Mathematics Form 3

DUAL LANGUAGE PROGRAMME
FORM
RUKUN NEGARA
Bahawasanya Negara Kita Malaysia
mendukung cita-cita hendak;
Mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya;
Memelihara satu cara hidup demokrasi;
Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap

tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;
Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia,

berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN DAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
(Sumber : Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)
KURIKULUM STANDARD SEKOLAH MENENGAH
MATHEMATICS
FORM 3
Authors
Chiu Kam Choon
Vincent De Selva A/L Santhanasamy
Punithah Krishnan
Raja Devi Raja Gopal
Translator
Yew Chian-Hauo
Editors
Premah A/P Rasamanie
Muhammad Amirullah Bin Miswan
Lai Boon Sing
Designers
Lim Fay Lee
Nur Syahidah Mohd Sharif
Illustrators
Asparizal Mohamed Sudin
Mohammad Kamal B Ahmad
Penerbitan Pelangi Sdn Bhd.

2019
KEMENTERIAN
PENDIDIKAN
MALAYSIA
Book Series No: 0166 ACKNOWLEDGEMENTS

KPM2019 ISBN 978-983-00-9651-3
First Published 2019 The publishing of this textbook involves
© Ministry of Education Malaysia cooperation from various parties. Our
wholehearted appreciation and gratitude goes
All rights reserved. No part of this book may out to all involved parties:
be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, &RPPLWWHH PHPEHUV RI Penambahbaikan
either electronic, mechanical, photocopying, Pruf Muka Surat, Textbook Division,
recording or otherwise, without the prior Ministry of Education, Malaysia.
permission of Director General of Education &RPPLWWHH PHPEHUV RI Penyemakan
Malaysia, Ministry of Education Malaysia. Pembetulan Pruf Muka Surat, Textbook
Negotiations are subject to an estimation of Division, Ministry of Education, Malaysia.
royalty or an honorarium.
&RPPLWWHH PHPEHUV RI Penyemakan
Published for the Ministry of Education Naskhah Sedia Kamera, Textbook Division,
Malaysia by: Ministry of Education, Malaysia.
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80400 Johor Bahru, Curriculum Development Division,
Johor Darul Takzim. Ministry of Education, Malaysia.
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Layout and Typesetting: Control Panel.
PENERBITAN PELANGI SDN. BHD.
Font type: Times New Roman (QJOLVK/DQJXDJH7HDFKLQJ&HQWUH(/7&
Font size: 11 point Teacher Education Division, Ministry of
Education Malaysia.
Printed by:
THE COMERCIAL PRESS SDN. BHD.
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especially the illustrators and designers.
Kawasan Perusahaan Bangi, (YHU\RQHZKRKDVEHHQGLUHFWO\RULQGLUHFWO\
Bandar Baru Bangi, involved in the successful publication of
43650 Bangi, this book.
Selangor Darul Ehsan.
ii
Introduction v
Symbols and Formulae vii
CHAPTER Indices 1
1 1.1 Index Notation 2
1.2 Law of Indices 6
CHAPTER Standard Form 30

2 6LJQL¿FDQW)LJXUHV
2.2 Standard Form 37
CHAPTER Consumer Mathematics: Savings and Investments,

3 Credit and Debt
3.1 Savings and Investments
50
52
3.2 Credit and Debt Management 73
CHAPTER Scale Drawings 86

4 4.1 Scale Drawings 88
CHAPTER Trigonometric Ratios 106

5 5.1 Sine, Cosine and Tangent of Acute Angles in Right-angled
Triangles 108
iii
CHAPTER Angles and Tangents of Circles 128
6 6.1 Angle at the Circumference and Central Angle Subtended
by an Arc 130
&\FOLF4XDGULODWHUDOV
6.3 Tangents to Circles 150
6.4 Angles and Tangents of Circles 160
CHAPTER Plans and Elevations 168

7 7.1 Orthogonal Projections 170
7.2 Plans and Elevations 182
CHAPTER Loci in Two Dimensions 198

8 8.1 Loci 200
8.2 Loci in Two Dimensions 204
CHAPTER Straight Lines 224

9 9.1 Straight Lines 226
Answers 252
Glossary 262
References 263
Index 264
iv
Introduction
This Form 3 Mathematics Textbook is prepared based on Kurikulum Standard Sekolah
Menengah (KSSM). This book contains 9 chapters arranged systematically based on
Form 3 Mathematics Dokumen Standard Kurikulum dan Pentaksiran (DSKP).
At the beginning of each chapter, pupils are introduced to materials related to daily
life to stimulate their thinking about the content. The Learning Standard and word lists are
included to provide a visual summary of the chapter’s content.
Special features of this book are:

Description
What will you learn?

Contains learning standards that pupils need to
achieve in each chapter.
Why
Why do
do you
you learn
learn this
this chapter?
chapter? $SSOLFDWLRQVRINQRZOHGJHLQUHODWHGFDUHHU¿HOGV
Exploring
Exp
Exp
plor g Era
loring
lori
ing Era
Era
Er Historical background or origin of the content.
WORD B A N K Word list contained in each chapter.
Brainstorming Helps pupils to understand the basic mathematical

concept via individual, pair or group activities.
Individual In pairs In groups
Provides additional information about the content

BULLETIN
learned.
Questions that test pupils’ ability to understand

QU I Z
basic concepts in each chapter.
Additional facts that pupils need to be reminded of

REMINDER
and common mistakes to be avoided.
TIPS
Exposes pupils to additional knowledge that they
need to know.
Challenging tasks for enhancement of critical and
SMART MIND creative thinking skills.
v
Description
SMART Exposes pupils to the use of technology in

mathematics.
Develops pupils’ mathematical communication
DISCUSSION CORNER
skills.
FLASHBACK Helps pupils to recall what they have learnt.
SMART FINGER
1,234567.89
7 8
4 5
1 2
AC 0
9 ÷
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3 -
. +
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P R O J E C T Enables pupils to carry out and present project work.
Assesses pupils’ understanding on the concepts they

MIND TEST
have learnt.
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skills.
Dynamic Challenge
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elements of LOTS, HOTS, TIMSS and PISA.
(QDEOHV SXSLOV WR VFDQ D 45 &RGH XVLQJ D PRELOH

device to access further information.
Covers applicable concepts of digital tool calculators,

EXPLORING MATHEMATICS KDQGVRQDFWLYLWLHVDQGJDPHVWKDWDLPWRH൵HFWLYHO\
enhance pupils’ understanding.
CONCEPT MAP Overall chapter summary.
SELF-REFLECT Pupils self-assess their achievement.
Checking Answers Checking answers using alternative methods.
Activities with elements of Science, Technology,

S T EM Engineering and Mathematics.
vi
Symbols and Formulae
SYMBOLS
¥ root is more than or equal to
ʌ SL is less than
a:b ratio of a to b is less than or equal to
A × 10n standard form where 6 WULDQJOH
1 A 10 and nLVDQLQWHJHU DQJOH
= is equal to $ GHJUHH
§ is approximately equal to ' minute
is not equal to '' second
is more than
FORMULAE
am × an = am + n sin θ
tan θ = ——–
am ÷ an = am – n cos θ
(am)n = amn
3\WKDJRUDVWKHRUHP:
a0 = 1
1 c2 = a2 + b2
a–n = —
an c b
1
b2 = c2 – a2
a—n = n¥ a
m 1
— 1
a a2 = c2 – b2
a—n = (am) n = (a—n )m
m Distance between
a—n = n¥ am = (n¥ a )m ¥x2 – x1)2 + (y2 – y1)2
two points
I = Prt
MV = P(1 + —) r nt
n (
x1 + x2 y1 + y2
Midpoint = ²²²²²²
2 2 )
A = P + Prt
opposite side vertical distance
sin θ = ——————– *UDGLHQWm = ————————
horizontal distance
opposite side
hypotenuse
e
us
y2 – y1
ten
adjacent side
cos θ = ——————– m = ———
po
hypotenuse x2 – x1
hy
ș
opposite side
tan θ = ——————– adjacent y-intercept
m = – —————
adjacent side side x-intercept
Download a free QR Code scanner application to your mobile device. Scan QR Code
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http://bukutekskssm.
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Index.html
vii
CHAPTER Indices
1
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
1.1 Index Notation
1.2 Law of Indices
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
:ULWLQJDQXPEHULQLQGH[QRWDWLRQHQDEOHVWKH
number stated in a simple and easily understood
form. Various operations of mathematics that
involve numbers in index notation can be
performed by using laws of indices.
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engineering, accounting, finance, astronomy,
computer and so on.
K enyir Lake, located in the district of Hulu

Terengganu, in Terengganu, is the biggest
man-made lake in Southeast Asia. Kenyir Lake is a
world famous tourist destination known for its unique
natural beauty. Kenyir Lake is an important water
catchment area. Kenyir Lake, which was built in
the year 1985, supplies water to Sultan Mahmud
Power Station. The estimated catchment area at the
main dam is 2 600 km2 with a reservoir volume of
13 600 million cubic metres. During rainy season,
the volume of water in the catchment area will increase
sharply. What action should be taken to address this
situation?
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
Index notation is an important element in the

development of mathematics and computer
programming. The use of positive indices
was introduced by Rene Descartes (1637), a
well-known French mathematician. Sir Isaac
Newton, a well-known British mathematician,
GHYHORSHGWKH¿HOGRILQGH[QRWDWLRQDQGLQWURGXFHG
negative indices and fractional indices.
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1
1.1 Index Notation
1
CHAPTER
What is repeated multiplication in index form? LEARNING

STANDARD
The development of technology not only makes most of our daily
Represent repeated
WDVNV HDVLHU LW DOVR VDYHV H[SHQVHV LQ YDULRXV ¿HOGV )RU LQVWDQFH multiplication in index form
the use of memory cards in digital cameras enable users to store and describe its meaning.
photographs in a large number and to delete or edit unsuitable
photographs before printing.
DISCUSSION CORNER
Discuss the value of the
capacity of a pen drive.
BULLETIN
7KHQXFOHDU¿VVLRQRI
uranium U-320 follows the
pattern 30, 31, 32, …
In the early stage, memory cards were made with a capacity of 4MB. The capacity increases
over time to meet the demands of users. Do you know that the capacity of memory cards is
calculated using a special form that is 2n?
,Q)RUP\RXKDYHOHDUQWWKDW3 = 4 × 4 × 4. The number 43 is written in index notation, 4
is the base and 3 is the index or exponent. The number is read as ‘4 to the power of 3’.
Hence, a number in index notation or in index form can be written as;
an Index
Base
You have also learnt that 42 = 4 × 4 and 43 îî)RUH[DPSOH
4×4=42 The value of index is 2
Repeated two times The value of index is the same as the number of times
4 is multiplied repeatedly.
4×4×4=43 The value of index is 3
Repeated three times The value of index is the same as the number of times
4 is multiplied repeatedly.
Example 1
Write the following repeated multiplications in index form an. REMINDER
(a) 5 × 5 × 5 × 5 × 5 × 5 (b) 0.3 × 0.3 × 0.3 × 0.3
25 2 × 5 43 4 × 3
an a × n
(c) (–2) × (–2) × (–2) (d) — × — × — × — × —
4 4 4 4 4
(e) m × m × m × m × m × m × m (f) n × n × n × n × n × n × n × n
2
Chapter 1 Indices
Solution:
(a) 5 × 5 × 5 × 5 × 5 × 5 = 56 (b) 0.3 × 0.3 × 0.3 × 0.3 = (0.3)4
1
repeated six times repeated four times
CHAPTER
5
(c) (–2) × (–2) × (–2) = (–2)3 (d) — × — × — × — × — = —
4 4 4 4 4 4 ( )
repeated three times
UHSHDWHG¿YHWLPHV
(e) m × m × m × m × m × m × m = m7 (f) n × n × n × n × n × n × n × n = n8
repeated seven times repeated eight times
)URPWKHVROXWLRQLQ([DPSOHLWLVIRXQGWKDWWKHYDOXHRILQGH[LQDQLQGH[IRUPLVWKHVDPHDV
the number of times the base is multiplied repeatedly. In general,
an = a × a × a × … × a ; a
n factors
MIND TEST 1.1a

1. Complete the following table with base or index for the given numbers or algebraic terms.
53 (– 4)7 Base Index

5
7
(—2 ) m6 (– —37 ) 4

—
2
n0 (0.2)9 6
n
9
2
x20 ( )
2—
3 x
4
2
8 8
2. State the following repeated multiplications in index form an.

(a) 6 × 6 × 6 × 6 × 6 × 6 (b) 0.5 × 0.5 × 0.5 × 0.5 × 0.5 × 0.5 × 0.5

(c) — × — × — × — (d) (–m) × (–m) × (–m) × (–m) × (–m)
2 2 2 2

H ²î²î²
3 3 3
( ) ( ) ( ) ( ) ( ) ( )
I – – × – – × – – × – – × – – × – –
n n n n n n
3. Convert the numbers or algebraic terms in index form into repeated multiplications.
3 5 3
(a) (–3) (b) (2.5)4 (c) —
3
(d) – 2 — ( )
4 ( )
(g) (—
m)
6 8
(e) k (f) (–p)7 (h) (3n)5
3
How do you convert a number into a number in index LEARNING
form? STANDARD
1
A number can be written in index form if a suitable base is selected. You Rewrite a number in index
form and vice versa.
CHAPTER
can use repeated division method or repeated multiplication method to

convert a number into a number in index form.
Example 2 FLASHBACK
Write 64 in index form using base of 2, base of 4 and base of 8. 4 × 4 × 4 = 43
Solution:
Repeated Division Method
(a) Base of 2 (b) Base of 4 (c) Base of 8

LVGLYLGHGUHSHDWHGO\ LVGLYLGHG LVGLYLGHG
by 2. repeatedly by 4. repeatedly by 8.
2 ) 64 4 ) 64
2 ) 32 8 ) 64
n=3 n=2
8) 8
n=6 4) 4
2) 8
2) 4 Hence, 64 = 82
2) 2 Hence, 64 = 43

The division is
continued until
LVREWDLQHG
Hence, 64 = 26
Repeated Multiplication Method
(a) Base of 2 (b) Base of 4 (c) Base of 8

2×2×2×2×2×2 4×4×4 8 × 8 = 64
4
Hence, 64 = 82
8 64
DISCUSSION CORNER
Hence, 64 = 43
32 Which method is easier
to convert a number into
64 a number in index form?
Is it the repeated division
or repeated multiplication
Hence, 64 = 26
method? Discuss.
4
Chapter 1 Indices
Example 3
32 2
Write ——– in index form using base of —.
1

CHAPTER
Solution:
Repeated Division Method Repeated Multiplication Method
2 2 2 2 2
2 ) 32 —×—×—×—×—
5 5 5 5 5
5 ) 625
2) 8 4
n=5 n=5 —–
2) 4 25
5) 25
2) 2 5) 5 8
—–

5
—–
32 2 625
Hence, ——– = —
( ) 32
——–

32 2 5
Hence, ——– = —
( )
MIND TEST 1.1b
1. Write each of the following numbers in index form using the stated base in brackets.
64 4
D

[base of 3] E

[base of 5]

(c) —–
[
base of —
5 ]

(d) 0.00032 [base of 0.2] H ± [base of (– 4)] (f) —
[
base of – —
4 ( )]
How do you determine the value of the number in index form , an?
The value of an FDQ EH GHWHUPLQHG E\ UHSHDWHG PXOWLSOLFDWLRQ PHWKRG RU XVLQJ D VFLHQWL¿F
calculator.
Example 4
Calculate the values of the given numbers in index form. QU I Z
(a) 25 (b) (0.6)3 (m)4 = 16
What are the possible
2×2×2×2×2 0.6 × 0.6 × 0.6 values of m?
4 × 2 0.36 × 0.6
î
î 3
32
Hence, 25 = 32 Hence, 0.63
5
Example 5 SMART FINGER
1,234567.89
7 8
4 5
1 2
AC 0
9 ÷
6 x
3 -
. +
REMINDER
(a) 54 = 625 5 ^ 4 =
Negative or fractional base
1
must be placed within

(b) (–7)3 = –343
CHAPTER
( (–) 7 ) ^ 3 = brackets when using a

calculator to calculate
4
( )
(c) — = —–

( 2 ab/c 3 ) ^ 4 =
values of given numbers.
3 2
64
(d) (²) = —– ( 1 ab/c 3 ab/c 5 ) ^ 2 = DISCUSSION CORNER
5 25
Calculate questions (c),
(e) (– 0.5)6 ( (–) 0 . 5 ) ^ 6 = (d) and (e) in Example 5
without using brackets.
Are the answers the
same? Discuss.
MIND TEST 1.1c
1. Calculate the value of each of the following numbers in index form.
(a) 94 (b) (– 4)5 (c) (2.5)3 (d) (– 3.2)3
5 4 2 3
(e) —
8 ( ) (f) – —
6 ( ) (g) ²
3 ( )
(h) – 2 —
3 ( )
1.2 Law of Indices
What is the relationship between multiplication of

LEARNING
numbers in index form with the same base and repeated STANDARD
multiplication? Relate the multiplication
of numbers in index
Brainstorming 1 In pairs form with the same
base, to repeated
Aim: To identify the relationship between multiplication of
multiplications, and hence
numbers in index form with the same base and repeated make generalisation.
multiplication.
Steps:
1. Study example (a) and complete examples (b) and (c).
2. Discuss with your friend and state three other examples.
3. ([KLELWWKUHHH[DPSOHVLQWKHPDWKHPDWLFVFRUQHUIRURWKHUJURXSVWRJLYHIHHGEDFN
Multiplication of Repeated multiplication
numbers in index form
3 factors 4 factors 7 factors (overall)
(a) 23 × 24
(2 × 2 × 2) × (2 × 2 × 2 × 2) = 2 × 2 × 2 × 2 × 2 × 2 × 2 = 27
23 × 24 = 2 7 7=3+4
23 × 24 = 2 3 + 4
(b) 32 × 33
(3 × 3) × (3 × 3 × 3) = 3 × 3 × 3 × 3 × 3 = 35
32 × 33 = 3
32 × 33 = 3
6
Chapter 1 Indices
Multiplication of Repeated multiplication

1
(c) 54 × 52
CHAPTER
(5 × 5 × 5 × 5) × (5 × 5) = 5 × 5 × 5 × 5 × 5 × 5 = 56
54 × 52 = 5
54 × 52 = 5
Discussion:
What is your conclusion regarding the relationship between multiplication of numbers in index
form and repeated multiplication?
)URP%UDLQVWRUPLQJLWLVIRXQGWKDW
23 × 24 = 23 + 4 DISCUSSION CORNER
32 × 33 = 32 + 3 Given,
54 × 52 = 54 + 2 am × an = bm × bn.
Is a = b? Discuss.
In general, am × an = a m + n
Example 6
Simplify each of the following.
2 3
(a) 7 × 7 (b) (0.2)2 × (0.2)4 × (0.2)5 (c) 2k2 × 4k3 (d) 3m4 × —m5îm
6
Solution:
(a) 72 × 73 (b) (0.2)2 × (0.2)4 × (0.2)5 REMINDER
= 72 + 3 = (0.2)2 + 4 + 5
= 75 = (0.2) a = a1
2 3 4 5
(c) 2k × 4k (d) 3m × —m îm
6
= (2 × 4)(k2 × k3)
î²îm4 × m5 × m)
Operation of 6
WKHFRHI¿FLHQWV
= 8k2 + 3 = 6m SMART MIND
= 8k5 = 6m a b 8
If m × m = m , such
that a > 0 and b > 0,
what are the possible
MIND TEST 1.2a values of a and b?
1. Simplify each of the following.

(a) 32 × 3 × 34 (b) (– 0.4)4 × (– 0.4)3 × (– 0.4)
( ) ( ) ( )
4 4 3 4
(c) — × — × —
7 7 7
5
( 2 2
5 ) (
2 3
5
2
(d) ±² × ±² × ±²
5 ) ( )5
4m2 × —
(e) m3 × (– 3)m4 n 6 × —
(f) n2 × —
n3 × n
2 25 4
4 2 5
(g) –x × — x × — x (h) – — y × (– 6)y3 × — y4
4 5 2 3
7
How do you simplify a number or an algebraic term in index TIPS
form with different bases? Group the numbers or
1
algebraic terms with the

VDPHEDVH¿UVW7KHQDGG
CHAPTER
the indices for the terms

Example 7 with the same base.
(a) m3 × n2 × m4 × n5 (b) (0.3)2 × (0.2)2 × 0.3 × (0.2)5 × (0.3)3
2 3 4
(c) p × m × p4 × n3 × m4 × n2 (d) –m × 2n5 × 3m × — n2
4
Solution:
(a) m3 × n2 × m4 × n5 (b) (0.3)2 × (0.2)2 × 0.3 × (0.2)5 × (0.3)3
= m3 × m4 × n2 × n5 Group the terms = (0.3)2 × (0.3) × (0.3)3 × (0.2)2 × (0.2)5
with the same base.
= m3 + 4 × n2 + 5 = (0.3) × (0.2)(2 + 5)
= m7 × n7 Add the indices for terms = (0.3)6 × (0.2)7
7 7
with the same base.
=m n
2 3 4
(c) p × m × p4 × n3 × m4 × n2 (d) –m × 2n5 × 3m × —n2
4
= m3 × m4 × n3 × n2 × p2 × p4
±îîî²m4 × m× n5 × n2
= m3 + 4 × n3 + 2 × p2 + 4 4
3 5 + 2
= m7 n5 p6 = – —m n
2 REMINDER
3 5 7 –an ±a)n
= – —m n
2 Example:
±2±2
MIND TEST 1.2b ±
1. State in the simplest index form.

(a) 54 × 93 × 5 × 92 (b) (0.4)2î3îî5î
5 3 4
F x × y × — x × — y (d) –2k5 × p6 × — p5 × 3k
2 3 4
What is the relationship between division of numbers in LEARNING

index form with the same base and repeated multiplication? STANDARD
Relate the division of
Brainstorming 2 In pairs
with the same base, to
repeated multiplications,
Aim: To identify the relationship between division of numbers in and hence make
index form with the same base and repeated multiplication. generalisation.
Steps:
3. 3UHVHQW\RXU¿QGLQJV
8
Chapter 1 Indices
Division of numbers Repeated multiplication

in index form
1
5 factors
(a) 45 ÷ 42
CHAPTER
45 4 × 4 × 4 × 4 × 4 = 4 × 4 × 4 = 43
—2 = —————––––
4 4×4 3 factors (Remainder)
2 factors
45 ÷ =4342 3=5–2
45 ÷ 42 = 4 5–2
6 factors
(b) 26 ÷ 22
26 2 × 2 × 2 × 2 × 2 × 2 = 2 × 2 × 2 × 2 = 24
—2 = —————––––—–
2 2×2 4 factors (Remainder)
2 factors
26 ÷ =2 22
26 ÷ 22 = 2
5 factors
(c) (–3)5 ÷ (–3)3
(–3)5 (–3) × (–3) × (–3) × (–3) × (–3) = (–3) × (–3) = (–3)2
——3 = —————––––—–––——––
(–3) (–3) × (–3)× (–3) 2 factors (Remainder)
3 factors
(–3)5 ÷ (–3)3 = (–3)
(–3)5 ÷ (–3)3 = (–3)
Discussion
What is the relationship between division of numbers in index form and repeated
multiplication?
)URP%UDLQVWRUPLQJLWLVIRXQGWKDW SMART MIND

45 ÷ = 42 45 – 2 Given ma ±b = m7 and
26 ÷ 22 = 26 – 2 0 < a < 10. If a > b,
state the possible values
(–3)5 ÷ (–3)3 = (–3)5 – 3 of a and b.
In general, am ÷ an = a m – n
Example 8
(a) 54 ÷ 52 (b) (–3)4 ÷ (–3)2 ÷ (–3) (c) m4n3 ÷ m2n
(d) 25x2y3 ÷ 5xy (e) m ÷ 4m5 ÷ m2 I ±p8 ÷ 2p5 ÷ 4p2
Solution:
(a) 54 ÷ 52 (b) (–3)4 ÷ (–3)2 ÷ (–3) (c) m4n3 ÷ m2n
= 54 – 2 = (–3)4 ÷ (–3)2 ÷ (–3) = m4n3 ÷ m2n
= 52 = (–3)±± = m4 – 2 n±
= (–3) = m2 n2
= –3
9
(d) 25x2y3 ÷ 5xy H m ÷ 4m5 ÷ m2 I ±p8 ÷ 2p5 ÷ 4p2
2 3 ± 8
= 25x y ÷ 5xy = — (m ÷ m5 ÷ m2) = —– (p ÷ p5) ÷ 4p2
4 2
1
25 = 3(m±) ÷ m2 = –8p8–5 ÷ 4p2

= — x± y±
CHAPTER
5
Operation of the = 3m5 – 2 = –8p3 ÷ 4p2
= 5xy2 FRHI¿FLHQWV 8 (p3 ÷ p2)
= 5xy2 = 3m3 =–—
4
= –2p3 – 2
= –2p
= –2p
MIND TEST 1.2c

(a) 45 ÷ 44 (b) 7 ÷ 76 ÷ 72 m8n6
(c) ——
m4n
27x4 y5
(d) ——–– (e) m7 ÷ m2 ÷ m4 (f) –25h4 ÷ 5h2 ÷ h
9x3y2
2. Copy and complete each of the following equations.
(a) 8 ÷ 84 ÷ 83 = 8 (b) m4n ÷m n5 = m2n
m n4 × m n2 27x3y6 × xy
(c) —————— = m 5n (d) —————– = 3x y5
m7n x2y3
2x × 3y
3. If ——— = 6, determine the value of x + y.
2 4 × 32
What is the relationship between a number in index form LEARNING

raised to a power and repeated multiplication? STANDARD
Relate the numbers in
index form raised to a
power, to repeated
multiplication, and hence
Aim: To identify the relationship between a number in index form make generalisation.
raised to a power and repeated multiplication.
Steps:
3. 3UHVHQW\RXU¿QGLQJV
Index form raised Repeated multiplication in index form Conclusion
to a power
(a) (32)4 4 factors
32 × 32 × 32 × 32
(32)4 = 32(4)
= 32 + 2 + 2 + 2
4 times 2 is added 4 times = 38
= 32(4)
10
Chapter 1 Indices
Index form raised Repeated multiplication in index form Conclusion

to a power
1
3 factors
(b) (54)3
CHAPTER
54 × 54 × 54 (54)3 = 5
= 54 + 4 + 4
3 times 4 is added 3 times =5
= 54(3)
6 factors
(c) (43)6
43 × × 43 × 43 × 43 × 43
43 (43)6 = 4
= 43 + 3 + 3 + 3 + 3 + 3
6 times 3 is added 6 times
=4
= 43(6)
Discussion:
What is your conclusion regarding the index form raised to a power and repeated multiplication
in index form?
The conclusion in Brainstorming 3 can be checked using the following method.

Example (a) Example (b) Example (c)
(32)4 = 32 × 32 × 32 × 32 (54)3 = 54 × 54 × 54 (43)6 = 43 × 43 × 43 × 43 × 43 × 43

= 32 + 2 + 2 + 2 = 54 + 4 + 4 = 43 + 3 + 3 + 3 + 3 + 3
= 38 = 5 = 4
3 = 32 × 4
2(4) 5 = 54 × 3
4(3) 4 = 43 × 6
3(6)
= 38 = 5 = 4
SMART MIND
(32)4 = 32(4)
Given,
(54)3 = 54(3) mrt = 312
(43)6 = 43(6) What are the possible
values of m, r and t
if r > t ?
In general, (am)n = amn
Example 9
(a) (34)2 (b) (h3) (c) ((–y)6)3
2. Determine whether the following equations are true or false.
(a) (42)3 = (43)2 (b) (23)4 = (22)6 (c) (32)6 = (272)4
11
Solution:
1. (a) (34)2 (b) (h3) (c) ((–y)6)3
= (–y)6(3)
1
= 34(2) = h
= (–y)
CHAPTER
= 38 = h30
2. (a) (42)3 = (43)2 (b) (23)4 = (22)6 (c) (32)6 = (272)4
left right left right left right
/HIW /HIW /HIW
(42)3 = 42(3) = 46 (23)4 = 23(4) = 2 (32)6 = 32(6) = 3
Same Same
5LJKW 5LJKW 5LJKW
(43)2 = 43(2) = 46 (22)6 = 22(6) = 2 (272)4 = (33(2))4 Not the
same
Hence, (42)3= (43)2 Hence, (23)4 = (22)6 = 36(4)
is true. is true. = 324
Hence, (32)6 = (272)4
is false.
MIND TEST 1.2d

1. Use law of indices to simplify each of the following statements.
D 5)2 (b) (3)2 (c) (72)3 (d) ((– 4)3)7
(e) (k8)3 (f) (g2) (g) ((–m)4)3 (h) ((–c)7)3
2. Determine whether the following equations are true or false.
(a) (24)5 = (22) (b) (33)7 = (272)4 (c) (52)5 2)3 (d) – (72)4 = (– 492)3
How do you use law of indices to perform operations of multiplication and division?
(am × bn)q
= (am)q × (bn)q (ambn)q = amq bnq
= amq × bnq
(am ÷ bn)q a m q a mq
= (am)q ÷ (bn)q (—–
b n) = —–
b nq
= amq ÷ bnq
Example 10

(a) (73 × 54)3 (b) (24 × 53î2)5 (c) (p2q3r)4 (d) (5m4n3)2
25 4 2x3 4 (3m2n3)3 (2x3y4)4 × (3xy2)3
( )
(e) —2
3
(f) (—–
3y )
7
(g) ———–
6m3n
(h) ———————
36xy
12
Chapter 1 Indices
Solution:
FLASHBACK
(a) (73 × 54)3 (b) (24 × 53î2)5
am × an = am + n
1
= 73(3) × 54(3) = 24(5) × 53(5)î2(5) am ÷ an = am – n
CHAPTER
= 79 × 5 = 220 × 5î (am)n = amn
(c) (p2q3r)4 (d) (5m4n3)2 QU I Z

= p2(4) q3(4)r = 52m4(2)n3(2)
mm = 256.
= p8qr4 = 25m8n6 What is the value of m?
25 4 2x 3 4
( )
(e) —2
3
(f) (—–
3y ) 7
DISCUSSION CORNER
25(4) 24 x3(4) Why is 1n = 1 for all
= —– = —–––
32(4) 34y7(4) values of n?
220 x Discuss.
= —– = —–––
38 y28
(3m2n3)3 (2x3y4)4 × (3xy2)3

(g) ———– (h) ———————
6m3n 36xy
33m2(3)n3(3) 24x3(4)y4(4) × 33xy2(3)
= ———— = ————————–––
6m3n 36xy
27m6n9 xy × 27x3y6

= ——— = ———————
6m3n 36xy
6 – 3 ± î ± ±

=—m
2
n (
= ———– x
36 ) y
3 8 x5 y
=—m n
2
MIND TEST 1.2e

(a) (2 × 34)2 E 3 × 95)3 F 3 ÷ 76)2 (d) (53 × 34)5
–3a5 6 2a5 3
(e) (m3n4p2)5 (f) (2w2 x 3)4 (g) ——–
b4( ) ( )
(h) —––
3b4
3 × 42 2 33 × (62)3 4 2 34 2 ((– 4)6)2 × (–52)3
(
(a) ——–— 2 ) (b) ————
64
(c) (—–
6 )3
÷ —–
6 3
(d) ———————
(– 4)6 × (–5)2
x2y6 × x3 (h3k2)4 (m5 n7)3 (b2d4)3
(e) ———— (f) ——— (g) ———– (h) ———
xy2 (hk)2 (m2n3)2 (b2d3)2
(2m2n4)3 × (3mn4)2 (5xy4)2 × 6xy 24d 3e 5 × (3d 3e 4)2
(a) ———————– (b) —————— (c) ——————––
m7n x4y6 (d 5e 6) × (6de 2)3
13
1 ; D0? LEARNING
How do you verify a0 = 1 and a–n = —
an STANDARD
1
Verify that a0 =
Brainstorming 4
CHAPTER
In pairs 1
and a–n = ––
n ; a.
a
Aim: To determine the value of a number or an algebraic term with
a zero index.
Steps:
1. Study and complete the following table.
2. What is your conclusion regarding zero index?
Division in Solution Conclusion

index form from the
Law of indices Repeated multiplication solution
2×2×2
(a) 23 ÷ 23 23 – 3 = 20 ———–– 20
2×2×2
m×m×m×m×m
(d) m5 ÷ m5 m 5 – 5 = m0 ²²²²²²²±±± m0
m×m×m×m×m
(c) 54 ÷ 54
(d) (–7)2 ÷ (–7)2
(e) n6 ÷ n6
Discussion:
1. Are your answers similar to the answers of the other groups?
2. What is your conclusion regarding zero index?
20
m0
7KHUHIRUHDQXPEHURUDQDOJHEUDLFWHUPZLWKD]HURLQGH[ZLOOJLYHDYDOXHRI
In general, a0 a
1
How do you verify a–n = ––– ?
an
Brainstorming 5 In groups

Aim: To verify a–n = —n .
a
Steps:
1. Study and complete the following table.
14
Chapter 1 Indices
Solution Conclusion
Division in
index form from the
1
Law of indices Repeated multiplication solution
CHAPTER
îî

(a) 23 ÷ 25 23 – 5 = 2–2 —————–––– = –––– = –– 2 –2 = ––2
2 × 2 × 2 × 2 × 2 2 × 2 22 2

(b) m2 ÷ m5 m2 – 5 = m–3 —m ×—
m
m
–––——————— = ——––––– = ––3 m –3 = –––
m×m×m×m×m m×m×m m m3
(c) 32 ÷ 36
(d) (– 4)3 ÷ (– 4)7
(e) p4 ÷ p8
Discussion
1. Are your answers similar to the anwers of the other groups?
2. What is your conclusion? Scan the QR Code or visit
http://bukutekskssm.my/
)URP%UDLQVWRUPLQJLWLVIRXQGWKDW Mathematics/F3/Chapter1
AlternativeMethod.mp4
–2 to watch a video that
2 =—
22 describes alternative

–3 method to verify a± = —.
m = —3 an
m
BULLETIN

In general, a–n = ––n ; a 0 Negative index is a
a
number or an algebraic
Example 11 term that has an index of
a negative value.
1. State each of the following terms in positive index form.
–2 TIPS
(a) a (b) x – 4 (c) –––
8–5 1
Ƈ a–n ±n±
a
(d) ––– (e) 2m –3 (f) — n – 8 1
y –9 5 Ƈ an ±±±
–n
a
–n
2
( )
(g) ––
3
±
(h) (––xy ) –7
( ) ( ba )
a
Ƈ ±±
b
= ±±
n
2. State each of the following in negative index form. REMINDER

1
(a) —4 (b) —5 (c) 75 2a –n²±
3 m 2an

8
SMART MIND
(d) n20 (e) (––45 ) (f) (––mn )
4 ±
3. Simplify each of the following. ( )
±²

=x
y
(24)2 × (35)3 (4xy2)2 × x5y What are the values of x

(a) 32 × 34 ÷ 38 (b) ————— (c) ————— and y?
(28 × 36)2 (2x3y)5
15
Solution:
1 1 1 1
1. (a) a–2 = –– (b) x – 4 = ––4 (c) ––– = 85 (d) ––– = y9
a2 8–5 y –9
1
x
CHAPTER
2 3 3 –10 10 –7 7
(e) 2m–3 = —3
m
(f) — n– 8 = —–8
5 5n ( ) = (––32 )
2
(g) ––
3
(h) (––xy ) = (––yx )
1 1 1 1
2. (a) — = 3– 4 (b) —5 = m–5 (c) 75 = — (d) n20 = —–
34 m 7–5 n–20
4 8 5 –8 m 15 n –15
( ) ( )
(e) –– = ––
5 4 n( ) ( )
(f) –– = ––
m
TIPS
(24)2 × (35)3 (4xy2)2 × x5y
3. (a) 32 × 34 ÷ 38 (b) ————— (c) —————
(28 × 36)2 (2x3y)5 y0 = 1
= 32 + 4 – 8
28 × 315 42x2y4 × x5y1 y1 = y
= 3–2 = ———– = —————
1 216 × 312 25x15y5
= —2 = 28 – 16 × 315 – 12
3 16
= — x2 + 5 – 15 y4 + 1 – 5
= 2– 8 × 33 32
33 1
= —8 = — x– 8 y0
2 2
1
= —–8
2x
MIND TEST 1.2f

1. State each of the following terms in positive index form.
1
(a) 5–3 (b) 8– 4 (c) x– 8 (d) y–16 (e) —–
a– 4
1 2 –4
(f) —––
20–2
(g) 3n– 4 (h) –5n– 6 (i) — m–5
7
(j) (– —83 )m
2 –12 –14 –10 –4 –5
( )
(k) —
5
(l) (– —37 ) x
( )
(m) —
y
2x
( )
(n) —–
3y
1
(o) (—)
2x
2. State each of the following terms in negative index form.

(a) —1 (b) — 1 (c) —1 1
(d) — (e) 102
5 4 83 m 7 n9
4 9 10
(f) (– 4)3 (g) m12 (h) n16 (i) —
7 ( ) (j) (—yx )
(42)3 × 45 (23 × 32)3 (52)5
(a) ———– 6 2
(b) ———–– (c) ———–––
(4 ) (2 × 34)5 (2 )–2 × (54)2
3
3m2n4 × (mn3)–2 (2m2n2)–3 × (3mn2)4 (4m2n4)2

(d) ——————– (e) ——————–––– (f) ——————–––
9m3n5 (9m3n)2 (2m n)5 × (3m4n)2
–2
16
Chapter 1 Indices
How do you determine and state the relationship between LEARNING

fractional indices and roots and powers? STANDARD
1
1
— Determine and state the
Relationship between n¥a and a n relationship between
CHAPTER
fractional indices and
In Form 1, you have learnt about square and square root as well as cube roots and powers.
and cube root. Determine the value of x for
(a) x2 = 9 (b) x3 = 64 TIPS
Solution: Ƈ 9 = 32 Ƈ 64 = 43
(a) x2 = 9 Square roots are used (b) x3 = 64
to eliminate squares.
¥x2 ¥2 3¥x3 = 3¥3 Cube roots are used to
eliminate cubes.
x =3 x =4
Did you know that the values of x in examples (a) and (b) above can be determined by raising the
index to the power of its reciprocal?
(a) x2 = 9 The reciprocal (b) x3 = 64 BULLETIN

1 1 .
of 2 is —
x2 ( ) = 9 x3 ( ) = 64( )
1
— — 1
— 1
— 1
2 2 2 3 3 — is the reciprocal of a.
The reciprocal a
x1 = 43( 3 )
1
x1 = 32 (—2 )
1 —
1
of 3 is — .
3
x =3 x =4
From the two methods to determine the values of x in the examples SMART MIND
above, it is found that:
What is the solution for
2 –12
¥x = x 1 ¥– 4 ? Discuss.
3 –
¥x = x 3
1
–n
¥a = a ; D0
In general, n
Example 12
1
—
1. Convert each of the following terms into the form a n .
(a) 2¥ E 3¥± F 5¥m (d) 7¥n
2. Convert each of the following terms into the form n¥a .
1 1 1 1
— — — —
(a) 125 5 (b) 256 8 (c) (–1 000) 3 (d) n 12
3. Calculate the value of each of the following terms.
1 1
— —
(a) 5¥± E 6¥ F 3 G ±5
Solution:
1 1 1 1
— — — —
1. (a) 2¥36 = 36 2 (b) 3¥± ±3 F 5¥m = m 5 (d) 7¥n = n 7
1 1
– 1 1
— — —
2. (a) 125 5 = 5¥125 (b) 2568 = 8¥256 (c) (–1 000) 3 = 3¥(–1 000) (d) n12 = 12¥n
17
1– 1
(c) 512 3 = 83(–3) (d) (–243) 5 = (–3)5(—5 )
1
— 1
— 1 — 1
3. (a) 5¥–32 = (–32) 5 (b) 6
¥729 = 729 6
= (–3)1
= 36 (—6 )
1
= (–2)5(—5 ) = 81
1
1
= –3
CHAPTER
= (–2)1 = 31 =8
= –2 =3 TIPS
<RXFDQXVHDVFLHQWL¿F
calculator to check the
answers.
MIND TEST 1.2g
1
1. Convert each of the following terms into the form a–n .
(a) 3¥125 (b) 7¥2 187 (c) 5¥–1 024 (d) 10
¥n
2. Convert each of the following terms into the form n¥a.
1 1 1 1
— — — ––
(a) 4 2 (b) 32 5 (c) (–729) 3 (d) n 15
3. Calculate the value of each of the following terms.
1 1
— —
(a) 3¥343 (b) 5¥–7 776 (c) 262 144 6 (d) (–32 768) 5
m 1 1
What is the relationship between a—n and (am)—
n , (a—
n )m, n¥am dan (n¥a)m?
You have learnt that:

1
amn = (am)n and n¥a1 = a—n
m 1 1
From the two laws of indices above, we can convert a—n into (am)— n , (a—
n )m, n am and (n a)m.
¥ ¥
Calculate the value of each of the following. Complete the table as shown in example (a).
m 1 1
a—n (am)—n (a—n )m n
¥a
m (n¥a)m
1 1 3¥642
(a)
2
64—3 (642) 1 —
3 (64 ) —3 2 (3¥64)2
(—3 ) 1 3 = 42
= 4 096 1
=4( ) 3—
3
(2) = ¥4 096
= 163 ( 3 ) = 42 = 16 = 16
—
= 16 = 16
3
(b) 16—4
2
(c) 243—5
Are your answers in (b) and (c) the same when you use different index forms? Discuss.
From the activity above, it is found that:

m 1 1
a—n = (am)—n = (a—n )m
m
a—n = n¥am = (n¥a)m
18
Chapter 1 Indices
Example 13
–1 –1
1. Convert each of the following into the form (am) n and (a n )m.
1
3 2 3
— — —
CHAPTER
(a) 81 2 (b) 27 3 (c) h 5
2. Convert each of the following into the form n¥am and (n¥a)m.
2 5 2
— — (c) m—5
(a) 343 3 (b) 4 096 6
Solution:
3 1 2 1 3 1
— — — — — —
1. (a) 81 2 = (813) 2 (b) 27 3 = (272) 3 (c) h 5 = (h3) 5
3 1 2 1 3 1
— — — — — —
81 2 = (81 2 )3 27 3 = (27 3 )2 h 5 = (h 5 )3
2 5 2
— — (c) m—5 = 5¥m2
2. (a) 343 3 = 3¥2 (b) 4 096 6 = 6¥5
2 5 2
— —
343 3 = (3¥343)2 4 096 6 = (6¥4 096)5 m—5 = (5¥m)2
MIND TEST 1.2h

1. Complete the following table.
3 2
m
—
an 729 6
5
—
121 2
3
— 3
—
w7
2
—
x5 (—1681) —
4
(—hk ) —
3
1
—
(am) n
1
—
(a n )m
n m
¥a
(n¥ a )m
Example 14
1. Calculate the value of each of the following.
5 5
(a) 9—2 (b) 16—4
Solution:
5 5
1. (a) 9—2 (b) 16—4
5 5
Method 1 9—2 = (¥9)5 = (3)5 = 243 Method 1 16—4 = (4¥16)5 = 25 = 32
5 5
Method 2 9—2 = ¥95 = ¥59 049 = 243 Method 2 16—4 = 4¥165 = 4¥1 048 576 = 32
19
MIND TEST 1.2i
1

CHAPTER
2
— —2 2
— 3
—
(a) 27 3 (b) 32 5 (c) 128 7 (d) 256 8
4
— 2
— 3
— —3
(e) 64 3 (f) 1 024 5 (g) 1 296 4 (h) 49 2
—1 3
— 2
— —3
(i) 2 401 4 (j) 121 2 (k) 2 197 3 (l) 10 000 4
2. Complete the following diagrams with correct values.
(a) (b) 3
—
¥6 561
25

— 3 5 125
27 3
81 125
4 3
9
— — —
243 3 125 625 4
81 ¥15 625
How do you perform operations involving laws of

LEARNING
indices ? STANDARD
Law of indices Perform operations
1
involving laws of indices.
am × an = am + n a0 = 1 a––
m
n = n a
¥ 1
am ÷ an = am – n 1
1
a mn = am(—n ) = (a—n )m
––
(am)n = amn a–n = —
an a––n = n¥am = (n¥a)m
Example 15
3
— 1
— 1
—
(–3x)3 × (2x3y– 4)2 ¥m n 4 × (mn3) 3 (2h)2 × (16h8) 4
(a) ——————––– (b) ——————–– 1 (c) ——————–1
108x4 y3 (m–1¥n3)—6 (8—3 h)–2
Solution:
3 1 1
—
— —
(–3x)3 × (2x3y– 4)2 ¥m n 4 × (mn3) 3 (2h)2 × (16h8) 4
(a) ——————––– (b) ——————–– 1 (c) ——————– 1
108x4 y3 (m–1¥n3)— 6 (8— 3 h)
–2
1 3 1 3— 1
m2 n4× m3n (3)
1 1
(–3)3x3 × 22x3(2)y– 4(2)
— — —
22h2 × 16—4 h8(—4 )
= ——————–—–– = ——————––1 3 1 = ——————–
m–1(–6 )n—2 (–6 )
1
108x4 y3 8—(–2)
3 h(–2)
1
— 3
— 1
— 1 1
–27x3× 4x6y–8 m 2 n 4 × m 3 n1
= ——————– 2 h × 2 (—4 )h8(—
2 2 4 4 )
= —————— 1 1 = ——————– 1
108x4 y3 m– —6 n—4 23(–3 ) (–2)h(–2)
1 1 ––– 3
1 — 1 2 h2 × 21h2
2
= m 2 + 3 ( 6)n 4 + 1 4
–27 × 4 — — –—
( 108 )
= ——— x3 + 6 – 4 y – 8 – 3
= m1 n 2
3
—
= ————–
2–2 h–2
= 22 + 1 – (–2) h2 + 2 – (–2)
= –1 x5 y–11 3
—
= mn 2 = 25 h6
x5
= – —– = 32 h6
y11
20
Chapter 1 Indices
Example 16
1
1 1 3
— 1
–— 4
— 3
—
49—2 × 125– —3 (243 5 × 5 2 )2
CHAPTER
16 4 × 81 4
(a) ———————– (b) —————– 1
(c) —————–
4¥î5¥ (26 × 34)—2 4¥×¥4
Solution:
1 1 3
— 1
–— 4
— 3
—
49—2 × 125– —3 16 4 × 81 4 (243 5 × 5 2 )2
(a) ——————— (b) —————– 1
(c) —————
4¥î5¥ (26 × 34)—2 4¥×¥4
1 1 3 (2
24 ( 4 ) × 34 ( 4 )
3 1 4 (2)
72(—)
2 × 5
3(– —)
3 — –— —
243 5 × 5 2
— (2)
= ——————–
4 —1
5 1
— = —————––
3 1 2 1 = ————––––––
26 (—2 ) × 34 (—2 )
1
(7 ) 4 × (5 ) 5 —
81 4 × 25 2
4
—
71 × 5–1 23 × 3–1 8
3 ( 5 )× 5
5— 3
= ———– = ———–
71 × 51 23 × 32 = ————––
1 4
3 (4) ×5 (2)
4— 2—
= 71–1 × 5–1 –1 = 23 – 3 × 3–1 – 2
= 70 × 5–2 38 × 53
= 20 × 3–3 = ———
1 31 × 54
= 1 × —2 1
5 =1×— = 38 – 1 × 53 – 4
1 33
=— 1 = 37 × 5–1
25 =—
27 37
=—
5
2 187
= ——–
5
2
= 437 —
5
MIND TEST 1.2j

3 2 3 1 2
¥c d e × c—3 d 2e—3
(a) ———————–
(mn2)3 × (¥mn)4
(b) ——————– ¥x3yz2 × 4x2z
(c) ——————–
2
(c–3d 2e)2 (m6n3)—3 ¥x5yz8
1 3
—
¥– 4 × 114 (5–3 × 36) 3 × 4¥ (26 × 34 × 52)—2
(a) ———— (b) ———————–– (c) —————————
49 × 121 1
(125 × 729 × 64)– —3 4¥î¥î3¥
1
— 2 1
9 —
¥512 × 3¥343 × ¥121
(d) ————————––––––
(24 × 36) 2 × 3¥î¥
(e) ———————–—– 64 3 × 3¥125 × (2 × —
(f) —————————– 5)
–3
1 3 1 3 1
(64)—3 × (81)—4 × (14 641)—4 16—4 × 27—3 42 × 4¥
m 1 n
÷ 812m .
— (– —) —
3. Given m = 2 and n = –3, calculate the value of 64 3 × 512 n
2
1 and b = —, —a
4. Given a = — calculate the value of 144a ÷ 64b × 256 b .
2 3
21
How do you solve problems involving laws of indices? LEARNING
STANDARD
1
Solve problems involving

laws of indices.
CHAPTER
FLASHBACK
Example 17 Common prime factors
3
— of 6 and 12 are 2 and 3.
&DOFXODWHWKHYDOXHRI¥î ÷ 6 without using a calculator.
2
Understanding the Planning a strategy Implementing the strategy

problem Convert each base 3
—
¥î 2 ÷ 6
Calculate the value of into prime factors and 1
— —3
= 3 2 × (2 × 2 × 3) 2 ÷ (2 × 3)
numbers in index form calculate the value by 1
— 3
— 3
— 3
—
with different bases. applying laws of indices. = 3 2 × 2 2 × 2 2 × 3 2 ÷ (21 × 31)
—1 + —
3 – 1 3 + —
— 3 – 1
= 32 2 × 22 2
= 31 × 22
Making a conclusion = 12
3
—
¥î 2 ÷ 6 = 12
Example 18 REMINDER
Ƈ,Iam = an
Calculate the value of x for the equation 3x × 9x + 5 ÷ 34 = 1. then, m = n
Ƈ,Iam = bm
Understanding the Planning a strategy then, a = b
problem The question is an equation.
Calculate the value of Hence, the value on the left side Checking Answers
variable x which is part of the equation is the same as You can check the answer
of the indices. the value on the right side of the by substituting the value of
equation. Convert all the terms x into the original equation.
into index form with base of 3. 3x × 9x + 5 ÷ 34 = 1
Left Right
Substitute x = –2 into left

side of the equation.
3–2 × 9–2 + 5 ÷ 34
Implementing the strategy Making a conclusion
= 3–2 × 93 ÷ 34
3x × 9x + 5 ÷ 34 = 1 3x + 6 = 0 If 3x × 9x + 5 ÷ 34 = 1,
= 3–2 × 32(3) ÷ 34
3x × 32(x + 5) ÷ 34 = 30 3x = – 6 then, x = –2
= 3–2 + 6 – 4
3x + 2(x + 5) – 4 = 30 –6
x = —–
x + 2x + 10 – 4 0 3 = 30 The same value
3 =3 as the value on
x = –2 =1
33x + 6 = 30 the right side
of the equation.
am = an
m=n
22
Chapter 1 Indices
Example 19 Checking Answers

x2
Calculate the possible values of x for the equation 3 × 32x = 315. Substitute the values of x
1
into the original equation.
CHAPTER
2
Understanding Planning a Implementing the strategy 3x × 32x = 315
the problem strategy If am an,
Left Right
3x2 × 32x = 315 then, =m = n. Substitute x = 3
Calculate All the
3x2 + 2x = 315 Left: Right:
the value of bases Solve the
x2 + 2x = 15 quadratic 2
x which is involved in 2 equation using 3(3) × 32(3) 315
part of the the equation x + 2x – 15 = 0 factorisation = 39 × 36
indices. are the (x – 3)(x + 5) = 0 method. = 39 + 6
same. x – 3 = 0 or x + 5 = 0 = 315 The same value
x=0+3 x=0–5 Substitute x = –5

Making a conclusion x=3 x = –5 Left: Right:
2
The possible values of x for 3(–5) × 32(–5) 315
2
the equation 3x × 32x= 315 = 325 × 3–10
are 3 and –5. = 325 + (–10)
= 315 The same value
Example 20 FLASHBACK
Simultaneous linear
Solve the following simultaneous equations. equations in two
1 variables can be solved
25m × 5n = 58 and 2m × —n = 2 using substitution
2
method or elimination
Solution: method.
1
25m × 5n = 58 2m × —n = 2
2
52(m) × 5n = 58 Checking Answers
52m + n = 58 2m × 2–n = 21 Substitute m = 3 and n = 2
2m + n = 8 1 2m + (–n) = 21 into original simultaneous
equations.
m–n=1 2
25m × 5n = 58
Left Right
Equation 1 and 2 can be solved by substitution method.
From 1 : Left: Right:
25m × 5n 58
2m + n = 8 = 52(m) × 5n
n = 8 – 2m 3 = 52(3) × 52
= 56 + 2
Substitute 3 into 2 Substitute m = 3 into 1 = 58 The same value
m 1
m–n=1 2m + n = 8 2 × —n = 2
2
m – (8 – 2m) = 1 2(3) + n = 8 You can also Left Right
substitute m = 3
m – 8 + 2m = 1 Left: Right:
6+n=8 into equation
1
m + 2m = 1 + 8 n=8–6 2 or 3 . 2m ×— 2n 2
3m = 9 n=2 1
= 23 × —22
9
m=— Hence, m = 3 and n = 2. = 23 × 2–2
3 = 23 + (–2)
= 21
m=3 =2 The same value
23
Example 21
1
CHAPTER
My equation is
3(9x) = 27y.
My equation is
16(4x) = 16 y.
The values of the variables x

and y can be determined if you
can solve both the equations.
Chong and Navin performed an experiment to determine the relationship between variable x and
variable y. The equation Chong obtained was 16(4x) = 16 y, while the equation Navin got was
3(9 x ) = 27y. Calculate the values of x and y which satisfy the experiment Chong and Navin have
performed.
Solution:
16(4x) = 16y 3(9x) = 27y
You can also substitute
42(4x) = 42(y) 3(32x) = 33(y) y = 3 into equation
42 + x = 42y 31 + 2x = 33y 2 or 3 .
2 + x = 2y 1 1 + 2x = 3y 2
Equations 1 and 2 can be solved by elimination Substitute y = 3 into equation 1

method.
Multiply equation 1 1 : 2 + x = 2y
by 2 to equate the 2 + x = 2(3)
1 × 2 : 4 + 2x = 4y 3 FRHI¿FLHQWVRIYDULDEOHx. x =6–2
2 : 1 + 2x = 3y x =4
3– 2:
3+0=y Hence, x = 4, y = 3
y= 3
Dynamic Challenge
Test Yourself
1. State whether each of the following operations which involves the laws of indices is true or
false. If it is false, state the correct answer.
(a) a5 = a × a × a × a × a (b) 52 = 10 (c) 30 = 0
(d) (2x3)5 = 2x15 (e) m0n0 = 1 1
(f) 2a– 4 = —–
2a4
–4 4
2
—
(g) 32 5 = (2¥32)5 (h) (—mn ) = (—mn ) 1 625
(i) (5m—4 )– 4 = —–
m
24
Chapter 1 Indices
2. Copy and complete the following diagram with suitable values.
1
5Ƒ × 55 53(Ƒ)
CHAPTER
3
(—51Ƒ) 512 ÷ 5Ƒ
1
—
5Ƒ 59 (¥25)Ƒ
56 × 5Ƒ
——––
52 (—15 )Ƒ
3
(5Ƒ)—2 (Ƒ¥125)Ƒ
3. Copy and complete the following diagram.

