Activity Sheet: Mathematics Form 4 F4AM00401F Lesson 01: Significant Figures

Mathematics Form 4 F4AM00401F
Lesson 01: Significant figures.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Determine the numbers of significant figures in each of the numbers given below:
a) 48.173 5
b) 0.049 271
c) 26 078
d) 1.005
Solution:
QUESTION 2
Question:
Express each of the following numbers correct to 3 significant figures:
a) 0.003 219
b) 38.270 01
c) 234 900
d) 7 891
Solution:
Learning Area: Understand and use the concept of significant figures

1/5
QUESTION 3
Question:
a) 0.040 862
b) 51.008 9
c) 349 781
d) 19 983
Solution:
QUESTION 4
Question:
Evaluate the following and state your answer correct to 2 significant figures.
a) 2.9 × 3.01
b) 0.8 × 1.2
c) 34 000 ÷ 17
d) 9 ÷ 0.3
Solution:

2/5
QUESTION 5
Question:
In an experiment, it is found that a light takes 0.46457 second to get from point A to point B in a
straight line. State the time taken correct to
a) 2 significant figures.
b) 3 significant figures
c) 4 significant figures
Solution:

3/5
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Determine the numbers of significant figures in each of the numbers given below:
e) 48.173 5
f) 0.049 271
g) 26 078
h) 1.005
Solution:
a) 6
b) 5
c) 5
d) 4
QUESTION 2
Question:
e) 0.003 219
f) 38.270 01
g) 234 900
h) 7 891
Solution:
a) 0.003 22
b) 38.3
c) 235 000
d) 7 890
QUESTION 3
Question:
e) 0.040 862
f) 51.008 9
g) 349 781
h) 19 983
Solution:
a) 0.040 86
b) 51.01
c) 349 800
d) 19 990

4/5
QUESTION 4
Question:
Evaluate the following and state your answer correct to 2 significant figures.
e) 2.9 x 3.01
f) 0.8 x 1.2
g) 34 000 ÷ 17
h) 9 ÷ 0.3
Solution:
a) 2.9 x 3.01 = 8.729
= 8.7 (correct to 2 significant figures)
b) 0.8 x 1.21 = 0.968
= 0.97 (correct to 2 significant figures)
c) 34 000 ÷ 16 = 2125
= 2100 ((correct to 2 significant figures)
d) 6693 ÷ 3 = 2 231
= 2 200 (correct to 2 significant figures)
QUESTION 5
Question:
In an experiment, it is found that a light takes 0.46457 second to get from point A to point B in a
straight line. State the time taken correct to
d) 2 significant figures.
e) 3 significant figures
f) 4 significant figures
Solution:
a) 0.46 seconds (correct to 2 significant figures)
b) 0.465 seconds (correct to 3 significant figures)
c) 0.4646 second (correct to 4 significant figures)

5/5
Mathematics Form 4
Lesson 02: Standard form.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Write each of the following in standard form:
a) 42
b) 0.06
c) 0.0804
d) 82 000
e) 7 000 000
Solution:
QUESTION 2
Question:
Convert the numbers in standard form to single numbers.
a) 1.2 x 104
b) 9.7 x 108
c) 2.37 x 10-6
d) 1.45 x 10-7
e) 9.8 x 10-9
Solution:
Learning Area: Understand and use the concept of standard form to solve problems.
Mathematics Form 4
QUESTION 3
Question:
Evaluate the following and give your answer in standard form:
a) 6 x 0.004 75
b) 3 000 x 7 000
c) 15 000 x 2 000
d) 90 000 ÷ 300
e) 45 000 ÷ 90
f) 750 000 ÷ 500
Solution:
QUESTION 4
Question:
a) (2.9 x 10-2) + (3.9 x 10-1)
b) 8.53 x 103 + 6.7 x 102
c) 1.4 x 105 – 6.4 x 104
d) 10-6 – 2 x 10-2
e) 1.3 x 103 – 4.1 x 102
Solution:
Mathematics Form 4
QUESTION 5
Question:
There are 127 242 ships calling at the port of Port Klang in1995.
a) Write the exact value of 127 242 in standard form.
b) The total tonnage of these ships was 846 million tonnes. Calculate the average tonnage per
ship in 1995. Give your answer in standard form.
Solution:
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Write each of the following in standard form:
a) 42
b) 0.06
c) 0.0804
d) 82 000
e) 7 000 000
Solution:
a) 4.2 x 101
b) 6 x 10-2
c) 8.04 x 10-2
d) 8.2 x 104
e) 7.0 x 106
QUESTION 2
Question:
Convert the numbers in standard form to single numbers.
a) 1.2 x 104
b) 9.7 x 108
c) 2.37 x 10-6
d) 1.45 x 10-7
e) 9.8 x 10-9
Solution:
a) 12 000
b) 970 000 000
c) 0.000 002 37
d) 0.000 000 145
e) 0.000 000 009 8
Mathematics Form 4
QUESTION 3
Question:
a) 6 x 0.004 75
b) 3 000 x 7 000
c) 15 000 x 2 000
d) 90 000 ÷ 300
e) 45 000 ÷ 90
f) 750 000 ÷ 500
Solution:
a) 0.0285
b) 2.1 x 107
c) 3.0 x 107
d) 5.0 x 102
e) 1.5 x 103
QUESTION 4
Question:
a) (2.9 x 10-2) + (3.9 x 10-1)
b) 8.53 x 103 + 6.7 x 102
c) 1.4 x 105 – 6.4 x 104
d) 10-6 – 2 x 10-2
e) 1.3 x 103 – 4.1 x 102
Solution:
a) 4.19 x 10-1
b) 9.2 x 103
c) 7.6 x 104
d) – 1.999 x 10-2
e) 8.9 x 102
QUESTION 5
Question:
There are 127 242 ships calling at the port of Port Klang in1995.
c) Write the exact value of 127 242 in standard form.
a) The total tonnage of these ships was 846 million tonnes. Calculate the average tonnage per
ship in 1995. Give your answer in standard form.
Solution:
a) 1.272 42 x 105
b) 6.648748 x 103
Lesson 03: Quadratic expressions.
ACTIVITY SHEET
Pupil’s copy
QUESTION 1
Question:
State if the expression given is a quadratic expression in one variable.
x2 + 2x + 1
Solution:
QUESTION 2
Question:
4x2 – 2x + 1
Solution:
QUESTION 3
Question:
1
2
x + 6x + 9
Solution:
QUESTION 4
Question:
p3 + 2p + 1
Solution:
.
QUESTION 5
Question:
s4 – 2s4 – 3
Solution:
Learning Area: Identifying quadratic expressions.

1/4
QUESTION 6
Question:
x – 2x2 + 3
Solution:
QUESTION 7
Question:
w2 – 2w2 + 3
Solution:
QUESTION 8
Question:
y – 2y3 + 9
Solution:
QUESTION 9
Question:
2x2 – 4x – 16
Solution:
QUESTION 10
Question:
3y2 – 2x2 + 4x
Solution:

2/4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
x2 + 2x + 1
Solution:
Yes.
QUESTION 2
Question:
4x2 – 2x + 1
Solution:
Yes.
QUESTION 3
Question:
1
2
x + 6x + 9
Solution:
No.
QUESTION 4
Question:
p3 + 2p + 1
Solution:
No.
QUESTION 5
Question:
s4 – 2s4 – 3
Solution:
No.

3/4
QUESTION 6
Question:
x – 2x2 + 3
Solution:
Yes.
QUESTION 7
Question:
w2 – 2w2 + 3
Solution:
Yes.
QUESTION 8
Question:
y – 2y3 + 9
Solution:
No.
QUESTION 9
Question:
2x2 – 4x – 16
Solution:
Yes.
QUESTION 10
Question:
3y2 – 2x2 + 4x
Solution:
No.

4/4
Mathematics Form 4
Lesson 04: Quadratic expressions from two linear expressions..
Activity Sheet
Pupils’ copy
QUESTION 1
Question:
Form quadratic expressions by multipliying the following expressions:
a) (x + 2)(x + 3)
b) (s + 3)(s + 9)
c) (y + 2)(y + 5)
d) (2y + 3)(y + 1)
e) (3y + 1)(3y + 2)
Solution:
QUESTION 2
Question:
a) (x + 3)(x – 3)
b) (2x + 1)(2x – 1)
c) (2y + 2)(y – 2)
d) (2r + 1)(r – 2)
e) (2s + 3)(2s – 5)
Solution:
Learning Area: Form quadratic expressions by multiplying any two linear expressions.
1/4
Mathematics Form 4
QUESTION 3
Question:
a) (x – 3)(x – 3)
b) (3x – 1)(2x – 1)
c) (4y – 2)(y – 2)
d) (2r – 1)(6r – 2)
e) (2s – 3)(9s – 5)
Solution:
QUESTION 4
Question:
a) (x – 3)(x + 3)
b) (3r – 1)(r + 1)
c) (4t – 2)(t + 2)
d) (3a – 1)(a + 2)
e) (4e – 2)(4e + 2)
Solution:
.
2/4
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
a) (x + 2)(x + 3)
b) (s + 3)(s + 9)
c) (y + 2)(y + 5)
d) (2y + 3)(y + 1)
e) (3y + 1)(3y + 2)
Solution:
a) x2 + 5x + 6
b) s2 + 12s + 27
c) y2 + 7y + 10
d) 2y2 + 5y + 3
e) 9y2 + 9y + 2
QUESTION 2
Question:
a) (x + 3)(x – 3)
b) (2x + 1)(2x – 1)
c) (2y + 2)(y – 2)
d) (2r + 1)(r – 2)
e) (2s + 3)(2s – 5)
Solution:
a) x2 – 9
b) 4x2 – 1
c) 2y2 – 2y – 4
d) 2r2 – 3r – 2
e) 4s2 – 4s – 15
3/4
Mathematics Form 4
QUESTION 3
Question:
a) (x – 3)(x – 3)
b) (3x – 1)(2x – 1)
c) (4y – 2)(y – 2)
d) (2r – 1)(6r – 2)
e) (2s – 3)(9s – 5)
Solution:
a) x2 – 6x + 9
b) 6x2 – 5x + 1
c) 4y2 – 10y + 4
d) 12r2 – 10r + 2
e) 18s2 – 37s + 15
QUESTION 4
Question:
a) (x – 3)(x + 3)
b) (3r – 1)(r + 1)
c) (4t – 2)(t + 2)
d) (3a – 1)(a + 2)
e) (4e – 2)(4e + 2)
Solution:
a) x2 – 9
b) 3r2 + 2r – 1
c) 4t2 + 6t – 4
d) 3a2 + 5a – 2
e) 16e2 – 4
4/4
Mathematics Form 4
Lesson 05: Quadratic expressions from everyday life situations.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
A rectangular shaped aquarium has the width of 3 cm more than its height and the length of 20 cm.
If the height is x cm, can we form the quadratic expression for the volume of the aquarium?
Solution:
QUESTION 2
Question:
Aishah has a piece of rectangular shaped carpet in her bedroom. Its measurements are as shown in
the diagram. Can we help her find the area of the carpet?
2x m
(3x + 1) m
Solution:
Learning Area: Form quadratic expressions based on specific situations.

Mathematics Form 4
QUESTION 3
Question:
Mr Ahmad drives to his office every morning. He drive at the speed of (s − 2) metre/minute for 4s
minutes. Form the quadratic expression for the distance between his house and his office.
Solution:
QUESTION 4
Question:
Yusof Music organise a concert in which some local artist to performing. There are 20n numbers of
VIP tickets sold for RM n and 5000 normal tickets sold at RM 7 each. Form a quadratic expression
for the collection for the concert if all the tickets were sold.
Solution:
QUESTION 5
Question:
Mustapha inherits two pieces of land from his grandfather. One piece of land is square in shape
with sides of 50x metres and the area of the other piece is 2000 square metres. Find the total area of
the two pieces of lands.
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
A rectangular shaped aquarium has the length of 20 cm and the width of 3 cm more than its height.
If the height is x cm, can we form the quadratic expression for the volume of the swimming pool?
Solution:
Formula for volume is:
Volume = length × width × height
= 20 cm × (x + 3) cm × x cm
= [20 × (x2 + 3x)] cm3
= (20x2 + 60x) cm3
QUESTION 2
Question:
Aishah has a piece of rectangular shaped carpet in her bedroom. Its measurements are as shown in
the diagram. Can we help her find the area of the carpet?
2x m
(3x + 1) m
Solution:
The formula for the area is:
Area = width × length
= 2x × (3x + 1)
= 6x2 + 2x
QUESTION 3
Question:
Mr Ahmad drives to his office every morning. He drive at the speed of (s − 2) km/minute for 4s
minutes. Form the quadratic expression for the distance between his house and his office.
Solution:
The formula for distance is:
Distance = speed × time
= (s – 2) km/minute × 4s minutes
= 4s2 – 8s km

Mathematics Form 4
QUESTION 4
Question:
Yusof Music organise a concert in which some local artist to performing. There are 20m numbers
of VIP tickets sold for RM m and 5 000 normal tickets sold at RM 7 each. Form a quadratic
expression for the collection for the concert if all the tickets were sold.
Solution:
The collection for all the tickets = RM (20m × m) + RM (5 000 × 7)
= RM (20m2 + 35 000)
QUESTION 5
Question:
Mustapha inherits two pieces of land from his grandfather. One piece of land is square in shape
with sides of 50t metres and the area of the other piece is 2000 square metres. Find the total area of
the two pieces of lands.
Solution:
The total area of the two pieces of land = (50t × 50t) m2 + 2000 m2
= (2500t2 + 2000) m2

Mathematics Form 4
Lesson 06: Quadratic expressions of the form ax2 + bx + c, where b = 0 or c = 0
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Factorise the given quadratic expression.
6x2 + 9
Solution:
QUESTION 2
Question:
12 – 3r2
Solution:
QUESTION 3
Question:
5w2 – 5
Solution:
QUESTION 4
Question:
16y2 + 8
Solution:
.
QUESTION 5
Question:
6s2 + 18
Solution:
Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

where b = 0 or c = 0. 1/4
Mathematics Form 4
QUESTION 6
Question:
Factorise 8x2 + 6y.
Solution:
QUESTION 7
Question:
Factorise 12r2 – 2r.
Solution:
QUESTION 8
Question:
Factorise 10w – 4w2
Solution:
QUESTION 9
Question:
Factorise 7y2 + 28y.
Solution:
QUESTION 10
Question:
Factorise 9s2 – 27s.
Solution:

where b = 0 or c = 0. 2/4
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
6x2 + 9
Solution:
6x2 + 9 = 3(2x2 + 3)
QUESTION 2
Question:
12 – 3r2
Solution:
12 – 3r2 = 3(4 – r2)
QUESTION 3
Question:
5w2 – 5
Solution:
5w2 – 5 = 5(w2 – 1)
QUESTION 4
Question:
16y2 + 8
Solution:
. 16y2 + 8 = 8(2y2 + 1)
QUESTION 5
Question:
6s2 + 18
Solution:
6s2 + 18 = 6(s2 + 3)

where b = 0 or c = 0. 3/4
Mathematics Form 4
QUESTION 6
Question:
Factorise 8x2 + 6y.
Solution:
8x2 + 6y = 2(4x2 + 3y)
QUESTION 7
Question:
Factorise 12r2 – 2r.
Solution:
12r2 – 2r = 2(6r2 – r)
QUESTION 8
Question:
Factorise 10w – 4w2
Solution:
10w – 4w2 = 2(5w – 2w2)
QUESTION 9
Question:
Factorise 7y2 + 28y.
Solution:
7y2 + 28y = 7(y2 + 4y)
QUESTION 10
Question:
Factorise 9s2 – 27s.
Solution:
9s2 – 27s = 9(s2 – 3s)

where b = 0 or c = 0. 4/4
Mathematics Form 4
Lesson 07: Quadratic expressions of the form px2 - q where p and q are perfect squares
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
4x2 – 16
Solution:
QUESTION 2
Question:
25 – r2
Solution:
QUESTION 3
Question:
9w2 – 1
Solution:
QUESTION 4
Question:
4y2 – 16
Solution:
.
QUESTION 5
Question:
64s2 – 25
Solution:
Learning Area: Factorise quadratic expressions of the form px2 – q,

where p and q are perfect squares. 1/5
Mathematics Form 4
QUESTION 6
Question:
4 x2
Factorise –
9 49
Solution:
QUESTION 7
Question:
1
Factorise – x2
25
Solution:
QUESTION 8
Question:
Factorise 100 – 4w2
Solution:
QUESTION 9
Question:
Factorise 81y2 – 1.
Solution:
QUESTION 10
Question:
Factorise 144 – 121s2.
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
4x2 – 16
Solution:
4x2 – 16 = (2x)2 – 42
= (2x – 4)(2x + 4)
QUESTION 2
Question:
25 – r2
Solution:
25 – r2 = 52 – r2
= (5 – r)(5 + r)
QUESTION 3
Question:
9w2 – 1
Solution:
9w2 – 1 = (3w)2 – 12
= (3w – 1)(3w + 1)
QUESTION 4
Question:
4y2 – 16
Solution:
4y2 – 16 = (2y)2 – 42
= (2y – 4)(2y + 4)

Mathematics Form 4
QUESTION 5
Question:
64s2 – 25
Solution:
64s2 – 25 = (8s)2 – 52
= (8s – 5)(8s + 5)
QUESTION 6
Question:
4 x2
Factorise -
9 49
Solution:
2 2
4 x2 2  x
- =   − 
9 49 3 7
2 x 2 x
=  −  + 
3 7 3 7

Mathematics Form 4
QUESTION 7
Question:
1
Factorise – r2
25
Solution:
2
1 1 2
− r_ =  –r
25 5
1  1 
 − r  + r 
= 5  5 
QUESTION 8
Question:
Factorise 100 – 4w2
Solution:
100 – 4w2 = 102 – (2w)2
= (10 – 2w)(10 + 2w)
QUESTION 9
Question:
Factorise 81y2 – 1.
Solution:
81y2 – 1 = (9y)2 – 12
= (9y – 1)(9y + 1)
QUESTION 10
Question:
Factorise 144 – 121s2.
Solution:
144 – 121s2 = 122 – (11s)2
= (12 – 11s)(12 + 11s)

Mathematics Form 4
Lesson 08: Quadratic expressions of the form ax2 + bx + c, where a,b and c ≠ 0
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
4x2 + 22x + 28
Solution:
QUESTION 2
Question:
10 – 14r – 12r2
Solution:
QUESTION 3
Question:
2w2 + w – 1
Solution:
QUESTION 4
Question:
2y2 + 5y – 12
Solution:
.
QUESTION 5
Question:
24s2 + 49s + 15
Solution:

where a, b and c are not equal to zero. 1/4
Mathematics Form 4
QUESTION 6
Question:
Factorise 9 – 9x – 4x2.
Solution:
QUESTION 7
Question:
Factorise 16 – 6r – r2.
Solution:
QUESTION 8
Question:
Factorise 10 – w – 3w2
Solution:
QUESTION 9
Question:
Factorise 7y2 + 10y – 8.
Solution:
QUESTION 10
Question:
Factorise 2s2 + 7s + 6.
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
4x2 + 22x + 28
Solution:
4x2 + 22x + 28 = (2x + 4)(2x + 7)
QUESTION 2
Question:
10 – 14r – 12r2
Solution:
10 – 14r – 12r2 = (5 – 3r)(2 + 4r)
QUESTION 3
Question:
2w2 + w – 1
Solution:
2w2 + w – 1 = (2w – 1)(w + 1)
QUESTION 4
Question:
2y2 + 5y – 12
Solution:
2y2 + 5y – 12 = (2y – 3)( y + 4)
QUESTION 5
Question:
24s2 + 49s + 15
Solution:
24s2 + 49s + 15 = (8s + 3)(3s + 5)

Mathematics Form 4
QUESTION 6
Question:
Factorise 9 – 9x – 4x2.
Solution:
9 – 9x – 4x2 = (3 – 4x)(3 + x)
QUESTION 7
Question:
Factorise 16 – 6r – r2.
Solution:
16 – 6r – r2 = (2 – r)(8 + r)
QUESTION 8
Question:
Factorise 10 – w – 3w2
Solution:
10 – w – 3w2 = (5 – 3w)(2 + w)
QUESTION 9
Question:
Factorise 7y2 + 10y – 8.
Solution:
7y2 + 10y – 8 = (7y – 4)( y + 2)
QUESTION 10
Question:
Factorise 2s2 + 7s + 6.
Solution:
2s2 + 7s + 6 = (2s + 3)(s + 2)

