​ = 0,54
2. a) ​ ____ 3  ​ = 0,003
b) ​ ______ 54  ​ = 0,0054
c) ​ _______
100 1 000 10 000

Rounding off decimal numbers

When we round off a number, we reduce the number of digits in the
number. At the same time, we try to keep the value of the number similar
to the original value. The result is a less accurate number, but it is easier to
use. For example, 0,492 rounded off to the nearest tenth is 0,5,while 0,492
rounded off to the nearest hundredth is 0,49. It is often useful to round off
values to estimate an answer to a calculation. That way, we have some idea
of how accurate our answer is. In other words, rounding off helps us to check
our answers.

Adding and subtracting decimal numbers

We add and subtract decimal numbers in the same way that we add and
subtract whole numbers. In other words, we write the digits with the same
place values in columns. Then, we add or subtract each column, borrowing
or carrying when necessary.

Example
Calculate: 23,4589 − 17,0842

\ 1 13 , ​ 4​
​ 2​ \ 3 15 8 9
− 1 7 , 0 8 4 2
6 , 3 7 4 7

Multiplying decimal numbers

To multiply decimal numbers, first convert the decimal numbers to common
fractions. Then, multiply the fractions in the normal way.

Example We do not want to

3  ​
4  ​  × ​ ______ use common fractions
0,4 × 0,003 =​ ___ every time we calculate
10 1 000
12  ​
=​ _______ the product of decimal
10 000 numbers, so there must
= 0,0012 be a shorter way!
12  ​  × ​ ____
0,012 × 0,11 =​ ______ 11  ​
1 000 100
132  ​
=​ ________
100 000
= 0,00132

43
 Use your calculator to work out patterns such as the following. Can you
explain what happens when we multiply decimal numbers?
4 × 3 = 12 12 × 11 = 132
0,4 × 3 = 1,2 1,2 × 11 = 13,2
0,4 × 0,3 = 0,12 0,12 × 11 = 1,32
0,4 × 0,03 = 0,012 1,2 × 0,11 = 0,132
0,4 × 0,003 = 0,0012 0,12 × 0,11 = 0,0132
0,012 × 0,11 = 0,00132
The rules for multiplying decimal numbers:
• Ignore the decimal numbers and multiply the numbers as normal.
• The number of decimal places in the answer is equal to the sum of the
decimal places in each number being multiplied.
• Insert the decimal comma after working out the answer.
For example, let’s calculate 0,012 × 0,11.
• Calculate 12 × 11 = 132
• The answer has 3 + 2 = 5 decimal places.
• Therefore, the answer is 0,00132.

Example
1. How many decimal places are there in the product of 8,283 and 2,05?
2. Calculate: 8,283 × 2,05 by converting both numbers to common
fractions.
3. Check your answer in Question 2 using your calculator.
4. Estimate your answer by rounding off the numbers to the nearest unit.

Solution
1. 8,283 has three decimal places and 2,05 has two decimal places. The
product will have five decimal places.
8 283 ​  × ​ ____
2. 8,283 × 2,05 =​ ______ 205 ​
1 000 100
1 698 015 ​
=​ __________
100 000
= 16,98015
3. 8,283 × 2,05 = 16,98015
4. 8,283 × 2,05 ≈ 8 × 2 = 16

Dividing decimal numbers

Let’s first revise how to divide a decimal number by a whole number.
Remember to put the comma of the quotient above the comma of the
dividend.

44
Example
Calculate: 0,3488 ÷ 2.

Solution
0 , 1 7 4 4
20 , 3 4 8 8
− 2
1 4
− 1 4
0 8
− 8
0 8
− 8
0

Dividing a decimal by a decimal is a bit more complicated. There are two

ways to solve this problem:
• Convert the decimal numbers to common fractions. Then calculate in the
normal way.
Or
• Change the divisor to a whole number. If the divisor has one decimal
place, then we need to multiply both numbers by 10. This keeps the
answer the same, but we can divide by a whole number.