Operations that –2
involve laws
of indices 20 as
1
–—
3– 4 as
(—35 ) 2 –3
as 7 × 5 as
(5–1 × ¥25)3
Value
Skills Enhancement
1
(a) (mn4)3 ÷ m4n5 (b) 3x × — y4 × (xy)3 F ¥xy × 3¥xy2 × 6¥xy5
6
1 2 3
(a) 64—3 × 5–3 (b) 7–1 × 125—3 (c) (256)—8 × 2–3
3 2 3 1
(d) 24 × 16– —4 (e) ¥49 × 3–2 ÷ (¥81)–1 (f) (125)—3 × (25)– —2 ÷ (625)– —4
3. Calculate the value of x for each of the following equations.

(a) 26 ÷ 2x = 8 (b) 3– 4 × 81 = 3x (c) axa8 = 1
(d) 4 × 8x + 1 = 22x (e) (ax)2 × a5 = a3x 210
(f) 2x = —–
16x
1
(g) 36 ÷ 3x = 81(x – 1) (h) (m2)x × m(x + 1) = m–2 (i) 25x ÷ 125 = —x
5
25
Self Mastery
1. Calculate the value of each of the following without using a calculator.

1
CHAPTER
1 2 5 5 3 1 2
— — — — — — —
(a) 4 3 × 50 3 × 10 3 (b) 5 2 × 20 2 ÷ 10–2 (c) 60 2 × 125 3 ÷ ¥15
2. Calculate the value of x for each of the following equations.
—1 –—5 2
(b) 3x—3 = —27 x– —43 2
–— 5 —1
(a) 64x 2 = 27x 2 (c) 25x 3 – — x 3 = 0
4 3
3. Calculate the possible values of x for each of the following equations.
2 2 2
(a) ax ÷ a5x = a6 (b) 2x × 26x = 27 (c) 5x ÷ 53x = 625
4. Solve the following simultaneous equations.

(a) 81(x + 1) × 9x = 35 and 82x × 4(22y) = 128 (b) 4(4x) = 8y + 2 and 9x × 27y = 1
5. In an experiment performed by Susan, it was found

WKDW WKH WHPSHUDWXUH RI D PHWDO URVH IURP Û&WRTÛ&
according to equation T = 25(1.2)m when the metal
was heated for m seconds. Calculate the difference in
WHPSHUDWXUH EHWZHHQ WKH ¿IWK VHFRQG DQG WKH VL[WK
second, to the nearest degree Celsius.
6. Encik Azmi bought a locally made car for RM55 000.

After 6 years, Encik Azmi wishes to sell the car. Based
on the explanation from the used car dealers, the price 00
55 0
of Encik Azmi’s car will be calculated using the formula RM
8 n. In this situation, n is the number of years
RM55 000 — ( )
9
after the car is bought. What is the market value of Encik
Azmi’s car? State your answer correct to the nearest RM.
7. Mrs Kiran Kaur saved RM50 000 on 1 March 2019

in a local bank with an interest of 3.5% per annum.
After t years, Mrs Kiran Kaur’s total savings, in RM,
is 50 000 (1.035)t. Calculate her total savings on
1 March 2025, if Mrs Kiran Kaur does not withdraw
her savings.
26
Chapter 1 Indices
P R O J E C T
1
Materials: One sheet of A4 paper, a pair of scissors, a long ruler, a pencil.
CHAPTER
Instructions: (a) Carry out the project in small groups.
(b) Cut the A4 paper into the biggest possible square.
Steps:
1. Draw the axes of symmetry (vertical and horizontal only) as shown in Diagram 1.
2. Calculate the number of squares formed. Write your answers in the space provided in
Sheet A.
3. Draw the vertical and horizontal axes of symmetry for each square as shown in
Diagram 2.
4. Calculate the number of squares formed. Write your answers in the space provided in
Sheet A.
5. Repeat step 3 and step 4 as many times as possible.
1 1 8
2 7
3 6
4 5
Diagram 1 Diagram 2
6. Compare your answers with those of other groups.

7. What can you say about the patterns in the column ‘Index form’
in Sheet A? Scan the QR Code or
visit http://bukutekskssm.
8. Discuss the patterns you identify. my/Mathematics/F3/
Chapter1SheetA.pdf
to download Sheet A.
Sheet A
Number of axis Number of

Index form Index form
of symmetry square
0 – 1 20
2 21 4 22
8 16
27
CONCEPT MAP
1
Indices
CHAPTER
an
an Index =a×a×a×…×a 54 = 5 × 5 × 5 × 5
Base n factors m × m × m × m × m = m5
Multiplication Division Power

am × an = am + n am ÷ an = am – n (am)n = amn (am × an)p = amp × anp
23 × 25 = 23 + 5 36 ÷ 34 = 36 – 4 (34)2= 38 (3a4)3 = 27a12
Fractional index Negative index Zero index

1 –13 1
a = n¥a
—
n 8 = 3¥8 a–n = —n ; a 0 a0 = 1 ; a 0
m 1 1 –2 –1 –1 a
a—n = (am)—n = (a—
n )m 8 3 = (82) 3 = (8 3)2 20 = 1
1
m
a—n = n¥am = (n¥a)m
–2
8 3 = 3¥2 = (3¥8)2 5–3 = —3
5 m0 = 1
SELF-REFLECT
At the end of this chapter, I can:
1. Represent repeated multiplication in index form and describe its meaning.
2. Rewrite a number in index form and vice versa.
3. Relate the multiplication of numbers in index form with the same base, to repeated
multiplications, and hence make generalisation.
4. Relate the division of numbers in index form with the same base, to repeated
multiplications, and hence make generalisation.
Relate the numbers in index form raised to a power, to repeated multiplication, and hence
5.
make generalisation.
6. 1 ; a
Verify that a0 = 1 and a–n = —n a
7. Determine and state the relationship between fractional indices and roots and powers.
8. Perform operations involving laws of indices.
9. Solve problems involving laws of indices.
28
Chapter 1 Indices
EXPLORING MATHEMATICS
1
Do you still remember the Pascal’s Triangle that you learnt in the Chapter 1 Patterns and
CHAPTER
Sequences in Form 2?
The Pascal’s Triangle, invented by a French mathematician, Blaise Pascal, has a lot of unique
properties. Let us explore two unique properties found in the Pascal’s Triangle.
Activity 1 Sum Index form
1 1 20
1 1 2 21
1 2 1 4 22
1 3 3 1
6 14 1 4
1
10 10 5 5 1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1
1 8 28 56 70 56 28 8 1
1 9 36 84 126 126 84 36 9 1
1 10 45 120 210 252 210 120 45 10 1
Sheet 1 Sheet 1(a)
Instructions:
1. Carry out the activity in pairs.
2. Construct the Pascal’s Triangle as in Sheet 1.
3. Calculate the sum of the numbers in each row. Write the sum in index form with base of 2.
4. Complete Sheet 1(a). Discuss the patterns of answers obtained with your friends.
5. Present your results.
TIPS
Activity 2 115 = 161 051
1 5 10 10 5 1
11n Value +1 +1
110 1 1 —
11
111 11 1 1 1 6 1 0 5 1
112 121 1 2 1
113 1 331 1 3 3 1
114 1 4 1 6 4
115 1 5
10 10 5 1
116 1 6 15 20 15 6 1
117 1 7 21 35 35 21 7 1
118 1 8 28 56 70 56 28 8 1
119 1 9 36 84 126 126 84 36 9 1
1110 1 10 45 120 210 252 210 120 45 10 1
Sheet 2(a) Sheet 2
Instructions:
1. Carry out the activity in small groups.
2. Construct the Pascal’s Triangle as in Sheet 2.
3. Take note of the numbers in each row. Each number is the value of index with base of 11.
4. Complete Sheet 2(a) with the value of index with base of 11 without using a calculator.
5. Present your results.
6. Are your answers the same as those of other groups?
29
CHAPTER Standard Form
2
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
2.1 6LJQL¿FDQW)LJXUHV
2.2 6WDQGDUG)RUP
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
,QVFLHQWLILFILHOGYHU\ELJRUYHU\VPDOOQXPEHUV
DUHFRPPRQO\XVHG)RUH[DPSOHLQDVWURQRP\
the distance between two stars is usually millions
of kilometres while in the study of particles, the
distance between atoms is extremely small.
1XPEHUVZULWWHQLQVWDQGDUGIRUPDUHZLGHO\XVHG
in the field of science, engineering, astronomy and
so on.
D istance in outer space, such as the distance

between two stars in the galaxy, is
measured in light years. One light year is the
distance travelled by light in one year. One light
year is equal to 9 500 000 000 000 km, that
is 9.5 trillion kilometres. Small units such as
nanometre are used for distances closer to zero.
Do you know that 1 nanometre is equal to
0.000 000 001 metre?
30
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
The ancient Greeks used a system based on

myriad that is ten thousand. Ten myriads is
equal to one hundred thousand.
Archimedes (287 BC – 212 BC) created a

system of big numbers up to 108 × 1016.
KWWSEXNXWHNVNVVPP\0DWKHPDWLFV)
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31
2.1 Significant Figures
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6WHSV
1. Read and understand the situations below.
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Hashim is interested in a shirt sold in a supermarket with a 50% discount. DIS
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of the shirt after discount and takes it to the cashier. The cashier
informs him that the price of the shirt is RM28.70. Hashim argues
that his HVWLPDWLRQRI WKH SULFH LV QRW PRUH WKDQ 50 ,V Hashim’s
estimation correct?
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estimation.
32
Chapter 2 Standard Form
You have understood the importance of making estimation for the purpose of obtaining a value
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counted starting from a non-zero digit.
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33
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(iii) 15 000 [4 s.f.] ,IOHYHORIDFFXUDF\LVWRWKHQHDUHVWWHQ
(iv) 15 000 [5 s.f.] ,IOHYHORIDFFXUDF\LVWRWKHQHDUHVWRQH
H [4 s.f.] 7KHGLJLW]HUREHIRUH¿UVWQRQ]HURGLJLWLVQRWVLJQL¿FDQW
(f) 0.0809 >VI@ ¿JXUH
(g) 12.051 [5 s.f.]
All zeros after non-zero digit at end of decimal are
(h) 1.2700 [5 s.f.]
VLJQL¿FDQW¿JXUHV
TIPS
MIND TEST 2.1a
6LJQL¿FDQW¿JXUHFDQEH
1. 6WDWHWKHQXPEHURIVLJQL¿FDQW¿JXUHVIRUWKHIROORZLQJQXPEHUV ZULWWHQDVVI
D E F G
H I J K
34
+RZ GR \RX URXQG R൵ D QXPEHU WR FHUWDLQ QXPEHUV RI LEARNING
VLJQL¿FDQW¿JXUHV" STANDARD
'R \RX VWLOO UHPHPEHU KRZ WR URXQG R൵ D QXPEHU WR D FHUWDLQ SODFH 5RXQGRႇDQXPEHUWR
FHUWDLQQXPEHUVRI
YDOXH"7KHVDPHFRQFHSWDQGPHWKRGDUHXVHGWRURXQGR൵DQXPEHUWR VLJQL¿FDQW¿JXUHV
DFHUWDLQQXPEHURIVLJQL¿FDQW¿JXUHV
2
Example 2
CHAPTER
5RXQGR൵HDFKRIWKHIROORZLQJQXPEHUVWRVLJQL¿FDQW¿JXUHV TIPS
D E F )RULQWHJHUVWKHGHFLPDO
Solution: SRLQWLVSODFHGEHKLQG
WKHODVWGLJLW
(a) WKXVGLJLWUHPDLQVXQFKDQJHG
12

4, 7 and 9 are placed before decimal point. Thus, replace 4, 7 and
}
}
'LJLWWREHURXQGHGR൵ 9 with zero.
7KXV VI

FLASHBACK
(b) 7 > 5, thus add 1 to 4. 5RXQGRႇWRWKH
1 2 (a) QHDUHVW KXQGUHG
2 476 EQHDUHVW WKRXVDQG
}
}
7 and 6 are placed before decimal point. Solution:

Thus, replace 7 and 6 with zero. D
'LJLWWREHURXQGHGR൵ !

7KXV VI E
(UHPDLQXQFKDQJHG)

(c) WKXVDGGWR
12
TIPS
}
}
DQGDUHSODFHGEHIRUHGHFLPDO )RULQWHJHUVWKH¿UVW
'LJLWWREHURXQGHGR൵ SRLQW7KXVUHSODFHDQGZLWK]HUR QRQ]HURGLJLWLVD
VLJQL¿FDQW¿JXUH
7KXV VI
QU I Z
Example 3
:K\VKRXOGWKHGLJLWV
5RXQGR൵WR DIWHUWKHGLJLWWKDWLV
D VLJQL¿FDQW¿JXUHV E VLJQL¿FDQW¿JXUH
URXQGHGRႇLQDGHFLPDO
Solution: EHGURSSHG"
(a)
9 > 5, thus add 1 to 7.
1 2
6 8. 79
}
Digit 9 is placed after decimal point. Thus, 9 is dropped.

'LJLWWREHURXQGHGR൵
7KXV VI

35
(b)
8 > 5, thus add 1 to 6.
1
6 8. 79
}
Digit 8 is placed before decimal point. Thus, 8 is replaced

'LJLWWREHURXQGHGR൵ with zero. 7 and 9 are dropped.
7KXV VI

2
Example 4 QU I Z
CHAPTER
5RXQGRႇWR
5RXQGR൵WR VLJQL¿FDQW¿JXUHDQG
D VLJQL¿FDQW¿JXUHV E VLJQL¿FDQW¿JXUHV VLJQL¿FDQW¿JXUHV
Solution:
(a) WKXVDGGWR
1 2
0.00 8 0 2 5
}
Digit 5 is dropped because it is placed after the decimal

'LJLWWREHURXQGHGR൵ point.
7KXV VI
(b) 2 < 5, thus digit 0 remains unchanged.

1 2
0.00 8 0 2 5
}
Digits 2 and 5 are dropped because it is placed after the

'LJLWWREHURXQGHGR൵ decimal point.
7KXV VI
MIND TEST 2.1b

1. &RPSOHWH WKHWDEOHEHORZE\URXQGLQJ R൵HDFKQXPEHU EHORZWRWKHJLYHQVLJQL¿FDQW ¿JXUH.
1XPEHU 3 VLJQL¿FDQW ¿JXUHV 2 VLJQL¿FDQW ¿JXUHV 1 VLJQL¿FDQW ¿JXUH
D
(b) 5 261
F
(d) 20.68
(e) 8.595
(f) 5.9
J
(h) 0.09184
(i) 0.005709
2. Calculate each operation below. 6WDWH WKH DQVZHU WR WKH VLJQL¿FDQW ¿JXUHV VKRZQ LQ WKH
brackets.
(a) 2.57 × 4.5 + 0.45 [4] (b) 8.59 ÷ 2.1 – 1.26 >@
F ±î >@ G · [2]
H î· >@ (f) 10.25 ÷ 0.75 – 4.2 × 0.2 [2]
J ±î[1] (h) 4.94 + 5 .76 ÷ 0.26 × 1.4 >@
36
2.2 Standard Form
+RZ GR \RX UHFRJQLVH DQG ZULWH QXPEHUV LQ VWDQGDUG LEARNING
IRUP" STANDARD
5HFRJQLVHDQGZULWH
0DQ\ VFLHQWL¿F ¿HOGV VXFK DV DVWURQRP\ ELRORJ\ SK\VLFV DQG QXPEHUVLQVWDQGDUGIRUP
engineering frequently use numbers that are too big or too small in their
2
research. These numbers are written in standard form to make writing
CHAPTER
easier.
6WDQGDUGIRUP is a way to write a VLQJOHQXPEHU in the form;
A × 10Q
whereA < 10 and Q is an integer.
)RUH[DPSOHWKHODQGDUHDRI0DOD\VLDLVP2. This value can be written as
î11 m2 RUî11 m2RUGHSHQGLQJRQWKHQXPEHURIVLJQL¿FDQW¿JXUHVUHTXLUHG
+RZGR\RXFKDQJHDVLQJOHQXPEHUWRVWDQGDUGIRUP"
When a single number is changed to standard form: FLASHBACK
1XPEHUVZLWKYDOXHPRUHWKDQLVZULWWHQDVDSRVLWLYHLQGH[.
ƇDQ LVDSRVLWLYHLQGH[
1XPEHUVZLWKYDOXHOHVVWKDQLVZULWWHQDVDQHJDWLYHLQGH[. ƇD–Q LVDQHJDWLYHLQGH[
Example 5
Write the following single numbers in standard form.
D E F
Solution:
(a) î10 E î100 F î1 000
î102 î10
Decimal point after
Place value
is tens
¿UVWQRQ]HURGLJLW. Place value is hundreds Place value is thousands
Example 6
FLASHBACK
Write the following decimals in standard form.
D E F G 1
²Q± D–Q
D
Solution:
D î— 1 E î—–—1 DISCUSSION CORNER
10 1 000
1 Is× 100 DQXPEHU
î10–1 î—– LQVWDQGDUGIRUP"
10 'LVFXVV
Place value is one tenths î10±
Place value is one thousandths
37
1
F î—– 1
G î—–—
100 1 000
1
î—– 1
î—–
102 10
î10 –2 î10±
Place value is one hundredths Place value is one thousandths
2
+RZGR\RXFKDQJHDQXPEHULQVWDQGDUGIRUPWRVLQJOHQXPEHU"
CHAPTER
When a number in standard form is changed to a single number:

7KHQXPEHUZLOOEHHTXDOWRRUPRUHLIWKHLQGH[LVSRVLWLYH
7KHQXPEHUZLOOEHOHVVWKDQLIWKHLQGH[LVQHJDWLYH
Example 7
FLASHBACK
Write 4.17 × 105 as a single number.
Solution: 105 [[[[
4.17 × 105 î 1

10± ±±±
105
Example 8
Writeîí as a single number. BULLETIN
Solution: WHUD
1
îí î²²²± QDQR
100 000

Example 9
SMART MIND
Determineterabytes in bytes. State the answer in standard form.
:KDWLVWKHYDOXHRI
Solution: WHUDLQQDQR"
terabytes î bytes 12
î) × 1012 bytes

î) bytes Use index law DP × DQ DP + Q
î15 bytes
Example 10
Determine 0.0057 nanometre in metre. State your answer in standard form.
Solution:
0.0057 nanometre îímetre
îí) × 10í metre
îíí ) metre Use index law DP × DQ DP + Q
î íí ) metre
îí metre
38
$LP Write metric measurements in standard form.

Steps
1. Complete the table below by writing the single numbers for metric measurements in
standard form.
9DOXH
2
3UH¿[ 6\PERO
6LQJOHQXPEHU 6WDQGDUGIRUP
CHAPTER
exa E 1 000 000 000 000 000 000 1 × 1018
peta P 1 000 000 000 000 000
tera T 1 000 000 000 000
giga G 1 000 000 000
mega M 1 000 000
kilo k 1 000
hecto h 100
deca da 10
– – 1 1 × 100
deci d 0.1 1 × 10 –1
centi c 0.01
milli m 0.001
micro P 0.000 001
nano n 0.000 000 001
pico p 0.000 000 000 001
femto f 0.000 000 000 000 001
atto a 0.000 000 000 000 000 001
'LVFXVVLRQ
A number which is too big or too small in value can be written as a single number or in standard
form. Which form will you choose for an arithmetic operation? Give your reasons.
Standard form makes it easier to write very big and very small numbers in a form that
is simple and easy to understand.
MIND TEST 2.2a TIPS

8VHGDWDIURP
1. Write the following single numbers in standard form. %UDLQVWRUPLQJWR
D E F G VROYHTXHVWLRQ
H I J K
2. Change the numbers in standard form to single numbers.
(a) 2.5 × 100 E × 101 F × 102
(d) 5.07 × 10 (e) 9.1 × 104 (f) 6.2 × 10–1
–2
(g) 7.29 × 10 K × 10± (i) 8.504 × 10– 4
3. Change the following metric measurements to the units given in the brackets. State your
answers in standard form.
(a) 1 050 kilometres [metre] (b) 216 gigabytes [byte]
(c) 0.75 teralitre [litre] (d) 95 micrometres [metre]
H nanometres [metre] (f) 0.089 femtometre [metre]
39
+RZDUHEDVLFDULWKPHWLFRSHUDWLRQVLQYROYLQJQXPEHUV LEARNING
LQVWDQGDUGIRUPSHUIRUPHG" STANDARD
3HUIRUPEDVLFDULWKPHWLF
2SHUDWLRQVRIDGGLWLRQDQGVXEWUDFWLRQ RSHUDWLRQVLQYROYLQJ
QXPEHUVLQVWDQGDUGIRUP
Example 11
Calculate the value of each of the following operations. State your answer in standard form.
D î + 5.92 × 10 (b) 4.27 × 105î5
2
CHAPTER
(c) 7.02 × 104 + 2.17 × 105 (d) 9.45 × 106±î5

Solution:
D î + 5.92 × 10
(b) 4.27 × 105î5
î FLASHBACK
î5
î
î5 Ƈ 5DQDQ
DQ
îî5 DQ
)DFWRULVH 10 î1 × 105
Ƈ îQîQ
î1 + 5 Q
î6 Q)
(c)
Method 1 Method 2
TIPS
7.02 × 104 + 2.17 × 105 7.02 × 104 + 2.17 × 105
4 1
î + 2.17 × 10 × 10 4 )RURSHUDWLRQVLQYROYLQJ
î10–1 × 105 + 2.17 × 105 DGGLWLRQDQGVXEWUDFWLRQ
4
î + 21.7 × 10 4
î5 + 2.17 × 105 FKDQJHLQGH[ZLWKVPDOO
î 4 YDOXHWRLQGH[ZLWKODUJH
î5 YDOXHDVLQPHWKRG
î 4
î5 RIH[DPSOHFDQG
1
î × 10 4 H[DPSOHG
î1 + 4 10൥ change to 101 × 104
to simplify calculation.
î5
SMART MIND
&DOFXODWHWKHIROORZLQJ
(d) ZLWKRXWXVLQJDFDOFXODWRU
Method 1 Method 2 Ƈ î3 î5
9.45 × 106±î5 Ƈ î±î
9.45 × 106±î105
î101 × 105±î5 î6±î10–1 × 106
î5±î5 î6±î6
±î5 ±î6
î5 î6
î1 × 105
î1 + 5
î6
40
Example 12
Calculate the value of each of the following operations. State the answer in standard form.
D î± + 9.24 × 10± (b) 8.21 × 10– 4 + 1.49 × 10–5
F î–5 – 4.6 × 10– 6
Solution:
D î± + 9.24 × 10± î±
2
î±
CHAPTER
î1 × 10±
î±
î–2
SMART
(b) Method 1 Method 2
8.21 × 10– 4 + 1.49 × 10–5 8.21 × 10– 4 + 1.49 × 10–5 1. 3UHVV Mode EXWWRQD
î101 × 10–5 + 1.49 × 10–5 î– 4 + 1.49 × 10–1 × 10–4 IHZWLPHVXQWLOWKH
VFUHHQVKRZV:
î–5 + 1.49 × 10–5 î– 4 + 0.149 × 10– 4 Fix Sci Norm
î–5 î– 4 1 2 3
î–5 î– 4 2. 3UHVV 2 WRFKRRVH

î1 × 10–5 Sci WKDWLVVWDQGDUG
IRUP
î1 + (–5)
3. (QWHUQXPEHURI
î– 4 VLJQL¿FDQW¿JXUHVVI
QHHGHGIRUH[DPSOH
(c) Method 1 Method 2 4. (QWHUWKHUHTXLUHG
RSHUDWLRQ
î10–5 – 4.6 × 10– 6 î–5 – 4.6 × 10– 6 Ƈî5íî
î101 × 10– 6 – 4.6 × 10– 6 î–5 – 4.6 × 10–1 × 10–5 3UHVV Exp í Exp
î– 6 – 4.6 × 10– 6 î–5 – 0.46 × 10–5 6FUHHQGLVSOD\:
(í(
±î– 6 ±î–5
3UHVV = î5
î– 6 î–5
Ƈî5îî
î1 × 10– 6 3UHVV Exp î Exp
î1 + (– 6) 6FUHHQGLVSOD\:
Exp î Exp
î–5
3UHVV = î10
5. ([WHQG\RXUH[SORUDWLRQ
MIND TEST 2.2b WRRWKHURSHUDWLRQV
LQYROYLQJRWKHUVWDQGDUG
1. Calculate the value of each of the following operations. State your IRUPV
answer in standard form.
6. &RPSDUHWKHUHVXOWV
(a) 2.4 × 104î4 (b) 8.2 × 106 – 4.27 × 106 SURGXFHGE\FDOFXODWRU
F î7 + 4.98 × 107 (d) 1.2 × 105î4 ZLWKDQVZHUVREWDLQHG
(e) 5.7 × 108 – 2.4 × 107 (f) 5.7 × 10 + 8.02 × 104 WKURXJKPDQXDO
4 FDOFXODWLRQV
(g) 6.5 × 10 íî (h) 5.2 × 10 íî
í í
(i) 8.74 × 10–5 – 2.65 × 10–5 (j) 4.1 × 10í + 9.5 × 10í
í
N î íî í (l) 9.42 × 10– 6 ±î–7
41
2SHUDWLRQVRI0XOWLSOLFDWLRQDQG'LYLVLRQ TIPS
/DZRI,QGLFHV
Example 13 Ƈ 2SHUDWLRQRI
PXOWLSOLFDWLRQ
Solve the following operations. State your answers in standard form. (AîPîBîQ)
AîBîP + Q
D î5 × 4.9 × 102 (b) 7.5 × 10í × 5 × 10í Ƈ 2SHUDWLRQRIGLYLVLRQ
(AîP) ÷ (BîQ)
5.9 × 105 6.8 × 10±
2
(c) ———— (d) ———— A ÷ BîP ± Q

2 × 102 4 × 10– 6
CHAPTER
Solution:
D î5 × 4.9 × 102 (b) 7.5 × 10í × 5 × 10í 5.9 × 105 (d) 6.8
————× 10±
(c) ————
2 × 102 4 × 10– 6
îî5 + 2 îîíí
5.9
²±î 5–2 6.8 ±±±
î7 îí 2 ²±î
4
î1 × 107 î1 × 10í î î
î1 + 7 î1 + (–9)
î8 îí
MIND TEST 2.2c

1. Calculate the value of each of the following operations. State your answer in standard form.
(a) 4 × 105îî2 (b) 7.5 × 10í × 5 × 10í
(c) î5 × 4.0 × 102 G îí × 4 × 105
(e) (1.08 × 102) ÷ (2.4 × 104) (f) (9.6 × 10í) ÷ (1.5 × 10í)
(g) (5.9 × 105) ÷ (2 × 102) (h) (2.58 × 104·î– 4)
2. $ PRELOH VZLPPLQJ SRRO PHDVXUHV FP = FP = 56 cm. BULLETIN
Calculate the maximum volume of water that it can hold in litres. OLWUH FP3
6WDWH\RXUDQVZHULQVWDQGDUGIRUPDQGFRUUHFWWRIRXUVLJQL¿FDQW OLWUH P3
¿JXUHV.
3. Syazwani wants to transfer 2 terabytes of data DISCUSSION CORNER

WR SHQ GULYHV ZLWK D FDSDFLW\ RI JLJDE\WHV %HWZHHQRSHUDWLRQRI

:KDWLVWKHPLQLPXPQXPEHURIJLJDE\WHSHQ DGGLWLRQRUVXEWUDFWLRQ
drives needed? DQGRSHUDWLRQRI
PXOWLSOLFDWLRQRUGLYLVLRQ
LQYROYLQJVWDQGDUGIRUP
*LYHQPLOOLPHWUH ±PHWUHDQGPLFURPHWUH –6 metre, ZKLFKRSHUDWLRQLVHDVLHU"
state 1 millimetre in micrometre. :K\"
42
How do you solve problems involving numbers in LEARNING

standard form? STANDARD
numbers in standard form.
Example 14
A ream of paper contains 800 sheets of paper. The thickness of one sheet of paper is 9.4 × 10–3 cm.
Given the total thickness of n reams of paper is 225.6 cm, calculate the value of n.
2
Solution:
CHAPTER
Understanding the problem Implementing the strategy Making a
conclusion
Number of sheets in 1 ream = 800 Thickness of 1 ream
Thickness of 1 sheet = 9.4 × 10–3 cm = 800 × 9.4 × 10–3 cm Number of
Thickness of n reams = 225.6 cm = 7.52 cm reams is 30.
Thus,
Planning a strategy thickness of n reams
n = ————————–
Determine the thickness of 1 ream of thickness of 1 ream
paper. 225.6 cm
n = ————
thickness of n reams 7.52 cm
Q = ——————–——
thickness of 1 ream n = 30
Example 15
$SURSHUW\¿UPERXJKWDSLHFHRIODQGLQWKHVKDSHRIDULJKWDQJOHG Q
triangle PQR as shown in the diagram.
(a) Calculate the value of PQ, in metres, and state your answer in 3.5 × 102 m
standard form.
(b) If the cost of one square metre of the land is RM45, calculate the
total cost of the land in RM. R
P
2.1 × 102 m
Solution:
Understanding the problem Implementing the strategy

ǻPQR is a right-angled triangle. (a) PQ2 = [(3.5 × 102)2íî2)2] m2
QR is the hypotenuse. = [1.225 × 105íî4] m2
= (7.84 × 104) m2
Planning a strategy PQ = ¥(7.84 × 104) m2
= 2.8 × 102 m
(a) Calculate PQ using Pythagoras
theorem.
(b) Calculate the area of land in the
E$UHDRIǻPQR = —
2 ( ) (
1 × 2.1 × 102 m × 2.8 × 102 m
)
= 2.94 × 104 m2
shape ofǻPQR. Multiply total land
Cost of land = 2.94 × 104 × RM45
area by cost of 1 m2 of land.
= RM1 323 000.00
Making a conclusion
(a) Distance PQ = 2.8 × 102 m (b) Total cost of land = RM1 323 000.00
43
Example 16
The picture shows the Earth with a diameter of 1.2742 × 104 km. Calculate the
surface area of the Earth, in km2. State the answer in standard form correct to four
VLJQL¿FDQW¿JXUHV>6XUIDFHDUHDRIVSKHUH SU2 and S @
Solution: 1.2742 × 104 km
2
8QGHUVWDQGLQJWKH 3ODQQLQJDVWUDWHJ\ ,PSOHPHQWLQJWKHVWUDWHJ\

CHAPTER
SUREOHP
diameter
( )
x 5DGLXV ²²²²
x Earth is a sphere. 2 5DGLXVRI 1.2742 × 104 km
—————–
Earth 2
x Diameter of Earth is x Use formula for
1.2742 × 104 km. × 10 km
surface area of sphere
x Answer is in standard to calculate surface Surface area of Earth
form correct to four area of Earth. SU2
VLJQL¿FDQW¿JXUHV.
>× 10)2] km2
NP2
0DNLQJDFRQFOXVLRQ × 108 km2 (4 s.f.)
Surface area of Earth is 5.101 × 108 km2
MIND TEST 2.2d
1. The average daily water consumption in a residential area is 6 950 m. Calculate the total water
FRQVXPSWLRQLQFXELFPHWUHVLQWKHUHVLGHQWLDODUHDIRU)HEUXDU\6WDWHWKHDQVZHULQ
VWDQGDUGIRUPFRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
2. 5.791 × 107 km
6XQ 0HUFXU\ (DUWK 1HSWXQH
1.496 × 108 km
4.495 × 109 km
The picture above shows the estimated distance of three planets in the solar system from the
6XQRQDFHUWDLQGD\&DOFXODWHWKHGL൵HUHQFHLQGLVWDQFHLQNPEHWZHHQ
(a) Mercury and Earth (b) 0HUFXU\DQG1HSWXQH (c) (DUWKDQG1HSWXQH
6WDWHWKHDQVZHUVLQVWDQGDUGIRUPFRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
44
Dynamic Challenge
Test Yourself
1. 5RXQGR൵WKHIROORZLQJQXPEHUVDQGGHFLPDOVFRUUHFWWRWKHVLJQL¿FDQW¿JXUHVVWDWHGLQWKH
brackets.
D [2] (b) 54 299 [4] (c) 8 999 [2] (d) 295 197 [2]
2
(e) 4 854 [1] (f) 5 >@ J [2] K [1]
CHAPTER
L [2] M [1] N >@ (l) 501.724 >@
2. Given P î and Q î4, calculate the values of the following operations. State
\RXUDQVZHUVLQVWDQGDUGIRUPFRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
(a) 2PQ (b) P + Q (c) Q±P (d) P2 + Q2
—–
(e) P PQ
(f) ——– (g) P–2 + Q± (h) Q – P±
2Q PQ
3. Complete the following.

(a) 2.5 × 102 + × 104 (b) 5.74 × 10±î–6
î × 104 + × 104 î±î × 10
× 104 î4 î±+ × 10±
î4 î±
î4 î±
(c) 1.75 × 102 – 4.2 × 10–1 G î–2 ±î–5

î2 – 4.2 × 10 × 102 î–2 ±î × 10–2
î2 – × 102 î–2 – × 10–2
î2 ±î–2
î2 î–2
A factory produces 72 thousand packets of chips every

ZHHN,IWKHIDFWRU\RSHUDWHVGD\VDZHHNDQGKRXUV
a day, calculate
(a) the number of packets of chips produced every day.
State your answer in standard form.
(b) WKH DYHUDJH SUR¿W SHU KRXU LI WKH QHW SUR¿W RI RQH
SDFNHW RI FKLSV LV VHQ 6WDWH WKH DQVZHU WR WKH
nearest RM.
45
5. 7KHHVWLPDWHGSRSXODWLRQRI0DOD\VLDIRULV
PLOOLRQ*LYHQ0DOD\VLD¶VODQGDUHDLVNP2,
calculate the population density of Malaysia for each
square kilometre for 2018.
State your answer correct to the nearest integer.
2
Skills Enhancement
CHAPTER
1. A newly built community hall required 6 185 pieces of tiles measuringFPîFPfor the
ÀRRU.
(a) &DOFXODWHWKHÀRRUDUHDRIWKHKDOOLQVTXDUHPHWUHV6WDWH\RXUDQVZHULQVWDQGDUGIRUP
FRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
(b) Given the cost of one piece of tile is RMl.75, calculate the total cost of the tiles to the
nearest RM.
2. Encik Hanif drove his car from Kota Bharu to Kuala
Terengganu to visit his son. On the way back to Kota Bharu,
Encik Hanif made a stop at Setiu. The map shows the
distance and travelling time of Encik Hanif. NP
(2 hours 18 minutes)
(a) Calculate the average speed, in km h–1, of Encik Hanif’s
car for the journey
114 km
(i) from Kota Bharu to Kuala Terengganu (1 hour 40 minutes)
(ii) from Kuala Terengganu to Setiu
(iii) from Setiu to Kota Bharu 51 km
6WDWHWKHDQVZHUVFRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV. (1 hour 5 minutes)
(b) Encik Hanif is a safety-conscious driver who abides
E\ WKH VSHHG OLPLW ,V WKLV VWDWHPHQW WUXH" 6WDWH \RXU
reasons.
Self Mastery
1. The picture shows three planets in the Solar System.
0HUFXU\ 1HSWXQH -XSLWHU

>'LDPHWHU NP@ >'LDPHWHU NP@ >'LDPHWHU NP@
(a) Calculate the surface area, in km2, of all three planets. State the answers in standard form
FRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
[Surface area of sphere ʌU2DQGʌ @
(b) %DVHGRQ\RXUDQVZHULQDFDOFXODWHWKHGL൵HUHQFHLQVXUIDFHDUHDEHWZHHQWKHODUJHVWDQG
VPDOOHVWSODQHWVLQWKH6RODU6\VWHP6WDWHWKHDQVZHUFRUUHFWWRIRXUVLJQL¿FDQW¿JXUHV.
46
2.
297 mm 297 mm
70 GSM 80 GSM
210 mm 210 mm
2
CHAPTER
7KH GLDJUDP DERYH VKRZV WZR W\SHV RI$VL]HG SDSHU ZLWK GL൵HUHQW PDVVHV *60 PHDQV
grams per square metre.
Calculate the mass of one piece of A4-sized paper, in grams for
(a) 70 GSM (b) 80 GSM
6WDWHWKHDQVZHUVLQVWDQGDUGIRUPFRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV.
P R O J E C T
1. Look at the pictures below. Obtain the data relevant to the required measurement. Your
answers should be in standard form.
2. You can surf various websites or refer to reference books to obtain interesting data related
to the pictures below.
(a) Mass (b) Population
(c) Distance (d) Magnitude
3. Obtain other interesting facts that involve calculations in standard form.
3UHVHQW\RXU¿QGLQJVXVLQJPXOWLPHGLDDSSOLFDWLRQV.
47
CONCEPT MAP
6WDQGDUG)RUP
6LJQL¿FDQW¿JXUH shows the level 6WDQGDUGIRUP is written as A ×Q where

2
of DFFXUDF\ of a measurement. 1 A and Q is an integer.

CHAPTER
$OOGLJLWVDUHVLJQL¿FDQW¿JXUHV Changing VLQJOHQXPEHUV to

H[FHSW WKH]HUREHIRUHWKH¿UVWQRQ VWDQGDUGIRUP and vice versa.
]HURGLJLW.
D î5
D VI E VI E îí
(c) 1.200 (4 s.f.) (d) 10 518 (5 s.f.) F î4
G îí
)RULQWHJHUV, the value of the

VLJQL¿FDQW¿JXUHIRU]HUR as the last
digit depends on the UHTXLUHGOHYHORI
DFFXUDF\. %DVLF RSHUDWLRQV (+, –, ×, ÷) involving
D ±VInearest one) numbers in standard form.
E ±VInearest ten)
(a) S × 10Q + T × 10Q
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G ±VInearest thousand) S + T ) × 10Q
(b) S × 10Q – T × 10Q
S – T ) × 10Q
5RXQGLQJ R൵ D QXPEHU WR D FHUWDLQ (c) (S × 10P) × (T × 10Q)
QXPEHURIVLJQL¿FDQW¿JXUHV. S × T ) × 10P + Q
D (d) (S × 10P) ÷ (T × 10Q)
VI S ÷ T ) × 10P – Q
2 900 (2 s.f.)
VI
(b) 62.54
60 (1 s.f.)
VI
VI
(c) 0.02704
VI
0.027 (2 s.f.)
VI
48
SELF-REFLECT
$WWKHHQGRIWKLVFKDSWHU,FDQ
1. ([SODLQ WKH PHDQLQJ RI VLJQL¿FDQW ¿JXUH DQG WKXV GHWHUPLQH WKH QXPEHU RI
VLJQL¿FDQW¿JXUHVRI DQXPEHU
2. 5RXQGR൵ DQXPEHUWR DFHUWDLQnumber of VLJQL¿FDQW¿JXUHV
2
CHAPTER
3. Recognise and write numbers in standard form.
Perform basic arithmetic operations involving numbers in standard form.
5. Solve problems involving numbers in standard form.
1. Get into groups.

2. By using the various sources available, identify several measurement values in daily life that
DUHYHU\VPDOORUYHU\ELJ)RUH[DPSOH,
Hard disk One water molecule One virus

(1 terabyte) (0.1 nanometer) (1 micrometer)
3. 3UHSDUHDUHSRUWRQ\RXU¿QGLQJVXVLQJPXOWLPHGLDDSSOLFDWLRQV.
Present your report.
5. Obtain additional information from the presentations of the other groups.
'LVFXVVWKHDGYDQWDJHVRIXVLQJVWDQGDUGIRUPLQYDULRXV¿HOGV.
49
CHAPTER Consumer Mathematics:
3
Savings and Investments,
Credit and Debt
What
What will
illl you
wil you learn?
lear
le arn?
?
3.1 6DYLQJVDQG,QYHVWPHQWV
3.2 &UHGLWDQG'HEW0DQDJHPHQW
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
.QRZOHGJHRIVDYLQJVDQGLQYHVWPHQWVFDQKHOSXV
WRPDQDJHRXU¿QDQFHV
7KH FRQFHSW RI VDYLQJV DQG LQYHVWPHQWV LV XVHG
LQ EDQNLQJ VWRFNV UHDO HVWDWH EXVLQHVV ¿QDQFH
DFFRXQWLQJDQGVRRQ
“
0 DQ\DOLWWOHPDNHVDPLFNOH´
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EHHQ SUDFWLVHG VLQFH FKLOGKRRG FDQ KHOS D SHUVRQ
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LQGLYLGXDOPXVWEHLQDWLPHO\PDQQHULQDFFRUGDQFH
ZLWKWKHFXUUHQWPDUNHW
5
50
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
7KHEDUWHUV\VWHPZDVSUDFWLVHGEHIRUHWKHXVHRI
PRQH\LQWKHHFRQRP\DQGZDVWKHHDUOLHVWIRUPRI
EXVLQHVVLQWKHZRUOG
+LVWRU\ RI PRQH\ GHYHORSPHQW EHJDQ ZLWK WKH

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ORDQ SLQMDPDQ
SHUVRQDOORDQ SLQMDPDQSHULEDGL
UHWXUQ SXODQJDQ
VDYLQJV VLPSDQDQ
51
51
3.1 Savings and Investments
What are savings and investments? LEARNING

STANDARD
Savings UHIHU WR H[FHVV PRQH\ GHSRVLWHG LQ WKH VDIH PRQH\ ER[ RU
Recognise various types of
GUDZHU([WUDPRQH\FDQDOVREHGHSRVLWHGDWDEDQNWKDWZLOOSURYLGH savings and investments.
UHWXUQV EDVHG RQ LQWHUHVW UDWHV DQG VDYLQJV SHULRGV 7KHUH DUH VRPH
FRPPRQZD\VRIVDYLQJLQWKHEDQN
BULLETIN
Savings Account
7KH VDYLQJV DFFRXQW KROGHU FDQ VDYH DQ\ Credit counselling
and credit agencies
DPRXQWDFFRUGLQJWRKLVDELOLW\ encourage each
3
7KHDFFRXQWKROGHUUHFHLYHVWKHLQWHUHVWEDVHG individual to save 10% of

CHAPTER
RQWKHWRWDODPRXQWDQGGXUDWLRQRIVDYLQJV their monthly income.

,QWHUHVW UDWHV DUH ORZHU FRPSDUHG WR ¿[HG
GHSRVLWDFFRXQWV
7KHDFFRXQWKROGHUFDQZLWKGUDZWKHVDYLQJVDWDQ\WLPH
7KHVDYLQJVFDQEHZLWKGUDZQE\XVLQJDGHELWFDUGYLDDQDXWRPDWLF
WHOOHUPDFKLQH$70
Fixed Deposit Account

$VXPRIPRQH\LVVDYHGIRUDFHUWDLQSHULRGRIWLPHVXFKDVPRQWKV
PRQWKVRU\HDUWHQXUH
$FFRXQW KROGHUV ZLOO EH RIIHUHG PRUH FRPSHWLWLYH LQWHUHVW UDWHV
FRPSDUHGWRVDYLQJVDFFRXQWV
6DYLQJVFDQQRWEHZLWKGUDZQEHIRUHWKHPDWXULW\GDWH
,IWKHPRQH\LVZLWKGUDZQEHIRUHPDWXULW\WKHDFWXDOLQWHUHVWUDWHWKDW
VKRXOGEHUHFHLYHGZLOOEHUHGXFHGDQGZLOOEHFDQFHOOHGDWDFHUWDLQ
WLPH
$VDYLQJVFHUWL¿FDWHZLOOEHLVVXHGWRWKHDFFRXQWKROGHU
Current Account
6DYLQJV LQ D FXUUHQW DFFRXQW FDQ EH XVHG IRU SHUVRQDO RU EXVLQHVV
SXUSRVHV
7KHDFFRXQWKROGHUPD\PDNHSD\PHQWWRDQRWKHUSDUW\E\FKHTXH
6DYLQJV LQ WKH DFFRXQW ZLOO QRW EH SDLG LQWHUHVW DQG LV VXEMHFWHG WR
VHUYLFH FKDUJHV +RZHYHU WKHUH DUH FHUWDLQ EDQNV WKDW SD\ LQWHUHVW WR
FXUUHQWDFFRXQWKROGHUV
7KHFXUUHQWDFFRXQWDSSOLFDQWPXVWVXEPLWDUHIHUUDOZKRLVDQH[LVWLQJ
FXUUHQWDFFRXQWKROGHUDWWKHVDPHEDQNWRRSHQWKHDFFRXQW
,Q DGGLWLRQ WR FKHTXHV QRUPDO ZLWKGUDZDOV DUH XVXDOO\ DOORZHG YLD
GHELW FDUGV DQG RWKHU FKDQQHOV VXFK DV ,QWHUQHW EDQNLQJ WHOHSKRQH
EDQNLQJDQGVRRQ
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PRQH\EH\RQGWKHEDODQFHRIWKHGHSRVLWEXWZLWKLQWHUHVWFKDUJHV
52
Chapter 3 Consumer Mathematics: Savings
and Investments, Credit and Debt
Investment LVDQDOWHUQDWLYHVWHSIRUIXWXUHUHWXUQVLQWKHIRUP BULLETIN

RI FXUUHQW LQFRPH DQG FDSLWDO JDLQV 7\SHV RI LQYHVWPHQWV DUH DV
There are two types
IROORZV of investors, that is,
aggressive and moderate
investors:
Ƈ Aggressive investors
– invest in stock
8QLW7UXVW Investment 6KDUHV market.
Ƈ Moderate investors
– buy unit trusts, bonds
and equity funds.
5HDO(VWDWH
TIPS
3
Shares
Luxury Stocks (Blue
CHAPTER
Chip Stocks) are stocks
$ FRPSDQ\ ZLOO LVVXH VKDUHV IRU WKH SXUSRVH RI UDLVLQJ FDSLWDO of large companies
$QLQGLYLGXDOZKRSXUFKDVHVVKDUHVIURPDFRPSDQ\LVWKHRZQHURI with track records of
excellent business such
WKHFRPSDQ\XQGHUFHUWDLQFRQGLWLRQV7KHVKDUHKROGHUVZLOOUHFHLYH as Maybank, TNB and
UHWXUQVLQWKHIRUPRIGLYLGHQGVDQGFDSLWDOJDLQV Petronas.
Unit Trust
BULLETIN
7UXVWIXQGLVFRQWUROOHGE\DXQLWWUXVWFRPSDQ\WKDWLVPDQDJHG Ƈ ,QYHVWPHQWUHWXUQV
comprise current income
E\DTXDOL¿HGSURIHVVLRQDOPDQDJHULQWKH¿HOGRILQYHVWPHQW7KRVH and capital gains.
ZKRKDYHQRNQRZOHGJHRIWKHSXUFKDVHRIVKDUHVFDQJHWKHOSIURP Ƈ 5HWXUQRQFXUUHQW
WKHXQLWWUXVWFRPSDQLHVWRPDQDJHWKHLUPRQH\8QLWWUXVWFRPSDQLHV income – rents,
FROOHFW PRQH\ IURP LQYHVWRUV DQG WKH PRQH\ LV LQYHVWHG LQ YDULRXV dividends, bonus
shares.
SRWHQWLDO FRPSDQLHV ZLWK WKH DLP RI SURYLGLQJ UHWXUQV WKDW EHQH¿W Ƈ &DSLWDOJDLQV±
LQYHVWRUV additional or increased
investment value from
its original amount. For
example, stock prices
rose from RM2.00
Real Estate
to RM2.20, thus the
addition of RM0.20
,QYHVWPHQWV RQ LPPRYDEOH DVVHWV VXFK DV UHVLGHQWLDO KRXVHV was an increase in
investment value.
VKRSVODQGDQGRWKHUVDUHLQYHVWPHQWVLQUHDOHVWDWH,QYHVWRUVVKRXOG
FRQVLGHUYDULRXVDVSHFWVEHIRUHLQYHVWLQJ
QU I Z
)DFWRUVWREHFRQVLGHUHGLQUHDOHVWDWHLQYHVWPHQWDUHHFRQRPLF
VLWXDWLRQV LQFRPHJHQHUDWLQJ FDSDELOLWLHV WKDW LV UHQW ORFDWLRQ DQG Is the purchase of life
insurance and health
SURSHUW\SURVSHFWVLQWKHIXWXUH,QGLYLGXDOVZKRLQYHVWLQUHDOHVWDWH insurance considered
ZLOOUHFHLYHDQLQYHVWPHQWUHWXUQLQWKHIRUPRIUHQWDQGFDSLWDOJDLQV as an investment or
savings?
53
Aim: 7RLGHQWLI\W\SHVRIVDYLQJVDQGLQYHVWPHQWV
Steps:
1. *HW LQWR JURXSV RI ¿YH RU VL[ VWXGHQWV (DFK JURXS VKRXOG VWDWH WKH W\SHV RI VDYLQJV DQG
LQYHVWPHQWVDFFRUGLQJWRWKHVWDWHPHQWVJLYHQDQGH[SODLQWKHFKDUDFWHULVWLFVRIWKHVDYLQJV
DQGLQYHVWPHQWVVSHFL¿HG
2. 7KHLQIRUPDWLRQFROOHFWHGVKRXOGEHSUHVHQWHGLQWKHIRUPRIUHSRUWVDVVKRZQEHORZ
Type of Type of Description
savings investment
1.(QFLN5L]DOVDYHVDWRWDORI50LQ 6DYLQJV DFFRXQW ± WKH
WKHEDQN DPRXQW RI PRQH\ VDYHG
3
6DYLQJV
LV VPDOO DQG FDQ EH
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SHUVKDUHRQWKH.XDOD/XPSXU6WRFN
([FKDQJH
Discussion:
6WDWHWKHDGYDQWDJHVDQGGLVDGYDQWDJHVRIHDFKW\SHRIVDYLQJVDQGLQYHVWPHQWV
)URP%UDLQVWRUPLQJLWLVIRXQGWKDWVDYLQJVDQGLQYHVWPHQWVDUHGLIIHUHQW
MIND TEST 3.1a

1. :KDWLVWKHSXUSRVHRIDQLQGLYLGXDO
VVDYLQJV"
2. <RXUIDWKHUKDV50DQGKDVQRWXVHGLWIRUDORQJWLPH:KDWLV\RXUDGYLFHWRKLP"
([SODLQ\RXUDQVZHU
3. %HVLGHVPHUFKDQWVZK\DUHQ
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54
:KDWGR\RXXQGHUVWDQGDERXWWKHEHQH¿WVRIVDYLQJV" LEARNING
STANDARD
Perform calculations
,QWHUHVW IRU VDYLQJV DUH UHZDUGV SDLG E\ ¿QDQFLDO LQVWLWXWLRQV VXFK DV
involving simple interest
EDQNVWRGHSRVLWRUV7KHLQWHUHVWVFDQEHGLYLGHGLQWRWZRW\SHVQDPHO\ and compound interest
simple interestDQGcompound interest for savings, and hence
explain the impact of
Simple interest changes in period, rate
of interest or return and
6LPSOHLQWHUHVWLVDUHZDUGJLYHQWRWKHGHSRVLWRUDWDFHUWDLQUDWHRQWKH compounding frequency
GHSRVLWDPRXQWSULQFLSDOIRUDFHUWDLQSHULRGRIWLPHLQ\HDUV on the future value of
savings.
3
CHAPTER
Example 1
(QFLN=DLQDOGHSRVLWHG50DW%DQN%XQJD5D\DZLWKDQLQWHUHVWUDWHRISHUDQQXP+RZ
PXFKLVWKHLQWHUHVWHDUQHGE\(QFLN=DLQDODIWHU\HDU"
Solution:
7KHSULQFLSDOGHSRVLWHGE\(QFLN=DLQDOLV506RRI50LV

50î²± 50 TIPS

Rate is given in percentage
$IWHU\HDUWKHLQWHUHVWHDUQHGE\(QFLN=DLQDOLV form. Thus, we must divide
the rate by a hundred. If
,QWHUHVW 50î
the time is given in months,
50 do not forget to change
to year by dividing by 12
months.
7KHVLPSOHLQWHUHVWFDQEHFDOFXODWHGXVLQJWKHIROORZLQJIRUPXOD
I 3UW
I LVWKHLQWHUHVW, P LVWKHSULQFLSDOULVWKHUDWHDQGWLVWKHWLPHLQ\HDUV
Example 2
(QFLN%DGUXOGHSRVLWV50LQDEDQNZLWKDQLQWHUHVWUDWHRISHUDQQXPIRUDSHULRGRI
\HDUV&DOFXODWHWKHWRWDOLQWHUHVWWKDW(QFLN%DGUXOZLOOUHFHLYHIRUWKH\HDUSHULRG
Solution:

P U ²± W

7KXVLQWHUHVWI 3UW

50î²±î

50
55
Example 3 Jenis-jenis Faedah
0V:RQJGHSRVLWV50LQ%DQN0XUQLZLWKDQLQWHUHVWUDWHRISHUDQQXP&DOFXODWHWKH
DPRXQWRILQWHUHVW0V:RQJZLOOUHFHLYHDIWHUPRQWKV
Solution:
I 3UW

50î²±î²

50
What is the impact on the simple interest as a result of changing the savings period?
7KHFKDQJHVLQVDYLQJVSHULRGLQDEDQNJLYHGLIIHUHQWUHWXUQV
3
CHAPTER
Example 4
(QFLN1D]ULQGHSRVLWV50LQ%DQN'HVDZLWKDQLQWHUHVWUDWHRISHUDQQXP&DOFXODWHWKH
WRWDOVDYLQJVRI(QFLN1D]ULQDIWHUKHKDVVDYHGIRU
D\HDUVE\HDUV
Solution:
7KHIRUPXODIRUFDOFXODWLQJWKHLQWHUHVWI 3UW
3ULQFLSDO 50
,QWHUHVWUDWH
D\HDUV E\HDUV

,QWHUHVW 50î²±î 50 ,QWHUHVW 50î²±î 50

7RWDOVDYLQJVDWWKHHQGRIWKHVHFRQG\HDU 7RWDOVDYLQJVDWWKHHQGRIWKHWKLUG\HDU
5050 5050
50 50
%DVHGRQWKHH[DPSOHDERYHLWLVIRXQGWKDWWKHORQJHUWKHVDYLQJVSHULRGDWWKHEDQNWKHKLJKHU

WKHDPRXQWRILQWHUHVWHDUQHG7KHUHIRUHWKH¿QDODPRXQWRIVDYLQJVDOVRLQFUHDVHV
What is the impact if the given interest rates differ for the same principal?
Dad, what is the

impact on the total The total annual
annual returns if returns received will
interest rates are surely be different.
different for the
same principal?
56
Example 5 QU I Z
Why is a fixed deposit
0UV9DQPDWK\GHSRVLWVDVXPRI50LQDEDQN:KDWLVWKHDPRXQW account given a higher
RI0UV9DQPDWK\
VVDYLQJVDIWHU\HDULIWKHLQWHUHVWUDWHJLYHQLV interest rate than a
D SHUDQQXP E SHUDQQXP savings account?
:KDW LV WKH GLIIHUHQFH EHWZHHQ WKH DPRXQWV RI LQWHUHVW HDUQHG E\
0UV9DQPDWK\LQWKHDERYHVLWXDWLRQV"
Solution:
Total Interest Savings period Total savings
Total interest
savings rate (years) after 1 year
5050
50î²±î
3
50 50
50

CHAPTER
5050
50î²±î
50 50

50
7KHGLIIHUHQFHEHWZHHQWKHWRWDOLQWHUHVWVUHFHLYHGLV50±50 TIPS
50 The higher The
the interest higher the
%DVHGRQ([DPSOHIRUWKHVDPHSULQFLSDOZKHQWKHLQWHUHVWUDWHV rate return
LQFUHDVHWKHWRWDOVDYLQJVDWWKHHQGRIWKH\HDUDOVRLQFUHDVHV The lower The
the interest lower the
rate return
Compound interest
&RPSRXQG LQWHUHVW LV LQWHUHVW WKDW LV FDOFXODWHG EDVHG RQ WKH RULJLQDO SULQFLSDO DQG DOVR WKH
DFFXPXODWHGLQWHUHVWIURPWKHSUHYLRXVSHULRGRIVDYLQJV
&RPSRXQGLQWHUHVWLVGLIIHUHQWIURPVLPSOHLQWHUHVWLQWHUPVRIWKHDPRXQWRIVDYLQJVWREH
XVHGIRULQWHUHVWFDOFXODWLRQ
)RUFRPSRXQGLQWHUHVWWKHIUHTXHQF\RIFRPSRXQGLQJRQWKHSULQFLSDOFDQEHGLIIHUHQW)RU
H[DPSOHFRPSRXQGHGRQFHD\HDURURQFHHYHU\PRQWKVDQGVRRQ
5HIHUULQJWR([DPSOHDLI(QFLN1D]ULQLVJLYHQFRPSRXQGLQWHUHVWZKLFKLVFRPSRXQGHG
RQFHD\HDUZKDWLVKLVVDYLQJVDWWKHHQGRIWKHVHFRQG\HDU"
,QWKH¿UVW\HDUWKHDPRXQWRILQWHUHVWUHFHLYHGLV

50î²± 50

7KXVWKHDPRXQWRIVDYLQJVDWWKHHQGRIWKH¿UVW\HDULV50
Scan the QR Code or
)RU WKH VHFRQG \HDU WKH DPRXQW RI VDYLQJV XVHG IRU LQWHUHVW visit http://bukutekskssm.
FDOFXODWLRQLV50SULQFLSDO¿UVW\HDULQWHUHVW my/Mathematics/F3/
Chapter3Compund.pdf for
7KXVLQWHUHVWDWWKHHQGRIWKHVHFRQG\HDULV more information about
compound interest.
50î²± 50

7KHUHIRUHWKHDPRXQWRI(QFLN1D]ULQ
VVDYLQJVDWWKHHQGRIWKHVHFRQG
\HDULV
5050 50
57
,QJHQHUDOWKHIRUPXODIRUFDOFXODWLQJFRPSRXQGLQWHUHVWLV

MV P ²
Q
U QW
Q QXPEHURISHULRGVWKHLQWHUHVWLV
FRPSRXQGHGSHU\HDU
MV PDWXUHGYDOXH
P SULQFLSDO W WHUPLQ\HDUV
U \HDUO\LQWHUHVWUDWH
%DVHGRQ(QFLN1D]ULQ
VH[DPSOHLWZDVIRXQGWKDW
P U Q W
7KXVWKHDPRXQWRI(QFLN1D]ULQ
VVDYLQJVDWWKHHQGRIWKHVHFRQG\HDULV
U QW
MV
P ²
Q

3

50 ²²

CHAPTER

50
50
Example 6
$WWKHEHJLQQLQJRID\HDU0UV/LHZ)RRQJVDYHV50LQKHUVDYLQJVDFFRXQWZLWKDUDWHRI
SHUDQQXPDQGFRPSRXQGHGHYHU\PRQWKV:KDWLV0UV/LHZ)RRQJ¶VWRWDOVDYLQJVDWWKHHQG
RIWKHWKLUG\HDU"
Solution: QU I Z
P U ²± Q W What is the impact on
the total cumulative
returns, if the

MV P —

U QW
Q
compounding rate
increases in a year?