Mathematics Form 4
Lesson 09: Quadratic expressions with common factor coefficients
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
4x2 + 28x + 24
Solution:
QUESTION 2
Question:
12t2 – 14t – 10
Solution:
QUESTION 3
Question:
18u2 + 6u – 24
Solution:
QUESTION 4
Question:
21y2 − 36y – 12
Solution:
.
QUESTION 5
Question:
28r2 − 14r − 84
Solution:
Learning Area: Factorise quadratic expressions containing coefficients with common

factors. 1/5
Mathematics Form 4
QUESTION 6
Question:
Factorise 30a2 + 55a − 50.
Solution:
QUESTION 7
Question:
Factorise 8b2 − 32.
Solution:
QUESTION 8
Question:
Factorise 30 – 3w – 9w2.
Solution:
QUESTION 9
Question:
Factorise 18y2 – 6y – 24.
Solution:
QUESTION 10
Question:
Factorise 24 − 56x − 16x2.
Solution:

factors. 2/5
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
4x2 + 28x + 24
Solution:
4x2 + 28x + 24 = 4(x2 + 7x + 6)
= 4(x + 1)(x + 6)
QUESTION 2
Question:
12t2 – 14t – 10
Solution:
12t2 – 14t – 10 = 2(6t2 − 7t − 5)
= 2(2t + 1)(3t −5)
QUESTION 3
Question:
18u2 + 6u – 24
Solution:
18u2 + 6u – 24 = 6(3u2 + u − 4)
= 6(3u + 4)(u − 1)
QUESTION 4
Question:
21y2 − 36y – 12
Solution:
21y2 − 36y – 12 = 3(7y2 − 12y − 4)
= 3(7y + 2)(y − 2)

factors. 3/5
Mathematics Form 4
QUESTION 5
Question:
28r2 −14r − 84
Solution:
28r2 −14r − 84 = 14(2r2 − r − 6)
= 14(2r − 3)(r + 2)

factors. 4/5
Mathematics Form 4
QUESTION 6
Question:
Factorise 30a2 + 55a − 50.
Solution:
30a2 + 55a − 50 = 5(6a2 + 11a _ 10)
= 5(2a + 5)(3a − 2)
QUESTION 7
Question:
Factorise 8b2 − 32.
Solution:
8b2 − 32 = 8(b2 − 4)
= 8(b − 2)(b + 2)
QUESTION 8
Question:
Factorise 30 – 3w – 9w2.
Solution:
30 – 3w – 9w2 = 3(10 − w − 3w2)
= 3(5 – 3w)(2 + w)
QUESTION 9
Question:
Factorise 18y2 − 6y – 24.
Solution:
18y2 − 6y – 24 = 3(6y2 − 2y − 8)
= 3(3y – 4)( 2y + 2)
QUESTION 10
Question:
Factorise 24 − 56x − 16x2.
Solution:
24 − 56x − 16x2 = 4(6 − 14x − 4x2)
= 4(3 − x)(2 − 4x)

factors. 5/5
Mathematics Form 4
Lesson 10: Quadratic equations and their general forms
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Is “12k2 + k + 2 = 0” a quadratic equation with one unknown? State the reason for your answer.
Solution:
QUESTION 2
Question:
Is “4 + 12t + t2 = t – 2” a quadratic equation with one unknown? State the reason for your answer.
Solution:
QUESTION 3
Question:
Identify if the equation given is a quadratic equation with one unknown.
3u – 5 = 0
Solution:
QUESTION 4
Question:
3e – 4 = 5f2
Solution:
.
QUESTION 5
Question:
2p2 + 9p = 15
Solution:
Learning Area: 1. Identify quadratic equations with one unknown;

2. Write quadratic equations in general form i.e. ax2 + bx + c 1/5
Mathematics Form 4
QUESTION 6
Question:
Write the given quadratic equation in general form i.e. ax2 + bx + c.
5c2 − 2c = 25
Solution:
3 + 2e+ 3e2 = e – 2
QUESTION 7
Question:
x2 – 5x = 3x2 + 14
Solution:
QUESTION 8
Question:
1 + 9t = 12t2 – 5
Solution:
QUESTION 9
Question:
State the values of a, b and c when 5 + 4p – p2 = –3p + 17 is written in general form.
Solution:
QUESTION 10
Question:
Write –2a + 8 = 2a2 – 1 in the general form.
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Is “12k2 + k + 2 = 0” a quadratic equation with one unknown? State the reason for your answer.
Solution:
Yes, because it has one unknown and the highest power of the unknown is equal to 2.
QUESTION 2
Question:
Is “4 + 12t + t2 = t – 2” a quadratic equation with one unknown? State the reason for your answer.
Solution:
Yes, because it has one unknown and the highest power of the unknown is equal to 2.
QUESTION 3
Question:
3u – 5 = 0
Solution:
No.
QUESTION 4
Question:
3e – 4 = 5f2
Solution:
No

Mathematics Form 4
QUESTION 5
Question:
2p2 + 9p = 15
Solution:
Yes.

Mathematics Form 4
QUESTION 6
Question:
5c2 – 2c = 25
Solution:
5c2 – 2c – 25 = 0
QUESTION 7
Question:
x2 – 5x = 3x2 + 14
Solution:
2x2 + 5x + 14 = 0
QUESTION 8
Question:
1 + 9t = 12t2 – 5
Solution:
12t2– 4 – 9t = 0
QUESTION 9
Question:
State the values of a, b and c when 5 + 4p – p2 = –3p + 17 is written in general form.
Solution:
p2 – 7p + 12 = 0, a = 1, b = –7 and c = 12.
QUESTION 10
Question:
Write –2a + 8 = 2a2 – 1 in the general form.
Solution:
2a2 + 2a – 9 = 0

Mathematics Form 4
Lesson 11: Quadratic equations based on specific situations.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
The area of a school field is 200 m2. Its length is 5 m longer than the width. Form a quadratic
equation based on the situation.
Solution:
QUESTION 2
Question:
Abu Bakar builds a rectangular shaped dining table himself. The measurements of the table top are
as shown in the diagram. Can we help him find the quadratic equation to represent the situation?
3a m
Area = 2m
(2a + 4) m
Solution:
Learning Area: Form quadratic equations based on specific situations.

1/6
Mathematics Form 4
QUESTION 3
Question:
Ali and Din went for a cycling trip. Ali cycles at the speed of (r − 2) metre/minute for 4r minutes
while the distance travelled by Din is 2 670 m. The total distance travelled by both of them is 4 km.
Form the quadratic equation to represent the situation above.
Solution:
QUESTION 4
Question:
Siew Leng brother is 3 years younger than her and her grandfather’s age is 5 times the product of
both their ages. Her grandfather’s age is 65. Form a quadratic equation to represent the situation
given.
Solution:

2/6
Mathematics Form 4
QUESTION 5
Question:
The number of girls in a class is half of the number of boys. If the product of multiplication
between the number of girls and the number of boys is equal to 6 times the sum of the girls and
boys, form a quadratic equation to represent the situation.
Solution:

3/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
The area of a school field is 200 m2. Its length is 5 m longer than the width. Form a quadratic
equation based on the situation.
Solution:
Area = width x length
Let the width be x, therefore the length is x +5
200 = x (x + 5)
200 = x2 + 5x
x2 + 5x – 200 = 0
QUESTION 2
Question:
Abu Bakar builds a rectangular shaped dining table himself. The measurements of the table top are
as shown in the diagram. Can we help him find the quadratic equation to represent the situation?
3a m
Area = 2m
(2a + 4) m
Solution:
Area = width x length
2 = 3a (2a + 4)
2 = 6a2 + 12a
2
6a + 12a – 2 = 0

4/6
Mathematics Form 4
QUESTION 3
Question:
Ali and Din went for a cycling trip. Ali cycles at the speed of (r _ 2) metre/minute for 4r minutes
while the distance travelled by Din is 2 670 m. The total distance travelled by both of them is 4 km.
Form the quadratic equation to represent the situation above.
Solution:
The distance travelled by Ali + The distance travelled by Din = The total distance travelled.
[(r – 2) _ 4r] m + 2 670 = 4 000
4r2 – 8r + 2 670 = 4 000
4r2 – 8r – 1330 = 0
QUESTION 4
Question:
Siew Leng brother is 3 years younger than her and her grandfather’s age is 5 times the product of
both their ages. Her grandfather’s age is 65. Form a quadratic equation to represent the situation
given.
Solution:
Let Siew Leng age be y.
5 × (Siew Leng’s age) x (Her brother’s age) = Her grandfather’s age
5 × (y) × (y – 3) = 65
5y (y – 3) = 65
5y2 – 15y = 65
5y2 – 15y – 65 = 0

5/6
Mathematics Form 4
QUESTION 5
Question:
The number of girls is a class is half of the number of boys. If the product of multiplication between
the number of girls and the number of boys is equal to 6 times the sum of the girls and boys, form a
quadratic equation to represent the situation.
Solution:
Let the number of girls be g and the number of boys be 2g.
The number of girls x The number of boys = 6 (The number of girls + The number of boys)
Substitute the values into the formula

g x 2g = 6(g + 2g)
2g2 = 6g + 12g
2g2 = 18g
Form a quadratic equation

2g2 – 18g = 0

6/6
Mathematics Form 4
Lesson 12: Roots of quadratic equation
ACTIVITY SHEET
Teacher’s copy
QUESTION 2
Question:
Determine if r = 4 and r = −2 are the roots of the quadratic equation,
r2 − 2r − s8 = 0
Solution:
QUESTION 3
Question:
Determine if w = 2 and w = −2 are the roots of the quadratic equation,
2w2 − w −1 = 0
Solution:
QUESTION 4
Question:
Determine if y = 1 is a root of the quadratic equation,
2y2 + 4y – 6 = 0.
Solution:
.
QUESTION 5
Question:
Determine if p = 0 and p = 5 are the roots of the quadratic equation,
p2 – 5p = 0.
Solution:
Learning Area: Determine whether a given value is the root of a specific quadratic
equation. 1/7
Mathematics Form 4
QUESTION 6
Question:
Determine if x = 3 and x = −3 are the roots of the quadratic equation,
9 – 9x – 4x2 = 0.
Solution:
QUESTION 7
Question:
1 1
Determine if x = , and x = − are the roots of the quadratic equation 4x 2 − 1 = 0
2 2
Solution:
QUESTION 8
Question:
1 1
Determine if y = , and y = − are the roots of the quadratic equation 16y 2 − 1 = 0
4 4
Solution:
QUESTION 9
Question:
1 1
Determine if s = , and s = − are the roots of the quadratic equation 3s 2 − 1 = 0
3 3
Solution:
QUESTION 10
Question:
1 1
Determine if t = , and t = − are the roots of the quadratic equation 9t 2 − 1 = 0
3 3
Solution:
equation. 2/7
Mathematics Form 4
QUESTION 1
Question:
Determine if x = 2 and x = −3 is the root of the equation,
x2 + x – 6 = 0.
Solution:
x2 + x – 6 = (2)2 + (2) − 6
= (4) + 2 − 6
=0
x2 + x – 6 = (−3)2 + (−3) − 6
= (9) − 3 − 6
=0
Both x = 2 and x = −3 are the roots of the quadratic equation x2 + x – 6 = 0.
QUESTION 2
Question:
Determine if r = 4 and r = _2 are the roots of the quadratic equation,
r2 − 2r − 8 = 0
Solution:
r2 −2r − 8 = (4)2 − 2(4) − 8
= 16 − 8 − 8
=0
r − 2r − 8 = (−2)2 − 2(−2) − 8
2
=4+4−8
=0
Both r = 4 and r = −2 are the roots of the quadratic equation r2 − 2r − 8 = 0
equation. 3/7
Mathematics Form 4
QUESTION 3
Question:
Determine if w = 2 and w = −2 are the roots of the quadratic equation,
2w2 − w −1 = 0
Solution:
2w2 − w – 1 = 2(2)2 − (2) − 1
=8−2−1
=5
2w − w – 1 = 2(−2)2 − (−2) − 1
2
=8+2−1
=9
Both w = 2 and w = −2 are not the roots of the quadratic equation 2w2 − w − 1 = 0.
QUESTION 4
Question:
Determine if y = 1 is a root of the quadratic equation,
2y2 + 4y – 6 = 0.
Solution:
2y2 + 4y – 6 = 2(1)2 + 4(1) − 6
=2+4−6
=0
y = 1 is a root of the quadratic equation, 2y2 + 4y – 6 = 0.
QUESTION 5
Question:
Determine if p = 0 and p = 5 are the roots of the quadratic equation,
p2 – 5p = 0.
Solution:
p2 – 5p = (0)2 − 5(0)
=0
p – 5p = (5)2 − 5(5)
2
= 25 − 25
=0
Both p = 0 and p = 5 are the roots of the quadratic equation p2 – 5p = 0.
equation. 4/7
Mathematics Form 4
QUESTION 6
Question:
Determine if x = 3 and x = − 3 are the roots of the quadratic equation,
9 – 9x – 4x2 = 0.
Solution:
9 – 9x – 4x2 = 9 − 9(3) − 4(3)2
= 9 − 27 − 36
= − 54
9 – 9x – 4x = 9 − 9(−3) − 4(−3)2
2
= 9 + 27 − 36
=0
x = 3 is not the roots of the quadratic equation 9 – 9x – 4x2 = 0, while x = −3 is the root of the
quadratic equation.
equation. 5/7
Mathematics Form 4
QUESTION 7
Question:
1 1
Determine if x = , and x = − are the roots of the quadratic equation 4x 2 − 1 = 0
2 2
Solution:
1 1
4 x 2 − 1 = 4( ) 2 − 1 4 x 2 − 1 = 4(− ) 2 − 1
2 2
1 1
= 4( ) − 1 = 4( ) − 1
4 4
=1-1 =1-1
=0 =0
1 1
Both x = , and x = − are the roots of the quadratic equation, 4x 2 − 1 = 0
2 2
QUESTION 8
Question:
1 1
Determine if y = , and y = − are the roots of the quadratic equation 16y 2 − 1 = 0
4 4
Solution:
1 1
16 y 2 − 1 = 16( ) 2 − 1 16 y 2 − 1 = 16(− ) 2 − 1
4 4
1 1
= 16( ) − 1 = 16( ) − 1
16 16
=1-1 =1-1
=0 =0
1 1
Both y = , and y = − are the roots of the quadratic equation, 16y 2 − 1 = 0
4 4
equation. 6/7
Mathematics Form 4
QUESTION 9
Question:
1 1
Determine if s = , and s = − are the roots of the quadratic equation 3s 2 − 1 = 0
3 3
Solution:
1 1
3s 2 − 1 = 3( ) 2 − 1 3s 2 − 1 = 3(− ) 2 − 1
3 3
1 1
= 3( ) − 1 = 3( ) − 1
9 9
1 1
= −1 = −1
3 3
2 2
=− =−
3 3
1 1
Both s = , and s = − are not the roots of the quadratic equation, 3s 2 − 1 = 0
3 3
QUESTION 10
Question:
1 1
Determine if t = , and t = − are the roots of the quadratic equation 9t 2 − 1 = 0
3 3
Solution:
1 1
9t 2 − 1 = 9( ) 2 − 1 9t 2 − 1 = 9(− ) 2 − 1
3 3
1 1
= 9( ) − 1 = 9( ) − 1
9 9
=1-1 =1-1
=0 =0
1 1
Both t = , and t = − are the roots of the quadratic equation, 9t 2 − 1 = 0
3 3
equation. 7/7
Mathematics Form 4
Lesson 13: Solutions for quadratic equations by trial and error.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Determine the solution for h2 + 17h + 16 = 0 by trial and error method.
Solution:
QUESTION 2
Question:
Determine the solution for a2 − 9a + 14 = 0 by trial and error method.
Solution:
QUESTION 3
Question:
Determine the solution for z2 + 7n + 10 = 0 by trial and error method.
Solution:
QUESTION 4
Question:
Determine the solution for p2 + 8p − 9 = 0 by trial and error method.
Solution:
.
QUESTION 5
Question:
Determine the solution for b2 + 6b + 8 = 0 by trial and error method.
Solution:
Learning Area: Determine the solutions for quadratic equations by trial and error.
1/7
Mathematics Form 4
QUESTION 6
Question:
Determine the solution for 2x2 + 7x + 3 = 0 by trial and error method.
Solution:
QUESTION 7
Question:
Determine the solution for 2y2 + 8y + 6 = 0 by trial and error method.
Solution:
QUESTION 8
Question:
Determine the solution for 9x2 − 12x + 4 = 0 by trial and error method.
Solution:
QUESTION 9
Question:
Determine the solution for 3 − n − 2n2 = 0 by trial and error method.
Solution:
QUESTION 10
Question:
Determine the solution for 12q2 + 18q + 6 = 0 by trial and error method.
Solution:
2/7
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Determine the solution for h2 + 17h + 16 = 0 by trial and error method.
Solution:
h2 + 17h + 16 = (−16)2 + 17(−16) + 16
= 256 − 272 + 16
=0
h + 17h + 16 = (−1)2 + 17(−1) + 16
2
= 1−17 + 16
=0
h = −1 or h = −16
QUESTION 2
Question:
Determine the solution for a2 − 9a + 14 = 0 by trial and error method.
Solution:
a2 − 9a + 14 = (2)2 − 9(2) + 14
= 4 − 18 + 14
=0
a2 − 9a + 14 = (7)2 − 9(7) + 14
= 49 − 63 + 14
=0
a = 2 or a = 7
3/7
Mathematics Form 4
QUESTION 3
Question:
Determine the solution for n2 + 7n + 10 = 0 by trial and error method.
Solution:
n2 + 7n + 10 = (− 2)2 + 7(−2) + 10
= 4 − 14 + 10
=0
n + 7n + 10 = (−5)2 + 7(−5) + 10
2
= 25 − 35 + 10
=0
n = −2 or n = −5
QUESTION 4
Question:
Determine the solution for p2 + 8p − 9 = 0 by trial and error method.
Solution:
p2 + 8p − 9 = (1)2 + 8(1) − 9
=1+8−9
=0
p2 + 8p − 9 = (− 9)2 + 8(−9) − 9
= 81 − 72 − 9
=0
p = 1 or p = −9
4/7
Mathematics Form 4
QUESTION 5
Question:
Determine the solution for b2 + 6b + 8 = 0 by trial and error method.
Solution:
b2 + 6b + 8 = (− 2)2 + 6(−2) + 8
= 4 − 12 + 8
=0
b2 + 6b + 8 = (− 4)2 + 6(−4) + 8
= 16 − 24 + 8
=0
b = −2 or b = −4
QUESTION 6
Question:
Determine the solution for 2x2 + 7x + 3 = 0 by trial and error method.
Solution:
2x2 + 7x + 3 = 2(−1/2)2 + 7(−1/2) +3
= 1/2 − 7/2 + 3
=0
2x2 + 7x + 3 = 2(−3)2 + 7(−3) +3
= 18 − 21 + 3
=0
x = −1/2 or x = −3
5/7
Mathematics Form 4
QUESTION 7
Question:
Determine the solution for 2y2 + 8y + 6 = 0 by trial and error method.
Solution:
2y2 + 8y + 6 = 2(−1)2 + 8(−1) + 6
=2−8+6
=0
2y + 8y + 6 = 2(−3)2 + 8(−3) + 6
2
= 18 − 24 + 6
=0
y = −1 or y = −3
QUESTION 8
Question:
Determine the solution for 9x2 − 12x + 4 = 0 by trial and error method.
Solution:
9x2 − 12x + 4 = 9(2/3)2 − 12(2/3) + 4
=4−8+4
=0
x = 2/3
QUESTION 9
Question:
Determine the solution for 3 − n − 2n2 = 0 by trial and error method.
Solution:
3 − n − 2n2 = 3 − (1) − 2(1)2
=3−1−2
=0
3 − n − 2n = 3 − (−3/2) − 2(_3/2)2
2
= 3 + 3/2 − 9/2
=0
n = 1 or n = −3/2
Question:
Determine the solution for 12q2 + 18q + 6 = 0 by trial and error method.
Solution:
12q2 + 18q + 6 = 12(−1/2)2 + 18(−1/2) + 6
=3−9+6
=0
12q + 18q + 6 = 12(−1)2 + 18(−1) + 6
2
= 12 − 18 + 6
=0
qLearning
= −1/2 or −1
Area: Determine the solutions for quadratic equations by trial and error.
6/7
Mathematics Form 4
7/7
Mathematics Form 4
Lesson 14: Solutions for quadratic equations by factorisation.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Determine the solution for p2 − 5p + 6 = 0 by factorisation.
Solution:
QUESTION 2
Question:
Determine the solution for 6m2 + 5m +1 = 0 by factorisation.
Solution:
QUESTION 3
Question:
Determine the solution for 3m2 + 3m − 6 = 0.
Solution:
QUESTION 4
Question:
Determine the solution for b2 + 3b − 10 = 0.
Solution:
.
QUESTION 5
Question:
Factorise j2 + 7j + 12 and determine the solution for j2 + 7j + 12 = 0.
Solution:
Learning Area: Determine the solutions for quadratic equations by factorisation.