Example
Calculate: 0,72 ÷ 0,8

Solution
• We can convert the decimal numbers to common fractions:
8  ​ =​ ____
​  72  ​  ÷ ​ ___
____ 10 ​
72  ​  × ​ ___
100 10 100 8
9  ​
=​ ___
10
= 0,9
• Make the divisor a whole number by multiplying both numbers by 10:
0,72 ÷ 0,8 = 7,2 ÷ 8
= 0,9

Example
a) Calculate 1,445 ÷ 0,17 using long division.
b) Check your answer by converting the decimal numbers to
common fractions.
c) Check your answer by using a calculator.

45
 Solution
a) 1,445 ÷ 0,17 = 144,5 ÷ 17 (Multiply both numbers by 100.)
8 , 5
17 1 4 4 , 5
− 1 3 6
8 5
− 8 5
0
1 445 ​  ÷ ​ ____
b) 1,445 ÷ 0,17 =​ ______ 17  ​
1 000 100
1 445 ​  × ​ ____
=​ ______ 100 ​
1 000 17
85 ​
=​ ___
10
= 8,5
c) 1,445 ÷ 0,17 = 8,5

There is often more than one way to solve a problem. Practise all of them
until you find the ones you prefer.

Example
Calculate: 0,0023 ÷ 0,46

Solution
To make 0,46 (the divisor) a whole number, multiply it by 100. Then, we
must also multiply 0,0023 by 100 so that the value of the expression does
not change. Therefore:
0,0023 ÷ 0,46 = 0,23 ÷ 46
0 , 0 0 5
46 0 , 2 3 0
− 2 3 0
0

Converting a recurring decimal number to a

common fraction
A recurring decimal number is a decimal number in which the digits after
the comma form a recurring pattern. The pattern never ends. We say the
pattern continues to infinity. For example: 0,​ 3​ ˙ means 0,333…; 0,​ 2​​ ˙ 3​˙ means
0,232323… and 3,​ 2​​ ˙ 4​​ ˙ 5​
˙ means 3,245245245… These numbers are rational
numbers. This means we can convert them to common fractions in the
a ​; b ≠ 0.
form ​ __
b

46
Example
Convert 0,​ 4​​ ˙ 5​˙ = 0,454545… to a common fraction.

Solution
Let x = 0,454545............................... (1)
∴ 100x = 45,454545.......................... (2)
Because two digits repeat, we multiply by 100. This moves one set of
repeating digits to the left of the comma.
Now subtract: (2) − (1):
100x − x = 45,4545454545... − 0,45454545…
99x = 45
x =​ ___ 45 ​
99
=​ ___ 5  ​ 9 ​ = 1.)
(Divide by ​ __
11 9
∴ 0,​ 4​​ ˙ 5​˙ =​ ___5  ​
11

Squares, cubes, square roots and cube roots

We know that the square of five is 52 = 5 × ___5 = 25. The opposite operation
enables us to find the square root of 25: √​ 25 ​ = 5. Similarly, we can find
the cube___of four: 43 = 4 × 4 × 4 = 64. This enables us to find the cube root
3
of 64: ​ √64 ​ = 4. Now work through the following examples:___
• 82 = 8 × 8 = 64 Implies that ​√_____
64 ​ = 8
• (0,8) = 0,8 × 0,8 = 0,64
2
Implies that ​√_______
0,64 ​ = 0,8
• (0,08)2 = 0,08 × 0,08 = 0,0064 Implies that ​√______
0,0064 ​ = 0,08
3
• (0,1) = 0,1 × 0,1 × 0,1 = 0,001
3
Implies that ​ √______
0,001 ​ = 0,1
3
• (0,2) 3
=
_______ 0,2 × 0,2 × 0,2 = 0,008 Implies that √0,008 ​ = 0,2
​ 
• √ 0,0121 ​ = 0,11
​ _________ Check: 0,11 × 0,11 = 0,0121
3
• ​ √0,000027 ​ = 0,03 Check: 0,03 × 0,03 × 0,03 = 0,000027