²²

50
Example 7
$EDQNRIIHUVDLQWHUHVWUDWHSHUDQQXPIRUVDYLQJVLQD¿[HGGHSRVLW BULLETIN
DFFRXQW ,I 3XDQ :DKLGDK VDYHV 50 DW WKH EHJLQQLQJ RI WKH
,QÀDWLRQDOVRDIIHFWV
\HDUKRZPXFKPRQH\LVLQKHU¿[HGGHSRVLWDFFRXQWDWWKHHQGRIWKH the value of the
\HDULIWKHLQWHUHVWLVFRPSRXQGHG FXUUHQF\,IWKHLQÀDWLRQ
DRQFHHYHU\PRQWKV"ERQFHDPRQWK" rate increases, the
purchasing power of
Solution: RM1 will reduce.
W
P U ²±

MV
P U
—
Q QW
58
(a) n (b) n

Thus, Thus,
0.05 0.05
(
MV ²²
4 ) MV ²²
( )
50 50
From Example 7, it was found that when the compounding frequency increases, the future value of
savings also increases.
Example 8
0U&KDUOHVGHSRVLWHG50LQD¿[HGGHSRVLWDFFRXQW DW%DQN %HUMD\DIRU \HDUV ZLWK DQ
interest rate of 6% per annum. What is the difference between the amount of interest Mr Charles
3
earned if he was given compound interest (compounded once every 4 months) compared to simple
CHAPTER
interest?
Solution:
Simple interest Compound interest
Interest, I Prt r nt

6
50î²±î
MV P —
n ( )
0.06
50
(
²²
)
50
Total accumulated interest
50±50 50
Thus, the difference in the amount between simple interest and compound interest (compounded
once every 4 months) is
50±50 50
%DVHGRQ([DPSOHLWLVFOHDUWKDWVDYLQJVZLWKFRPSRXQGLQWHUHVWJLYHKLJKHUUHWXUQVWKDQVDYLQJV
with simple interest.
Islamic Banking
0DOD\VLDSUDFWLVHVDGXDOEDQNLQJV\VWHP7KH\DUHFRQYHQWLRQDOEDQNLQJV\VWHPDQG,VODPLF
EDQNLQJV\VWHP
Islamic Banking System
5LVNLV %DVHGRQWKH
Does not specify rate of return
%DVHGRQ managed SULQFLSOHRIMXVWLFH
on early stage of savings.
Islamic law according KDODODQGSUR¿W
(syarak). to the sharing and without 7KHUHDOUDWHRIUHWXUQLVNQRZQ
agreement. usury. upon maturity.
59
Example 9 BULLETIN
The principle of wadiah
(QFLN2VPDQVDYHG50LQDVDYLQJVDFFRXQWLQDQ,VODPLFEDQN Property or cash received
DFFRUGLQJWRWKHSULQFLSOHRIZDGLDKIRU\HDU%\WKHHQGRIWKH\HDU with the agreement of the
KH UHFHLYHG D VXP RI 50 DV D UHWXUQ IURP WKH VDYLQJV $Q customer to be deposited
in the bank. The bank
DGGLWLRQDO 50 LV D KLEDK JLIW IURP WKH EDQN &DOFXODWH WKH is responsible for the
SHUFHQWDJHRIKLEDKREWDLQHGE\(QFLN2VPDQ security of the property or
the money.
Solution:
50 LVRQO\DUHIHUHQFHIRU
3HUFHQWDJHRIKLEDK ²²²²±î VDYLQJVDQGLVQRW¿[HG
50
3
MIND TEST 3.1b

CHAPTER
1. 3XDQ 1DWKDQLD GHSRVLWHG 50 LQWR KHU VDYLQJV DFFRXQW WKDW JLYHV DQ LQWHUHVW UDWH RI
SHUDQQXPDQGFRPSRXQGHGTXDUWHUO\+RZPXFKLV3XDQ1DWKDQLD
VVDYLQJVDWWKHHQGRIWKH
¿IWK\HDU"
2. 0U &KRQJ GHSRVLWHG 50 LQWR KLV VDYLQJV DFFRXQW WKDW JLYHV DQ LQWHUHVW UDWH RI
SHUDQQXPDQGFRPSRXQGHGRQFHHYHU\KDOI\HDU+RZPXFKLV0U&KRQJ
VVDYLQJVDWWKHHQG
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3. 3XDQ$PLQDK GHSRVLWHG 50 LQWR KHU VDYLQJV DFFRXQW WKDW JLYHV DQ LQWHUHVW UDWH RI
SHUDQQXPDQGFRPSRXQGHGPRQWKO\+RZPXFKLV3XDQ$PLQDK
VVDYLQJVDWWKHHQGRIWKH
VHFRQG\HDU"
What do you understand by return on investment (ROI)? LEARNING

STANDARD
5HWXUQRQLQYHVWPHQWUHIHUVWRWKHUHWXUQYDOXHRIHDFKULQJJLWLQYHVWHG Perform calculations
involving the value of
E\ WKHLQYHVWRU,QRWKHUZRUGVUHWXUQRQLQYHVWPHQWLVDOVRDUDWLRRI return on investments, and
SUR¿WRUORVVGHULYHGIURPDQLQYHVWPHQW hence explain the factors
that affect the return
,Q JHQHUDO LQYHVWRUV SUHIHU WR DVVHVV WKH UHWXUQ RQ LQYHVWPHQW LQ on investments and its
SHUFHQWDJH5HWXUQRQLQYHVWPHQWZLOOUHÀHFWWKHSUR¿WRUORVVDFKLHYHG impacts.
E\ LQGLYLGXDOLQYHVWRUVLQLQYHVWPHQW
$QLQYHVWPHQWLVFRQVLGHUHGSUR¿WDEOHZLVHLQYHVWPHQWZKHQWKH BULLETIN
SUHVHQW YDOXH RI WKH LQYHVWPHQW DQG WKH DPRXQW RI UHWXUQ UHFHLYHG LV School cooperatives
PRUHWKDQWKHYDOXHRIWKHRULJLQDOLQYHVWPHQW declare dividends at the
HQGRIHDFK¿QDQFLDO
6LPLODUO\ ZKHQ WKH DPRXQW RI UHWXUQ DQG WKH SUHVHQW YDOXH RI year. The declared
WKH UHWXUQ LV OHVV WKDQ WKH YDOXH RI WKH RULJLQDO LQYHVWPHQW WKHQ WKH dividend determines
LQYHVWPHQWLVXQSUR¿WDEOH the return value of the
shares purchased by
7KHIRUPXODIRUFDOFXODWLQJUHWXUQRQLQYHVWPHQWLV each member of the
cooperative.
7RWDOUHWXUQ
5HWXUQRQLQYHVWPHQW ²²²²²²²±²²²±î
9DOXHRILQLWLDOLQYHVWPHQW
60
,QDGGLWLRQLQYHVWRUVDOVRKDYHDQH[SHFWHGUDWHRIUHWXUQIURPDQLQYHVWPHQW)RUH[DPSOHDQ
LQYHVWRUH[SHFWVDUDWHRIUHWXUQRIRQWKHLULQYHVWPHQW+RZHYHUWKHUHDOUDWHRIUHWXUQWREH
UHFHLYHGPD\QRWEHDVH[SHFWHG
,QYHVWPHQWLQVWUXPHQWVFRQVLVWRIWKHXQLWWUXVWVKDUHVUHDOHVWDWHDQGVRRQ(DFKRIWKHVH
LQYHVWPHQWLQVWUXPHQWVZLOOEULQJUHWXUQV
Unit Trust
8QLWWUXVWLVDJRRGLQYHVWPHQWDOWHUQDWLYHIRUPHGLXPWHUPLQYHVWPHQWWR\HDUVDQGORQJ
WHUPRYHU\HDUV
,QYHVWPHQWV LQ XQLW WUXVWV DUH ORZ ULVN DV WKH\ DUH PDQDJHG E\ SURIHVVLRQDO IXQG PDQDJHUV
UHJXODWHGE\WKHVHFXULWLHVFRPPLVVLRQDQGDOVRPRQLWRUHGE\%DQN1HJDUD0DOD\VLD
3
,QYHVWPHQWVLQXQLWWUXVWVDOORZLQYHVWRUVWRGLYHUVLI\WKHLULQYHVWPHQWVZLWKDVPDOOFDSLWDO
CHAPTER
%HORZLVWKHUHWXUQIRUXQLWWUXVWV
Return for Unit Trusts
Dividends8VXDOO\UHFHLYHG Bonus sharesDUHDGGLWLRQDO Capital gain

DWWKHHQGRIWKH¿QDQFLDO\HDU VKDUHVWKDWDUHJLYHQIUHHWR LQFUHDVHLQVKDUHSULFH
DQGFDOFXODWHGEDVHGRQWKH H[LVWLQJVKDUHKROGHUV ZKHQVKDUHVDUHVROG
PRQH\LQYHVWHG
Example 10
2Q-DQXDU\3XDQ6LWLLQYHVWHGXQLWVYDOXHGDW50SHUXQLWLQ$PDQDK6DKDP
%XPLSXWHUD$6%)RUWKH¿QDQFLDO\HDUHQGLQJ'HFHPEHU$PDQDK6DKDP%XPLSXWHUD
SDLGDGLYLGHQGRI2Q-DQXDU\3XDQ6LWLVROGDOOWKHVKDUHVVKHRZQHGDW50SHU
XQLW:KDWLVWKHUHWXUQRQLQYHVWPHQWIRU3XDQ6LWL"
Solution:
Steps for calculating dividend
,QLWLDOFDSLWDO î50
50

'LYLGHQG ²±îXQLWVî50

50
,QFUHDVHLQVKDUHSULFH 50±50 50
&DSLWDOJDLQ 50îXQLWV
50
7RWDOUHWXUQ 5050 50

50
5HWXUQRQLQYHVWPHQW ²²²²î
50
7KHUHWXUQRQLQYHVWPHQWEHQH¿WV3XDQ6LWLDVVKHUHFHLYHVWZRW\SHVRIUHWXUQVQDPHO\GLYLGHQG
DQGFDSLWDOJDLQIURPDQLQFUHDVHLQVKDUHYDOXHIURP50WR50
61
What do you understand about return on investment for real estate?
,QYHVWPHQWLQUHDOHVWDWHLVRQHRIWKHLQYHVWPHQWVWKDWEULQJUHWXUQVLQWKHIRUPRIUHQWDQGFDSLWDO
JDLQV :KHQ D SURSHUW\ LV UHQWHG WKH RZQHU LQYHVWRU RI WKH SURSHUW\ ZLOO UHFHLYH UHWXUQ LQ
WKHIRUPRIUHQW,IWKHSURSHUW\LVVROGWKHRZQHULQYHVWRUZLOOUHFHLYHFDSLWDOJDLQRUFDSLWDO
ORVV
Real Estate
3
CHAPTER
Land House Commercial Lot
Returns
Returns
Returns
Rental and Rental and Rental and

capital gain capital gain capital gain
Example 11
BULLETIN
(QFLN<XVXIERXJKWDVKRSORWDWDSULFHRI50RQ-DQXDU\ Stamp duty
LQ %DQJL +H SDLG RI WKH VKRSORW
V SXUFKDVH SULFH RI Tax imposed on
documents or letters
50 7KH VKRSORW ZDV UHQWHG IURP -DQXDU\ 2Q with legal, commercial
'HFHPEHU KH VROG WKH VKRSORW IRU 50 7KH ORDQ RU¿QDQFLDOLPSOLFDWLRQV
DPRXQWVWLOORZHGWRWKHEDQNZDV500HDQZKLOHWKHDPRXQW under the First Schedule,
of Stamp Act 1949.
WKDW KDV EHHQ DPRUWLVHG WR WKH EDQN ZDV 50 2WKHU FKDUJHV
LQYROYHGLQWKHVDOHDQGSXUFKDVHWUDQVDFWLRQVDUHDVIROORZV Legal cost
Payment to lawyer to
perform the transfer of
Legal cost 50 property for the buyer.
Commission
Stamp duty (during sale and purchase) 50 Fee paid by the property
seller to the agent for the
Agent’s commission 50 sale of real estate.
62
7KHWRWDOUHQWFROOHFWHGWKURXJKRXWWKHSRVVHVVLRQRIWKHVKRSORWLV50&DOFXODWHWKHUHWXUQ
RQLQYHVWPHQWREWDLQHGE\(QFLN<XVXI
Solution:
7RWDOUHQW 50
&DSLWDOJDLQ 50±50±50±50±50
±50±50
50
7RWDOUHWXUQ 5050
50
50
5HWXUQRQLQYHVWPHQW ²²²²²î
50
3

CHAPTER
Example 12
(QFLN +XVVHLQ ERXJKW D KRXVH RQ -DQXDU\ LQ

&KHUDV DW 50 DQG FOHDUHG GRZQ SD\PHQW RI
50+HH[SHFWVDUHWXUQRIRYHU\HDUV
(QFLN+XVVHLQVROGWKHKRXVHDWDSULFHRI50DIWHUKDYLQJRZQHGWKHKRXVHIRU\HDUV
7KHORDQDPRXQWDPRUWLVHGWRWKHEDQNZDV50'XULQJWKDWSHULRGKHPDQDJHGWRHDUQD
UHQWRI502WKHUH[SHQVHVLQFXUUHGDUHDVIROORZV
Stamp duty (during sale and purchase) 50

Agent's commission 50
Legal cost during sale and purchase 50
:KDWLVWKHUHWXUQRQLQYHVWPHQWIRU(QFLN+XVVHLQIRU\HDUV"'LGKHDFKLHYHKLVH[SHFWDWLRQWR
JHWDUHWXUQRI"
Solution:
5HWXUQRQLQYHVWPHQW
5HQW&DSLWDOJDLQ
5050±50±50±50±50±50
5050
50
50
5HWXUQRQLQYHVWPHQW ±±±±±±±±±±=
50
(QFLN+XVVHLQPDQDJHGWRREWDLQDUDWHRIUHWXUQ
RI7KLVUDWHH[FHHGVWKHH[SHFWHGUDWHRI
UHWXUQRI
63
,QUHDOHVWDWHLQYHVWPHQWWKHUHDUHIDFWRUVWKDWDIIHFWWKHUHWXUQRQLQYHVWPHQW7KHIDFWRUVWKDWDIIHFW
UHWXUQRQLQYHVWPHQWDUHDVIROORZV
3
CHAPTER
Location
7KHSURSHUWLHVWKDWDUH
VWUDWHJLFDOO\ORFDWHGQHDUD
The economic situation YDVWO\GHYHORSHGFLW\FHQWUH
7KHFRXQWU\
VJRRGHFRQRPLF KDYHKLJKHUSULFHVFRPSDUHG
VLWXDWLRQZLOOLQFUHDVHUHDO WRSURSHUWLHVLQUXUDODUHDV
HVWDWHSULFHVEHFDXVHWKH
GHPDQGIRUUHDOHVWDWHZLOO
LQFUHDVH
Factors that
affect the return
on investment on
real estate
Political situation
$VWDEOHSROLWLFDOVLWXDWLRQZLOOLQFUHDVHGHPDQGIRUUHDOHVWDWH
7KLVZLOOLQGLUHFWO\LQFUHDVHUHDOHVWDWHSULFHV
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LQGLUHFWO\FDXVHWKHIDOORIUHDOHVWDWHSULFHV
64
MIND TEST 3.1c
1. :KDWLVWKHPHDQLQJRIUHWXUQRQLQYHVWPHQWRU52,"
2.
3
CHAPTER
+ 2Q-DQXDU\0U0RVHVERXJKWDKRPHVWD\DWDSULFHRI50
+ 7KHGDLO\UHQWDOUDWHLV50
+ 2QDYHUDJHWKHKRPHVWD\ZLOOEHRFFXSLHGIRUGD\VLQDPRQWK
D &DOFXODWHWKHPRQWKO\UHQWDOV
E &DOFXODWHWKHUHWXUQLIWKHKRPHVWD\LVVROGIRU50DWWKHHQGRIWKH\HDU
3. 2Q-DQXDU\5DKLPLQYHVWHGLQXQLWVRI$PDQDK6DKDP%XPLSXWHUD$6%

VKDUHVYDOXHGDW50SHUXQLW)RUWKH¿QDQFLDO\HDUHQGLQJ'HFHPEHU$6%
SDLGDGLYLGHQGRI
+RZPXFKLVWKHGLYLGHQGUHFHLYHGE\5DKLPIRUWKDW\HDU"
What factors should be considered before making LEARNING

an investment? STANDARD
Compare and contrast
potential risks, return
and liquidity of various
7KUHHIDFWRUVWKDWVKRXOGEHWDNHQLQWRDFFRXQWE\DQLQYHVWRU
types of savings and
SULRUWRPDNLQJDQLQYHVWPHQWDUHDVIROORZV investments.
7KH XQFHUWDLQW\ WKDW ORVVHV PD\ EH LQFXUUHG IURP WKH

Potential investment risk
LQYHVWPHQWVPDGH
The level of return 3UR¿WHQMR\HGE\LQYHVWRUVIURPLQYHVWPHQWV
5HODWLQJ WR KRZ VRRQ WKH LQYHVWPHQW RU VDYLQJV FRXOG EH
Liquidity aspect
FDVKHGRXW
65
7KHWDEOHEHORZVKRZVWKHFRPSDULVRQRIYDULRXVW\SHVRIVDYLQJVDQG TIPS
LQYHVWPHQWV E\ LQGLYLGXDOV LQ WHUPV RI ULVN OHYHOV UHWXUQ OHYHOV DQG
OLTXLGLW\OHYHOV One way to reduce
investment risk is
Type of Risk Return Liquidity to diversify one's
investment level level level investment portfolio.
This helps to offset risks
6DYLQJ 5LVNIUHH /RZ +LJK from each investment
and thus further
reduce the risk in the
)L[HGGHSRVLWV 5LVNIUHH /RZ +LJK
investment portfolio.
&RPSDQ\VKDUHV +LJK +LJK 0RGHUDWH

BULLETIN
5HDOHVWDWH 0RGHUDWH +LJK /RZ
3
Portfolio
Various levels of
CHAPTER
8QLWWUXVW /RZ 0RGHUDWH +LJK investment type.
MIND TEST 3.1d
1. ([SODLQWKHUHODWLRQVKLSEHWZHHQULVNDQGUHWXUQRQLQYHVWPHQW
2. 7KHSRWHQWLDOULVNRIVDYLQJLQDEDQNLV]HURDVFRPSDUHGWRLQYHVWPHQW([SODLQWKLV
VWDWHPHQW
3. :K\GRXQLWWUXVWVKDYHDKLJKOLTXLGLW\OHYHO"
4. 5HDOHVWDWHKDVDPRGHUDWHSRWHQWLDOULVN([SODLQ
5.
50SHUGD\
(QFLN2VPDQVHWVXSDKRPHVWD\RQWKHORWRIODQGSXUFKDVHGDW507KHRYHUDOOFRVW
RIVHWWLQJXSWKLVKRPHVWD\LV50
D :KDWW\SHRILQYHVWPHQWZDVPDGHE\(QFLN2VPDQ"
E 6WDWHWKHSRWHQWLDOULVNVUHWXUQDQGOLTXLGLW\RIWKHLQYHVWPHQWPDGHE\(QFLN2VPDQ
F ,Q\RXURSLQLRQZDVWKHLQYHVWPHQWPDGHE\(QFLN2VPDQDZLVHPRYH"-XVWLI\

66
What do you understand about cost averaging strategy? LEARNING

STANDARD
&RVW DYHUDJLQJ VWUDWHJ\ LV D WHFKQLTXH FRPPRQO\ SUDFWLVHG E\
Calculate the average
LQYHVWRUVZKRLQYHVWLQVKDUHVZLWKD¿[HGDPRXQWIRUDFHUWDLQSHULRG cost per share for the
VXFK DV PRQWKO\ TXDUWHUO\ RU \HDUO\ UHJDUGOHVV RI WKH VWRFN PDUNHW investment of shares using
FRQGLWLRQV the ringgit cost averaging
strategy and explain the
&RVWDYHUDJLQJVWUDWHJLHVFDQKHOSLQYHVWRUVWREX\VKDUHVZLWKD EHQH¿WVRIWKHVWUDWHJ\
ORZHUDYHUDJHFRVWDQGWKHWRWDOQXPEHURIVKDUHVRZQHGZLOOEHKLJKHU
ZLWKLQ WKH VDPH LQYHVWPHQW SHULRG DV RSSRVHG WR EX\LQJ WKHP LQ D
OXPSVXPRUZLWKDVLQJOHSXUFKDVH
)RUH[DPSOH3XDQ+DVQL]DKDV50DQGEX\VVKDUHVLQDOXPSVXPIURP6HPSXUQD
&RPSDQ\ DW 50 SHU VKDUH XQLW +HQFH 3XDQ +DVQL]D ZLOO RQO\ KDYH XQLWV RI VKDUHV
XQLWVRIVKDUHVî50 50+RZHYHUWKHVLWXDWLRQZLOOEHGLIIHUHQWLI3XDQ
3
+DVQL]DGHFLGHVWREX\VKDUHVEDVHGRQFRVWDYHUDJLQJVWUDWHJ\
CHAPTER
7KHWDEOHEHORZVKRZV3XDQ+DVQL]D
VLQYHVWPHQWFKDUWLQD\HDUEDVHGRQFRVWDYHUDJLQJVWUDWHJ\
IRUEX\LQJVKDUHVRQDPRQWKO\EDVLV
Investment Number Investment amount

0RQWK 8QLWSULFH50 = ————–————
DPRXQW50 of unit Unit price
-DQXDU\
)HEUXDU\
0DUFK
$SULO
0D\
-XQH
-XO\
$XJXVW
6HSWHPEHU
2FWREHU
1RYHPEHU
'HFHPEHU

DYHUDJHFRVWSHUVKDUHXQLW QXPEHURIXQLWVRZQHG
:LWK WKH FRVW DYHUDJLQJ VWUDWHJ\ JLYHQ DERYH 3XDQ +DVQL]D HDUQHG XQLWV E\ LQYHVWLQJ
50
Cost averaging strategy TIPS
Investment amount When you use cost
Average Cost = averaging strategy to
Number of share
units owned invest in shares, the
cost of the shares you
Average cost = RM12 000
————– = RM1.78 have bought will not
per share unit 6 741 be the highest price
nor will it be the lowest
price.
67
Example 13
Below are two investors who plan to invest in shares using different strategies.
I would like to invest

RM20 000 to buy shares I want to invest a lump
and would accumulate the sum of RM20 000 to buy
shares in the designated Pelita Company shares
months by spending the at RM2.00 a unit.
same amount
of money.
Mrs Esther Wong Puan Linda

3
Shares acquired by Mrs Esther Wong in the designated months:

CHAPTER
Month January March May August December

Shares price per
2.00 1.80 1.60 2.10 2.00
unit (RM)
(a) Calculate the average cost per unit and the number of shares owned by Puan Linda and Mrs
Esther Wong.
(b) Who is a wise investor? Justify your answer.
Solution:
(a) Puan Linda
RM20 000
Total shares = ————— = 10 000 share units
RM2.00
RM20 000
Average cost per share = —————–––––
10 000 share units
= RM2.00
Mrs Esther Wong
Month Total investment Price per unit ( RM) Number of share unit
January 4 000 2.00 2 000 units
March 4 000 1.80 2 222 units
May 4 000 1.60 2 500 units
August 4 000 2.10 1 904 units
December 4 000 2.00 2 000 units
20 000 10 626 share units
Total shares = 10 626 share units
RM20 000
Average cost per share = —————
10 626 units
= RM1.88
(b) Mrs Esther Wong is a wise investor for practising the cost averaging strategy that helped her to
accumulate more shares with the same amount of money.
68
Able to take advantage of the unit price changes

:KHQWKHVWRFNSULFHLVORZPRUHXQLWVRIVKDUHVFDQEHSXUFKDVHG
,QGLUHFWO\KHOSVLQYHVWRUVWRKDYHPRUHVKDUHVLQWKHORQJWHUP
The average cost of a share unit bought by an investor can be reduced in
the long term.
Advantage
of the cost
averaging 1RWLQÀXHQFHGE\HPRWLRQV
strategy for ,QYHVW FRQVLVWHQWO\ RQ D SHULRGLF EDVLV WKH VDPH DPRXQW RI PRQH\
investors ZLWKRXWEHLQJLQÀXHQFHGE\HPRWLRQVFDXVHGE\VKDUHSULFHÀXFWXDWLRQ
3
Lower the risk of loss
CHAPTER
7RWDO LQYHVWPHQW LV FDUULHG RXW RQ D UHJXODU DQG FRQVLVWHQW PDQQHU
which helps investors to purchase based on current situation and avoid
losses associated with lump sum investment.
MIND TEST 3.1e
1. What do you understand about the cost averaging strategy in purchasing shares?
2. Below are two investors who invested using different strategies.
Mr Derick invested a lump sum of RM24 000 to purchase

Investor
In
nve
vest
stor
st orr 1 Wawasan shares at RM2.00 per share unit.
Encik Sulaiman has RM24 000 and invested consistently on a

Investor
In
nve
vest
stor
st orr 2
periodic basis RM2 000 each month to purchase Wawasan shares.
Month Jan Feb March April May June July Aug Sept Oct Nov Dec
Share price
per unit 2.00 1.80 1.70 1.60 2.10 1.50 2.20 2.00 2.00 1.60 1.70 1.80
(RM)
The table above shows the share price bought by Encik Sulaiman on a monthly basis.
(a) Who is a wise investor? Justify your answer.
(b) Calculate the average cost per share unit and the number of shares owned by Encik
Sulaiman.
(c) State the advantages of using cost averaging strategy in purchasing shares.
69
How do you solve problems involving savings and LEARNING
investments? STANDARD
savings and investments.
Example 14
(QFLN=DLGL0U/HRQJDQG0U1DYLQKDGUHWLUHGIURPWKHLUMREVDQGHDFKUHFHLYHG50DV
gratuity from their company. They use different investment methods to invest.
Who is a wise investor?

3
CHAPTER
(QFLN=DLGLERXJKWDPHGLXPFRVWDSDUWPHQWLQ.DMDQJ
Apartment
worth RM150 000 and receives a rental of RM800 per
PRQWK 7KH EDODQFH LV NHSW LQ D ¿[HG GHSRVLW DFFRXQW
with an interest rate of 4% per annum.
Encik Zaidi
Mr Leong invested RM400 000 in Manis Company shares

at RM2.00 per unit. The company declared a dividend of
8% for that year.
Mr Leong
0U1DYLQGHSRVLWHG50LQWRDVDYLQJVDFFRXQW
with an interest rate of 1% per annum. The balance
50 LV NHSW LQ D ¿[HG GHSRVLW DFFRXQW DW
interest rate per annum.
Mr Navin
70
Solution:
Encik Zaidi
Level of risk 7KHOHYHORIULVNIRUSURSHUW\DSDUWPHQWVDQG¿[HGGHSRVLWVLVORZ

Return on Receives a return on investment in the form of rent and interest.
investment
Rental Savings interest Return on investment (ROI)
RM800 × 12 = RM9 600 4 RM19 600
—— × RM250 000 ROI = ——–––––– × 100%
100 RM400 000
= RM10 000 = 4.9%
Liquidity Savings are easily converted to cash while property takes time to sell.
3
CHAPTER
Mr Leong
Level of risk The level of risk in buying shares is high.
Return on Receives dividends and bonuses depending on the performance of the company
investment LQYHVWHGLQ,IKHVHOOVKLVVKDUHVLWLVXQFHUWDLQWKDWKHZLOOEHDEOHWRVHOOWKH
shares at a higher price compared to the purchase price. This depends on the
economic situation and performance of the company stock at that period.
Dividend = 400 000 × —– 8 RM32 000
ROI = ——–––––– × 100%
100 RM400 000
= RM32 000 = 8%
Liquidity Moderate.
Mr Navin
Level of risk 7KHOHYHORIULVNIRUERWKVDYLQJVDQG¿[HGDFFRXQWDUHORZ
Return on Receives a return on investment in the form of interest only.
investment
Savings interest Fixed deposit interest Return on investment (ROI)
1 4 RM10 000
RM200 000 × —– —– × RM200 000 ROI = ——–––––– × 100%
100 100 RM400 000
= RM2 000 = RM8 000 = 2.5%
Liquidity Savings are easily turned into cash.
0
U/HRQJLVDZLVHLQYHVWRUEHFDXVHKLVUHWXUQRQLQYHVWPHQWYDOXHLVKLJKHUWKDQ(QFLN=DLGL
DQG0U1DYLQ
,QWKLVH[DPSOH(QFLN=DLGL0U/HRQJDQG0U1DYLQHDFKXVHVWKHVDPHDPRXQWRIFDSLWDO
which is RM400 000. The effectiveness of their investments can be compared based on their
returns for the year respectively.
71
MIND TEST 3.1f
1. The following are two investors who invested their gratuity.
0U 5DVDPDQLH UHFHLYHG 50 DV JUDWXLW\ IURP KLV FRPSDQ\ +H ERXJKW D GRXEOH
VWRUH\VKRSLQ%DQJL6HODQJRUDQGUHFHLYHVDPRQWKO\UHQWDORI50
3
CHAPTER
Monthly rental
RM3 500
(QFLN1LN,]ZDQUHFHLYHG50DVJUDWXLW\IURPKLVFRPSDQ\+HVDYHV50
LQD¿[HGGHSRVLWDFFRXQWDWDFRPPHUFLDOEDQNZLWKDQLQWHUHVWUDWHRISHUDQQXP+HDOVR
bought share units worth RM150 000.
$WWKHVDPHWLPH(QFLN1LN,]ZDQERXJKWVKDUHVLQ&HSDW0DMX&RPSDQ\ZRUWK50
The balance of the gratuity is used to buy a medium-cost apartment in Ampang and he
receives a monthly rental of RM1 200.
Monthly rental
RM1 200
D ([SODLQWKHLQYHVWPHQWULVNOHYHORIERWKLQGLYLGXDOV
(b) Who is a wise investor? Justify your answer.
(c) What factors need to be considered before investing in real estate?
2. ,Q0U:RQJERXJKWDKRXVHDW50+HSDLGGRZQSD\PHQWDQGWKHEDODQFH
ZDVSDLGWKURXJKDORDQ$IWHU\HDUV0U:RQJGHFLGHGWRVHOOWKHKRXVHDW507KH
IROORZLQJDUHWKHH[SHQVHVLQYROYHG
Monthly instalment amount paid RM666 000
Stamp duty RM15 000
Agent’s commission RM8 000
Other expenses RM18 000
Calculate the return on investment for Mr Wong.
72
3.2 Credit and Debt Management
What do you understand about credit and debt? LEARNING

STANDARD
Explain the meaning
7KHZRUGFUHGLWKDVVHYHUDOPHDQLQJV,QWKH¿QDQFLDOZRUOGcredit of credit and debt, and
means a contractual agreement between the supplier (for instance a hence describe the wise
EDQN RU ¿QDQFLDO LQVWLWXWLRQ DQG WKH FRQVXPHU 7KH FRQVXPHU FDQ management of credit
and debt.
borrow money from the supplier for any use or purchase and agree
WRUHSD\ZLWKLQDFHUWDLQSHULRG,QVKRUWFUHGLWLVDSRVWSRQHPHQWRI
payment facility provided by the supplier to the consumer.
3
CHAPTER
)RU H[DPSOH EDQNV RIIHU FUHGLW IDFLOLWLHV WR
FXVWRPHUVLQWKHIRUPRIFUHGLWFDUGV,IWKHFXVWRPHURU
FUHGLWFDUGRZQHUXVHVWKHFUHGLWFDUGLQDWUDQVDFWLRQWKH
EDQN ZLOO SD\ WKH VHOOHU ¿UVW DQG WKH FXVWRPHU ZLOO SD\
back the bank within a certain period of time.
E G ) O I GLW G
&UHGLWFDQDOVRPHDQWKHDPRXQWRIPRQH\WKDWFDQEHERUURZHG)RUH[DPSOHIRUFUHGLWFDUG
LIWKHFUHGLWFDUGOLPLWLV50WKHQWKHFDUGRZQHU KDV WKHDELOLW\WREX\ JRRGV RU PDNH
transactions up to RM10 000 with the card.
DebtXVXDOO\PHDQVDQDPRXQWWKDWKDVEHHQERUURZHGEXWKDVQRWEHHQVHWWOHG,IDWUDQVDFWLRQ
LVPDGHXVLQJDFUHGLWFDUGWKHFUHGLWZLOOEHFRQYHUWHGLQWRGHEW
Personal budget is the estimated income and

H[SHQGLWXUHRIDQLQGLYLGXDOIRUDJLYHQSHULRG7KHSUDFWLFH
of making personal budget is strongly encouraged so that
an individual can
(a) plan spending prudently
(b) avoid overspending
(c) save
How do you manage credit and debt wisely?
&UHGLWFDUGXVHUVQHHGWRVHWWOHWKHGHEWSD\PHQWZLWKLQWKHSHULRGVWLSXODWHGE\WKHEDQNWR
HQMR\LQWHUHVWIUHHSHULRG
3D\WKHRXWVWDQGLQJEDODQFHOLVWHGRQWKHFUHGLWFDUGVWDWHPHQW
7KHPLQLPXPDPRXQWSDLGE\WKHFUHGLWFDUGKROGHUSURYLGHVRSSRUWXQLW\IRUWKHEDQNWR
charge interest on the balance and may also incur late payment charges.
3D\ZLWKLQWKHFDVKGLVFRXQWSHULRGIRUSD\PHQWRIGHEWV
73
Example 15
(QFLN6\HGERXJKWDQDLUFRQGLWLRQHUDW50RQ-XO\+HODFNHG50LQFDVKEXW
KDVD%DQN&HPHUODQJFUHGLWFDUG+HZDVDZDUHWKDWWKHVKRUWDJHRIFDVKFRXOGEHSDLGDWWKHHQG
of the month when he received his salary.
(a) Which credit facility can be used by Encik Syed to overcome the shortage of money?
E 6WDWHWKHDGYDQWDJHVDQGGLVDGYDQWDJHVRIWKHSD\PHQWPHWKRG\RXVSHFL¿HGLQDQVZHUD
Solution:
(a) Encik Syed can use the credit card facility.
(b) The use of credit cards is more convenient if Encik Syed repays his credit within the interest-
IUHHSHULRGWRDYRLGDQ\H[WUDFKDUJHV
3
CHAPTER
Aim: The impact of using credit card in buying goods online.

Steps:
1. *HWLQWRJURXSVRIIRXURU¿YH
2. Surf any website related to the topics of discussion for more information.
3. The information collected should be presented using an appropriate thinking map to the
class.
4. The best thinking map will be displayed in the mathematics corner.
Discussion:
What is the impact of purchasing goods online?
)URP %UDLQVWRUPLQJ LW LV IRXQG WKDW SXUFKDVLQJ JRRGV RQOLQH FDQ FDXVH FRQVXPHUV WR VSHQG
H[WUDYDJDQWO\DQGJHWLQWRGHEW7KXVEHSUXGHQWZKHQEX\LQJJRRGVRQOLQH
74
MIND TEST 3.2a

NICOL REFRIGERATOR
1. What does a personal loan mean?
RM3 200
HEBAT ELECTRICAL SHOP
2. Many people are bankrupt due to credit cards
What are the ways to overcome the situation above?
3. 3XDQ=XUDLGDKZDQWVWREX\DUHIULJHUDWRUDW+HEDW(OHFWULFDO6KRSEXWVKH
ODFNV 50 LQ FDVK +HEDW (OHFWULFDO 6KRS SURYLGHV LQVWDQW ORDQV IRU
purchases with an interest rate of 4% per annum. Puan Zuraidah also has a
credit card. Which credit facility should be used by Puan Zuraidah and state
its advantages?
3
CHAPTER
What do you understand about the advantages and LEARNING
disadvantages of credit cards? STANDARD
Investigate and describe
The use of credit cards is increasingly common today. As a consumer the advantages and
disadvantages of credit card
it is important for us to realise and understand the advantages and and ways to use it wisely.
disadvantages of using credit cards.
Advantages of credit card Disadvantages of credit card

&UHGLWFDUGKROGHUVFDQHQMR\DUHZDUG ,QFXUFKDUJHVVXFKDVDQQXDOIHHV¿QDQFH
system in the form of cash rebate or point FKDUJHVLQWHUHVWFDVKDGYDQFHLQWHUHVW
redemption. charges and late payment charges.
'RHVQRWUHTXLUHXVWRFDUU\DORWRIFDVK 2YHUVSHQGLQJ
(DV\DQGHI¿FLHQWSD\PHQWPHWKRG 6RPHVWRUHVGRQRWDFFHSWFUHGLWSD\PHQW
&RQYHQLHQFHRIEX\LQJJRRGVDQGVHUYLFHV
online.
+RZHYHU QRWDOOLQGLYLGXDOV DUHHOLJLEOHIRU D FUHGLW FDUG7KHUH DUH VHYHUDO FRQGLWLRQV WKDW DQ
applicant must adhere to.
\HDUVROGDQGDERYH
0LQLPXPLQFRPHRI50SHUDQQXPDQGPHHWVRWKHUUHTXLUHPHQWVVHWE\WKHEDQN
5HTXLUHVVDODU\VOLSRUVXSSRUWLQJGRFXPHQWV
Credit card users must comply with the obligations as a credit card user when signing the credit
card application form.
'RQRWJLYHFUHGLWFDUGGHWDLOVWRVWUDQJHUV
5HPHPEHUWKHSLQQXPEHUDQGGRQRWUHFRUGWKHSLQQXPEHURQWKHEDFNRIWKHFDUG
&KHFNWKHWUDQVDFWLRQVLQWKHFUHGLWFDUGVWDWHPHQWUHFHLYHGDWWKHHQGRIWKHPRQWK
75
What do you understand about the impact of minimum LEARNING
payment and late payment on credit card use? STANDARD
Investigate and describe
7KHFUHGLWFDUGKROGHUZLOOUHFHLYHD¿QDQFLDOVWDWHPHQWIRUWKHFUHGLW the impact of minimum
FDUGPRQWKO\,QWKHVWDWHPHQWWKHUHDUHGHWDLOVVXFKDVFUHGLWOLPLW and late payments for
credit card usage.
VWDWHPHQW GDWH ODWHVW DPRXQW PLQLPXP SD\PHQW DPRXQW W\SH RI
charges and so on.
The cardholder should pay the statement balance immediately so
TIPS
WKDW QR ¿QDQFLDO FKDUJHV DUH LQFXUUHG %XW EDQNV SURYLGH ÀH[LELOLW\
The credit cardholder must
E\DOORZLQJXVHUVWRSD\LQDJLYHQSHULRGNQRZQDVWKHLQWHUHVWIUHH pay the full statement
period. Usually this period is 20 days from the statement date. balance of the credit card
7RHQMR\WKLVSULYLOHJHHYHU\PRQWKWKHFDUGKROGHUPXVWSD\WKH to enjoy a 20-day interest
free period from the
3
total balance of credit card statement or make a minimum payment in statement date.
CHAPTER
the interest free period. The minimum payment is usually 5% of the

However, if you pay only
WRWDOEDODQFHRIWKHFUHGLWFDUGVWDWHPHQWRUDPLQLPXPRI50
part of it, you will lose the
,IWKHUHLVVWLOODEDODQFHRIWKHODWHVWDPRXQWXSRQH[SLU\RIWKH interest-free period.
LQWHUHVWIUHHSHULRGD¿QDQFHFKDUJHRULQWHUHVWZLOOEHLPSRVHGRQ
the balance based on daily rate. Most banks charge an annual interest
rate of between 15% and 18%.
,QDGGLWLRQLIQRSD\PHQWLVPDGHZLWKLQWKHLQWHUHVWIUHHSHULRGWKHQWKHPLQLPXPODWHSD\PHQW
charge of RM10 or 1% of total outstanding balance as of the statement date will be charged.
Example 16
Encik Ahmad received his credit card statement for January 2019 from Bank Sentosa. The statement
VKRZVWKDW(QFLN$KPDGKDVDFXUUHQWDPRXQWRXWVWDQGLQJEDODQFHRI50,WLVDVVXPHG
that Encik Ahmad did not use his credit card in February.
(a) What is the minimum payment to be paid?
E ,IKHRQO\PDNHVDPLQLPXPSD\PHQWIRU-DQXDU\DQGWKHVWDWHPHQWGDWHLVGD\VIURPWKH
H[SLU\GDWHRIWKHLQWHUHVWIUHHSHULRGZKDWLVWKHEDODQFHVKRZQLQKLV)HEUXDU\VWDWHPHQW"
F ,IKHPLVVHGKLVSD\PHQWIRU-DQXDU\ZKDWLVWKHEDODQFHVKRZQLQKLV)HEUXDU\VWDWHPHQW"
Solution: TIPS
(a) Current amount = RM5 200 We should use credit
5
( )
5% of the current amount = —– × RM5 200 = RM260
100
cards wisely.
7KLV DPRXQW H[FHHGV 50 WKXV WKH PLQLPXP SD\PHQW WR EH SDLG E\ (QFLN $KPDG LV
RM260.
E 2XWVWDQGLQJEDODQFH 50±50 50
3HULRGVXEMHFWWR¿QDQFLDOFKDUJHV GD\V ÷ 365) year
,QWHUHVWFKDUJHG 50î>÷ 100) × (15 ÷ 365)] = RM36.54
&XUUHQWDPRXQW2XWVWDQGLQJEDODQFHLQ)HEUXDU\ 5050 50
76
F 2XWVWDQGLQJEDODQFH 50
3HULRGVXEMHFWWR¿QDQFLDOFKDUJHV GD\V ÷ 365) year
,QWHUHVWFKDUJHG 50× >÷ 100) × (15 ÷ 365)] = RM38.47
( )
Late payment charges = —– 1 î5050 50
100
&XUUHQWDPRXQWLQ)HEUXDU\ 505050 50
How do you solve problems involving the use of credit LEARNING

cards? STANDARD
Credit cardholders should be aware of the advantages and disadvantages Solve problems involving
the use of credit cards.
of credit cards. Several factors have to be taken into account before
XVLQJFUHGLWFDUGVVXFKDVWKHEDODQFHRIWKHH[LVWLQJOLPLWFXUUHQWFDVK
3
ÀRZDQGVRRQ
CHAPTER
Example 17
Ms Chin wants to buy a French made handbag online. She surfs the
,QWHUQHWDQG¿QGVWZRLQWHUHVWLQJSURPRWLRQV
(a) Company L in Singapore offers promotional price of SGD250. For SGD250
RUGHUVRXWVLGH6LQJDSRUH6*'VKLSSLQJFKDUJHVDSSO\
(b) Company V in Malaysia offers promotional price of RM799. Delivery is free for all orders to
local addresses.
Ms Chin intends to make payment by credit card and she understands that the bank will charge an
DGGLWLRQDORQHDFKWUDQVDFWLRQIURPDEURDG$VVXPHWKHFXUUHQWH[FKDQJHUDWHIRU0DOD\VLDQ
ringgit is
RM1 = SGD0.34
$VDZLVHFRQVXPHUZKLFKRIIHUVKRXOG0V&KLQFKRRVH"-XVWLI\\RXUFKRLFH
Solution:
Ms Chin should compare the actual price to be paid if buying from the two companies.
(a) Company L:
Promotional price = SGD250 × (1 ÷ 0.34) = RM735.29
Postal charges = SGD50 × (1 ÷ 0.34) = RM147.06
1
( )
Additional charges by bank = RM735.29 × —– = RM7.35
100
$FWXDOSULFHWREHSDLG 505050 50
(b) Company V:
Promotional price = RM799
Actual price to be paid = RM799
$OWKRXJKWKHSURPRWLRQDOSULFHRIIHUHGE\&RPSDQ\/LVFKHDSHUEXWWKHDFWXDOSULFHSD\DEOHLV
KLJKHUGXHWRWKHDGGLWLRQDOFKDUJHVLQFXUUHGIRURQOLQHSXUFKDVHVIURP&RPSDQ\/6R0V&KLQ
should buy from Company V to save RM90.70.
77
How do you calculate loan repayment and instalment? LEARNING
STANDARD
Each loan will be charged interest on the loan from the date the loan Calculate the total
was released to the borrower. There are two calculation methods for amount of loan
ORDQLQWHUHVWQDPHO\ÀDWLQWHUHVWUDWHDQGLQWHUHVWRQEDODQFH repayment and
instalment, with various
Total loan balance is the amount deducted from the initial down
interest rates and
payment plus the amount of interest charged. different loan periods.
The monthly instalment is the total amount paid by the borrower to
the bank every month to settle the balance of the loan.
Flat interest
3
,QWKHÀDWLQWHUHVWPHWKRGWKHLQWHUHVWUDWHZLOOEHFDOFXODWHGRQWKHRULJLQDOORDQDPRXQWRYHUWKH
CHAPTER
WHUPRIWKHORDQ6RWKHDPRXQWRILQWHUHVWFKDUJHGSHUPRQWKLV¿[HG
Example 18
Mrs Lim bought a car worth RM80 000 on credit. She pays 10% down payment and the balance
LVSD\DEOHLQLQVWDOPHQWVRYHU\HDUV7KHÀDWLQWHUHVWUDWHLPSRVHGE\WKHEDQNLVSHUDQQXP
What is the amount of repayment and monthly instalment payable by Mrs Lim?
Solution:
Loan amount = Purchase price – down payment
= RM80 000 – RM8 000 = RM72 000
4
,QWHUHVWIRU\HDUV 50î²±î\HDUV 50
100
Total repayment can be calculated
7RWDOUHSD\PHQW 5050 50 with the formula A = PPrt
RM89 280
Monthly instalment = ————– = RM1 240 per month
72 months
Example 19
(QFLN$]ODQREWDLQHGDSHUVRQDOORDQRI50IURP%DQN0XOLDZLWKDQLQWHUHVWUDWHRI
per annum. The repayment period is 7 years.
:KDWLVWKHPRQWKO\LQVWDOPHQWWREHSDLGE\(QFLN$]ODQ"
Solution:
A = P Prt
/RDQP = RM10 000 7KXVWRWDOUHSD\PHQW
4
r = 4%
t = 7 years (
A 50 RM10 000 × —– × 7
100 )
5050
= RM12 800
RM12 800
Monthly instalment = ————– = RM152.38
84 months
78
Interest on balance
,QDGGLWLRQWRWKHÀDWLQWHUHVWEDQNVDOVRRIIHULQWHUHVWRQEDODQFHIRUFHUWDLQW\SHVRIORDQV,QWKH
LQWHUHVWRQEDODQFHPHWKRGWKHDPRXQWRILQWHUHVWFKDUJHGHDFKPRQWKRQWKHORDQGHSHQGVRQWKH
DPRXQWRIWKHORDQEDODQFHIRUWKDWPRQWK6LQFHWKHUHLVPRQWKO\LQVWDOPHQWSD\PHQWWKHDPRXQW
RIWKHORDQEDODQFHZLOOEHUHGXFHGWKXVWKHDPRXQWRILQWHUHVWIRUHDFKPRQWKZLOODOVREHUHGXFHG
+RZHYHULWVKRXOGEHQRWHGWKDWIRUHYHU\LQVWDOPHQWSDLGHDFKPRQWKWKHSULRULW\LVJLYHQWRVHWWOH
WKHLQWHUHVWDPRXQWLQWKDWPRQWKDQGWKHQWKHEDODQFHLVXVHGWRVHWWOHWKHRXWVWDQGLQJEDODQFHRI
the loan amount.
Example 20
3
(QFLN+DULWKREWDLQHGDSHUVRQDOORDQRI50IURP%DQN0XOLDZLWKDQLQWHUHVWUDWHRI
CHAPTER
on the balance. The repayment period is 7 years while the monthly instalment is RM150.
&DOFXODWHWKHWRWDODPRXQWRILQWHUHVWSD\DEOHE\(QFLN+DULWKIRUWKH¿UVWWKUHHPRQWKV
Solution:
First month
6 1
First month interest = RM10 000 × —– × —
100 12
= RM50.00
Scan the QR Code or
/RDQDWWKHHQGRI¿UVWPRQWK 5050 visit http://bukutekskssm.
= RM10 050 my/Mathematics/F3/
Chapter3InterestRate
%DODQFHDIWHU¿UVWLQVWDOPHQW 50±50
Calculation.pdf for more
= RM9 900 information about loan
Second month ZLWKÀDWLQWHUHVWDQG
Balance of the loan at the beginning of second month = RM9 900 interest on debts.
6 1
Second month interest = RM9 900 × —– × —
100 12
= RM49.50
/RDQDWWKHHQGRIVHFRQGPRQWK 5050
= RM9 949.50
Balance after second instalment = RM9 949.50 – RM150
= RM9 799.50
Third month
Balance of the loan at the beginning of third month = RM9 799.50
6 1
Third month interest = RM9 799.50 × —– × —
100 12
= RM49.00
/RDQDWWKHHQGRIWKLUGPRQWK 5050
= RM9 848.50
Balance after third instalment = RM9 848.50 – RM150
= RM9 698.50
7RWDOLQWHUHVWIRUWKH¿UVWWKUHHPRQWKVLV505050 50
79
How do you solve problems involving loans? LEARNING
STANDARD
loans.
Example 21
Ameera wants to buy a car and has paid a deposit of RM4 800. The balance will be settled through
a vehicle loan.
RM48 000
3
State the advantages and disadvantages of the vehicle loan chosen by Ameera.
CHAPTER
Solution:
Advantages Disadvantages
5HSD\PHQWRIYHKLFOHORDQLQPRQWKO\ 7KHFDUZLOOEHUHSRVVHVVHGLI
instalments allows Ameera to own the car. instalments are not made.
'RHVQRWUHTXLUHDOXPSVXPSD\PHQW 7KHWRWDODPRXQWRIUHSD\PHQWLVKLJK
due to interest charged on the loan.
Example 22 TIPS
0U9LQFHQWLVDWHDFKHUZLWKDPRQWKO\LQFRPHRI50+HGHFLGHV Do not borrow money
WR EX\ D QHZ FDU WR FRPPXWH WR ZRUN +H FRQWDFWV WZR EDQNV WR JHW from unlicensed
moneylenders as the
D ORDQ RI 50 ,Q DGGLWLRQ KH QHHGV 50 WR FRYHU RWKHU loan:
H[SHQVHVHYHU\PRQWK Ƈ ZLOOEHPDGHDFFRUGLQJ
The following are loan packages offered by two banks to Mr Vincent. to their own terms and
conditions.
Ƈ LPSRVHVYHU\KLJK
Loan details Bank A Bank B interest charges which
is compounded daily.
Loan amount RM40 000 RM40 000 Ƈ H[SRVHV\RXDQG\RXU
family to danger if you
Payment period 9 years 6 years make late payment.
Ƈ IRUFHV\RXWRPDNH
,QWHUHVWUDWH 4.5 % 5%
an additional loan to
Guarantor 1RWUHTXLUHG Required repay previous loan.
Suggest to Mr Vincent which bank is better suited for his car loan. State your reasons.
Solution:
Understanding the problem Planning a strategy

