SS1 SECOND TERM: E-LEARNING NOTES

SCHEME SECOND TERM

WEEK TOPIC CONTENT
(a) Revision of addition, subtraction, multiplication and
1 MODULAR ARITHMETIC 1 division of integers.
(b) Concept of module arithmetic.

(a) Addition, subtraction, multiplication and division

2 MODULAR ARITHMETIC 2 operations in module arithmetic. (b) Application to daily
life.

(a) Revision of factorization of quadratic expressions.

(b) Solution of quadratic equation of the form: ab = 0 i.e.
a = 0 or b = 0.
3 QUADRATIC EQUATION 1 (c) Formation of quadratic equation with given roots.

(a) Drawing quadratic graph.

(b) Obtain roots from a quadratic graph.
4 QUADRATIC EQUATION 2 (c) Application of quadratic equation to real life
situations.

Revision of (i) Construction of triangles with given

5 CONSTRUCTIONS 1 sides. (ii) Bisection of an angle; 300, 450, 600 and 900.

Construction of (i) An angle equal to a given angle. (ii)

4-sided plane figure given certain conditions. (iii) Locus
6 CONSTRUCTIONS 2 of moving points equidistance from 2 lines, 2 points, and
constant distance from a point, etc.

7 MID-TERM BREAK
Proofs of (i) sum of a triangle is 1800 (ii) The exterior
angle of a triangle is equal to the sum of two interior
8 PROOFS OF SOME BASIC opposite angles. (iii) Congruency and similarity of
THEOREMS 1 triangles.

Riders including – (i) angles of parallel lines (ii) angles

in a polygon (iii) congruent triangles (iv) properties of
9 PROOFS OF SOME BASIC parallelogram (v) intercept.
THEOREMS 2

10 REVISION
11 EXAMINATION
WEEK1

DATE……………………
SUBJECT: MATHEMATICS
CLASS: SS 1
TOPIC: Modular Arithmetic
CONTENT:
 Revision of addition and subtraction of integers
  Revision of multiplication and division of integers
 Concept of modular arithmetic/Cyclic events

Revision of addition, subtraction, multiplication and division of integers

Recall: Integer is a counting whole numbers, either positive or negative.
Examples 1,5,20, −1, −5 𝑒𝑡𝑐
These numbers can be added, subtracted, divided or multiplied.
(i) Addition of integers;
(a) 486 + 289 = 775
(b) −25 + (−78) = −103
(ii) Subtraction of integers;
(a) 582 − 328 = 254
(b) 902 − 437 = 465
(iii) Multiplication of integers;
(a) 181 × 42 = 7602
(b) 208 × 5 = 1040
(iv) Division of integers;
972
(a) 972 ÷ 27 = = 36
27
1008
(b) 1008 ÷ 12 = = 84
12
Class Activity:
Solve the following;
(i) 3092 + 216 + 1801 = ̇
(ii) 2968 − 989 = ̇
(iii) 318 × 2 = ̇
(iv) 420 ÷ 12 = ̇

Concept of Modular Arithmetic

The word Modular implies consisting of separate parts or units which can be put
together to form something, often in different combinations.
Arithmetic− the science of numbers involving adding, subtracting, multiplying and
dividing of numbers
Modular Arithmetic is the type of arithmetic that is concerned with the remainder
when an integer is divided by a fixed non-zero integer. The word remainder as
used in definition practically refers to the excess in number, after full cycles have
been completed.
Examples;
1. Reduce 65 to its simplest form in:
(a) modulo 3 (b) modulo 4 (c) modulo 5 (d) modulo 6

Solution

(a) 65 ÷ 3 = 21, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 2

65 = 2(𝑚𝑜𝑑 3)
(b) 65 ÷ 4 = 16, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 1
65 = 1(𝑚𝑜𝑑 4)
(c) 65 ÷ 5 = 13, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 0
65 = 0(𝑚𝑜𝑑 5)
(d) 65 ÷ 6 = 10, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 5
65 = 5(𝑚𝑜𝑑 6)
2. If 20 oranges are to be put into bags that can contain a maximum of eight
oranges in each , calculate
i. The number of bags that will be filled with the oranges
ii. The number of oranges in the bag with some space left.
Solution
20 = 2 × 8 + 4
i. 2 bags will be filled with oranges
ii. 4 oranges will be in the bag with space left

Class Activity:
1. Reduce 72 to its simplest form
(a) Modulo 3
(b) Modulo 4
(c) Modulo 5
(d) Modulo 6
(e) Modulo 7
Cyclic Events: Cyclic means happening in cycles.
Just as you ride your bicycle, the wheel rotates from a point to another. There are
events that have constant ice day’s interval of three days, four, five or a week.
Examples: If ice cream is served every three days. If you are served on Thursday,
the next serving will be 𝑡ℎ𝑢𝑟𝑠𝑑𝑎𝑦 + 3𝑑𝑎𝑦𝑠 = 𝑠𝑢𝑛𝑑𝑎𝑦
Find the number which results from the following additions on the number cycle
below of ice cream
(a) 2 + 9 = 11
11 ÷ 3 = 3, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 2
 ∴ 2+9 ≡ 2
(b) 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦 3 + 14 𝑖𝑛 4 𝑐𝑦𝑐𝑙𝑖𝑐 𝑒𝑣𝑒𝑛𝑡𝑠,
17 ÷ 4 = 4, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 1
∴ 3 + 14 ≡ 1

Class Activity:
Use the number cycle 5 to simplify
(a) 1 + 6
(b) 2 + 32
(c) 3+35

PRACTICE EXERCISE
1. Thirty nine oranges are to be put into bags that have a capacity of 7
oranges. If the bags are to be filled in turn, how many oranges would
be required to fill the last bag. How many bags will be needed to
contain all the oranges
2. State the quotient on division of
i. 6 by 3
ii. 15 by 7
3. Use the cyclic 4 to simplify the following
i. 3 +13
ii. 1+3
4. Reduce 35 to simplest form
i. Module 3
ii. Module 4
5. Arrange the days of the week, Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday and Saturday on a circle using the
number code 0 for Sunday, 1 for Monday, 2 for Tuesday , 3 for
Wednesday, 4 for Thursday, 5 for Friday and 6 for Saturday. If
Thursday, which day will it to be in,
1. 5 day’s time
2. 10 day’s time

ASSIGNMENT

1. Arrange the days of the week, Sunday, Monday, Tuesday, Wednesday,

Thursday, Friday and Saturday on a circle using the number code 0 for
Sunday, 1 for Monday, 2 for Tuesday , 3 for Wednesday, 4 for Thursday, 5
for Friday and 6 for Saturday. If Thursday, which day will it to be in,
 I. 7 day’s time
II. 39 day’s time
2. Use the cyclic 4 to simplify the following
I. 0 + 12
II. 2 +32
3. State the quotient on division of

i. 6 by 8
ii. -13 by 5
iii. 15 by -7

4. Reduce 35 to simplest form

I. Module 5
II. Module 6
5. Find the simplest form of the following in given moduli
i. -5(mod 6)
ii. -52(mod 11)
iii. -75 (mod 7)
iv. -50(mod 4)
KEYWORDS: Arithmetic, Modular, cyclic, events e.t.c

WEEK2

DATE…………………….
SUBJECT: MATHEMATICS
CLASS: SS 1
TOPIC: Modular Arithmetic
CONTENT:
 Addition, Subtraction, Multiplication and Division operations in module
arithmetic
 Application to daily life

ADDITION AND SUBTRACTION:

In modular arithmetic, addition and subtraction are symbolized by ⊕ and
⊖ respectively. In the table we enter only the remainders when a pair of
elements in the ⊕ on the set {0,1,2,3,4} modulo 5
⊕ 0 1 2 3 4
0 0 1 2 3 4
 1 1 2 3 4 0
2 2 3 4 0 1
3 3 4 0 1 2
4 4 0 1 2 3
Addition ⊕ in mod 5
1. Simplify Find 39 ⊕ 29(mod 6)
Solution: 39 ⊕ 29= 68
= (6x11+2)
= 2(mod 6)
N.B 68 ÷ 6 = 11, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 2
= 2(𝑚𝑜𝑑 6)
2. Calculate the following in the given moduli (a) 12Θ5(mod 4) (b) 38
Θ42(mod 7)
Solution: (a) 12Θ5 = 7
7=4+3
= 3(mod 4)

(b) 38 Θ 42 = −4
−4 = −7 + 3
= 3(mod 7)
Class Activity:
(1) Find the following additions modulo 5
(a) 3 9
(b) 65 32
(c) 41 52
(d) 8 17
(2) Find the simplest positive form of each of the following numbers modulo 5
(a) −9
(b) −32
(c) −75
(d) −256

Multiplication of modulo
Examples: Evaluate the following modulo 4
(a) 2 ⊕ 2
(b) 5 ⊕ 7
(c) 6 ⊕ 73
 Solution:
(a) 2 ⊕ 2 = 4
= 4 + 0(mod 4)
= 0(mod 4)
(b) 5 ⊕ 7 = 35
=4x8+3
= 3(mod 4)
(c) 6⊕ 73 = 438
= 4 x 109 + 2
= 2(mod 4)
Class Activity:
Find the values in the moduli written beside them
(a) 16 7(mod 5)
(b) 21 18(mod 10)
(c) 8 25(mod 3)
(d) 27 4(mod 7)
(e) 80 29(mod 7)

DIVISION OF MODULO
Examples: Find the values of the following;
(a) 2(÷)3(mod 4)
(b) 7(÷)2(mod 5)
(c) 2(÷)2(mod 4)

Solution:
(a) If 2(÷)3 = 𝑥
2 𝑥
⇒ =
3 1
Cross-multiply , 3𝑥 = 2
Add 4 to RHS
3𝑥 = 2 + 4(mod 4)
3𝑥 = 6(mod 4)
Divide both sides by 3
𝑥 = 2(mod 4)
 (b) 7(÷)2 = 𝑥
7 𝑥
=
2 1
2𝑥 = 7(mod 5)
2𝑥 = (5 x 1) + 2(mod 5)
2𝑥 = 2
𝑥=1

(c) 2(÷)2 = 𝑥
2 𝑥
=
2 1
2𝑥 = 2(mod 4)
Divide both sides by 2
𝑥=1
Or
2𝑥 = 2 + 4(mod 4)
2𝑥 = 6(mod 4)
𝑥 = 3(mod 4)
N.B If 3 ÷)2 = 𝑥, then 2𝑥 = 3
(
No multiple of 4 can be added to 3 to make it exactly divisible by 2. There are no
values of 3(÷)2 in modulo 4.