1/6
Mathematics Form 4
QUESTION 6
Question:
Factorise x2 + 5x + 6 and determine the solution for x2 + 5x + 6 = 0.
Solution:
QUESTION 7
Question:
Determine the solution for w2 − 13w + 36 = 0 by factorisation.
Solution:
QUESTION 8
Question:
Determine the solution for x2 − 4x − 5 = 0 by factorisation.
Solution:
QUESTION 9
Question:
What is the solution for t2 − 10t + 25 = 0 by factorisation?
Solution:
QUESTION 10
Question:
What is the solution for 12r2 − 12r + 3 = 0 by factorisation?
Solution:

2/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Determine the solution for p2 − 5p − 6 = 0 by factorisation.
Solution:
p2 − 5p − 6 = (p + 1)(p − 6)
p+1=0
p = −1
p−6=0
p=6
p = −1 or p = 6
QUESTION 2
Question:
Determine the solution for 6m2 + 5m +1 = 0 by factorisation.
Solution:
6m2 + 5m +1 = (2m + 1)(3m + 1)
2m + 1 = 0
2m = −1
m = −1/2
3m + 1 = 0
3m = −1
m = _1/3
m = −1/2 or m = −1/3
QUESTION 3
Question:
Determine the solution for 3m2 + 3m − 6 = 0.
Solution:
3m2 + 3m − 6 = 3(m2 + m − 2)
= 3(m − 1)(m + 2)
m−1=0
m=1
m+2=0
m = −2
m = 1or m = −2

3/6
Mathematics Form 4
QUESTION 4
Question:
Determine the solution for b2 + 3b − 10 = 0.
Solution:
b2 + 3b − 10 = (b + 5)(b − 2)
b+5=0
b = −5
b−2=0
b=2
b = 2 or b = −5
QUESTION 5
Question:
Factorise j2 + 7j + 12 and determine the solution for j2 + 7j + 12 = 0.
Solution:
j2 + 8j + 12 = (j + 2)(j +6)
j+2=0
j = −2
j+6=0
j = −6
j = −2 or j = −6
QUESTION 6
Question:
Factorise x2 + 5x + 6 and determine the solution for x2 + 5x + 6 = 0.
Solution:
x2 + 5x + 6 = (x + 3)(x + 2)
x+3=0
x = −3
x+2=0
x = −2
x = −3 or x = −2

4/6
Mathematics Form 4
QUESTION 7
Question:
Determine the solution for w2 15w + 36 = 0 by factorisation.
Solution:
w2 − 15w + 36 = (w − 3)(w − 12)
w−3=0
w=3
w − 12 = 0
w = 12
w = 3 or w = 12
QUESTION 8
Question:
Determine the solution for x2 − 4x − 5 = 0 by factorisation.
Solution:
x2 − 4x − 5 = (x − 5)(x + 1)
x−5=0
x=5
x+1=0
x = −1
x = 5 or x = −1
QUESTION 9
Question:
What is the solution for t2 − 10t + 25 = 0 by factorisation?
Solution:
t2 + t − 30 = (t − 5)(t + 6)
t−5=0
t=5
t+6=0
t = −6
t = 5 or t = −6
QUESTION 10
Question:
What is the solution for 12r2 − 12r + 3 = 0 by factorisation?
Solution:
12r2 − 12r + 3 = 3(4r2 − 4r +1)
= 3(2r − 1)(2r − 1)
2r − 1 = 0
2r = 1
r = 1/2
5/6
Mathematics Form 4

6/6
Mathematics Form 4
Lesson 15: Quadratic equations in everyday life
QUESTION 1
ACTIVITY SHEET
Pupils’ copy
Question:
A rectangular shaped playing field has a length which is 13 m more than its width. If the area is
30 m2, find the length and width of the field.
Solution:
QUESTION 2
Question:
A piece of wood was used to form a square. If the area of the square is 25 m2, determine the length
of one side of the square.
Solution:
Learning Area: Solve problems involving quadratic equations.

1/6
Mathematics Form 4
QUESTION 3
Question:
Ali owns a few houses in the rural area. He wishes to sell some of them to invest in one of his
investment plans. He offers to sell n number of houses for RM600 000 and if the number of houses
increases by 1, then the price for the price of each house will be reduce by RM50 000. Determine
the number of houses he offers for sale in the first offer.
Solution:
QUESTION 4
Question:
Encik Ahmad arranged 48 flower pots in a few rows in his garden. He re-arranges the flower pots
and found that if he adds 4 flower pots to every row he will have 1 row less than the first
arrangement. Determine the number of flower pots per row in the first arrangement.
Solution:

2/6
Mathematics Form 4
QUESTION 5
Question:
A swimming pool has the length of 12 m and the width of 8 m. A fence is build at the distance of x
metre around it. If the area of the swimming pool is equal to the area of the land bounded by the
fence, determine the value of x.
Solution:

3/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
A rectangular shaped playing field has a length which is 13 m more than its width. If the area is 30
m2, find the length and width of the room.
Solution:
Formula Area = width x length
Let the width = w, therefore the length = w + 13
Substitute the given values into the formula
Area = width _ length
30 = w x (w + 13)
30 = w2 + 13w
W2 + 13w − 30 = 0
(w − 2)(w + 15) = 0
w − 2 = 0 w + 15 = 0
w=2 w = −15
Therefore we can say the width is equal to 2m and the length is equal to 15m.
QUESTION 2
Question:
A piece of wood was used to form a square. If the area of the square is 25 m2, determine the length
of one side of the square.
Solution:
Formula Area of a square = length x width
Length = width = s
Therefore,
Area = s2
25 = s2
s =√25
s=5
The length of one side of the square is 5m.

4/6
Mathematics Form 4
QUESTION 3
Question:
Ali owns a few houses in the rural area. He wishes to sell some of them to invest in one of his
investment plans. He offers to sell n number of houses for RM600 000 and if the number of houses
increases by 1, then the price for the price of each house will be reduce by RM50 000. Determine
the number of houses he offers for sale in the first offer.
Solution:
The difference of price of a house of the 2 offers is RM50000.
Therefore,
600 000 600 000
− = 50000
n n +1
600 000 600 000
n(n + 1) − n(n + 1) = n(n + 1)50000
n n +1
(600000n + 600000) − 600000n = 50000n(n + 1)
600000 = 50000n 2 + 50000n
50000n2 + 50000n – 600000
50000(n 2 + n − 12) = 0
50000(n − 3)(n + 4) = 0
n = 3 or − 4
We can conclude that the number of houses offer for sale in the first offer is 3.
QUESTION 4
Question:
Encik Ahmad arranged 48 flower pots in a few rows in his garden. He re-arranges the flower pots
and found that if he adds 4 flower pots to every row he will have 1 row less than the first
arrangement. Determine the number of flower pots per row in the first arrangement.
Solution:
The difference of rows of the two arrangements is 3.
Therefore,
48 48
− =1
n n+ 4
48 48
n(n + 4) − n(n + 4) = n(n + 4)1
n n+ 4
(48n + 192) − 48n = n(n + 4)
192 = n 2 + 4n
n 2 + 4n − 192 = 0
(n − 12)(n + 16) = 0
n = 12 or − 16
We can conclude that the number of flower pots per row in the first arrangement is 12.

5/6
Mathematics Form 4
QUESTION 5
Question:
A swimming pool has the length of 12 m and the width of 8 m. A fence is build at the distance of x
metre around it. If the area of the swimming pool is equal to the area of the land bounded by the
fence, determine the value of x.
Solution:
If the area of the swimming pool is equal to the area of the land bounded by the fence,
(2x + 12)(2x +8) = 96(2)
4x2 + 40x + 96 = 192
4x2 + 40x − 96 = 0
4(x2 + 10x − 24) = 0
4(x − 2)(x + 12) = 0
x − 2 = 0 x = −12
Therefore x = 2 or x = −12.

6/6
Mathematics Form 4
Lesson 16: Set
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Sort the given objects into three groups.
Dog, eagle, cat, house fly, cow, mosquito, ant, sparrow and kingfisher.
Solution:
QUESTION 2
Question:
The numbers of pupils in each form 4 class in S.M. Taman Puteri are 37, 35, 39, 37, 36, 38 and 35.
Write the set above by:
a) Description
b) Using set notation.
Solution:
Learning Area:1. Sort given objects into groups

2.Define sets by: i) description ii) using set notation 1/5
Mathematics Form 4
Lesson 16: Set
QUESTION 3
Question:
December, April, March, May, January, June, July and February.
a) Description
Solution:
QUESTION 4
Question:
Use set notation to write the sets given below.
a) Set of even numbers from 10 to 20
b) Set of odd numbers from 20 to 30
c) Set of positive integers that is less than 6.
Solution:

Mathematics Form 4
Lesson 16: Set
QUESTION 5
Question:
Write the following sets in the form of A = {x : a ≤ x ≤ b, x is a whole number}
a) P = {4, 5, 6, …, 12}
b) Q = {11, 12, 13, …, 20}
c) R = {2, 3, 5, 7, 11, 13}
d) S = {1, 3, 5, …, 13}
e) T = {2, 4, 6, …, 12}
Solution:

Mathematics Form 4
Lesson 16: Set
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Sort the given objects into three groups.
Dog, eagle, cat, house fly, cow, mosquito, ant, sparrow and kingfisher.
Solution:
a) Set of animals = {dog, cat, cow}
b) Set of insects = {house fly, mosquito, ant}
c) Set of birds = {eagle, sparrow, kingfisher}
QUESTION 2
Question:
The numbers of pupils in each form 4 class in S.M. Taman Puteri are 37, 35, 39, 37, 36, 38 and 35.
c) Description
d) Using set notation.
Solution:
a) Set of numbers of pupils in form 4 classes in S.M. Taman Puteri
b) A = {37, 35, 39, 37, 36, 38, 35}
QUESTION 3
Question:
December, April, March, May, January, June, July and February.
a) Description
Solution:
a) Set of months in a year.
b) B = {December, April, March, May, January, June, July, February}

Mathematics Form 4
Lesson 16: Set
QUESTION 4
Question:
Use set notation to write the sets given below.
a) Set of even numbers from 10 to 20
b) Set of odd numbers from 20 to 30
c) Set of positive integers that is less than 6.
Solution:
a) E = {10, 12, 14, 16, 18, 20}
b) O = {21, 23, 25, 27, 29}
c) P = {1, 2, 3, 4, 5}
QUESTION 5
Question:
Write the following sets in the form of A = {x : a ≤ x ≤ b, x is a whole number}
a) P = {4, 5, 6, …, 12}
b) Q = {11, 12, 13, …, 20}
c) R = {2, 3, 5, 7, 11, 13}
d) S = {1, 3, 5, …, 13}
e) T = {2, 4, 6, …, 12}
Solution:
a) P = {x : 4 ≤ x ≤ b12, x is a whole number}
b) Q = {x : 11 ≤ x ≤ 20, x is a whole number}
c) R = {x : 2 ≤ x ≤ 13, x is a prime number}
d) S = {x : 1 ≤ x ≤ 13, x is a odd number}
e) T = {x : 2 ≤ x ≤ 12, x is a even number}

Mathematics Form 4
Lesson 17: Elements of a set.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Determine if the sports given are the element of A = {sports competed in the MSSM}
a) Football
b) Basketball
c) Badminton
d) Table tennis
e) Tennis
f) Squash
Solution:
Learning Area: Identify whether a given object is a element of a set and use the symbol
∈ or ∉
1/6
Mathematics Form 4
QUESTION 2
Question:
Determine if the months given are the element of Q = {Months in a year which have 31 days}
a) January
b) February
c) March
d) April
e) May
f) June
Solution:
QUESTION 3
Question:
Determine if the numbers given are the element of Y = {x : 1 ≤ x ≤ 20, x is a multiple of 3}
a) 1
b) 6
c) 15
d) 17
e) 19
f) 21
Solution:
∈ or ∉
2/6
Mathematics Form 4
QUESTION 4
Question:
Determine if the numbers given are the element of R = {x : −10 ≤ x ≤ 10, x is a positive integer}
a) −10
b) −5
c) 0
d) 5
e) 10
Solution:
QUESTION 5
Question:
Determine if the statement given below is True or False.
a) R ∈ {alphabets of the word ROUGH}
b) 7 ∉ {prime numbers}
c) 0 ∉ {positive integers}
d) Malaysia ∈ {countries in Asean}
e) 20 ∈ {multiple of 4}
Solution:
∈ or ∉
3/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Determine if the sports given are the element of A = {sports competed in the MSSM}
a) Football
b) Basketball
c) Badminton
d) Table tennis
e) Tennis
f) Squash
Solution:
a) Football is an element of set A.
b) Basketball is an element of set A.
c) Badminton is an element of set A.
d) Table tennis is an element of set A.
e) Tennis is an element of set A.
f) Squash is an element of set A.
QUESTION 2
Question:
Determine if the months given are the element of Q = {Months in a year which have 31 days}
a) January
b) February
c) March
d) April
e) May
f) June
Solution:
a) January is an element of set Q.
b) February is not an element of set Q.
c) March is an element of set Q.
d) April is not an element of set Q.
e) May is an element of set Q.
f) June is not an element of set Q.
∈ or ∉
4/6
Mathematics Form 4
QUESTION 3
Question:
Determine if the numbers given are the element of Y = {x : 1 ≤ x ≤ 20, x is a multiple of 3}by using
the symbol ∈ or ∉.
a) 1
b) 6
c) 15
d) 17
e) 19
f) 21
Solution:
a) 1 ∉ Y
b) 6 ∈ Y
c) 15 ∈ Y
d) 17 ∉ Y
e) 19 ∉ Y
f) 21 ∉ Y
QUESTION 4
Question:
Determine if the numbers given are the element of R = {x: −10 ≤ x ≤ 10, x is a positive integer} by
using the symbol ∈ or ∉.
a) −10
b) −5
c) 0
d) 5
e) 10
Solution:
a) −10 ∉ R
b) −5 ∉ R
c) 0 ∉ R
d) 5 ∈ R
e) 10 ∈ R
∈ or ∉
5/6
Mathematics Form 4
QUESTION 5
Question:
Determine if the statement given below is True or False.
a) R ∈{alphabets of the word ROUGH}
b) 7 ∉ {prime numbers}
c) 0 ∉ {positive integers}
d) Malaysia ∈ {countries in Asean}
e) 20 ∈ {multiple of 4}
Solution:
a) R ∈ {alphabets of the word ROUGH}(True)
b) 7 ∉ {prime numbers}(False)
c) 0 ∉ {positive integers}(True)
d) Malaysia ∈ {countries in Asean}(True)
e) 20 ∈ {multiple of 4}(True)
∈ or ∉
6/6
Mathematics Form 4
Lesson 18: Sets representations using Venn diagrams.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Given that P = {1, 2, 3, 4, 5}. Represent set P by using a Venn diagram
Solution:
QUESTION 2
Question:
If D = {x : 1 ≤ x ≤ 10, x is an odd number}, can you draw a Venn diagram to represent the elements
in this set?
Solution:
Learning Area: Represent sets by using Venn diagrams.

1/6
Mathematics Form 4
QUESTION 3
Question:
If R = {x : 30 ≤ x ≤ 40, x is a multiple of 3}, can you draw a Venn diagram to represent the elements
in this set?
Solution:
QUESTION 4
Question:
If T = {x : 30 ≤ x ≤ 50, x is a multiple of 5 and 10}, can you draw a Venn diagram to represent the
elements in this set?
Solution:

2/6
Mathematics Form 4
QUESTION 5
Question:
If M = {states of Malaysia}, can you draw a Venn diagram to represent the number of elements in
this set?
Solution:

3/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Given that P = {1, 2, 3, 4, 5}. Represent set P by using a Venn diagram
Solution:
P
•1 •2
•5 •3
•4
QUESTION 2
Question:
If D = {x : 1 ≤ x ≤ 10, x is an odd number}, can you draw a Venn diagram to represent the elements
in this set?
Solution:
D
•1 •3
•9 •5
•7

4/6
Mathematics Form 4
QUESTION 3
Question:
If R = {x : 30 ≤ x ≤ 40, x is a multiple of 3}, can you draw a Venn diagram to represent the elements
in this set?
Solution:
R
• 30 • 33
• 36
• 39
QUESTION 4
Question:
If T = {x : 30 ≤ x ≤ 50, x is a multiple of 5 and 10}, can you draw a Venn diagram to represent the
elements in this set?
Solution:
T
• 30 • 40
• 50

5/6
Mathematics Form 4
QUESTION 5
Question:
If M = {states of Malaysia}, can you draw a Venn diagram to represent the number of elements in
this set?
Solution:
M
14

6/6
Mathematics Form 4
Lesson 19: Number of elements of a set and an empty set.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
A is the set of letters in the word “TELECOMUNICATION”. List the elements of set A and state the
number of elements.
Solution:
QUESTION 2
Question:
S is the set of multiples of 4 less than 20 that can be divided by 11. List the elements of number of set S.
How many elements in it?
Solution:
QUESTION 3
Question:
Given that Y is the Number of elements of a set and empty set of letters in the word “ACTIVITIES”.
(a) List the elements of set Y.
(a) State the number of elements of set Y.
Solution:
QUESTION 4
Question:
M is the set of the months in a year with 31 days. List the elements of set M and state the number of its
elements.
Solution:
QUESTION 5
Question:
Given that set A is the set of prime numbers that are less than 0. Determine whether Number of elements
of a set and empty set A is an empty set.
Solution:
Learning Area: 1. List the elements and state the number of elements of a set,
2. Determine whether a set is an empty set. 1/5
Mathematics Form 4
QUESTION 6
Question:
Given that set B is the set of the factors of 12. Determine whether Number of elements of a set and
empty set B is an empty set.
Solution:
QUESTION 7
Question:
Given that set D is the set of even numbers less than 10. Determine whether number of elements of
a set and empty set D is an empty set.
Solution:
QUESTION 8
Question:
Determine whether Q is an empty set given that set Q = {x: x is prime number and 11 < x < 20}.
Solution:
QUESTION 9
Question:
X is the set of common multiples of 2 and 3 which are less than 5. Is set X an empty set?
Solution:
QUESTION 10
Question:
Determine whether T is an empty set given that set T = {x: x is factor of 3 and 1 < x < 10}
Solution:
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
A is the set of letters in the word “TELECOMUNICATION”. List the elements of set A and state the
number of elements.
Solution:
A = {T, E, L, C, O, M, U, N, I, A, T,}
n(A) = 11
QUESTION 2
Question:
S is the set of multiples of 4 less than 20 that can be divided by 11. List the elements set S. How
many elements in it?
Solution:
S = {}
n(S) = 0
QUESTION 3
Question:
Given that Y is the Number of elements of a set and empty set of letters in the word “ACTIVITIES”.
(b) List the elements of set Y.
(b) State the number of elements of set Y.
Solution:
Y = {A, C, T, I, V, E, S}
n(Y) = 7
QUESTION 4
Question:
M is the set of the months in a year with 31 days. List the elements of set M and state the number of
its elements.
Solution:
M = {January, March, May, July, August, October, December}
n(M) = 7
Mathematics Form 4
QUESTION 5
Question:
Given that set A is the set of prime numbers that are less than 0. Determine whether Number of
elements of a set and empty set A is an empty set.
Solution:
A={}
Set A is an empty set.
QUESTION 6
Question:
Given that set B is the set of the factors of 12. Determine whether Number of elements of a set and
empty set B is an empty set.
Solution:
B = {1, 2, 3, 4, 6, 12}
Set B is no an empty set.
QUESTION 7
Question:
Given that set D is the set of even numbers less than 10. Determine whether Number of elements of a
set and empty set D is an empty set.
Solution:
D = {2, 4, 6, 8}
Set D is not an empty set.
QUESTION 8
Question:
Determine whether Q is an empty set given that set Q = {x: x is prime number and 11 < x < 20}.
Solution:
Q = {13, 17, 19}
Set Q is not an empty set.
QUESTION 9
Question:
X is the set of common multiples of 2 and 3 which are less than 5. Is set X an empty set?
Solution:
X={}
Set X is an empty set.
Mathematics Form 4
QUESTION 10
Question:
Determine whether T is an empty set given that set T = {x: x is factor of 3 and 1 < x < 10}
Solution:
T = {3}
Set T is not an empty set.
Mathematics Form 4
Lesson 20: Equal sets.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
A={ , , , }
B={ , , , }
Determine if sets A and B are equal.
Solution:
QUESTION 2
Question:
C={ , , , }
D={ , , , }
Determine if sets C and D are equal.
Solution:
QUESTION 3
Question:
E={ , , , }
F={ , , , }
Determine if sets E and F are equal.
Solution:
QUESTION 4
Question:
P = {x : x is an odd number, 11 ≤ x ≤ 20}
Q = {11, 13, 15, 17, 19}
Are sets P and Q equal?
Solution:
.
Learning Area: Determine whether two sets are equal.