The amount of monthly instalments &DOFXODWHPRQWKO\LQWHUHVW
payable by Mr Vincent provided that it is &DOFXODWHPRQWKO\LQVWDOPHQWSD\DEOH
not burdensome.
80
Implementing the strategy

The amount of money repaid The amount of money repaid
to Bank A to Bank B
A = PPrt A = PPrt
A 5050î²±î 4.5 5
A 5050î²±î
100 100
Total money = 5050
Jumlah bayar balik
money 5050
Total
repaid = RM 56 200 repaid = RM52 000
RM56 200
Monthly instalment = ————–– RM52 000
108 months Monthly instalment = —————
72 months
=RM520.37
3
= RM722.22
CHAPTER
Making a conclusion
Mr Vincent should choose Bank A because the monthly instalment for Bank A is lower and less
EXUGHQVRPHWRKLP+RZHYHUGLIIHUHQWSD\PHQWWHUPVUHVXOWLQGLIIHUHQWDPRXQWRILQWHUHVWWKDW
ZLOOEHSDLG7KHUHIRUH0U9LQFHQWFRXOGDOVRFKRRVH%DQN%DVWKHWRWDOLQWHUHVWSDLGZLOOEH
less for Bank B.
Dynamic Challenge
Test Yourself
1. What is savings?
2. 6SHFLI\IHDWXUHVUHODWHGWR)L[HG'HSRVLW$FFRXQW
3. Encik Lipong deposits a sum of RM8 000 into Bank Pantas with an interest rate of 4% over 2
years. What is the amount of savings at the end of the second year?
Skills Enhancement
1. +RZFDQFRVWDYHUDJLQJVWUDWHJ\KHOSDQLQYHVWRU"
2. ([SODLQWKHPHDQLQJRILQYHVWPHQWLQUHDOHVWDWH
3. 7KHIROORZLQJFRQYHUVDWLRQLVEHWZHHQ5DPHVKDQG,VPDLOUHJDUGLQJWKHSXUFKDVHRIVKDUHV
Ramesh, I have That's great!

just bought You will get
shares of returns from your
BHP Berhad. investment.
([SODLQWKUHHW\SHVRIUHWXUQWKDWZLOOEHUHFHLYHGE\,VPDLO
4. The following are two types of investments.
Lee Chong bought 3 000 units of Mokhtar bought 3 000 000 units of unit trusts.
shares of a public limited company.
([SODLQWKHWZRGLIIHUHQFHVEHWZHHQWKHWZRW\SHVRILQYHVWPHQWVDERYH
81
5. (QFLN6KDKZDQWVWRGHSRVLW50LQWRD¿[HGGHSRVLWDFFRXQWIRUPRQWKV
7KHIROORZLQJDUHWKH¿[HGGHSRVLWLQWHUHVWUDWHVIRUGLIIHUHQWWHUPVRIIHUHGE\DEDQNWR(QFLN
Shah.
Duration Annual interest rate
1 month 3.0
3 months 3.5
6 months 3.75
9 months 4.00
12 months 4.25
Calculate the amount of interest that will be received by Encik Shah if he is saving for a
9-month term.
6. ,Q(QFLN=DLQDOKROGVXQLWVRIVKDUHVRI6\DULNDW9LVLRQ6GQ%KGZKLFKLVZRUWK
3
50SHUVKDUHXQLW'XULQJWKH\HDUWKHFRPSDQ\GHFODUHGDGLYLGHQGDQGDERQXVLVVXHDW
CHAPTER
QHZVKDUHIRUVKDUHXQLWVKHOG$WWKHHQGRIWKHVKDUHSULFHURVHWR50SHUXQLW
Calculate
(a) the amount of dividend received by Encik Zainal
(b) the number of bonus share units to be received by Encik Zainal
(c) the number of share units held by Encik Zainal after receiving the bonus shares
7. Complete the following table.
Deposit amount Flat interest Savings period Total interest
(RM) rate (years) accumulated
10 000 5% 2
5 000 1 150
4 000 6% 720
8. 0U .LVKHQGUDQ GHSRVLWV 50 LQWR D ¿[HG GHSRVLW DFFRXQW ZLWK LQWHUHVW UDWH
compounded every 3 months for a period of 3 years. Calculate the amount of interest accrued
after the third year.
Self Mastery
1. 0U2VZDOG$OSKRQVXVERUURZHG50IURP%DQN<DNLQWRVWDUWDWDLORULQJEXVLQHVVLQ
5DZDQJ7KHEDQNFKDUJHVDÀDWLQWHUHVWUDWHIRUDUHSD\PHQWSHULRGRI\HDUV+RZPXFK
LQWHUHVWZLOOEHSDLGWRWKHEDQNE\0U2VZDOG$OSKRQVXV"
2. 0UV (PLO\ )UDQFLV VDYHV 50 LQ D EDQN %\ WKH HQG RI WKH HLJKWK \HDU WKH PRQH\
FROOHFWHGDPRXQWVWR50,IWKHEDQNSD\VDQDQQXDOLQWHUHVWRIx% for a year and is
FRPSRXQGHGHYHU\PRQWKVFDOFXODWHWKHYDOXHRIx.
3. 3XDQ 1RUDLQL 0LWLV GHSRVLWV D FHUWDLQ DPRXQW RI PRQH\ LQWR KHU VDYLQJV DFFRXQW ZKLFK
provides an interest rate of 2% per annum and compounded quarterly. What is the initial deposit
PDGHE\3XDQ1RUDLQL0LWLVLIWKHPRQH\FROOHFWHGDWWKHHQGRIWKH¿IWK\HDULV50"
4. Puan Zaiton bought 1 000 share units of Syarikat Pelita Berhad at RM2.00 per unit. At the end
RIWKH\HDU6\DULNDW3HOLWD%HUKDGSDLGDGLYLGHQGRIVHQSHUXQLWWRDOOLWVVKDUHKROGHUV7KH
IROORZLQJ\HDU3XDQ=DLWRQVROGDOOWKHVKDUHVKHOGZKHQWKHVKDUHSULFHURVHWR50SHU
unit. Calculate the total return for Puan Zaiton.
82
5. (
QFLN,VNDQGDUWDNHVDSHUVRQDOORDQRI50IURP%DQN&HUJDVZLWKDQLQWHUHVWUDWHRI
4% per annum. The repayment term is for 10 years. What is the monthly instalment payable by
(QFLN,VNDQGDU"
6. Puan Balkis takes a personal loan of RM8 000 from Bank Sentosa with interest rate of 4% per
annum on the balance. The payback period is 4 years while the monthly instalment is RM110.
Calculate the amount of interest payable by Puan Balkis within 2 months.
7. 7KHIROORZLQJLVDSURPRWLRQDOOHDÀHWRIIHUHGE\6HQJ+RQJ&RPSDQ\
137.1 cm
GREAT DEALS!
hes Television
3
inc
CHAPTER
79.2 cm
60
Cash Price
RM4 000
Instalments
RM120 × 36
7KHIROORZLQJFRQYHUVDWLRQWRRNSODFHEHWZHHQ0DVQDK5DVDPDQG1DQDN$OLRQJDIWHUWKH\
VWXGLHGWKHSURPRWLRQDOOHDÀHWDERYH
Nanak Aliong, I want to buy a television as

advertised in the above leaflet in instalment
because I can only afford a low monthly
payment.
Masnah Rasam, I think it is better

for you to pay in cash rather than
instalment.
(a) What is your view on Masnah Rasam’s opinion?

(b) Calculate the amount of interest paid and the interest rate on this instalment payments.
F ,I\RXZDQWWREX\DWHOHYLVLRQKRZZRXOG\RXSXUFKDVHLW"
8. Ms Kayal borrows from Bank Desa RMX with an interest rate of 5% per annum. The payback
SHULRGLV\HDUV,IWKHPRQWKO\LQVWDOPHQWSDLGLV50FDOFXODWHWKHDPRXQWRIPRQH\
borrowed by Ms Kayal.
9. 0U0XUXJDQKDVERUURZHG50IURP%DQN2UNLGIRUSHUVRQDOXVH+HZLOOUHSD\RYHU
years with a monthly instalment of RM320. Calculate the yearly interest charged by the bank.
10. Puan Sapiah borrowed RM12 000 from a bank with interest rate of 3% per annum for 5 years.
0HDQZKLOH3XDQ6KD¿TDK,UDERUURZVWKHVDPHDPRXQWRIPRQH\IURPDQRWKHUEDQNZLWKD
rate of 4.5% per annum for 5 years. Calculate and state the difference between the total interest
SDLGE\3XDQ6DSLDKDQG3XDQ6KD¿TDK,UD
83
P R O J E C T
Assume that you have won RM1

PLOOLRQLQDSX]]OHFRQWHVW
1. State the way in which you will
invest the money.
2. ([SODLQZK\\RXFKRVHWKLVIRUP
of investment.
3
CHAPTER
CONCEPT MAP
Savings and Investments
Savings Investments
Savings )L[HG Unit Real

Deposit Current
Account Account Shares Estate
Account Trust
,QWHUHVW Return on investment
Simple Compound Capital

interest interest Rent
gain
Credit Debt
Credit card Loan
,QWHUHVW
Flat interest ,QWHUHVWRQGHEWV
84
SELF-REFLECT
1. Recognise various types of savings and investments.
2.
Perform calculations involving simple interest and compound interest for
VDYLQJVDQGKHQFHH[SODLQWKHLPSDFWRIFKDQJHVLQSHULRGUDWHRILQWHUHVWRU
return and compounding frequency on the future value of savings.
3. 3HUIRUP FDOFXODWLRQV LQYROYLQJ UHWXUQ RQ LQYHVWPHQWV DQG KHQFH H[SODLQ WKH
factors that affect return on investments and its impacts.
3
CHAPTER
4. &RPSDUHDQGFRQWUDVWSRWHQWLDOULVNVUHWXUQDQGOLTXLGLW\RIYDULRXVW\SHVRI
savings and investments.
5. Calculate the average cost per share for the investment of shares using the ringgit
FRVWDYHUDJLQJVWUDWHJ\DQGH[SODLQWKHEHQH¿WVRIWKHVWUDWHJ\
6. Solve problems involving savings and investments.
7. ([SODLQWKHPHDQLQJRIFUHGLWDQGGHEWDQGKHQFHGHVFULEHWKHZLVHPDQDJHPHQW
of credit and debt.
8. ,QYHVWLJDWH DQG GHVFULEH WKH DGYDQWDJHV DQG GLVDGYDQWDJHV RI FUHGLW FDUG DQG
ways to use it wisely.
9. ,QYHVWLJDWHDQGGHVFULEHWKHLPSDFWRIPLQLPXPDQGODWHSD\PHQWVIRUFUHGLW
card usage.
10. Solve problems involving the use of credit cards.
11. &DOFXODWH WKH WRWDO DPRXQW RI ORDQ UHSD\PHQW DQG LQVWDOPHQW ZLWK YDULRXV
interest rates and different loan periods.
12. Solve problems involving loans.
<RXFDQYLVLWWKH&UHGLW&RXQVHOOLQJDQG'HEW0DQDJHPHQW
Agency (AKPK) website to calculate the required period and
the amount of interest payable to settle your credit card debt.
85
CHAPTER Scale
4 Drawings
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
4.1 Scale Drawings
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
6FDOH GUDZLQJV DUH XVHG WR JLYH DQ LGHD RI REMHFW
measurements or actual distances.
6FDOHGUDZLQJVDUHIUHTXHQWO\XVHGLQDUFKLWHFWXUH
engineering, photography, technological design, and
so on.
H ousing developers usually prepare models of

the housing scheme they are going to build.
These models give the buyers an idea of the housing
zone and other facilities provided by the developer.
Also, the plans of the houses to be built are
drawn using a certain scale with measurements
being in proportion to the actual measurements of
the houses. These plan drawings allow buyers to
choose the type of house to buy based on house size,
IDFLOLWLHVDQGDOVRQHHGVDQGD൵RUGDELOLW\+DYH\RX
ever seen your house plan?
86
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
$QJNRU :DW LQ &DPERGLD LV RQH RI WKH IDPRXV

PRQXPHQWV LQ 6RXWKHDVW $VLD ,W ZDV EXLOW E\
6XU\DYDUPDQ ,, DIWHU KLV YLFWRU\ RYHU &KDPSD
DQG VXEVHTXHQWO\ XQLWLQJ .DPSXFKHD 7KLV
monument symbolises the strength and sovereignty
RI 6XU\DYDUPDQ ,,¶V JRYHUQPHQW ,WV KHLJKW LV
PHWUHVDQGLWVDUHDLVKHFWDUHV7KHDOWDULVDWWKH
FHQWUH,WKDVIRXUVWRUH\VZLWKHYHU\FRUQHUKDYLQJ
ZDOOV PHDVXULQJ PHWUHV ZLGH DQG PHWUHV
long built from laterite and sandstones sourced
ORFDOO\ &DUYLQJV GHSLFWLQJ VWRULHV IURP 5DPD\DQD
and Mahabharata epics decorate the walls.
WORD B A N K
RULJLQDO DVDO
JHRPHWULFDOVKDSH EHQWXNJHRPHWUL
GHJUHH GDUMDK
JULG JULG
VNHWFK ODNDU
REMHFW REMHN
VL]H VDL]
VFDOH VNDOD
87
4.1 Scale Drawings
What is the relationship between the actual measurements LEARNING

and the measurements of various sizes of drawings of an object? STANDARD
Investigate and explain
'R\RXNQRZWKDWWKHPDSVIRXQGLQQDYLJDWLRQVRIWZDUHDUHGUDZQWR the relationship between
a certain scale? the actual measurements
The distance between two towns shown in the software is and the measurements of
various sizes of drawings
proportional to the actual distance. of an object, and hence
explain the meaning of
scale drawing.
PL
4
NP
CHAPTER
)RU H[DPSOH LQ WKH SLFWXUH DERYH WKH GLVWDQFH EHWZHHQ -RKRU %DKUX DQG .XDOD /XPSXU LV
VKRZQXVLQJDVFDOHRIFPNP
Example 1
7KHGLDJUDPEHORZVKRZVWKHGUDZLQJVUHSUHVHQWLQJREMHFWPQRSTGUDZQWRGL൵HUHQWVL]HV
Q
R S
P 2EMHFW T 'LDJUDP 'LDJUDP
'LDJUDP
:KDW FDQ \RX VD\ DERXW WKH VL]H RI 'LDJUDP 'LDJUDP DQG 'LDJUDP FRPSDUHG WR REMHFW
PQRST?
Solution:
'LDJUDP /HQJWKVRIDOOVLGHVDQGVL]HVRIDOODQJOHVDUHWKHVDPHDVREMHFW
'LDJUDP /HQJWKVRIDOOVLGHVUHGXFHGE\DFHUWDLQSURSRUWLRQFRPSDUHGWRREMHFWEXWVL]HVRI
all angles unchanged.
'LDJUDP /HQJWKVRIDOOVLGHVLQFUHDVHGE\DFHUWDLQSURSRUWLRQFRPSDUHGWRREMHFWEXWVL]HVRI
all angles unchanged.
,QFRQFOXVLRQDOOVLGHVRI'LDJUDP'LDJUDPDQG'LDJUDPIROORZDFHUWDLQVFDOHWKDWLV
SURSRUWLRQDOWRWKHREMHFWZKHUHDVDQJOHVL]HUHPDLQVXQFKDQJHG7KHUHIRUH'LDJUDP'LDJUDP
DQG'LDJUDPDUHVFDOHGUDZLQJVRIREMHFWPQRST.
88
Chapter 4 Scale Drawings
Scale drawing LVWKHGUDZLQJRIDQREMHFWZLWKDOOPHDVXUHPHQWVLQWKHGUDZLQJSURSRUWLRQDO

WRWKHPHDVXUHPHQWVRIWKHREMHFW
MIND TEST 4.1a

1. 7KHGLDJUDPEHORZVKRZVGUDZLQJVUHSUHVHQWLQJREMHFWABCDEGUDZQWRGL൵HUHQWVL]HV
D
B C
'LDJUDP
A E
'LDJUDP
'LDJUDP
4
CHAPTER
'LDJUDP 'LDJUDP Diagram 6
6WDWHWKHGLDJUDPZKLFKLVWKHVFDOHGUDZLQJRIREMHFWABCDE.
8VLQJJULGSDSHUGUDZDOOWKHVKDSHVEHORZXVLQJ
(a) the same size (b) a smaller size (c) a bigger size
(i) (ii) (iii) (iv)
How do you interpret the scale of a scale drawing? LEARNING

STANDARD
The scale used to draw a scale drawing depends on the ratio of Interpret the scale of a
PHDVXUHPHQWRIVFDOHGUDZLQJWRPHDVXUHPHQWRIREMHFWZKLFKLV scale drawing.
Measurement of scale drawing

6FDOH
0HDVXUHPHQWRIREMHFW
This ratio can also be written in the form;
0HDVXUHPHQWRIVFDOHGUDZLQJ0HDVXUHPHQWRIREMHFW
8VXDOO\IRUVFDOHGUDZLQJVZHXVHVFDOHLQWKHIRUPRIUDWLR
Q
where Q is a positive integer or fraction
Q means one unit on the scale drawing will represent QXQLWVRQWKHREMHFW
89
Aim: ,QWHUSUHWWKHVFDOHRIDVFDOHGUDZLQJ
Steps:
1. 6WXG\WKHGLDJUDPVEHORZ
R R' R' R'
P' Q'
'LDJUDP
P 2EMHFW Q R'
P' Q'
'LDJUDP
4
CHAPTER
R'
P' 'LDJUDP Q'
P' 'LDJUDP Q' P''LDJUDP Q'
2. &RPSOHWHWKHWDEOHEHORZEDVHGRQWKHGLDJUDPVDERYH
Scale drawing Object Scale
Diagram
Side Length (unit) Side Length (unit) Ratio 1:n

P'Q' PQ —
'LDJUDP

P'R' PR —

P'Q' PQ
'LDJUDP
P'R' PR
P'Q' PQ
'LDJUDP
P'R' PR
P'Q' PQ
'LDJUDP
P'R' PR
P'Q' PQ
'LDJUDP
P'R' PR
Discussion:
Discuss the results based on the table above.
90
,IQWKHQWKHVL]HRIWKHVFDOHGUDZLQJLVELJJHUWKDQWKHVL]HRIWKHREMHFW
,IQ!WKHQWKHVL]HRIWKHVFDOHGUDZLQJLVVPDOOHUWKDQWKHVL]HRIWKHREMHFW
FWW
,IQ WKHQWKHVL]HRIWKHVFDOHGUDZLQJLVWKHVDPHDVWKHVL]HRIWKHREMHFW
How do you determine the scales, measurements of LEARNING

objects or measurements of scale drawings? STANDARD
Determine the scales,
Measurement of scale drawing measurements of objects
6FDOH or measurements of scale
0HDVXUHPHQWRIREMHFW Q
drawings.
Example 2
7KH GLDJUDP EHORZ VKRZV REMHFW PQRS and scale drawing PQRS GUDZQ RQ D JULG RI HTXDO
VTXDUHV6WDWHWKHVFDOHXVHGLQWKHIRUPQ.
P Q
4
P' Q'
CHAPTER
S R S' R'
Solution:
P'Q' P'S'
6FDOH ²² ² ² RU 6FDOH ²² ² ² 7KXVVFDOH
PQ PS
Example 3
7KHGLDJUDPEHORZVKRZVREMHFWKLM and scale drawing KLMGUDZQRQDJULGRIHTXDOVTXDUHV
6WDWHWKHVFDOHXVHGLQWKHIRUPQ.
K'
L M
L' M'
Solution:
K'L' 9 L'M'
6FDOH RU 6FDOH 7KXVVFDOH
KL LM

GLYLGHGE\ ²²

ZLOOJLYH

²

91
Example 4
7KHGLDJUDPEHORZVKRZVREMHFWPQR and scale drawing PQRGUDZQRQDJULGRIHTXDOVTXDUHV
RIGL൵HUHQWVL]HV'HWHUPLQHWKHVFDOHXVHGLQWKHIRUPQ.
Object Scale drawing
P }FP
P'
}FP
Q R
Q' R'
4
CHAPTER
Solution:
Grid size is used because number of units of sides
Method 1 Method 2 RIREMHFWDQGVLGHVRIVFDOHGUDZLQJLVWKHVDPH
Q' R' FP *ULGVL]HRIVFDOHGUDZLQJ FP
6FDOH ²² ²±± ² 6FDOH ²²²²²²²²±±±² ²±± ²
QR FP *ULGVL]HRIREMHFW FP
6FDOH 6FDOH

² ²

Example 5
7KHGLDJUDPEHORZVKRZVREMHFWKLMN and scale drawing KLMNGUDZQRQDJULGRIHTXDO
VTXDUHVRIGL൵HUHQWVL]HV'HWHUPLQHWKHVFDOHXVHG
K }FP K' }FP
L' N'
M'
L N
FLASHBACK
M K'N' = ¥1.52 + 22 = 2.5

KN = ¥32 + 42 = 5
92
Solution:
Method 1 Method 2

K' N' FP ±
6FDOH ²² ²±±±± ²± ² *ULGVL]HRIVFDOHGUDZLQJ FP ±
KN FP 6FDOH ²²²²²²²²±±±² ²±±±± ²
*ULGVL]HRIREMHFW FP

6FDOH ± 6FDOH ±

±
îî

± multipliedE\WRJHW

Example 6
$PDSLVGUDZQWRDVFDOHRI&DOFXODWHWKHDFWXDOOHQJWKLQNPRIDULYHUWKDWLVFP
long on the map.
4
Solution:
CHAPTER
Method 1 Method 2
FP FP 6FDOHGUDZLQJ 2EMHFW FLASHBACK
²²²±²± ²²²²²±±±
FP $FWXDOGLVWDQFH 1 km = 1 000 m
FP FP 1 m = 100 cm
îFP 1 km = 100 000 cm
$FWXDOGLVWDQFH ²²²²²±±± FP NP î
FP î
FP NP
FP
Thus, the actual length of the
NP ULYHULVNP
Example 7
7KHPDSRI-RKRULVGUDZQWRDVFDOHRIFPWRNP&DOFXODWHWKHDFWXDOGLVWDQFHEHWZHHQ
.OXDQJDQG$\HU+LWDPLIWKHGLVWDQFHRQWKHPDSLVFP
Solution:
Method 1 Method 2
Distance on drawing 6FDOHGUDZLQJ2EMHFW
6FDOH
Actual distance
FPNP
FP FP î î
FPNP
NP Actual distance
FPNP 7KXVWKHDFWXDOGLVWDQFHLVNP
$FWXDOGLVWDQFH
FP
Actual distance NP
93
Example 8

.KDLUXOGUDZVDVTXDUHWRDVFDOHRI ,IWKHDFWXDOOHQJWKRIVLGHVRIWKHVTXDUHLVFPwhat

is the length of sides, in cm, of the scale drawing?
Solution:
Method 1 Method 2
6LGHRIVFDOHGUDZLQJ 6FDOHGUDZLQJ2EMHFW
6FDOH
&RUUHVSRQGLQJVLGHRIREMHFW
²
6LGHRIVFDOHGUDZLQJ î î

6 cm FPFP

Thus, the length of side of scale drawing is
6LGHRIVFDOHGUDZLQJ îFP
FP
/HQJWKRIVLGHRIVFDOHGUDZLQJ FP
MIND TEST 4.1b

4
1. 'HWHUPLQHWKHVFDOHXVHGIRUHDFKVFDOHGUDZLQJEHORZLQWKHIRUPQ.
CHAPTER

(a)
(b) 6 cm
FP
FP
FP
(c)
}FP } FP
(d)
FP
FP
6 cm
9 cm
94
2. $SRVWHUKDVDOHQJWKRIFPDQGDZLGWKRIFP&DOFXODWHWKHOHQJWKDQGZLGWKRIWKH
VFDOHGUDZLQJRIWKHSRVWHULQFPWKDWLVGUDZQWRDVFDOHRI
3. $PDSLVGUDZQWRDVFDOHRI:KDWLVWKHDFWXDOOHQJWKLQNPRIDULYHUZLWKD
OHQJWKRIFPRQWKHPDS"

4. 6LHZ/LQGUDZVDULJKWDQJOHGWULDQJOHWRDVFDOHRI ,IWKHK\SRWHQXVHRIWKHVFDOH

GUDZLQJLVFPFDOFXODWHWKHOHQJWKRIWKHK\SRWHQXVHRIWKHRULJLQDOWULDQJOH
How do you draw the scale drawings of objects and vice LEARNING
versa? STANDARD
Draw the scale drawings of
Drawing the scale drawing of an object objects and vice versa.
7KHUHDUHWKUHHZD\VWRGUDZWKHVFDOHGUDZLQJRIDQREMHFW
D 8VHJULGSDSHURIWKHVDPHVL]HIRUGL൵HUHQWVFDOHV
E 8VHJULGSDSHURIGL൵HUHQWVL]HV
4
F 'UDZRQDEODQNSDSHUDFFRUGLQJWRWKHJLYHQVFDOH
CHAPTER
Example 9
Draw the scale drawing of shape PQRSRQDJULGRIHTXDOVTXDUHVXVLQJDVFDOH R

of .
S
Solution: P Q
R'
7KHVFDOHJLYHQLV : . Therefore, every

side of the scale drawing is two times QU I Z
ORQJHU WKDQ WKH OHQJWK RI VLGHV RI REMHFW If you have to draw the
PQRS. S' scale drawing of your
VFKRRO¿HOGZKDWLV
a suitable scale to be
P' Q' used? Why?
FP
Example 10
}
D 'LDJUDP ¨PQR is drawn on a grid of

FP = FP 5HGUDZ ¨PQR on grid Q }FP
paper with dimensions

L FP=FP
LL FP=FP
E &DOFXODWHWKHVFDOHXVHGLQDLDQGD
LLLQWKHIRUPQ.
P R
95
Solution:
FP
(a)(i)
}
Q'
} FP
FP
(a)(ii)
}
Q' }FP
P' R'
P' R'
4
CHAPTER
(b)(i) (b)(ii)
Grid size of scale drawing FP Grid size of scale drawing FP
6FDOH 6FDOH
*ULGVL]HRIREMHFW FP *ULGVL]HRIREMHFW FP
6FDOH 6FDOH

Example 11
R
&RQVWUXFWWKHVFDOHGUDZLQJRIWULDQJOHPQRXVLQJDVFDOHRI
Solution:
FP
R'

FP P 6 cm Q

P' FP Q'
)RUREMHFWVZLWKJLYHQDQJOHVWKHDQJOHVRIWKHVFDOHGUDZLQJPXVW
Scan the QR Code or
be accurately drawn and the lengths of sides are drawn to scale. visit http://bukutekskssm.
my/Mathematics/F3/
Chapter4Grid.pdf to
Drawing the objects for a scale drawing download grid paper of
various sizes.
Example 12 R'
7KHGLDJUDPVKRZVDVFDOHGUDZLQJGUDZQRQDJULGRIHTXDOVTXDUHV T' S'

WRDVFDOHRI'UDZWKHDFWXDOREMHFWIRUP'Q'R'S'T'.
P' Q'
96
Solution:
7KHVFDOHXVHGLVWKDWLVWKHVL]HRIVFDOHGUDZLQJ
T S LVWZRWLPHVVPDOOHUWKDQWKHREMHFW7KHUHIRUHHYHU\
VLGHRIDFWXDOREMHFWLVWZRWLPHVORQJHUWKDQWKHVLGHV
of the scale drawing.
P Q
Example 13
FP
}
7KH GLDJUDP VKRZV WKH VFDOH GUDZLQJ RI D ÀRZHU
GUDZQRQFP=FPJULGV'UDZWKHDFWXDOREMHFW
on grids of
} FP
4
CHAPTER
D FP=FP
E FP=FP
Solution:
2EMHFW PXVW EH GUDZQ RQ JULGV RI FP
GL൵HUHQW VL]HV 7KXV WKH QXPEHU RI }
XQLWV RI VLGHV RI REMHFW LV WKH VDPH DV
the number of units of sides of scale
drawing.
(a) FP
}FP
}
}FP
97
MIND TEST 4.1c

1. 'UDZWKHVFDOHGUDZLQJRIHDFKREMHFWEHORZWRDVFDOHRI DQG

(a) (b)
2. D 7KH REMHFW LQ WKH GLDJUDP LV GUDZQ RQ FP
}
}
FPîFPJULGSDSHU5HGUDZWKHVKDSH FP
RIWKHREMHFWRQDJULGSDSHURI
L FPîFP
LLFPîFP
4
E &DOFXODWHWKHVFDOHXVHGLQDLDQG
CHAPTER
(a)(ii).
3. Draw the scale drawing of the following shapes to the given scale.
D 6FDOH E 6FDOH
F 6FDOH²

P
FP
9 cm FP
P
P FP
4. The diagram shows the scale drawing of a composite shape that

LVGUDZQRQDJULGRIHTXDOVTXDUHVWRDVFDOHRI : .

'UDZWKHDFWXDOREMHFWIRUWKHVKDSH
98
How do you solve problems involving scale LEARNING

drawings? STANDARD
Example 14 scale drawings.
7KHGLVWDQFHRQDPDSEHWZHHQ%LQWXOXDQG0LULLVFP
D ,IWKHVFDOHXVHGWRGUDZWKHPDSLVFPNPFDOFXODWHWKHDFWXDOGLVWDQFHLQNPEHWZHHQ
%LQWXOXDQG0LUL
E ,IWKHPDSLVUHGUDZQWRDVFDOHRIFDOFXODWHWKHGLVWDQFHEHWZHHQ%LQWXOXDQG0LUL
on the new map.
TIP
F 0U'RPLQLF/DMDZDDQGKLVIDPLO\ZDQWVWRYLVLW0LUL,IKHSODQV
If the scale of scale
WRGULYHWR0LULDWDVSHHGRINPK±FDOFXODWHWKHWLPHWDNHQWR drawing and the
GULYHIURP%LQWXOXWR0LULLQKRXUVDQGPLQXWHV requirement of the
question are in the same
unit, the scale need not be
changed to cm.
Solution:
4
$FWXDOGLVWDQFHIRUFPGUDZQWRVFDOH Distance on drawing
CHAPTER
RIFPNP D 6FDOH
Actual distance
'LVWDQFH RQ VFDOH GUDZLQJ GUDZQ WR FP
VFDOHRI
NP Actual distance
7LPH LQ KRXUV DQG PLQXWHV IRU FPNP
MRXUQH\IURP%LQWXOXWR0LULDWVSHHG $FWXDOGLVWDQFH
FP
RINPK±.
$FWXDOGLVWDQFH NP
Planning a strategy Distance on drawing

E 6FDOH
Actual distance
Distance on drawing
6FDOH Distance on drawing
Actual distance
NP
Distance =FP
7LPH 'LVWDQFHRQGUDZLQJ
6SHHG FP
'LVWDQFHRQVFDOHGUDZLQJ FP
Distance
Making a conclusion F 7LPH
6SHHG
$FWXDOGLVWDQFHEHWZHHQ%LQWXOXDQG NP
0LULLVNP
NPK±
'LVWDQFH EHWZHHQ %LQWXOX DQG 0LUL KRXUV
RQWKHPDSRIVFDOHRI 7LPHWDNHQ
7LPH WDNHQ IRU 0U 'RPLQLF /DMDZD KRXUVPLQXWHV
WR GULYH IURP %LQWXOX WR 0LUL DW D
FLASHBACK
VSHHG RI NPK± LV KRXUV
minutes. Distance
Speed = ————
Time
99
MIND TEST 4.1d
1. 7KH GLDJUDP VKRZV D ULJKWDQJOHG WULDQJOH $ VFDOH

GUDZLQJ RI WKH WULDQJOH LV GUDZQ WR D VFDOH RI .

&DOFXODWHWKHDUHDLQFP, of the scale drawing. FP
FP
2. The diagram shows a room in the shape of a rectangle.

&DOFXODWHWKHSHULPHWHULQFPRIWKHVFDOHGUDZLQJRI
WKHURRPZKLFKLVGUDZQWRDVFDOHRI
P
4
P
CHAPTER
3. 7KHPHDVXUHPHQWVRIDUHFWDQJXODUURRPRQDVFDOHGUDZLQJDUHFPîFP,IWKHVFDOHXVHG
LVFDOFXODWHWKHDFWXDODUHDRIWKHURRPLQP.
4. $UHJXODUSRO\JRQZLWKDQH[WHULRUDQJOHRILVUHGUDZQXVLQJDVFDOHRI,IWKHDFWXDO
OHQJWKRIVLGHVRIWKHUHJXODUSRO\JRQLVFPFDOFXODWHWKHSHULPHWHURIWKHVFDOHGUDZLQJRI
the regular polygon.
5.
FP
6 cm
7KHGLDJUDPDERYHVKRZVDVFDOHGUDZLQJRIDUHFWDQJXODU¿HOG
D ,IWKHVFDOHXVHGLVFDOFXODWHWKHDFWXDODUHDRIWKH¿HOGLQVTXDUHPHWUHV
E 0U'DQ\FXWVWKHJUDVVRQWKH¿HOGDWDUDWHRIVTXDUHPHWUHVLQPLQXWHV&DOFXODWHWKH
WLPHLQKRXUVDQGPLQXWHVWKDW0U'DQ\WDNHVWRFXWDOOWKHJUDVVRQWKH¿HOG
100
Dynamic Challenge
Test Yourself
1. The diagram below shows triangle P which is the scale drawing of triangle Q with a scale of
Q&DOFXODWHWKHYDOXHRIQ.
Area of Q FP
Q
Area of P FP
P
2. 7KHGLDJUDPEHORZVKRZV¿YHUHFWDQJOHV
4
FP
CHAPTER
S
,, FP FP ,9
FP ,,, 6 cm
FP FP
, FP
FP
FP
D $PRQJUHFWDQJOHV,,,,,,DQG,9ZKLFKDUHWKHVFDOHGUDZLQJVRIUHFWDQJOHS drawn to a
certain scale?
E )RUHDFKDQVZHULQDGHWHUPLQHWKHVFDOHXVHG
F L &DOFXODWHWKHDUHDRIHDFKUHFWDQJOHLQFP, for your answer in (a).
(ii) Determine the ratio of area of S to area of each answer in (c)(i).
:KDWDUH\RXUFRQFOXVLRQVDERXWWKHUDWLRVREWDLQHG"
3. The diagram shows a scale drawing of a circle with centre O and

triangle PQR,WLVJLYHQWKDWWKHGLDPHWHURIWKHFLUFOHLVFP
DQGWKHVFDOHRIWKHGUDZLQJLV R
D &DOFXODWHWKHDFWXDOOHQJWKRIPRLQFP6WDWH\RXUDQVZHU O
FRUUHFWWRWKUHHVLJQL¿FDQW¿JXUHV
E 8VLQJ \RXU DQVZHU LQ D FDOFXODWH WKH DFWXDO DUHD RI WKH Q
shaded region in cm 6WDWH WKH DQVZHU FRUUHFW WR IRXU
VLJQL¿FDQW¿JXUHV FP
P
101
Skills Enhancement
1.
7KHGLVWDQFHE\DLUIURP.XFKLQJWR.RWD.LQDEDOXRQDPDSLVFP,WLVJLYHQWKDWWKH
VFDOHRIWKHPDSLVFPNP,IDQDHURSODQHWDNHVR൵IURP.XFKLQJ,QWHUQDWLRQDO$LUSRUW
DW KRXUV DQG ODQGV DW .RWD .LQDEDOX ,QWHUQDWLRQDO$LUSRUW DW KRXUV FDOFXODWH WKH
DYHUDJHVSHHGRIWKHDHURSODQHLQNPK±.
4
CHAPTER
FP
2. 7KH GLDJUDP VKRZV WKH VFDOH GUDZLQJ RI 3XDQ )DUDK¶V
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105
CHAPTER Trigonometric
5 Ratios
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
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LQ5LJKWDQJOHG7ULDQJOHV
Why
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you learn
learn this
this chapter?
chapter?
Wh d l thi h t ?
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106
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107
5.1 Sine, Cosine and Tangent of Acute Angles in
Right-angled Triangles
How do you identify the opposite side, adjacent side and LEARNING
hypotenuse? STANDARD
Identify the opposite side
Do you know how the height of an object and adjacent side based
ZKLFK LV GL൶FXOW WR EH PHDVXUHG VXFK DV on an acute angle in a
buildings and mountains are determined? right-angled triangle.
)RU H[DPSOH LQ WKH GLDJUDP RQ WKH t

right, if the distance, s and the angle of
elevation is known, then, the height, t of
the building can be calculated by using the
trigonometric concepts. Angle of elevation
Distance, s
P
The diagram on the right shows a right-angled triangle PQR. As you
have learnt in the chapter Pythagoras theorem in Form 1, the side PR is
known as the hypotenuse, which is the longest side in the right-angled
triangle PQR. Do the other two sides PQ and QR have special names like
5
the longest side PR has?

CHAPTER
Q R
([DPLQH'LDJUDPDQG'LDJUDPEHORZ
P P TIPS
y
Acute angle
opposite hypotenuse adjacent hypotenuse
side side ‫ޒ‬θ‫ޒ‬
x
R R TIPS
Q adjacent side Q opposite side
Diagram 1 Diagram 2 y
Based on PRQ in Diagram 1, QR is known as the adjacent side while

PQ is known as opposite side. x
x + y =
Based on QPR in Diagram 2, PQ is the adjacent side while QR is the x and y are acute
angles.
opposite side.
Take note that in both Diagram 1 and Diagram 2, the position of the hypotenuse PRLV¿[HGZKLFK
is opposite the 90° angle.
For a right-angled triangle:

(a) The hypotenuse is the longest side which is opposite the 90° angle.
(b) The adjacent side and the opposite side change based on the position of the referred acute
angle.
108
Chapter 5 Trigonometric Ratios
Example 1
,GHQWLI\WKHRSSRVLWHVLGHDGMDFHQWVLGHDQGK\SRWHQXVHEDVHGRQWKHJLYHQDQJOHLQWKHWDEOHEHORZ
IRUDOOWKHIROORZLQJULJKWDQJOHGWULDQJOHV
S
D B C E
M F
K
T
A L
Solution: P Q R
Triangle Angle Hypotenuse Opposite side Adjacent side

BAC AC BC AB
ÄBC
BCA AC AB BC
LKM KM LM KL
¨KLM
LMK KM KL LM
¨PQT TPQ PT QT PQ
¨RQS QRS RS QS QR
MIND TEST 5.1a
5
CHAPTER
1. %DVHGRQWKHULJKWDQJOHGWULDQJOHVEHORZFRS\DQGFRPSOHWHWKHJLYHQWDEOH
E
P D
K N
F E
Q R M
A B C
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Triangle Angle Hypotenuse Opposite side Adjacent side

QPR
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PRQ
MNK
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FEG
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EGF
BAE
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AEB
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BDC
109
What is the relationship between acute angles and the LEARNING
ratios of the sides of right-angled triangles? STANDARD
Make and verify the
Brainstorming 1 conjecture about the
In groups relationship between acute
Aim: 7R LGHQWLI\ WKH UHODWLRQVKLS EHWZHHQ DFXWH DQJOHV DQG WKH angles and the ratios of
UDWLRVRIWKHVLGHVRIULJKWDQJOHGWULDQJOHV the sides of right-angled
WULDQJOHVDQGKHQFHGH¿QH
Materials6TXDUHJULGSDSHUUXOHUDQGSHQFLO sine, cosine and tangent.
Steps:
1. 'UDZDULJKWDQJOHGWULDQJOHPQRZKHUHWKHOHQJWKPQLVXQLWVDQGWKHOHQJWKQRLV
XQLWV
2. 'UDZDIHZVWUDLJKWOLQHVSDUDOOHOWRRQ/DEHOWKHPDVR Q, R QDQGRQDVVKRZQLQ
WKHGLDJUDPEHORZ
R
R
TIPS
Use the Pythagoras
R
theorem to determine the
length of PR1, PR2, PR3
R and PR.
5
CHAPTER
P Q Q Q Q
3. &RPSOHWHWKHWDEOHEHORZZLWKWKHUHTXLUHGPHDVXUHPHQWV
Opposite side Adjacent side Opposite side
Acute angle ———————– ———————– ———————–
Hypotenuse Hypotenuse Adjacent side
RQ PQ RQ
²²
PR
² ²²
PR
² ²² ²
PQ 4

RQ PQ RQ

——
PR
²²
PR
²²
PQ

QPR
RQ PQ RQ
²²
PR
²²
P R
²²
PQ

RQ PQ RQ
²±
PR
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PR
²±
PQ
Discussion:
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110
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7KH UHODWLRQVKLSV RI WKH UDWLRV REWDLQHG IURP %UDLQVWRUPLQJ DUH REMINDER
WULJRQRPHWULFUDWLRVNQRZQDVsine, cosine and tangentWKDWLV
Ƈ VLQ VLQH
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originates from Greek
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Example 2
&RPSOHWHWKHIROORZLQJWDEOHEDVHGRQWKHGLDJUDPRQWKHULJKW R
5
\
CHAPTER
sin x cos x tan x sin y cos y tan y
x
Solution: Q P
sin x cos x tan x sin y cos y tan y
QR PQ QR PQ QR PQ
—– —– —– —– —– —–
PR PR PQ PR PR QR
MIND TEST 5.1b

1. &RPSOHWHWKHWDEOHEDVHGRQWKHULJKWDQJOHGWULDQJOHVEHORZ
D E K Q
x \
L
\
F x \\
x P S R
M
Triangles sin x cos x tan x sin y cos y tan y
¨DEF
¨KLM
¨PQR
111
What is the impact of changing the size of the angles on LEARNING
the values of sine, cosine and tangent? STANDARD
Make and verify the
conjecture about the
Brainstorming 2 In pairs impact of changing the
size of the angles on the
Aim 7RLGHQWLI\WKHLPSDFWRIFKDQJLQJWKHVL]HRIWKHDQJOHVRQWKH values of sine, cosine and
YDOXHVRIVLQHFRVLQHDQGWDQJHQW tangent.
Materials6TXDUHJULGSDSHUUXOHUSURWUDFWRUDQGSHQFLO
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R
R

P FP Q P FP Q P FP Q P FP Q
3. &RPSOHWHWKHWDEOHEHORZ
5
sin 10 sin 20 sin 30 sin 40 sin 50 sin 60 sin 70 sin 80
CHAPTER
RQ PQ
—–
PR
—–
PR

²² ²²

cos 10 cos 20 cos 30 cos 40 cos 50 cos 60 cos 70 cos 80
PQ RQ
—–
PR
—–
PR

²± ²±

tan 10 tan 20 tan 30 tan 40 tan 50 tan 60 tan 70 tan 80
RQ PQ
—–
PQ
—–
RQ

²± ²±

112
Discussion:
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TIPS
The larger the size of the acute angle
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FRV FRV
E WKHsmaller the value of cosineDQGLWVYDOXHapproaches WDQ WDQ '
zero
F WKHlarger the value of tangent
5
Example 3
CHAPTER
7KHGLDJUDPRQWKHULJKWVKRZVWZRULJKWDQJOHGWULDQJOHV FP
FP FP
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DQJOH\DUHHTXDO6WDWHWKHUHDVRQIRU\RXUDQVZHU x \
FP FP
Solution:

VLQx = — FRVx = — WDQx = —
4

VLQ\ ²± ² FRV\ ²± ² WDQ\ ²± ²

7KHWULJRQRPHWULFUDWLRVRIDQJOHxDQGDQJOH\DUHHTXDOEHFDXVHWKHOHQJWKRIFRUUHVSRQGLQJVLGHV
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MIND TEST 5.1c

1. 7KHGLDJUDPRQWKHULJKWVKRZVWZRULJKWDQJOHGWULDQJOHV FP
FP FP
FP
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x DQG DQJOH \ DUH HTXDO 6WDWH WKH UHDVRQ IRU \RXU FP FP
DQVZHU
113
2. The diagram on the right shows a right-angled triangle. S
(a) Determine the trigonometric ratio for

2.1 cm
i. sin 15° ii. cos 15° iii. tan 15°
iv. sin 30° v. cos 30° vi. tan 30° R
(b) Is the increase in the value of the trigonometric ratio for 1.9 cm
15°
angle 15° and angle 30° proportional to the increase in 15°
the angle? P 7 cm Q
How do you determine the values of sine, cosine and LEARNING

tangent of acute angles? STANDARD
Determine the values of
sine, cosine and tangent of
Example 4 acute angles.
The diagram on the right shows a right-angled triangle PQR. Calculate Q 15 cm P

the value of
(a) length of PR (b) sin PRQ (c) cos PRQ (d) tan QPR
8 cm
Solution:
(a) length of PR (b) sin PRQ (c) cos PRQ (d) tan QPR R
5
15 8 8 FLASHBACK
PR ¥2 + 82 =— =— =—
17 17
CHAPTER
15
= ¥289 Pythagoras theorem
c2 = a2 + b2
= 17 cm c
b a2 = c2 – b2
a b2 = c2 – a2
Example 5
The diagram on the right shows right-angled triangles PQT and RQS.
PQR is a straight line. Given that the length of SQ is 6 cm, calculate S
the value of
(a) length of QR (b) length of PT (c) sin QRS
(d) cos TPQ (e) tan PTQ (f) tan QSR T 10 cm
Solution:
(a) length of QR (b) length of PT (c) sin QRS
6 P FP Q R
QR ¥2 – 62 PT ¥2 + 32 =—
10
= ¥ = ¥25
3
= 8 cm = 5 cm =—
5
(d) cos TPQ (e) tan PTQ (f) tan QSR REMINDER
8
=— =— =— Ratio value should be
5 3 6 given in the simplest term.

=—
3
114
What is the relationship between sine, cosine and tangent?

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\

x VLQθ \ FRVθ
x
θ 7KXV DISCUSSION CORNER
P \ Q
VLQθ If θ is QRP, is the ratio
WDQθ ²²± sin θ
FRVθ of tan θ still –––––?
cos θ
Discuss.
Example 6
QU I Z
,IVLQθ DQGFRVθ FDOFXODWHWKHYDOXHRIWDQθ
5
1
CHAPTER
Solution: If tan θ ²
2
VLQș
WDQθ ²²± state the possible values
FRVș of sin θ and cos θ.

²²

²
4 SMART MIND

Given that sin θ x,
determine the possible
Example 7 values of cos θand tanθ.

,IVLQθ ²DQGWDQθ ²² FDOFXODWHWKHYDOXHRIFRV θ.
¥

Solution:
VLQθ
WDQθ ²²±
FRVθ DISCUSSION CORNER
–
²² ²²± If tan θ what type
¥ FRVθ of triangle is being
– represented?
FRVθ ²²

—– ¥
¥
FRVθ ²²

115
Example 8
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*LYHQWKDWPR FPDQGVLQQPR ²FDOFXODWH

D WKHOHQJWKRIQR
E FRVQPR R
P FP
Solution:

D VLQQPR = — E PQ ¥±

QR ¥ SMART MIND
²± ²
PR PQ FP 3
Given sin θ ²DQGWKH
QR PQ 5
²± ² 7KXVFRVQPR = — length of hypotenuse is
PR
20 cm, determine cos θ
and tan θ.
QR ²²
—

QR FP
4
—

Example 9
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*LYHQ WKDW PQR DQG STQ DUH VWUDLJKW OLQHV FDOFXODWH WKH YDOXH RI
5
FRVx FP
T
CHAPTER
Solution: FP
RQ 'HWHUPLQHWKH x
FRVx —– YDOXHRIRQ¿UVW P FP R
SR Q
TQ ¥± ; SQ TQ RQ ¥±

¥ ¥
DISCUSSION CORNER
TQ FP SQ FP FP
Given that the hypotenuse
RQ of a right-angled triangle is
7KXVFRVx ²±
SR ¥FPGetermine tan θif
1 .
cosθ ²±
² ¥2

²

S
Example 10
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PS6WDWHWKHDQVZHUFRUUHFWWRWZRGHFLPDOSODFHV

P Q R
FP
116

&DOFXODWHWKHOHQJWKRIPSZKLFK QSP QPS =
LVWKHK\SRWHQXVHRI¨PRS WKXVPQS = – ±
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,GHQWLI\WKHSRVLWLRQRI QR 7KXV
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1. &DOFXODWHWKHYDOXHVRIVLQθFRVθDQGθIRUHDFKRIWKHIROORZLQJ Pythagoras triples
ULJKWDQJOHGWULDQJOHV
5
A B C
CHAPTER
D E P F 3 4 5
θ 5 12 13
6 10
FP P 15 17
FP P P 7 24 25
P
θ 40 41
θ
FP P
G H I
θ FP θ
FP
PP
θ P
PP P
2. &DOFXODWH WKH YDOXH RI x ZLWKRXW GUDZLQJ DQ\ ULJKWDQJOHG WULDQJOHV RU XVLQJ 3\WKDJRUDV
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¥

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4¥
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x
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118
How do you determine the values of sine, cosine and tangent LEARNING
of 30°, 45° and 60° angles without using a calculator? STANDARD
S S K Determine the values of
sine, cosine and tangent

of 30°, 45° and 60° angles
XQLWV XQLWV without using a calculator.
¥
–
¥
–

TIPS

QS ¥2 – 12
P Q R L M QS ¥
XQLW Q XQLW R
KM ¥2 + 12
'LDJUDPD 'LDJUDPE 'LDJUDP KM ¥
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'LDJUDPVKRZVDQLVRVFHOHVWULDQJOHKLM
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EHFDOFXODWHGZLWKRXWXVLQJDFDOFXODWRUEDVHGRQ'LDJUDPEDQG'LDJUDP
Angle 30° 60° 45°
Ratio BULLETIN
¥ —
VLQθ – — Surd is an irrational
¥
number in the root form

FRVθ — – —
¥ such as ¥2 , ¥3 and
¥ ¥17 . ¥3 is read as surd

— three.
WDQθ
¥ ¥
Example 11
5
CHAPTER
&DOFXODWHWKHIROORZLQJYDOXHVZLWKRXWXVLQJDFDOFXODWRU
D VLQFRV E FRV±VLQ F WDQ±FRV
G VLQFRV±WDQ H WDQVLQVLQ
Solution:
D VLQFRV E FRV±VLQ F WDQ±FRV

²² ¥
¥¥ ²î²
¥

— ± ¥—

± —

¥ ¥ ±
¥ ¥
² ¥ ²±±±±±
¥ ²±

¥ ¥
¥ ²±

G VLQFRV±WDQ H WDQVLQVLQ

¥
— 4 ¥

— ±¥

4 ¥
—
¥

— —

¥
¥¥±¥ ¥ TIPS
²² ²î²
±¥ ¥ ¥ ¥ ¥2 × 2
¥2 × ¥2
¥ ¥4
±¥ ¥
²±

¥
119
MIND TEST 5.1e
1. 'HWHUPLQHWKHIROORZLQJYDOXHVZLWKRXWXVLQJDFDOFXODWRU
D FRVWDQ E FRVWDQ F WDQFRV
G VLQ±FRV H VLQ±FRV I WDQ±FRV
J VLQFRVWDQ K WDQVLQ±FRVVLQ
L WDQVLQFRV M WDQVLQ±VLQFRV
What is the unit of measure for angles?
$QJOHVDUHPHDVXUHGLQWKHXQLWRIGHJUHHV$QJOHVFDQDOVREHH[SUHVVHGLQXQLWVRIGHJUHHV

PLQXWHV'DQGVHFRQGV'' WKDWLV
'
' ''
Example 12
D &RQYHUWWRGHJUHHVDQGPLQXWHV E &RQYHUWWKHDQJOH'WRGHJUHHV
Solution:
D E '
'
×'

—–

5
'

CHAPTER
'

MIND TEST 5.1f
1. &RQYHUWHDFKRIWKHIROORZLQJDQJOHVWRGHJUHHVDQGPLQXWHV
D E F G
H I J K
2. 6WDWHHDFKRIWKHIROORZLQJDQJOHLQGHJUHHV
D ' E ' F ' G '
H ' I ' J ' K '
How do you determine the values of sine, cosine and LEARNING

tangent? STANDARD
Perform calculations
'R\RXNQRZWKDWDVFLHQWL¿FFDOFXODWRUFDQEHXVHGWRGHWHUPLQHWKH involving sine, cosine
WULJRQRPHWULFUDWLRRIDQDQJOH" and tangent.
Example 13
8VHDVFLHQWL¿FFDOFXODWRUWRGHWHUPLQHWKHIROORZLQJYDOXHVFRUUHFWWRIRXUGHFLPDOSODFHV
D VLQ' E FRV F WDQ'
120
Solution:
D VLQ'
BULLETIN
SMART FINGER sin 4 5 6 = 0.7083398377
1,234567.89
7 8
4 5
1 2
AC 0
9 ÷
6 x
3 -
. +
°''' °'''
The button °''' should
E FRV be pressed only when
the question is given in
SMART FINGER Â 7
1,234567.89
cos 2 0 = 0.9354440308 degrees and minutes.