Class Activity:
Calculate the following division in modulo 5
(a) 28(÷)7
(b) 29(÷)2
(c) 58(÷)4
(d) 74(÷)7
N.B Educators should also solve various examples.

PRACTICE EXERCISE :
(1) Copy and complete the table for addition (mod 5)

0 1 2 3 4
0
4
1
2
 3
3
4
4
(2) Copy and complete the table for subtraction modulo 6

0 1 2 3 4 5
Θ
0
1
2
3
4

(3) Complete the multiplication modulo 5 in the table below

0 1 2 3 4 5
0 0 0 0 0
1 0
2 0
3 0 1
4 1
5 0 0
(4) Simplify the following
i. 8-5+2 in mod 6
ii. 5 × 4 ÷ 3 𝑖𝑛 𝑚𝑜𝑑 11
iii. 6 × 13−1 + 5 × 7 𝑖𝑛 𝑚𝑜𝑑 12
iv. 9 × (3 + 6)𝑖𝑛 𝑚𝑜𝑑 8
(5) Evaluate 4 ÷ 3 𝑖𝑛 (𝑚𝑜𝑑 5)
APPLICATION OF MODULAR ARITHMETICS TO DAILY LIFE
Time plays crucial role in indicating how often events occur or qualities
vary. Whenever the time rate of occurrence of events is constant, the order
of occurrence is repeated.
 Lets consider these basic facts:
i. 1 rotation of hour of hand of the clock or record 12hrs (half day)
ii. 1 rotation of the minute hand of the clock or watch record 60mins or
1hr
iii. 1 rotation of the second hand of the clock or watch records 60 secs or
1 minute.
iv. 1 rotation of 7days record 1 week
v. 1 rotation of 24 hours record is 1 day
Etc.
Examples
1. If the hour hand of a clock is at 2:00 a.m. What time of the day will
it indicate after 20 rotations
Solution
We apply mod 12 since the movement is that of the hour hand
We then have
0 ℎ𝑟 ≡ 𝑡ℎ𝑒 𝑡𝑖𝑚𝑒 𝑎𝑡 𝑚𝑖𝑑𝑛𝑖𝑔ℎ𝑡
20𝑟𝑜𝑡𝑎𝑡𝑖𝑜𝑛𝑠 ≡ 20ℎ𝑜𝑢𝑟𝑠
𝑏𝑢𝑡 20 ≡ 1 × 12 + 8
20 ≡ 8
Therefore the day is 8hrs from 2’0 clock into its second phase
The require time 2 + 8= 10pm
2. The market in a village holds every 6days. If the current market is
on Wednesday when will the next market held?
Solution
We operate in mod 7
If 𝑖𝑓 0 ≡ 𝑠𝑢𝑛𝑑𝑎𝑦
Then Wednesday ≡ 𝑑𝑎𝑦 3
Next market holds 6 days after
Total number of days from Sunday ≡ 9
9 ≡ 1×7+2
i.e 9≡ 2
the next market is 2 days after Sunday
therefore the expected market day is Tuesday
ASSIGNMENT:
1. Construct an addition table in mod 5. Use it to evaluate:
i. 4 × 3 Hint: 3× 2 = 3 × 3
ii. 3+2
iii. 4+3+3
2. The minute of a stop watch is 3. Where will it be if it were round
 I. 312 rotations clockwise
1
II. rotation anti-clockwise
2
III. 212 rotations anti-clockwise
3. Find the complete set of solutions to the following
i. 4𝑥 ≡ 3 𝑚𝑜𝑑 7
ii. 𝑥 + 1 ≡ 3 𝑚𝑜𝑑 7
4. Dayo attends a sports club as a member every five days. If he made his
fifteenth attendance on a Thursday, when did he first attend the club as a
member.
5. Construct an operation table for multiplication and another for addition in
module 7

KEYWORDS: Arithmetic, Modular, cyclic, events e.t.c

WEEK 3 Date……………………….

SUBJECT: MATHEMATICS

CLASS: SS 1

TOPIC: QUADRATIC EQUATIONS

CONTENT:

 Revision of linear and quadratic expressions

 Solution of quadratic expression of the form ab=0, a=0 or b=0
 Formation of quadratic equation with given roots

REVISION OF LINEAR AND QUADRATIC EXPRESSIONS

Any expression in which highest power of the unknown is 1 is called a linear
expression. Some examples of linear expressions are; (a) x + 1 (b) 2y + 3 (c) p
1
−
2

In general, linear expressions are expressions of the form 𝑎𝑥 + 𝑏, where a & b are
constants and x is a variable.

A quadratic expression is that whose highest power of the unknown is 2. Examples

are; (a) 𝑥 2 + 3𝑥 (b) 2𝑥 2 − 6𝑥 + 10

Factorization of quadratic expressions;

Examples; (i) Factorize the following quadratic expressions

(a) 𝑥 2 + 4𝑥 (b) 2𝑥 2 − 8𝑥
Solution:
(a) 𝑥 2 + 4𝑥 , 𝑥 is a common factor of the terms 𝑥 2 & 4𝑥. Hence 𝑥 2 + 4𝑥
can be written as 𝑥. 𝑥 + 4𝑥 isolating common factors, we have 𝑥(𝑥 + 4)
(b) 2𝑥 2 − 8𝑥 , the common factor of the terms 2𝑥 2 & 6𝑥 is 2𝑥
∴ 2𝑥 2 − 8𝑥 can be written as 2𝑥. 𝑥 − 2𝑥. 4, hence we obtain 2𝑥(𝑥 − 4)

(ii) Factorize the following;

(a) 𝑥 2 + 8𝑥 − 20 (b) 6𝑎2 + 15𝑎 + 9 (c) 7 − 22𝑥 + 3𝑥 2

Solution: (a) 𝑥 2 + 8𝑥 − 20 , find the product of the first and last terms 𝑥 2 ×
(−20) = −20𝑥 2 . Find two terms such that their product is −20𝑥 2 and their sum is
+8𝑥

Factors of −20𝑥 2 sum of factors

(a) −20𝑥 𝑎𝑛𝑑 + 𝑥 −19𝑥
(b) +20𝑥 𝑎𝑛𝑑 − 𝑥 +19𝑥
(c) −10𝑥 𝑎𝑛𝑑 + 2𝑥 −8𝑥
(d) +10𝑥 𝑎𝑛𝑑 − 2𝑥 +8𝑥
(e) −5𝑥 𝑎𝑛𝑑 + 4𝑥 −𝑥
(f) +5𝑥 𝑎𝑛𝑑 − 4𝑥 +𝑥
Of these, only (d) gives the required result. Replace +8𝑥 with +10𝑥 𝑎𝑛𝑑 − 2𝑥 in
the given expression. Then factorize by grouping the terms.
𝑥 2 + 8𝑥 − 20 = 𝑥 2 + 10𝑥 − 2𝑥 − 20

= 𝑥 (𝑥 + 10) − 2(𝑥 + 10)

= (𝑥 + 10)(𝑥 − 2)

(𝑏) 6𝑎2 + 15𝑎 + 9 , 3 is common factor , first take out the common factor.

3(2𝑎2 + 5𝑎 + 3)

2𝑎2 × 3 = 6𝑎2

Factors of +6𝑎2 Sum of factors

+6a and +a +2a
+3a and +2a +5a

6𝑎2 + 15𝑎 + 9 = 3(2𝑎2 + 5𝑎 + 3)

= 3(2𝑎2 + 3𝑎 + 2𝑎 + 3)

= 3[𝑎(2𝑎 + 3) + 1(2𝑎 + 3)]

= 3(2𝑎 + 3)(𝑎 + 1)

(c) 7 − 22𝑥 + 3𝑥 2 , find the product of the first and last terms i.e 7 ×
(+3𝑥 2 ) = +21𝑥 2
Find two terms such that their sum is −22𝑥 and their product is +21𝑥 2 .
Since the middle term is negative, consider negative factors only. The
terms are −21𝑥 𝑎𝑛𝑑 − 𝑥, replace −22𝑥 with −21𝑥 − 𝑥 in the given
expression.
7 − 22𝑥 + 3𝑥 2 = 7 − 21𝑥 − 𝑥 + 3𝑥 2
= 7(1 − 3𝑥 ) − 𝑥(1 − 3𝑥)
= (1 − 3𝑥 )(7 − 𝑥)

Class Activity:

Factorize the following quadratic expressions

i. 6𝑎2 − 18𝑎
ii. 3𝑥 2 𝑦 − 𝑥𝑦 2
 iii. 𝑥 2 − 4𝑥 + 3
iv. 1 − 3𝑥 + 2𝑥 2
v. 3𝑚2 + 5𝑚𝑛 − 2𝑛2
1
vi. 𝑝2 − 𝑝 +
4
2
vii. 𝑥 − 16
viii. 25𝑥 2 − 1

SOLUTION OF QUADRATIC EXPRESSION OF THE FORM ab=0, a=0

OR b=0

If the product of two numbers is 0, then one of the numbers (or possibly both of
them) must be zero. For example, 3 × 0 = 0, 0 × 5 = 0 𝑎𝑛𝑑 0 × 0 = 0.