Exercise 1

1. Convert the following recurring decimals to common fractions:

a) 0,333… b) 0,777777… c) 0,​ 6​˙
d) 3,​ 1​​ ˙ 8​ ˙ e) 2,​ 3​​ ˙ 1​​ ˙ 2​˙
2. Write down the place value and the value of each digit in the following
numbers:
a) 348,92 b) 87,063 c) 4,3926
3. Write the following numbers in expanded form:
For example: 21,472 = 20 + 1 +​ ___ 7  ​ +​ ______
4  ​ +​ ____ 2  ​
10 100 1 000
a) 238,94 b) 67,381 c) 0,457239
4. Calculate the following (without using a calculator):
a) 2,16 − 3,8 + 4,54 b) 0,095 − 0,0095
c) 177,573 + 87,439 − 196,73 d) 38,85 + 61,08 + 8,85
e) 7,041 + 12,403 + 149,5 f) 23,7 − 14,737
g) −0,058 ÷ 10 h) −0,03 × 1 000
i) 28,56 × 3,12 j) 285,6 × 0,0312
k) −21,63 ÷ 0,48 (long division) l) 0,2015 ÷ 0,031 (long division)

47
 5. Copy and complete the following (without using a calculator):
a) 8 × 6 = ____ b) 12 × (−12) = ____
0,8 × 6 = ____ 1,2 × (−12) = ____
0,8 × 0,6 = ____ 0,12 × (−12) = ____
0,8 × 0,06 = ____ 0,12 × (−1,2) = ____
0,08 × 0,06 = ____ 0,012 × (−0,12) = ____
0,08 × 0,006 = ____ 0,012 × (−0,012) = _____
c) 96 ÷ 8 = _____
9,6 ÷ 0,8 = _____
0,96 ÷ 0,8 = _____
0,096 ÷ 0,8 = _____
0,096 ÷ 0,08 = _____
0,00096 ÷ 0,08 = _____
6. In the following questions:
i. Find the number of decimal places in the answer.
ii. Estimate your answer by rounding off the numbers.
iii. Calculate the answer without using a calculator.
iv. Check your answer by using a calculator.
a) 0,39 + 0,011 b) 53,095 − 42,0095 c) −0,39 × 0,0034
d) 17,643 × 3,02 e) 0,75 ÷ 0,003 f) 36,8097 ÷ 4,231
7. Use your calculator to do the following calculations. Round off the
numbers to estimate the answer. Then, compare the estimate with the
true answer.
a) −3,786 × 7,0013 b) −4,862 × −1,0507 c) 349,651 × 0,005
8. Calculate the_____following: _______
a) (0,2)2 + √ ​ 0,36 ​
_____________ b) √
​ 0,0001 ​ − (0,05)2
3
√0,000000064 ​
c) (0,004)2 +​ _________
   d) (1,2)2 × (0,009)2
e) ​(0,15)​ ​ ÷ √
2
​ 0,000169 ​ ______ ÷ _________
f) (−0,01) 2
(0,1)3
3 3
g) (−0,003)2 + (0,2)3 h) ​ √0,027 ​ ×​ √0,000001 ​

Unit 2 Solving problems

We use decimals in science, laboratory
experiments, currency exchange, sports
statistics, weight, pressure, gravity, finances,
preparing meals, taxes, doses of medicine,
tipping a waiter, and so on. We can go on
forever because decimals are all around us! You
may use your calculator in this unit, but show
all your calculations.

48
Example
Nhlanhla decided to buy a television set for R1 999,00 on hire purchase
over two years. He has to pay a 10% deposit. The shop charges him 15%
p.a. simple interest in finance charges.
a) Calculate the monthly payment.
b) Calculate the total cost of the TV set on hire purchase.