1/6
Mathematics Form 4
QUESTION 5
Question:
X = {multiples of 2 which are between 10 and 20}
Y = {Even numbers between 10 and 20}
Are sets X and Y equal?
Solution:
QUESTION 6
Question:
S = {x : x is a prime number, 1 ≤ x ≤ 10}
T = {x : x is an odd number, 1 ≤ x ≤ 10}
Are sets S and T equal?
Solution:
QUESTION 7
Question:
V = {x : x is a prime number, 11 ≤ x ≤ 20}
U = {11, 13, 17, 19}
Are sets V and U equal?
Solution:
QUESTION 8
Question:
Determine whether sets G and H are equal if set G is equal to common factors of 2 while H is even
numbers which are less than 10.
Solution:

2/6
Mathematics Form 4
QUESTION 9
Question:
W = {vowels in the word ‘STRAIGHT’}
V = {vowels in the word ‘BAIT’}
Are sets W and V equal?
Solution:
QUESTION 10
Question:
K = {A, B, O, R, T}
L = {A, B, U, R, T}
Are sets K and L equal?
Solution:

3/6
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
A={ , , , }
B={ , , , }
Determine if sets A and B are equal.
Solution:
A=B
QUESTION 2
Question:
C={ , , , }
D={ , , , }
Determine if sets C and D are equal.
Solution:
C≠D
QUESTION 3
Question:
E={ , , , }
F={ , , , }
Determine if sets E and F are equal.
Solution:
E=F
QUESTION 4
Question:
P = {x : x is an odd number, 11 ≤ x ≤ 20}
Q = {11, 13, 15, 17, 19}
Are sets P and Q equal?
Solution:
P = {11, 13, 15, 17, 19}
Q = {11, 13, 15, 17, 19}
P=Q

4/6
Mathematics Form 4
QUESTION 5
Question:
X = {multiples of 2 which are between 10 and 20}
Y = {Even numbers between 10 and 20}
Are sets X and Y equal?
Solution:
X = {12, 14, 16, 18}
Y = {12, 14, 16, 18}
X=Y
QUESTION 6
Question:
S = {x : x is a prime number, 1 ≤ x ≤ 10}
T = {x : x is an odd number, 1 ≤ x ≤ 10}
Are sets S and T equal?
Solution:
S = {2, 3, 5, 7}
T = {1, 3, 5, 7, 9}
S≠T
QUESTION 7
Question:
V = {x : x is a prime number, 11 ≤ x ≤ 20}
U = {11, 13, 17, 19}
Are sets V and U equal?
Solution:
V = {11, 13, 17, 19}
U = {11, 13, 17, 19}
V=W
QUESTION 8
Question:
Determine whether sets G and H are equal if set G is equal to common factors of 2 while H is even
numbers which are less than 10.
Solution:
G = {1, 2}
H = {2, 4, 6, 8}
G≠H

5/6
Mathematics Form 4
QUESTION 9
Question:
W = {vowels in the word ‘STRAIGHT’}
V = {vowels in the word ‘BAIT’}
Are sets W and V equal?
Solution:
W = {A, I}
V = {A, I}
W=V
QUESTION 10
Question:
K = {A, B, O, R, T}
L = {A, B, U, R, T}
Are sets K and L equal?
Solution:
K≠ L

6/6
Mathematics Form 4
Lesson 21: Subset.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
A={ , , , }
B={ , , }
Determine if set B is a subset of set A.
Solution:
QUESTION 2
Question:
C={ , , , }
D={ , , , }
Determine if set D is a subset of set C.
Solution:
QUESTION 3
Question:
E={ , , , }
F={ , , , }
Determine if set F is a subset of set E
QUESTION 4
Question:
S = {a : a is an odd number, 1 ≤ a ≤ 10}
T = {1,5, 7}
Is set T a subset of set S?
Solution:
.
Learning Area: Determine whether a given set is a subset of a specific set and use the
symbol ⊂ or ⊄. 1/7
Mathematics Form 4
Lesson 21: Subset.
QUESTION 5
Question:
G = {multiples of 5 which are between 10 and 30}
H = {Even numbers between 10 and 20}
Is set H a subset of set G?
Solution:
QUESTION 6
Question:
P = {x : x is a prime number, 1 ≤ x ≤ 10}
Q = {3, 7}
Is set Q a subset of set P?
Solution:
QUESTION 7
Question:
M = {x : x is a prime number, 11 ≤ x ≤ 20}
N = {11, 13, 17}
Is set N a subset of set M?
Solution:
QUESTION 8
Question:
Determine whether set R is a subset of set S if set R is equal to common factors of 2 while set S is
even numbers which are less than 10.
Solution:
Mathematics Form 4
Lesson 21: Subset.
QUESTION 9
Question:
X = {vowels in the word ‘TROUGH’}
Y = {vowels in the word ‘TOUGH’}
Is set Y a subset of set X?
Solution:
QUESTION 10
Question:
V = {SECONDARY}
U = {DRY}
Is set U a subset of set V?
Solution:
Mathematics Form 4
Lesson 21: Subset.
Mathematics Form 4
Lesson 21: Subset.
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
A={ , , , }
B={ , , }
Determine if set B is a subset of set A.
Solution:
B⊂A
QUESTION 2
Question:
C={ , , , }
D={ , , , }
Determine if set D is a subset of set C.
Solution:
D⊄C
QUESTION 3
Question:
E={ , , , }
F={ , , , }
Determine if set F is a subset of set E
Solution:
F⊂E
QUESTION 4
Question:
S = {a : a is an odd number, 1 ≤ a ≤ 10}
T = {1,5, 7}
Is set T a subset of set S?
Solution:
S = {1, 3, 5, 7, 9}
T = {1, 5, 7}
T⊂S
Mathematics Form 4
Lesson 21: Subset.
QUESTION 5
Question:
G = {multiples of 5 which are between 10 and 30}
H = {Even numbers between 10 and 20}
Is set H a subset of set G?
Solution:
G = {15, 20 25}
H = {12, 14, 16, 18}
H⊄G
QUESTION 6
Question:
P = {x : x is a prime number, 1 ≤ x ≤ 10}
Q = {3, 7}
Is set Q a subset of set P?
Solution:
P = {2, 3, 5, 7}
Q = {3, 7}
Q⊂P
QUESTION 7
Question:
M = {x : x is a prime number, 11 ≤ x ≤ 20}
N = {11, 13, 17}
Is set N a subset of set M?
Solution:
M = {11, 13, 17, 19}
N = {11, 13, 17}
N⊂M
QUESTION 8
Question:
Determine whether set R is a subset of set S if set R is equal to common factors of 2 while set S is
even numbers, which are less than 10.
Solution:
R = {1, 2}
S = {2, 4, 6, 8}
R⊄S
Mathematics Form 4
Lesson 21: Subset.
QUESTION 9
Question:
X = {vowels in the word ‘TROUGH’}
Y = {vowels in the word ‘TOUGH’}
Is set Y a subset of set X?
Solution:
X = {O, U}
Y = {O, U}
Y⊂X
QUESTION 10
Question:
V = {SECONDARY}
U = {DRY}
Is set U a subset of set V?
Solution:
U⊂V
Mathematics Form 4
Lesson 22: Subsets representations using Venn diagrams.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Given that P = {1, 2, 3, 4, 5} and Q = {1, 3, 5}. Show the relationship between sets P and Q using a
Venn diagram
Solution:
QUESTION 2
Question:
If A = {x : 1 ≤ x ≤ 10, x is an even number} and B = {2, 4, 6}, can you draw a Venn diagram to
represent the relationship between these two sets?
Solution:
Learning Area: 1. Represent subsets by using Venn diagrams.

2. List the subsets for specific set. 1/4
Mathematics Form 4
QUESTION 3
Question:
List all the subsets of set M in the diagram shown below.
M
•1 •6
•2
•3 •5
•4
Solution:
QUESTION 4
Question:
If R = {x : 30 ≤ x ≤ 50, x is a multiple of 5 and 10}, can you list all the subsets for this set?
Solution:
QUESTION 5
Question:
If T = {1, 2, 3, 4, 5}, can you list all the subsets of set T which contain three elements?
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Given that P = {1, 2, 3, 4, 5} and Q = {1, 3, 5}. Show the relationship between sets P and Q using a
Venn diagram
Solution:
P •2
Q
•1
•5 •3
•4
QUESTION 2
Question:
If A = {x : 1 ≤ x ≤ 10, x is an even number} and B = {2, 4, 6}, can you draw a Venn diagram to
Solution:
A B
•4
•2 •6
•8 • 10

Mathematics Form 4
QUESTION 3
Question:
List all the subsets of set M in the diagram shown below.
M
•1
•2
•3
•4
Solution:
M = {1, 2, 3, 4}
The subsets of set M are:
{ } {1} {2} {3} {4} {1, 2} {1, 3} {1, 4} {2, 3} {2, 4} {3, 4}
{1, 2, 3} {1, 2, 4} {2, 3, 4} {1, 3, 4}{1,2,3,4}
QUESTION 4
Question:
If R = {x : 30 ≤ x ≤ 50, x is a multiple of 5 and 10}, can you list all the subsets for this set?
Solution:
R = {30, 40, 50}
The subsets of set R are:
{ } {30} {40} {50}
{30, 40} {30, 50} {40, 50}{30,40,50}
QUESTION 5
Question:
If T = {1, 2, 3, 4, 5}, can you list all the subsets of set T which contain three elements?
Solution:
The subsets of set T which contain three elements are:
{1, 2, 3} {1, 2, 4} {1, 2, 5} {2, 3, 4} {2, 3, 5}
{3, 4, 5} {1, 3, 4} {1, 3, 5} {1, 4, 5} {2, 4, 5}

Mathematics Form 4
Lesson 23: Set, universal set and the compliment of a given set.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Given that ξ = {pupils of S.M. Puteri} and Q = {male pupils of S.M. Puteri}. Show the relationship
between sets ξ and Q using a Venn diagram
Solution:
QUESTION 2
Question:
If ξ = {x : 1 ≤ x ≤ 10, x is a prime number} and B = {2, 3}, can you draw a Venn diagram to
Solution:
Learning Area: 1. Ilustrate the relationship between set and universal set using Venn
diagram.
2. Determine the complement of a given set. 1/4
Mathematics Form 4
QUESTION 3
Question:
Determine the complement of set M in the diagram shown below.
ξ
M •9
•7
•1 •6
•2
•3 •5
•4
•8 • 10
Solution:
QUESTION 4
Question:
If ξ = {x : 1 ≤ x ≤ 10, x is a multiple of 2} and A = {4, 6}, can you determine the complement of set
A?
Solution:
QUESTION 5
Question:
If ξ = {A, B, C, D, E, F} and R = {D, E, F}, can you determine the complement of set R?
Solution:
diagram.
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Given that ξ = {pupils of S.M. Puteri} and Q = {male pupils of S.M. Puteri}. Show the relationship
between sets ξ and Q using a Venn diagram
Solution:
ξ
Q
QUESTION 2
Question:
If _ = {x : 1 ≤ x ≤ 10, x is a prime number} and B = {2, 3}, can you draw a Venn diagram to
Solution:
ξ
•1
B
•2 •3
•7 •5
diagram.
Mathematics Form 4
QUESTION 3
Question:
Determine the complement of set M in the diagram shown below.
ξ
M •9
•7
•1 •6
•2
•3 •5
•4
•8 • 10
Solution:
M‘= {7, 8, 9, 10}
QUESTION 4
Question:
If ξ = {x : 1 ≤ x ≤ 10, x is a multiple of 2} and A = {4, 6}, can you determine the complement of set
A?
Solution:
ξ = {2, 4, 6, 8, 10}
A = {4, 6}
A’ = {2, 8, 10}
QUESTION 5
Question:
If ξ = {A, B, C, D, E, F} and R = {D, E, F}, can you determine the complement of set R?
Solution:
R’ = {A, B, C}
diagram.
Determine the Relationship between Set, Subset, Universal Set and the
Complement of a Set
Class Activity 1
Lesson:
Class: Date:
Instructions:
1. In this activity, there are two doors with two different Venn diagrams on them.
2. First, choose one of the Venn diagrams.
3. Then, cut the elements of the sets by using a pair of scissors.
4. Decide on the place where you should stick the elements.
5. Take the statement sheet after you have done the placement correctly.
6. Mark “T” if you think that the statement is true
7. Mark “F” if you think that the statement is false.
1
SHEET 1
X = {11, 22, 33, 44}
W = {11,15,17,19, 22, 25, 33, 44}
ξ = {11,15,17,19, 22, 25, 33, 35, 37, 41, 44}
SHEET 2
W
? X
_
_ _
_
_
_ _
_
_
_
11 15 17 19 22 25 33 35 37 41 44
SHEET 3
W⊂X T F
X′ ⊂W′ T F
W ′⊂ ξ T F
X′⊂ξ T F
2
The Concepts and the Intersection of Sets
Class Activity
Lesson:
Class: Date:
Instruction:
1. In this activity, there are two types of problems, a problem with 2 sets
and a problem with 3 sets.
2. First, choose one of the problem types.
3. Then, write the sets based on your problem type.
4. Determine whether they have any elements in common.
5. Finally write the intersection of these sets based on the common
elements of the sets.
SHEET 1 FOR PROBLEM WITH 2 SETS
1) What is the intersection of set A and set B?

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………

A = {………………………………………………}
B = {………………………………………...........}
A∩B =……………………………………………
SHEET 1 FOR PROBLEM WITH 3 SETS
1)What is the intersection of set A, set B and set C?

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………
2)What is the intersection of set A, set B and set C?

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………
3)What is the intersection of set A, set B and set C ?

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………
4)What is the intersection of set A , set B and set C?

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………

A = {………………………………………………}
B = {………………………………………...........}
C = {………………………………………...........}
A ∩ B ∩ C =………………………………………
Mathematics Form 4
Lesson 26: The intersection of sets representations and A ∩ B and A and B.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
Given that A = {1, 2, 3, 4, 5} and B = {4, 5, 6, 7, 8}. Show the relationship between sets A and B
using a Venn diagram
Solution:
Learning Area: 1. Represent the intersection of sets using Venn diagram.

2. State the relationship between i) A∩B and A, ii) A∩B and B 1 /6
Mathematics Form 4
QUESTION 2
Question:
If P = {x : 20 ≤ x ≤ 50, x is a multiple of 10} and Q = {10, 20, 30}, can you represent the
intersection of the two sets using a Venn diagram?
Solution:
QUESTION 3
Question:
Given the Venn diagram below, determine the relationship between A ∩ B and A.
A
B
•1
•9
•2 •8
•7 •6
•3 •5
•4 • 10
Solution:

Mathematics Form 4
QUESTION 4
Question:
If R = {x : 1 ≤ x ≤ 10, x is a prime number} and S = {2, 3, 7}, can you represent the intersection of
the two sets using a Venn diagram?
Solution:
QUESTION 5
Question:
Given that C = {a, b, c, x, y, z} and D = {x, y, z}. Show the relationship between sets A and B using
a Venn diagram
Solution:

Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Given that A = {1, 2, 3, 4, 5} and B = {4, 5, 6, 7, 8}. Show the relationship between sets A and B
Solution:
Q
•2 •6
•4
•1 •7
•3 •5
•8

Mathematics Form 4
QUESTION 2
Question:
If P = {x : 20 ≤ x ≤ 50, x is a multiple of 10} and Q = {10, 20, 30}, can you represent the
intersection of the two sets using a Venn diagram?
Solution:
P Q
• 50 • 20
• 10
• 30
• 40
QUESTION 3
Question:
Given the Venn diagram below, determine the relationship between A∩B and A.
A B
•1
•9
•2 •8
•7 •6
•3 •5
•4 • 10
Solution:
The relationship between A∩B and A is A∩B is a subset of set A.

Mathematics Form 4
QUESTION 4
Question:
If R = {x : 1 ≤ x ≤ 10, x is a prime number} and S = {2, 3, 7}, can you represent the intersection of
the two sets using a Venn diagram?
Solution:
R S
•1 •2
•5
•3 •7
QUESTION 5
Question:
Given that C = {a, b, c, x, y, z} and D = {x, y, z}. Show the relationship between sets A and B
Solution:
C D
C D •a •c •x
•a •c •x •y
Or •b •z
•y •z
•b

The Complement of the Intersection of Sets
Class Activity
Lesson: 27
Instructions:
1. In this activity, there are 4 questions related with sets.
2. Begin with one of the questions.
3. Then, find the elements of the complement of the intersection of sets.
M N
_ _f _
a 1 _9
_ _
2 _
_ _g
h
7
_z 6
_
Q c
(M ∩ N ∩ Q)’ = ?
(M ∩ N)’ = ?
(N ∩ Q)’ = ?
(M ∩ Q)’ = ?
Problems on the intersection of sets
Class Activity
Lesson: 28
Instructions:
1. In this activity, there are 5 questions related with the same givens in the activity.
2. Try to answer each question and write your answers into the boxes.
W : Set of applicants good at MS Word

E : Set of applicants good at MS Excel
P : Set of applicants good at MS PowerPoint
P⊂W
n(P) = 10
n(W ∩ E) = 6
n(E′) = 16
n( ξ ) = 29
1. What could be the maximum value of n(W ∩ E ∩ P)?
2. If n(W ∩ E ∩ P) = 2, then n(E) = ?
3. Can W ∩ E ∩ P be an empty set?
4. n(P') = ?
5. Is n(E ∩ P) equal to n(W ∩ E ∩ P)?

Mathematics Form 4
Lesson 29: Union of two sets and three sets.
ACTIVITY SHEET
Pupil’s copy
QUESTION 1
Question:
Given that A = {1, 2, 3, 4, 5} and B = {4, 5, 6, 7, 8}. Can you determine the elements of the union
of set A and set B?
QUESTION 2
Question:
If E = {x : 1 ≤ x ≤ 20, x is a prime number} and F = { y : 1 ≤ y ≤ 20, y is an odd number }, can you
determine the elements of the union of set E and set F?
Solution:
QUESTION 3
Question:
Given the Venn diagram below, determine the elements of the union of set X and set Y.
X
Χ Υ
•a Υ
•p
•s •h Υ
•j • mΥ
•d •g Υ
•f •k Υ
Υ
Υ
Solution: Υ
Υ
Learning Area: 1. Determine the union of: i) two sets ; ii) three sets;
and use the symbol ∪. 1/4
Mathematics Form 4
QUESTION 4
Question:
If U = {a : 1 ≤ a ≤ 30, a is a multiple of 6}, V = {b : 1 ≤ b ≤ 30, b is a multiple of 5 } and
W = {c : 1 ≤ a ≤ 30, a is a multiple of 4}, can you the determine elements of the union of set U, set
V and set W?
Solution:
QUESTION 5
Question:
Given that P = {a, b, c}, Q = {1, 2, 3} and R = {x, y, z}. Determine the elements of the union of
set P, set Q and set R?
Solution:
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
Given that A = {1, 2, 3, 4, 5} and B = {4, 5, 6, 7, 8}. Can you determine the elements of the union
of set A and set B?
Solution:
A∪B = {1, 2, 3, 4, 5, 6, 7, 8}
QUESTION 2
Question:
If E = {x : 1 ≤ x ≤ 20, x is a prime number} and F = { y : 1 ≤ y ≤ 20, y is an odd number }, can you
determine the elements of the union of set E and set F?
Solution:
E = {1, 2, 3, 5, 7, 11, 13, 17, 19}
F = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
E∪F = {1, 2, 3, 5, 7, 9, 11, 13, 15, 17, 19}
QUESTION 3
Question:
Given the Venn diagram below, determine the elements of the union of set X and set Y.
XΧ YΥ
•a
•p
•s •h
•j •m
•d •g
•f •k
Solution:
The relationship between AB and A is AB is a subset of set A.
Mathematics Form 4
QUESTION 4
Question:
If U = {a : 1 ≤ a ≤ 30, a is a multiple of 6}, V = {b : 1 ≤ b ≤ 30, b is a multiple of 5}and
W = {c : 1 ≤ a ≤ 30, a is a multiple of 4}, can you the elements of the union of set U, set V and
set W?
Solution:
U = {4, 8, 12, 16, 20, 24, 28}
V = {6, 12, 18, 24, 30}
W = {5, 10, 15, 20, 25, 30}
U∪V∪W = {4, 5, 6, 8, 10, 12, 15, 16, 18, 20, 24, 25, 28, 30}
QUESTION 5
Question:
Given that P = {a, b, c}, Q = {1, 2, 3} and R = {x, y, z}. Determine the elements of the union of
set P, set Q and set R?
Solution:
P∪Q∪R = {a, b, c, 1, 2, 3, x, y, z}
Union of sets using Venn diagram
Class Activity 1
Lesson 30
Class: Date:
Instruction:
1. In this activity, you will be given a Venn diagram containing three sets and some statements
regarding the sets.
2. Read the statement carefully.
3. Shade the sections on the Venn diagram which match the given statement.
Question 1 Question 2
Show A ∪ B ∪ C on the Venn diagram. Show A ∪ B ∪ C on the Venn diagram.

Question 3 Question 4
Show A ∪ B ∪ C on the Venn diagram. Show A ∪ B ∪ C on the Venn diagram.

Relationship Between A ∪ B and A and A ∪ B and B
Class Activity 1
Lesson:
Class: Date:
Instruction:
1. In this activity, you will be given a Venn diagram containing three sets and
some statements regarding the sets.
3. Shade the sections on the Venn diagram which match the given statement.
Show A ∪ C on the Venn diagrams. Show (A ∪ C) ∩ A on the Venn diagram.
Show (C ∪ B)’ on the Venn diagram. Show C’ ∩ B’ on the Venn diagram.
• What is the relation between A ∪ C and A?

Answer:
• What is the relation between (C ∪ B)’ and C’ ∩ B’?