In general, if 𝑎 × 𝑏 = 0, 𝑡ℎ𝑒𝑛 𝑒𝑖𝑡ℎ𝑒𝑟 𝑎 = 0 𝑜𝑟 𝑏 = 0 𝑜𝑟 𝑏𝑜𝑡ℎ 𝑎 & 𝑏 𝑎𝑟𝑒 𝑧𝑒𝑟𝑜

Examples 1. Solve the equation (𝑥 − 2)(𝑥 + 7) = 0

Solution: (𝑥 − 2)(𝑥 + 7) = 0

If (𝑥 − 2)(𝑥 + 7) = 0, then either (𝑥 − 2) = 0 𝑜𝑟 (𝑥 + 7) = 0

⇒ 𝑥 = 2 𝑜𝑟 𝑥 = −7

2. Solve the equation 𝑎(𝑎 + 3) = 0

If 𝑎(𝑎 + 3) = 0, then either 𝑎 = 0 𝑜𝑟 𝑎 + 3 = 0

⇒ 𝑎 = 0 𝑜𝑟 𝑎 = −3

3. Solve the equations (i) (2𝑚 − 5)2 = 0 (ii) 𝑑(𝑑 − 4)(𝑑 + 6)2 = 0

Solution: (i) if (2𝑚 − 5)2 = 0

Then, (2𝑚 − 5)(2𝑚 − 5) = 0

(2𝑚 − 5) = 0 𝑡𝑤𝑖𝑐𝑒
5
⇒ 𝑚= 𝑡𝑤𝑖𝑐𝑒
2

(ii) 𝑖𝑓 𝑑(𝑑 − 4)(𝑑 + 6)2 = 0, then any one of the four factors of LHS
may be 0
 i.e 𝑑 = 0, 𝑑 − 4 = 0, (𝑑 + 6)2 = 0

⇒ 𝑑 = 0, 𝑑 = 4 𝑜𝑟 𝑑 = −6 𝑡𝑤𝑖𝑐𝑒

Class Activity:

Solve the following equations;

(1) (𝑎 − 3)(𝑎 + 5) = 0
1
(2) 2𝑦 (𝑦 − ) = 0
3
2 2
(3) (𝑚 − ) (𝑚 − 1) = 0
3
2(
(4) 𝑥 𝑥 + 5)(𝑥 − 5) = 0
(5) (8 – v)( 8 – v)

FORMATION OF QUADRATIC EQUATION WITH GIVEN ROOTS

The roots of a quadratic equation are the solutions of that equation. Suppose the
roots of a quadratic equation in 𝑥 are 𝑎 & 𝑏, then we can write; 𝑥 = 𝑎 & 𝑥 = 𝑏

Examples; (1) Find the quadratic equation whose roots are −2 𝑎𝑛𝑑 + 2

Solution: let 𝑥 = −2 𝑜𝑟 𝑥 = 2, then

𝑥 + 2 = 0 𝑜𝑟 𝑥 − 2 = 0

(𝑥 + 2)(𝑥 − 2) = 0

On careful expansion, we obtain 𝑥 2 − 4 = 0

1
2. Find the quadratic equation whose roots are 2 𝑎𝑛𝑑 − 1
2

1
Solution: If the roots are 2 𝑎𝑛𝑑 − 1
2

1
Let 𝑥 = 2 𝑎𝑛𝑑 𝑥 = −1
2

5
𝑥= 𝑎𝑛𝑑 𝑥 = −1
2

2𝑥 = 5 𝑎𝑛𝑑 𝑥 = −1
 2𝑥 − 5 = 0 𝑜𝑟 𝑥 + 1 = 0

⇒ (2𝑥 − 5)(𝑥 + 1) = 0

2𝑥 2 + 2𝑥 − 5𝑥 − 5 = 0

2𝑥 2 − 3𝑥 − 5 = 0

Class Activity:

Form the quadratic equations whose roots are;

i. 3 and - 4
1 2
ii. 𝑎𝑛𝑑
9 3
1
iii. −5 𝑎𝑛𝑑
10
−1 −1
iv. 𝑎𝑛𝑑
5 6
−3
v. 𝑎𝑛𝑑 0
8
4
vi. 𝑎𝑛𝑑 7
7
PRACTICE EXERCISE

1. Find the quadratic equation whose roots are x = −2 or x = 7.

A. x2+2x − 7 = 0 B. x2−2x + 7 = 0 C. x2+5x + 14 =
0 D. x2−5x − 14 = 0
E. x2+5x − 14 = 0. (SSCE 1988)

2. Find the roots of the equation 2x2−3x − 2 = 0.

A. x = −2 or 11/2 B.x = −2 or 1 C. x =
2 or 2 D. x = 1 or 2
1
E. x = − /2 or 2 (SSCE 1988)

3.
Solve the following equation: 6x2−7x − 5 = 0
A. x= 1/2 or x=-21/2 B. x=1/3 or x=-21/2 C. x=12/3 or x=-1/2
D. x=-12/3 or x=1/2
E. x=5/6 or x=-1 (SSCE 1989)

4. Solve for x: (x2+2x + 1) = 25

 A. − 6, −4 B. 6, −4 C. 6, 4 D. −6, 4 E. 5, 5
(SSCE 1989)
5. Solve the quadratic equation 3x2 + 4x + 1 = 0
ASSIGNMENT
1.
Factorize 32𝑥 2−8𝑥𝑦2
A. 4(4𝑥 + 𝑦)(2𝑥 − 𝑦) B. (16𝑥 − 𝑦)(2𝑥 + 𝑦) C. 8𝑥(2𝑥 − 𝑦)
D. 8𝑥 (2𝑥 + 𝑦)(2𝑥 − 𝑦) E. 4(2𝑥 + 𝑦)(4𝑥 − 𝑦) (SSCE 1996)

2. Factorize 6𝑥 2 + 7𝑥 − 20
A. (6𝑥 − 5)(𝑥 + 4)B. 2(3𝑥 − 5)(𝑥 + 2)C. (3𝑥 + 4)(2𝑥 − 5)
D. (3𝑥 − 4)(2𝑥 + 5) (SSCE 2001)

3. Which of the following is not a quadratic expression?

A. 𝑦 = 2𝑥 2− 5𝑥 B. 𝑦 = 𝑥 (𝑥 − 5)C. 𝑦 = 𝑥2 − 5 D. 𝑦 = 5(𝑥 − 1)

4. Factorize 𝑚(2𝑎 − 𝑏) − 2𝑛(𝑏 − 2𝑎) .

A. (2𝑎 − 𝑏)(2𝑛 − 𝑚)B. (2𝑎 + 𝑏)(𝑚 − 2𝑛)C. (2𝑎 − 𝑏)(𝑚 + 2𝑛)
D. (2𝑎 − 𝑏)(𝑚 − 2𝑛) (SSCE 2002)

5. One of the factors of (𝑚𝑛 − 𝑛𝑞 − 𝑛2+𝑚𝑞)is(𝑚 − 𝑛).The other factor is:

A. (𝑛 − 𝑞 ) B. (𝑞 − 𝑛) C. (𝑛 + 𝑞) D. (q − m).
(SSCE 2011)KEYWORDS: EXPRESSION, EQUATION,
QUADRATIC, LINEAR, ROOTS

WEEK 4 Date……………………………………..

SUBJECT: MATHEMATICS

CLASS: SS 1

TOPIC: QUADRATIC EQUATION

CONTENT:

 Revision of linear graph and drawing quadratic graph

 Obtaining roots from a quadratic graph
 Finding an equation from a given graph
  Application of quadratic equation to real life situations

LINEAR GRAPHS

Recall that any equation whose highest power of the unknown is 1 is a linear
equation. To draw the graph of a linear equation, we need to

1. Make a table of value for the equation

2. Plot the graph of the linear equation
Example: Draw the graph of 𝑦 = 𝑥 − 1
Solution; y = x - 1
𝒙 -2 0 2

−1 -1 -1 -1

𝒚 -3 -1 1

Scale: 2cm to 1unit on both axes

y-axis

Y=x-1 graph
of y=x-1
0 x-axis

-1
 -2

DRAWING QUADRATIC GRAPH: To draw a quadratic graph, we need to also

follow the same process of drawing linear graph

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

Solution; since 𝑦 = 𝑥 2 + 2𝑥 + 1, we shall now make a table for the values of x &
y.

𝒙 -3 -2 -1 0 2 3
2
𝑥 9 4 1 0 4 9
2𝑥 -6 -4 -2 0 4 6
1 1 1 1 1 1 1
𝒚 4 1 0 1 9 16
Note: when plotting the graph,

a. we choose a scale such that our graph is as large as possible and also
occupies the centre of the graph sheet. This will enable us to obtain the point
where the graph cuts the x-axis more easily.
b. We join the points in the graph by a smooth curve
 4.5

3.5

3
Axis Title

2.5

1.5

0.5

0
-4 -3 -2 -1 0 1 2
Axis Title

Class Activity:

Draw the graph of 𝑦 = 2𝑥 2 − 5𝑥 + 3

OBTAINING ROOTS FROM A QUADRATIC GRAPH

To obtain the roots of a quadratic equation form a quadratic graph, we need to

first plot the graph of the expression and then obtain the roots by reading the
two values of x where the graph cuts or touches the x-axis, i.e where y=0

Example: Draw a graph to find the roots of the equation 𝑦 = 4𝑥 2 − 20𝑥 + 25

Solution; 𝑦 = 4𝑥 2 − 20𝑥 + 25

𝒙 0 1 2 3 4 5
4𝑥 2 0 4 16 36 64 100
−20𝑥 0 -20 -40 -60 -80 -100
25 25 25 25 25 25 25
𝒚 25 9 1 1 9 25
 30

25

20
Y-axis

15

10

0
0 1 2 3 4 5

x-Axis

From the graph it is clear that the curve does not cut the x-axis. It appears to
touch the x-axis where x=2.5. this result can be checked by factorisation.

i.e 4𝑥 2 − 20𝑥 + 25 = 0

(2x-5)(2x-5)=0

(2𝑥 − 5)2 = 0

.∴ 𝑥 = 2.5 𝑡𝑤𝑖𝑐𝑒

Note: when the curve touches the x-axis, the roots are said to be coincident

Class Activity:

Use the table of values below to solve the equation 𝑦 = 𝑥 2 + 𝑥 − 8 graphically

for −4 ≤ 𝑥 ≤ 3

𝒙 -4 -3 -2 -1 0 1 2 3
𝒚 -8 4

FINDING AN EQUATION FROM A GIVEN GRAPH

It is possible to find the equation of a curve from its graph. The graph of 𝑦 = 𝑥 2 −
2𝑥 − 3 cuts the x-axis (i.e the line y=0) at the points x=-1 and x=3. This implies
that -1 and 3 are the roots of the equation 𝑥 2 − 2𝑥 − 3 = 0. Therefore in general if
a graph cuts the x-axis at points a & b, it satisfies the equation (x-a)(x-b)=0