7 8 9 ÷
4 5 6 x
1 2 3 -
AC 0 . +
F WDQ'
SMART FINGER tan 6 4 °''' 12 °''' = 2.068599355
1,234567.89
7 8 9 ÷
4 5 6 x
1 2 3 -
AC 0 . +
MIND TEST 5.1g

1. 8VHDVFLHQWL¿FFDOFXODWRUWRGHWHUPLQHWKHIROORZLQJYDOXHVFRUUHFWWRIRXUGHFLPDOSODFHV
DVLQEFRVFWDQGVLQ'HFRV'IWDQ'
How do you calculate the size of an angle by using trigonometric ratios sine, cosine and
tangent?
,IWKHYDOXHRIWKHWULJRQRPHWULFUDWLRLVJLYHQ\RXFDQXVHDVFLHQWL¿FFDOFXODWRUWRGHWHUPLQHWKH
5
VL]HRIWKHUHODWHGDQJOH
CHAPTER
Example 14
8VHDVFLHQWL¿FFDOFXODWRUWRFDOFXODWHWKHIROORZLQJxYDOXHV
D VLQx E FRVx F WDQx
Solution:
REMINDER
D VLQx
x VLQ± If the unit of second is 30"
or more, the minute unit
x $QVZHULQGHJUHHV
will be added by 1'.
x ' $QVZHULQGHJUHHVDQGPLQXWHV
SMART FINGER shift sin 0 . 8 3 7 7 = 56.89803635 °'''5653'52.93''

1,234567.89
7 8 9 ÷
4 5 6 x
1 2 3 -
AC 0 . +
''VKRZVWKHYDOXHLQVHFRQGV)ROORZWKHVWHSVEHORZWRURXQG
R൵WKHDQVZHUWRWKHQHDUHVWPLQXWH
'''
}

!
'
121
E FRVx
x FRV±
x
x '
SMART FINGER shift cos 0 . 7 0 2 1 = 45.40426895 45° 24' 15.37''
1,234567.89
7 8
4 5
1 2
AC 0
9 ÷
6 x
3 -
. + °'''
F WDQx
x WDQ±
x
x '
SMART FINGER shift tan 2 . 4 8 7 6 = 68.10017426 68° 6' 0.63''
1,234567.89
9 ÷
°'''
7 8
4 5 6 x
1 2 3 -
AC 0 . +
MIND TEST 5.1h

1. 8VLQJDVFLHQWL¿FFDOFXODWRUFDOFXODWHWKHIROORZLQJxYDOXHV
D WDQx E FRVx F VLQx G VLQx
H FRVx I WDQx J FRVx K VLQx
L WDQx M VLQx N WDQx O FRVx
How do you solve problems involving sine, cosine and LEARNING

tangent? STANDARD
5

CHAPTER
sine, cosine and tangent.

Example 15
7KH GLDJUDP RQ WKH ULJKW VKRZV D ODGGHU OHDQLQJ DJDLQVW D ZDOO ,W
IRUPV D ULJKWDQJOHG WULDQJOH PQR ,I WKH KHLJKW RI QR LV P
R
FDOFXODWHWKHOHQJWKRIWKHODGGHUPRLQPHWUHV
6WDWHWKHDQVZHUFRUUHFWWRWZRGHFLPDOSODFHV
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QR
VLQ —–
PR
2.5 m
VLQ —– P Q
PR
50Û
PR —––—
VLQ P Q
PR PGS
Example 15
F E
7KHGLDJUDPRQWKHULJKWVKRZVDFXERLGABCDEFGH.,WLVJLYHQWKDW
A D FP
BC FPCH FPDQGWKHKHLJKWRIHE FP,IULJKWDQJOHG
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125
CONCEPT MAP
K\SRWHQXVH RSSRVLWH
VLGH
θ
DGMDFHQWVLGH
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Ratio of sine Ratio of cosine Ratio of tangent

RSSRVLWHVLGH DGMDFHQWVLGH RSSRVLWHVLGH
VLQθ ²²²²±² FRVθ ²²²²²± WDQθ ²²²²²²
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127
CHAPTER Angles and
6
Tangents of
Circles
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
6.1 $QJOHDWWKH&LUFXPIHUHQFHDQG
&HQWUDO$QJOH6XEWHQGHGE\DQ$UF
6.2 &\FOLF4XDGULODWHUDOV
6.3 7DQJHQWVWR&LUFOHV
6.4 $QJOHVDQG7DQJHQWVRI&LUFOHV
Why
Why dodo you
you learn
learn this
this chapter?
chapter?
Wh d
Wh l thi h t ?
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128
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129
6.1 Angle at the Circumference and Central Angle
Subtended by an Arc
What are the angles at the circumference of a circle? LEARNING

STANDARD
$ FLUFOH LV D XQLTXH WZRGLPHQVLRQDO VKDSH 7KLV LV EHFDXVH WKH Make and verify
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\RXHYHUVHHQDYHKLFOHZKHHOLQRWKHUVKDSHV" circumference and central
angle subtended by
particular arcs, and hence
use the relationships to
determine the values of
angles in circles.
DISCUSSION CORNER
Compare the bicycle
wheels below, which
wheel allows you to
reach your destination
faster?
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130
Chapter 6 Angles and Tangents of Circles
Are angles at the circumference of a circle subtended by the same arc equal?
Brainstorming 1
In groups
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Materials: $SDSHUFRPSDVVHVSURWUDFWRUUXOHUDQGSHQFLO
Steps:
1. 'UDZDFLUFOHRIUDGLXVFP'UDZDFKRUGPQ'LDJUDP
2. 'UDZDFKRUGQRWKDWIRUPVDWSRLQWQ'LDJUDP2WKHUJURXSVDUHHQFRXUDJHGWR
IRUPDFXWHDQJOHVEHWZHHQDQG
3. 0DUNWKHSRLQWSRQWKHFLUFXPIHUHQFHDQGGUDZFKRUGVPSDQGRS'LDJUDP
4. 0HDVXUHPSRDQGUHFRUGLWLQWKHWDEOHEHORZ
5. 5HSHDWVWHSZLWKSRLQWTDQGFKRUGVPTDQGRT'LDJUDP
6. 0HDVXUHPTRDQGUHFRUGLWLQWKHWDEOH
S S
Q Q Q Q
T
O FP
P P P P
R R R
'LDJUDP 'LDJUDP 'LDJUDP 'LDJUDP
6
CHAPTER
PQR PSR PTR

7. <RXPD\UHSHDWVWHSZLWKRWKHUSRLQWVRQPDMRUDUFPR0HDVXUHWKHDQJOHIRUPHGDQG
UHFRUGLQWKHWDEOH
8. 'LVSOD\\RXUJURXS¶V¿QGLQJVLQWKH0DWKHPDWLFVFRUQHU*LYHIHHGEDFNRQWKH¿QGLQJV
RIRWKHUJURXSV
Discussion:
:KDWFDQ\RXVD\DERXWWKHDQJOHVDWWKHFLUFXPIHUHQFHRIWKHFLUFOHVXEWHQGHGE\DUFPR"
7KHDQJOHVVXEWHQGHGE\DUFPRPQRPSRDQGPTRDUHHTXDO
131
,QJHQHUDO
S
R
T
Angles DW WKH circumference subtended E\ WKH same arc
DUHequal
354 PSQ PTQ
P Q
<RXFDQDOVRXVHG\QDPLFVRIWZDUHWRYHULI\WKHSURSHUWLHVRIDQJOHVDWWKHFLUFXPIHUHQFHVXEWHQGHG
E\WKHVDPHDUF
Brainstorming 2
In pairs
Aim:7RYHULI\WKDWDQJOHVDWWKHFLUFXPIHUHQFHVXEWHQGHGE\WKHVDPHDUFDUHHTXDO
Materials: '\QDPLFVRIWZDUH
Steps:
1. 6WDUWZLWK1HZ6NHWFKDQGFOLFNRQWKH&RPSDVV7RROWRGUDZDFLUFOH'LDJUDP
2. &OLFNRQ3RLQW7RRODQGPDUNWKUHHSRLQWV'LDJUDP
6
3. &OLFNRQ7H[W7RRODQGODEHOWKHWKUHHSRLQWVPDUNHGLQVWHS'LDJUDP

CHAPTER
'LDJUDP 'LDJUDP 'LDJUDP
4. &OLFNRQ6WUDLJKWHGJH7RRODQGGUDZWZRVWUDLJKWOLQHVFRQQHFWLQJSRLQWADQGSRLQWBDV
ZHOODVSRLQWBDQGSRLQWC'LDJUDP
5. &OLFNRQ6HOHFWLRQ$UURZ7RRODQGFOLFNRQSRLQWVABDQGC'LDJUDP
6. &OLFN0HDVXUHDQGVHOHFW$QJOH7KHYDOXHRI⬔ABCZLOOEHGLVSOD\HG'LDJUDP
132
B B
B
A A A
C C C
7. 5HSHDWVWHSVWRIRUSRLQWDDQGVWHSWRVHOHFWSRLQWVADDQGC'LDJUDP
8. 5HSHDWVWHS7KHYDOXHRIADCZLOOEHGLVSOD\HG'LDJUDP1RWLFHWKDWWKHYDOXHV

RIABCDQGADCDUHWKHVDPH
9. <RXFDQWU\WKLVZLWKDQRWKHUSRLQWRQWKHPDMRUDUFACWRGHWHUPLQHWKHYDOXHRIWKHDQJOH
DWWKHFLUFXPIHUHQFH
B B
D D
A A
C C
'LDJUDP 'LDJUDP
6
Discussion:
CHAPTER
:KDWFDQEHFRQFOXGHGIURP\RXUREVHUYDWLRQVLQWKHDERYHDFWLYLWLHV"
7KHDQJOHVDWWKHFLUFXPIHUHQFHVXEWHQGHGE\WKHVDPHDUFDUHHTXDO
Example 1
A BULLETIN
%DVHGRQWKHGLDJUDPRQWKHULJKWFDOFXODWH
B
y = ABE = 40°.
WKHYDOXHRIy ADEbecause
y
E C ADE is not an angle
Solution: at the circumference of
the circle subtended by
y A BE D arc AE.

133
MIND TEST 6.1a DISCUSSION CORNER
Is ADB = ACB?
1. &DOFXODWHWKHYDOXHRIz Discuss.
C
D E
z D
Ɣ
z
A
Ɣ
Ɣ
B

C
F G
D
ƔD
z z
Ɣ
A
Ɣ
B
2. ,QWKHGLDJUDPRQWKHULJKWFKRUGVQW RW Q
*LYHQ WKDW 4:5 $ DQG :57 $ R
GHWHUPLQHWKHYDOXHRI
D QSR E :47
F WRQ G QRT
P
S
W T
6
CHAPTER
3. ,Q WKH GLDJUDP RQ WKH ULJKW %$) $ C

D
$&) $&)' $DQG%)& $ E
'HWHUPLQHWKHYDOXHRI
B
D ABF E %)$
F CAD G DAF

A F

4. ,Q WKH GLDJUDP RQ WKH ULJKW 453 $
485 $DQG637 $'HWHUPLQHWKH R
Q
YDOXHRI
D RPS E 374 U S
T
P

134
Are angles at the circumference of a circle subtended by arcs of the same length equal
and are angles at the circumference proportional to the arc length?
Brainstorming 3
In groups
Aim: 1. 7RYHULI\WKDWDQJOHVDWWKHFLUFXPIHUHQFHVXEWHQGHGE\DUFVRIWKHVDPHOHQJWK

DUHHTXDO
2. 7R YHULI\ WKDW DQJOHV DW WKH FLUFXPIHUHQFH LV SURSRUWLRQDO WR WKH OHQJWK RI WKH
DUF
Materials: &RPSDVVHVSURWUDFWRUSHQFLOUXOHUDQG$SDSHU
Steps:
1. 'UDZ D FLUFOH RI UDGLXV FP :LWKRXW DGMXVWLQJ WKH JDS RI WKH FRPSDVVHV GLYLGH WKH
FLUFXPIHUHQFHRIFLUFOHLQWRVL[SDUWV'LDJUDP'LDJUDP
2. 'UDZWZRDQJOHVDWWKHFLUFXPIHUHQFHWKDWDUHVXEWHQGHGE\WZRGLIIHUHQWSDUWVRIWKHVDPH
OHQJWKDQGODEHOWKHP'LDJUDP
B P
A Q
C
R T
'LDJUDP 'LDJUDP 'LDJUDP 'LDJUDP
6
CHAPTER
3. 0HDVXUHBCADQGPRQ5HFRUGWKHPLQ7DEOH P
B
4. 5HSHDWVWHS'UDZFKRUGVZLWKGLIIHUHQWDUFOHQJWKV
'LDJUDP 0HDVXUH RPT DQG BQR 5HFRUG
WKHP LQ7DEOH Q
A
Arcs Arcs
BA PQ RT %5 RT
BCA PRQ RPT BQR R T
7DEOH 7DEOH 'LDJUDP
Discussion:
1. :KDWFDQ\RXFRQFOXGHDERXWDQJOHVDWWKHFLUFXPIHUHQFHVXEWHQGHGE\DUFVRIWKHVDPH
OHQJWK"
2. :KDWLV\RXUFRQFOXVLRQRQWKHHIIHFWVRIFKDQJLQJWKHDUFOHQJWKWRWKHDQJOHVVXEWHQGHG
DWWKHFLUFXPIHUHQFH"
135
D BCA PRQ>$UFOHQJWKAB $UFOHQJWKPQ@

E BQR =RPT>$UFOHQJWKBR =$UFOHQJWKRT@
,QJHQHUDO
P Q
T
AnglesDWWKHcircumferenceVXEWHQGHGE\arcs of the same
length DUH HTXDO ,I DUF OHQJWK PQ DUF OHQJWK SU WKHQ
PRQ STU
RS U
\FP
P
R
T The size of an angleDWWKHcircumferenceVXEWHQGHGE\DQ
[R
[

[[R DUFLVproportionalWRthe arclength
Q
S U
\FP
Example 2
P
6
7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK OHQJWK RI DUFV
CHAPTER
Q
PR QS'HWHUPLQHWKHYDOXHRI[*LYHUHDVRQVIRU\RXUDQVZHU
R
Solution: R
[ EHFDXVH[DQGDUHDWWKHFLUFXPIHUHQFHDQGOHQJWK [
RIDUFVPR QS S
Example 3
%DVHGRQWKHGLDJUDPRQWKHULJKWGHWHUPLQHWKHYDOXHRI[
Solution: [
R
[ FP R
²± ±±±±±
FP
[
P FP
[ FP Q
136
Example 4 P Q
*LYHQWKHOHQJWKRIPLQRUDUFPSLVWZRWLPHVWKHOHQJWKRIDUF
QRGHWHUPLQHWKHYDOXHRI[ R
[

Solution: T S
6XPRIDQJOHVLQD
376 $±$ WULDQJOHLV
QU I Z
376 $
P
Q [
7KXV[ ±±± PS
QR ±±±
R
S
[ $
If arc length of
7
RS = —QR, determine
2
the value of [.
MIND TEST 6.1b
1. %DVHGRQWKHGLDJUDPVEHORZFDOFXODWHWKHYDOXHRI[
D E F G
FP FP
FP $ [
$ $
[ [
$ FP $
$
FP [
FP
6
CHAPTER
2. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOH*LYHQWKDWWKH Q
OHQJWKRIDUFVRS QR435 $DQG364 $
GHWHUPLQHWKHYDOXHRI P $
D SPR
$ R
E 653
S
Q
3. ,Q WKH GLDJUDP RQ WKH ULJKW WKH OHQJWK RI DUFV
QPT RS*LYHQWKDW457 $467 $DQG
376 $GHWHUPLQHWKHYDOXHRI P $
R
D RQS $
U
E 786 $ S
F TPS
T
137
What is the relationship between angles at the centre of a circle and angles at the
circumference that are subtended by the same arc?
Brainstorming 4
In pairs
Aim: 7R YHULI\ WKH UHODWLRQVKLS EHWZHHQ DQJOHV DW WKH FHQWUH RI D FLUFOH DQG DQJOHV DW WKH
FLUFXPIHUHQFHVXEWHQGHGE\WKHVDPHDUF
Materials:'\QDPLFVRIWZDUH
Steps:
1. 6WDUWZLWK1HZ6NHWFKDQGFOLFNRQ&RPSDVV7RROWRGUDZDFLUFOH
2. 8VH3RLQW7RROWRSODFHWKUHHSRLQWVDURXQGLWVFLUFXPIHUHQFH'LDJUDP
3. 8VH7H[W7RROWRODEHODOOSRLQWVDWWKHFLUFOHZLWKABCDQGFHQWUHDV''LDJUDP
4. 8VH6WUDLJKWHGJH7RROWRFRQVWUXFWOLQHVIURPRQHSRLQWWRDQRWKHU'LDJUDP
5. 8VH6HOHFWLRQ$UURZ7RROWRVHOHFW
6
SRLQWVABDQG&
CHAPTER
6. &OLFN RQ WKH PHQX 0HDVXUH DQG

VHOHFW $QJOH 7KH YDOXH RI ABC
ZLOOEHGLVSOD\HG
7. 5HSHDWVWHSVDQGWRJHWADC
7KH YDOXH RI ADC ZLOO EH 'LDJUDP 'LDJUDP
GLVSOD\HG'LDJUDP
8. :KDWLVWKHUHODWLRQVKLSEHWZHHQABCDQGADC"
9. &OLFNRQSRLQWBDQGPRYHLWDORQJWKHFLUFXPIHUHQFHRIWKHFLUFOHDVVKRZQLQ'LDJUDP
,VWKHYDOXHRIABCVWLOOWKHVDPHDVWKHYDOXHREWDLQHGLQVWHS"
Discussion:
:KDW FDQ \RX FRQFOXGH DERXW WKH UHODWLRQVKLS EHWZHHQ DQJOHV DW WKH FHQWUH RI D FLUFOH DQG
DQJOHVDWWKHFLUFXPIHUHQFHRIDFLUFOHVXEWHQGHGE\WKHVDPHDUF"
138
D ADC ×ABC
E 7KHYDOXHRIABCLVFRQVWDQWHYHQWKRXJKSRLQWBLVPRYHGDORQJWKHFLUFXPIHUHQFH
RIWKHFLUFOH
,QJHQHUDO
Q Q
Q
[ R
[
[ Q P
O O O O
[
[ [ [
[
P R
R P R
P
7KHVL]HRIWKHangle DWWKHcentre of a circleFHQWUDODQJOHVXEWHQGHGE\WKHVDPHDUFLVtwice
WKHVL]HRIDQJOHDWWKHcircumference
Example 5
'HWHUPLQHWKHYDOXHRI[DQGyIRUHDFKRIWKHIROORZLQJ
D E F
[
$ [ [
O O
6
O
Ɣ Ɣ Ɣ
CHAPTER
$ y $
y
y

Solution:

D [ ² E [ $ F [ $±$
y $ [ $
[ $ $
y $ ²
y $ y
y $
MIND TEST 6.1c

[
1. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHO
'HWHUPLQHWKHYDOXHRI
y O
D [
z
E y

F ]
139
2. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O P
*LYHQ WKDW WKH OHQJWK RI DUFV PQ QR DQG PDMRU DQJOH y
POQ FDOFXODWHWKHYDOXHRI
Q [
D [
E y O
z
F z
R S
y
3. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O
&DOFXODWHWKHYDOXHRI O
D [ [
E y
F z z
Q
4. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHO*LYHQ
R
WKDWPOR DQGPUT GHWHUPLQHWKHYDOXHRI P
D PQR
O
E 867 U
F RTS
T
S

6
CHAPTER
Are the central angles of a circle proportional to the arc length?
<RXKDYHOHDUQHGWKDW
1. $QJOHVDWWKHFLUFXPIHUHQFHRIDFLUFOHVXEWHQGHGE\WKHVDPHDUFDUHHTXDO
2. $QJOHVDWWKHFLUFXPIHUHQFHRIDFLUFOHVXEWHQGHGE\DQDUFDUHSURSRUWLRQDOWRLWVDUFOHQJWK
%RWKRIWKHFRQFHSWVDERYHFDQDOVREHDSSOLHGWRWKHFHQWUDODQJOH,QJHQHUDO
S \FP
)RUFHQWUDODQJOHVRIDFLUFOHVXEWHQGHGE\DQDUF
[ D WKHVL]HVRIWKHDQJOHVDUHHTXDOLIWKHLUDUFOHQJWKVDUHHTXDO
O [ R
[ E WKHFKDQJHLQVL]HRIDQDQJOHLVSURSRUWLRQDOWRWKHFKDQJHLQ
WKHDUFOHQJWK
Q
P
\FP
140
MIND TEST 6.1d

1. %DVHGRQWKHGLDJUDPVEHORZFDOFXODWHWKHYDOXHRIy
FP FP
D E y F y G
y

O O O
O y

FP FP
=
2. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHOZKHUH BR
A
WKHOHQJWKRIDUFVAB PQ'HWHUPLQH
D WKHYDOXHRI[ O
[
E WKHDQJOHWKDWKDVWKHVDPHYDOXHDV[

P Q
=
E
3. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O ,W y F
LVJLYHQWKDWOHQJWKRIDUFCD FPDQGBOD $ B
BOD [
,I WKH OHQJWK RI DUFV BCD CD DQG FEG ² O

GHWHUPLQH
D WKHYDOXHRI\LQFP G
C D
E WKHOHQJWKRI[LQFP
FP
What is the value of angles at the circumference subtended by the diameter?
Brainstorming 5
6
In pairs
CHAPTER
Aim:7RGHWHUPLQHWKHDQJOHVVXEWHQGHGE\WKHGLDPHWHU Q
Materials: &RPSDVVHVSURWUDFWRUSHQFLOUXOHUDQGGUDZLQJSDSHU
Ɣ
O
Steps:
1. 'UDZDFLUFOHZLWKFHQWUHODQGGLDPHWHUPQDVLQWKHGLDJUDP P
2. 'UDZWZRFKRUGVPRDQGQRDVLQWKHGLDJUDP0HDVXUHWKHYDOXH
RIPRQ R Q
3. &KDQJHWKHSRVLWLRQRISRLQWRDWWKHFLUFXPIHUHQFHRIWKHFLUFOH Ɣ
O
0HDVXUHWKHQHZYDOXHRIPRQ
P
Discussion:
1. :KDWFDQ\RXFRQFOXGHDERXWWKHYDOXHRIPRQZKHQWKHSRVLWLRQRISRLQWRLVFKDQJHG
DWWKHFLUFXPIHUHQFH"
2. :KDWLVWKHYDOXHRIWKHDQJOHDWWKHFLUFXPIHUHQFHRIDFLUFOHVXEWHQGHGE\WKHGLDPHWHU"
141
)RU DOO SRVLWLRQV RI SRLQW R DW WKH FLUFXPIHUHQFH RI WKH FLUFOH VXEWHQGHG E\ GLDPHWHU PQ,
WKHYDOXHRIPRQLV
,QJHQHUDO
Q DISCUSSION CORNER
7KH DQJOH DW WKH FLUFXPIHUHQFH RI FLUFOH Is a diameter a chord?
P R VXEWHQGHGE\WKHGLDPHWHULV,IPQRLV Discuss.
O
DVHPLFLUFOHWKHQPQR
'LDPHWHU
Q
Example 6
[ [
7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHOZKHUHSRLQWV
PQRDQGSOLHRQWKHFLUFXPIHUHQFHRIWKHFLUFOH*LYHQWKDWPR P R
O
DQGQSDUHGLDPHWHUVFDOFXODWHWKHYDOXHRIy y
S
Solution: BULLETIN
PR QS
R
7KXV[
[
P Q
\[QRS O
\
S
\ ±±
6
If arc lengths PRQ = 2PS

\ then, PRQ = POS
CHAPTER
MIND TEST 6.1e

1. 7KHGLDJUDPVEHORZVKRZFLUFOHVZLWKFHQWUHO&DOFXODWHWKHYDOXHRI[
D E F FP G
[
[
O O
O
O

[ [
FP
O
2. 7KHGLDJUDPRQWKHULJKWVKRZVDVHPLFLUFOHZLWKFHQWUHO
[ y
'HWHUPLQHWKHYDOXHRI[\
142
3. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHO,I P
y
OHQJWKRIDUFVAB PQFDOFXODWHWKHYDOXHRI[\
Q
O
B [
A
How do you solve problems involving angles in circles? LEARNING

STANDARD
Example 7 Solve problems involving
angles in circles.
$VFXOSWXUHLVFRQVWUXFWHGLQWKHVKDSHRIDFLUFOHZLWKFHQWUHDWODV
LQWKHGLDJUDP7KHSRLQWVRQWKHFLUFXPIHUHQFHIRUPDUFPQZKLFKLV
RIWKHVDPHOHQJWKDVDUFQR/LQHSQSDVVHVWKURXJKO'HWHUPLQH P
WKHYDOXHRI
Q
D QSR O

E PQS S R
Solution:

D 465 ²425

E PSQ QSR
PQS

²
346 ±±

MIND TEST 6.1f

O P
6
1. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHOOSUDQG R

PST DUH VWUDLJKW OLQHV *LYHQ WKDW WKH GLDPHWHU RI WKH FLUFOH LV
CHAPTER
FPROS QRP DQGST TU
D FDOFXODWHWKHYDOXHRIθ S
T ș
E FDOFXODWHWKHOHQJWKRIPQLQFPFRUUHFWWRWKUHHVLJQL¿FDQW
¿JXUHV
U
S

2. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O *LYHQ R
WKDWPQ QRPSQ DQGSPR FDOFXODWHWKHYDOXH O z
[
RI[\z

y Q
P
S
R
3. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O *LYHQ O
WKDWTSLVSDUDOOHOWRPODQGTSP FDOFXODWHWKHYDOXHRI y
[
[y T Q
143
6.2 Cyclic Quadrilaterals
What do you know about cyclic quadrilaterals? LEARNING

STANDARD
$ cyclic quadrilateral LV D TXDGULODWHUDO LQ D FLUFOH P
Recognise and describe
ZKHUHall four verticesRIWKHTXDGULODWHUDOOLHRQWKH Q cyclic quadrilaterals.
circumference of the circle
3456 LQ WKH GLDJUDP RQ WKH ULJKW LV D F\FOLF S
TXDGULODWHUDOPDQGRDVZHOODVSDQGQDUH
NQRZQDVopposite anglesLQWKHF\FOLFTXDGULODWHUDO R
Example 8
)RUHDFKRIWKHIROORZLQJFLUFOHVOLVFHQWUHRIWKHFLUFOH
L A LL D G LLL K LY S Y
C P O
B O O
O T V
O R
D E
L N Q U
F
D ,GHQWLI\WKHF\FOLFTXDGULODWHUDOIRXQGLQHDFKRIWKHDERYHFLUFOHVDQGH[SODLQ\RXUDQVZHU
E 6WDWHWKHRSSRVLWHDQJOHVLQHDFKF\FOLFTXDGULODWHUDOWKDW\RXKDYHLGHQWL¿HG
Solution:
D L 9HUWH[DGRHVQRWOLHRQWKHFLUFXPIHUHQFHKHQFHABCDLVQRWDF\FOLFTXDGULODWHUDO
LL $OOYHUWLFHVDUHRQWKHFLUFXPIHUHQFHKHQFHDEFGLVDF\FOLFTXDGULODWHUDO
LLL9HUWH[OGRHVQRWOLHRQWKHFLUFXPIHUHQFHKHQFHKLONLVQRWDF\FOLFTXDGULODWHUDO
6
LY$OOYHUWLFHVDUHRQWKHFLUFXPIHUHQFHKHQFHPQRSLVDF\FOLFTXDGULODWHUDO
CHAPTER
Y 9HUWH[OGRHVQRWOLHRQWKHFLUFXPIHUHQFHKHQFHOTUVLVQRWDF\FOLFTXDGULODWHUDO
E L 1RQH LL DDQGFEDQG* LLL1RQH
LYPDQGRQDQGS Y 1RQH
MIND TEST 6.2a

1. )RUHDFKRIWKHIROORZLQJFLUFOHVOLVWKHFHQWUHRIWKHFLUFOH
S P F
L LL D LLL Q LY A
T R N
E E
Ɣ Ɣ
O O G O O
B
K
Q
F M D
P L C
D ,GHQWLI\WKHF\FOLFTXDGULODWHUDOIRXQGLQHDFKFLUFOHDERYHDQGH[SODLQ\RXUDQVZHU
E 6WDWHWKHRSSRVLWHDQJOHVLQHDFKF\FOLFTXDGULODWHUDOWKDW\RXKDYHLGHQWL¿HG
144
What are the relationships between angles of a cyclic quadrilateral?
Brainstorming 6 LEARNING
In pairs STANDARD
Aim: 7RGHWHUPLQHWKHUHODWLRQVKLSEHWZHHQRSSRVLWHLQWHULRUDQJOHV Make and verify
conjectures about the
RIDF\FOLFTXDGULODWHUDO
relationships between
angles of cyclic
Materials: '\QDPLFVRIWZDUH quadrilaterals, and hence
use the relationships to
Steps: determine the values
of angles of cyclic
1. 6WDUWZLWK1HZ6NHWFKDQGFOLFNRQ&RPSDVV7RROWRGUDZDFLUFOH quadrilaterals.
2. &OLFNRQ6WUDLJKWHGJH7RROWRFRQVWUXFWIRXUOLQHVIURPRQHSRLQW
WRDQRWKHUSRLQWRQLWVFLUFXPIHUHQFH'LDJUDP
3. 8VH7H[W7RROWRODEHODOOSRLQWVFRQQHFWLQJWKHOLQHZLWKABC
DQG'
4. 8VH6HOHFWLRQ$UURZ7RROWRVHOHFWDADQGB
5. &OLFNRQWKHPHQX0HDVXUHDQGVHOHFW$QJOH7KHYDOXHRIDAB
ZLOOEHGLVSOD\HG
'LDJUDP
6. 5HSHDWVWHSVDQGWRJHW$%&BCDDQG&'$'LDJUDP
.
Discussion:
1. :KDWDUHWKHUHODWLRQVKLSVEHWZHHQ'$%$%&BCDDQG
ADC"
6
2. :KDWFDQ\RXFRQFOXGHDERXWWKHUHODWLRQVKLSVEHWZHHQWKHDQJOHV
CHAPTER
RIDF\FOLFTXDGULODWHUDO" 'LDJUDP
D '$%BCD DQG$%&ADC

E The sum of the oppositeLQWHULRUDQJOHVLQDF\FOLFTXDGULODWHUDOLV
,QJHQHUDO
[
7KHVXPRIRSSRVLWHLQWHULRUDQJOHVLQDF\FOLFTXDGULODWHUDOLV
S
q [y DQGSq
y
145
Example 9 K
L FLASHBACK
7KH GLDJUDP RQ WKH ULJKW VKRZV D F\FOLF

Angle on a straight line is
TXDGULODWHUDOKLMN&DOFXODWHWKHYDOXHRI 180°.
D [ E y N y
[
Solution: M
D 7KHLQWHULRUDQJOHVLKNDQGLMNDUHRSSRVLWHLQWKHF\FOLF
TXDGULODWHUDO
Angle of a full rotation is
7KXV LKNLMN
360°.
[
[ ±
[

[ ²±

[
E 7KHLQWHULRUDQJOHVKNMDQGKLMDUHRSSRVLWHLQWKHF\FOLF
TXDGULODWHUDO QU I Z
7KXV KNMKLM
\ [
\ ± y
\ y
[

\ ²±

Calculate the value of
y [ + y.
6
CHAPTER
MIND TEST 6.2b

1. 7KHGLDJUDPVEHORZVKRZFLUFOHVZLWKFHQWUHO&DOFXODWHWKHYDOXHRI[
D E = F
[
=

[ Ɣ
OƔ
O OƔ

A D

2. 7KH GLDJUDP RQ WKH ULJKW VKRZV D F\FOLF TXDGULODWHUDO ABCD
*LYHQWKDW$'% $DQG$%' $FDOFXODWHWKHYDOXHRI B
BCD
146
3. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHO,I¨POSLVDQ
Q
HTXLODWHUDOWULDQJOHDQGSOR FDOFXODWHWKHYDOXHRIPQR
O
P Ɣ

S R
K
4. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O *LYHQ WKDW
L
KNM DQG./=/0GHWHUPLQHWKHYDOXHRI
D KLM OƔ
E LMN M

N
What is the relationship between the exterior angle with the corresponding opposite interior
angle?
P
Q 7KHGLDJUDPVKRZVDF\FOLFTXDGULODWHUDOPQRS7KHFKRUGPSLVH[WHQGHG
ș WRT.TSRDLVWKHexterior angleRIWKHF\FOLFTXDGULODWHUDOPSRQ
S PQRθLVNQRZQDVWKHopposite interior angleFRUUHVSRQGLQJWRD
D
T R
P Q
Example 10 P Q
[ R
,QWKHGLDJUDPRQWKHULJKWPQRSLVDF\FOLFTXDGULODWHUDO*LYHQWKDWP
DQGzDUHH[WHULRUDQJOHVVWDWHWKHRSSRVLWHLQWHULRUDQJOHVFRUUHVSRQGLQJ
WRPDQGz
6
y
CHAPTER
Solution: S z
yLVWKHRSSRVLWHLQWHULRUDQJOHFRUUHVSRQGLQJWRP
QLVWKHRSSRVLWHLQWHULRUDQJOHFRUUHVSRQGLQJWRz
H
MIND TEST 6.2c
F G
1. &RS\DQGFRPSOHWHWKHWDEOHEHORZEDVHGRQWKHGLDJUDPRQWKHULJKW
E
Corresponding opposite f
Exterior angle D
interior angle
ș
2. 'UDZ D FLUFOH DV VKRZQ LQ WKH GLDJUDP /DEHO WKH FRUUHVSRQGLQJ
RSSRVLWHLQWHULRUDQJOHVIRUWKHH[WHULRUDQJOHθDQGαZLWKV\PEROV
Į
SDQGqUHVSHFWLYHO\
147
How do you solve problems involving cyclic LEARNING
quadrilaterals? STANDARD
E D Solve problems involving
Example 11 E C cyclic quadrilaterals.
7KH GLDJUDP RQ WKH ULJKW VKRZV D F\FOLF
TXDGULODWHUDO ABCD DQG D VWUDLJKW OLQH CDE
&DOFXODWHWKHYDOXHRI A
D
D D
B
E E
Solution:
D $&% &$% E E D
$&%CABD 7KXVE
D
D ±±
D
P
Example 12 Q
y
7KH GLDJUDP RQ WKH ULJKW VKRZV D F\FOLF TXDGULODWHUDO PQRS DQG
DVWUDLJKWOLQHRST&DOFXODWHWKHYDOXHRIPST
T
y
Solution: S
PQRPSR PST
PQR R
\\
y
\
6
y PST

CHAPTER
Example 13 P N M

7KHGLDJUDPRQWKHULJKWVKRZVDF\FOLFTXDGULODWHUDOKLMNDQG
DVWUDLJKWOLQHMNP&DOFXODWHWKHYDOXHRI
D [ y
K
E y [
L
Solution:
D 31. LV DQ H[WHULRU DQJOH 7KH E \DQG10/DUHRSSRVLWHLQWHULRUDQJOHV

RSSRVLWH LQWHULRU DQJOH FRUUHVSRQGLQJ RIF\FOLFTXDGULODWHUDOKLMN
WRLWLVDQJOH[ 7KXV y $±NML
7KXV
y $±$
[ $
y $
148
N
MIND TEST 6.2d
$
1. 7KHGLDJUDPRQWKHULJKWVKRZVDF\FOLFTXDGULODWHUDOKLMP
P
DQG D VWUDLJKW OLQH KPN *LYHQ WKDW KNM DQG
NMP FDOFXODWHWKHYDOXHRIMLK.
$
K M
2. 7KHGLDJUDPRQWKHULJKWVKRZVDF\FOLFTXDGULODWHUDOPQRT
DQG D VWUDLJKW OLQH TRS 7KH VLGHV PT DQG QR DUH SDUDOOHO P Q
[
*LYHQWKDWPRQ DQGQRS FDOFXODWHWKHYDOXH
RI[

T R S
3. ,Q WKH GLDJUDP RQ WKH ULJKW WKH F\FOLF TXDGULODWHUDO ABCD
OLHVLQDFLUFOHZLWKFHQWUHO&DOFXODWHWKHYDOXHRI[LIDCE A
LVDVWUDLJKWOLQHDQGDOB . O
Ɣ

D B
C [
6
E
CHAPTER
4. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O P
PQRSLVDF\FOLFTXDGULODWHUDO,WLVJLYHQWKDWQSR =
= Q
,IWKHOHQJWKRIPS PQDQGRSTLVDVWUDLJKWOLQHFDOFXODWH
WKHYDOXHRI[ T [
Ɣ
O
S
A
5. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHO*LYHQ
=
WKDW BCD OHQJWK RI DUFV AB BC DQG AOD LV D
OƔ
VWUDLJKWOLQHFDOFXODWHWKHYDOXHRI[ B
=
D
[ C
149
6.3 Tangents to Circles
What do you understand about the tangents to circles? LEARNING

STANDARD
<RXKDYHOHDUQWWKDWWKHFLUFOHLVDXQLTXHVKDSHDQGKDVPDQ\VSHFLDO
Recognise and describe
SURSHUWLHV
the tangents to circles.
,QWKHGLDJUDPRQWKHOHIWSRLQWTRQWKHZKHHOZLOORQO\WRXFKWKH
URDG RQFH ZKHQ LW PDNHV D FRPSOHWH FLUFOH 7KH URDG VHUYHV DV D
WDQJHQW WR WKH ZKHHO ZKLFK LV URXQG DQG WKH SRLQW T LV WKH SRLQW RI
WDQJHQF\ZKHQLWWRXFKHVWKHURDG
P ,QWKHGLDJUDPRQWKHOHIWVWUDLJKWOLQHVPQDQGRSHDFKWRXFKHVWKH
X
FLUFOH DW SRLQW X DQG SRLQW Y ZKLOH VWUDLJKW OLQH UV SDVVHV WKURXJK
U
Q SRLQWADQGSRLQWBRQWKHFLUFOH7KXV
S D PQDQGRS±7DQJHQWVWRWKHFLUFOH
A
E XDQGY ±3RLQWVRIWDQJHQF\RIPQDQGRSUHVSHFWLYHO\
F UV ±1RWDWDQJHQW
B Y
G ADQGB ±1RWSRLQWVRIWDQJHQF\RIUV
V R
6
Tangent WR D FLUFOH LV D VWUDLJKW OLQH WKDW WRXFKHV WKH FLUFOH DW RQO\ RQH SRLQW7KH SRLQW RI
CHAPTER
FRQWDFWEHWZHHQWDQJHQWDQGWKHFLUFOHLVWKHpoint oftangency
Example 14
E
$UHDOOVWUDLJKWOLQHVDQGSRLQWVVKRZQLQWKHGLDJUDPRQWKHULJKW P Q
WDQJHQWVWRWKHFLUFOHDQGSRLQWVRIWDQJHQF\"6WDWHWKHUHDVRQVIRU
F G
\RXUDQVZHU R S
Solution:
M
PQDQGTUDUHWDQJHQWVWRWKHFLUFOHEHFDXVHWKH\WRXFKWKHFLUFOH
DWRQO\RQHSRLQW3RLQWEDQGSRLQWUDUHSRLQWVRIWDQJHQF\RI T
U N
PQDQGTUUHVSHFWLYHO\
RSLVQRWDWDQJHQWWRWKHFLUFOHEHFDXVHLWSDVVHVWKURXJKWZRSRLQWVRQWKHFLUFOH+HQFHSRLQWF
DQGSRLQWGDUHQRWSRLQWVRIWDQJHQF\RIRSMNLVQRWDWDQJHQWWRWKHFLUFOHEHFDXVHLWZLOOWRXFK
WZRSRLQWVRQWKHFLUFOHLIH[WHQGHG7KXVSRLQWMLVQRWDSRLQWRIWDQJHQF\
150
MIND TEST 6.3a

1. ,QWKHGLDJUDPVEHORZLGHQWLI\SRLQWVDQGOLQHVZKLFKDUH
L WDQJHQWV LL SRLQWVRIWDQJHQF\ LLLQRWDWDQJHQW LY QRWDSRLQWRIWDQJHQF\
6WDWHWKHUHDVRQVIRU\RXUDQVZHU
D Q E D E
P
A B
G B
T F
R F
X Y
H
C
S
What do you know about the value of the angle between tangent and radius at the
point of tangency?
Brainstorming 7 LEARNING
In pairs STANDARD
Aim: 7RPHDVXUHWKHDQJOHEHWZHHQWDQJHQWDQGUDGLXVRIDFLUFOH Make and verify
DWWKHSRLQWRIWDQJHQF\ conjectures about the
angle between tangent
Materials:'\QDPLFVRIWZDUH and radius of a circle at
the point of tangency.
Steps:
1. 6WDUWZLWK1HZ6NHWFKDQGFOLFNRQWKH&RPSDVV7RROWRGUDZD
FLUFOH'LDJUDP
6
2. &OLFNRQ6WUDLJKWHGJH7RROWRGUDZ
CHAPTER
D VWUDLJKW OLQH IURP WKH FHQWUH
RI WKH FLUFOH WR D SRLQW RQ WKH
FLUFXPIHUHQFH'LDJUDP
3. &OLFNRQ$UURZ7RROWRVHOHFWSRLQW
RQ WKH FLUFXPIHUHQFH DQG VWUDLJKW
OLQH 'LDJUDP 'LDJUDP
4. &OLFN&RQVWUXFWDQGVHOHFW
3HUSHQGLFXODU/LQH'LDJUDP
5. 8VH 3RLQW 7RRO WR PDUN WKH SRLQWV

DQGODEHOWKHPZLWKWKH7H[WWRRODV
ABDQGC'LDJUDP
'LDJUDP 'LDJUDP
6. 8VH6HOHFWLRQ$UURZ7RROWRVHOHFW
ABDQGC
151
7. &OLFNRQWKHPHQX0HDVXUHDQGVHOHFW$QJOH7KHYDOXHRIABCZLOOEHGLVSOD\HG
8. 5HSHDWVWHSWRVWHSWRGUDZWDQJHQWOLQHVRQWKHRWKHUVLGHRIWKHFLUFOHDQGGHWHUPLQH
WKHDQJOHEHWZHHQWDQJHQWDQGUDGLXVDWWKHSRLQWRIWDQJHQF\
Discussion:
:KDWFRQFOXVLRQVFDQ\RXGUDZDERXWWKHYDOXHRIWKHDQJOHEHWZHHQWDQJHQWDQGUDGLXVDWWKH
SRLQWRIWDQJHQF\"
:KHQ WDQJHQW DQG UDGLXV LQWHUVHFW DW WKH SRLQW RI WDQJHQF\ D ULJKW DQJOH LV IRUPHG 7KXV
ABC
,QJHQHUDO
P
7DQJHQW
7KHUDGLXVRIDFLUFOHWKDWLQWHUVHFWVZLWKWDQJHQWWRWKH
O 3RLQWRI FLUFOH DW WKH SRLQW RI WDQJHQF\ ZLOO IRUP D DQJOH
WDQJHQF\
ZLWKWKHWDQJHQW
5DGLXV Q
Example 15 A
[ B
7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUHOZKLFK
C
PHHWV WKH VWUDLJKW OLQH ABC DW SRLQW B RQO\ &DOFXODWH WKH
6

YDOXHRI[ O
CHAPTER
Solution:
/LQHABCLVDWDQJHQWWRWKHFLUFOHDQGLWWRXFKHVWKHFLUFOHDW
SRLQWB7KXVWKHDQJOH2%$
AOB [AOB
AOB ± [ ±AOB
[ ±

[
MIND TEST 6.3b

A B C
1. ,QWKHGLDJUDPRQWKHULJKWABCLVDVWUDLJKWOLQHDQG
OLVWKHFHQWUHRIWKHFLUFOH*LYHQWKDWAB OBDQG
[
BAO FDOFXODWHWKHYDOXHRI[
O
152
2. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZLWKFHQWUH P
O*LYHQWKDWOQSLVDQHTXLODWHUDOWULDQJOHDQGPQR
LVDWDQJHQWWRWKHFLUFOHFDOFXODWHWKHYDOXHRI y
D [ [
Q O
E y
F z
S
z
R
T
3. ,Q WKH GLDJUDP RQ WKH ULJKW O LV WKH FHQWUH RI WKH

FLUFOH DQG PQR LV D WDQJHQW WR WKH FLUFOH *LYHQ
WKDWQT STDQGQTS FDOFXODWHWKHYDOXHRI P O
[yz
z
[
y S
Q
R
What are the properties related to two tangents to a circle?
LEARNING
Brainstorming 8 STANDARD
In pairs
Make and verify
Aim: 7RGHWHUPLQHWKHSURSHUWLHVUHODWHGWRWZRWDQJHQWVWRDFLUFOH conjectures about the
properties related to two
6
Materials: 'UDZLQJSDSHUFRPSDVVHVSURWUDFWRUUXOHUDQGSHQFLO tangents to a circle.
CHAPTER
Steps:
1. 'UDZDFLUFOHRIUDGLXVFPZLWKFHQWUHO'UDZDVWUDLJKWOLQHFPIURPWKHFHQWUHODQG
ODEHODVOA'LDJUDP
2. 'UDZDQRWKHUFLUFOHRIUDGLXVFPZLWKSRLQWADVFHQWUHRIWKHFLUFOH0DUNWKHLQWHUVHFWLRQ
SRLQWVRIERWKFLUFOHVDVBDQGC'LDJUDP
3. 'UDZVWUDLJKWOLQHV2%2&ABDQGAC'LDJUDP
B B
O A A
O O A
FP FP FP
C C
153
4. 0HDVXUHWKHIROORZLQJDQGFRPSOHWHWKHWDEOHEHORZ
AOB AOC OBA OCA OAB OAC Length
OB OC AB AC
5. 'LVSOD\\RXUJURXS¶V¿QGLQJVLQWKH0DWKHPDWLFVFRUQHU&RPSDUH\RXUJURXS¶VDQVZHUV
ZLWKRWKHUJURXSV
Discussion:
:KDWDUH\RXUFRQFOXVLRQVUHJDUGLQJWKHSDLUVRIAOBDQGAOCOBADQGOCAOAB
DQGOACDQGDOVRWKHOHQJWKRIOLQHVOBOCABDQGAC"
D AOB AOCOBA OCADQG2$% OAC

E /HQJWKRI2% OHQJWKRIOCDQGOHQJWKRIAB OHQJWKRIAC
,QJHQHUDO
B
,IWZRWDQJHQWVWRDFLUFOHZLWKFHQWUHODQGSRLQWVRIWDQJHQF\B
DQGCPHHWDWSRLQWAWKHQ
[ y
O y A Ɣ BA CA
[
Ɣ BOA COA
C Ɣ OAB OAC
6
Example 16
CHAPTER
7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHFHQWUHGDWO P
7DQJHQWVPQDQGRQPHHWDWSRLQWQ&DOFXODWH FP
D WKHYDOXHRI[
[
E WKHYDOXHRIy O Q
F WKHUDGLXVRIWKHFLUFOH
\FP
Solution: R
D 5LJKWDQJOHGWULDQJOH¨234DQG
234
7KXV [
[ ±
[
OP
E /HQJWKRI34 45 \ F WDQ=²±

7KXV\ FP 23=îWDQ
5DGLXVOP FP
154
Q
MIND TEST 6.3c
1. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHRIUDGLXV
[
FP FHQWUHG DW O *LYHQ WKDW PQ DQG PR DUH S O P
y
WDQJHQWVWRWKHFLUFOHDQGQSR FDOFXODWH FP
D WKHYDOXHRI[ E WKHYDOXHRIy
F WKHOHQJWKRIPQ G WKHOHQJWKRIOP
R
2. ,Q WKH GLDJUDP RQ WKH ULJKW O LV WKH FHQWUH RI
FLUFOHZLWKUDGLXVFPDQGROSLVDVWUDLJKWOLQH R
*LYHQWKDWORP DQGPSLVDWDQJHQWWRWKH O
FLUFOHFDOFXODWH
D WKHYDOXHRI[ E WKHOHQJWKRIPS FP
F WKHOHQJWKRIRS
[ S
P
What is the relationship of the angle between LEARNING

tangent and chord with the angle in the alternate STANDARD
segment which is subtended by the chord? Make and verify
conjectures about the
,Q'LDJUDPDPQRLVDWDQJHQWWRWKHFLUFOH relationship of angle
[LVWKHDQJOHEHWZHHQWKHFKRUGQSDQGWDQJHQWPQRRQD between tangent and
PLQRUVHJPHQW chord with the angle in the
alternate segment which is
subtended by the chord.
yLVWKHDQJOHRIWKHPDMRUVHJPHQWRUDOWHUQDWHVHJPHQW
ZKLFKLVVXEWHQGHGE\WKHFKRUGQS
S T
y 0DMRU
,Q'LDJUDPEOLVWKHFHQWUHRIWKHFLUFOHOQDQGOS
6
VHJPHQW
DUHUDGLLRIWKHFLUFOHDQGPQRLVDWDQJHQWWRWKHFLUFOH7KXV
CHAPTER
0LQRU
VHJPHQW
[
D [J $ P R
Q
J $±[ 'LDJUDPD
H=J 6XEVWLWXWH
f S T
E f $±J F y ² H y
O
=
I $±$±[ f Ɣ
6XEVWLWXWH LQ =
I $±$
[ [ J
y ² P
[
R
I [ Q
y [ 'LDJUDPE
%DVHGRQWKHVWDWHPHQWVRI'LDJUDPDDQG'LDJUDPEZHFDQFRQFOXGHWKDW
T
y [ \DQGθ βEHFDXVHWKHDQJOHVEHWZHHQWKHFKRUGV
S `
DQGWKHWDQJHQWVDUHHTXDOWRWKHDQJOHVDWWKHDOWHUQDWHVHJPHQWV
[
VXEWHQGHGE\WKHFKRUGV
P e R
Q
155
Example 17 L
N
7KHGLDJUDPRQWKHULJKWVKRZVWULDQJOHKLMDQGPMNLVDWDQJHQW
WRWKHFLUFOH'HWHUPLQHWKHDQJOHVLQWKHDOWHUQDWHVHJPHQWIRU
D PMK E NML
K M
Solution:
D KLM E LKM P
Example 18
A
B
7KH GLDJUDP RQ WKH ULJKW VKRZV WKH WULDQJOH ABL LQVLGH D FLUFOH [
*LYHQWKDWKLMLVDWDQJHQWWRWKHFLUFOHGHWHUPLQHWKHYDOXHRI
D [ E y y
K M
Solution: L
D [ EHFDXVH [ LV DQ DQJOH LQ WKH DOWHUQDWH VHJPHQW RI KLA ZKLFK LV VXEWHQGHG E\
FKRUGAL
E y EHFDXVHLABLVDQDQJOHLQWKHDOWHUQDWHVHJPHQWRIyZKLFKLVVXEWHQGHGE\FKRUGBL
MIND TEST 6.3d

1. 6WDWHWKHSDLURIDQJOHVZLWKWKHVDPHYDOXHLQWKHIROORZLQJFLUFOHV
D E F [
F D E
z D y
H D
f
z [ F G
6
E E
y
[ y z
CHAPTER
D
2. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZKHUH $% LV D
=
WDQJHQW WR WKH FLUFOH *LYHQ BAC $ FDOFXODWH WKH C

=
YDOXHRI[

[
B
A
P
R
[
3. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK FHQWUH O
PQLVDWDQJHQWWRWKHFLUFOH*LYHQPSR $FDOFXODWH Ɣ Q
O
WKHYDOXHRI[
S
N
K L
=
4. 7KHGLDJUDPRQWKHULJKWVKRZVDFLUFOHZKHUHPLNLVD [
WDQJHQWWRWKHFLUFOH¨./0LVDQLVRVFHOHVWULDQJOH*LYHQ =
KLN $FDOFXODWHWKHYDOXHRI[ P
M
156
How do you solve problems involving tangents to circles?
What do you know about common tangents? LEARNING

STANDARD
$FRPPRQWDQJHQWWRWZRFLUFOHVLVDVWUDLJKWOLQHWKDWLVDWDQJHQWWR Solve problems involving
tangents to circles.
ERWKWKHFLUFOHV
1RWLFHWKHIROORZLQJSDLUVRIFLUFOHVDQGWKHLUFRPPRQWDQJHQWV
1.
7DQJHQW 7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
'LDJUDPD 'LDJUDPE
2. 7DQJHQW 7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW
6
'LDJUDPD 'LDJUDPE
CHAPTER
3. 7DQJHQW
7DQJHQW
7DQJHQW
7DQJHQW 7DQJHQW
'LDJUDPD 'LDJUDPE 'LDJUDPF
)URPWKHDERYHGLDJUDPVLWLVIRXQGWKDWLIWZRFLUFOHVRIHTXDOVL]HVRUGLIIHUHQWVL]HVWKDWDUH
D QRWWRXFKLQJHDFKRWKHUDVVKRZQLQ'LDJUDPODDQG'LDJUDPOEZLOOSURGXFHIRXUFRPPRQ
WDQJHQWV
E WRXFKLQJDWRQHSRLQWDVVKRZQLQ'LDJUDPDDQG'LDJUDPEZLOOSURGXFHWKUHHFRPPRQ
WDQJHQWV
F LQWHUVHFWLQJDVVKRZQLQ'LDJUDPDDQG'LDJUDPEZLOOSURGXFHWZRFRPPRQWDQJHQWV
G RYHUODSSLQJDVVKRZQLQ'LDJUDPFZLOOSURGXFHRQO\RQHFRPPRQWDQJHQW
157
Example 19
7KHGLDJUDPRQWKHULJKWVKRZVWZRFLUFOHVFHQWUHGDWA
DQGBZLWKUDGLXVFPDQGFPUHVSHFWLYHO\*LYHQWKDW A
B
PQRSLVDFRPPRQWDQJHQWWRERWKFLUFOHVFDOFXODWHWKH [
YDOXHRI[ FP FP
P S
Solution: A
Q R
FP