Answer:
Mathematics Form 4
Lesson 32: Problem solving involving union of sets.
ACTIVITY SHEET
Pupils’ copy
QUESTION 1
Question:
In a class, there are 16 pupils play chess and 25 pupils play monopoly. Given that there are only 10
pupils plays both games, how many pupils are there in the class?
Solution:
QUESTION 2
Question:
In a class of 35 pupils, 20 of them enjoy Mathematics, 25 of them enjoy Science. If 15 of the pupils
in that class enjoy both Mathematics and Science, how many pupils of that class do not enjoy both
subjects?
Solution:
and use the symbol ∪ and ∩ 1/4
Mathematics Form 4
QUESTION 3
Question:
Given that Mr Hisham sells newspaper to 50 families in Taman Wawasan. Twenty six of these
families buy the English dailies, 23 buys the Malay dailies while 20 of them do not buy either the
English or Malay dailies. Determine the number of families that buy both the English and Malay
dailies.
Solution:
QUESTION 4
Question:
Given that the numbers of candidate for the English oral examination in a class is 45. 20 pupils
scored A, 10 pupils scored B and the others scored C. Determine the number of pupils that scored
C, using the concept of union of sets.
Solution:
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
QUESTION 1
Question:
In a class, there are 16 pupils play chess and 25 pupils play monopoly. Given that there are only 10
pupils plays both games, how many pupils are there in the class?
Solution:
The number of pupils in the class is equal to the number of elements in A∪B.
n(A∪B) = n(A) + n(B) – n(A∩B)
= 16 + 25 – 10
= 31
QUESTION 2
Question:
In a class of 35 pupils, 20 of them enjoy Mathematics, 25 of them enjoy Science. If 15 of the pupils
in that class enjoy both Mathematics and Science, how many pupils of that class do not enjoy both
subjects?
Solution:
Let F be the set of pupils in the class, M be the set of pupils that likes Mathematics, S be the set of
pupils that likes Science.
Therefore, n(F) = n(M) + n(S) – n(M ∩ S) + n(M ∪ S)’
35 = 20 + 25 – 15 + n(M ∪ S)’
n(M ∪ S)’ = 35 – 20 – 25 + 15
=5
There are 5 pupils that do not like both the subject.
Mathematics Form 4
QUESTION 3
Question:
Given that Mr Hisham sells news paper to 50 families in Taman Wawasan. Twenty six of these
families buy the English dailies, 23 families buy the Malay dailies while 20 of them do not buy
either the English or Malay dailies. Determine the number of families that buy both the English and
Malay dailies.
Solution:
The number of families in Taman Wawasan that buy news paper [n(N)] from Mr Hisham is 50.
The number of families in Taman Wawasan that buy the English dailies [n(E)] from Mr Hisham is
26.
The number of families in Taman Wawasan that buy the Malay dailies [n(M)] from Mr Hisham is
26.
The number of families in Taman Wawasan that buy the neither the dailies [n(O)] from Mr Hisham
is 20.
n(E) = n(N) + n(M) – n(N ∩ M) + n(N∪M)’
50 = 26 + 23 – n(N ∩ M) + 20
n(N ∩ M) = 69 – 50
= 19.
There are 19 families that buy both the enclish and Malay dailies from Mr Hisham.
QUESTION 4
Question:
Given that the numbers of candidate for the English oral examination in a class is 45. 20 pupils got
A, 10 got B and the others got C. Determine the number of pupils that got C using the concept of
union of sets.
Solution:
Let P be the set of pupils in the class, A be the set of pupils that got A, B be the set of pupils that
got B and C be the set of pupils that got C.
n(P) = n(A ∪ B ∪ C)
45 = n(A) + n(B) + n(C) – n(A ∩ B) – n(A ∩ C) – n(B ∩ C) + 2n(A ∩ B ∩ C)
because a pupil can only have one grade therefore all the intersections are empty sets.
45 = 20 + 10 + n(C)
n(C)= 45 – 30
= 15
Therefore there are 15 pupils that have obtained C.
Relationship Between A ∪ B and A and A ∪ B and B
Class Activity
Lesson 33
Class: Date:
Instruction:
1. In this activity, you will be given sets with combined operations and asked to
draw the representation in a Venn diagram.
3. Draw the sets in a Venn diagram which match the given sets.
′
n C U (M I W )  = ?
 
′
n  M U (C I W )  = ?
 
n[M ′ U (C I W )]= ?
n[M I (C U W )]= ?
n[W ′ I (C I M )]= ?
Problems on combined operations on sets
Class Activity
Lesson 34
Class: Date:
Instruction:
In this activity, you will find the corresponding representation of a given phrase using a Venn diagram.
1. Shade the suitable regions in the Venn diagrams, to construct the representation set of the given
phrase.
2. Write the mathematical expression of the phrase.
1. Phrase:
Pupils in a class studying Math and Science.
Show the set of students studying only Math or
only Science.
Mathematical expression:
2. Phrase:
Pupils in a class take Biology, Physics and
Chemistry. All students in the class take at least one
of these courses.
Show the set of students taking only one course or
taking three of them.
Mathematical expression:
Mathematics Form 4
ACTIVITY SHEET
Pupil’s copy
LESSON 80: Possible Outcome of an Experiment.
1 Khatijah throws a dice. Determine whether the following are possible outcomes.
(a) 5
(b) 3
(c) 8
(d) an even number
(e) a multiple of 7
2 Noor and Vijaya are playing Chongkak which has seven holes in each row. Siti is
watching the game. Determine if the following outcomes are possible.
(a) Noor finally has 8 empty (‘burnt’) holes.
(b) Vijaya wins the game.
(c) Siti loses the game.
(d) After one round of the game, both Noor and Vijaya have the same number of
empty or ‘burnt’ holes.
3 There are two bags. The first bag contains five cards with different numbers. The
numbers are 4, 6, 9, 12 and 15. The second bag contains three cards with
different letters, which are A, C and E. If one card is taken randomly from each
bag, determine whether the following (in the form of ordered pairs) are possible
outcomes.
(a) (4, E)
(b) (4, 15)
(c) (a prime number, C)
(d) (an even number, A)
(e) (9, D)
4 A spinner with the numbers which are all the factors of 36 is spun. List all the
possible outcomes.
5 A coin is tossed three times. Draw a tree diagram to list all the possible outcomes
of this experiment.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
LESSON 80: Possible Outcome of an Experiment.
1 Khatijah throws a dice. Determine whether the following are possible outcomes.
(a) 5 Possible
(b) 3 Possible
(c) 8 Impossible
(d) an even number Possible
(e) a multiple of 7 Impossible
2 Noor and Vijaya are playing Chongkak which has seven holes in each row. Siti is
watching the game. Determine if the following outcomes are possible.
(a) Noor finally has 8 empty (‘burnt’) holes. Impossible
(b) Vijaya wins the game. Possible
(c) Siti loses the game. Impossible
(d) After one round of the game, both Noor and Vijaya have the same number of
empty or ‘burnt’ holes. Impossible
3 There are two bags. The first bag contains five cards with different numbers. The
numbers are 4, 6, 9, 12 and 15. The second bag contains three cards with
different letters, which are A, C and E. If one card is taken randomly from each
bag, determine whether the following (in the form of ordered pairs) are possible
outcomes.
(a) (4, E) Possible
(b) (4, 15) Impossible
(c) (a prime number, C) Impossible
(d) (an even number, A) Possible
(e) (9, D) Impossible
4 A spinner with the numbers which are all the factors of 24 is spun. List all the
possible outcomes.
The possible outcomes are 1, 2, 3, 4, 6, 8, 12, and 24.
5 A coin is tossed three times. Draw a tree diagram to list all the possible outcomes
of this experiment.
H (H, H, H)
H
T (H, H, T)
H H (H, T, H)
T
T (H, T, T)
H (T, H, H)
H
T (T, H, T)
T H (T, T, H)
T
T (T, T, T)
2
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 81: Sample Space of an Experiment.
For each of the following,

i ) List all the possible outcomes
ii ) Write the sample space by using set notations.
1. The experiment of tossing two fair coins simultaneously.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
2. The experiment of tossing a fair coin twice.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
3. The experiment of picking an alphabet from the word ‘COURSEWARE’.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
4. A spinner with the numbers 7, 8, 9 is spun twice.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
5. A ball is selected at random from a bag containing 3 red balls, 2 blue balls and 4
green balls.
(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
6. An experiment of rolling a fair dice.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
7. Randomly select a marble from a box containing one blue marble and three yellow
marbles.
(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
8. Randomly select a digit from the number 4894.

(i) …………………………………………………………………………………...
(ii) ……………………………………………………………………………………
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 81: Sample Space of an Experiment.
For each of the following,

i ) List all the possible outcomes
ii ) Write the sample space by using set notations.
1. The experiment of tossing two fair coins simultaneously.

(i) HH, HT, TH, TT or (H, H), (H, T), (T, H), (T, T)
(ii) S = {HH, HT, TH, TT} or S = {(H, H), (H, T), (T, H), (T, T)}
2. The experiment of tossing a fair coin twice.

(i) HH, HT, TH, TT or (H, H), (H, T), (T, H), (T, T)
(ii) S = {HH, HT, TH, TT} or S = {(H, H), (H, T), (T, H), (T, T)}
3. The experiment of picking an alphabet from the word ‘COURSEWARE’.

(i) C, O, U, R, S, E, W, A, R, E
(ii) S = {C, O, U, R, S, E, W, A, R, E}
4. A spinner with the numbers 7, 8, 9 is spun twice.

(i) (7,7), (7,8), (7,9), (8,7), (8,8), (8,9), (9,7), (9,8), (9,9)
(ii) S = {(7,7), (7,8), (7,9), (8,7), (8,8), (8,9), (9,7), (9,8), (9,9)}
5. A ball is selected at random from a bag containing 3 red balls, 2 blue balls and 4
green balls.
(i) R1, R 2, R3, B 1, B2, G1, G2, G3, G4
(ii) S = { R 1, R2, R 3, B1, B2, G1, G2, G3, G4 }
where R = red, B = blue, G = green
6. An experiment of rolling a fair dice.

(i) 1, 2, 3, 4, 5, 6
(ii) S = {1, 2, 3, 4, 5, 6}
7. Randomly select a marble from a box containing one blue marble and three
yellow marbles.
(i) B1, Y 1, Y 2, Y 3
(ii) S = {B1, Y 1, Y 2, Y 3}
where Y = yellow, B = blue
8. Randomly select a digit from the number 4894.

(i) 4,8,9,6
(ii) S = {4, 8, 9, 6}
2
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 82: Elements of a Sample.
An aquarium contains two gold fishes and a flower-horn fish. If Dina randomly catches 2 fishes consequently
from the aquarium, identify the elements of the sample space and the following events (Let G = gold fish,
F = flower-horn fish)
Answer:
a. Sample space using set notations
Answer:
b. One gold fish and one flower-horn fish are caught.
Answer:
c. Two gold fishes are caught.
A drawer has five number card; each labeled 3, 4, 5, 6 or 7. Two cards are picked randomly from the drawer.
State the elements that satisfy the following conditions.
Five number cards; Answer:
3, 4, 5, 6, 7
a. The sum of the two numbers is equal to 10.
Answer:
b. The product of the two numbers is greater than 14.
Answer:
c. Getting odd numbers.
Two balls are drawn simultaneously from a bag containing a blue ball, a green ball and a yellow ball.
Answer:
a. Write the sample space of this experiment using set
notations.
Answer:
b. List the elements of ‘getting a yellow ball’.
c. List the elements of ‘getting a blue ball and a yellow Answer:

ball’.
A dice is rolled, list the following events.

Answer:
a. P = the event of getting an even number.
Answer:
b. Q = the event of getting a prime number.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 82: Elements of a Sample.
An aquarium contains two gold fishes and a flower-horn fish. If Dina randomly catches 2 fishes consequently
from the aquarium, identify the elements of the sample space and the following events ( Let G = gold fish,
F = flower-horn fish)
Answer:
a. Sample space using set notations
S = { G1 G2 , G1 F,G2 G1 ,
G2 F, FG1 , FG2 }
Answer:
b. One gold fish and one flower-horn fish are caught.
B = { G1 F,G2 F, FG1 , FG2 }
Answer:
C = { G1 G2 , G2 G1 }
A drawer has five number card; each labeled 3, 4, 5, 6 or 7. Two cards are picked randomly from the drawer.
State the elements that satisfy the following conditions.
Five number cards; Answer:
3, 4, 5, 6, 7 a. The sum of the two numbers is equal to 10.
Q = { (3,7) (4,6) }
Answer:
b. The product of the two numbers is greater than 14. F = {(3,5), (3,6), (3,7),
(4,5), (4,6), (4,7),
(5,6), (5,7), (6,7)}
Answer:
c. Getting odd numbers. H = {(3,5), (3,7), (5, 3),
(5,7), (7,3), (7,5)}
Two balls are drawn simultaneously from a bag containing a blue ball, a green ball and a yellow ball.
Answer:
a. Write the sample space of this experiment using set
notations. S = {BG, BY, GB, GY,
YB, YG}
Answer:
b. List the elements of ‘getting a yellow ball’.
Q = {BY, GY, YB, YG}
c. List the elements of ‘getting a blue ball and a yellow Answer:

ball’. T = {BY, YB}
A dice is rolled, list the following events.

Answer:
a. P = the event of getting an even number.
P = {2, 4, 6}
Answer:
b. Q = the event of getting a prime number.
T = {2, 3, 5}
2
Mathematics Form 4
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LESSON 83: Probability.

An aquarium contains two gold fishes, three flower-horn fishes and four carp fishes. If Siti randomly catches 2
fishes consequently from the aquarium, determine whether the following events are possible or impossible:
Answer:
a. One gold fish and one flower-horn fish are caught.
Answer:
b. One carp fish and one talapia fish are caught.
Answer:
A glove factory produces 1200 pairs of gloves, and 300 pairs are defected. Each pair of gloves are tied together
with a string. A pair of gloves is picked randomly.
Answer:
a. Find the ratio that the gloves are not defected.
Answer:
b. Find the ratio that the gloves are defected.
A drawer contains a pair of blue socks, two pairs of purple socks and a pair of red socks. If a sock is randomly
selected from the drawer, what is the probability that:
A pair of blue socks, Answer:
two pairs of purple socks, a. the sock is purple
a pair of red socks.
Answer:
b. the sock is blue or red
Answer:
c. the sock is red or purple
In a National Day celebration, 10 000 peoples participate in the national march. 4000 of them wear soldier
uniforms, 2500 wear police uniforms, 500 wear fireman uniforms and the rest are a variety of other uniforms.
If the best uniform wi ll be rewarded among the participants, what is probability that:
Answer:
a. a soldier will win the reward?
Answer:
b. a policeman will win the reward?
Answer:
c. a fireman will win the reward?
A dice is rolled. Determine the probability for the following outcomes:

Answer:
a. An odd number that is greater than 3 is obtained.
Answer:
b. A prime number is obtained.
Answer:
c. A number less than 4 is obtained.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 83: Probability.

An aquarium contains two gold fishes, three flower-horn fishes and four carp fishes. If Siti randomly catches 2
fishes consequently from the aquarium, determine whether the following events are possible or impossible:
Answer:
a. One gold fish and one flower-horn fish are caught.
Possible
Answer:
b. One carp fish and one talapia fish are caught.
Impossible
Answer:
Possible
A glove factory produces 1200 pairs of gloves, and 300 pairs are defected. Each pair of gloves are tied together
with a string. A pair of gloves is picked randomly.
Answer:
a. Find the ratio that the gloves are not defected.
900/1200 = 3/4
Answer:
b. Find the ratio that the gloves are defected.
300/1200 = 1/4
A drawer contains a pair of blue sock, two pairs of purple socks and a pair of red sock. If a sock is randomly
selected from the drawer, what is the probability that:
A pair of blue socks, Answer:
two pairs of purple socks, a. the sock is purple.
a pair of red socks. 4/8 = 1/2
Answer:
b. the sock is blue or red.
4/8 = 1/2
Answer:
c. the sock is red or purple.
6/8 = 3/4
In a National Day celebration, 10 000 peoples participate in the national march. 4000 of them wear soldier
uniforms, 2500 wear police uniforms, 500 wear fireman uniforms and the rest are a variety of other uniforms.
If the best uniform will be rewarded among the participants, what is probability that:
Answer:
a. a soldier will win the reward?
4000/10000 = 2/5
Answer:
b. a policeman will win the reward?
2500/10000 = 1/4
Answer:
c. a fireman will win the reward?
500/10000 = 1/20
A dice is rolled. Determine the probability for the following outcomes:

Answer:
a. An odd number that is greater than 3 is obtained.
1/6
Answer:
b. A prime number is obtained.
4/6 = 2/3
Answer:
c. A number less than 4 is obtained.
3/6 = 1/2
2
Mathematics Form 4
ACTIVITY SHEET
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LESSON 84: Problems on probability
Answer all the questions.
1 The probability of getting a red card from one box is 0.45. If there are 100
coloured cards in the box, how many can you expect to be red cards?
2 A group of students were selected from a class to attend a meeting. If the

1
probability of choosing a student who is wearing a pair of spectacles is
4
estimate the number of students wearing spectacles from a group of 120
students.
3 In a class, the probability of choosing a girl is 3 . If there are 15 girls in the class,
5
(a) Calculate the number of students in the class.
(b) If the number of students is increased, estimate the number of girls in a group
of 200 students.
1
Mathematics Form 4
4 In a survey on 200 consumers in an area, the following information was obtained.
Type of detergent Brand A Brand B Brand C Brand D Brand E
Frequency 40 55 10 50 45
(a) If a consumer is selected at random, find the probability that the consumer
(i) uses Brand B
(ii) uses Brand A or Brand D
(b) If 1500 consumers were selected from that area, how many would you predict
to use Brand C?
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 84: Problems on probability
Answer all the questions.
1 The probability of getting a red card from one box is 0.45. If there are 100
coloured cards in the box, how many can you expect to be red cards?
Expected number of red cards = Probability of getting a red card× number

of cards
= 0.45 × 100
= 45
2 A group of students were selected from a class to attend a meeting. If the

1
probability of choosing a student who is wearing a pair of spectacles is
4
estimate the number of students wearing spectacles from a group of 120
students.
Expected number of students = Probability of choosing a student who is

who are wearing spectacles wearing spectacles × 120 students
1
= × 120
4
= 30
3
3 In a class, the probability of choosing a girl is
. If there are 15 girls in the class,
5
(a) Calculate the number of students in the class.
Let x = number of students. Using ratio,

3 15
=
5 x
5
x = × 15
3
x = 25
Therefore, the number of students in the class is 25.
(b) If the number of students is increased, estimate the number of girls in a group
of 200 students.
Expected number of girls = the probability of choosing a girl × 200
3
= × 200
5
= 120
3
Mathematics Form 4
4 In a survey on 200 consumers in an area, the following information was obtained.
Type of detergent Brand A Brand B Brand C Brand D Brand E
Frequency 40 55 10 50 45
(a) If a consumer is selected at random, find the probability that the consumer
(i) uses Brand B
Let B = event of using Brand B detergent

55
P(B) =
200
11
=
40
(ii) uses Brand A or Brand D
Let F = event of using Brand A or Brand D

40 + 50
=
200
90
=
200
9
=
20
(b) If 1500 consumers were selected from that area, how many would you predict
to use Brand C?
Let C = event of using Brand C detergent

10
P(C) =
200
1
=
20
Number of consumers using Brand C detergent = P(C) × 1500
1
= × 1500
20
= 75
4
Mathematics Form 4
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LESSON 85: Occurrence of an Outcome.
Fill in the empty boxes with the correct answers.

1 A big company wants to give out free advertisement stickers for vehicle owners who drive
through one road near its office. To save cost and time, the company wants to estimate the
number of cars, lorries and busses that will pass through the road from 9am to 1pm so that
the number of stickers to be printed can be determined. So, a survey was done for 1 hour
at the road. The following is the result of the survey:
Types of vehicles Cars Lorries Buses

Frequency 105 30 15
(a) What is the total number of cars, lorries and busses that passed through the
road in that 1 hour?
(b) Estimate the total number of those three vehicles that will pass through that
road from 9am to 1pm.
(c) If a vehicle going through the road is selected at random during that 1-hour’s
time, find the probability that the vehicle is
(i) a car.
(ii) a bus.
(d) If the company is only interested in giving the stickers to owners of cars and
buses only, predict the total number of cars and buses that will pass through
the road from 9am to 1pm in a certain day.
2 Mrs. Vijay has invited 500 guests for an evening function. When she ordered 20
samples of cookies for the function to be sent to her, she found that for every 10
cookies, 1 cookie is burnt and hence cannot be served. From 50 invited guests
that have replied, 4 of them said that they will not be able to come and 3 of them
asked if they can bring a partner, which she consented.
(a) If she ordered 1000 of those cookies, predict how many of those cookies
cannot be served because they are burnt.
(b) If a guest is randomly chosen from the 50 that has replied, calculate the
probability that the guest will not be able to come to her function.
(c) Predict the number of guests that may not be able to come to her function.
(d) If a guest is randomly chosen from the 50 that has replied, calculate the
probability that the guest will come with a partner.
(e) Predict the number of guests that will come to her function.
(f) Hence, determine the minimum number of cookies that she should order so
that every guest who comes to her function will get at least 2 of those cookies.
3 From 15 students that are involved in a science project, 2 of them did not succeed
in completing the project as required. Predict how many would have successfully
completed the project if 300 students were involved.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 85: Occurrence of an Outcome.
Fill in the empty boxes with the correct answers.