Solution
a) Cash purchase price R1 999,00
1 999,00
10  ​  × ​ _________
Less 10% cash deposit ​ ____  ​ = R199,90
100 1
Balance owing R1 999,00 − R199,90 = R1 799,10
Hire purchase period 2 years = 24 months
Finance charges at
1 799,10 × 2 × 15
15% p.a. simple SI =​ _________________
       ​ = R539,73
100
interest
Total amount due
R1 799,10 + R539,73 = R2 338,83
after two years
Monthly payment R2 338,83 ÷ 24 = R97,45
b) Total cost of the TV set
R2 338,83 + R199,90 (deposit) = R2 538,73
on hire purchase

Exercise 2

1. Researchers studied various animals at a nature reserve. They measured

the average height and mass of the animals. This is what they found:

Animal Height (in m) Mass (in kg)

Rhino 2,05 2 268
Hippo 1,52 1 800
Elephant 3,45 3 200
Zebra 1,54 340
Lion 0,9 191
Leopard 0,86 75
a) List the animals, according to height, from the tallest to shortest.
Write the name and height of each animal.
b) Calculate the total mass of all the animals.
c) Which is the lightest animal?
d) Which is the heaviest animal?
e) Calculate the difference in height between the tallest and
shortest animal.

49
 2. To save our natural resources, Rithika tries to conserve electricity. She
knows the unit of electrical power is a kilowatt hour. One kilowatt is
equal to 1 000 watts. To find the kilowatt hours, multiply the kilowatts
by the number of hours. Electricity costs 38c per kilowatt hour. The fewer
kilowatt hours she uses, the less she has to pay for electricity. Use the
table to find the kilowatt hours used per day for each appliance. Then
calculate the cost of electricity for each appliance.
Power rating Kilowatt Cost in
Description Time
(Watts) hours cents
Oven 2h 1 000
Electric frying pan 30 min 1 200
Dishwasher 0,75 h 1 200
Fridge 8h 615
Steam iron 4h 1 750
Energy saving globes 8h 11
Normal light globes 8h 60
Clock 24 h 2
Total cost in rand
3. In South Africa, the law states that ‘the price you see is the price
you pay’. This means that Value Added Tax (VAT) is included in
the prices you see marked on products in the shops. Rupal buys the
following items:
Item Cost in rand
4 ℓ of milk R16,80
2 ℓ ice cream R29,99
1 kg frozen peas R10,99
1 kg margarine R12,79
800 g fish fingers R18,99
1 kg rice R11,69

a) How much does Rupal have to pay?

b) All items include VAT of 14%. How much VAT did he pay?
c) Suppose VAT increases from 14% to 16%. How much VAT would he
pay now?
d) No VAT is charged on the margarine, milk and rice. How much VAT
(14%) does he now pay overall?
4. Complete the following hire purchase agreement (see example on page 49):
Cash purchase price R34 550,00
Less 10% cash deposit
Balance owing
Hire purchase period 48 months
Finance charges at 15% p.a. simple interest
Total amount due
Monthly payment
Total cost on hire purchase

50
5. The following table shows the exchange rates between the South African
rand and different world currencies on 15 July 2012.
Currency Exchange rate
British pound 0,0777
Euro 0,0988
Japanese yen 9,5923
US dollar 0,1200
Australian dollar 0,1184
Singapore dollar 0,1529
Swiss franc 0,1187
The table works in the following way:
• If you have R1 you can exchange it for 0,0777 of a British pound.
• If you have R1 you can exchange it for 9,5923 Japanese yen.
a) How much will the following cost (in rand)?
i. 100 British pounds
ii. 300 US dollars
iii. 150 Singapore dollars
b) How many Japanese yen can
you buy for R500?
c) Tshepang has been chosen to
sing in the National Youth
Choir. The choir is going on
an overseas tour. Tshepang
must pay for the following
extra activities:
• 10 British pounds for the
underground trains in London
• 65 British pounds for entrance fees to places of interest in London
• 450 Euros to spend in Paris and Munich
What is the rand value of the amount Tshepang will have to pay?

Unit 3 Equivalent forms

The figure below illustrates the different forms in which we can represent the
same number. In this case, we have represented three-quarters as a common
fraction, a decimal fraction, an illustration and as a percentage.

51
 Example
​  630 ​as a decimal number by:
Write ____
125
a) converting the denominator to 100
b) using division
c) using a calculator.