Example 1: Obtain the equation of the graph below

y-axis

2 P

0 1 2 x-axis

Solution; From the graph when y=0, x=1 and x=2,

Then (x-1)(x-2)=0

.𝑥 2 − 3𝑥 + 2 = 0, at point P, y=2 when x=0

.∴ 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑢𝑟𝑣𝑒 𝑖𝑠 𝑦 = 𝑥 2 − 3𝑥 + 2

Example 2: obtain the equation of the graph below (WAEC)

y-axis

-1 -0.5 0 1 2 x-axis

-2
 −1
Solution: In the graph above, where y=0, x= and x=2
2

1
(𝑥 − − ) (𝑥 − 2) = 0
2
1
(𝑥 + ) (𝑥 − 2) = 0
2
1
𝑥2 − 1 𝑥 − 1 = 0 … … . . (𝑖)
2
Second, in the curve above, at point P, y=-2 when x=0. However the constant term
in equation (i) is only -1. So we multiply both sides of the equation (i) by 2

2𝑥 2 − 3𝑥 − 2 = 0 … . (𝑖𝑖)
1
Equation (ii) satisfies(𝑥 − − ) (𝑥 − 2) = 0 and the requirement that the constant
2
term should be -2

∴ The equation of the curve is𝑦 = 2𝑥 2 − 3𝑥 − 2

Class Activity:

Find the equation of the graphs below

1. 2. Y-axis
Y-axis

-2.5 -1 0 1 2.5 3.5 -2 -1.5 -1 0 1 1.5 2 x-axis

-1

APPLICATION OF QUADRATIC EQUATION TO REAL LIFE

SITUATIONS
 Example 1: The area of a rectangle is 60𝑐𝑚2 . The length is 11cm more than the
width. Find the width.

Solution:
𝑎𝑟𝑒𝑎
Let the width be 𝑥𝑐𝑚, length =
𝑤𝑖𝑑𝑡ℎ

60
.∴ length will be cm.
𝑥

60
The length is 11cm more than the width gives = 𝑥 + 11
𝑥

Simplifying; 𝑤𝑒 ℎ𝑎𝑣𝑒 60 = 𝑥 2 + 11𝑥

i.e 𝑥 2 + 11𝑥 − 60 = 0

factorizing completely we have, 𝑥 = −15 𝑜𝑟 𝑥 = 4

.∴ the width is 4cm since it cannot be negative.

60
Check: length = = 15 = 4 + 11 and 15 x 4 = 60
4

Class Activity:

1. When 11 times a certain integer is subtracted from twice the square of the
integer, the result is 21. What is the integer?
2. A rectangular lawn is 4cm longer than its width. If its area is 165𝑐𝑚2,
calculate its width
3. Musa is 60years old and Joy is 25years old. How many years from now will
the product of their ages be 2244years?

PRACTICE EXERCISE:

1. Solve the following equations graphically and obtain the least value of y
(a) 𝑦 = 𝑥 2 − 4𝑥 + 3 = 0
(b) 𝑦 = 2𝑥 2 − 3𝑥 + 1
(c) 𝑦 = 3𝑥 2 − 4𝑥 + 1
2. The sum of the ages of a mother and her child is 63. If the product of their
ages four years ago was 484. What are their ages now?
3. Find the equations of the graphs below
 (a) Y-axis (b) y-axis

-5 0 1 x-axis -1 0
3 x-axis

-3

10

6
y = x2 - 5x + 4
4

0
-2 -1 0 1 2 3 4 5 6
-2

-4

4. The following is a graph of a quadratic function. Use it to answer question 3 and 4.

1. Find the co-ordinates of point P.

A. (0, 4) B. (1, 4) C. (0, -4) D. (-4, 0) (SSCE2009)

2. Find the values of 𝑥 when 𝑦 = 0.

 A. 1, 3 B. 1, 4 C. 2, 3 D.1, 6
(SSCE 2009)

5.

12

10

0
-2 -1 0 1 2 3 4 5 6 7
-2

-4

(SSCE 2006)

The figure is the graph of a quadratic equation. Use the information to answer questions
1 and 2.

1. What are the roots of the equation?

A. -1 and 1 B. 4 and -1 C. 1 and 4 D. 4 and 4 (SSCE 2005)

2. What is the equation of the curve?

𝑦 = 𝑥 2 + 6𝑥 + 4 B. 𝑦 = 𝑥 2 − 5𝑥 − 4 C. 𝑦 = 𝑥 2 − 5𝑥 + 4 D. 𝑦 = 𝑥 2 + 5𝑥 − 4

ASSIGNMENT
1. Draw the graph of 𝑦 = 4𝑥 2 +25 and 𝑦 = 3𝑥 + 2for −3 ≤ 𝑥 ≤ 3.
 Use the graph(s) to:
i. find the roots of the equation 𝑦 = 4𝑥 2 +25 and 𝑦 = 3𝑥 + 2
ii. determine the line of symmetry of the curve 𝑦 = 4𝑥 2 +25.

2. (a) Copy and complete the table of values for the relation 𝑦 = −𝑥 2 + 𝑥 + 2
for −3 ≤ 𝑥 ≤ 3.
x -3 -2 -1 0 1 2 3
y -4 2 -4

(b)Using scales of 2cm to 1 unit on the x-axis and 2cm to 2 units on the y-axis.
Draw a graph of the relation 𝑦 = −𝑥 2 + 𝑥 + 2
(c) From the graph find the:
i. minimum value of y
ii. roots of the equation𝑥 2 − 𝑥 − 2 = 0
iii. gradient of the curve at 𝑥 = 0.5 (SSCE 2010)

KEYWORDS: EXPRESSION, EQUATION, QUADRATIC, LINEAR,

ROOTS, MINIMUM VALUE, MAXIMUM, INTERCEPT ETC

WEEK 5
DATE……………………….
Subject: Mathematics

Class: SS 1

TOPIC: Constructions

Content:

 Guidelines for constructions

 Constructions of basic angles
 Construction of triangles with given sides and angle.
 Bisection of basic angles

GUIDELINES FOR CONSTRUCTIONS

When making constructions, the following guidelines should be followed.

1. A short pencil of about 3 inches should be fixed on the pair of compasses

when constructing to avoid any obstruction when turning your compass
round to draw arcs.
2. Ensure that the pivot of your pair of compasses is tight to avoid unwanted
shift when carrying out your constructions.
3. To ensure that your lines and points are as fine and accurate as possible
make use of a hard pencil with a sharp point.
4. Before making the actual construction, make a rough sketch of the problem
under consideration. This will make the construction of the actual problem
easy.
5. Leave all your arcs and construction lines visible. Do not clean any arc that
leads you to your final result.
6. Double lines and arcs in constructions are not allowed, hence clean up all
double arcs and lines neatly and re-draw.
Bisecting Of Angles
To bisect the angle ABC,

Step 1: –Measure a length of about 2.5cm with your pair of compasses. Fix pin at
B and draw an arc to cut the two line AB and BC that formed the angle.
Cut the arc at x and y.

Step 2: – Fix pin at x and draw an arc and at y and draw another arc both to meet at
z.
Step 3: – Join the point zB. ABz = zBC

z y

θ◦

A θ◦ B

Bisecting A Line AB:

To bisect the line AB

Step 1: – Measure the line AB with your ruler.

Step 2: – Measure about ¾ of the given line with your compasses, use for step 3
and step 4.

Step 3: – Fix pin at A and draw an arc above the line AB and below the line AB.

Step 4: – Fix pin also at B and draw an arc above the line AB to cut the arc drawn
in step 3 at x and draw another arc below to cut the other arc drawn in step 3 at
y.

Step 5: – Join the points xy with your ruler and produce both ways.
 x

A 8cm B

Class Activity:

What are the basic guidelines for constructions?

CONSTRUCTIONS OF THE BASIC ANGLES

To construct the basic angles, we shall make use of the line AB of length 8cm for
each case.

NOTE:
Angles constructed at the point A are normally read from the right side of A to left
using the protractor and angles constructed at point B are normally read from the
left side of B to the right.

Constructions Of The Basic Angles

To construct the basic angles, we shall make use of the line AB of length 8cm for
each case.

Note:
Angles constructed at the point A are normally read from the right side of A to left
using the protractor and angles constructed at point B are normally read from the
left side of B to the right.
Angle 600

Step 1: – Measure a length of about 2.5cm with your pair of compasses

Step 2: – Put pin at A and draw an arc in form of a semi-circle to cut the line AB at
x.
Step 3: – Using the same length as in step 1 draw an arc putting pin at x cut the arc
in step2 at y.

Step 4: – Join Ay and produce. Angle yAB = 600.

600

A B

Angle 1200 (Obtained by constructing 600 + 600)

The steps for constructing angle 600 above is followed from step 1 to step 3.

Step 5: –Using the same arc length as in step 1 above put pin at point y and draw
an arc to cut the arc in step2 at point z.

Step 6: – Join Az and produce

Angle zAB = 1200

z y

1200

A x B

Class Activity

Construct all the basic angles shown above at point B on the line AB.
Where AB = 8cm.
Angle 900 (Obtained by constructing 600 + 300)

The steps for constructing angle 1200 above are followed from step 1 to step 5.

Step 6: – Bisect the angle formed by arc yz to have 30 0 added to angle yAx = 600.
This is done by drawing an arc with compass pin at point z and another arc with
pin at point y, both to meet at point p.

Step 7: – Join Ap produced. Angle PAB = 900

P P1

900

z y y1 z1
A x x1 B

NB: – To construct angle at point B as shown above, the first arc is drawn by
fixing pin at B and cutting arc from x1.

Angle 750 (obtained by constructing 600 + 150)

The steps for constructing angle 900 above are followed from step 1 to step 7.

As for the step 7, the line Ap is drawn using broken line, since the required angle is
not 900. The angle, 900 will only aid us in constructing 750.