FRV [ ² FP [ B

[ FRV± —

FP FP
[ $ Q R
Example 20
$ SLHFH RI ZRRG LV PRXQWHG RQ D W\UH DV VKRZQ LQ WKH
W
GLDJUDP,WLVJLYHQWKDWVLVWKHSRLQWRIFRQWDFWEHWZHHQ 7\UH
WKHW\UHDQGWKHURDGWLVWKHSRLQWRIFRQWDFWEHWZHHQWKH
:RRG
ZRRGDQGWKHW\UHZKLOHYLVWKHSRLQWRIFRQWDFWEHWZHHQ
WKHZRRGDQGWKHURDG7KHGLDPHWHURIWKHW\UHLVFPDQG
WKHGLVWDQFHRIWYLVPHWUHV$VVXPLQJWKDWWKHURDGLVD
VWUDLJKWOLQHFDOFXODWH 5RDG V Y
D WKHGLVWDQFHRIVY
E WKHGLVWDQFHEHWZHHQWKHFHQWUHRIWKHW\UHDQGWKHSRLQW
Y LQ PHWUHV 6WDWH \RXU DQVZHU FRUUHFW WR WZR GHFLPDO
SODFHV
6
CHAPTER

D VY DQG WY DUH WDQJHQWV WR 'UDZ D GLDJUDP DQG ODEHO LW ZLWK WKH JLYHQ
WKHFLUFOH7KHGLDPHWHURIWKH YDOXHV
W\UHLVFPDQGWKHGLVWDQFH
WYLVPHWUHV 'LDPHWHU FP PHWUH
5DGLXV FP PHWUH
E 7KHGLVWDQFHEHWZHHQWKH WY PHWUHV
FHQWUHRIWKHW\UHWRSRLQWY
Making a conclusion Implementing the strategy
D ¨2:<DQG¨29<DUH D VY WY P P

FRQJUXHQW W
7KXVVY WY PHWUH E OY ¥ P

O
E 7KHGLVWDQFHEHWZHHQWKH OY ¥
FHQWUHRIWKHW\UHDQGSRLQW<
OY PGS Y
V
OY P
158
MIND TEST 6.3e

1. 7KH GLDJUDP RQ WKH ULJKW VKRZV WKH FURVV VHFWLRQ RI N
D EDUUHO DQG D ZDOO YLHZHG IURP WKH WRS7KH EDUUHO LV
K
FHQWUHGDWO7KHZDOOKLMWRXFKHVWKHEDUUHODWSRLQW O
Ɣ
L*LYHQWKDWKLN DQGLNP FDOFXODWH [
WKHYDOXHRI[ L P
2. 7KH GLDJUDP RQ WKH ULJKW VKRZV D FLUFOH ZLWK R

FHQWUH O PQ LV D WDQJHQW WR WKH FLUFOH *LYHQ WKDW
PQ OPGHWHUPLQHWKHYDOXHRI[DQGy*LYH\RXU y
DQVZHULQPLQXWHVDQGGHJUHHV. OƔ
[ Q
P
3. 7KHGLDJUDPEHORZVKRZVSDUWRIWKHJHDUV\VWHPRQDPDFKLQH6WUDLJKWFKDLQVAEDQGBCPHHW
ERWKJHDUVDWSRLQWVABCDQGE7KHJHDUVDUHFLUFXODUZLWKFHQWUHVODQGDUHVSHFWLYHO\
*LYHQWKDWOA FPDC FPDQGCDE FDOFXODWH
A
C
FP
6
FP
M
CHAPTER
OƔ [ Ɣ D
E
B
D WKHYDOXHRI[
E WKHOHQJWKLQFPFRUUHFWWRIRXUVLJQL¿FDQW¿JXUHVRI
LAM LLCM LLLOD
4. 7KH GLDJUDP RQ WKH ULJKW VKRZV WZR FLUFOHV ZLWK UDGLXV
A
FPDQGFPFHQWUHGDWODQGPUHVSHFWLYHO\*LYHQWKH R
FP
OHQJWKRICD DPFDOFXODWHWKHOHQJWKLQFPFRUUHFWWR
FP
WZRGHFLPDOSODFHVRI OƔ Ɣ Ɣ ƔP T
C D
DOP EBS FBST
S
B
159
6.4 Angles and Tangents of Circles
How do you solve problems involving angles and LEARNING

tangents to the circle? STANDARD
S
$FLUFOHLVDIDPLOLDUVKDSHWKDWW angles and tangents of
a
ZH FRPH DFURVV LQ RXU GDLO\\ ccircles.
URXWLQH 2QH H[DPSOH LV WKH H
ZKHHORIWKHELF\FOH&DQ\RX X
α
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MIND TEST 6.4a

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167
CHAPTER Plans and
7 Elevations
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
7.1 Orthogonal Projections
7.2 Plans and Elevations
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
7KHGUDZLQJRIDSODQDQGWKHHOHYDWLRQVRIDQ
object allows the actual shape of the object to
be seen in a two-dimensional form from various
viewing directions.
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DUFKLWHFWXUHFRPSXWDWLRQVDQGVRRQ
E ach building in Putrajaya has its own

uniqueness. The Malaysia Energy Commission
Headquarters in Putrajaya which is known as the
Diamond Building is a very beautiful building
with a unique design. The Diamond Building has
received the ASEAN Energy Award for its structure
and design that maximises the use of sunlight. The
Malaysia Green Building Index and Singapore
Green Mark Scheme also awarded platinum ratings
to recognise the building’s design that enable
sustainable recycling of rainwater. The uniqueness
and creativity of the Diamond Building architecture
is distinctive when viewed from various directions.
Have you ever visited the Diamond Building?
168
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
Mimar Sinan is one of the greatest and most

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Sinan was awarded the rank of Chief Architects of
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Sophia (Ayasofya in Turkish) was converted into a
PRVTXH2WWRPDQDUFKLWHFWVRIWHQXVHGWKHPRVTXH
as a benchmark when designing other mosques.
This is why most mosques in Turkey are similar
in design.
WORD B A N K
origin DVDODQ
geometrical shape EHQWXNJHRPHWUL
elevation GRQJDNDQ
solid line JDULVSDGX
dashed line JDULVVHPSDQJ
orthogon RUWRJRQ
plan SHODQ
scale VNDOD
quadrant VXNXDQ
projection XQMXUDQ
169
7.1 Orthogonal Projections
What is a plane and a normal to a plane? LEARNING

STANDARD
You have studied objects in two and three dimensions. Each of these Draw orthogonal
REMHFWVFRQVLVWVRIÀDWVXUIDFHVRUFXUYHGVXUIDFHVRUERWK projections.
curved
curved surface
surface
ÀDWVXUIDFH T
S R
The diagram on the right shows a quarter of a right cylinder with a U
horizontal base PQRS. Both PSTU and PQRS are planes and QRTU is
a curved surface.
P Q
A plane is the ÀDWVXUIDFHRIDQREMHFW7KHUHDUHWKUHHW\SHVRISODQHVQDPHO\horizontal

planeYHUWLFDOSODQH and LQFOLQHGSODQH
E
The diagram on the right shows a right prism with a horizontal plane
ABCD. ABF and CDE are vertical planes. BCEF and ADEF are
inclined planes. The lines FM and EN are perpendicular to the lines F D C
N
AB and CD respectively. The lines FM and EN are also known as the
normal to the plane$%&'.
A M B
A normal to a plane is a straight line that is SHUSHQGLFXODU or that forms a right angle to any
7
line on the plane.

CHAPTER
Example 1 T W
The diagram on the right shows a cube. State the normal to the
following planes. U
9
(a) 3456 (b) 3678 (c) 567: (d) QRTU S R
Solution:
(a) 8394:576 The order of letters to specify a P Q
(b) 4356:798 normal is important. TS means
(c) 4536879: the line TS is perpendicular to
(d) 396: the plane PQRS at point S.
170
Chapter 7 Plans and Elevations
Example 2
The diagram on the right shows a right prism with a rectangular base E H
ABCD. M and N are the midpoints of AB and CD respectively. Given FG
= EH = DN = NC = AM = MB, state the normal to the following planes:
(a) ABCD (b) ADEF F
G
N
C
D
Solution:
(a) FA, GM, HN, ED (b) BA, CD, GF, HE
A M B
What do you understand about orthogonal projections?
Object
P
Normal
In Diagram 1, PQ is a straight line where point Q lies
D C on the horizontal plane ABCD. PR is a normal line to
the plane ABCD. The straight line RQ which lies on the
Q R plane ABCD is an orthogonal projection of the straight
A B line PQ on the plane ABCD.
Diagram 1
Orthogonal projection
Object
P
Q
Normal Normal In Diagram 2, the lines PR and QS are the normal to
D C
the plane ABCD. RS is an orthogonal projection of the
straight line PQ on the plane ABCD.
S R
A B
Orthogonal projection Diagram 2
Orthogonal projections are images formed on a plane when the projected line from an
7
object is perpendicular to the plane.
CHAPTER
,Q'LDJUDPDQG'LDJUDPZHKDYHLGHQWL¿HGWKHRUWKRJRQDOSURMHFWLRQIRUDOLQH'LDJUDPDQG
Diagram 4 shows the orthogonal projections of a two-dimensional plane and a three-dimensional
object.
Vertical plane E F
A B
H G
D C R S
P Q
U T
S R
'LDJUDP Horizontal plane Diagram 4
171
,Q'LDJUDPPQRS is projected on a vertical plane and in Diagram 4 EFGH is projected on a
horizontal plane.
'LDJUDP 2EMHFW Normal to the plane 2UWKRJRQDOSURMHFWLRQRQWKHSODQH

Diagram 3 PQRS 3$4%5&6' ABCD
Diagram 4 EFGH (5)6*7+8 RSTU
T W
U S R
V R E H
P Q S
F G
D L
C T K
Q D C
U
I J
A B
P A B
Horizontal plane
Vertical plane
Diagram 5 'LDJUDP
,Q'LDJUDPDFXERLGLVSURMHFWHGRQDKRUL]RQWDOSODQHDQGLQ'LDJUDPDULJKWSULVPZLWKWKH
surface BCHGKJ as a uniform cross section is projected on a vertical plane.
'LDJUDP 2EMHFW Normal to the plane 2UWKRJRQDOSURMHFWLRQRQWKHSODQH

Diagram 5 Cuboid 3$4%5&6' ABCD
'LDJUDP Right prism $3,8/7'4)6(5 PQRSTU
Example 3
7
Each of the following diagrams shows the projection of an object on a vertical plane or a horizontal
plane. Determine whether the resulting projection is an orthogonal projection.
CHAPTER
(a) (b) (c)

Î
Solution:
(a) Yes
(b) Yes
F 1REHFDXVHWKHOLQHVSURMHFWHGIURPWKHREMHFWWRWKHSODQHLVQRWDQRUPDO
172
MIND TEST 7.1a
1. Each diagram below shows the object and its projection on a plane. Determine whether the
projection is an orthogonal projection.
(a) (b)
(c) (d)
2. A student looks at the following object from a given viewing direction. Which of the following
combinations shows the correct orthogonal projection?
2EMHFW 2UWKRJRQDOSURMHFWLRQ
(a)
Î
7
CHAPTER
(b)
Î
173
+RZGR\RXGUDZDQRUWKRJRQDOSURMHFWLRQ"
You can draw an orthogonal projection of an object on a horizontal plane or a vertical plane using
the following steps.
1. Identify the type of plane and the direction in which the object that should be projected.
2. Draw normal lines from all vertices of the object to the plane. Make sure all the normal lines
are straight and upright so that the length of projected sides and the length of sides of object are
the same.
3. Connect the points of intersection of the normal to the plane to draw the shape of the orthogonal
projection.
4. Redraw the orthogonal projection with actual measurements. Label all vertices and side lengths.
Example 4
The diagram on the right shows a right prism with Z
rectangular base ABCD on a horizontal plane. $%./*)
Î
is a uniform cross section of the prism. The sides AF and E 3 cm H
BK are vertical.
2 cm J
Draw the orthogonal projection of the object on a G
,
F 2 cm
(a) horizontal plane as viewed from Z D
C
(b) vertical plane as viewed from X 4 cm
/ K
5 cm Î X
(c) vertical plane as viewed from Y
A FP B
Î
Solution: Y
9LHZLQJGLUHFWLRQ 2UWKRJRQDOSURMHFWLRQ
(a) The order of letters is following the
Z
viewing direction. Point D is below
Î
3 cm
point E as viewed from Z.
E H
7
CHAPTER
2 cm J E/D H , J/C
,
F G
2 cm
D
C
4 cm
/ K
5 cm
A FP B 5 cm
Horizontal
plane
F/A 3 cm G 1 cm / 2 cm K/B
174
(b)
Vertical G/F H/E
plane
2 cm
E 3 cm H
2 cm J ./ -,
,
G
F 2 cm
D
C 2 cm
4 cm / K
5 cm Î X
A FP B C/D
B/A 5 cm
Point A is behind point B as viewed

from X.
(c)
Vertical 3 cm
plane F/E G/H
/, 2 cm K/J
4 cm
E 3 cm H
2 cm
2 cm J
7
,
G
CHAPTER
F 2 cm B/C
D A/D FP
C
4 cm
/ K
5 cm
A FP B
Î
Point D is behind point A as viewed

Y
from Y.
175
Example 5 Z
Î
The diagram on the right shows a cylindrical object on a horizontal D C
plane. It is given that the diameter of the cylinder is 4 cm and its height
LVFP
FP
Draw the orthogonal projection of the cylindrical object on a
(a) horizontal plane as viewed from Z 4 cm
A B
(b) vertical plane as viewed from Y
Î
Solution: Y
(a) Z
Î
D C
A B
Horizontal
plane A 4 cm B
(b)
Vertical D C
plane
7
CHAPTER
FP
D C
A B
Î
A B
4 cm
Y
176
Aim: To determine the orthogonal projections of an object.

Materials: '\QDPLFVRIWZDUHGUDZLQJSDSHU
Steps:
1. Open 9LHZ and select 3D JUDSKLFV
2. Select the shape of pyramid .
3. Basic display is formed (Diagram 1).
4. Drag the cursor to display and select the four points:

D 3RLQW±RQWKHUHGOLQH
E 3RLQW±RQWKHJUHHQOLQH
F 3RLQWRQWKHUHGOLQH
G 3RLQWRQWKHJUHHQOLQHDQGFRQQHFWLWWRWKHVWDUWLQJSRLQW±DWWKHUHGOLQH
(Diagram 2).
5. The display will show a brownish shape (Diagram 3).
6. 'UDJWKHFXUVRUXSWRWKHEOXHOLQH'LDJUDP
7. Select the 'URWDWHLFRQVHOHFWYLHZLQIURQWRI.

8. Place the arrow at the top end of the blue line to see the orthogonal projection on the
horizontal plane (Diagram 5).
7
CHAPTER
Diagram 1 Diagram 2 Diagram 3 Diagram 4 Diagram 5
9. Repeat step 8 on the red line and the green line to see various orthogonal projections on
vertical planes.
10. Draw the resulting orthogonal projections as in steps 8 and 9 in the given table.
11. 6HOHFWDQHZ¿OH%XLOGRWKHU'VKDSHVDQGGUDZRUWKRJRQDOSURMHFWLRQVIURPGL൵HUHQW
perspectives.
177
5HVXOWVRI¿QGLQJV
Pyramid 2UWKRJRQDOSURMHFWLRQ
The view on the horizontal plane as seen from the blue line
The view on the vertical plane as seen from the red line
The view on the vertical plane as seen from the green line
'LVFXVVLRQ
Discuss the resulting shape of the orthogonal projection as compared to the actual shape of the
object.
Pyramid 2UWKRJRQDOSURMHFWLRQ
The view on the horizontal plane as seen from the blue line
The view on the vertical plane as seen from the red line
The view on the vertical plane as seen from the green line
MIND TEST 7.1b

1. Each object below lies on a horizontal plane. Draw orthogonal projections of each object on a
(a) horizontal plane as viewed from Z
7
(b) vertical plane as viewed from Y

CHAPTER
(i) (ii) (iii)

Z Z Z
Î
Î
2 cm
9 C E H 1 cm
J
* ,
5 cm 5 cm F
/ K
N M 4 cm C
D
A B
4 cm
K 4 cm / 4 cm A FP B
Î
Î
Y Y Y
178
+RZGR\RXFRPSDUHDQGFRQWUDVWREMHFWVZLWKWKHLU LEARNING
SURMHFWLRQV" STANDARD
Compare and contrast
between objects and the
corresponding orthogonal
Aim: Compare and contrast an object with an orthogonal projection projections.
in terms of length of side and size of angle.
Materials: &DUGERDUGDSHQFLODSDLURIVFLVVRUVDGKHVLYHWDSHDQGGUDZLQJSDSHU
Steps:
1. Draw the following shape according to the size given on a cardboard (Diagram 1).
2. Cut out the shape in Diagram 1 and use adhesive tape to build the shape in Diagram 2.
Z
Î
9
45$
14 cm 14 cm
B
$ A
19.8 cm
19.8 cm
45$
C
Diagram 1 Diagram 2
Î
3. Draw an orthogonal projection for the shape that you built on a horizontal plane as viewed
from Z and on a vertical plane as viewed from Y.
4. Produce the orthogonal projections on the horizontal plane and the vertical plane as follows:
7
CHAPTER
Projection from direction Z Projection from direction Y
(horizontal plane) (vertical plane)
9$ 9
14 cm
19.8 cm
45$
C 19.8 cm B
C/A B
14 cm
179
5. Measure each of the length of sides and angles of the two orthogonal projections you drawn.
Complete the table below.
3URMHFWLRQ 3URMHFWLRQ
Side 2EMHFW IURPGLUHFWLRQ $QJOH 2EMHFW IURPGLUHFWLRQ
Z Z
AC 14 cm 14 cm 9&% $ 45$
AB 9%&
BC 19.8 cm 19.8 cm BAC $ $
9& 19.8 cm 14 cm CAB
9%
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$9 14 cm 14 cm 9&% $ $
AB 9%& $ 45$
BC 19.8 cm 14 cm &9%
9& $9% 45$ 45$
9% 19.8 cm 19.8 cm
'LVFXVVLRQ
Are all sides and angles of the orthogonal projection of the same size as those of the
object? Discuss.
7
CHAPTER
(a) For orthogonal projections on a horizontal plane from direction ZWKHOHQJWKVRI $&$%
and BCand the size of BAC$&%and $%&remain unchanged.
(b) For orthogonal projections on a vertical plane from direction YWKHOHQJWKVRI $9$% and
9%and the size of $9%and$%9remain unchanged.
,QJHQHUDO
The OHQJWKRIVLGHV and VL]HRIDQJOHV of the RUWKRJRQDOSURMHFWLRQV of an object can remain

unchanged or vary according to the YLHZLQJGLUHFWLRQ.
180
Example 6
Z
The diagram on the right shows a right prism with a rectangular base
Î
T U
PQRS which lies on a horizontal plane. The plane URQ is a uniform
cross section of the object.
(a) Draw to full scale the orthogonal projection of the prism on 8 cm
(i) a horizontal plane as viewed from Z
(ii) a vertical plane as viewed from X S R
(b) State your conclusion about the length of sides and the size of
angles of the object and its orthogonal projections. Explain your FP ÎX
conclusions. P Q
2 cm
Solution:
(a) (i) (ii) (b) (i) The length of sides of TU SR
T/S U/R U/T PQ PS and QR and the right
angle remain unchanged on
orthogonal projections as viewed
FP FP 8 cm from Z. The length of sides TP
and UQ are changed.
(ii) The length of sides of TPUQPS
P 2 cm Q Q/P R/S QRTS and UR as well as the size
FP
of all angles remain unchanged
on the orthogonal projection as
viewed from X.
MIND TEST 7.1c Z

Î
T 1 cm
Z
1 cm U
Î
E
S
F
3 cm
7
CHAPTER
D 3 cm 2 cm
Q
cm R
A 2
4 cm
C
B 2 cm
ÎX P
Diagram 1 Î Diagram 2
X
1. (a) Diagram 1 and Diagram 2 above show two objects placed on a horizontal plane.
Draw a full scale orthogonal projection of both objects on a
(i) horizontal plane as viewed from Z
(ii) vertical plane as viewed from X
(b) State your conclusion about the length of sides and the size of angles of the objects and
their orthogonal projections for Diagram 1 and Diagram 2. Explain your conclusion.
181
7.2 Plans and Elevations
What are plans and elevations? LEARNING

STANDARD
You have learnt that the orthogonal projection of an object or a solid Draw the plan and
can be drawn on a horizontal plane and a vertical plane. elevations of an object to
scale.
The orthogonal projection on a horizontal plane, which is seen
from the top view, is known as a plan. The orthogonal projection on
a vertical plane, which is seen from either the side view or the front TIPS
view, is known as elevations. Orthogonal projection drawings give Full scale means the
accurate information on the design as well as the size of an object. actual size.
How do you draw a plan and elevations of an object to scale?
The diagram below shows a right prism with a rectangular base ABKJ which lies on a horizontal
plane. ABCDEFGH is a uniform cross section of the prism. The sides AH, FG, ED and BC are
vertical. The plan of the right prism can be drawn as viewed from Z and the elevations of the object
can be drawn as viewed from X and Y. Plan and elevations should be drawn to full scale.
Right prism (object)

Plan
Z As viewed from Z, which is the view from the
top.
Î
M L
1 cm
I/J P/O M/N L/K
I P
3 cm
N
7
O
CHAPTER
J K
4 cm
D
1 cm C
H
G 4 cm ÎY
2 cm
F 1 cm E H/A G/F D/E C/B
A 3 cm B Note:
All sides are drawn with solid lines because
Î
X they are visible from the top.
182
Front elevation Side elevation

As viewed from X. As viewed from Y.
1 cm
C/D L/M
D/M C/L
1 cm 1 cm
H/I G/P G/H P/I
1 cm
3 cm
E/F N/O
2 cm F/O E/N
1 cm
B/A K/J
A/J B/K 4 cm
3 cm
Note: Note:
All sides are drawn with solid lines because Lines GP, HI, EN and FO are drawn with
they can be seen when viewed from X. dashed lines because the sides are hidden
when viewed from Y.
The drawings of a plan, a front elevation and a side elevation of an object can also be combined on
a piece of paper which is divided into four quadrants. Here are two commonly used methods.
Method 1 Method 2
Second First Second First

quadrant quadrant quadrant quadrant
Side Front Front Side
elevation elevation elevation elevation
45° Plan Plan 45°
Third Fourth Third Fourth

quadrant quadrant quadrant quadrant
The position of the front elevation is at the top of the plan. The side elevation is drawn on the left
side or the right side of the front elevation, depending on the viewing direction.
In method 1, the side view is from right to left as in Example 7. Thus, the position of this elevation
is on the left side of the front elevation as method 1. In method 2, a side view is from left to right
7
as in example 8. Thus, the position of this elevation is on the right side of the front elevation as
CHAPTER
method 2.
I
Example 7
The diagram on the right shows a right prism with
rectangle ABCD that lies on a horizontal plane. H
E 3 cm J
ABHGF is a uniform cross section of the prism.
The sides of AF and BH are vertical. Draw to full 1.5 cm
C
scale, D
5 cm ÎY
(a) the plan of the prism
4 cm
(b) the elevation of the prism as viewed from X F G
(c) the elevation of the prism as viewed from Y

A 5 cm B
Î
183
Solution: Steps:
1 T
The direction of
the
t side elevation
Side elevation Front elevation (direction Y) is from
H I H/I right to left, thus the
position of the side
elevation is in the
second quadrant.
3.5 cm
5 cm 2 Draw the plan to full
D
scale
s in the fourth
J/E F/E 3 cm G/J quadrant.
G/F
1.5 cm 3 Project sides of the
P
C/D B/C plan
p with thin solid
B/A 4 cm A/D 5 cm OLQHVWRWKH¿UVW
quadrant as a guide
45° to draw the front
E/D J I/C
elevation (direction X).
4 Project the sides
P
of
o the plan and the
4 cm front elevation to the
second quadrant
to draw the side
elevation.
F/A 3 cm G 2 cm H/B
Plan TIPS
Guide for drawing plan
and elevation.
Ƈ Thick solid lines for
visible sides.
Ƈ Dashed lines for
hidden sides.
Ƈ Thin solid lines for
Example 8 construction lines.
The diagram on the right shows a
combination of a cuboid and a right prism 4 cm
7
J K
with rectangle ABCD on a horizontal plane.
CHAPTER
ABGHIF is a uniform cross section of the

object. BH and FI are vertical. Draw to full E L
scale,
I H
(a) the plan of the object
(b) the elevation of the object as viewed C 3 cm
D
from X G
F
(c) the elevation of the object as viewed Î
from Y Y 5 cm 3 cm
A 7 cm B
Î
184
Solution: TIPS
The direction of the side
Front elevation Side elevation
elevation (direction Y)
I/J 4 cm H/K J/K 5 cm I/H is from left to right, thus
the position of the side
HOHYDWLRQLVRQWKH¿UVW
quadrant.
3 cm
F/E G/L E/L

F/G
3 cm
DISCUSSION CORNER
A/D 7 cm B/C D/C A/B
In the subject Reka
45° Bentuk dan Teknologi
D J/E K/L/C
(RBT), the plan and
elevations of an
object are drawn with
orthographic projection
method. Is this method
the same as the
method you use in this
chapter? Discuss.
A 3 cm I/F 4 cm H/G/B
Plan
MIND TEST 7.2a

1. The diagram below shows a prism with rectangle PQUT on a horizontal plane. PQSR is a
uniform cross section of the prism. Draw to full scale,
(a) the plan of the prism
(b) the elevation of the prism as viewed from X
7
(c) the elevation of the prism as viewed from Y
CHAPTER
W 3 cm V
4 cm
T
U
R S
Î
Y
2 cm
P 1 cm Q
Î
185
2. The diagram below shows a block where rectangle ABCD lies on a horizontal plane.
ABVSRONKJGF is a uniform cross section of the block. AF, JG, KN, RS and BV are vertical.
Draw to full scale,
(b) the elevation of the object as viewed from X
(c) the elevation of the object as viewed from Y
1 cm
E H M P T U
I L Q
3 cm
F S V
G N O
D C
J K R Î
Y
3 cm
A 6 cm B
Î
3. The diagram below shows a combination of a cuboid and a right prism placed on a horizontal
plane. A semi-cylinder is removed from the cuboid. ADEJKF is a uniform cross section of the
object. AD and FEJ are vertical. Draw to full scale,
(b) the elevation of the object as viewed from X I
(c) the elevation of the object as viewed from Y
7
4 cm
CHAPTER
4 cm
C H J
2 cm
L
B G
Î
Y 5 cm D E
A F 2 cm K
Î
186
How do you synthesise plan and elevations of an object LEARNING

and sketch the object? STANDARD
Synthesise plan and
The drawings of plan and elevations on four quadrants are connected elevations of an object
to each other and can be used to sketch the three-dimensional shape of and sketch the object.
an object with ease.
Example 9
Side elevation Front elevation
The diagram on the right shows the plan,
front elevation and side elevation of a right G/F M/H N/E F/E G/H M/N
prism with a rectangular base. A cuboid- 1 cm 1 cm
L/I
shaped block has been removed from the K/J J/I K/L
prism. Sketch the three-dimensional shape 1 cm 1 cm
of the prism. B/A 2.5 cm C/D A/D 3 cm
B/C
45°
Solution: E/D 3 cm N/C
The position of the side elevation is on the 1 cm
H/I
second quadrant. Thus, the view of the side M/L
elevation is from the right. 1.5 cm
K/B
F/A G/J 2 cm
Plan
Step 1 Step 2
Sketch the three orthogonal projections Project the surfaces I, II and III so that
given on the planes using the they meet as shown in the diagram below.
measurements given. Surfaces marked
I, II and III are surfaces of the cuboid
>
>
7
block. >
CHAPTER
II
>
Front elevation III

>
>
I
n
tio
II
va
>
ele
de
>
>
Si
III
Scan QR Code or browse

http://yakin-pelajar.com/
I Bab%207%video/ to watch
a video about orthographic
projection drawings using
Plan dynamic software.
187
Step 3 Step 4
Sketch the object and label the vertices Complete the sketched object by labelling
with the letters in the orthogonal the length of sides.
projections using the colours as the guide. Plan
Î
E N
E N
H 2 cm M
M 2 cm
H
=1 cm =
G L
D I C
L F G Side
cm
G I C =
F D Î
elevation
1.5
G
2 cm JJ KK 2.5 cm
JJ KK =
A 3 cm B
Î
A B
Front
elevation
Example 10 Front elevation Side elevation

J/I I J
The diagram on the right shows the plan, front
elevation and side elevation of a combination
m
3.5 cm
4c
of a cuboid and a right prism. Sketch the

60° G/H
three-dimensional shape of the object. F/E E/H F/E
1 cm 1 cm
A/D B/C D/C 4.4 cm A/B
E/D I H/C 45°
Solution:
4.4 cm
7KH SRVLWLRQ RI VLGH HOHYDWLRQ LV LQ WKH ¿UVW
quadrant. Thus, the view of side elevation is from
left to right.
7
F/A 2 cm J 4 cm G/B
Plan
CHAPTER
Step 1
Sketch the three orthogonal projections given on I
the planes using the measurements given. This
object contains an angle of 60° on a triangular
surface. Thus, the angle of 60° must be built with
the correct method. 60°
H
E
J
C
D
Step 2
Connect the vertices to create a combined object. G
Label the vertices according to the projections. F
A B
188
I
Step 3
Draw the combined object and label the vertices
m
4c
and the length of the sides.
60° H
E J
D C 4.4 cm
F 60° G
1 cm
A B
6 cm
MIND TEST 7.2b Side elevation Front elevation

2 cm E/H 5 cm F/G
F/E G/H
1. The diagram on the right shows the plan, front
elevation and side elevation of a combination 2 cm
of a cuboid and a right prism. Sketch the C/D J/I D/I C/J
three-dimensional shape of the combined
object.
4 cm 4 cm
B/A K/L A/L 3 cm B/K

45°
H I/L J/K G
2 cm
E D/A 3 cm C/B F
1 cm 1 cm
Plan

L K L/K
2. The diagram on the right shows the plan, 2 cm
7
J/G I/J
front elevation and side elevation of a I/H
H/G
CHAPTER
combination of a cuboid, a right prism and a
semi-cylinder. Sketch the three-dimensional 8 cm
shape of the combined object.
C/B/A 10 cm D/E/F A/F 4 cm B/E 6 cm C/D
45° G/F J/E
D
10
cm
H/A I/B 6 cm C
4 cm
Plan
189
How do you solve problems involving plans and LEARNING
elevations? STANDARD
plans and elevations.
Example 11
The diagram below shows the plan, front elevation and side elevation
of a right prism.
N/K/F M/L/E F/E K/L N/M
2 cm
I/H G/H J/I
J/G 4 cm
2 cm
B/A 5 cm C/D A/D 7 cm B/C
45q 2 cm
E/D H 3 cm L/I M/C
5 cm
F/A G K/J N/B

Plan
(a) Draw the right prism to full scale.

(b) State the length of FG, in cm, correct to one decimal place.
(c) Originally the prism was a cuboid of size 7 cm × 5 cm × 4 cm. Calculate the volume of the
right prism EFGJKLIH, in cm3, which was removed from the cuboid.
(d) State the ratio of the volume of the right prism that was removed to the volume of the right
prism you drew in question (a).
Solution: (b) FG = 2.8 cm

(a)
7
(c) The volume of the removed prism

CHAPTER
L 2 cm M
1
E = —(2 cm)(3 + 5) cm × 5 cm
2
H = 40 cm3
I 4 cm
F N
K (d) The volume of the projected right prism
D C = the volume of the cuboid – the volume of
4 cm G 3 cm J 5 cm
the prism EFGJKLIH
= (7 cm × 5 cm × 4 cm) – 40 cm3
A 7 cm B = 140 cm3 – 40 cm3
= 100 cm3
Thus, the ratio is
40 : 100
2:5
190
MIND TEST 7.2c

1. The diagram below shows a right prism with square ABCD on a horizontal plane. ABNKJGF
is a uniform cross section of the prism.
(a) Draw to full scale,
(i) the plan of the prism. E H M
(ii) the elevation on a vertical plane parallel to

AB as viewed from X.
F N
(iii) the elevation on a vertical plane parallel to 1 cm G 6 cm
BC as viewed from Y.
I
(b) This right prism was originally a cuboid with a 5 cm L
D C
dimension of 5 cm u 5 cm u 6 cm. A right prism
GJKNMLIH has been removed from the cuboid. 5 cm
Calculate
Î
J 2 cm K Y
1 cm
(i) the volume of the removed prism A 5 cm B
Î
(ii) the ratio of the volume of the right prism
X
GJKNMLIH to the volume of the remaining
right prism
2. The diagram below shows a combination of a right prism and a triangular pyramid on a
horizontal plane. AF and BG are vertical.
(i) the plan of the combined prism
F
(ii) the elevation on a vertical plane parallel to
AC as viewed from X G
(iii) the elevation on a vertical plane parallel to 4 cm E
BD as viewed from Y m
3c
7
(b) Measure the lengths of CD, CG and DG on the A D
plan, elevation as viewed from X and elevation
CHAPTER
Î 6 cm
Î
as viewed from Y. X B Y
2 cm
(c) Use another way to calculate the lengths CD, CG C
and DG of the original object. Is your answer the
same as the answer in question (b)? Explain.
(d) Which orthogonal projections show the actual
values of AEF, AFE, BCG, BGC, BCD
and BDC?
191
Dynamic Challenge
Test Yourself
1. The diagram on the right shows a combination of a cylinder

and a cone placed on a horizontal table. State whether the 5 cm
following statements are true or false regarding the orthogonal
projections of the combined object.
(a) The plan is a circle of diameter 4 cm with a dot in the
centre of the circle.
(b) The elevations of the orthogonal projections from all 5 cm
directions are congruent.
(c) The length of the hypotenuse of the cone on the side
elevation is less than 5 cm.
(d) There is no curved surface on the front elevation. 4 cm
2. The diagram below shows the plan and the elevation of a combined object. Describe the original
design of the combined object.
1 cm
4 cm
1 cm
2 cm
3 cm
0.5 cm
Plan Elevation
7
Skills Enhancement
CHAPTER
1. The diagram on the right shows a right prism with

square ABHG placed on a horizontal plane. ABCD is
a uniform cross section of the prism. 3 cm
F E
(i) the plan of the prism D
C 4 cm
(ii) the elevation as viewed from X
G H
(iii) the elevation as viewed from Y Î
Y
(b) Measure the length of AD and size of A DC on A
B
Î 5 cm
the projection plane which is the uniform cross X
section of the prism.
192
2. The diagram on the right shows a combination of a H

right prism and a cuboid placed on a horizontal plane. G
AD, FG, BC and KJ are vertical.
(a) Draw to full scale, 3 cm J
(i) the plan of the object F 2 cm
E
I
(ii) the elevation as viewed from X 4 cm K
(iii) the elevation as viewed from Y Î

D C 6 cm Y
(b) Calculate the volume, in cm3, of the combined
solid. A B
4 cm
Î
X
3. The diagram on the right shows the plan of a

combination of a cuboid and a right cylinder.
If the heights of the cuboid and the cylinder are 9 cm 7 cm
5 cm, calculate the volume of the combined
solid in cm3.
6 cm
4. The diagram on the right shows the plan of a

combination of a cube and a semi-cylinder. Given that
the circumference of the plan of the semi-cylinder is
11 cm and the height of the semi-cylinder is equal
to the length of the side of the cube, calculate the
volume of the combined solid, in cm3.
7
CHAPTER
5. The diagram below shows the plan and the front elevation of a prism. Calculate the volume of
the prism in cm3.
8 cm
3 cm
4 cm
3 cm
6 cm
Plan Front elevation
193
Self Mastery
1. The diagram on the right shows a right prism E 6 cm

H
with rectangle ABCD placed on a horizontal 5 cm L 1 cm
plane. AF, BK and JG are vertical. I
F G
(a) Draw to full scale, J
K
(i) the plan of the prism D C
4 cm
(ii) the elevation on a vertical plane parallel Î
to AB as viewed from X Y
A
(iii) the elevation on a vertical plane parallel Î 3 cm B
X
to BC as viewed from Y
(b) The object should be reinforced so that the base of the object is equal to the shape of the
plan. What is the volume of the new object to be added?
(c) If the cost of 1 cm3 of the new object is RM2.20, calculate the total cost to build the entire
combined object.
2. The diagram below shows the plan, front elevation and side elevation of a hollow cuboid. The
hollowed section is a right cylinder.
(a) Sketch the three-dimensional shape of the object.
(b) Calculate the volume of the object.

G/H F/E H/E G/F
5 cm 5 cm
7
CHAPTER
B/A 2 cm C/D A/D 1 cm 2 cm 1 cm B/C

0.5 cm 0.5 cm
45°
E/D F/C
3 cm
H/A 4 cm G/B
Plan
194
S T EM
Aim: To build a study hut.
Instructions:
1. Carry out this activity in groups.
2. Propose the construction of a covered study hut in

an area of 5 m × 5 m.
3. Your proposal should consider the following criteria:

(a) Maximum use of sunlight during the day.
(b) Good air circulation.
(c) Eco-friendly and conducive.
(d) Minimum construction cost.
4. Prepare a report using multimedia applications.
P R O J E C T
My dream house
1. Draw your dream house with an appropriate scale using scale drawing.
2. Draw the plan, front elevation and side elevation of the house.
3. Build a model of your dream house based on the scale drawing, the plan and the elevations
drawn.
7
4. Decide the building materials required from various
CHAPTER
sources based on the size of the house that you want
to build.
5. Calculate the estimated cost to build your dream
house.
6. Show your model house and present your project.
195
CONCEPT MAP
Plans and elevations
Orthogonal projections Plans and elevations
Object
Object
Î
X Î Y
Horizontal
plane Elevation from Y Elevation from X
45°
Plan
7
SELF-REFLECT
CHAPTER
1. Draw orthogonal projections.
Compare and contrast between objects and the corresponding orthogonal

2.
projections.
3. Draw the plan and elevations of an object to scale.
4. Synthesise the plan and elevations of an object and sketch the object.
5. Solve problems involving plans and elevations.
196
1. Prepare 15 pieces of cubes with the side

of 5 cm as shown in the diagram. You can
also use the Rubik’s cube.
2. Use the cubes to form a combined object

according to your creativity.
3. Draw the plan and elevations of the

combined object that you have created. 5 cm
4. The group that builds the most creative combined object is the winner.
7
CHAPTER
197
CHAPTER Loci in Two
8Dimensions
What
Whatt will
illl you
wil you learn?
learn?
lear
le ?
8.1 Loci
8.2 Loci in Two Dimensions
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
.QRZOHGJHDERXWORFLDOORZVRQHWRHVWLPDWHRU
predict the path of the moving points based on
certain conditions.
7KH FRQFHSW RI ORFL LV XVHG LQ FRQVWUXFWLRQ
engineering drawings, aviation, satellite
movements and so on.
< <
<
N ational badminton champion Datuk Lee
Chong Wei currently holds the record for
the fastest smash since September 2015 when he
did the shot with a speed of 408 kilometres per
hour (km/h). He won the 2015 Hong Kong Open
Badminton Championships which was held at the
Hung Hom Coliseum. According to Badminton
World Federation (BWF), the speed of the shot
made by Chong Wei was recorded and measured
using Hawk Eye technology that has been adopted
in several major tournaments since September 2015.
Do you know that the movement of a shuttlecock
follows certain conditions?
198
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
Apollonius (260 – 190 BC) was an ancient Greek

mathematician who was very interested in studying
problems of loci. He had conducted research on
various forms of loci such as the straight lines and
certain curves. However, the most outstanding
Greek mathematician in studying loci was Pappus
(290 AD – 350 AD). Pappus’s loci materials are
still being researched by mathematicians today.
< WORD B A N K
equidistant EHUMDUDNVDPD
circle EXODWDQ
arc OHQJNRN
curve OHQJNXQJ
locus ORNXV
loci ORNXVORNXV
perpendicular bisector SHPEDKDJLGXD
VDPDVHUHQMDQJ
angle bisector SHPEDKDJLGXD
VXGXW
199
8.1 Locus
What do you understand about loci? LEARNING

STANDARD
In the picture on the right, a piece Recognise loci in real
of coloured sticker is pasted on the life situations and hence
tyre of a bicycle. explain the meaning of
What is the shape generated locus.
by the sticker when the bicycle is
pedalled?
The shape formed by the sticker is a circle as shown in the diagram on the
right. Does this shape comply with certain conditions?
The picture below shows a ball being kicked by a football player. The
BULLETIN
movement of a point on the ball yields a curve.
Malaysia’s football fans
will always remember
‘Super Mokh’, the late
Datuk Mokhtar Dahari,
ZKR¿UHGDVROLG
40-metre shot against
England Squad 3 in
1978.
The picture on the right shows a rocket being launched.

The movement of a point on the rocket will produce a
CHAPTER 88
straight line.
A locus is a trace or trajectory formed by a set of points in a plane or three-dimensional space

WKDWVDWLV¿HVFHUWDLQFRQGLWLRQV
200
Chapter 8 Loci in Two Dimensions
Aim: To identify two-dimensional loci in daily life situations.

Materials: Situation cards.
Steps:
1. Each group is given several situation cards that show activities involving movements in
daily activities as shown below.
Situation A Situation B
A durian falling from

Throwing a ball into the net. a tree.
Situation C Situation D
An airplane landing. The moving tip of the wiper on

the windshield.
2. Discuss in the group and sketch the locus of a point on the object involved in the given
situations.
3. Present the loci sketch and compare your answers with other groups.
8
CHAPTER
Discussion:
'LVFXVV¿YHRWKHUPRYHPHQWVLQGDLO\DFWLYLWLHVWKDWFDQEHFDWHJRULVHGDVORFL
From Brainstorming 1, it is found that:
The shapes of two-dimensional loci can be seen in the form of straight lines, arcs and curves..
201
Example 1
Point C is drawn on a blade of a revolving fan as shown in the
he
diagram. Elaborate and sketch the locus of point C.
Solution:
This locus is a circle.
ƔC Ɣ
C
MIND TEST 8.1a

1. Explain and sketch the locus of point C on each object in the following diagrams.
(a) A ball centred at C rolling along an (b) Point C on a swinging pendulum.

inclined plane.
Ɣ
C
CƔ
(c) Point C on a spinning yo-yo. (d) Point C on the shoe of a child who is
playing on a slide at the playground.
C C
CHAPTER 88
2. State and sketch the locus of a point on

(a) a coconut falling from a tree
(b) a moving car on a straight road
(c) a leaping frog
202
Example 2
The diagram on the right shows a pole MN. A rectangular N
R Q
board PQRS is attached to the pole where PQRS is
movable. If the side PQ is rotated 360° around MN, what The side PQ is
Board being rotated
is the three-dimensional shape formed? Pole
360° around the
pole MN.
Solution:
N S P
M
Q
The shape formed when the side PQ is
rotated 360° around pole MN is a right FLASHBACK
cylinder. Cylinders, spheres,
P cones, prisms and
pyramids are examples
M of three-dimensional
shapes.
Example 3
The diagram on the right shows a pole MN. A semicircular N
board PQR is attached to the pole where PQR is movable. R
If PQR is rotated 360° around MN, what is the
The side PQR
three-dimensional shape formed? Board Q is being rotated
360° around the
Solution: pole MN.
N P
M
The shape formed when the semicircular

board is rotated 360° around pole MN is BULLETIN
a sphere.
This three-
dimensional
shape is
M known as a
frustum.
MIND TEST 8.1b

CHAPTER
1. Sketch the three-dimensional loci when the two-dimensional shaded shapes are rotated 360°
around pole ST.
(a) T (b) T (c) T (d) T
S S S S
203
8.2 Loci in Two Dimensions
:KDWLVWKHORFXVRISRLQWVWKDWDUHRIFRQVWDQWGLVWDQFHIURPD¿[HGSRLQW"
LEARNING
STANDARD
Aim: To determine the locus of points that are of constant distance Describe the locus of
IURPD¿[HGSRLQW points that are of constant
GLVWDQFHIURPD¿[HG
Materials: Blank paper, a pencil and a ruler. point.
Steps:
1. 0DUND¿[HGSRLQWO on a sheet of paper (Diagram 1).
2. Measure 5 cm from the point O and mark =.
3. Repeat step 2 as many times as possible (Diagram 2).
=
=
=
=
=
5 cm = =
= =
=
= =
== O =
O =
= =
= =
= =
=
=
=
=
=
=
Diagram 1 Diagram 2
4. Note the location of the points marked with = (Diagram 2).
5. 5HSHDWVWHSVWRZLWKGLIIHUHQWGLVWDQFHVIURPWKH¿[HGSRLQWO.
6. Are the resulting geometric shapes the same as the shape obtained in step 4? Explain.
Discussion:
What is the geometric shape generated by the location of the dots =? Explain.

CHAPTER 88
3RLQWVPDUNHGDWWKHVDPHGLVWDQFHIURPD¿[HGSRLQWO forms a circle.
In general, The locus of a point that is equidistant from a¿[HGSRLQW is a circle centred
DWWKDW¿[HGSRLQW.
204
Aim:7RFRQVWUXFWORFXVRISRLQWVWKDWDUHRIFRQVWDQWGLVWDQFHIURPD¿[HGSRLQW
Materials: Dynamic software
Steps:
1. Start with 1HZ6NHWFK.
2. Select &RPSDVV7RRO and draw a circle.
3. Select 3RLQW7RRO and mark.
4. Open 'LVSOD\ menu and select 7UDFH 3RLQW

followed by $QLPDWH3RLQW.
5. Observe the animation of the movement

generated.
Discussion:
What is the geometric shape generated from the movement of the marked point?
$SRLQWWKDWDOZD\VPRYHVDWWKHVDPHGLVWDQFHIURPD¿[HGSRLQWIRUPVDFLUFOH
+RZGR\RXFRQVWUXFWDORFXVRISRLQWVWKDWDUHRIFRQVWDQWGLVWDQFHIURPD¿[HGSRLQW"
Example 4 8
Construct a locus of point PZKLFKLVDOZD\VFPIURPD¿[HGSRLQWO.

CHAPTER
Solution:
1. Mark point O. Locus of3
O
2. Set the gap of the compasses at 3 cm.
3 cm
3. Construct a circle of radius 3 cm centred at the point O.
205
:KDWLVWKHORFXVRISRLQWVWKDWDUHHTXLGLVWDQWIURPWZR¿[HGSRLQWV"
LEARNING
Brainstorming 4 In pairs STANDARD
Describe the locus
Aim: To determine the locus of points that are equidistant from two
of points that are of
¿[HGSRLQWV HTXLGLVWDQWIURPWZR¿[HG
points.
Materials: Plain paper, a compasses, a ruler and a pencil.
Steps:
1. 0DUNWZR¿[HGSRLQWVP and Q which are 8 cm apart (Diagram 1).
2. Using the compasses, mark the intersection, 4.5 cm from point 3and point Q (Diagram 2).
3. Repeat step 2 with distances more than 4.5 cm from point P and point Q (Diagram 3).
4.5 cm
from P
8 cm and Q.
P Q P Q P Q
Diagram 1 Diagram 2 Diagram 3
4. Note the location of the intersecting marks in Diagram 3.
5. Repeat steps 1 to 3 with different distances between point P

and point Q. Scan the QR code or visit
http://bukutekskssm.my/
Are your answers the same as the answer in step 4?
Mathematics/F3/Chapter8
LocusfromTwoFixedPoint.
Discussion: mp4 to watch a video that
What is the shape formed by the location of the intersecting describes the locus of the
points that are equidistant
marks? Explain. IURPWZR¿[HGSRLQWV.

CHAPTER 88
7KHORFDWLRQRIWKHLQWHUVHFWLQJPDUNVWKDWDUHHTXLGLVWDQWIURP¿[HGSRLQWVP and Q form a

straight line through the midpoint of PQ.
The locus of a point that is equidistant from WZR¿[HGSRLQWV is the

In general, perpendicular bisectorRIWKHOLQHFRQQHFWLQJWKHWZR¿[HGSRLQWV
206
FLASHBACK
Aim: 7RFRQVWUXFWORFXVRISRLQWVWKDWDUHHTXLGLVWDQWIURPWZR¿[HG The line AB is known as a
bisector.
points. B
PƔ
Steps:
Ɣ R
2. Select 6WUDLJKWHGJH7RRO to draw a line segment. Select A
7H[W7RRO to label point A and point B.
3. Select &RQVWUXFW menu to construct the midpoint of
the line segment.
Locus which is
4. Mark both lines and midpoint segments with 6HOHFWLRQ equidistant from
point A and point B
$UURZ7RRO.
5. Select &RQVWUXFW menu to construct a perpendicular
ƔB
line (Diagram 1). AƔ
Discussion:
What is the geometric shape formed? Explain. Diagram 1
The locus that is equidistantIURPWZR¿[HGSRLQWVA and B is a straight line perpendicular

to the straight line $%and it passes through the midpoint of AB.
+RZGR\RXFRQVWUXFWWKHORFXVRISRLQWVWKDWDUHHTXLGLVWDQWIURPWZR¿[HGSRLQWV"
Example 5
Construct the locus of point PWKDWLVHTXLGLVWDQWIURPWZR¿[HGSRLQWV0 and 1.
0 1
Solution: Locus
of P
8
1. Mark two small arcs using a pair of compasses with the gap set
0 1
at more than half of the length of 01 from the point 0.
CHAPTER
2. With the compasses set at the same gap, mark the intersecting
arcs of point 1.
3. Connect the two points of intersection with a straight line.
Q
Example 6
The diagram on the right shows an equilateral triangle PQR. Determine
the locus of point X that is equidistant from point P and point R. P R
207
Solution: Q
Locus
Locus of point X that is equidistant from point P and point R is the
of X
perpendicular bisector of the line connecting point P and point R.
P R
What is the locus of points that are of constant distance from a straight line?
LEARNING
Aim: To determine the locus of points that are of constant distance STANDARD
from a straight line. Describe the locus of
points that are of constant
Materials: Square grid paper, a ruler, a pencil. distance from a straight
line.
Steps:
1. Draw a straight line 01 (Diagram 1).
2. Mark a point =, which is 3 units from the line 01(Diagram 2).
= = = = = = = = =
0 1 0
} 3 units
1 0 1
=
} 3 units
= = = = = = = =
3. Repeat step 2 with as many =points as possible (Diagram 3).