Solution
a) Find equivalent fraction with a denominator of 100:
​ ____ 630 × 8 ​  = ​ ______
630 ​  = ​ ________ 5 040 ​  = ​ ____
504 ​ = 5,04
125 125 × 8 1 000 100
b) 5 , 0 4
125 6 3 0 , 0 0
−6 2 5
5 0 0
− 5 0 0
0

c) 5,04

Example
Arrange the following fractions, decimals and percentages in
descending order:
​  33 ​; 0,72; 70%; 0,82; ___
___ ​ 17 ​
50 25
Solution
First convert all numbers to the same kind of number. In this case,
we will convert all numbers to percentages:
66%; 72%; 70%; 82%; 68%
We can now place them in descending order:
82%; 72%; 70%; 68%; 66%
In their original form, the list is:
​  33 ​
​ 17 ​; ___
0,82; 0,72; 70%; ___
25 50

Example
Write 2,228 as:
1. a common fraction with a denominator of 100
2. a percentage.

Solution
1. ​ ______ 2 228 ÷ 10 ​
2 228 ​ =​ ___________
  
1 000 1 000 ÷ 10
222,8 (Three digits after the comma
=​ ______ ​ represents thousandths)
100
222,8
______
2. ​   ​means 222,8% (Or you can multiply 2,228 by 100)
100

52
Exercise 3

1. Arrange the following fractions, decimals and percentages in

ascending order:
​ 17 ​; 87,05%; ___
a) 87,5%; 0,877; ___ ​  22 ​ 63 ​; 63%; 6,03; ____
b) ​ ___ ​ 635 ​
20 25 10 100
2. Fill in the empty blocks with the correct fraction, decimal or percentage:
Percentage Decimal Fraction
83% 0,83 83  ​
​ ____
100
40%

​  3 ​
__
5
0,34

9  ​
2​ ___
11
166%

0,08

1,25

3. Kamala’s shadow is 1,2 m long

and her height is 1,6 m.
a) What fraction is her shadow of
her height?
b) What percentage is her shadow
of her height?
4. Moshe has an average of 64,8%
in his July examination for
Mathematics.
a) How many marks did he get out
of 100?
b) Write his mark out of 100 as a
fraction. Simplify the fraction.

53
Term 1

Topic 5 Exponents

In this topic you will learn to:

• revise comparing and representing integers in exponential form
• revise comparing and representing numbers in scientific notation
• extend scientific notation to include negative exponents
• revise some general laws of exponents
• extend the general laws of exponents to include negative exponents
• perform calculations involving all four operations
• solve problems in contexts involving numbers in exponential form and
scientific notation.

What you already know

1. Write in exponential form:
a) 16 × 16 × 16 b) (−5) × (−5) c) z × z × z × z
2. Write in expanded form:
a) 64 b) (−11)2 c) (x)3

Unit 1 Compare and represent

numbers in exponential form

54
Represent integers in exponential form
Exponential form is a short way to write repeated multiplication.
For example:
12 × 12 × 12 × 12 × 12 × 12 = 126.

power 126 exponent or index

base

From the place value table in Topic 4, we can see the following about
exponential forms and powers of 10:
10 = 101
100 = 10 × 10 = 102
1 000 = 10 × 10 × 10 = 103
10 000 = 10 × 10 × 10 × 10 = 104
100 000 = 10 × 10 × 10 × 10 × 10 = 105
1 000 000 = 10 × 10 × 10 × 10 × 10 × 10 = 106, and so on.

Note that 106 ≠ 10 × 6.

Again note that
Instead of using numbers, we x4 ≠ 4 × x;
can also use variables to explain but x · x · x · x.
exponential notation.
x = x1
x · x = x2
x · x · x = x3
x · x · x · x = x4, and so on.

Example
The following table shows a few numbers written in exponential form. It
then shows the same numbers written in expanded form and as a number.
Notice how fast numbers in exponential form increase in value!
Exponential form Expanded form Number
882 88 × 88 7 744
88 3
88 × 88 × 88 681 472
88 4
88 × 88 × 88 × 88 59 969 536

Example
1. These examples show repeated multiplication written in
exponential form:
a) 27 × 27 × 27 × 27 × 27 × 27 = 276
b) (−45) × (−45) × (−45) × (−45) = (−45)4
Note that this is not the same as −454,
which is −(45 × 45 × 45 × 45).
c) y × y × y × y × y = y5
2. These examples show powers written in expanded form:
a) 964 = 96 × 96 × 96 × 96
b) (−121)3 = (−121) × (−121) × (−121)
c) (xy)6 = xy × xy × xy × xy × xy × xy

55
 Compare integers written in exponential form
To compare integers in exponential form, we need to first calculate the
value of the powers. Then we can compare the answers.