Step 8: – Fix pin at point where Ap cut arc yz draw an arc and also fix pin at y and
draw an arc both to meet at q.

Step 9: – Join Aq and produce  qAB = 750

q
 z y

750

A x B

Angle 1050 (obtained by constructing 900 + 150)

The steps for constructing angle 900 above are followed from step 1 to step 7.

As for step 7, the line Ap is drawn using broken line, since the required angle is not
900.

The angle 900 will only aid us in constructing 1050.

Step 8: – Fix pin at point where Ap cut arc yz draw an arc and also fix pin at z and
draw an arc both to meet at q.

Step 9: – Join Aq and produce  qAB = 1050

z y

1050

A x B

Class Activity
Construct all the basic angles shown above at point B on the line AB. Where AB =
8cm.

Angle 1350 (obtained by constructing 900 + 450)

The steps for constructing angle 900 above are followed from step 1 to step 7.

As for step 7, the line Ap is drawn using broken line, since the required angle is not
900. The angle 900 will only aid us in constructing 1350.

Step 8:-- Produce BA to cut the 1st arc at point n.

Step 9:--Fix pin at point n and draw an arc, fix pin also at the point where Ap cut
arc yz and draw an arc both to meet at q.

Step 10:-- Join Aq and produce  qAB = 1350

q z y

1350

n A x B

Angle 450(obtained by constructing 900  2)

The steps for constructing angle 900 above are followed from step 1 to step 7.

As for step 7, the line Ap is drawn using broken line, since the required angle is not
900.

Step 8: – Bisect angle pAB (900) to get 450.

i.e. Fix pin at x and draw an arc and fix pin at the point where pA cuts arc
zy and draw another arc both to meet at q.
Step 9: –Join Aq and produce.

 qAB = 450

z y

450

A x B

Angle 300:
This is obtained by bisecting angle 600.

Step 1:- Construct angle 600 with broken line since the required angle is not 600.

Step2: -To bisect the angle, fix pin at x and draw an arc and also fix pin at y and
draw another arc both to meet at p.

Step3: –Join Ap and produce. pAB =300

 p

300

B x A

Note that:
1. Other angles can be obtained by bisecting these basic angles that have been
drawn already.

e.g. - 150 can be obtained by bisecting 300

- 22½ can be obtained by bisecting 45º

- 52½ can be obtained by bisecting 1050
- 67½ can be obtained by bisecting 1350
- 37½ can be obtained by bisecting 750
2. In practical construction, the letter x, y, z, p and q are not indicated at the points
where the arcs are drawn. We did this in this text to enable you understand the
steps in constructing the basic angles. Also small letters are not used to label
points in Geometry.

3. These basic angles can also be constructed at the point B on the line AB. In this
case the arcs x, y, z are drawn from the left side of B. The angles on the protractor
are also read from the left side of B to the right.

Class Activity

1. Construct all the basic angles shown above at point B on the line AB. Where AB
= 8cm.

2. Using a ruler and a pair of compasses only, construct the following angles at the
point B on the line AB = 6.5cm.

(a) 600 (b) 1200 (c) 900 (d) 450 (e) 1350 (f) 750 (g) 1050 (h) 52½0 (i) 22½0 (j) 37½0
(k) 67½0 (l) 300 (m) 150 (n) 1500
CONSTRUCTION OF TRIANGLES:

Case 1: When only the three sides are given.

Example 1: C
Construct a triangle ABC such that
AB = 8cm, BC = 7cm and AC = 6cm.

Solution:
Step 1: – Draw line AB = 8cm with your ruler.

Step 2: – Measure 7cm from your ruler with 6cm 7cm

your pair of compasses, fix pin at B and

draw an arc at the suspected position of C.

Step 3: – Measure 6cm from your ruler

With your compasses, fix pin at A and A 8cm

B

draw an arc to cut the arc drawn in step 2 at C.

Step 4: – Join AC and BC and label the vertices and sides.

Case 2: When given two sides and the included angle.

Example 2:
Construct a triangle PQR such that
PQ = 7.5cm PQR = 600 and QR = 6cm.
Solution:

Step 1: – Draw the line PQ = 7.5cm R

with your ruler.

Step 2: – Construct the angle 6cm

600 at the point Q.

Step 3: – Measure 6cm from your ruler

with your pair of compasses. Fix pin at

point Q and cut an arc on QR at R. 600

Step 4: – Join PR to form a triangle. P 7.5cm

Q

Class Activity

(1) Using a ruler and a pair of compasses only, construct the following triangles.

(a)  ABC, such that AB = 8cm, BC = 6cm and AC = 7cm. Measure
CAB

(b)  ABC, such that AB = 9cm, BC = 8cm and AC = 7cm. Construct
also a circle passing through A, B and C. Find the radius of the circle.

(c)  PQR, such that PQ = 7.3cm, QR = 5.4cm and PR = 6.5cm.
Measure PRQ.

(d)  PQR, such that PQ = 7.5cm, PQR = 750 and QR = 6cm. Measure PR.

(e)  XYZ, such that YZ = 7cm, XYZ = 45 0 and XY = 10cm. Measure XZ.

Case 3:When given one side and two angles.

Example 3:

Construct a triangle XYZ such that XY = 8cm, XYZ = 600 and ZXY = 450

Solution:Step 1: – Draw the line XY = 8cm using your ruler.

Step 2: – Construct angle 600 at point Y.

Step 3: – Construct angle 450 at point X.

Step 4: – Produce the line for angle 600 from Y and the line for angle 45 from X to
meet at point Z Z

450 600

X 8cm

Case 4: When given two sides and an angle.

Example 4:
Construct a triangle ABC such
that AB = 7.5cm, ABC = 750 and
AC = 9cm.
C
Solution:
Step 1: – Draw the line AB = 7.5cm
using your ruler.
Step 2: – Construct angle 750 at B.
Step 3: – Measure 9cm from 9cm
your ruler with a pair of compasses,
fix pin at point A and cut
an arc on the line BC at C.
Step 4: – Join the line AC 750
to form the triangle. A 7.5cm B
Class Activity
(i)  ABC, such that AB = 6.8cm, ABC = 600 and CAB = 750. Measure AC.

(j)  XYZ, such that XY = 9cm, XYZ = 450 and ZXY = 750. Construct also a circle
passing through the points X, Y and Z. Measure the radius of the circle.

(k)  PQR, such that PQ = 6.5cm, PQR = 750 and PR = 9cm. Measure QR.

(l)  XYZ, such that XY = 7cm, ZXY = 60 0 and YZ = 10cm. Measure XZ.

(m)  PQR, such that PQ = 10cm PQR = 37½ and RPQ = 600. Measure QR.

(n)  PQR, such that PQ = 7cm, PQR = 52½ and QR = 6cm. Measure PR.

PRACTICE EXERCISE

1.  PQR, such that PQ = 8.4cm, PQR = 900 and QR = 6.5cm. Construct a
circle also passing through P, Q and R. What is the radius of the circle?
2. Construct the ABC such that AB= 6cm ,BC = 5.5cm and <ABC = 60 0
3. Using a ruler and a pair of compasses only, construct;
a triangle PQR such that /PQ/ = 10cm, /QR/ = 7cm and PQR = 900
4. Construct a triangle ABC with AB = 7cm, BC= 5cm and AC= 6cm
5. Construct a triangle ABC given AB = 7cm ,<A = 750,<B= 450. Calculate
the third angle

ASSIGNMENT

1. I II III

1200 1200 1200

P P P

Which of the sketches above give the correct method for constructing an angle
of 1200 at the point P?
 I only B. II only C. III only D. I and II only E. I, II and III.
(SSCE 1990)
2. Which of the following is a correct method for constructing angle 600
at Q?
A. I only B. II only C. III only D. I and II only E.
II and III only (SSCE 1988)

600
600 600
II Q
Q Q
I III

. P and Q are two points which are 7cm apart. If the positions of a point
R which is 4.2 cm from P and 5.6 cm from Q are constructed, how
many possible positions for R are there?
A. 1 B. 2 C. 3 D. 4
3. Construct triangle ABC in which AB= 7.6 cm, <BAC = 450,
<ABC=600
4. Construct triangle ABC in which <B= 1050, BC= 8.2cm, <C=45cm
1. 5. In the diagram, <ROS = 660 and <POQ =3𝑥. Some construction lines are
shown. Calculate the value of 𝑥.
A. 100 B. 110 C. 220 D. 300
(SSCE 2010)
R
P
O 3𝑥 0
Q
S

KEYWORD: BISECT, LOCUS, PARALLEL, PERPENDICULAR,

EQUIDISTANT ETC

WEEK 6:
Date:………………

Subject: Mathematics
Class: SS 1

TOPIC: Constructions 2

Content:

 Construction Of Perpendiculars
 How To Construct Perpendiculars
 Circumscribed And Inscribed Circles Of A Triangle
 Construction Of Quadrilaterals:
 Locus
CONSTRUCTION OF PERPENDICULARS

How To Construct A Perpendicular To A Given Straight Line AB From A Point

P Outside The Line. P

Given: A line AB with a point P outside the line AB A

B

Step 1: Fix Compasses Pin at point P. Extend

the Compasses wide enough to draw an arc to

cut the given line AB at two points x1 and x2 .

Step 2: Fix Compasses Pin at x1 and x2, with

equal radii, draw arcs to cut each other at Q.

Step 3: Join QP cutting AB at C.

Then ACP = BCP = 900

C
 A x1 x2
B

Examples 1:

Using ruler and a pair of Compasses only,

(a) Constant
(i) triangle XYZ with XY = 8cm, YXZ = 600

and XŶ Z = 300

(ii) the perpendicular ZT to meet XY in T;

(iii) the locus l1 of points equidistant from ZY and XY.

(b) If l1 and ZT intersect at S, Measure ST

WASSCE, JUNE 2002, № 10.

Z
Solution: l1

600 T 300

X 8cm
Y

How To Construct A Perpendicular To A Given Straight Line AB From A Point

P, On The Line .
Given: A line AB with a point P on the line AB.

A P B

Step 1: Fix Compasses Pin at P and draw an Q

arc to cut AB at X1 and X2.