1 A big company wants to give out free advertisement stickers for vehicle owners who drive
through one road near its office. To save cost and time, the company wants to estimate the
number of cars, lorries and busses that will pass through the road from 9am to 1pm so that
the number of stickers to be printed can be determined. So, a survey was done for 1 hour
at the road. The following is the result of the survey:
Types of vehicles Cars Lorries Buses

Frequency 105 30 15
(a) What is the total number of cars, lorries and busses that passed through the 150
road in that 1 hour?
(b) Estimate the total number of those three vehicles that will pass through that 520
road from 9am to 1pm.
(c) If a vehicle going through the road is selected at random during that 1-hour’s
time, find the probability that the vehicle is
(i) a car. 0.7
(ii) a bus. 0.1
(d) If the company is only interested in giving the stickers to owners of cars and
buses only, predict the total number of cars and buses that will pass through 416
the road from 9am to 1pm in a certain day.
2 Mrs. Vijay has invited 500 guests for an evening function. When she ordered 20
samples of cookies for the function to be sent to her, she found that for every 10
cookies, 1 cookie is burnt and hence cannot be served. From 50 invited guests
that have replied, 4 of them said that they will not be able to come and 3 of them
asked if they can bring a partner, which she consented.
(a) If she ordered 1000 of those cookies, predict how many of those cookies 100
cannot be served because they are burnt.
(b) If a guest is randomly chosen from the 50 that has replied, calculate the 0.08
probability that the guest will not be able to come to her function.
(c) Predict the number of guests that may not be able to come to her function. 40
(d) If a guest is randomly chosen from the 50 that has replied, calculate the 0.06
probability that the guest will come with a partner.
(e) Predict the number of guests that will come to her function. 490
(f) Hence, determine the minim um number of cookies that she should order so
that every guest who comes to her function will get at least 2 of those cookies. 1089
3 From 15 students that are involved in a science project, 2 of them did not succeed
in completing the project as required. Predict how many would have successfully 260
completed the project if 300 students were involved.
2
Mathematics Form 4
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LESSON 86: Tangent to a Circle.
1 Determine which lines are the tangents to each of the circle given. Then, state
the contact points of these tangents. O is the centre of each circle.
(a) (b) G
C
B M
H
D O N
O
A L
K
J
F I
E
Tangents to the Contact points Tangents to Contact points

circle the circle
2 Given that the straight lines PQ and RS are tangents to the circle in the diagram
below, list all the angles that are marked and arranged them under less than 90°,
equal to 90° or more than 90° in the table provided.
S
Z
X
V
O
W
U
P Q
T R
< 90 ° 90° > 90 °
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 86: Tangent to a Circle.
1 Determine which lines are the tangents to each of the circle given. Then, state
the contact points of these tangents. O is the centre of each circle.
(a) (b) G
C
B M
H
D O N
O
A L
K
J
F I
E
Tangents to the Contact points Tangents to Contact points

circle the circle
AC B GK L
CE D IK J
2 Given that the straight lines PQ and RS are tangents to the circle in the diagram
below, list all the angles that are marked and arranged them under less than 90°,
equal to 90° or more than 90° in the table provided.
S
Z
X
V
O
W
U
P Q
T R
< 90° 90° > 90°

∠ OUT ∠ PTO ∠ PUV
∠VXO ∠OWS ∠TRW
∠UVX
2
Mathematics Form 4
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LESSON 87: Constructing tangent to a circle.
The diagrams below show a circle centre O. Construct the tangent based on the point
given.
1
O P
ANSWER:
ANSWER:
1
Mathematics Form 4
ANSWER:
ANSWER:
2
Mathematics Form 4
ANSWER:
O
?
ANSWER:
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 87: Constructing tangent to a circle.
The diagrams below show a circle centre O. Construct the tangent based on the point given.
1
O P
ANSWER:
O P
ANSWER:
4
Mathematics Form 4
3
ANSWER:
ANSWER:
5
Mathematics Form 4
ANSWER:
ANSWER:
6
Mathematics Form 4
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LESSON 88: Properties of Two Tangents to a Circle
1 Based on the diagram, complete the table given with the right answer.
5 cm
C
O
60°
12 cm
No. Questions Answers
1 Length of BC
2 Length of OA
3 ∠BOC
4 ∠ACO
5 ∠BCO
6 Length of OC
1
Mathematics Form 4
6 cm
P 58°
O
8 cm
2 In the diagram above, PR and PQ are tangents to the circles with the centre O, OR
and OQ are radii of the circle. Given that ∠RPQ = 58°, calculate,
1. ∠POQ
b) ∠ROQ
c) The length of PR
d) The length of OP
2
Mathematics Form 4
e) ∠OQR
f) ∠RQP
3
Mathematics Form 4
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LESSON 88: Properties of Two Tangents to a Circle
1 Based on the diagram, complete the table given with the right answer.
5 cm
C
O
60°
12 cm
No. Questions Answers
1 Length of BC BC = AC = 12 cm
2 Length of OA OA = OB = 5 cm
3 ∠BOC ∠BOC = ∠AOC = 60°
4 ∠ACO ∠ACO = 180° – 60° – 90° = 30°
5 ∠BCO ∠ACO = 30°
OC = OA 2 + AC 2
6 Length of OC
= 5 + 12
2 2
= 13 cm
4
Mathematics Form 4
6 cm
P 58°
O
8 cm
2 In the diagra m above, PR and PQ are tangents to the circles with the centre O, OR
and OQ are radii of the circle. Given that ∠RPQ = 58°, calculate,
2. ∠POQ
∠ QPO = 58° ÷ 2
= 29°
∠POQ = (180° – 29° – 90°)
= 61°
b) ∠ROQ
∠QPO = 29°
∠POQ = 61°
∠ROQ = 61° × 2
= 122°
or ∠ROQ = 180° − 58°

= 122°
c) The length of PR
PR = PQ = 8 cm
d) The length of OP
OP 2 = PQ 2 + OQ2
OP 2 = 8 2 + 6 2
OP 2 = 64 + 39
OP 2 = 100
OP = 100
OP = 10 cm.
5
Mathematics Form 4
e) ∠OQR
∠ OQR = ( 180° − 122° ) ÷ 2

= 29°
f) ∠RQP
∠ RQP = 90° − 29°

= 61°
6
Mathematics Form 4
ACTIVITY SHEET
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LESSON 89: Angle formed by the Tangent and the Chord.
1. Identify and shade the alternate segment for ∠ JKM in each of the following figures.
Note that for each figure, JKL is the tangent to the circle at point K.
(a) M (b)
J M
J
K
K
L L
(c) (d) L
J K
M J
K
L M
2. In each of the figures below, XYZ is a tangent to the circle at point Y. State the angle in
the alternate segment for the angle labeled t°.
(a) A X (b) X
t° Y A
B
Y t°
B
Z
D
C Z C
∠ ∠
(c) (d)
X B
Y t° A
B A
Z C
D t°
C X Y Z
∠ ∠
1
Mathematics Form 4
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LESSON 89: Angle formed by the Tangent and the Chord.
1. Identify and shade the alternate segment for ∠ JKM in each of the following figures.
Note that for each figure, JKL is the tangent to the circle at point K.
(a) M (b)
J M
J
K
K
L L
(c) (d) L
J K
M J
K
L M
2. In each of the figures below, XYZ is a tangent to the circle at point Y. State the angle in
the alternate segment for the angle labeled t°.
(a) A X (b) X
t° Y A
B
Y t°
B
Z
D
C Z C
∠ ABY (or YBA) ∠DCY (or YCD)
(c) (d)
X B
Y t° A
B A
Z C
D t°
C X Y Z
∠BCY (or YCB) ∠CBY (or YBC)

2
Mathematics Form 4
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LESSON 90 : Calculations on the An gle in Alternate Segment.
1. The diagram below shows a circle, centre O. PQ is a diameter of the circle and
LPS is a tangent to the circle . Find (a) ∠ POR, (b) ∠ RPS .
P ?O
14o Q
S
R
ANSWER :
2. Q S
45o
b
a
?
O R
65o
M N P
In diagram above, QS is parallel to MNP. Find the values of a and b.
ANSWER :
1
Mathematics Form 4
3.
E
u
D
v
25o ? 30o
A O B C
In diagram above, find the values of v and u.
ANSWER :
X Y Z
4 50°
20°
?O
L
M
N
In the diagram, XYZ is a tangent. Find the values of ∠YLN and ∠YNM .
ANSWER :
2
Mathematics Form 4
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LESSON 90 : Calculations on the Angle in Alternate Segment.
2. The diagram below shows a circle, centre O. PQ is a diameter of the circle and
LPS is a tangent to the circle . Find (a) ∠ POR, (b) ∠ RPS .
P ?O
14o Q
S
R
ANSWER :
∠ PQR = 14o (angle at circumference)
(a) ∠ POR = 14o × 2
= 28o ( angle at centre )
(b) ∠ RPS = ∠ PQR ( angle in the alternate segment )
Hence, ∠ RPS = 14o
2. Q S
45o
b
O a
? R
65o
M N P
In diagram above, QS is parallel to MNP. Find the values of a and b.
ANSWER :
∠ RNP = 45o ( alternate angle )

Hence b = 45o ( alternate segment )
∠ QNM = ∠ QRN
= 65o
So, a = 180o – 65o
= 115o
3
Mathematics Form 4
3.
E
u
D
v
25o ? 30o
A O B C
In diagram above, find the values of v and u.
ANSWER :
∠ EBC = ∠ OEB u = 180o − ∠DEO − ∠OEB

∠ EBC = 30o 180 ° − (180 ° −
∠ DEO =
So, v = 180o – 30o – 30o 2
= 120o 25 ° + 120 °
=
2
= 72 .5 °
Thus, u = 180° − 72.5° − 30°
= 77.5°
X Y Z
4 50°
20°
?O
L
M
N
In the diagram, XYZ is a tangent. Find the values of ∠YLN and ∠YNM .
ANSWER :
∠ YLN = 90o ( angle in semicircle )

∠ YNM = 180o – 20o − ∠YMN
∠ YMN = 90° ( angle in semicircle )
Hence, ∠ YNM = 180o – 20o – 90o
= 70o
4
Mathematics Form 4
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LESSON 91: Common Tangent to T wo Circles
1. Complete the table given with the number of common tangents for each case.
No. Circles Same size Different size

1 Intersect at two points
2 Intersect at one point

( external contact point )
3 Intersect at one point
( internal contact point )
4 Do not intersect
2. Based on the diagrams given, determine the properties related to the common
tangents to two circles.
Intersect at two point
Circles of the same size Circles of different size s
A B
B
M N A N
M
C D
O C D
1
Mathematics Form 4
Intersect at one point
Circles of the same size

Circles of different size s Internal contact point
A B
B
M N
M O N N O
A O
M
C D
C D
Do not intersect
Circles of the same size Circles of different size
A B B
R S
Q
O A
M N R
O
P Q S P
C D C D
2
Mathematics Form 4
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LESSON 91: Common Tangent to T wo Circles
1. Complete the table given with the number of common tangents for each case.
No. Circles Same size Different size

1 Intersect at two points 2 2
2 Intersect at one point 3 3

( external contact point )
3 Intersect at one point 1
( internal contact point )
4 Do not intersect 4 4
2. Based on the diagrams given, determine the properties related to the common
tangents to two circles.
Intersect at two point
Circles of the same size Circles of different size s
A B
B
M N A N
M
C D
O C D
1. AB = CD
1. AB = CD 2. OA = OC
2. AB // MN // CD 3. The radii are
3. The radii are perpendicular to the
perpendicular to the tangents.
tangents . 4. O, M, and N are
collinear points.
3
Mathematics Form 4
Intersect at one point
Circles of the same size

Circles of different size s Internal contact point
A B
B
M N
M O N N O
A O
M
C D
C D
1. AB = CD 1. AB = CD 1. ∠ABC = 90°
2. AB // MN // CD 2. AP = PC 2. A, M, N and B are
3. The radii are 3. The radii are collinear points.
perpendicular to the perpendicular to the
tangents. tangents.
4. M, O and N are 4. P , M, O and N are
collinear points. collinear points.
Do not intersect
Circles of the same size Circles of different size
A B B
R S
Q
O A
M N R
O
P Q S P
C D C D
1. AB = CD 1. AB = CD
2. AB // MN // CD 2. OQ = OP
3. PS = RQ 3. PS = RQ
4. O, M and N are 4. L, O, M and N are
collinear points. collinear points
5. RO = SO = PO = QO 5. OR = OS
6. The radii are 6. The radii are
perpendicular to the perpendicular to the
tangents. tangents.
4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 92: Problems on Common Tangents to two Circles.
1 In the figure on the right, MN is a common

tangent to two circles with centres O and P .
M and N are the contact points. Given that
OP = 17.5 cm and that the radii of the
circles with centres O and P are 2.6 cm
and 7.5 cm respectively, calculate P O
(a) theperimeter of the quadrilateral
MNOP, N
(b) the area of the quadrilateral MNOP . M
Solution:
1. Understand The Problem
2. Devise A Plan
3. Carry Out The Plan
4. Check The Solution
1
Mathematics Form 4
2. PQ is a common tangent to the two P

circles shown in the figure on the right. A D E
ACF and BCD are straight lines. AB is z° y° x°
the diameter of the circle on the left.
∠ACP = 70° and ∠ PCE = 65°. Calculate C
the values of x, y and z. F
B
Q
Solution:
2. Devise A Plan
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 92: Problems on Common Tangents to two Circles.
1 In the figure on the right, MN is a common
tangent to two circles with centres O and P .
M and N are the contact points. Given that
OP = 17.5 cm and that the radii of the
circles with centres O and P are 2.6 cm
and 7.5 cm respectively, calculate P O
(a) the
perimeter of the quadrilateral
MNOP, N
(b) the area of the quadrilateral MNOP .
M
Solution:
MN is perpendicular to PM and ON.
OP = 17.5 cm
PM = 7.5 cm
ON = 2.6 cm
Calculate the perimeter and the area of MNOP .
2. Devise A Plan
P
Perimeter of MNOP = MN + NO + OP + PM 4.9 cm 17.5 cm
Use Pythagoras Theorem to calculate MN . Q O
MNOP is a trapezium. 2.6 cm 2.6 cm
1
Area of MNOP = ( PM + ON ) × MN M N
2

(a) MN = 17 .5 − 4 .9
2 2
= 282.24
= 16.8 cm
So, perimeter of MNOP = 16.8 + 2.6 + 17.5 + 7.5
= 44.4 cm
1
(b) Area of MNOP = (7.5 + 2.6) × 16.8
2
= 84.84 cm2

1
MN 2 + PM 2 = 16 .8 2 + 4.9 2 Area of MNOP = ( × 16.8 × 4.9)
2
= 306 .25 + (2.6 × 16.8)
= 17.5 cm = 84.84 cm2
= OP
3
Mathematics Form 4
2. PQ is a common tangent to the two P
circles shown in the figure on the right. A E
D
ACF and BCD are straight lines. AB is z° y° x°
the diameter of the circle on the left.
∠ACP = 70° and ∠ PCE = 65°. Calculate C
the values of x, y and z.
F
B
Solution: Q

MN is the diameter.
∠ACP = 70°
∠PCE = 65°
CDEF is a cyclic quadrilateral.
Calculate the values of x, y and z.
2. Devise A Plan
Use angle properties of circles and properties of opposite angles to calculate x.
Use properties of angle in the alternate segment to calculate y and z.

MN is the diameter. This means that ∠ACB = 90°.
∠ACB and ∠DCF are opposite angles. So, ∠DCF = ∠ACB
= 90°
CDEF is a cyclic quadrilateral. Opposite angles in a cyclic quadrilateral add up to
180°. So, x° + ∠DCF = 180°
x + 90 = 180
x = 180 − 90
x = 90
y = ∠QCE
= 180 − 65 (∠ PCE = 65°)
y = 115
z° + ∠ABC = 90°
z + 70 = 90 (∠ ABC = ∠ACP = 70°)
z = 90 − 70
z = 20

∠CFE = ∠PCE
= 65°
The sum of the interior angles of CDEF should be 360°.
x° + y° + ∠DCF + ∠CFE = 90° + 115° + 90° + 65
= 360°
The sum of the interior angles of ∆ ABC should be 180°.
z° + ∠ABC + ∠ACB = 20° + 70° + 90°
= 180 °
4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s copy
Lesson 93: Quadrants and Angles in the Unit Circle
Question 1.
Complete all the answer boxes with the correct angles.
≤ θ ≤ o ≤ θ ≤ 90o
0o
180o O 360o
180o ≤ θ ≤ 270o 270o ≤ θ ≤ 360o
Question 2.
For each of the following, state the quadrant the angle lies in:
a) 88o
Answer :
b) 156o
Answer :
c) 320o
Answer :
d) 190o
Answer :
1
Mathematics Form 4
Question 3.
M 1
L
−1 O 1 x
N
P
−1
The above diagram shows a unit circle with four points L, M, N and P on it’s
circumference. Find the x–coordinate, y–coordinate and the ratio of y–coordinate to
x–coordinate for each point.
a) For point L,
The x–coordinate =
The y–coordinates =
The ratio =
b) For point M,
The y–coordinate =
The ratio =
2
Mathematics Form 4
c) For point N,
The ratio =
d) For point P,
The ratio =
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
Lesson 93: Quadrants and Angles in the Unit Circle
Question 1.
Complete all the answer boxes with the correct angles.
90o ≤ θ ≤ 180o 0o ≤ θ ≤ 90o
0o
180o O 360o
180o ≤ θ ≤ 270o 270o ≤ θ ≤ 360o
Question 2.
For each of the following, state the quadrant the angle lies in:
e) 88o
Answer : Quadrant I
f) 156o
Answer : Quadrant II
g) 320o
Answer : Quadrant IV
h) 190o
Answer : Quadrant III
4
Mathematics Form 4
Question 3.
M 1
L
−1 O 1 x
N
P
−1
The above diagram shows a unit circle with four points L, M, N and P on it’s
circumference. Find the x–coordinate, y–coordinate and the ratio of y–coordinate to
x–coordinate for each point.
e) For point L,
The x–coordinate = 0.7
The y–coordinates = 0.7
The ratio = 1
f) For point M,
The x–coordinate = −0.4
The y–coordinate = 0.9
The ratio = −2.25
5
Mathematics Form 4
g) For point N,
The x–coordinate = −0.8
The y–coordinate = −0.6
The ratio = 0.75
h) For point P,
The x–coordinate = 0.5
The y–coordinate = −0.85
The ratio = −1.7
6
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 94: Angle in Quadrant I
1. Based on the unit circle given, complete the table given by determining the values of sine,
cosine and tangent of the following angles . Your answers should be rounded off to two
decimal places .
y
2
1.0 C
0.8 B
2
0.6
0.4 A
70° 2
0.2 50°
20°
o x
0.2 0.4 0.6 0.8 1.0
No. Trigonometrical ratios Answer
1 sin 20°
2 sin 50°
3 sin 70°
4 cos 20°
5 cos 50°
6 cos 70°
7 tan 20°
8 tan 50°
9 tan 70°
1
Mathematics Form 4
2. From the answers above, make an inference about the values of sine, cosine and
tangent as θ increases from 0° to 90°, by completing the table below.
sine ? ( 0° to 90° )
cosine ? ( 0° to 90° )
tangent ? ( 0° to 90° )
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 94: Angle in Quadrant I
1. Based on the unit circle given, complete the table given by determining the values of sine,
cosine and tangent of the following angles . Your answers should be rounded off to two
decimal places.
y
2
1.0 C
2
0.8 B
2
0.6
0.4 A
70° 2
0.2 50°
20°
o x
0.2 0.4 0.6 0.8 1.0
No. Trigonometrical ratios Answer
1 sin 20° 0.34
2 sin 50° 0.77
3 sin 70° 0.94
4 cos 20° 0.94
5 cos 50° 0.64
6 cos 70° 0.35
7 tan 20° 0.36
8 tan 50° 1.20
9 tan 70° 2.69
3
Mathematics Form 4
2. From the answers above, make an inference about the values of sine, cosine and
tangent as θ increases from 0° to 90°, by completing the table below.
sine ? ( 0° to 90° ) The value of sin ? increases as ?

increases from 0° to 90°.
cosine ? ( 0° to 90° ) The value of cos ? decreases as ?

tangent ? ( 0° to 90° ) The value of tan ? increases as ?

4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 95: Angle in Quadrant II, III and IV
1. Based on the unit circle given, complete the following table by determining the values of
sine, cosine and tangent for the stated angles. Your answers should be rounded off to two
decimal places.
y
A 1
0.5
220° 120°
-1 1 x
−0.5 0.5
−0.5 310°
B
C
-1
No. Trigonometrical Ratios Answer
1 sin 120°
2 sin 220°
3 sin 310°
4 cos 120°
5 cos 220°
6 cos 310°
7 tan 120°
8 tan 220°
9 tan 310°
1
Mathematics Form 4
2. y
M(−0.71, 0.71)
210° 135°
O x
75°
N(−0.87, y)
P(0.23, −0.97)
Based on the unit circle shown, determine the values of

(a) sin 135° Answer:
(b) tan 285° Answ er:
(c) cos 210° Answer:
(d) cos 135° Answer:
(e) y if tan 210° = 0.57 Answer:
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 95: Angle in Quadrant II, III and IV
1. Based on the unit circle given, complete the following table by determining the values of
sine, cosine and tangent for the stated angles. Your answers should be rounded off to two
decimal places.
y
A 1
0.5
220° 120°
-1 1 x
−0.5 0.5
−0.5 310°
B
C
-1
No. Trigonometrical Ratios Answer
1 sin 120° 0.87 or 0.86
2 sin 220° − 0.64 or −0.65
3 sin 310° −0.77 or −0.76
4 cos 120° −0.5
5 cos 220° −0.77 or −0.76
6 cos 310° 0.64 or 0.65
7 tan 120° −1.73 or −1.74
8 tan 220° 0.84 or 0.83
9 tan 310° −1.19 or –1.2
3
Mathematics Form 4
2. y
M(−0.71, 0.71)
210° 135°
O x
75°
N(−0.87, y)
P(0.23, −0.97)
Based on the unit circle shown, determine the values of

(a) sin 135° Answer: sin 135° = 0.71
− 0.97
(b) tan 285° Answer: tan 285 ° =
0.23
= −4.22
(c) cos 210° Answer: cos 210° = −0.87
(d) cos 135° Answer: cos 135° = −0.71
y
(e) y if tan 210° = 0.57 Answer: tan 210 ° =
− 0.87
y = tan 210 ° × ( −0.87 )
= 0 .57 × (− 0.87 )
= − 0.5
4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 96: Values of Sine, Cosine and Tangent.
1 State the quadrant of each angle and the determine whether the value of each of
the following is positive or negative.
Angle Quadrant Trigonometric ratio Positive or
Negative
56° cos 56°

145° sin 145°
280° tan 280°
96° cos 96°
265° sin 265°
175° sin 175°
315° tan 315°
185° tan 185°
323° cos 323°
2 Calculate the value of each of the following:
(a) 4 sin 30° − 3 cos 60° =
(b) 6 tan 45 + 2 cos 180° =
(c) 5 sin 270° − 7 cos 90° =
(d) 3 tan 180° + 9 cos 360° =
(e) 10 cos 60° − 6 sin 90° =
Page 1 of 1
Mathematics Form 4
(a) Given cos θ = 1 and 0 ° ≤ θ ≤ 360°, state the values of θ.
(b) Given tan θ = 0 and 180 ° ≤ θ ≤ 360°, state the values of θ.
4 Find the value of x in each of the following:
(a)
4.5 cm
x
9 cm
(b)
10 cm
x
10 cm
(c) cos x = 0 and 180 ° ≤ x ≤ 360°.
(d) sin x = 0.5 and 0° ≤ x ≤ 180 °.
Page 2 of 2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 96: Values of Sine, Cosine and Tangent.
1 State the quadrant of each angle and the determine whether the value of each of
the following is positive or negative.
Angle Quadrant Trigonometric ratio Positive or
Negative
56° 1 cos 56° Positive

145° 2 sin 145° Positive
280° 4 tan 280° Negative
96° 2 cos 96° Negative
265° 3 sin 265° Negative

175° 2 sin 175° Positive
315° 4 tan 315° Negative
185° 3 tan 185° Positive

323° 4 cos 323° Positive
2 Calculate the value of each of the following:
(a) 4 sin 30° − 3 cos 60° = 4(0.5) − 3(0.5)

= 2 − 1.5
= 0.5
(b) 6 tan 45 + 2 cos 180° = 6(1) + 2(− 1)

=6−2
=4
(c) 5 sin 270° − 7 cos 90° = 5(−1) − 7(0)

=−5 − 0
=−5
(d) 3 tan 180° + 9 cos 360° = 3(0) + 9(1)

=0+9
=9
(e) 10 cos 60° − 6 sin 90° = 10(0.5) − 6(1)

= 5− 6
=−1
Page 3 of 3
Mathematics Form 4
3 (a) Given cos θ = 1 and 0 ° ≤ θ ≤ 360°, state the values of θ.
If cos θ = 1 and 0° ≤ θ ≤ 360°,

then θ = 0° or 360 °.
(b) Given tan θ = 0 and 180 ° ≤ θ ≤ 360°, state the values of θ.
If tan θ = 0 and 180° ≤ θ ≤ 360°,

then θ = 180° or 360 °.
4 Find the value of x in each of the following:
(a) cos x = 4.5

9 x
4.5 cm 9 cm
=1
2
x = 60°
(b) tan x = 10
10 10 cm
=1
x = 45° x
10 cm
(c) cos x = 0 and 180 ° ≤ x ≤ 360°.