Example
24 = 2 × 2 × 2 × 2 = 16
(−2)4 = (−2) × (−2) × (−2) × (−2) = 16 (−2 is raised to the fourth power)
−24 = −(2 × 2 × 2 × 2) = −16 (Only 2 is raised to the fourth
42 = 4 × 4 = 16 power)
2×4=8

In Grade 8, we established that, if the base is a negative number:

• an odd exponent means the answer is negative, for example: (−1)1 001 = −1
• an even exponent means the answer is positive, for example: (−1)1 000 = 1.

Example
(−6)2 = 36 If we have −62, only 6 is the base and the (−6)2 ≠ −62
negative is in front of the power. This means
only the 6 is raised to the second power. The
answer is −(6 × 6) = −36.
(−6) = −216 If we have −63, only the 6 is the base and the
3
(−6)3 = −63
negative is in front of the power. This means
only the 6 is raised to the third power. The
answer is −(6 × 6 × 6) = −216.

Example
Replace the * with >, < or = to make the number sentence true:
_____
3
1. (−3)4 * (4)3 2. ​ √−64 ​* (−3)3

Solution
1. 81 * 64. Therefore (−3)4 > (4)3.
_____
3
2. − 4 * −27. Therefore ​ √−64 ​ > (−3)3.

Numbers in scientific notation

Scientists have developed a shorter way to
express very large and very small numbers.
We call this method scientific notation.
Scientific notation helps us make sense
of very large or small numbers, but also
simplifies calculations. For example the speed
of light is 300 000 000 m/sec and the mass of
a dust particle is 0,000000000753 kg.

56
Study the following calculations. Use what you know about multiplying
powers of 10 and decimals to find a pattern.

3,2 × 102 = 3,2 × 100

Therefore: 320 = 3,2 × 102
= 320
5,43756 × 103 = 5,43756 × 1 000
Therefore: 5 437,56 = 5,43756 × 103
= 5 437,56
7,0087 × ​10​4​ = 7,0087 × 10 000
Therefore: 70 087 = 7,0087 × 104
= 70 087

A number in scientific notation is a number between 0 and 10 multiplied

by a power of 10. You can think of scientific notation as follows:
Any number = a number between 0 and 10 × a power of 10
5 437,56 = 5,43756 × 103

Example
These numbers are written in scientific notation:
32 = 3,2 × 101 320 = 3,2 × 102 3 200 = 3,2 × 103
5 000 = 5 × 103 60 000 = 6 × 104 2 800 000 000 = 2,8 × 109

The following table shows examples of very large numbers. The units are
metres in each case.
1 trillion 1 × 1012 = 1 000 000 000 000 Diameter of the largest star
1 × 1011 = 100 000 000 000
1 × 1010 = 10 000 000 000
1 billion 1 × 109 = 1 000 000 000 Diameter of the sun
1 × 108 = 100 000 000 Diameter of Jupiter
1 × 107 = 10 000 000 Diameter of Earth
1 million 1 × 106 = 1 000 000
1 × 105 = 100 000
1 × 104 = 10 000 Height of the highest mountain
1 thousand 1 × 103 = 1 000
1 × 102 = 100
1 × 101 = 10 Height of the tallest dinosaur
1 × 100 = 1 Length of an adult’s step

• 103 is also called kilo: 1 000 metres is 1 kilometre.

• 106 is also called mega: 1 000 000 bytes of memory on a cell phone is
1 megabyte.
• 109 is also called giga: 1 000 000 000 bytes of memory on a computer is
1 gigabyte.
• 1012 is also called tera: 1 terabyte is equal to 1 000 gigabytes.