Step 2: Fix compasses Pin at X1 and X2., with

equal radii, draw arcs to cut each other at Q.

Step 3: Join QP A x1 P
x2 B

Class Activity:

New General Mathematics for Senior Secondary School , Book 1, pages 196 to
197, Exercise 16b, Nos. 3, 4, 5 and 7

CIRCUMSCRIBED AND INSCRIBED CIRCLES OF A TRIANGLE

How To Draw A Circle Passing Through The Three Vertices Of A Triangle
( Circumscribed Circle Of A Triangle)
Step 1: – Construct the perpendicular bisectors of each of the three sides of the
triangle. The lines of bisection will all meet at a point.

Step 2: – Fix pin at the meeting point of the three lines and extend compass to one
of the vertex and draw the circle.

Example 2:

Construct a triangle PQR such that PQ = 8cm, QR = 7cm and PR = 6cm.

Construct a circle passing through the points P, Q and R. What is the radius of the
circle?
 R

6cm 7cm

P Q
8cm

Radius = 4.1cm

HOW TO CONSTRUCT THE INSCRIBED CIRCLE OF A GIVEN

TRIANGLE ABC
Step 1: – Construct an internal bisector of each of the angles A, B and C. The
bisectors of the

three angles will meet at a point O.

Step 2: – Construct a perpendicular from O to AB to meet AB at P

Step 3: – Join OP ,(OP is the radius of the circle)

Step 4: – Draw the inscribed circle with center O and radius OP.

Example 3:
Construct a triangle ABC such that
AB = 8cm, BC = 7cm and AC = 6cm.
Construct an inscribed circle of the triangle .

6cm
O
7cm

A P 8cm B

Class Activity:

New General Mathematics for Senior Secondary School , Book 1, pages 196 to
197 , Exercise 16b, Nos. 1, 2, and 6

Construction Of Quadrilaterals:

Parallelograms:

Example 4:
Using a ruler and a pair of compasses

only construct a parallelogram RXYZ

such that XY = 7cm, XYZ = 1200 and

the diagonal XZ = 9.5cm.
Solution:

Step 1: – Draw the line XY = 7cm with

your ruler.

Step 2: – Construct the angle 1200 at point Y. R

Z

Step 3: – Measure 10.5cm with your 9.5cm

pair of compasses. Fix pin at X and

draw an arc to cut the line YZ at Z. 1200

Step 4: – Measure YZ with your X 7cm Y

pair of compasses. Fix pin at the

point X and draw an arc at the suspected position of R (Since opposite sides of a
parallelogram are equal XR = YZ).

Step 5: – Measure 7cm with your pair of compasses. Fix pin at Z and cut an arc at
the suspected position of R to cut the first arc in step 4. (Opposite sides of a
parallelogram are equal RZ = XY). The meeting point of the arcs is R.

Step 6: – Join RZ and XR.

* Put into considerations the properties of a parallelogram

Trapezium:

Example 5:
Using a ruler and a pair of compasses only, construct a trapezium ABCD, in which
AB//DC, AB = 8cm, ABC = 600, BC = 5.5cm and BD = 8.3cm.

Solution:

Step 1: – Draw the line X D C

AB = 8cm using a ruler.

Step 2: – Construct

angle 600 at point B.

Step 3: – Measure 5.5cm

600

with your Compasses, A 8cm

B

fix pin at B and cut C to get BC.

Step 4: – Using the measurement

of BC = 5.5cm and properties of a parallelogram. Draw AX

parallel to BC. Measure BA = 8cm,

fix pin at C, draw CX parallel to BA (Use broken lines).

Step 5: – Measure 8.3cm with your pair of compasses. Fix pin at B and draw an arc
to cut the line CX at D.

Step 6: – Join CD with a thick line, Join AD with a thick line.

Class Activity

(1) Using a ruler and a pair of compasses only, construct the following
parallelograms.

(a) //gm ABCD, such that AB = 8cm, ABC = 1350 and BC = 4.5cm. Measure
AC.

(b) //gm PQSR, such that PQ = 7cm, SPQ = 1200 and QR = 5cm. Measure
SQ.

(c) //gm ABCD, such that AB = 7.5cm, ABC = 1050 and AD = 4cm. Measure
BD.
(d) //gm ABCD, such that AB = 8cm, AD = 5cm and BD = 6cm.
Measure BCD

PRACTICE EXECISE

(2) Using a ruler and a pair of compasses only, construct the following trapeziums.

(a) ABCD, such that AB = 8cm, ABC = 750, DAB = 600, AD = 4.5cm and
AB//DC. Measure BC.

(b) PQRS, such that PQ = 7.6cm, SPQ = 900, PS = 4cm, SR = 5.7cm and
PQ//SR. Measure QR.

(c) ABCD, such that AB = 7cm, BC = 5cm, ABC = 600, CD = 4cm and
DC//AB. Measure AD.

(d) ABCD, such that AB = 6cm, BC = 4.3cm, ABC = 1200, CD = 8.5cm and
AB//DC. Measure DAB.

LOCUS:

DEFINITION

The Locus of a point is the set of all possible positions occupied by an

object, which varies its position according to some given law. The plural of locus
is loci. Below are some examples of common loci.

******************************************************************
*********

1. The locus l1 of points equidistant

from two given fixed point A and B is
 the perpendicular bisector of the line l1

joining the two points A and B.

A
B

******************************************************************
*********

2. The locus of point equidistant from

two intersecting lines is the pair of bisectors of

the angles between the lines e.g. locus l2 of

point equidistant from AB and CD.

l2

Step 1: Fix pin at the point of intersection O , and draw

an arc to cut the two lines A

C

Step 2: Fix pin at points where the arc cut the two lines

and draw arcs to intersect

Step 3: Join the point of intersection of the

l2

arc to the point of intersection

of the line , O and produce through.

STEP 4 : carry out the same steps above for D

B
 the other angle not bisected on the intersecting

line . (the two part of the locus

will intersect at right angles )

Note Also That: A

The locus of points equidistant

from AB and BC is given below. B

l2

(Note that the two lines AB and BC

meets at a point B hence bisect the C

angle B)

3. The locus l3 of points at a fixed

distance d from a fixed point A is a circle

drawn from a point A with a radius of

l3

length d units. e.g. the locus l3 of points 3cm A

from A. dcm

******************************************************************
*********

4. The locus of points equidistant from parallel A

B
 lines AB and CD is a line parallel to AB and CD ---------------------------------
-  locus

at equal distance from each C

D

******************************************************************
*********

5. Locus of points at a given distance x cm l

from a straight line AB

Step 1: Draw the line AB x cm

x cm
Step 2: Measure x cm ,fix pin at A and draw A
B

an arc above and below the line x cm

x cm

Step 3: With the same x cm, fix pin at B and draw an arc above and below the
line.

Step 4: Join the arcs on top with a straight line parallel to AB .

Step 5: Join the arc below AB,

with a straight line parallel to AB.

******************************************************************
*********

Class Activity
(1) Using a ruler and a pair of compasses only, construct
(i) A triangle XYZ in which YZ = 8cm, XYZ = 600 and XZY = 750. Measure
XY.

(ii) The locus l1 of points equidistant from Y and Z.

(iii) The locus l2 of points equidistant from YX and YZ.

(iv) The locus l3 ,4cm from X.

(b) Measure QY where Q is the point of intersection of l1 and l2.

SSCE, June 1994, No 8 (WAEC).

(2) Using a ruler and a pair of compasses only

(a) Construct a triangle ABC such that AB = 6cm, AC = 8.8cm and BAC =
1200.

(b) Construct a locus l1 of points equidistant from point A and B.

(c) Construct the locus l2 of points equidistant from AB and AC.

(d) Find the points of intersection P1 and P2 of l1 and l2 and measure P1 P2.

G.C.E, Nov 1990, No 10 (WAEC).

Example 7:
Using a ruler and a pair of compasses only construct

a triangle ABC such that AB = 7.5cm

ABC = 750, BC = 6.5cm.

(a) Find the locus l1 of points equidistant from A and B.

(b) The locus l2 of points 4cm from C

(c) Locate the points of intersection x1 and x2 of l1 and l2.

 Measure |x1 x2|

Solution:
/x1x2/= 6.9cm

x1

l2

C 4cm

l1

x2 6.5cm 750

A 7.5cm B

Class Activity:

(1) Using a ruler and a pair of compasses only(a) Construct

(i) a  ABC such that AB = 5cm, AC = 7.5cm and CAB = 1200.

(ii) The locus l1 of points equidistant from A and B.

(iii) The locus l2 of points equidistant from AB and AC which passes through
triangle ABC.

(b) Label the point P where l1 and l2 intersects.

(c) Measure CP

 SSCE, June 1988, No 11 and SSCE, June1992, No 7 (WAEC).

(2) (a) Using a ruler and a pair of compasses only, construct a triangle ABC such
that AB = 9cm, BC = 7cm and AC = 6cm.

(b) Construct the locus l1 equidistant from AB and BC.

(c) Construct the locus l2, 4cm from A.

(d) Locate the points of intersection P1 and P2 of l1 and l2. Measure P1 P2.

(3) Using a ruler and a pair of compasses only, construct the following

(a) A trapezium ABCD such that AB = 7cm, DAB = 60 0, AD = 5cm and DC =

4cm. DC//AB.

(b) Locus l1 equidistant from A and B

(c) Locus l2, 4cm from B.

(d) Locate the points of intersection X1 and X2 of l1 and l2. Measure X1 X2.

SUB-TOPIC

DIVIDING A LINE SEGMENT INTO N EQUAL PARTS

Example 13:
Divide the line AB = 10cm in the ratio 5:2

Solution:
The line would be divided into 5 + 2 = 7 parts.

Step 1: – Draw the line AB to be divided in the ratio 5:2

Step 2: – Draw any other line AP through A.

Step 3: – Set your compasses at any convenient radius, divide the line drawn in
step 2 into 7

equal parts AC, CD, DE, EF, FG, GH and HI.

Step 4: – Join BI.

Step 5: – Construct lines parallel to BI at the points H, G, F, E, D, C using your

setsquare and a ruler. (The assistance of a teacher is needed for
detailed explanations).