If cos x = 0, then x = 90° or 270°
but since 180° ≤ x ≤ 360°,
x = 270°
(d) sin x = 0.5 and 0° ≤ x ≤ 180 °.

If sin x = 0.5, then x = 30° or 150 °.
Page 4 of 4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s copy
Lesson 97: Relationships between the Values of Sine, Cosine and Tangent.
Question 1.
Find the angle in quadrant I which corresponds to each of the following.
a) 110o b) 94o
c) 144o d) 168o
Solution:
y
a) Angle in quadrant I
which corresponds to 110° =
x
O
y
b) Angle in quadrant I
x
O
y
c) Angle in quadrant I
x
O
y
d) Angle in quadrant I
x
O
1
Mathematics Form 4
Question 2.
a) 220o b) 186o
c) 209o d) 256o
Solution:
y
O x
O x
y
O x
y
O x
2
Mathematics Form 4
Question 3.
a) 280o b) 345o
c) 309o
Solution:
y
O x
y
which corresponds to 345° = x
O
y
O x
3
Mathematics Form 4
Question 4.
Express the following in terms of trigonometrical functions of acute angles.
a) tan 170o
b) sin 133o
c) cos 190o
d) tan 340o
e) sin 200o
f) cos 120o
Solution:
a) tan 170o =
b) sin 133o =
c) cos 190o =
d) tan 340o =
e) sin 200o =
f) cos 120o =
4
Mathematics Form 4
ACTIVITY SHEET
Teacher’s copy
Lesson 97: Relationships between the Values of Sine, Cosine and Tangent.
Question 1.
a) 110o b) 94o
c) 144o d) 168o
Solution:
y
which corresponds to 110° = 180° − 110° 110°
o 70°
= 70 O
x
y
which corresponds to 94° = 180° − 94°
86° 94°
= 86o O
x
y
144°
36°
= 36o O
x
y
168°
12°
= 12o O
x
5
Mathematics Form 4
Question 2.
a) 220o b) 186o
c) 209o d) 256o
Solution:
y
a) Angle in quadrant I 220°
O x
40°
= 40o
b) Angle in quadrant I 186°

6° O x
= 6o
y
c) Angle in quadrant I 209°
O x
29°
= 29°
y
256°
O x
76°
= 76°
y
6
Mathematics Form 4
Question 3.
a) 280o b) 345o
c) 309o
Solution:
y
280°
O x
= 80° 80°
y
345°
which corresponds to 345° = 360° − 345° x
O 15°
= 15°
y
309°
O x
51°
= 51°
7
Mathematics Form 4
Question 4.
Express the following in terms of trigonometrical functions of acute angles.
a) tan 170o
b) sin 133o
c) cos 190o
d) tan 340o
e) sin 200o
f) cos 120o
Solution:
a) tan 170o = −tan ( 180o – 170o )

= −tan 10o
b) sin 133o = sin ( 180o – 133o )

= sin 47o
c) cos 190o = −cos ( 190o – 180o )

= −cos 10o
d) tan 340o = −tan ( 360o – 340o )

= −tan 20o
e) sin 200o = −sin ( 200o – 180o )

= −sin 20o
f) cos 120o = −cos ( 180o – 120o )

= −cos 60o
8
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
Problems Solving on Sine, Cosine and Tangent.
1 Calculate each of the following values based on the table below:
θ 27° 46° 55° 64°

sin θ 0.45 0.72 0.82 0.90
cos θ 0.89 0.69 0.57 0.44
tan θ 0.51 1.04 1.43 2.05
(a) tan 226° =
(b) cos 116° =
(c) sin 305° =
(d) 2 cos 207° + 5 sin 116° =
(e) 3 tan 296° + 4 cos 125° =
2 (a) Given that cos θ = −0.1736 and 180°≤ θ ≤ 360°, find the value of θ .
Solution:
(b) Given that sin x = 0.4695 and 0 °≤ x ≤ 360°, find the values of x.
Solution:
1
Mathematics Form 4
(c) Given that tan y = −1.9626 and 90°≤ y ≤ 360 °, find the values of y.
Solution:
3 In the diagram, KLM is a straight line. Find the values of cos θ and θ .
Solution:
11 cm
K
θ
15 cm
L
M
4 In the diagram, EFG is a straight line. Find the values of z and tan z.
Solution:
G
F
z
18.2 cm
E
7 cm
D
2
Mathematics Form 4
T Q
2.5 m
S R
5 The above diagram shows the plan of a garden. PQT is an isosceles triangle.
Given that PQ = 2.25 m and QT = 3.6 m, calculate,
(a) cos ∠ TPQ .
(b) the perpendicular distance between P and the line S R.
Solution:
(a)
(b)
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 98: Problems Solving on Sine, Cosine and Tangent.
1 Calculate each of the following values based on the table below:
θ 27° 46° 55° 64°

sin θ 0.45 0.72 0.82 0.90
cos θ 0.89 0.69 0.57 0.44
tan θ 0.51 1.04 1.43 2.05
(a) tan 226° = tan(226° − 180 °)

= tan 46°
= 1.04
(b) cos 116° = − cos(180° − 116 °)
= − cos 64 °
= − 0.44
(c) sin 305° = −sin(360° − 305°)
= −sin 55°
= −0.82
(d) 2 cos 207° + 5 sin 116° = 2(− cos(207° − 180 °)) + 5 sin(180° − 116°)
= −2 cos 27° + 5 sin 64°
= −2(0.89) + 5(0.90)
= 2.72
(e) 3 tan 296° + 4 cos 125° = 3(− tan(360° − 296°)) + 4(−cos(180 ° − 125°))
= − 3 tan 64° − 4 cos 55°
= − 3(2.05) − 4(0.57)
= − 8.43
2 (a) Given that cos θ = −0.1736 and 180 °≤ θ ≤ 360°, find the value of θ .
Solution: cos θ = −cos 80°
= cos(180 ° + 80°)
= cos 260 °
Therefore, θ = 260°
(b) Given that sin x = 0.4695 and 0 °≤ x ≤ 360°, find the values of x.
Solution: sin x = sin 28° or sin(180° − 28°)
= sin 28° or sin 152 °
Therefore, x = 28° or 152°
4
Mathematics Form 4
(c) Given that tan y = −1.9626 and 90°≤ y ≤ 360°, find the values of y.
Solution: tan y = tan(180° − 63°) or tan(360° − 63°)
= tan 117° or tan 297 °
Therefore, y = 117° or 297 °
3 In the diagram, KLM is a straight line. Find the values of cos θ and θ .
Solution:
cos θ = −cos(180° − θ ) J
= − JL
KL 11 cm
= − 11 K
15 θ
15 cm
L
θ = 180° − 42° 50' M
= 137° 10'
4 In the diagram, EFG is a straight line. Find the values of z and tan z.
Solution:
tan z = −tan(180° − z ) G
= − DE F
DF z
18.2 cm
7
=−
EF 2 − DE 2
E
7
=− 7 cm
18 .2 2 − 7 2 D
7
=−
16.8
= −0.4167
z = 180° − 22° 37'

= 157° 23'
5
Mathematics Form 4
T Q
2.5 m
S R
5 The above diagram shows the plan of a garden. PQT is an isosceles triangle.
Given that PQ = 2.25 m and QT = 3.6 m, calculate,
(a) cos ∠ TPQ .
(b) the perpendicular distance between P and the line S R.
Solution:
1
1 × QT
(a) sin ∠TPQ = 2
2 PQ
1
× 3 .6
= 2
2.25
1.8
=
2.25
1
∠TPQ = 53.13°
2
∠TPQ = 53.13° × 2
= 106.26°
Therefore, cos ∠ TPQ = cos 106.26°
= −cos(18 0° − 106.26°)
= −cos 73.74°
= −0.2800
1
(b) The height of ∆ PQT = PQ 2 − ( QT ) 2
2
= 2 .25 2 − 1.8 2
= 1.35 m
Therefore, the perpendicular distance between P
and the line SR = 1.35 + 2.5
= 3.85 m
6
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 99: Graphs of sine, cosine and tangent.
1. Based from the graph of sine given, complete the table of value below.
? 00 30 0 60 0 90 0 120 0 150 0 180 0 2100 2400 2700 3000 3300 360 0
y=sin? 0 0 -0.87 0
0.87 1
y
1.0 ×
× ×
0.5 × ×
× × × ?
0 0 0 0 0 0 0 0 0 0 0
30 60 90 120 150 180 210 240 270 300 330 360 0
- 0.5 × ×
× ×
- 1.0 ×
1
Mathematics Form 4
2. Based from the table of value, draw the graph of cosine ? where
0 0 < ? < 3600
1.0
0.5
?
0 0 0 0
90 120 150 180 2100 240 0 270 0 3000 330 0 360 0
- 0.5
- 1.0
? 00 30 0 60 0 90 0 1200 150 0 180 0 210 0 240 0 270 0 300 0 3300 3600
y=cos? 1 0.87 0.5 0 -0.5 -1 -0.87 - 0.5 0 0.5 0.87 1

- 0.87
2
Mathematics Form 4
3. Based from the table of value given, dram the graph of tangent ? where
0 0 < ? < 360 0
? 00 30 0 45 0 75 0 90 0 105 0 135 0 150 0 180 0 210 0 2250 2550 2700

y=tan? 0 0.58 1 3.73 8 -3.73 -1 -0.58 0 0.58 1 3.73 8
285 0 315 0 3300 3600

-3.73 -1 -0.58 0
y
4
1
?
0 0 0 0
90 180 270 360
-1
-2
-3
-4
3
Mathematics Form 4
4. Complete the empty boxes with the properties of each graph given.
y y y
Sin ? Cos ? Tan ?
1 1 4
? ?
?
1800 3600 1800 3600 900 1800 2700 3600
-1 -1 -4
The graph of sin ? The graph of cos ? The graph of Tan ?
4
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
? 00 30 0 60 0 90 0 120 0 150 0 180 0 2100 2400 2700 3000 3300 360 0
y=sin? 0 0.87 0.5 0 - 0.5 - 0.87 -1 -0.87 - 0.5 0

0.5 0.87 1
1.0 ×
× ×
0.5 × ×
× × × ?
0 0 0 0 0 0
30 60 90 120 150 180 210 0 2400 270 0 300 0 3300 360 0
- 0.5 × ×
× ×
- 1.0 ×
5
Mathematics Form 4
0 0 < ? < 3600
1.0 × ×
×
×
0.5 × ×
× × ?
0 0 0 0 0 0 0 0 0 0
90 120 150 180 210 240 270 300 330 360
- 0.5 × ×
× ×
- 1.0 ×
? 00 30 0 60 0 90 0 1200 150 0 180 0 210 0 240

0
270 0 300 0 3300 3600
y=cos? 1 0.87 0.5 0 -0.5 -1 -0.87 - 0.5 0 0.5 0.87 1

- 0.87
6
Mathematics Form 4
0 0 < ? < 360 0
? 00 30 0 45 0 75 0 90 0 105 0 135 0 150 0 180 0 210 0 2250 2550 2700

y=tan? 0 0.58 1 3.73 8 -3.73 -1 -0.58 0 0.58 1 3.73 8
285 0 315 0 3300 3600

-3.73 -1 -0.58 0
y
4
× ×
3
2
×
1 × ×
×
× × × ?
0 0 0 0
90 × 180 270 × 360
-1
× ×
-2
-3
× ×
-4
7
Mathematics Form 4
y y y
Sin ? Cos ? Tan ?
1 1 4
? ?
?
0
180 360 0
180 0
360 0 900 1800 2700 3600
-1 -1 -4

• Increasing when • Increasing when 180 0 • Increasing when
00 < ? < 900 and < ? < 3600 00 < ? < 900 and
2700 < ? < 3600 • Decreasing when 900 < ? < 2700
• Decreasing when 00 < ? < 1800 • Decreasing at none of
900 < ? < 2700 • Maximum point the intervals
•
• Maximum point = ( 00, 1 ) and Tan ? is undefined
= ( 900, 1 ) ( 3600, 1 ) when? = 900 and 2700
• Minimum point • Minimum point • Tan ? are equal to
= ( 2700 , -1 ) = ( 1800 , -1 ) zero when ? = 00,
• Sin ? = 0 when • Cos ? = 0 when 1800 and 3600
? = 00 , 1800, 3600 ? = 900 , 2700 • There are no
• The graph of sin ? • The graph of cos ? minimum or
repeat itself at repeat itself at 360 0 maximum points on
3600 interval interval the graph
• dotted line drawn
through these value
of ? are called
asymtotes.
8
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
? 00 30 0 60 0 90 0 120 0 150 0 180 0 2100 2400 2700 3000 3300 360 0
y=sin? 0 0 -0.87 0
0.87 1
y
1.0 ×
× ×
0.5 × ×
× × × ?
0 0 0 0 0 0 0 0 0 0 0
30 60 90 120 150 180 210 240 270 300 330 360 0
- 0.5 × ×
× ×
- 1.0 ×
1
Mathematics Form 4
0 0 < ? < 3600
1.0
0.5
?
0 0 0 0
90 120 150 180 2100 240 0 270 0 3000 330 0 360 0
- 0.5
- 1.0
? 00 30 0 60 0 90 0 1200 150 0 180 0 210 0 240 0 270 0 300 0 3300 3600
y=cos? 1 0.87 0.5 0 -0.5 -1 -0.87 - 0.5 0 0.5 0.87 1

- 0.87
2
Mathematics Form 4
0 0 < ? < 360 0
? 00 30 0 45 0 75 0 90 0 105 0 135 0 150 0 180 0 210 0 2250 2550 2700

y=tan? 0 0.58 1 3.73 8 -3.73 -1 -0.58 0 0.58 1 3.73 8
285 0 315 0 3300 3600

-3.73 -1 -0.58 0
y
4
1
?
0 0 0 0
90 180 270 360
-1
-2
-3
-4
3
Mathematics Form 4
y y y
Sin ? Cos ? Tan ?
1 1 4
? ?
?
1800 3600 1800 3600 900 1800 2700 3600
-1 -1 -4
4
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
? 00 30 0 60 0 90 0 120 0 150 0 180 0 2100 2400 2700 3000 3300 360 0
y=sin? 0 0.87 0.5 0 - 0.5 - 0.87 -1 -0.87 - 0.5 0

0.5 0.87 1
1.0 ×
× ×
0.5 × ×
× × × ?
0 0 0 0 0 0
30 60 90 120 150 180 210 0 2400 270 0 300 0 3300 360 0
- 0.5 × ×
× ×
- 1.0 ×
5
Mathematics Form 4
0 0 < ? < 3600
1.0 × ×
×
×
0.5 × ×
× × ?
0 0 0 0 0 0 0 0 0 0
90 120 150 180 210 240 270 300 330 360
- 0.5 × ×
× ×
- 1.0 ×
? 00 30 0 60 0 90 0 1200 150 0 180 0 210 0 240

0
270 0 300 0 3300 3600
y=cos? 1 0.87 0.5 0 -0.5 -1 -0.87 - 0.5 0 0.5 0.87 1

- 0.87
6
Mathematics Form 4
0 0 < ? < 360 0
? 00 30 0 45 0 75 0 90 0 105 0 135 0 150 0 180 0 210 0 2250 2550 2700

y=tan? 0 0.58 1 3.73 8 -3.73 -1 -0.58 0 0.58 1 3.73 8
285 0 315 0 3300 3600

-3.73 -1 -0.58 0
y
4
× ×
3
2
×
1 × ×
×
× × × ?
0 0 0 0
90 × 180 270 × 360
-1
× ×
-2
-3
× ×
-4
7
Mathematics Form 4
y y y
Sin ? Cos ? Tan ?
1 1 4
? ?
?
0
180 360 0
180 0
360 0 900 1800 2700 3600
-1 -1 -4

• Increasing when • Increasing when 180 0 • Increasing when
00 < ? < 900 and < ? < 3600 00 < ? < 900 and
2700 < ? < 3600 • Decreasing when 900 < ? < 2700
• Decreasing when 00 < ? < 1800 • Decreasing at none of
900 < ? < 2700 • Maximum point the intervals
•
• Maximum point = ( 00, 1 ) and Tan ? is undefined
= ( 900, 1 ) ( 3600, 1 ) when? = 900 and 2700
• Minimum point • Minimum point • Tan ? are equal to
= ( 2700 , -1 ) = ( 1800 , -1 ) zero when ? = 00,
• Sin ? = 0 when • Cos ? = 0 when 1800 and 3600
? = 00 , 1800, 3600 ? = 900 , 2700 • There are no
• The graph of sin ? • The graph of cos ? minimum or
repeat itself at repeat itself at 360 0 maximum points on
3600 interval interval the graph
• dotted line drawn
through these value
of ? are called
asymtotes.
8
Mathematics Form 4
ACTIVITY SHEET
Pupils’ Copy
Lesson 101: Horizontal Line, Angle of Elevation and Angle of Depression.
Question 1
F
A E
C
D B
Based on the figure given above, answer the questions below:
1. Identify the horizontal line through A. Answer: ___ ________
2. Identify the horizontal line through E. Answer: ___________
3. Identify the angle of elevation of A from B . Answer: ___________
4. Identify the angle of depression of B from E . Answer: ___________
5. Identify the angle of elevation of E from A . Answer: ___________
Question 2 D B
A
C
1. Identify the horizontal line through A. Answer: _____________
2. Identify the horizontal line through B . Answer: _____________
3. Identify the angle of elevation of B from A . Answer: _____________
4. Identify the angle of depression of A from B . Answer: _____________
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Question 1
F
A E
C
D B
Based on the figure giv en above, answer the questions below:
1. Identify the horizontal line through A. Answer: AC
2. Identify the horizontal line through E. Answer: EF
3. Identify the angle of elevation of A from B . Answer: ∠ DBA
4. Identify the angle of depression of B from E . Answer: ∠ FEB
5. Identify the angle of elevation of E from A . Answer: ∠ CAE
Question 2 D B
A
C
2. Identify the horizontal line through B . Answer: BD
3. Identify the angle of elevation of B from A . Answer: ∠ CAB
4. Identify the angle of depression of A from B . Answer: ∠ DBA
2
Mathematics Form 4
ACTIVITY SHEET
Pupils’ Copy
Question 1
F
A E
C
D B
1. Identify the horizontal line through A. Answer: ___ ________
2. Identify the horizontal line through E. Answer: ___________
3. Identify the angle of elevation of A from B . Answer: ___________
4. Identify the angle of depression of B from E . Answer: ___________
5. Identify the angle of elevation of E from A . Answer: ___________
Question 2 D B
A
C
1. Identify the horizontal line through A. Answer: _____________
2. Identify the horizontal line through B . Answer: _____________
3. Identify the angle of elevation of B from A . Answer: _____________
4. Identify the angle of depression of A from B . Answer: _____________
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Question 1
F
A E
C
D B
Based on the figure giv en above, answer the questions below:
2. Identify the horizontal line through E. Answer: EF
3. Identify the angle of elevation of A from B . Answer: ∠ DBA
4. Identify the angle of depression of B from E . Answer: ∠ FEB
5. Identify the angle of elevation of E from A . Answer: ∠ CAE
Question 2 D B
A
C
2. Identify the horizontal line through B . Answer: BD
3. Identify the angle of elevation of B from A . Answer: ∠ CAB
4. Identify the angle of depression of A from B . Answer: ∠ DBA
2
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
Lesson 102: Angle of Elevation and An gle of Depression using Diagrams.
Question 1 Draw a diagram to represent the following situation.
Draw a diagram to represent the angle of elevation from the snake to the cat.
Draw the diagram to represent the angle of depression from the cat to the snake.
1
Mathematics Form 4
Question 2
Draw the diagrams to represent the angle of elevation and angle of depression for the
following situation.
Haz.
Zul
Draw a diagram to represent the angle of elevation from Zul to the aeroplane.
Draw the diagram to represent the angle of depression from Haz to Zul.
2
Mathematics Form 4
Draw the diagram to represent the angle of depression from the aeroplane
to Zul and Haz.
3
Mathematics Form 4
Question 3
Amir
Safura
Draw a diagram to represent the angle of elevation from Safura to the camera.
4
Mathematics Form 4
Draw the diagram to represent the angle of elevation from Amir to camera and angle of
depression to Safura.
5
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Lesson 102: Angle of Elevation and Angle of Depression using Diagrams.
Question 1 Draw a diagram to represent the following situation.
Draw a diagram to represent the angle of elevation from the snake to the cat.
Cat
Angle of elevation
Snake
Draw the diagram to represent the angle of depression from the cat to the snake.
Cat
Angle of depression
Snake
6
Mathematics Form 4
Question 2
Draw the diagrams to represent the angle of elevation and angle of depression for the
following situation.
Haz.
Zul
Draw a diagram to represent the angle of elevation from Zul to the aeroplane.
Aeroplane
Angle of elevation
Zul
Draw the diagram to represent the angle of depression from Haz to Zul.
Haz
Angle of depression
Zul
7
Mathematics Form 4
Draw the diagram to represent the angle of depression from the aeroplane
to Zul and Haz.
Angle of depression. Aeroplane