4. Note the location of the =points in Diagram 3. What do you think about the location of
the =points?
5. Repeat steps 1 through 4 with a different unit distance.
6. Repeat steps 1 through 4 with the straight line 01drawn vertically.
Discussion:
What is your conclusion about the location of the points marked equidistantly from the straight
line?
CHAPTER 88
The locus of points that are equidistant from the line 01 is a pair of straight lines parallel
to 01.
In general, The locus of points that are of constant distance from a straight line are
straight lines parallel to that straight line.
208
Example 7
The diagram on the right shows a line AB drawn on a square grid with
sides of 1 unit. On the diagram, draw the locus of the point X which always
moves at 3 units from the line$%.
A B
Solution:
The locus of point X moving 3 units Locus
from the line AB is a pair of lines parallel of X
to AB and 3 units from AB.
A B
Locus
of X
What is the locus of points that are equidistant from two parallel lines?
Brainstorming 7 In groups LEARNING

STANDARD
Aim: To determine the locus of points that are equidistant from two
Describe the locus of
parallel lines. points that are equidistant
from two parallel lines.
Materials: Plain paper, compasses, a ruler and a pencil.
Steps:
1. Draw two straight lines PQ and 01 that are parallel (Diagram 1).
2. Using compasses, mark the point of intersection from point P and point 0.
3. Repeat steps 2 for point Q and point 1 (Diagram 2).
4. Connect all the intersection points marked by drawing a straight line (Diagram 3).
P Q P Q P Q
0 1 0 1 0 1 8

CHAPTER
5. Describe the nature of the straight line that connects all the points of intersection
(Diagram 3).
Discussion:
1. Repeat steps 1 to 4 by drawing two vertical straight lines and two inclined straight lines.
Ensure that each pair of lines is parallel.
2. Do you get the same result as in step 4?
209
(a) The locus of points that are equidistant from two parallel lines PQ and 01 is a straight
line.
(b) The locus is parallel to the straight lines PQ and 01 and it passes through the midpoints
of the lines PQ and 01.
The locus of points that are equidistant from two parallel lines is a straight
In general, line parallel to and passes through the midpoints of the pair of parallel
lines.
A B
Example 8
The diagram on the right shows the rectangle, ABCD drawn on a
square grid with sides of 1 unit. Describe and draw the locus of X
which is equidistant from the lines AB and DC.
D C
Solution:
The locus of point X that is equidistant from the line AB A B
and DC is a line parallel to AB and DC and is 3 units from Locus
the lines AB and DC. of X
D C
What is the locus of points that are equidistant from two intersecting lines?
Brainstorming 8 In groups LEARNING

STANDARD
Aim: To determine the locus of points that are equidistant from two Describe the locus
intersecting lines. of points that are of
equidistant from two
Materials: A square grid paper, a ruler, a pencil and a protractor. intersecting lines.
CHAPTER 88
Steps:
1. Draw [-axis and \-axis on a Cartesian plane on the grid paper (Diagram 1).
2. Mark the coordinates of equal value pairs. For example, (0, 0), (–2, –2), (4, 4) and so on
(Diagram 2).
3. Connect all the points with a straight line. Measure D, E, F and G using a protractor
(Diagram 3).
210
\ \ \
4 4 = 4 =
= =
2 2 = 2 =
= E=
[
O
= [ F =O D [
–4 –2 O 2 4 –4 –2 2 4 –4 –2 2 4
= =G
–2 = –2 = –2
= =
–4 = –4 = –4
Discussion:
1. What is your conclusion about the values of D, E, F and G which are the angles
formed at the intersection of the [-axis and \-axis?
2. What is the relationship between the straight line that connects equal value pairs of
coordinates to the values of D, E, F and G?
(a) D = E = F = G = 45$.
(b) The straight line that connects equal value pairs of coordinates bisects the angle of
intersection between the [-axis and \-axis.
The locus of points that are equidistant from two intersecting lines
In general, is the angle bisector of the angles formed by the intersecting lines.
How do you construct a locus of points that are equidistant from two intersecting lines?
Example 9 Q
Construct the locus of point X that is equidistant from two straight

P
lines PQ and 31 intersecting at P.
1
8
Solution:
CHAPTER
1. By using a pair of compasses, draw an arc from the point P

Q
which cuts through the straight lines PQ and 31. A1 Locus
2. Mark the points of intersection between the arc and the straight of;
P
lines PQ and 31 as A1 and A2 respectively.
A2 1
3. Construct intersecting mark from A1 and A2.
4. Draw a straight line joining the intersecting mark constructed

in step 3 and the point P.
211
Aim: To construct locus of a point that is equidistant from two intersecting straight lines.
Steps:
2. Select 6WUDLJKWHGJH7RRO to draw lines AB and BC intersecting at point B.
3. Use 7H[W7RRO to label point A, followed by point B and then point C (point of intersection
must be marked on the second turn).
4. Mark all three points A, B and C with 6HOHFWLRQ$UURZ7RRO. (Diagram 1)
5. Select the &RQVWUXFW menu to construct the bisector of the angle ($QJOHELVHFWRU)
between the two intersecting lines. (Diagram 2)
ƔA
ƔA
BƔ
BƔ
ƔC
ƔC
Diagram 1 Diagram 2
Discussion:
What is your conclusion about the locus of points that are equidistant from two intersecting
lines?
The locus of a point that is equidistant from the two straight lines AB and BC intersecting
at the point B is a straight line that bisects ABC.
Example 10 A B
CHAPTER 88
The diagram on the right shows a square ABCD. Describe and draw the locus
of a point which moves at the same distance from the straight lines AB and AD.
Solution: D C
A B
The locus of a point which moves at the same distance
from the line AB and AD is a straight line which bisects
the angle BAD.
D C
212
MIND TEST 8.2a

1. The diagram shows a straight line PQ of 5 cm. 3 Q
5 cm
(a) X is a point that is always 3 cm from point P. Describe the locus of point X completely.
(b) Y is a point that is always 4 cm from point Q. Describe the locus of point <completely.
2. The diagram on the right shows a square ABCD drawn on a square A E B

grid with sides of 1 unit. P, Q, R, S and TDUH¿YHSRLQWVWKDWPRYHLQ
the square ABCD. Using the letters in the diagram, state the locus of
point
H F
(a) P moving equidistantly from points A and D
(b) Q moving equidistantly from points B and D
(c) R moving such that it is always 4 units from the line BC D C
G
(d) S moving equidistantly from the straight lines AB and BC
(e) T moving such that it is always 4 units from the line EG
3. The diagram on the right shows the straight line, CD & D

which is 6 cm long. 7is a point that is always 1.5 cm from 6 cm
the straight line, CD.
(a) Draw the locus of point T.
(b) Describe completely, the locus of point T.
4. Construct the locus of point Y for a given situation.

(a) It is equidistant from the (b) <&=<' (c) 34<=RQY
straight lines PQ and PR.
& P R
Q
3
D Q
R
8
CHAPTER
5. The picture on the right shows a running track. An athlete

always practises by running two lanes away from lane 4
of the track. Draw the locus of the athlete’s run.
213
+RZGR\RXGHWHUPLQHWKHORFXVWKDWVDWLV¿HVWZRRUPRUHFRQGLWLRQV"
The intersection of two or more loci can be determined by constructing LEARNING
HDFKVSHFL¿HGORFXVLQWKHVDPHGLDJUDP STANDARD
Determine the locus that
Example 11 VDWLV¿HVWZRRUPRUH
conditions.
The grid on the right shows a square ABCD drawn on a square
grid with sides of 1 unit. Points X and Y are two points that move A B
inside the square ABCD. On the grid,
(a) draw the locus of a moving point X which is constantly 7
units from A
(b) draw the locus of a moving point Y which is equidistant
from the lines AB and CD
(c) mark all points of intersection of locus of X and locus of Y
with the symbol
D C
Solution:
A B
Locus of X
Locus of Y
Intersection of the locus of

X and locus of Y.
D C
Example 12
The diagram on the right shows four combined squares P Q R
with sides of 2 cm. X and Y are two moving points inside the
CHAPTER 88
square PRTV. On the diagram,

(a) draw the locus of a moving point X which is always 2 cm
from point 0
W S
0
(b) draw the locus of a moving point Y which is equidistant from
line PR and line39
(c) mark all points of intersection of locus of X and locus of Y
with the symbol V T
U
214
Solution:
P Q R
Locus of X
0
W S
Locus of Y
V U T
MIND TEST 8.2b
1. In the grid on the right, the rectangle ABCD A B

represents a part of a lake. ABCD is drawn on a
square grid with sides of 1 unit. Points V and W
represent the trips of boat V and boat W. On the
grid,
(a) draw the locus of boat V which always

moves 5 units from point D
(b) draw the locus of boat W which is 3 units

from line%&
(c) mark the intersection of the paths of boat V D C

and boat W with the symbol 8
\
2. The diagram on the right shows the Cartesian
plane marked with four points E, F, G and H.
6 ƔF
Faruk is at the same distance from [-axis and
E
\-axis. Faruk’s location is also less than 5 units Ɣ
8
from the centre of O. Which of the points E, F,

CHAPTER
4
G and H is Faruk’s location?
G
Ɣ
2
Ɣ [
O 2 4 H
215
3. The diagram on the right shows the Cartesian plane.
y
Point F always moves 3 units from the x-axis while
point G always moves 4 units from the origin. Mark
4
all the points of intersection between the locus of F
and the locus of G with the symbol .
3
x
O 1 2 3 4
How do you solve problems involving loci?
Example 13
A clinic will be built in a village. The clinic should be equidistant
from house P and house Q, as well as 600 metres away from the LEARNING
STANDARD
highway AB. Determine the possible location of the clinic.
(scale 1 cm = 600 metres) loci.
ƔQ
ƔP
A Ɣ ƔB
Highway
Solution:
Understanding the problem

8
The clinic is equidistant from P and Q. Therefore the locus is the bisector of the straight line
CHAPTER
connecting points P and Q. The clinic is 600 metres from the highway AB. There are two lines
parallel to the highway AB.
Planning a strategy
To draw using a pair of compasses and a ruler.
216
Two locations that are marked with the

symbol 8 satisfy the requirements of
ƔHouse Q the location to build the clinic.
House P Ɣ Location of clinic
8
600 m 600 m
AƔ ƔB
Highway
600 m 600 m
8
Location of clinic
MIND TEST 8.2c
1. The diagram on the right shows square PQRS with P Q

sides of 6 cm. Two semicircles with centres M and
N are drawn inside square PQRS. M and N are the
midpoints of PS and QR. On the diagram, shade the
UHJLRQWKDWVDWLV¿HVWKHIROORZLQJFRQGLWLRQV.
(a) The locus of point X which moves such that M O N
XM 3 cm and more than 3 cm from line SR.
(b) The locus of Y which moves such that
YM 3 cm and YN 3cm.
(c) Describe the intersection between locus of X and
S 6 cm R
locus of Y.
2. The diagram on the right shows a rectangular P Q

IHQFHGXS JUDVV ¿HOG PQRS measuring
6 m = 8 m. A goat is tied at point Q with a
7-metre long rope. 8
Shade the region that is reachable by the goat.

CHAPTER
8m
S R
6m
217
3. Khalid draws the plan for a treasure hunt
on a square grid with a scale of 1 cm to 1 1 cm
metre. 1 cm
On the diagram, draw
(a) the location of the treasure if it is 3 m
DZD\IURPWKHÀDJSROHP
Jalan Bahagia
(b) the location of the treasure if it is 5 m P
from Jalan Bahagia
Then, mark the possible locations of the

treasure with the symbol .
Dynamic Challenge
Test Yourself
1. The diagram below shows an equilateral triangle ABC. S is a point on line AB. X and Y are two
moving points in the diagram. On the diagram,
(a) draw the locus of point X such that AX = AS
(b) draw the locus of point Y such that Y is equidistant from AC and BC
(c) mark all the intersection points for locus of X and locus of Y with the symbol 8
A S B
Ɣ
2. The diagram below shows a regular pentagon MNPQR. X and Y are two moving points inside
the pentagon. On the diagram,
(a) draw the locus of point X such that RX = XN
(b) draw the locus of point Y such that RY = RQ
8
(c) mark all the intersection points for locus of X and locus of Y with the symbol 8
CHAPTER
R N
Q P
218
3. The picture below shows the triangular forest area PQR. Point X and point Y are two loci that
describe the location of a helicopter that crashed. On the diagram,
(a) draw the locus of point X such that it is equidistant from lines QR and QP
(b) draw the locus of point Y such that YP = PR
(c) mark the possible location for the helicopter with the symbol 8
R
Q P
Skills Enhancement
1. The diagram on the right is drawn on a square grid with sides of 1 unit. Point X, point Y and
point Z are three points which move in the square.
Q
P R
(a) X is a point which moves such that it is equidistant
from points Q and C. Using the letters in the diagram,
state the locus of point X.
(b) On the diagram,
(i) draw the locus of point Y which moves such that
A S
it is equidistant from the straight lines PD and B
DT
(ii) draw the locus of point Z which moves such that
it is always 5 units from point S
(c) Mark the location of all the intersection points for D T
C
locus of Y and locus of Z with the symbol 8.
2. The diagram below shows a rhombus MNOP. Point X and point Y are two points that move
within the rhombus. On the diagram,
(a) draw the locus of point X which moves equidistantly from the straight lines PM and PO
(b) draw the locus of point Y which moves such that YP = PO
(c) mark the location of all the intersection points for locus of X and locus of Y with the
8
symbol 8
CHAPTER
M N
P O
219
Self Mastery
1. The diagram below shows two semicircles, PKLT and QNMS centred at R, with diameters of
8 cm and 4 cm respectively. KNR and RML are arcs of circles centred at P and T respectively.
K L
VI
NƔ ƔM
I III V
II IV
P Q R S T
Based on the diagram above, state

(a) the point which is 2 cm from R and 4 cm from P
(b) the point which is more than 2 cm from R and 4 cm from T
(c) the location of a moving point X in the diagram such that it is less than 4 cm from P and
more than 2 cm from R
(d) the location of a moving point Y in the diagram such that YR 2 cm and YP 4 cm.
(e) the location of a moving point Z in the diagram such that ZT 4 cm, ZP 4 cm and
ZR 2 cm
2. In the diagram below, SLMQ, PKLR, QNKS and RMNP are arcs of circles with radii of 4 cm
and centred at P, Q, R and S respectively.
S R
Ɣ
I L II
ƔK III MƔ
IV N V
Ɣ
8
P Q
CHAPTER
Based on the diagram above, state

(a) the location of a moving point X in the diagram such that XS 4 cm, XP 4 cm and
XQ 4 cm
(b) the location of a moving point Y in the diagram such that YR YP
(c) the location of a moving point Z in the diagram such that ZP 4 cm, ZQ 4 cm, ZR 4 cm
and ZS 4 cm
220
3. The diagram below shows a square PQRS with sides of 4 cm and a circle centred at O with
radius of 1 cm. Point X and point Y are two points that always move inside the square PQRS.
P Q
A B
D C
S R
4 cm
Describe the possible movement of the loci of point X and point Y for the following points of
intersection:
(a) B and D
(b) A and C
P R O J E C T
When we look at a clock to tell the time, we can see that the tip of the hour hand always
moves with the same pattern, that is always equidistant from the centre of the clock.
8
CHAPTER
Why is the shape of a circle selected to represent the movement of time on a clock? Gather
information about the relationship between hours, minutes and seconds and the shape of a
circle. Create a report with illustrations using multimedia applications.
221
CONCEPT MAP
Loci in Two Dimensions

A set of points whose locations satisfy certain conditions.
The locus of The locus of The locus of The locus of The locus of
points that are points that are points that are points that are points that are
of constant equidistant of constant equidistant from equidistant from
distance from a IURPWZR¿[HG distance from a two parallel two intersecting
¿[HGSRLQW points. straight line. lines. lines.
Circle Perpendicular A pair of A straight Angle

bisector parallel lines line bisector
(a) Locus
Locus
Locus Locus
(b)
Locus Locus
Locus
SELF-REFLECT
1. Recognise loci in real life situations and hence explain the meaning of locus.
2. 'HVFULEHWKHORFXVRISRLQWVWKDWDUHRIFRQVWDQWGLVWDQFHIURPD¿[HGSRLQW
3. 'HVFULEHWKHORFXVRISRLQWVWKDWDUHHTXLGLVWDQWIURPWZR¿[HGSRLQWV
8
CHAPTER
4. Describe the locus of points that are of constant distance from a straight line.
5. Describe the locus of points that are equidistant from two parallel lines.
6. Describe the locus of points that are equidistant from two intersecting lines.
7. 'HWHUPLQHWKHORFXVWKDWVDWLV¿HVWZRRUPRUHFRQGLWLRQV
8. Solve problems involving loci.
222
We can sketch an ellipse using the following steps:
1. Tie two nails with a string (one nail on each end of the string).
2. 3ODFHDVKHHWRISDSHURQDÀDWSLHFHRIERDUG
3. Fix the two nails onto the piece of board but do not pull the string too tightly. The two
nails are called the foci.
4. We can begin to sketch an elliptical shape by using the tip of a pencil to pull the string
WLJKWO\DQGGUDZRQWKHSDSHU¿UVWIURPRQHQDLOWRWKHVHFRQGQDLODQGWKHQIURPWKH
VHFRQGQDLOEDFNWRWKH¿UVWQDLO7KHFXUYHGUDZQE\WKHSHQFLOLVDQHOOLSVH
5. Observe the elliptical shape formed.
1 Nail Nail 3
String
2
4
8
CHAPTER
SMART MIND
Why is an ellipse also
known as a locus?
223
CHAPTER Straight Lines
9
What
What will
illl you
wil you learn?
lear
le arn?
?
9.1 Straight Lines
Why
Why do
do you
you learn
learn this
this chapter?
chapter?
7KH FRQFHSW RI VWUDLJKW OLQHV LV ZLGHO\ XVHG LQ
WKH FRQVWUXFWLRQ RI YDULRXV JHRPHWULF VKDSHV
such as squares, triangles and kites.
7KH FRQFHSW RI VWUDLJKW OLQHV LV XVHG LQ
HQJLQHHULQJDUFKLWHFWXUHFRQVWUXFWLRQPDSSLQJ
VFLHQFHVVSRUWVDQGVRRQ
N ormally, every building is built vertically.

Some buildings such as the Leaning Tower
of Teluk Intan which was built in 1885, became
inclined due to the soil structure. Although inclined
and over 100 years old, the Leaning Tower of Teluk
Intan is still standing strong and is a landmark of
Teluk Intan. The leaning tower was declared a
national heritage in 2015.
224
Exploring
Expl
Ex plor ing Era
oriin
ing Era
Era
Er
Euclid was a Greek mathematician. He had

conducted a lot of research about straight lines and
geometry such that he was known as the founder of
geometry.
7KH ¿HOG RI JHRPHWU\ ZDV QDPHG (XFOLGHDQ
Geometry to commemorate Euclid’s contributions
WRWKHIXQGDPHQWDOSULQFLSOHVRIJHRPHWU\.
WORD B A N K
straight line JDULVOXUXV
SDUDOOHOOLQH JDULVVHODUL
YHUWLFDOGLVWDQFH MDUDNPHQFDQFDQJ
KRUL]RQWDOGLVWDQFH MDUDNPHQJXIXN
JUDGLHQW NHFHUXQDQ
D[LV SDNVL
LQWHUFHSW SLQWDVDQ
VLPXOWDQHRXV SHUVDPDDQVHUHQWDN
equation
LQWHUVHFWLRQSRLQW WLWLNSHUVLODQJDQ
225
9.1 Straight Lines
What is the equation of a straight line? LEARNING

STANDARD
,Q)RUP\RXKDYHOHDUQWKRZWRGUDZWKHJUDSKRIOLQHDUIXQFWLRQ Make connection between
and non-linear functions by constructing a table of values of related the equation, y = mx + c,
functions. and the gradient and
y-intercept, and hence
y y y y
make generalisation about
the equation of a straight
line.
x x x x
O O O O
'LDJUDP 'LDJUDP 'LDJUDP Diagram 4
(DFKRIWKHDERYHJUDSKLVGUDZQEDVHGRQDVSHFL¿FIXQFWLRQ7KHIXQFWLRQLVDOVRDQHTXDWLRQ
IRUWKHUHODWHGJUDSK
&DQ\RXGL൵HUHQWLDWHDJUDSKRIOLQHDUIXQFWLRQDQGDJUDSKRIQRQOLQHDUIXQFWLRQ"'LVFXVV
FLASHBACK
The gradient, m, of a
Aim: 7RGHWHUPLQHWKHUHODWLRQVKLSEHWZHHQHTXDWLRQ\ P[F with straight line that connects
gradient and yLQWHUFHSW two points (x1 , y1) and
(x2 , y2)
Materials:*UDSKSDSHUOLQHDUIXQFWLRQFDUGV y2 – y1
P = ––––––
x2 – x1
Steps: or
y-intercept
P = – –––––––––
1. *HWLQWRIRXUJURXSV x-intercept
2. (DFKJURXSLVJLYHQDFDUGZULWWHQZLWKWZROLQHDUIXQFWLRQV
*URXS *URXS *URXS *URXS

y x + 6 y = 2x + 6 y = 5x – 10 y = 4x – 8
y = –2x – 4 y = – 4x + 8 y ±x y = –2x + 2
3. &RPSOHWHWKHWDEOHRIYDOXHVEHORZIRUHDFKJLYHQIXQFWLRQ
x ± ± ±

9
y
CHAPTER
4. %DVHGRQWKHWDEOHRIYDOXHVGUDZWKHJUDSKVRIWKHIXQFWLRQV.
226
Chapter 9 Straight Lines
5. )URPWKHJUDSKRIWKHIXQFWLRQFDOFXODWHWKHJUDGLHQWDQGVWDWHWKHyLQWHUFHSW.
6. &RPSDUH WKH YDOXHV RI JUDGLHQW DQG \LQWHUFHSW IURP WKH JUDSK ZLWK WKH YDOXHV LQ WKH
function card.
Discussion:
1. &RPSDUH\RXU¿QGLQJVLQVWHSZLWKOLQHDUIXQFWLRQ\ P[F. What is your conclusion"
2. 3UHVHQW\RXU¿QGLQJV$UH\RXU¿QGLQJVWKHVDPHDVWKHRWKHUJURXSV¶¿QGLQJV"
(a) )RUDOLQHDUIXQFWLRQ, \ P[FP is the gradient and F is the yLQWHUFHSWRIWKHVWUDLJKW

line.
E 7KHJUDSKRIOLQHDUIXQFWLRQ, \ P[F is a straight line.
Equation of straight line

In general, y = mx + c
Gradient yLQWHUFHSW
Aim:7RSURGXFHDJUDSKRIOLQHDUIXQFWLRQ
Steps:
1. Start with 1HZVNHWFK
2. Select JUDSK icon
3. Select SORWQHZIXQFWLRQ and enter the required equation of straight line (Diagram 1).
9
CHAPTER
7KH¿UVWJUDSKRIVWUDLJKWOLQH\= 2[± Diagram 1
227
4. &OLFNVWUDLJKWHGJHWRRODQGPDUNWZRSRLQWVRQWKHFRQVWUXFWHGJUDSKRIVWUDLJKWOLQH
5. &OLFNPHDVXUH and then click VORSH (Diagram 2).
7KHJUDGLHQWYDOXHZLOOEHGLVSOD\HG'LDJUDP
Diagram 2 'LDJUDP
6. 5HSHDW VWHSV WR WR GUDZ DQG GHWHUPLQH WKH JUDGLHQW RI WKH JUDSK RI VWUDLJKW OLQH IRU
function \ –2[+ 8.
(Diagram 4)
K(x) = –2[+ 8
J(x) = 2[±
TIPS
Relationship between the
value m and the form of a
7KHVHFRQGJUDSKRIVWUDLJKW straight line graph.
OLQHy = –2x + 8 Diagram 4 If m 0
y
7. Straight lines that are parallel to the x-axis and y-axis.
$GLVSOD\HGH[DPSOHRIVWUDLJKWOLQHVVXFKDV
(a) y = 4 (b) x = 6
y=4
y=4
If m 0
y
9
CHAPTER
x x== 6 6 x
228
Discussion:
1. &RPSDUHWKHIRUPVRIJUDSKUHVXOWLQJIURPG\QDPLFVRIWZDUHZLWKWKHIRUPVRIJUDSKIURP
Brainstorming 1.
2. 0DNHDFRQFOXVLRQIRUWKHYDOXHVRIP and F of the equation of straight line in the form
\ P[F'LVFXVVWKHVKDSHRIWKHJUDSKZKHQ
(a) P LVSRVLWLYH (b) P is negative
(c) SDUDOOHOWRxD[LV (d) SDUDOOHOWRyD[LV
D 7KHJUDSKRIOLQHDUIXQFWLRQ\ P[F is a straight line.
E 7KHJUDSKRIIXQFWLRQ\ KLVDVWUDLJKWOLQHSDUDOOHOWRxD[LV
(c) 7KHJUDSKRIIXQFWLRQ[ KLVDVWUDLJKWOLQHSDUDOOHOWRyD[LV
Example 1
SMART MIND
Determine the gradient and yLQWHUFHSWRIWKHVWUDLJKWOLQH
What is the y-intercept of
(a) y = 2x E y = –2x + 12
a straight line that passes
Solution: through the origin?
D &RPSDUHy = 2xZLWKy = P[F;

P = 2 and F
Thus, gradient = 2 and yLQWHUFHSW
QU I Z
E *LYHQy = –2x + 12 What is the value of the
'LYLGHE\VRWKDWWKH gradient for the straight
\ 2[ 12 FRH൶FLHQWRIy is +1. line
² ±²²
· (a) y= x
(b) y = –x
2
\= – — [+ 4

2
&RPSDUHy = – — x + 4 with\ P[F;
BULLETIN
2
P= – — and F = 4 In the equation
y = mx + c, WKHFRHI¿FLHQW
2 of y is +1.
Thus, gradient = – — and yLQWHUFHSW

Example 2
State the value of KIRUWKHVWUDLJKWOLQHJUDSKEHORZ6WDWHUHDVRQVIRU\RXUDQVZHU
(a) y (b) y
[= K
(–2, 6) 6 (0, 6) P
\= K 8 P(4, 8)
Q
9
4 (4, 4)
CHAPTER
Q(4,0)
x x
–2 O O 4
229
Solution:
(a) K = 6 because the straight line y = 6 (b) K = 4 because the straight line x = 4 is
is always 6 units from the xD[LV always 4 units from the yD[LV
MIND TEST 9.1a
1. Determine the gradient and yLQWHUFHSWRIWKHIROORZLQJVWUDLJKWOLQHV

(a) y x + 5 (b) y = 2x – 7 (c) y = –x + 4
(d) 2y = 8x H y = –x + 18 (f) – 4y = –2x + 5
2. State the value of N and of KIRUHDFKVWUDLJKWOLQHJUDSKJLYHQ

(a) y (b) [= N y [= K
4 \= N
x
± O 4
x
O
\=K
–2
What is the relationship between the equations of straight LEARNING

x +—
y = 1 and y = mx + c? STANDARD
lines in the form ax + by = c, —
a b Investigate and interpret
the equations of straight
lines in other forms such
as ax + by = c and
x y
Aim:7RGHWHUPLQHWKHUHODWLRQVKLSEHWZHHQWKHHTXDWLRQVRIVWUDLJKW — + — = 1, and change
a b
[ \ to the form of y = mx + c,
lines in the form of D[E\ = F— + — = 1 and \ P[F
D E and vice versa.
Materials:*UDSKSDSHUVWUDLJKWOLQHHTXDWLRQFDUGV
Steps:
1. *HWLQWRIRXUJURXSV
2. (DFKJURXSLVJLYHQDFDUGZLWKWKUHHHTXDWLRQVRIDVWUDLJKWOLQHZULWWHQRQLW
*URXS *URXS *URXS *URXS

2xy = 6 4x – 2y = –8 ±x + 4y = –12 –x – 4y = 4
x +— y x +— y x + —— y x + —— y
— =1 —— =1 — =1 —— =1
2 4
9
(–2) 4 ± (–4) (–1)

CHAPTER
2 +2
y = – —x y = 2x + 4
y = —x± 1
y = – —[– 1
4 4
230
3. 'HWHUPLQHWKHFRUUHVSRQGLQJYDOXHRIy when x = 0 and the TIPS

FRUUHVSRQGLQJYDOXHRIx when y = 0 for each equation. A straight line graph can
([DPSOH xy = 6 be drawn by plotting at
x 0 When x When y least two points.
y y = 6 2[= 6
2 0 2x = 6
y = 6
y=2 x
4. 'UDZDVWUDLJKWOLQHJUDSKIRUHDFKHTXDWLRQ. TIPS
5. )URP WKH JUDSK VWDWH WKH xLQWHUFHSW DQG yLQWHUFHSW DQG y-intercept
Gradient = – —————
GHWHUPLQHWKHJUDGLHQWRIWKHJUDSK. x-intercept
Discussion:
1. :KDWLV\RXUFRQFOXVLRQDERXWWKHUHODWLRQVKLSEHWZHHQWKHxLQWHUFHSWZLWKWKHyLQWHUFHSW
DQGWKHJUDGLHQWVRIWKHWKUHHVWUDLJKWOLQHJUDSKV"
2. :KDWLV\RXUFRQFOXVLRQDERXWWKHUHODWLRQVKLSEHWZHHQWKHHTXDWLRQVRIVWUDLJKWOLQHLQ
GL൵HUHQWIRUPV"
(a) The values of xLQWHUFHSWDQGyLQWHUFHSWDQGWKHJUDGLHQWIRUWKHVHWKUHHVWUDLJKWOLQHVDUHWKH

same.
[ \
(b) Equations of straight line in the forms of D[ + E\ = F, —
D + — = 1 and y = P[ + FSURGXFHWKH
E
VDPHVWUDLJKWOLQHJUDSKLIWKHYDOXHVRIxLQWHUFHSWDQGyLQWHUFHSWDUHWKHVDPH
In general,
x y
Straight line equation can also be written in the form of ax + by = c and — + — = 1; D
a b
and E
How do you change the equation of straight line in TIPS

x y
the form of ax + by = c, — + — = 1 to the form of For the straight line
a b
y = mx + c and vice versa? [ y
— + — = 1,
D E
Example 3 D = x-intercept
y E = \-intercept
x
&KDQJHWKHHTXDWLRQRIVWUDLJKWOLQHEHORZWRWKHIRUPRI²² y
D E
and \ P[F.
E
(a) 2xy E x – 5y = 15 x + y
=1
D E
Solution:
(a) 2xy = 12 O D x
(i) 2xy = 12 (ii) 2xy = 12

2x y 12 Divide by y = –2x + 12
812 —– + —– = —
9
12 to get
12 12 12 a value
y –2x 12 'LYLGHE\VR
CHAPTER
8 ²± ²±² WKDWWKHFRH൶FLHQW

[ y of 1. of y is +1.
—+—=1 2
6 4 y = – —x + 4

231
E x – 5y = 15 DISCUSSION CORNER
L x – 5y = 15 LL x – 5y = 15 Among the three forms
of equation of straight
x 5y 15 –5y ±x + 15
815 —– – —– = — line that you have
15 15 15 –5y ±x 15 learned, which is the
8(–5) —–– = —— + ——
[ \ (–5) (–5) (–5) easiest form to know
—–—=1 the gradient value, the
5
y = —x± y-intercept value and
5 the x-intercept value of a
Example 4 straight line? Discuss.
&KDQJHWKHHTXDWLRQRIVWUDLJKWOLQHEHORZWRWKHIRUPRID[E\ Fand \ P[F.

[ \ [ \
(a) — + — = 1 (b) – — + — = 1

Solution:
[ \ [ \ TIPS
(a) — + — = 1 (b) – — + — = 1
– 4x + 2y = 8
[ \ [ \ can also be written as
(i) — + — = 1 (i) – — + — = 1
2 4 4x – 2y = – 8
x + 6y –4x + 2y
—–—– = 1 Equate the —–—–— = 1
2(4)
denominator. QU I Z
x + 6y = 1(18) –4x + 2y = 1(8)
x + 6y = 18 –4x + 2y = 8 What is the value of the
x + 2y = 6 –2x + y = 4 gradient for the straight
x \
x \ x \ line – — – — = 1?
(ii) —+—=1 (ii) – — + — = 1 2 2
2 4
y x y x
—=–—+1 —=—+1
4 2
y –x 4y x(4)
= ²± ²²± =4 —– = —— + 1(4)
4 2 0XOWLSO\E\
1 y = 2x + 4
y = – —x 4 so that the
2 FRH൶FLHQWy
is +1.
Example 5
[ \
&KDQJHWKHHTXDWLRQRIWKHIROORZLQJVWUDLJKWOLQHVWRWKHIRUPRID[E\ Fand ²² 1.
D E
(a) y = –2x + 8 (b) y x + 6
Solution:
(a) y = –2x + 8 (b) y x + 6
(i) y = –2x + 8 (i) y x + 6
2x + y = 8 ±x + y = 6
(ii) y = –2x + 8 (ii) y x + 6
2x + y = 8 ±x + y = 6
9
2[ y 8 ±[ y 6
CHAPTER
88 —– + — = — 86 —— + — = —
8 8 8 6 6 6
[ \ [ \
—+—=1 –—+—=1
4 8 2 6
232
MIND TEST 9.1b

x \
1. Write the equation of the following straight lines in the form of — + — = 1 and \ P[F.
D E
D [– 4y = 24 (b) 7[+ 2y = 28 (c) 5[±y = 15 (d) –2[y
2. Write the equation of the following straight lines in the form of D[E\ = F and \ P[F.
x \ [ \ [ \ 2[ \
(a) — + ² = 1 (b) – —+ — = 1 (c) —–+ — = 1 (d) —–– — = 1

[ \
3. Write the equation of the following straight lines in the form of D[E\ = F and — + — = 1.
D E
(a) \= 2x + 6 (b) \ x – 12 (c) \= –x + 5 (d) \= –2x – 4
What is the relationship between the points on a straight LEARNING

line and the equation of the line? STANDARD
Investigate and make
Diagram 1 and Diagram 2 show two straight lines drawn on a inference about the
relationship between the
&DUWHVLDQSODQHEDVHGRQWKHHTXDWLRQRIVWUDLJKWOLQHVx + 2y = 4 and points on a straight
x – y ± line and the equation of
the line.
y y [±\ ±
R

R(1, 2) Q(–1, 2)
2 2
Q(2, 1) P(–2, 1)
1 1
P(4, 0)
x x
± O ± ± ± O
–1 –1
[2\ 4
Diagram 1 Diagram 2
([DPLQHWKHSRVLWLRQRISRLQWVP, Q and R in Diagram 1 and Diagram 2. What can you say about
WKHSRLQWVP, Q and R and the straight line drawn"
Left Right
}
}
(a) Diagram 1
x + 2y = 4
(i) 6XEVWLWXWHSRLQW P(4, 0) (ii) 6XEVWLWXWHSRLQW Q(2, 1) (iii) 6XEVWLWXWHSRLQW R(1, 2)

9
/HIW 5LJKW /HIW 5LJKW /HIW 5LJKW

CHAPTER
x + 2y =4 x + 2y =4 x + 2y =4
= 4 + 2(0) = 2 + 2(1) = 1 + 2(2)
=4 Equal =4 Equal =5 Not Equal
233
(b) Diagram 2 Left Right
}
}
x – y ±
(i) 6XEVWLWXWHSRLQW P(–2, 1) (ii) 6XEVWLWXWHSRLQW Q(–1, 2) (iii) 6XEVWLWXWHSRLQW R
/HIW 5LJKW /HIW 5LJKW /HIW 5LJKW
x – y ± x – y ± x – y ±
±± ±± ±
± Equal ± Equal ± Not Equal
)URPWKHDERYHDFWLYLW\LWLVIRXQGWKDW
(a) 3RLQWVRQDVWUDLJKWOLQHRUSRLQWVWKDWWKHVWUDLJKWOLQHSDVVHVWKURXJKZLOOVDWLVI\WKHHTXDWLRQ
of a straight line.
(b) Points that do not lie on a straight line will not satisfy the equation.
Example 6
1. 'HWHUPLQHZKHWKHUSRLQWP lies on the given straight line.
(a) \ [+23 E [±2\= 12, P(– 4, 2)
[\
(c) —+ — 1, P(6, –2) (d) 2\= –5[±7, P

Solution:
(a) \ [+23 E [±2\= 12, P(– 4, 2)
}
}
}
Left Right Left Right

/HIW5LJKW /HIW 5LJKW
[+ [±2\ = 12
± 4) – 2(2)
=8 = –16
Equal Not Equal
Thus, P(2, 8) lies on the Thus, P(– 4, 2) does not lie on the
straight line \ [ VWUDLJKWOLQH[±2y = 12
[ \
(c) —+—=1 , P(6, –2) (d) 2\= –5[– 7, P
Right
}
}
}
Left Right
}
Left
/HIW5LJKW /HIW 5LJKW
[ \ 2\ –5[–7
—+— =1
±±
(6) (–2) =6 = –27
= — + —–
Not Equal
=1 Equal Thus, PGRHVQRWOLHRQWKH

straight line 2\ ±5x – 7.
9
Thus, P(6, –2) lies on the

CHAPTER
[ y
straight line—+—= 1.

234
Example 7
y
7KHGLDJUDPVKRZVDVWUDLJKWOLQHx + 5y = 15. Given that O is the
origin, determine the value of
N
(a) K (b) N (c) T (d) gradient of the straight line P(2, q)
x + 5y = 15
Solution: x
O K
(a) Kis the xLQWHUFHSW (b) N is the yLQWHUFHSW
Thus,\ = 0 Thus,[ = 0 TIPS
x + 5y = 15 x + 5y = 15
K) + 5(0) = 15 Ƈ For points that lie
N) = 15 on x-axis its value of
K = 15 5N = 15 y-coordinate is zero.
15 15 Ƈ For points that lie on
K=— N=—
5 y-axis its value of
K= 5 x-coordinate is zero.
N
(c) 3(2, q) LVDSRLQWRQWKH (d) Gradient of the straight
straight linex + 5y = 15. line x + 5y = 15 FLASHBACK
Thus, yLQWHUFHSW
P = – ————— Gradient, P
x + 5y = 15 xLQWHUFHSW y-intercept
P = – —————–
q) = 15 Gradient = – — x-intercept
6 + 5T= 15 5
5T= 15 – 6
5q SMART MIND
Do the coordinates
T= —
5 (–3, –3) lie on the
straight line \=[?
MIND TEST 9.1c

1. 'HWHUPLQHZKHWKHUWKHIROORZLQJSRLQWVOLHRQWKHVWUDLJKWOLQHy = 2x + 16.
(a) M(– (b) N(1, 18) (c) P(–8, 0) (d) Q(–5, 8)
2. 'HWHUPLQHZKHWKHUWKHIROORZLQJSRLQWVOLHRQWKHVWUDLJKWOLQHxy = 12.
(a) M(0, 4) (b) N± F P(15, – 6) (d) Q(– 4, 8)
[ y
3. 'HWHUPLQHZKHWKHUWKHIROORZLQJSRLQWVOLHRQWKHVWUDLJKWOLQH²²
2
(a) M(2, 0) (b) N(–2, 12) (c) P± G Q(0, 6)
4. The diagram shows two straight lines, \ = [ + 2 and y
2x y = 6. Given that O is the origin, determine the 2[\ 6
\ [+ 2
value of
(a) K (b) N (c) Q (0, K)
9
CHAPTER
x
N O Q
235
What do you understand about the gradients of parallel LEARNING
lines? STANDARD
You have learnt that the gradient of a straight line is the ratio of vertical Investigate and make
GLVWDQFH WR KRUL]RQWDO GLVWDQFH DQG WKH FRUUHVSRQGLQJ DQJOHV RI WKH inference about the
SDUDOOHOOLQHVDUHHTXDO. gradients of parallel lines.
Aim: 7RGHWHUPLQHWKHUHODWLRQVKLSEHWZHHQJUDGLHQWVRIVWUDLJKWOLQHVZLWKSDUDOOHOOLQHV.
Steps:
1. ([DPLQHWKHVWUDLJKWOLQHVEHORZWKDWZHUHGUDZQEDVHGRQWKHHTXDWLRQRIDVWUDLJKWOLQH
with the same gradient of P = 2.
y y y
\ 2[4
\ 2[2 \ 2[
4 4 %
θ x θ x θ x
O O O
–1 –2 2
Diagram 1 Diagram 2 'LDJUDP
y y
\ 2[±2 \ 2[±4
x x
O 1 O 2
θ
–2
θ
–4
Diagram 4 Diagram 5
2. Based on Diagram 1 to Diagram 5, calculate the value θ.

4 4 4 FLASHBACK
2 θe 2 θe
θ
e eθ eθ
1 2 2 1 2 y
θ
Diagram 1 Diagram 2 'LDJUDP Diagram 4 Diagram 5 x
2
y
tan θ = —
tan θ= —
9
1 x
CHAPTER
θ
3. Are the values of θIRUWKH¿YHGLDJUDPVWKHVDPH"
236
4. 7KHJUDSKVLQ'LDJUDPWR'LDJUDPDUHFRPELQHGDVEHORZ TIPS

PQ and RS are parallel
y lines because they have
y = 2x + 4
corresponding angles.
y = 2x + 2
y = 2x
Q S
4
y = 2[– 2
2 y = 2[– 4 Į Į
x
–2 –1 1 2 P R
–2
–4
Discussion:
1. What is the connection between the values of θZLWKWKH¿YHVWUDLJKWOLQHVDERYH"
2. Are the straight lines y = 2x + 4, y = 2[+ 2, y = 2[\ = 2x – 2 and y = 2x – 4 SDUDOOHO":K\"
3. :KDWDUHWKHFRQQHFWLRQVEHWZHHQWKHJUDGLHQWVDQGWKHSDUDOOHOOLQHV"
4. $UH\RXU¿QGLQJVWKHVDPHDVWKRVHRIWKHRWKHUJURXSV"
The straight lines y = 2x + 4, y = 2x + 2, y = 2x, y = 2x – 2 and y = 2x – 4 DUHSDUDOOHOEHFDXVH
they have the same gradient, that is P DQGWKHVDPHFRUUHVSRQGLQJDQJOHWKDWLV
In general, Straight linesWKDWKDYHWKHVDPHJUDGLHQWVDUHSDUDOOHO
Example 8
Determine whether the straight line y xLVSDUDOOHOWRWKHVWUDLJKW TIPS
line 6x – 2y
To determine the gradient
Solution: value of a straight line,
y x + 5 change the equation of
6x – 2y the given straight line to
&RPSDUHZLWKy = P[F
–2y = –6x the form \=P[+F.
*UDGLHQW
–2y –6[
—— = —— + ——
–2 (–2) (–2)

y x – —
2
9
*UDGLHQW
CHAPTER
Equal
The gradients of both straight lines are equal, thus \ xLVSDUDOOHOWRx – 2y
237
Example 9
Determine whether the straight line y xLVSDUDOOHOWRWKHVWUDLJKWOLQHy x±
Solution:
y x + 8 6y x± DISCUSSION CORNER
&RPSDUHZLWKy = P[ + F x
\ = —– – — Will two parallel lines
*UDGLHQW 6 6 intersect? Discuss.

\ = —x – —
2 2
1
Gradient = —
2
Not equal
The gradients of both straight lines are not equal. So, \ x + 8 LVQRWSDUDOOHOWR 6y x±
Example 10
Given that the straight line 4xy LVSDUDOOHOWRWKHVWUDLJKWOLQHx + K\ = 2, calculate the
value of K.
Solution:
,IERWKVWUDLJKWOLQHVDUHSDUDOOHOWKHQWKHJUDGLHQWVDUHHTXDO
)RU xy = 18 )RU x + K\ = 20 )RU
y = – 4x + 18 K\ = –2x + 20 4 2
–— =–—
4 2 20 K
y = – —x + 6 y = – —x + —
K K K = 2 × —
4 2 4
Gradient = – — Gradient = – —
K K = —
2
MIND TEST 9.1d
1. 'HWHUPLQHZKHWKHUWKHIROORZLQJSDLUVRIVWUDLJKWOLQHVDUHSDUDOOHO
D y = –6xDQGy + 2x = 14 (b) 2xy DQGx + 6y = 12
(c) y = 2x + 1 and 8x – 4y = 5 (d) y ±xDQGx + 2y = 12
2. Determine the value of NIRUHDFKRIWKHIROORZLQJSDLUVRISDUDOOHOOLQHV
(a) y ±x + 4 and y + N[ = 14 (b) N[ + 2y = 7 and 6x + 2y = 15
(c) 8y = 5x + 1 andN[±y = 8 G x + N\ = 4 and 2x + y
3. 7KHGLDJUDPRQWKHULJKWVKRZVDSDUDOOHORJUDP y 1 [+ 6
\= –2 R
PQRS. Given that the straight line PQLVSDUDOOHO
to SR and the straight line PS LV SDUDOOHO WR 45 S
2\=5x – 4

and O is the origin, calculate the values of K and N

K[ + y = 10
9
Q
CHAPTER
+ 12
6\=N[
P
x
O
238
How do you determine the equation of a straight line? LEARNING

STANDARD
The equation of a straight line \ P[F can be determined by the
IROORZLQJVWHSV Determine the equation
of a straight line.
1 Determine the value of gradient, P.
2 'HWHUPLQHDSRLQWZKLFKWKHVWUDLJKWOLQHSDVVHVWKURXJKRUDSRLQWZKLFKOLHVRQWKHVWUDLJKW
line.
3 Substitute the gradient, P, the x-coordinate and yFRRUGLQDWHIURPWKHSRLQWLQWRWKHHTXDWLRQ
\ P[F to determine the value of F, that is, the yLQWHUFHSW
x-coordinate value
y-coordinate value \ P[F
Gradient value
4 Substitute the gradient value and yLQWHUFHSWYDOXHVSHFL¿HGLQWKHHTXDWLRQRIWKHVWUDLJKWOLQH

\ P[F.
Determine the equation of a straight line when the gradient and a point on the straight
line are given
Example 11
1
'HWHUPLQHWKHHTXDWLRQRIDVWUDLJKWOLQHZLWKDJUDGLHQWRI²DQGSDVVHVWKURXJKSRLQWP(6, 8).
2
Solution:
൫
P=— Given P(6, 8), thus x = 6, y = 8
2
Substitute the values of P[ and y into y = P[Fto determine the value of F.
1
8 = —(6) + F
2 QU I Z
F
Determine the equation
F ± of a straight line with a
F=5 gradient of 0 and passes
1 through point P(1, 5).
Therefore, the equation of the straight line is y = —x + 5.
2
MIND TEST 9.1e
1. 'HWHUPLQHWKHHTXDWLRQRIDVWUDLJKWOLQHZLWKWKHJLYHQJUDGLHQWDQGSDVVHVWKURXJKSRLQWP
given.
(a) Gradient = 2, P E Gradient ±P(– 6, 4)
2 1
(c) Gradient = —, P(12, 5) (d) Gradient = – —, P(4, – 6)

9
Determine the equation of a straight line that passes through two points
CHAPTER
:KHQWZRSRLQWVRQDVWUDLJKWOLQHDUHJLYHQWKHJUDGLHQWRIWKHVWUDLJKWOLQHFDQEHFDOFXODWHG
Hence the equation of the straight line can be determined.
239
Example 12
TIPS
'HWHUPLQH WKH HTXDWLRQ RI D VWUDLJKW OLQH WKDW SDVVHV WKURXJK SRLQW You can also substitute
P±DQGSRLQWQ(2, –7). the value of point Q,
where x = 2 and y = –7
Solution: and P = – 4
into y = P[ + F to calculate
–7 – 5 –12 –12
P = ———– = ——– = —— = – 4 the value of c and thus
±± determine the equation of
)RUSRLQW P(–1, 5), x = –1, y = 5. the straight line.
Substitute the value of P[ and y into \ P[F to determine the

value of F. QU I Z
5 = (– 4)(–1) + F
Determine the equation of
5=4+F a straight line that passes
F = 5 – 4 through the points P(– 4, 4)
F = 1 and Q(5, –5).
Therefore, the equation of the straight line is y = – 4x + 1.
Example 13
The diagram on the right shows straight lines PQ y S
and RS. Given that straight line PQLVSDUDOOHOWR
the xD[LV DQG VWUDLJKW OLQH RS LV SDUDOOHO WR WKH M(0, 4) A(2, 4)
P Q
yD[LVGHWHUPLQH
(a) the equation of the straight line PQ
(b) the equation of the straight line RS x
O N(2, 0)
Solution:
(a) Gradient of straight line PQ with (b) Gradient of straight line 56with A(2, 4)
A(2, 4) and M(0, 4) and N(2, 0).
4–4 0 4–0 4
P = ——– = — = 0 P ²²± ² 8QGH¿QHG
2–0 2 2–2 0
yLQWHUFHSW= 4 The gradient of the straight line RSLVXQGH¿QHG
Thus, the equation of the straight line PQ is and is always 2 units from the yD[LV
y = 0(x) + 4 Hence, the equation of the straight line RS is
y=4 x = 2.
MIND TEST 9.1e

9
1. 'HWHUPLQHWKHHTXDWLRQRIWKHVWUDLJKWOLQHWKDWSDVVHVWKURXJKWKHJLYHQSDLURISRLQWV.
CHAPTER
(a) K(0, 2), L(6, 0) (b) R(–2, 0), S(0, 8) (c) T±U(5, 7)
(d) G(– 4, –2), H(8, 6) (e) M±N(1, 5) (f) P±Q(4, – 6)
240
Determine the equation of a straight line which passes through a point and is parallel to a
given straight line
%\QRZ\RXZRXOGNQRZWKDWLIWZRVWUDLJKWOLQHVDUHSDUDOOHOWKHQWKHJUDGLHQWVRIERWKOLQHVDUH
equal.
Example 14
The diagram below shows the straight line AB with equation y = –2x + 6. Determine the equation of
DVWUDLJKWOLQHSDUDOOHOWRABDQGSDVVHVWKURXJKSRLQW P(5, 4).
A
P(5, 4)
y = –2x + 6
B
Solution:
The equation of the straight line AB is y = –2x + 6, thus the gradient of AB is –2.
7KHVWUDLJKWOLQHZKLFKSDVVHVWKURXJKSRLQWPLVSDUDOOHOWRAB, thus the gradient P of that line is –2.
Substitute the values of P, x and y into \ P[F to determine the value of F
4 = (–2)(5) + F Given P(5, 4), thus
4 = –10 + F [= 5 and \= 4.
F = 4 + 10
F = 14
7KXVWKHHTXDWLRQRIWKHVWUDLJKWOLQHSDUDOOHOWRABDQGSDVVHVWKURXJKWKHSRLQWP is y = –2x + 14.
Example 15
'HWHUPLQHWKHHTXDWLRQRIDVWUDLJKWOLQHSDUDOOHOWRWKHVWUDLJKWOLQH 2xy = 12 DQGSDVVHVWKURXJK
SRLQW G(6, 8).
Solution:
Given the equation of straight line 2xy = 12.
Thus y = –2x + 12
2
y = – —x + 4

2
Gradient of the straight line = – —.

7KHVWUDLJKWOLQHZKLFKSDVVHVWKURXJKSRLQWGLVSDUDOOHOWRWKHVWUDLJKWOLQH 2xy = 12.
2
Hence, the gradient of the straight line is – —.

Substitute the values of P[ and y into \ P[F and determine the value of F.
2
Thus, 8 = (– —)(6) + F Given Q(6, 8), thus

8 = –4 + F [= 6 and \= 8.
9
F=8+4
CHAPTER
F = 12
+HQFH WKH HTXDWLRQ RI WKH VWUDLJKW OLQH SDUDOOHO WR 2x y = 12 DQG SDVVHV WKURXJK SRLQW G
2
is y = – —x + 12.

241
MIND TEST 9.1g
1. Determine the equation of a straight line that is parallel to the given straight line and passes
through point P.
(a) y = 3x + 9, P(2, 7) (b) y = –2x + 7, P(–3, 4)
x y
(c) 3x + 2y = 4, P(2, 6) (d) — + — = 1, P(–12, 9)
2 3
y
2. The diagram on the right shows a straight line PQ. Given that
1 x + 2 and O is the
the equation of the straight line PQ is y = — 4 A(2, 4)
Q
3
origin, determine the equation of a straight line parallel to PQ
2
and passes through P
(a) point A(2, 4) x
O
2 4
(b) point B(4, –2)
–2 B(4, –2)
(c) the origin
How do you determine the point of intersection of two LEARNING

straight lines? STANDARD
The point of intersection of two straight lines can be determined by the Determine the point
following methods: of intersection of two
straight lines.
1. Drawing both straight line graphs on the same Cartesian plane and
determine the point of intersection from the graphs.
2. Solving simultaneous equations using
REMINDER
(a) substitution method (b) elimination method
The calculator should
only be used for checking
answers.
Example 16
Determine the point of intersection of the straight lines 2x + y = 5 and x + 2y = 1.
Graphical method
y
(a) 2x + y = 5
y = –2x + 5 8
7
x –1 0 1 2 3 4 6
y 7 5 3 1 –1 –3 5
4
3
(b) x + 2y = 1 Point of intersection
2
2y = –x + 1 = (3, –1)
1
1 1
y = – —x + — x
9
2 2 –3 –2 –1 O 1 2 3 4 5 6
–1
CHAPTER
x + 2y = 1
x –1 0 1 2 3 4 5 –2
1 1 3 –3
y 1 —
2 0 –—
2 –1
–—
2 –2 2x + y = 5
242
From the graph, it is found that the point of intersection of the straight lines 2x + y = 5 and
x + 2y = 1 is (3, –1).
Substitution method Elimination method

2x + y = 5 ----------------
1 2x + y = 5 ----------------
1
x + 2y = 1 ----------------
2 x + 2y = 1 ----------------
2
From 1 , y = 5 – 2x-- 3
1 × 2 4x + 2y = 10 ------------
3
Substitute y = 5 – 2x in 2 , x + 2y = 1 -------------
2 (minus)
x + 2(5 – 2x) = 1
3x =9
x + 10 – 4x = 1
x =3
x – 4x = 1 – 10
–3x = –9 Substitute x = 3 in 1 ,
x=3 2(3) + y = 5
6+y =5
Substitute x = 3 in 3 ,
y =5–6
y = 5 – 2(3) y = –1
y=5–6
Thus, the point of intersection is (3, –1).
y = –1
Thus, the point of intersection is (3, –1).
Aim: To determine the coordinates of the intersection of two straight lines.
Steps:
1. Start with New Sketch and click Graph next click Show Grid.
2. Click Graph again and select Plot New Function (Diagram 1).
3. Use Plot New Function to plot the intersection of the two straight lines.
4. Example: y = x + 3 and y = –x + 5.
5. Use Arrow Tool to select both straight line graphs. Click Construct and select Intersection.
6. Click Measure and select Coordinates. The intersection point A (1.00, 4.00) will be
displayed (Diagram 2).
7. Repeat steps 1 to 6 for intersection of the other two straight lines.

(a) y = x + 2 and y = 2x + 4 (Diagram 3)
9
CHAPTER
(b) y = 4 and y = 3x – 2 (Diagram 4)
243

Diagram 1 Diagram 2

Diagram 3 Diagram 4
Discussion:
What can you conclude from the results above?