Step 6: – The line is in the ratio 5:2 at the point q on AB.

A 10cm q B

C D

E F

H I

Example 14:
Divide the line AB = 8cm in the ratio 3:2

Solution: A 8cm B

Example 15:
(a) Using a ruler and a pair of compasses only,

construct a triangle ABC with AB = 7.5cm,

BC = 8.1cm and ABC = 1050.

(b) Locate the point D on BC such that

BD: DC is 3:2

(c) Through D construct a line, l perpendicular to BC.

(d) If the line l meets AC at P measure BP.

SSCE, June 1995, No 9 (WAEC).

Solution:

8.1cm

1050

A 7.5cm B
/BP/ = 5.3cm

PRACTICE EXERCISE:

(1) (a) Using a ruler and a pair of compasses only, construct

(i) A triangle QRT with QR = 8cm, RT = 6cm and QT = 3cm.

(ii) A trapezium PQRS, which has a common side QR with  QRT, given that PQ
is parallel to SR, PQ = 7cm, QR = 8cm, RS = 4cm and PTQ is a straight
line.

(iii) The locus l1 of points equidistant from PQ and PS.

(iv) The locus l2 of points equidistant from T and R.

(b) Measure TX, where X is the point of intersection of l1 and l2.

G.C.E, Nov 1985, No 8 (WAEC).

(2) (a) Using a ruler and compasses only, construct

(i) A triangle PQR such that PQ = 6cm, QR = 7cm and PQR = 1350.

(ii) The locus l1 of points equidistant from P and Q.

(iii) The locus l2 of points equidistant from PQ and QR.

(iv) The locus l3 of point at which QR subtends an angle of 900.

(b) Locate;

(i) The point of intersection X of l1 and l2.

(ii) The point of intersection Y of l2 and l3.

(c) Measure XY.

G.C.E, Nov 1985, No 21 (WAEC).

(3) Using a ruler and a pair of compasses only construct a triangle ABC in
which AB = 8cm, AC = 5cm and BAC = 450. Measure BC.
Construct a circle with center P on BC such that AB and AC produce are
tangent of circle. Measure the radius of the circle.

KEYWORD: BISECT, LOCUS, PARALLEL, PERPENDICULAR,

EQUIDISTANT ETC

SSCE, Nov 1992, No 11 (WAEC).

WEEK 7
MID-TERM BREAK
WEEK 8 Date……………………………

SUBJECT: MATHEMATICS

CLASS: SS 1

TOPIC: PROOFS OF SOME BASIC THEOREMS

CONTENT:

 Proof: The sum of the angles in a triangle

 The exterior angle of a triangle is equal to the sum of the opposite interior
angles
 Congruency and similarity of triangles.
INTRODUCTION
Geometry is the study of the properties of shapes. In theoretical or formal
geometry the facts are proved for general cases by a method of argument or
reasoning rather than by measurement. Geometrical basic facts are called
theorems. Theorems are the foundations upon which geometry is built.
Interior and exterior angles of triangle.

Recall: Angles on a straight line is 180°. Thus,

50° 60° 𝜃

𝜃 + 50 + 60 = 180

𝜃 = 180 − 110

= 70°
Using the diagram below;

P T

Q 𝜃 𝜃 S

i. Use the angle properties related to parallel lines to explain why;

(a) Angle TRS = angle PQR corresponding or ‘F’ angles
(b) Angle TRP = angle QPR. Alternate or ‘z’ angles
ii. Explain why the sum of the three angles at R is 180°. Angles on a straight
line

Theorem : The sum of the angles of a triangle is 180°

Given: any ∆ABC

To prove: 𝐴̂ + 𝐵̂ + 𝐶̂ = 180°

Construction: produce ̅̅̅̅

𝐵𝐶 to a point X.
̅̅̅̅ parallel to 𝐵𝐴
Draw 𝐶𝑃 ̅̅̅̅

A P

𝑎2 𝑎1

𝑏2 𝑐 𝑏1

B C X

Proof:

With the lettering of the diagram

𝑎1 = 𝑎2 (𝑎𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠)

𝑏1 = 𝑏2 (𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑎𝑛𝑔𝑙𝑒𝑠)

𝐶 + 𝑎1 + 𝑏1 = 180° (𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑛 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

𝐶 + 𝑎2 + 𝑏2 = 180°
 𝐴𝐶̂ 𝐵 + 𝐴̂ + 𝐵̂ = 180°

∴ 𝐴̂ + 𝐵̂ + 𝐶̂ = 180°

Class Activity:

(i) Prove that 𝑎 = 90° − 𝑏 in the figure below

a
b

(ii) Find the value of angle ‘a’ below and state clearly any theorem applied

20°

𝑎° 50°

45°

Theorem : The exterior angle of a triangle is equal to the sum of the opposite
interior angles.

P°

q° 𝜃 m°

B C X
̅̅̅̅ produce to X
Given: any ∆ABC with 𝐵𝐶

Proof: With the lettering of the diagram,

 𝐴𝐶̂ 𝑋 + 𝐴𝐶̂ 𝐵 = 180° (𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑛 𝑎 𝑠𝑡𝑟𝑎𝑖𝑔ℎ𝑡 𝑙𝑖𝑛𝑒)

∴ 𝐴𝐶̂ 𝑋 = 𝐴̂ + 𝐵̂ (= 180° − 𝐴𝐶̂ 𝐵) or

The diagram shows that m = p + q as stated above,

Since p + q + 𝜃 = 180° (sum of angles in a ∆)

m + 𝜃 = 180° (angles on a straight line)

m+ 𝜃 =p+q+𝜃
i.e m = p + q
Class Activity:
Find the sizes of the lettered angles in the diagrams below. State clearly the
reason for each statement
(a) i. k

115° ℎ 31°

II. m°

64° P° 2P°

Congruency and similarity of triangles.

Similar figures have the same shape but not necessarily the same size. The
condition for two triangles to be similar is that the three angles of one triangle
are respectively equal to the three angle of the other. While If two shapes are
congruent, it means thay are equal in every way – all their corresponding sides
and angles are equal.
 C X

B Y

A Z

In the diagrams above < A=<X and <C= <Z. This follows that <B =<Y and
triangle ABC is similar to triangle XYZ. Since the two triangles are similar, their
corresponding sides must be in same ratio. That is
𝐴𝐵 𝐵𝐶 𝐴𝐶
= =
𝑋𝑌 𝑌𝑍 𝑋𝑍

Examples

1. In the diagram below . Calculate /BC/ and /EC?

5cm E

8cm 10cm

B C 12cm
D

In the triangles ABC and CED

<BAD=,ECD (given)

< D is common

<ABD = < CED ( 3RD < of triangle)

Triangles ABD and CED are similar

 𝐴𝐵 𝐴𝐷 𝐵𝐶
= =
𝐶𝐸 𝐶𝐷 𝐸𝐷

8 15 𝐵𝐷
Therefore = =
𝐶𝐸 𝐶𝐷 𝐸𝐷

8 15
If = , then
𝐶𝐸 12

8×10 32
EC = =
5 5

/EC/ = 625 𝑐𝑚
15 𝐵𝐷
If =
12 10

15×10 25
Then /BD/ = = = 1212 𝑐𝑚
12 2

/BD/ = 12.5cm

/BC/ = /BD/ - /CD/

= 12.5cm -12cm

= 0.5cm

It also follows that when triangles are similar; their areas are proportional to
the squares of corresponding sides.

2. In the diagram below, find the ratio of the area of triangle AFE and BFC
A

2cm

E
F

4cm

B C 6cm D
Given: the diagram as shown above
To prove: the ratio of triangle AFE: triangle BFC = 4:9
 Proof: in the triangle < AFE and <BFC
<AEF = <BCF (each a rt. <)
<AFE = < BFC ( vert. opp <s)
< FAE = < FBC ( 3rd <s in the triangle)
Triangles AFE and BFC are similar , hence their areas are proportional to the
squares of corresponding sides. i.e triangle AFE: triangle BFC = /AE/2: /BC/2
/BC/=/CD/
/BC/ = 3cm
/AE/2: /BC/2=22:32=4:9`
Therefore triangle AFE: triangle BFC= 4:9 Q.E.D
Class Activity:
1. Find the unknown marked length of following figures:
i. 4cm ii.

2cm 3cm

9cm 6cm

6cm xcm b

ycm
8cm
PRACTICE EXECISE

1. In the diagrams below, find the ratio x:y

(i) (ii)

3cm

x 4cm 9cm

2cm

y x y
 x
20cm

10cm

Y 8cm

10cm

12cm

2. Find the unknown marked length of the diagram

3cm 2cm

2.5cm

6cm

ASSIGNMENT

1. A vertical pole, 4m high, has shadow of 2.5m. At the same time, the
shadow of tower is 21m. Find the height of the tower.
2. ABC is triangle in which /BC/ = 18cm. /DE/ is a line parallel to /BC/
cutting /AB/ at D /AC/ at E. /AD/= 12cm and /DB/ =18cm, calculate
/DE/ and the ratio of /AE/ and /AC/
 3. A conical lampshade has radii 27cm, 42cm at its two ends which are
30cm apart. If the cone were completed, find what its height would be.
4. A pole of height 2m casts a shadow of 1.5m long. Find the height of a
tree whose shadow is 25m long.
5. In the triangle ABC, /MN/ is parallel to /BC/. /AM/=2cm, /MB/=4cm and
/MN/=3cm. Calculate /BC/. (WAEC)

2cm
3cm
M N

4cm

B C

KEYWORDS: GEOMETRY,THEORY,PROVE,CONGUENT,SIMILAR
ETC
WEEK 9 Date……………………………

SUBJECT: MATHEMATICS

CLASS: SS 1

TOPIC: PROOFS OF SOME BASIC THEOREMS

CONTENT:

(i) Riders including angles of parallel lines

(ii) Angles in a polygon
(iii) Congruent triangles
(iv) Properties of Parallelogram
(v) Intercept theorem

ANGLES OF PARALLEL LINE

Recall Basic geometrical facts are called theorems. The first is the sum of
the angles of a triangle is 1800. Many other theorems depend on it. For this reason
they are often called Riders. (Since they ride on theorem 1)

If two parallel lines are intersected by a Transversal.