57
 Example
Is the following true or false? 5,239 × 102 < 9,06 × 103

Solution
First calculate the numbers. Then, compare their sizes:
5,239 × 102 = 523,9
9,06 × 103 = 9 060
Therefore: 5,239 × 102 < 9,06 × 103
The statement is true.

Exercise 1

1. Write in exponential form. (Do not calculate the answer.)

a) −7 × −7 × −7
b) 56 × 56 × 56 × 56 × 56
c) pq × pq × pq × pq
2. Write in expanded form:
a) − 84 b) (− 8)4 c) ab6 d) (ab)6
3. Calculate:
a) 132 b) 13 × 2 c) 13 × 13 d) 213
4. Predict the sign of the answer in each case:
a) (−7)8 b) (−74)9 c) −(138)4
d) (359) 6
e) (−1 000) 5
f) (−309)1
5. Compare the numbers. Replace the * with >, < or =:
a) 122 * 63 b) 92 * 29 c) 52 * 53
d) (−7)4 * −74 e) (−12)2 * −24 f) (−1)4 * (−1)10
g) (−3) * (−3)
3 5
h) 6 * 5
5 5
i) (−2)3 * −6
j) 3,45 × 103 * 3,45 × 102
k) 7,26 × 102 * 2,76 × 102
l) 9,2 × 104 * 9,254 × 104
6. Write in scientific notation:
a) 270 b) 2 700 c) 27 000
d) 325 167 e) 70 000 f) 300 005
7. There are approximately 120 000 000 000 stars in our galaxy, called the
Milky Way. Express the number of stars in scientific notation.
8. Write in ordinary notation:
a) 3,0 × 108 b) 1,5 × 1011 c) 4,6 × 109

58
 Unit 2 Calculations using numbers in
exponential form

Revision
In the following laws of exponents, m and n are natural numbers (positive
numbers) and a and t cannot be 0.
Law Example
1. am × an = am + n 23 × 24 = 23 + 4 = 27 = 128
x3 × x4 = x3 + 4 = x7
2. am ÷ an = am − n 35 ÷ 32 = 35 − 2 = 33 = 27
x5 ÷ x2 = x5 − 2 = x3
3. (am)n = amn (23)2 = 23 × 2 = 26 = 64
4. (a × t)n = an × tn (3x2)3 = 33x6 = 27x6
5. a0 = 1 ​ 4​ ​ ​ =​ ________
a
a4 ÷ a4 =​ __ a · a · a · a ​ = 1 (Expand and cancel.)
​a4​ ​ a · a · a · a
a4 ÷ a4 = a4 − 4 = a0 (Law 2 of exponents)
Therefore:
a0 = 1  50 = 1  (37)0 = 1  (4x2)0 = 1

Until now, we have only considered exponents that were natural numbers
(positive numbers). We now extend the laws of exponents to include
negative exponents.
You know that 25 ÷ 23 = 25 − 3 = 22. But what happens if the first exponent is
smaller than the second exponent?
​23​ ​ ​
23 ÷ 27 =​ __
​27​ ​
    2×2×2
=​ _______________________
    ​ (Write the powers in expanded form.)
2×2×2×2×2×2×2
=​ _____________
   1  ​ (Cancel the common factors.)
2×2×2×2
=​ __ 1  ​...................................................................................... (1)
​24​ ​
However, from the laws of exponents, we have:
23 ÷ 27 = 23 − 7 (Law 2 of exponents)
= 2 ..................................................................................... (2)
−4

From equations (1) and (2), we have that:

​  14 ​= 2− 4
__
​2​ ​
or
2− 4 =​ __ 1  ​ =​ ___
1  ​
​24​ ​ 16
What about:
(−3​)2​ ​
(−3)2 ÷ (−3)5 =​ _____5 ​
(−3​)​ ​
(−3) × (−3)
= ​ _______________________________
   
     ​
(−3) × (−3) × (−3) × (−3) × (−3)
=​     1
__________________  ​
(−3) × (−3) × (−3)
1  ​
=​ _____ (Expand and cancel.)
(−3​)3​ ​

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