•
Angle of depression.
Haz
Zul
8
Mathematics Form 4
Question 3
Amir
Safura
Draw a diagram to represent the angle of elevation from Safura to the camera.
9
Mathematics Form 4
Draw the diagram to represent the angle of elevation from Amir to camera and angle of
depression to Safura.
Angle of elevation
Angle of depression
10
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 103: Proble ms solving on angle of elevation and angle of depression
1. The diagram below shows two vertical posts distanced from each other
at 10m. The height of post RS and PQ are 12m and 8m respectively.
Calculate :
a) The angle of elevation from Q to R
b) The angle of depression of P from R
R
?2
P
12m
8m
?1
Q 10m S
Solution:
1
Mathematics Form 4
2. In the diagram below, AB and CD are two vertical buildings on a horizontal surface.
Given that BD = 16 m and CD = 20 m. The angle of depression of A from C is 40°.
Find (a) the height of building AB in metres,
(b) the angle of elevation of A from D.
C
40°
20 m 40°
A
D 16 m B
Solution:
a) The height of building AB in metres:
b) The angle of elevation of A from D:
2
Mathematics Form 4
3. In diagram below, A, B and C are three point on a horizontal surface. A is located to

the south of B and C is located to the east of the A. AC is 3m and AB is 5m. The
height of PA and QB are 6m and 8m respectively. Calculate:
a) the distance of A,
b) the angle of evelation of Q from A.
8m
P
B
?
6m
5m
A
3m
C
Solution:
a) The distance of AB:
b) The angle of elevation of Q from A
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 103: Problems solving on angle of elevation and angle of depression
2. The diagram below shows two vertical posts distanced from each other
at 10m. The height of post RS and PQ are 12m and 8m respectively.
Calculate :
c) The angle of elevation from Q to R
d) The angle of depression of P from R
R
?2
P
12m
8m
?1
Q 10m S
Solution:
opposite side
tan ?1 =
adjacent side
12
tan ?1 =
10
tan ?1 = 1.2
?1 = 50.19° or 50°11'

opposite side
tan ?2 =
adjacent side
12 − 8
tan ?2 =
10
4
tan ?2=
10
= 0.4
?2 = 21.8° or 21°48'
4
Mathematics Form 4
2. In the diagram below, AB and CD are two vertical buildings on a horizontal surface.
Given that BD = 16 m and CD = 20 m. The angle of depression of A from C is 40°.
Find (a) the height of building AB in metres,
(b) the angle of elevation of A from D.
C
40°
20 m 40°
A
D 16 m B
Solution:
a) The height of building AB in metres:
opposite side
tan 40° =
16
opposite side
0.839 =
16
Opposite side = 16 × 0.839
= 13.43 m
Thus, the height AB = 20 - 13.43

= 6.57 m
b) The angle of elevation of A from D:
6.57
tan ? =
16
tan ? = 0.41
? = 22.29° or 22°17'
5
Mathematics Form 4
3. In diagram below, A, B and C are three point on a horizontal surface. A is located to

the south of B and C is located to the east of the A. AC is 3m and AB is 5m. The
height of PA and QB are 6m and 8m respectively. Calculate:
c) the distance of A,
d) the angle of evelation of Q from A.
8m
P
B
?
6m
5m
A
3m
C
Solution:
a) The distance of AB:
AB 2 = 52 - 32
AB 2 = 25 - 9
AB 2 = 16
AB = 16
AB = 4 m
b) The angle of elevation of Q from A

8
tan ? =
4
tan ? = 2
? = 63.43° or 63°26'
6
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
Lesson 104: Horizontal Planes, Vertical Planes and Inclined Planes.
J
Question 1
E I
F H
D
C
A G
Based on the figure given above, identify the type of planes for:
Plane Type of planes

EDIJ
ABGF
BGHC
ABCDE
CHID
F
Question 2 C
D
ABCD
AEB
BCFE
1
Mathematics Form 4
F
Question 3
D C
A B
AFB
CFD
ABCD
Question 4
H G
E F
D C
A B

ABFE
EFGH
ABCD
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Lesson 104: Horizontal Planes, Vertical Planes and Inclined Planes.
J
Question 1
E I
F H
D
C
A G

EDIJ Inclined plane
ABGF Horizontal plane
BGHC Vertical plane
ABCDE Vertical plane
CHID Horizontal plane
F
Question 2 C
D
ABCD Vertical plane

AEB Horizontal plane
3
Mathematics Form 4
BCFE Vertical plane
F
Question 3
D C
A B
AFB Inclined plane

CFD Inclined plane
ABCD Horizontal plane
Question 4
H G
E F
D C
A B

ABFE Vertical plane
EFGH Horizontal plane
ABCD Horizontal plane
4
Mathematics Form 4
ACTIVITY SHEET
Pupils’ Copy
Lesson 105: Lines on a Plane, Lines Intersect with a Plane and Normals.
Question 1 1. Name all the lines that lie on the plane CDHG.
Answer:
F G
2. Name all the lines that intersect with the plane BCGF.
E H
B C Answer :
A D 3. Name all the normals to the plane ABFE
Answer :
Question 2 1. Name all the lines that lie on the plane RQTU.
S U
W Answer:
P R
2. Name all the lines that intersect with the plane PQTS.
Answer :
T
3. Name all the normals to the plane STU
V
Q Answer :
Question 3 1. Name all the lines that lie on the plane ABHG.
K J Answer:
E D 2. Name all the lines that intersect with the plane FAGL.
L I
F
Answer :
C G
H
3. Name all the normals to the plane ABCDEF
A B
Answer :
Question 4 1. Name all the lines that lie on the plane ABCD.
G C
Answer:
H D
O K 2. Name all the lines that intersect with the plane LKOP.
P L
J Answer :
N I
M B
F 3. Name all the normals to the plane EFGH
E A
Answer :
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Lesson 105: Lines on a Plane, Lines Intersect with a Plane and Normals.
Question 1 1. Name all the lines that lie on the plane CDHG.
Answer: Line: CD, DH, HG, GC, DG

F G
2. Name all the lines that intersect with the plane BCGF.
E H
B C Answer : Line: BA, CD, GH, FE, GD
D
3. Name all the normals to the plane ABFE
A
Answer : Line: AD, BC, FG, EH
Question 2 1. Name all the lines that lie on the plane RQTU.
S U
W Answer: Line: RQ, QT, TU, UR, WV
P R
2. Name all the lines that intersect with the plane PQTS.
Answer : Line: QR, VW, TU, PR, SU

T
3. Name all the normals to the plane STU
V
Q Answer : Line: SP, UR, TQ
Question 3 1. Name all the lines that lie on the plane ABHG.
K J
Answer: Line: AB, BH, HG, GA
E D 2. Name all the lines that intersect with the plane FAGL.
L I
Answer : Line: AB, GH, LK, FE
F C G
H
3. Name all the normals to the plane ABCDEF
A B
Answer : Line: AG, BH, CI, DJ, EK, FL
Question 4 1. Name all the lines that lie on the plane ABCD.
G C
Answer: Line: AB, BC, CD, DA, IJ, JK, KL, LI
H D
O K 2. Name all the lines that intersect with the plane LKOP.
P L
J Answer : Line: LI, KJ, PM, ON

N I
M B
F 3. Name all the normals to the plane EFGH
E A
Answer : Line: EA, FB, GC, HD
2
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 106: Orthogonal projection of a line on a plane.
1. The figure shows a triangular prism PQRSTU. Draw and name the
orthogonal projection of each of the following lines on the plane PQRS.
T S R
N
P M Q
a) TQ
b) QU
1
Mathematics Form 4
2. The figure shows a cube ABCDEFGH. Based on the diagram given, complete
the table below.
H G
E F
D C
A B
Line Plane Orthogonal Angle between line

Projection and plane
1 AG ABCD
2 HB ABEF
3 CH EFGH
4 EG DCHG
5 HB BCFG
2
Mathematics Form 4
3. The figure shows a pyramid ABCDEFG. Based from diagram given,

complete the table below.
G
D C
A F B
No Line Plane Angle between line and plane
1 ABCD EFG or GFE
2 ABCD EAC or CAE
3 ABCD EBD or DBE
4 ABCD EGF or FGE
5 ABCD EDB or BDE
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 106: Orthogonal projection of a line on a plane.
1. The figure shows a triangular prism PQRSTU. Draw and name the
orthogonal projection of each of the following lines on the plane PQRS.
T S R
N
P M Q
M Q
a) TQ MQ or QM
N Q
b) QU NQ or QN
4
Mathematics Form 4
2. The figure shows a cube ABCDEFGH. Based on the diagram given, complete
the table below.
H G
E F
D C
A B
Line Plane Orthogonal Angle between line

Projection and plane
1 AG ABCD AC GAC
2 HB ABEF BF HBF
3 CH EFGH HG CHG
4 EG DCHG HG EGH
5 HB BCFG FB HBF
5
Mathematics Form 4

G
D C
A F B
No Line Plane Angle between line and plane
1 EF ABCD EFG or GFE
2 EA ABCD EAC or CAE
3 EB ABCD EBD or DBE
4 EG ABCD EGF or FGE
5 ED ABCD EDB or BDE
6
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 107: Problems Solving on Angle between a Line and a Plane.
The diagram shows a cuboid. KG = 2HK.

DL = HK. By sketching an appropriate
right-angled triangle, find the following: H K G
4 cm
(a) the length of FD. E F
D L
C
6 cm
A 9 cm B
(b) the length of KA .
(c) the angle between FD and BCGF.
(d) the angle between KA and EFGH.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 107: Problems Solving on Angle between a Line and a Plane.
The diagram shows a cuboid. KG = 2 HK. DL K

= HK. By sketching an appropriate right-
angled triangle, find the following: H G
4 cm
(a) the length of FD. E F
D L
C
FD = BF 2 + BD 2
6 cm
= 4 2 + ( AB 2 + AD2 ) A B
9 cm
F
= 16 + 9 + 6
2 2
= 133
= 11.53 cm D B
(b) the length of KA .
KA = KL2 + AL2 K
= 42 + ( AD 2 + DL2 )
= 16 + 62 + 32 A L
= 7.81 cm
(c) the angle between FD and BCGF.

The orthogonal projection of FD on BCGF is FC.
So, the angle between FD and BCGF is ∠ CFD.
D 9 cm C
CD
sin ∠ CFD =
DF
11.53 cm
9
=
11.53 F
= 0.7806
∠ CFD = 51.32° or 51° 19'
(d) the angle between KA and EFGH.

The orthogona l projection of KA on EFGH is KE.
So, the angle between KA and EFGH is ∠ EKA.
AE
sin ∠EKA = E K
AK
4 4 cm
= 7.81 cm
7 .81
= 0.5122 A
∠ EKA = 30.81° or 30° 49'
2
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
Lesson 108: Line of Intersection between Two Planes.
J
Question 1
E I
F H
D
C
A G
Based on figure given above, state the line of intersection between the following planes:
Plane A Plane B Line of intersection

EDIJ DCHI
BFIC ABGF
AGH BCHG
ABCDE DEJI
DCG BCHG
F
Question 2 C
D
Based on figure given above, state the line of intersection between the following planes
and the pair of lines perpendicular to the line of intersection.
Pair of lines perpendicular to line of

intersection
ABCD BCFE
AFE BCFE
BED ABE
1
Mathematics Form 4
F
Question 3
D C
A B

intersection
AFC ABCD
BEF BCE
BDF ABCD
Question 4
H G
E F
D C
A B
Based on figure given above, state the line of intersection between the following
planes and the pair of lines perpendicular to the line of intersection

intersection
AEGC ABFE
BHD ADHE
EFGH ABFE
2
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Lesson 108: Line of Intersection between Two Planes.
J
Question 1
E I
F H
D
C
A G
Based on figure given above, state the line of intersection between the following planes:

EDIJ DCHI Line DI
BFIC ABGF Line BF
AGH BCHG Line GH
ABCDE DEJI Line ED
DCG BCHG Line CG
F
Question 2 C
D

intersection
ABCD BCFE Line BC Line AB & Line BE or Line CD & Line CF
AFE BCFE Line EF Line EA & Line EB
BED ABE Line BE Line EA & Line ED
3
Mathematics Form 4
F
Question 3
D C
A B

intersection
AFC ABCD Line AC Line EF & Line BD
BEF BCE Line BE Line EC & Line EF
BDF ABCD Line BD Line EF & Line AC
Question 4
H G
E F
D C
A B
Based on figure given above, state the line of intersection between the following
planes and the pair of lines perpendicular to the line of intersection

intersection
AEGC ABFE Line AE Line EF & Line EH or Line AB & Line AD
BHD ADHE Line DH Line AD & Line BD
EFGH ABFE Line EF Line EA & Eh or Line FB & Line FG
4
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
LESSON 109: Angle between Two Planes.
1. Based on the diagram given, identify the angle between the two planes
given by completing the table below.
S
P
Q
O
T
U
M N
No Plane Plane Angle between two p lanes
1 UON MNPQ
2 ROQ MNPQ
3 NORQ MORP
4 RSU MORP
5 TQU NORQ
1
Mathematics Form 4
2. The figure shows a cuboid ABCDPQRS. Complete the table given in
order to identify the the angle between two planes.
D C
S R
A B
P Q
No Plane Plane Angle between two planes
1 CDS ABCD
2 PQB PQRS
3 ABC ABPQ
4 SRP DCSR
5 ABPQ CBRQ
2
Mathematics Form 4
G
D C I
H
A F B
1 ABCD EFG or GFE
2 ABCD EGF or FGE
3 ABCD EHI or IHE
4 ABCD EIH or HIE
3
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
LESSON 109: Angle between Two Planes.
1. Based on the diagram given, identify the angle between the two planes
given by completing the table below.
S
P
Q
O
T
U
M N
1 UON MNPQ ONM or MNO
2 ROQ MNPQ RQP or PQR
3 NORQ MORP UST or TSU, NOM or MON,

QRP or PRQ
4 RSU MORP UST or TSU
5 TQU NORQ SUT or TUS
4
Mathematics Form 4
2. The figure shows a cuboid ABCDPQRS. Complete the table given in

order to identify the the angle between two planes.
D C
S R
A B
P Q
1 CDS ABCD SDA or ADS
2 PQB PQRS RQB or BQR
3 ABC ABPQ CBQ or QBC
4 SRP DCSR DSP or PSD
5 ABPQ CBRQ RQP or PQR, CBA or ABC
5
Mathematics Form 4

G
D C I
H
A F B
No plane Plane Angle between two planes
1 EAB ABCD EFG or GFE
2 ECD ABCD EGF or FGE
3 EAD ABCD EHI or IHE
4 ECB ABCD EIH or HIE
6
Mathematics Form 4
ACTIVITY SHEET
Pupil’s Copy
Lesson 110: Problems Solving on Lines and Planes in 3-Dimensional Shapes.
Question 1 E 20cm F
55cm
A B L 40cm M
15cm
H I G J
50cm
N
D C K
The figure shows two wooden blocks attached together. Based on the figure, solve
the questions given:
1. What is the length of the diagonal DI?
2. Determine the angle between planes ILNK and CILG.
3. Determine the angle between horizontal plane DCGH and

the diagonal DF.
4. Determine the angle between planes LGKJ and CGFB.
F
Question 2
B
D N The figure shows a prism. M and N are the
E
midpoints of AB and DE respectively.
8cm 16cm
M
A B
16cm
1. What is the length of the diagonal AE?
2. Identify the angle between planes ACFD and ABED.
3. Determine the angle between the diagonal BF and

the plane ABED.
1
Mathematics Form 4
ACTIVITY SHEET
Teacher’s Copy
Lesson 110: Problems Solving on Lines and Planes in 3-Dimensional Shapes.
Question 1 E 20cm F
55cm
A B L 40cm M
15cm
H I G J
50cm
N
D C K
The figure shows two wooden blocks attached together. Based on the figure, solve
the questions given:
1. What is the length of the diagonal DI? 25cm
2. Determine the angle between planes ILNK and CILG. 69.44°
3. Determine the angle between horizontal plane DCGH and

42.0°
the diagonal DF.
4. Determine the angle between planes LGKJ and CGFB. 36.02°
F
Question 2
B
D N The figure shows a prism. M and N are the
E
midpoints of AB and DE respectively.
8cm 16cm
M
A B
16cm
1. What is the length of the diagonal AE? 18.87cm
2. Identify the angle between planes ACFD and ABED. 58.0°
3. Determine the angle between the diagonal BF and

25.52°
the plane ABED.

Activity Sheet: Mathematics Form 4 F4AM00401F Lesson 01: Significant Figures

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Activity Sheet: Mathematics Form 4 F4AM00401F Lesson 01: Significant Figures

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Mathematics Form 4 F4AM00401F

Lesson 01: Significant figures.

Learning Area: Understand and use the concept of significant figures

Learning Area: Understand and use the concept of significant figures

Learning Area: Understand and use the concept of significant figures

Learning Area: Understand and use the concept of significant figures

Learning Area: Understand and use the concept of significant figures

Learning Area: Identifying quadratic expressions.

Learning Area: Identifying quadratic expressions.

Learning Area: Identifying quadratic expressions.

Learning Area: Identifying quadratic expressions.

Learning Area: Form quadratic expressions based on specific situations.

Learning Area: Form quadratic expressions based on specific situations.

Learning Area: Form quadratic expressions based on specific situations.

Learning Area: Form quadratic expressions based on specific situations.

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form px2 – q,

Learning Area: Factorise quadratic expressions of the form px2 – q,

Learning Area: Factorise quadratic expressions of the form px2 – q,

Learning Area: Factorise quadratic expressions of the form px2 – q,

Learning Area: Factorise quadratic expressions of the form px2 – q,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions of the form ax2 + bx + c,

Learning Area: Factorise quadratic expressions containing coefficients with common

Learning Area: Factorise quadratic expressions containing coefficients with common

Learning Area: Factorise quadratic expressions containing coefficients with common

Learning Area: Factorise quadratic expressions containing coefficients with common

Learning Area: Factorise quadratic expressions containing coefficients with common

Learning Area: 1. Identify quadratic equations with one unknown;

Learning Area: 1. Identify quadratic equations with one unknown;

Learning Area: 1. Identify quadratic equations with one unknown;

Learning Area: 1. Identify quadratic equations with one unknown;

Learning Area: 1. Identify quadratic equations with one unknown;

Learning Area: Form quadratic equations based on specific situations.

Learning Area: Form quadratic equations based on specific situations.

Learning Area: Form quadratic equations based on specific situations.

Learning Area: Form quadratic equations based on specific situations.

Learning Area: Form quadratic equations based on specific situations.

Substitute the values into the formula

Form a quadratic equation

Learning Area: Form quadratic equations based on specific situations.

Learning Area: Determine the solutions for quadratic equations by factorisation.

Learning Area: Determine the solutions for quadratic equations by factorisation.

Learning Area: Determine the solutions for quadratic equations by factorisation.

Learning Area: Determine the solutions for quadratic equations by factorisation.

Learning Area: Determine the solutions for quadratic equations by factorisation.

Learning Area: Solve problems involving quadratic equations.

Learning Area: Solve problems involving quadratic equations.

Learning Area: Solve problems involving quadratic equations.

Learning Area: Solve problems involving quadratic equations.

Learning Area: Solve problems involving quadratic equations.

Learning Area: Solve problems involving quadratic equations.

Learning Area:1. Sort given objects into groups

Learning Area:1. Sort given objects into groups

Learning Area:1. Sort given objects into groups

Learning Area:1. Sort given objects into groups

Learning Area:1. Sort given objects into groups