(i) The alternate angles are equal

(ii) The corresponding angles are equal
(iii) The interior angles on the same side of the transversal are supplementary
viz:
 (a)

Transversal

a = a alternate angle

(b)

b = b corresponding angle

(c) d

co-interior / allied

c + d = 1800. Supplementary angle

Other angles formed are: vertically opposite angles, they are equal.

Angle at a point (3600) and on

Straight line (1800) a

a = a vertically opposite angle

Examples:

(1) In the diagram below YPA = (3X +10), APQ = (4x -20) and PQD = x + 700.
Prove that AB ll CD

A P B

C Q D

Given: as above

Proof: AB ll CD

3x - 10 + 4x – 20 = 1800 (angle on straight line)

3x + 4x – 10 – 20 =1800.

7x – 300 =1800.

7x = 1800 + 300

7x = 2100

X = 300.

If 4x – 200 = x + 700 (alternate angle)

Substituting for x

4(30) – 20 = 30 + 70

120 -20 = 30 + 70

100 = 100

∴ AB ll CD where YX is transversal.

2. Calculate the size of the marked angle in the diagram below.

53° 47° ⇒ 53° ab

M 47°

a = 530 (alternate angle)

b = 470 (alternate angle)

M = 3600 – (a + b) (angle at a point)

M = 3600 – 1000

M = 2600.

Class Activity

1. In the diagram below, BA is parallel to DE . Find the value of x

A E

𝑥°
62° C
312°
B D

2. In the diagram below: QP and ST are parallel. If PQR = 1450 and RST =
1550. Find the value of x
 Q P
145°

R x°

155°
S T
0 0
3. In the diagram below: ST // QR , PST = 52 , QTS = 26 . and /PQ/ = /QT/.
Calculate PRQ.

Congruent Triangles

When there exists equality relationship in terms of corresponding sides and angles
of triangles.

We say that the triangles are congruent

Two triangles are congruent if proved that

I. Two sides and the included angle of one are equal to the corresponding two
sides and the included angle of the other (SAS)
II. Two angles and a side of one are equal to the corresponding two angles and
a side of the other. ASA or AAS
III. Three sides of one are respectively equal to three sides of the other (SSS)
IV. In right – angled triangles, the hypotenuse and another side are equal to the
hypotenuse and a side of the other (RHS)
EXAMPLES
1. Name the triangle which is congruent to ∆XYZ, giving the letters in the
correct order. State the condition of Congruency.

(a) F H X (b) Y

G Y Z
 X
Z

(c) Z (d) X

Y Y Z
A

C
The congruency is as follows:
(a) XYZ ≡ GHF (SAS)
(b) XYZ ≡ ZDX (AAS) (ASA)
(c) XYZ ≡ YXC (SSS)
(d) XYZ ≡ XAZ (RHS)
2. In each of the following, the statements refers to ∆𝑠 XYZ and MNO. In each
case, sketch the triangles and mark in what is given. If the triangles are
congruent, state three other pairs of equal elements and give the condition of
congruency.
|XY|=|MN|, |YZ|=|NO|, 𝑌̂ = 𝑁 ̂
Solution:
Y N

X
M

Z O

𝑋̂ = 𝑀
̂ 𝑍̂ = 𝑂̂
(SAS
 Class Activity

1. Decide whether the following pairs of triangles are congruent or not. If they

are, what condition do they satisfy?

a)

b)

c)

d)

PROPERTIES OF PARALLELOGRAM
Definition: A parallelogram is a quadrilateral which has both pairs of opposite
sides parallel.

The properties of parallelogram are:

i. The opposite sides are parallel

ii. The opposite angles are equal
iii. The opposite sides are equal
iv. The diagonal bisects one another
v. The diagonals make pairs of alternate angles which are equal
vi. The allied or co-interior forming adjacent vertices of a parallelogram are
supplementary

Theorem : In a parallelogram, (a) the opposite sides are equal (b) the opposite
angles are equal

A B

𝑦2 𝑥1

𝑥2 𝑦1

D C

Given: Parallelogram ABCD

To prove: (i) |AB|=|CD|, |BC|=|AD|

(ii) 𝐵̂ = 𝐷
̂ , 𝐴̂ = 𝐶̂

Construction: Draw the diagonal AC

Proof: In ∆𝑠 ABC and CDA, 𝑥1 = 𝑥2 (𝑎𝑙𝑡. 𝑎𝑛𝑔𝑙𝑒𝑠, 𝐴𝐵||𝐷𝐶)

𝑦1 = 𝑦2 (𝑎𝑙𝑡. 𝑎𝑛𝑔𝑙𝑒𝑠, 𝐴𝐷||𝐵𝐶)

AC is common

∴ ∆𝐴𝐵𝐶 ≡ ∆𝐶𝐷𝐴 (𝐴𝑆𝐴)

∴ (𝑖) |𝐴𝐵| = |𝐶𝐷| , |𝐵𝐶| =

|𝐷𝐴| 𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑑𝑖𝑠𝑒𝑠
 (ii) 𝐵̂ = 𝐷
̂ 𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑎𝑛𝑔𝑙𝑒𝑠

𝐴̂ = 𝑥1 + 𝑦2

= 𝑥2 + 𝑦1

= 𝐶̂

Theorem : The diagonals of a parallelogram bisect one another

A B

D C

Given: Parallelogram ABCD with diagonals AC and BD intersecting at O.

To prove: |AO|=|OC|, |BO|=|OD|

Proof: In ∆𝑠 𝐴𝑂𝐵 𝑎𝑛𝑑 𝐶𝑂𝐷,

𝑥1 = 𝑥2 (alt. Angles, AB||CD)

𝑦1 = 𝑦2 (alt. Angles, AB||CD)

|AB|=|C D| (opp sides of llgm)

∴ ∆𝐴𝑂𝐵 ≡ ∆𝐶𝑂𝐷 (𝐴𝑆𝐴)

∴ |𝐴𝑂| = |𝐶𝑂| (𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑠𝑖𝑑𝑒𝑠)

and |BO|=|DO| (corresponding sides)

Class Activity

Page 39 NGM book 1 EX. 2e, nos 1, 2, 3, 6

Intercept Theorem
Intercept: This is to stop something that is going from one place to another.
Mathematically from the diagram below; a transversal line is stopped by two lines
there by forming an intercept between the lines.

A x B

intercept

C y

If a transversal cut two or more parallel lines, the parallel lines cut the transversal
into line segments known as intercept

Examples:

i. X
P

Y
̅̅̅̅
𝑃𝑄 𝑎𝑛𝑑 ̅̅̅̅
𝑄𝑅 are intercept of ̅̅̅̅
𝑋𝑌

ii. X M

A P U B

C Q V D

E R W F

Y N
̅̅̅̅
𝑃𝑄 𝑎𝑛𝑑 ̅̅̅̅
𝑄𝑅 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑜𝑓 ̅̅̅̅
𝑋𝑌 𝑤ℎ𝑖𝑙𝑒 ̅̅̅̅
𝑈𝑉 𝑎𝑛𝑑 ̅̅̅̅̅
𝑉𝑊 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑜𝑓 ̅̅̅̅̅
𝑀𝑁

Class Activity:
̅̅̅̅̅ //𝑂𝑃
1. In the diagram below, |LM|=|LN|, 𝑀𝑁 ̅̅̅̅ and <OPN = 45°. Find <PLM
L

M N

Class Activity: Try to memorize these theorems as riders

PRACTICE EXERCISE

1. Find the sizes of the lettered angles in the diagrams below. State clearly the
reason for each statement

k°

h°

128° g°

5𝑎 3𝑎 7𝑎
2. The angles of a triangle are , 𝑎𝑛𝑑 . Find the value of the largest
2 4 4
angle
3. In the figure below, < 𝑊𝑋𝑃 = 115° 𝑎𝑛𝑑 < 𝑍𝑌𝑃 = 158°, 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑒 <
𝑋𝑃𝑌
P
 W 158° 115°
X Y
Z
4. What is the value of the angle marked m in the figure below?

33°

𝑚°

22°

5.

500 Z0

720 Y0 280

Find the size of each angle marked with letters in the above diagram
 ASSIGNMENT
1. In the diagram, ZM is a straight line. Calculate the value of 𝑥.
A. 270 B. 300 C. 350 D. 370
(SSCE 2003) (3𝑥 + 14) 0

(2𝑥 + 21)0
3𝑥0

2. In the diagram above, PQT is an isosceles triangle. |PQ| = |QT|, < SRQ =75 0,
< QPT = 250 and PQR is a straight line. Find < RST.

A. 200 B. 500 C. 550 D. 700E. 750 (SSCE

P S
1992) 250
T
Q
750

3. If the exterior angles of a quadrilateral are 𝑦 0 , (2𝑦 + 5)0, and(3𝑦 − 10)0 ,

find 𝑦 0 . (SSCE 1994)

4. Triangles PQR and XYZ are similar. If the sides of triangles are 6cm,7cm and
8cm and the shortest side if the triangle XYZ is 2cm. Find the length the longest
side of triangle XYZ. A. 4cm B.3.5cm C. 223 𝑐𝑚

D. 2.5cm

5. In the diagram below /XR/=/RY/=/YZ/ and <XRY=<YRZ=620. Calculate

<XYZ
 R Z
620
620

X Y

Having known what and how to prove a given theorem, there is need to
identify the ‘riders’.
i. The sum of the angles of a triangle is 180°
ii. The exterior angle of a triangle is equal to the sum of the opposite
interior angles
iii. The sum of the interior angles of any n-sided convex polygon is (2n-
4)right angles
iv. The sum of the exterior angles of any convex polygon is 4 right angles
v. The base angles of an isosceles triangle are equal
vi. In a parallelogram, (a) the opposite sides are equal (b) the opposite
angles are equal
vii. The diagonals of a parallelogram bisect one another
viii. If three or more parallel lines cut off equal intercepts on a transversal,
then they cut off equal intercepts on any other transversal

KEYWORDS: GEOMETRY, THEORY, PROVE, CONGUENT,

SIMILARITY ETC