(a) The point of intersection of two straight lines can be determined by plotting both straight
lines on the Cartesian plane.
(b) Two straight lines that are not parallel intersect at only one point.
MIND TEST 9.1h

1. Determine the point of intersection of the following pairs of straight lines using the substitution
method.
(a) x = 3, 2x + y = 10 (b) y = 4, 3x – 2y = 7
(c) x + y = 5, 2x – y = 4 (d) 2x + y = 3, 3x – 2y = 8
9
2. Determine the point of intersection of the following pairs of straight lines using the elimination
CHAPTER
method.
(a) x + y = 1, 2x + y = –1 (b) x – y = – 4, 3x + y = 4
(c) x – y = –5, 2x + 3y = –10 (d) 2x – 3y = 5, 3x + 2y = 14
244
How do you solve problems involving straight lines? LEARNING

STANDARD
straight lines.
Example 17
y
The diagram on the right shows a parallelogram PQRS.
1
Given that the gradient of SR is
2
and y-intercept of straight % Q(0, h)
line PS is – 4, determine P(– 4, 6) %
(a) the value of h
x
(b) equation of straight line PS O
(c) x-intercept for straight line PS % %R
T
%
Solution: S

Ɣ PQRS is a parallelogram. Ɣ 7KHYDOXHRIh can be determined by using the gradient
1
Ɣ *UDGLHQWRIPQ that is, gradient of PQ = gradient of SR = .
2
= gradient of SR Ɣ 7KHy-intercept of the straight line PS is – 4. Thus, the
1 coordinates of T are (0, – 4).
=
2 Ɣ 7KHx-intercept of the straight line PS can be determined
Ɣ y-intercept of PS is – 4. by substituting y = 0 into equation PS.
Implementing the strategy

1 (b) Straight line PS passes through point
(a) Gradient PQ = Gradient SR =
2 T (0, – 4)
h–6 1
———– = —
0 – (– 4) 2 – 4 – 6 –10 5
Gradient PS = ———– = —– = – —
h–6 1 0 – (– 4) 4 2
—— = — y-intercept of straight line PS is – 4
4 2
h–6 =2 Thus, equation of straight line
h =2+6 5
PS is y = – —x – 4.
h = 8. 2
5
(c) Equation of straight line PS is y = – —x – 4
2
When y = 0
5 Making a conclusion
0 =–—x–4
2
5 (a) The value of h is 8.
—x = – 4
2 (b) The equation of the straight line
5
9
8 PS is y = – x – 4.
x =–— 2
CHAPTER
5
8 (c) x-intercept of the straight line PS
x-intercept of the straight line PS is – —. 8
is – .
5
5
245
Example 18
TIPS
1
Given straight lines y = – x + 3 and 2x – y = 4 intersect at point A, A straight line can be
3 drawn if its x-intercept
determine the coordinates of point A using the graphical method. and y-intercept are
known.
Solution:
1
For the straight line y = – x + 3,
3
(a) when x = 0, (b) when y = 0,
y
1 1 2x – y = 4
y = – (0) + 3 0 = – (x) + 3
3 3
1 3
y=3 x=3 2 A 1
3 y = – —x + 3
y-intercept = 3 x=9 1 3
x
x-intercept = 9 O 1 2 3 4 5 6 7 8 9
–1
–2
For the straight line 2x – y = 4, –3
(a) when x = 0, (b) when y = 0, –4
2(0) – y = 4 2x – (0) = 4
–y = 4 2x = 4
y = –4 x=2 From the graph, it is found that the
y-intercept = – 4 x-intercept = 2 coordinates of A are (3, 2).
y
MIND TEST 9.1i G
1. The diagram on the right shows a parallelogram F

FGHK. Given that O is the origin and point K is located
on the x-axis, the equation of straight line FG is
2y = x + 20, determine
(a) the gradient of straight line FG
H(8, 2)
(b) the y-intercept of straight line HK
x
(c) the equation of straight line HK O K
y
2. In the diagram on the right, O is the origin and PQRS
P(–3, 8)
is a trapezium where PS and QR are parallel. The
straight line RS is parallel to the y-axis, and points Q
and S are on the x-axis. Determine
9
S x
CHAPTER
Q O
(a) the coordinates of S
(b) the equation of straight line QR
(c) the x-intercept of straight line QR R(5, –10)
246
Dynamic Challenge
Test Yourself
1. Given that 2x + 5y = 30 is an equation of a straight line, determine
(a) the x-intercept (b) the y-intercept (c) the gradient
2. State the equation of the straight line for each of the following diagrams.
(a) y (b) y
x
O
x
–6 O
–8
3. Determine the equation of a straight line that has a gradient of 3 and passes through point
R(– 4, 6).
4. Determine the equation of a straight line that passes through point P(–1, –2) and point Q(3, 14).
5. Determine the equation of a straight line that passes through point M(–3, 5) and is parallel to
the straight line 6x + 2y = 18.
6. Determine the point of intersection of the straight lines y = –8 and y = – 4x + 12.
y
Skills Enhancement 2x – y = 5
1. The diagram on the right shows two straight lines

intersecting at point P. Given that O is the origin, x – 3y = –5 P
determine the coordinates of P.
x
O
y
2. In the diagram on the right, GH, HK and KL are
straight lines. Point H lies on the x-axis, GH is K
parallel to KL, and HK is parallel to the y-axis.
Given the equation of GH is 2x + y = 6, G
9
(a) state the equation of straight line HK

CHAPTER
(b) determine the equation of straight line KL O H

x
and then state the x-intercept of KL L(10, – 4)
247
3. The diagram on the right shows a parallelogram y
E(7, 21)
OEFG. Given O is the origin, determine
(a) the equation of straight line OG
F
(b) the equation of straight line EF
(c) the x-intercept of straight line EF O
x
G(6, –12)
4. The diagram on the right shows a trapezium y D(9, 10)

ABCD drawn on the Cartesian plane. Given AB
is parallel to DC, determine
(a) the equation of straight line AB A(4, 6) C
(b) the equation of straight line CD

(c) if the straight lines AB and CD intersect.
State the reasons for your answer. B(12, 2)
x
O
Self Mastery
1. The diagram on the right shows a parallelogram KEDAI MAKAN

y
drawn on a Cartesian plane and it represents
the locations of Kamal’s house, the school, the Clinic
clinic and the restaurant. Given that the scale is Restaurant (2, 4)
1 unit = 1 km,
(a) calculate the distance, in km, between
Kamal’s house and the school
(b) determine the coordinates of the restaurant
(c) calculate the distance, in km, between (–1, 0) O
x
(5, 0)
Kamal’s house and the restaurant
(d) determine the equation of the straight line
Kamal’s
connecting the school and the clinic house
School
2. The diagram on the right shows the positions of y

town P, town Q and town R drawn on a Cartesian Town Q
plane. Given that the scale is 1 unit = 2 km, (6, 7)
Town P
(a) calculate the distance in km, between town R (–9, 4)
and the origin O
(b) determine the equation of straight line x
connecting town P and town Q O
(c) calculate the nearest distance, in km, between
town P and town R Town R
9
(d) calculate the time taken, in minutes, by Encik (–3, – 4)

CHAPTER
Mazlan to arrive at town Q if he drives from

town R to town Q using the shortest route at
an average speed of 50 km h–1
248
3. The original height of a plant F is 9 cm. Its height is y cm after x days and is represented by the
3
equation y = x + 9. Plant G has the same growth rate as plant F. Plant G reaches a height of
16
15 cm after 8 days. Determine the equation to represent the height of plant G. Then, state the
original height, in cm, of plant G.
y
J
4. JK is a straight road that passes through the Town F
midpoint between town E and town F. (3, 3)
(a) The equation for the straight road JK is
y = –2x + k, where k is a constant. Determine
x
the value of k. O
(b) Another straight road GH with the equation Town E
y = 2x + 17 ZLOO EH FRQVWUXFWHG $ WUD൶F (–7, –1)
light will be installed at the junction of both
roads JK and GH. Determine the coordinates
RIWKHWUD൶FOLJKW. K
TIPS
Solution by scale drawing
is not accepted.
P R O J E C T
Title: Gradient and speed.

Material: Toy car, board, brick, long ruler and stopwatch.
Steps:
1. Place a board over two bricks as in the diagram below.
Toy car
Board
P
%
}Brick height
}
Horizontal distance
2. 0HDVXUHWKHKRUL]RQWDOGLVWDQFH¿[HGDQGWKHKHLJKWRIWKHFDUIURPWKHJURXQG&DOFXODWH

the gradient of the board and record it.
3. Release the toy car. Record the time, in seconds, for the toy car to reach point P.
4. Add the bricks one by one. Repeat steps 2 and 3.

9
CHAPTER
5. What can you conclude about the relationship between the gradient of the board and the
speed of the car?
249
CONCEPT MAP
Straight Lines
Equation of a straight line Rewriting the equation of Point of

y = mx + c a straight line intersection of two
m = gradient y = mx + c in the form of straight lines
c = y-intercept a b
ax + by = c and — + — = 1
x y
and vice versa.
Equation of straight line parallel to the x-axis Gradients of parallel lines

y = k; k = constant are equal
Equation of straight line parallel to the y-axis
x = h; h = constant
SELF-REFLECT
At the end of this chapter, I am able to:
Determine the gradient and y-intercept when the equation of the straight line in
1.
the form of y = mx + c is given.
2.
the form of ax + by = c is given.
3. x y
the form of — = 1 is given.
a +— b
4. Determine whether a point lies on a given straight line.
5. Determine whether two straight lines are parallel.
6. Determine the equation of a straight line.

9
7. Determine the point of intersection of two straight lines.

CHAPTER
8. Solve problems involving straight lines.
250
The area under a straight line can be determined if y

y=x
enough information is given.
For example, the area under the graph of the straight 6
line y = x for the range 0 x 6 in the diagram on Area under the graph
the right can be determined as follows: of the straight line
y=x
1
The area under the graph = × base × height x
2 O 6
1
= × 6 units × 6 units
2
= 18 unit2
Worksheet
1. 2. 3.
y y y
y=x+2 y = 2x + 1
y=4
x x x
O 6 O 6 O 4
4. 5. 6.
y y y
1
y = –x + 6 y = – —x + 6
2
x + 2y = 12
x x x
O O 14 O 8
Steps:
1. Get into groups.
9
2. Calculate the area under each graph of straight line provided.

CHAPTER
3. 3UHVHQW\RXUJURXS¶V¿QGLQJV.
4. Propose at least two other ways to determine the area under the graph of a straight line.
251
Answers
CHAPTER 1 Indices MIND TEST 1.2c
MIND TEST 1.1a 1. (a) 4 (b) 72 (c) m4n5
1. Base Index 2. (a) 66 (d) 3xy3 (e) m (f) –5h
5 3 (b) (0.5)7 2. (a) 8 8 ÷ 84 ÷ 83 = 8 3. 8
–4 7 (b) m4n 6 ÷ m 2 n5 = m2n
1 4 m10n4 = m 2 n2
—
2 10
1
(c) —
2 ( ) (c) ——————
m 7n
= m5n 5
m 6 27x3y6 = xy 2
(d) (–m)5 (d) —————– = 3x 2 y5
n 0 9 x2y3
0.2 9 3
–— 3
7 4
2
(e) 1—
3( ) MIND TEST 1.2d
1. (a) 1210 (b) 320 (c) 76 (d) (– 4)21

x 20 1 6
2— 1
2
(f) ( )
–—
n
2.
(e) k24
(a) True
(f) g26
(b) False
(g) (–m)12
(c) False
(h) (–c)21
(d) False
3
8 1
MIND TEST 1.2e
3. (a) (–3) =(–3) =(–3)
(b) 2.5 =2.5 = 2.5 =2.5 1. (a) 22 × 38 (b) 119 × 915 (c) 136 ÷ 712
2 2 2 2 2 (d) 515 × 320 (e) m15n20 p10 (f) 16w8x12
(c) — = — = — = — =— 729a30 8a15
3 3 3 3 3 (g) ——— (h) ——
1 1 1 b24 27b12
(d) (–2—) = (–2—) = (–2—) 44
4 4 4 2. (a) 112 × 44 (b) 33 × 62 (c) —
66
(e) k =k =k =k =k =k
(d) (– 4)6 × (–5)4 (e) x4y4
(f) (–p) =(–p) =(–p) =(–p) =(–p) =(–p) =(–p)
(f) h10k6 (g) m11n15 (h) b2d6
1 1 1 1 1 1 1 1
(g) — = — = — = — =— = — = — =— 3. (a) 6mn8 (b) 10x8y3 (c) de
m m m m m m m m
(h) (3n) =(3n) =(3n) =(3n) =(3n)
MIND TEST 1.2f
MIND TEST 1.1b 1 1 1 1
1. (a) — (b) —4 (c) — (d) —–
4 3 53 8 x8 y16
1. (a) 34 (b) 56 ( )
(c) —
5 (e) a4 (f) 202 (g) —
3 5
(h) – —–
1 2 n4 n6
(d) (0.2)5 (e) (– 4)7 ( )
(f) – —
4 2
(i) —–5
3
(j) – –—4 (k) —
12
5
( ) (l) – —
7 14
( )
MIND TEST 1.1c 7m 8m 2 3
y 10 3y 4
1. (a) 6 561 (b) –1 024 (c) 15.625 ( )
(m) —
x ( )
(n) —–
2x
(o) (2x)5
243 1 2. (a) 5–4 (b) 8–3 (c) m–7 (d) n–9
(d) –32.768 (e) ——— (f) ——–
32 768 1 296 1 1 1 1
7 19 (e) —–– (f) —–— (g) —— (h) ——
(g) 2— (h) –12— 10–2 (–4)–3 m–12 n–16
9 27 7 –9 y –10
MIND TEST 1.2a
( )
(i) —
4
(j) —( )
x
1 24
4 9 3. (a) — (b) —– (c) 26 × 52
1. (a) 37 (b) (– 0.4)8 ( )
(c) —
7
4 314
10 1 1 m6n
2 n12 (d) ——– (e) —–8 (f) —–
( )
(d) –1—
5
(e) – 6m9 (f) —–
5
3m3n7 8m 18
(g) –15x7 (h) y12

MIND TEST 1.2g
MIND TEST 1.2b –13 –1 –1 1
—
1. (a) 125 (b) 2 1877 (c) (–1 024) 5 (d) n 10
1. (a) 55 × 95 (b) (0.4)3 × (1.2)9 2. (a) ¥4 (b) 5¥32 (c) 3¥–729 (d) 15
¥n
3
(c) 4x6y7 (d) – —k6p11 3. (a) 7 (b) – 6 (c) 8 (d) –8
2
252
252
MIND TEST 1.2h 3. (a) 3 (b) 0 (c) –8
(d) –5 (e) 5 (f) 2
–34 –23 (g) 2 (h) –1 (i) 1
–m –5 –3 –3 –2
an 729 6 121 2 w7 x5 (—1681) (—hk ) Self Mastery
1 1
3 –4 2 –3
–
(am) n
1
–1
(7295)6
–1
(1213)2
–1
(w3)7
–1
(x2)5 [(1681—) ] [(—hk ) ] 1. (a) 1 000 (b) 500 000 (c) 50
3 3
–14 3 –13 2
2. (a) — (b) — (c) 15
–1
(an )m
–1
(7296 )5 (1212)3
–1 –1
(w7 )3
–1
(x5 )2 [(1681—) ] [(—hk ) ] 3.
4
(a) –1, 6
2
(b) 1, –7 (c) –1, 4
3 3 2 1 2
¥ am
n 6¥5 ¥3 7¥w 3 5¥x 2 4
(—1681) (—hk ) 4. (a) x = —, y = 2
6
(b) x = 1, y = – —
3
2
5. 12$C 6. RM27 130 7. RM61 462.77
(n ¥ a )m (6¥5 ¥3 (7
¥ w )3 (5
¥ x )2 ( —1681)
4 3
( —hk )
3
CHAPTER 2 Standard Form
MIND TEST 1.2i MIND TEST 2.1a
1. (a) 9 (b) 4 (c) 4 (d) 8 1. (a) 2 s.f. (b) 5 s.f. (c) 5 s.f. (d) 4 s.f.
(e) 256 (f) 16 (g) 216 (h) 343 (e) 2 s.f. (f) 5 s.f. (g) 4 s.f. (h) 6 s.f.
(i) 7 (j) 1 331 (k) 169 (l) 1 000 MIND TEST 2.1b
4 4
2 — —
2. (a) ¥6 561 1, 3 4, 9 2, 81 1, 243 5 , 27 3 1. (a) 47 200 47 000 50 000
3 3 3
— — —
(b) 25 2 , 125 1, 625 4 , 2 ¥15 625 1, 3 125 5 , 5 3 (b) 5 260 5 300 5 000
(c) 306 310 300
MIND TEST 1.2j (d) 20.7 21 20
c7 10x (e) 8.60 8.6 9
1. (a) — (b) mn6 (c) —–2 (f) 5.90 5.9 6
de 3z
(g) 0.694 0.69 0.7
1
2. (a) ——– (b) 648 (c) 86 400 (h) 0.0918 0.092 0.09
2 401 (i) 0.00571 0.0057 0.006
7 125 2. (a) 12.02 (b) 2.83 (c) 11.1
(d) — (e) 81 (f) —–
54 8 (d) 24 (e) 6.61 (f) 13
3. 3 456 4. 48 (g) 20 (h) 36.0
Dynamic Challenge MIND TEST 2.2a
Test Yourself 1. (a) 3.5 = 101 (b) 4.81 = 102
1. (a) True (b) False (25) (c) False (1) (c) 5.075 = 10 3 (d) 9.725 = 101
2 (e) 3.1243 = 103 (f) 9.0 = 10–1
(d) False (32x15)
(e) True (f) False —4
a ( ) (g) 2.3 = 10 –1 (h) 3.75 = 10–2
1 2. (a) 2.5 (b) 37.5 (c) 423
(g) False [(5¥32)2] (h) True (i) False ——–
625 m ( ) (d) 5 070 (e) 91 000 (f) 0.62
(g) 0.0729 (h) 0.001034 (i) 0.0008504
2. 5 4 × 55 53( 3 ) 3. (a) 1.05 = 106 metres (b) 2.16 = 1011 bytes
(¥25) 9 (c) 7.5 = 1011 litres (d) 9.5 = 10–5 metres
512 ÷ 5 3
(e) 1.23 = 10 metres (f) 8.9 = 10–17 metres
–7
(—15 ) –9 ( 3 ¥125) 9
MIND TEST 2.2b
–32 ×5 56 5 1. (a) 5.97 = 104 (b) 3.93 = 106
(5 6 ) ———–
1.021 = 108 1.574 = 105
52 (c) (d)
1 3 (e) 5.46 = 108 (f) 8.59 = 104
1
—–
5–9
(—–
5
) –3 (g) 5.77 = 104 (h) 1.08 = 10–3
(i) 6.09 = 10–5 (j) 9.91 = 10–3
–2
3. 1
—– (—35 ) (k) 7.68 = 10–4 (l) 8.685 = 10–6
20 as 3– 4 as
2 –3
as 7 × 5 as
(5–1 × ¥25)3
1 34 5)
(— 2 72
— 1 MIND TEST 2.2c
3 53
Skills Enhancement 1. (a) 1.48 = 108 (b) 3.75 = 10–8

n7 x4 y7 2
(c) 2.52 = 108 (d) 2.12 = 103
1. (a) —– (b) —— (c) xy (e) 4.5 = 10–3 (f) 6.4 = 103
m 2
(g) 2.95 = 103 (h) 8.6 = 108
4 25
2. (a) —– (b) — (c) 1 (d) 2 (e) 7 (f) 1 2. 3.126 = 103 3. 63 4. 103 micrometres
125 7
253
253
5. (a) Real estate
MIND TEST 2.2d
(b) Risk potential = Low
1. 2.02 = 105 m3 Return = High
2. (a) 9.17 = 107 km (b) 4.44 = 109 km (c) 4.35 = 109 km Liquidity = Low
Dynamic Challenge (c) Encik Osman’s action is wise because our
country focuses on the tourism sector. Therefore,
Test Yourself it is appropriate to set up the homestay. Besides,
1. (a) 24 000 (b) 54 300 (c) 9 000 (d) 300 000 the investment in the homestay has low risk.
(e) 5 000 (f) 5.00 (g) 0.28 (h) 40
(i) 420 (j) 10 (k) 1.04 (l) 502 MIND TEST 3.1e
2. (a) 3.48 = 108 (b) 5.75 = 104 (c) 5.11 = 104 1. Purchase of shares every month or periodically but
(d) 2.96 = 10 9 (e) 8.84 = 10–2 (f) 3.31 = 10–4 not at a lump sum.
(g) 9.77 = 10–8 (h) 5.43 = 104 2. (a) Investor 2. This is because the purchase of 2
3. (a) –2, 0.025, 0.025, 1.35, 1.375 shares on a regular basis allows him to purchase
(b) –3, 0.0034, 5.74, 0.0034, 5.7434 many units of shares and the average cost per
(c) –3, 0.0042, 1.75, 0.0042, 1.7458 unit can be reduced.
(d) –3, 0.0043, 3.7, 0.0043, 3.657 (b) RM1.80. 13 268 units of shares
4. (a) 1.2 = 104 (b) RM214 5. 97 people F ƔThe average cost per unit share can be reduced
ƔReduce the risk of loss
Skills Enhancement
1. (a) 5.57 = 102 m2 (b) RM10 824 MIND TEST 3.1f
2. (a) (i) 70.9 km h–1 (ii) 47.1 km h–1 (iii) 68.4 km h–1 1. (a) Mr Rasamanie – Real estates (Low Risk)
Self Mastery Encik Nik Izwan – Savings (Low Risk)
Real estates (Low Risk)
1. (a) Mercury = 7.48 = 107 km2
Shares (High Risk)
Neptune = 7.62 = 109 km2
(b) Encik Nik Izwan. This is because if there is a loss
Jupiter = 6.14 = 1010 km2
in one of the investments, it can be covered by
(b) 6.133 = 1010 km2
other investments.
2. (a) 4.37 g (b) 4.99 g
(c) Economic factor and political factor of the
location of the real estate.
CHAPTER 3 Consumer Mathematics:
2. 25.74%
Savings and Investments, Credit and Debt
MIND TEST 3.1a MIND TEST 3.2a
1. Ɣ For a well-planned life in the future 1. Personal loans are short term loans for consumer use.
Ɣ As an additional income 2. Ɣ Prepare your budget
Ɣ For emergency use Ɣ Plan your expenses
2. Ɣ Open a Fixed Deposit Account 3. Credit card – He is not required to pay interest if his
Ɣ This is because the money will not be used for a debts are settled in interest-free period as compared
given period to loan.
Ɣ Higher interest rates are also offered
Dynamic Challenge
3. Cheques are commonly used by businessmen/
businesswomen for payments in large amounts while Test Yourself
most people only make daily payments in small 1. Savings is the balance after deducting mandatory
amounts. expenditure from salary.
MIND TEST 3.1b 2. ƔHigh interest rate.
Ɣ6DYLQJVSHULRGLVVXEMHFWHGWRDVSHFL¿HGWLPH.
1. RM610.10 2. RM1 159.70 3. RM106.17 3. RM8 640
MIND TEST 3.1c Skills Enhancement
1. Return on investment is the value of return of the 1. Increase the number of shares purchased and the
investment. average cost per unit will be lower as compared to if
2. (a) RM2 000 the units are purchased all at once.
(b) RM24 000 + RM230 000 = RM254 000 2. Purchase of land lots, houses, factories and so on.
3. RM320 3. (a) Dividend (b) Capital gain (c) Bonus share
4. (a) Lee Chong needs to have the knowledge to assess
MIND TEST 3.1d and select shares while Mokhtar’s investment is
1. The higher the risk, the higher the return. assisted by a professional company.
2. Bank Negara Malaysia guarantees deposits in the (b) Lee Chong’s risk is higher compared to
bank. Mokhtar’s.
3. It can be cashed immediately. 5. RM300 6. (a) RM360 (b) 3 000 units (c) 9 000 units
4. Real estate price usually increases but rarely falls. 7. RM1 000, 3%, 3 years 8. RM634.12
254
254
Self Mastery CHAPTER 5 Trigonometric Ratios
1. RM3 750 2. 8.85% MIND TEST 5.1a
3. RM7 000 4. RM400
5. RM233.33 6. RM52.87 Angle Hypotenuse Opposite side Adjacent side
7. (a) Masnah Rasam’s view is not recommended QPR PR QR PQ
because she has to pay interest.
(b) RM320, 8% PRQ PR PQ QR
(c) Cash, because no interest needs to be paid. MNK KN KM MN
8. RM15 000 MKN KN MN KM
9. 4% FEG EG FG EF
10. RM900
EGF EG EF FG
CHAPTER 4 Scale Drawings BAE AE BE AB
AEB AE AB BE
MIND TEST 4.1a
BCD CD BD BC
1. Diagram 1, Diagram 2, Diagram 4
BDC CD BC BD
MIND TEST 4.1b
1 1 2 MIND TEST 5.1b
1. (a) 1 : — (b) 1 : 3 (c) 1 : — (d) 1 : —
2 2 3 ¨DEF
2. Length = 6 cm Width = 2 cm EF DE EF
1. sin x = —– cos x = —– tan x = —–
3. 10 km DF DF DE
4. 6 cm DE EF DE
sin y = —– cos y = —– tan y = —–
DF DF EF
MIND TEST 4.1c ¨KLM
1 KL LM KL
2. (b) (i) 1 : — (ii) 1 : 2 sin x = —– cos x = —– tan x = —–
2 KM KM LM
LM KL LM
MIND TEST 4.1d sin y = —– cos y = —– tan y = —–
KM KM KL
1. 1 944 cm2 2. 34.8 cm ¨PQR
3. 560 m2 4. 20 cm QS PS QS
sin x = —– cos x = —– tan x = —–
5. (a) 7 200 m2 (b) 2 hours 24 minutes PQ PQ PS
QS RS QS
Dynamic Challenge sin y = —– cos y = —– tan y = —–
QR QR RS
Test Yourself
MIND TEST 5.1c
1
1. 1:—
5 1. Trigonometric ratios of angle x and angle y are the
2. (a) I and III (b) I = 1 : 2 same. This is because all lengths of side are reduced
1 by the same rate.
III = 1 : — 38 28 19
2 2. (a) (i) —– (ii) — (iii) —
(c) (i) I = 1.5 cm2 145 29 70
(ii) I = 1 : 4
1 7 4
III = 24 cm2 1
III = 1 : — (iv) — (v) — (vi) —
4 2 8 7
The ratio of area is not proportional to the (b) No
scale of the scale drawings.
3. (a) 17.0 cm (b) 203.5 m2 MIND TEST 5.1d
15 12 15
Skills Enhancement 1. (a) sin e = — cos e = — tan e = —
39 13 36
1. 540 km h–1 24 7 24
2. 50 cm × 50 cm tile. RM633.20 can be saved. (b) sin e = — cos e = — tan e = —
25 25 7
3. (a) 2 829 m2 (b) 4 : 13 15 8 15
(c) 1 971 m2 (d) RM3 960 (c) sin e = — cos e = — tan e = —
17 17 8
Self Mastery 5 12 5
(d) sin e = — cos e = — tan e = —
13 13 12
1. (a) 48 m2 (b) 8 : 1 (c) 1 440 m3
2 15 8 15
2. (a) 8 400 m (e) sin e = — cos e = — tan e = —
(b) 1 : 500. The most relevant value for scale. 17 17 8
(c) (i) 60 pieces (ii) RM31 500 (f) sin e = 0.6 cos e = 0.8 tan e = 0.75
255
255
1 1 ¥ 39 4¥ 2 CHAPTER 6 Angles and Tangents for Circles
2. (a) —– (b) —– (c) —— (d) —––
¥3 ¥2 8 9 MIND TEST 6.1a
3. (a) 3 m (b) 21 m (c) 25 mm
1. (a) 35$ (b) 25$ (c) 30$ (d) 35$
4. (a) 10 cm (b) 15 cm (c) 30 mm
2. (a) 40$ (b) 35$ (c) 70$ (d) 105$
5. (a) 18 cm (b) 20 cm (c) 9 mm 3. (a) 40$ (b) 30$ (c) 10$ (d) 80$
6. (a) 15 cm (b) 20 cm 4. (a) 24$ (b) 25$
7. 51.61 cm
MIND TEST 6.1b
MIND TEST 5.1e
1. (a) 40$ (b) 30$ (c) 3.6 cm (d) 10.4cm
1. (a) 2 (b) 3.5 (c) 2.5 (d) 0.5 2. (a) 70$ (b) 30$
5¥ 3 9¥ 3 3. (a) 22$ (b) 114$ (c) 40$
(e) –0.5 (f) 3 (g) —— (h) ——
2 2
MIND TEST 6.1c
(i) 10 (j) 9
1. (a) 40$ (b) 80$ (c) 50$
MIND TEST 5.1f 2. (a) 50$ (b) 65$ (c) 50$
1. (a) 37$48' (b) 74$36' (c) 58$6' 3. (a) 110$ (b) 55$ (c) 125$
(d) 60$12' (e) 41$30' (f) 16$54' 4. (a) 124$ (b) 34$ (c) 54$
(g) 5$24' (h) 72$18'
MIND TEST 6.1d
2. (a) 65.9$ (b) 47.7$ (c) 18.2$
(d) 69.4$ (e) 70.1$ (f) 36.6$ 1. (a) 45$ (b) 5 cm (c) 10 cm (d) 55$
(g) 35.5$ (h) 20.3$ 2. (a) 40$ (b) ORQ and OQR
3. (a) 40$ (b) 10 cm
MIND TEST 5.1g
MIND TEST 6.1e
1. (a) 0.6947 (b) 0.2840 (c) 2.6746
(d) 0.7815 (e) 0.8630 (f) 1.5051 1. (a) 55$ (b) 25$ (c) 27.5$ (d) 30$
2. 216$ 3. 90$
MIND TEST 5.1h
MIND TEST 6.1f
1. (a) 12.2$ (b) 54$ (c) 24$
1. (a) 110$(b) 10.3 cm2. 176$ 3. 132$
(d) 65.8$ (e) 14.4$ (f) 75.3$
(g) 55.9$ (h) 8.7$ (i) 35.8$ MIND TEST 6.2a
(j) 78.3$ (k) 45.3$ (l) 84.3$
1. (a) (i) No – vertex P does not lie on the
MIND TEST 5.1i circumference
(ii) Yes – DEFG
1. 2.15 m 2. 83.2 m 3. 173.9 m (iii) Yes – KNPQ and KLMN
4. (a) 13 cm (b) 67.4$ (iv) Yes – ABDE
(b) (i) None
Dynamic Challenge (ii) D and F, DEF and DGF
Test Yourself (iii) KQP and KNP, NPQ and NKQ,
, 15 8 KLM and KNM, LMN and LKN
1. (a) 28$4 (b) — (c) — (iv) BAE and BDE, ABD and AED
17 17
12 MIND TEST 6.2b
2. (a) 39 cm (b) — (c) 22.6$
5
1. (a) 30$ (b) 20$ (c) 120$
3. (a) 27 cm (b) 39$ 2. 50$ 3. 40$
,
4. (a) 6 (b) 39$48 4. (a) 125$ (b) 117.5$
Skills Enhancement MIND TEST 6.2c
1. D ¥ E F ¥ 6 1. Exterior angle = a
2. (a) 12 cm (b) 35 cm (c) 45$ Corresponding opposite interior angle = d
3. 8.66 m Exterior angle = e
Corresponding opposite interior angle = b
Self Mastery 2.
7 , ș q
1. (a) — (b) 15.56 cm (c) 26$45
12
2. (a) 90$ (b) 30$ (c) 10.4 m (d) 1 : 2
,
3. D ¥ 5 cm (b) 63$26 p
(c) Not true. The actual ratio is 3 : 5 Į
256
256
MIND TEST 6.2d MIND TEST 7.1b
1. 97$ 2. 38$ 3. 79$ 4. 99$ 5. 108$ 1. (a) (i) (ii) (iii)

N M E/D H/I J C
MIND TEST 6.3a
V C
1. (a) (i) RS and ST – touching the circle at only one 4 cm
point. K L 4 cm
4 cm F/A G/L K 2 cm B
(ii) X and Y.
(iii) PQ – passes through 2 points on the circle. (b) (i) (ii) (iii)
(iv) A and B. V C F/E 2 cm G/H 1 cm
(b) (i) BC and BD – touching the circle at only one K/J
5 cm 5 cm 4 cm L/I
point.
(ii) H and E.
K/N 4 cm L/M A 4 cm B A/D 6 cm B/C
(iii) BF – passes through 2 points on the circle.
(iv) F and G.
MIND TEST 7.1c
MIND TEST 6.3b 1. Diagram 1 A E D F/E
1. 34$ (a) (i) (a) (ii)

3 cm
2. (a) 120$ (b) 60$ (c) 30$ 3. 114$
4 cm
MIND TEST 6.3c B/A 2 cm C/D
1. (a) 60$ (b) 30$ (c) 8.66 cm (d) 10 cm B 1 cm F C

2. (a) 40$ (b) 3.575 cm (c) 7.667 cm (b) As viewed from Z:
Changed – the lengths of sides AE, ED, BF
MIND TEST 6.3d
and FC.
1. (a) y = z (b) x = b (c) x = y Unchanged – the lengths of sides EF, AB, DC,
x = a y = a f = e AD, BC and all sizes of angles.
z = a As viewed from X:
2. 27$ 3. 52$ 4. 44$ No changes in length of sides and size of
angles.
MIND TEST 6.3e Diagram 2 S/T 1 cm U
1. 50$ 2. x = 26°34', y = 31°43' (a) (i) T/Q 1 cm U R (a) (ii)
3. (a) 130$
(b) (i) 12.87 cm (ii) 8.578 cm(iii) 23.66 cm S 3 cm
4. (a) 4 cm (b) 3.87 cm (c) 11.61 cm
P
MIND TEST 6.4a (b) As viewed from Z: P/Q 2 cm R
1. (a) 8.49 cm (b) 38.21 cm2 Changed – the lengths of sides SP and UR.
2. (a) 35$ (b) 55$ (c) 11.31 cm Unchanged – the lengths of sides ST, TU, PQ,
QR and all sizes of angles.
Dynamic Challenge As viewed from X:
Test Yourself Changed – the lengths of sides SP, SU and PR.
Unchanged – the lengths of sides TQ, QR,
1. x = 40$, y = 150$ 2. 100$
TU, UR and all sizes of angles.
3. x = 30$, y = 60$ 4. 230$
5. x + y = 180$ 6. 86$ MIND TEST 7.2a
Skills Enhancement 1. (a), (b), (c) Side elevation Front elevation
V/W R/W 3 cm S/V
S/R
1. 30$ 2. 130$ 3. 114$ 4. 60$
2 cm
Self Mastery
Q/P 4 cm U/T P/T 1 cm Q/U
1. (a) 61$ (b) 80$ 2. 64.8 cm2
3. (a) 36°52' (b) 3.6 cm 45°
4. (a) 5 cm (b) 13 cm (c) 30 cm2 W T U V
CHAPTER 7 Plans and Elevations

MIND TEST 7.1a
1. (a) Yes (b) Yes (c) No (d) Yes
2. (a) Correct (b) Wrong R P Q S
Plan 1 cm
257
257
2. (a), (b), (c) Side elevation Front elevation 1 cm (b) (i) 75 cm3 (ii) 1 : 1
U/T/P/M/H/E F/E G/H N/M O/P S/T V/U
V/S/O/N/G/F
1 cm
2. (a) (i), (ii), (iii)
R/K/J Q/L/I J/I K/L R/Q 3 cm Elevation as Elevation as
2 cm G/F viewed from Y F viewed from X G
B/A 3 cm C/D A/D 6 cm B/C
4 cm 4 cm
45°
E/D H/I M/L P T/Q U/C

C/B/A C
3 cm D/E A/E 6 cm B/D 2 cm
45°
E D
F/A G/J N/K O S/R V/B
Plan
3 cm
3. (a), (b), (c) J/I I
Side elevation
J
F/A 6 cm G/B 2 cm C
Front elevation
4 cm 4 cm Plan
D/C 4 cm
D/E
E/H C/H (b) CD CG DG
2 cm 2 cm
Plan 3.6 cm 2 cm 3 cm
A/B F/G 2 cm K/L B/G/L 5 cm A/F/K Elevation as viewed from X 2 cm 4.5 cm 4 cm
C/B I/H/G L
45° Elevation as viewed from Y 3 cm 4 cm 5 cm
Plan
(c) Original object
5 cm
CD = 3.61 cm, CG = 4.47 cm, DG = 5 cm.
(d) Elevation as viewed from X = BCG, BGC
Elevation as viewed from Y = AEF, AFE
D/A 4 cm J/E/F 2 cm K
Plan = BCD, BDC.
MIND TEST 7.2b Dynamic Challenge
1. Plan 2. Plan Test Yourself
Î
Î
H K 1. (a) True (b) True (c) False (d) True

E 5 cm
J 2. Three vertical cylinders with diameters 1 cm, 2 cm
G G
I
D F 2 cm and 3 cm. The height of all cylinders is 4 cm. The
C
J three cylinders are arranged symmetrically from all
4 cm H
L F E D
directions.
L I
A K Skills Enhancement
3 cm 8 cm ÎSide
Î B 2 cmÎ 10 cm elevation
Front Side 1. (a) (i), (ii), (iii)
elevation elevation A 4 cm B 6 cm C
Elevation as viewed from Y Elevation as viewed from X
Î
Front elevation C/D E/F D/F 3 cm C/E

MIND TEST 7.2c
Elevation as Elevation as
1. (a) (i), (ii), (iii) viewed from Y 1 cm viewed from X 4 cm
M/H/E F/E G/H N/M 4 cm
N/G/F
B/A 5 cm H/G A/G 5 cm B/H

5 cm
6 cm
45°
G F E/H
2 cm
K/J K/L
L/I J/I
B/A 5 cm C/D A/D B/C
45° E/D H/I L M/C

5 cm
5 cm
A 2 cm D 3 cm C/B
2 cm 2 cm Plan
F/A G/J K N/B
1 cm Plan
(b) AD = 4.5 cm, ADC = 116°
258
258
2. (a) (i), (ii), (iii) CHAPTER 8 Loci in Two Dimensions
MIND TEST 8.1a
G 2 cm H G/H
1. (a) A straight line parallel to the inclined plane
3 cm 3 cm
(b) A curve
(c) A vertical straight line
C/D 4 cm E/F J
D/F
C/E/J (d) A straight line parallel to slide
2 cm 2 cm
2. (a) A vertical straight line (c) A curve
(b) A horizontal straight line
B/A 6 cm K/I A/I 4 cm B/K
MIND TEST 8.1b
45° H/I J/K
1. (a) T (b) T (c) T (d) T
2 cm
E
G/F

4 cm S S S S
MIND TEST 8.2a
D/A 4 cm C/B
1. (a) Locus of X is a circle centred at P with radius
Plan
3 cm.
(b) 60 cm3 (b) Locus of Y is a circle centred at Q with radius
3. 462.5 cm3 4. 477.75 cm3 5. 96 cm3 4 cm.
2. (a) HF (b) AC (c) EG
Self Mastery (d) BD (e) AD and BC
1. (a) (i), (ii), (iii) 3. (a)
1.5 cm
CƔ ƔD locus of T
G/F 5 cm H/E F/E 6 cm G/H
1 cm 1 cm 1.5 cm
J/K I/L 4 cm K/L 3 cm J/I
(b) The locus of point T is a pair of straight lines
3 cm
of 6 cm parallel to the straight line CD with a
perpendicular distance of 1.5 cm.
B/A C/D A/D 3 cm B/C 4. (a) (b) (c) locus of Y
45°
Q CƔ P R
E/D L/C H/I

PƔ

R ƔD
locus of Y locus of Y Q
5 cm
5.
lane 7
F/A 3 cm K/B 3 cm G/J

lane 4
Plan
(b) 45 cm3 (c) RM264 lane 1

2. (a) E F 2
(b) 44— cm3 MIND TEST 8.2b
7
AƔ ƔB
1.
locus of W
H G
5 cm
locus of V
D C
2 cm
3 cm
DƔ ƔC
A 4 cm B
2. Point G
259
259
3. 2.
y M
locus of X
locus of G
4
R N
3
locus of Y
2 locus of F
Q P
x
3. R
0 1 2 3 4 locus of Y locus of X
MIND TEST 8.2c Q P

1. (a), (b) P Q
locus of Y Skills Enhancement

locus of X 1. (a) ABS
M O N (b) Q
P R
locus of Y
locus of Y
S 6 cm R
A S
(c) The intersection between the locus of X and B
locus of Y is arc OP.

2. 6m
P Q locus of Z
D T
C
7m
2. M N
8m
locus of X
locus of Y
S R
P O
3. (b)
Self Mastery
(a)
1. (a) N (b) L (c) I (d) II (e) VI

2. (a) I (b) IV (c) III
Jalan Bahagia
P 3. (a) locus of X – moving constantly 1 cm from O.

Ɣ locus of Y – equidistant from P and R.
(b) locus of X – moving constantly 1 cm from O.
locus of Y – equidistant from Q and S.
CHAPTER 9 Straight Lines
Dynamic Challenge MIND TEST 9.1a
Test Yourself
1. (a) gradient = 3 (b) gradient = 2
S
y-intercept = 5 y-intercept = –7
1. A Ɣ B (c) gradient = –1 (d) gradient = 4
locus of X y-intercept = 4 y-intercept = 3
1 1
(e) gradient = – — (f) gradient = —
locus of Y 3 2
5
y-intercept = 6 y-intercept = – —
4
C
2. (a) h = –2, k = 4 (b) h = 4, k = –3
260
260
MIND TEST 9.1b MIND TEST 9.1g
x y x y 1. (a) y = 3x + 1 (b) y = –2x – 2
1. (a) — – — = 1 (b) — + — = 1
8 6 4 14 3 +9 3 –9
(c) y = – —x (d) y = – —x
3 7 2 2
y = —x – 6 y = – —x + 14
4 2 2. 1
(a) y = —x + — 10 1 – 10
(b) y = —x —
x y 2x y 3 3 3 3
(c) — – — = 1 (d) – — + — = 1 1
3 5 9 3 (c) y = —x
3
5 2
y = —x – 5 y = —x + 3
3 3 MIND TEST 9.1h
2. (a) 3x + 4y = 12 (b) –6x + 3y = 18 1. (a) (3, 4) (b) (5, 4) (c) (3, 2) (d) (2, –1)
2. (a) (–2, 3) (b) (0, 4) (c) (–5, 0) (d) (4, 1)
3
y = – —x + 3 y = 2x + 6
4 MIND TEST 9.1i
(c) 9x + y = 6 (d) 8x – 3y = 12 1 1
1. (a) — (b) –2 (c) y = —x – 2
8 2 2
y = –9x + 6 y = —x – 4
3 2. (a) (5, 0) (b) y = –x – 5
3. (a) –2x + y = 6 3x – y = 12 (c) x-intercept = –5
x y x y
–—+—=1 (b) — – — = 1 Dynamic Challenge
3 6 4 12
Test Yourself
(c) x + y = 5 (d) 2x + y = – 4
x y x y 1. (a) x-intercept = 15 (b) y-intercept = 6
—+—=1 –—–—=1 2
5 5 2 4 (c) gradient = – —
5
2. (a) x = –6 (b) y = –8
MIND TEST 9.1c 3. y = 3x + 18 4. y = 4x + 2
5. y = –3x – 4 6. (5, –8)
1. (a) No (b) Yes (c) Yes (d) No
2. (a) Yes (b) No (c) Yes (d) No Skills Enhancement
3. (a) Yes (b) No (c) Yes (d) No 1. (4, 3)
4. (a) h=2 (b) k = –2 (c) n=3 2. (a) x = 3
(b) y = –2x + 16, x-intercept = 8
MIND TEST 9.1d 3. (a) y = –2x
(b) y = –2x + 35
1. (a) Parallel (b) Not parallel
35
(c) Parallel (d) Not parallel (c) x-intercept = —
2
2. (a) k = 3 (b) k = 6
1
15 3 4. (a) y = – —x + 8
(c) k = — (d) — 2
8 2
5 1 29
3. h = – —, k = 3 (b) y = – —x + — or x + 2y = 29
2 2 2
(c) No, because the two straight lines are parallel.
MIND TEST 9.1e
Self Mastery
1. (a) y = 2x + 1 (b) y = –3x – 14
1. (a) 6 km (b) (– 4, 4)
2 1
(c) y = —x – 3 (d) y = – —x – 4 (c) 5 km (d) 4x + 3y = 20
3 2
x 29
2. (a) 10 km (b) y = — + —
5 5
MIND TEST 9.1f
(c) 20 km (d) 34.11 minutes
1
1. (a) y = – —x + 2 (b) y = 4x + 8 3 27
3 3. y = —x + —, 13.5 cm
2 2 16 2
(c) y = 4x – 13 (d) y = —x + —
3 3 4. (a) k = –3 (b) (–5, 7)
(e) y = x + 4 (f) y = – x – 2
261
261
Glossary
?
Accuracy Gradient Side elevation

The degree of approximation of the The ratio of the vertical distance to the The orthogonal projection of an object to
measured value to the actual value. horizontal distance. a vertical plane as viewed from the side.
Arc Grid 6LJQL¿FDQW¿JXUH
A curved line connecting any two points A set of straight lines that cross each 7KHGLJLWVLQDQXPEHUVSHFL¿HGH[DFWO\
on the circumference of a circle. other and are usually in the form of to a degree of accuracy required.
squares or equilateral triangles.
Bisector Simultaneous equation
A line that divides an angle into two Hypotenuse Two equations with two variables that
angles of the same size. The opposite side of the right angle in a can be solved simultaneously.
right-angled triangle.
Centre of a circle Sinus
The given point from which all points Index The ratio of the length of the opposite
on the circumference are of the same A number that states the power. side to the hypotenuse of an angle in a
distance. Generally, an with n is the index for a. right-angled triangle. Its abbreviation
is sin.
Chord Linear function
A line segment connecting any two A function of the form , where a and b Standard form
points on a curve. DUHFRQVWDQWVDQGD7KHJUDSKRI The standard method to write a real
linear function is of straight line form. QXPEHU7KURXJKVFLHQWL¿FQRWDWLRQ
Circumference all real numbers are written in the form
A closed curve which is the boundary of Locus A =n, with 1 A DQGn is an
a circular shape. The path formed by a set of points in a integer.
Cyclic quadrilateral plane or three-dimensional space that
meets one or more conditions. Substitution method
A quadrilateral inscribed in a A method for solving simultaneous
circle where all vertices lie on the equations by substituting one of the
circumference of the circle. Normal to a plane
A line that is perpendicular or at right variables.
Common tangent angle to the corresponding plane. Subtend
A straight line that touches two circles, Origin To include an angle at the circumference
each at one point only. The point of intersection of the or centre of the circle, opposite a
horizontal axis and vertical axis. The particular arc.
Corresponding angles
A pair of angles formed when a line cuts FRRUGLQDWHVRIRULJLQDUH
Tangent
two parallel lines. These two angles are Orthogonal projection The ratio of the length of the opposite
equal. The image formed on a plane as a side to the adjacent side of an angle in
result of the line projection of an object a right-angled triangle. Its abbreviation
Cosine perpendicular to the plane. is tan.
The ratio of the lengths of the adjacent
side to the hypotenuse of an angle in a Parallel line Tangent to circle
right-angled triangle. Its abbreviation Straight lines that are on the same plane The straight line touches the circle at
is cos. and do not intersect each other. The only one point without cutting it.
perpendicular distance between the
Degree parallel lines are always the same. Three-dimensional shape
A unit of measurement for angles. The Shapes that have length, width, height
degree symbol is shown as °. Perpendicular bisector and volume.
A line perpendicular to a line segment
Diameter and divides the segment into two equal Trigonometric ratio
A straight line connecting two points parts. A ratio describes the relationship between
on the circumference of the circle and the sides in a right-angled triangle.
passes through the centre of the circle. Plan
A sketch of an object on a horizontal Trigonometry
Elevation plane and is viewed from above. A mathematical branch related to the
A vertical sketch of an object viewed relationship between the sides and angles
from a certain side. Plane of a triangle and their applications.
$ÀDWVXUIDFHLQDOOGLUHFWLRQVDQGLV
Elimination method two-dimensional. Two-dimensional shape
A method for solving simultaneous Shapes that are of two measurements,
equations by eliminating one of the Proportion namely length and width.
variables. A mathematical statement that indicates
the relationship between two quantities Uniform cross section
Factor or values in the same ratio. The cross section resulting from cutting
Numbers, terms or algebraic expressions a solid, which is of same size and shape
that divides exactly the given number, Scale as the base.
term or algebraic expression. The ratio of the size of the drawing to
the size of the actual object. x-intercept
Front elevation The point where a straight line or curve
The orthogonal projection of an object Scale drawing
A drawing that represents the actual cuts the x-axis.
to a vertical plane as viewed from the
front and is a uniform cross section of object according to a certain scale. Scale y-intercept
the object. drawing will be larger or smaller or of The point where a straight line or curve
equal size as the actual object. cuts the y-axis.
262
262
References
Channon, J. B., McLeish, A. Smith et. al. 1972. Malaysian General Mathematics Book
Four. Longman Malaysia Sdn. Bhd.
&KDSLQ 6X]DQQH + HW DO Middle Grades Maths Tools for Success Course 2.
Prentice-Hall, Inc.
&KDSLQ6+,OOLQJZRUWK0 /DQGDX0Middle Grades Maths Tools for Success

Course 2. New Jersey: Prentice Hall.
Curriculum Development Centre Ministry of Education Kuala Lumpur, 1973. Modern

Mathematics for Malaysia Form Four. Eastern Universities Press Sdn. Bhd.
Eliezer, E.J. and Idaikkadar, N.M., 1996. 0DWKHPDWLFVIRU6FKRRO&HUWL¿FDWH6WXGHQWVLQ

Malaysia. Dewan Bahasa dan Pustaka.
Istilah Matematik untuk Sekolah-sekolah Malaysia.XDOD/XPSXU'HZDQ%DKDVDGDQ

Pustaka.
Kamus Dewan Edisi Keempat.XDOD/XPSXU'HZDQ%DKDVDGDQ3XVWDND
/LP6++DVKLP6.RR6+&KRQJ*&Matematik Tingkatan 5. Darul Fikir.
5\DQ0Geometry for Dummies. Wiley Publishing Inc.
6SHVL¿NDVL.XULNXOXP0DWHPDWLN7LQJNDWDQ.XULNXOXP%HUVHSDGX6HNRODK0HQHQJDK,
3XWUDMD\D%DKDJLDQ3HPEDQJXQDQ.XULNXOXP.HPHQWHULDQ3HODMDU0DOD\VLD
7D\ & + 5LGGLQJWRQ 0 *ULHU 0 New Mathematics Counts Secondary
1RUPDO$FDGHPLFQG(GLWLRQ. Singapore: Marshall Cavendish Education.
7HK.6 &RRL&.New Syllabus Mathematics. Singapore: Shinglee Publisher

Pte Ltd.
263
263
Index
Accuracy 32 Grid 88 Point of intersection 242
Acute angle 108 Horizontal distance 236 Repeated multiplication 2, 6
Adjacent side 108 Horizontal plane 170 Round off 35
Alternate segment 155 Hypotenuse 108 Scale drawing 88
Approximation 32 Inclined plane 170 Simultaneous equation 242
Axis 228 Image 171 Single number 37
Base 2 Index 2 Solid line 182
Centre of a circle 130 Index notation 2 Standard form 37
Chord 130 Interior angle 147 Straight line 226
Circumference 130 Linear function 226 Subtend 130
&RHI¿FLHQW229 Locus 200 Substitution method 243
Common tangent 157 Major arc 130 Surface 170
Constant 111 Measurement 88 6LJQL¿FDQW¿JXUH33
Correspond 147 Metric system 39 Two-dimensional 201
Cosine 111 Minor arc 130 Scale 89
Cyclic quadrilateral 144 Minute 120 Second 120
Dashed line 183 Normal to a plane 170 Sine 111
Degree 120 Object 88, 171 Tangent 111
Degree of approximation 32 Opposite side 108 Tangent of circle 150
Diameter 130 Origin 235, 242, 246 Three-dimensional 203
Elevation 182 Orthogonal projection 171 Trigonometric ratio 111
Elimination method 243 Orthographic projection 183 Trigonometry 108
Estimation 32 Parallel 228, 236, 237 Uniform cross section 172
Exponent 2 Place value 34, 37 Vertical distance 236
Exterior angle 147 Plan 182 Vertical plane 170
Factor 6 Perpendicular bisector 211 Viewing direction 180
Fixed point 204 Proportional 136, 142 x-axis 226, 231
Gradient 226 Point of tangency 150 y-axis 226, 231
264
264
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BUKU INI TIDAK BOLEH DIJUAL

FORM
RM 9.30
ISBN 978-983-00-9651-3
,!7IJ8D0-ajgfbd!
FT083002

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DUAL LANGUAGE PROGRAMME

Mencapai perpaduan yang lebih erat dalam kalangan

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara

Menjamin satu cara yang liberal terhadap

Membina satu masyarakat progresif yang akan menggunakan

MAKA KAMI, rakyat Malaysia,

KEPERCAYAAN KEPADA TUHAN

Penerbitan Pelangi Sdn Bhd.

Book Series No: 0166 ACKNOWLEDGEMENTS

Symbols and Formulae vii

CHAPTER Standard Form 30

CHAPTER Consumer Mathematics: Savings and Investments,

CHAPTER Scale Drawings 86

CHAPTER Trigonometric Ratios 106

CHAPTER Plans and Elevations 168

CHAPTER Loci in Two Dimensions 198

CHAPTER Straight Lines 224

Special features of this book are:

What will you learn?

WORD B A N K Word list contained in each chapter.

Brainstorming Helps pupils to understand the basic mathematical

Provides additional information about the content

Questions that test pupils’ ability to understand

Additional facts that pupils need to be reminded of

SMART Exposes pupils to the use of technology in

FLASHBACK Helps pupils to recall what they have learnt.

P R O J E C T Enables pupils to carry out and present project work.

Assesses pupils’ understanding on the concepts they

(QDEOHV SXSLOV WR VFDQ D 45 &RGH XVLQJ D PRELOH

Covers applicable concepts of digital tool calculators,

CONCEPT MAP Overall chapter summary.

SELF-REFLECT Pupils self-assess their achievement.

Checking Answers Checking answers using alternative methods.

Activities with elements of Science, Technology,

1.1 Index Notation

1.2 Law of Indices

K enyir Lake, located in the district of Hulu

Index notation is an important element in the

What is repeated multiplication in index form? LEARNING

MIND TEST 1.1a

53 (– 4)7 Base Index

2. State the following repeated multiplications in index form an.

can use repeated division method or repeated multiplication method to

Repeated Division Method

(a) Base of 2 (b) Base of 4 (c) Base of 8

Repeated Multiplication Method

(a) Base of 2 (b) Base of 4 (c) Base of 8

MIND TEST 1.1b

must be placed within

( (–) 7 ) ^ 3 = brackets when using a

What is the relationship between multiplication of

Multiplication of Repeated multiplication

1. Simplify each of the following.

algebraic terms with the

the indices for the terms

1. State in the simplest index form.

What is the relationship between division of numbers in LEARNING

Division of numbers Repeated multiplication

)URP%UDLQVWRUPLQJLWLVIRXQGWKDW SMART MIND

25 = 3(m±) ÷ m2 = –8p8–5 ÷ 4p2

MIND TEST 1.2c

1. Simplify each of the following.

What is the relationship between a number in index form LEARNING

)URP%UDLQVWRUPLQJLWLVIRXQGWKDW SMART MIND

25 = 3(m±) ÷ m2 = –8p8–5 ÷ 4p2

27m6n9 xy × 27x3y6

6 – 3 ± î ± ±

(a) &DUG&DUG&DUG&DUG&DUGDQG&DUG FLASHBACK

¿JXUH. (6 VLJQL¿FDQW¿JXUHV

'LJLWWREHURXQGHGR൵ 9 with zero.

7KXV VI

7KXV VI

7KXV VI