SS1 MATHEMATICS

FIRST TERM SCHEME OF WORK

1. Number Bases: Conversion from base 10 to other bases and Vice-Versa
-Converts whole numbers from base ten to other bases and vice versa.
-Operate with base two fractions (Bicimals)
2. Hexadecimal number system:
-Writing number in standard form.
-Operate with hexadecimal numbers
-Express and interpret numbers in standard form
-Calculations involving standard form
3. Laws of Indices and their application.
-Logarithm relating to indices
-Recall and use the law of indices (multiplication, division, zero, reciprocal)
-Simplify expressions that contain products of indices and fractional indices
-Solve simple equations containing indices.
4. Logarithm of Numbers:
-Use of logarithm Table and antilogarithm of numbers greater than1.
-Use logarithm table to check the logarithm of numbers greater than 1
-Solve numerical problems using logarithm tables.
5. Calculation involving multiplication, Division, Powers and Roots using the logarithm
table.
-Evaluate problems involving multiplication, division, powers and roots.
6. Theory of Sets:
-Identify types of sets (including equal sets, the universal set, the empty or null set, finite,
infinite, subsets, disjoint, power set, union and intersection).
-Union and Intersection of Sets
-Representation of Sets using Venn diagrams
-Identify the complement of a set
-Write and interpret sets of values using set-builder notation.
-Use universal sets, complements and disjoint sets to solve practical problems.
-Use Venn diagrams, with up to three intersecting sets, to solve practical problems

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7. Linear Equation in one variable:
-Simultaneous Linear Equation in Two variables
-Solve linear equations
-Solve linear equations that contain brackets and/or fractions
-Create and solve equations from word problems
-Solve simultaneous equations using substitution and elimination methods
8. Algebraic Simplification and Substitution:
-Adding and Subtraction of algebraic fraction
-Common factors, substitution, undefined fraction/fraction equal zero

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WEEK 1: NUMBER BASES /BASE NUMBER.
Base number is the basis of which each place value column in a number system or the
classification of numbers to which one or more other numbers are appended or added.

TYPES OF BASE NUMBERS

OCTAL BASE; Octal base are numbers express in base eight. E.g. 25
DENARY/DECIMAL BASE: These are numbers express in base ten. E.g. 18
BINARY: These are numbers express in base two. E.g. 1100

BICIMAL: This is the fractional binary number or fraction in base two. E.g. ( ) = ( ) =

0.10101… in base two.

DUODECIMAL BASE: This is the number system that is express in base 12.
HEXADECIMAL: Is system of numbers which is express in base 16. i.e. base 2, 3, 4, 5, 6, 7, 8,
9, A, B, C, D, E, F.
RULES OF BASE NUMBER
1. Numbers must not be equal to or greater than the base number under consideration.
2. Base numbers of the same base can be added, subtracted, multiplied and divided otherwise it
must first be converted to base ten or equal base before the required operation is done.
3. When subtracting base numbers, the number carried from nearby to support the other becomes
the base in operation added to the original number in that position.
CONVERSION FROM OTHER BASES TO BASE TEN
Example 1: Convert the following numbers to denary base
b. c. .
Solution
a. 101111 = 1x +0 x +1x +1x +1x +1x +1x
= 1x64+0x32+1x16+1x8+1x4+1x2+1x1
= 64+0+16+8+4+2+1
=9
b. 43 = 4x + 3x +2x
= 4x25+3x5+2x1
= 100+15+2
=11 .
c. 43 = 4x + 3x +1x
= 4 +3X+1

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CONVERSION FROM BASE TEN TO ANOTHER BASE
Example 2: Convert the following to base ten
a. 5 b. 12 c. 1000 d. 12110 .

CONVERSION FROM ONE BASE TO ANOTHER

HINT: First convert the number to base ten and then convert from base ten to the required base.
Example 3: Convert
a. to octal base b. to base four

FRACTIONAL BASE NUMBER

Example 4: Express the following base numbers to base ten.
a. 1011.0 b. 1051.1 c. 23.41 d. 312.2
Example 5: Convert
a. to base 10 b. to base 6 c. to base 5
Example 6: Convert the following base ten numbers to bicimals:
(a) (b) (c) (d) (e) (f)

BASIC OPERATIONS OF BASE NUMBER

ASSESSMENT QUESTIONS
1. Find the sum of the octal numbers 174 and 233.
2. Simplify the following number bases:
a. 231 21 b. 1101 x 10 c. 61 50
3. Find the product of 214 and 23 both in base five.
4. Find the value of x in the following
a. 10 = 68 b.
c. 410 = 211 + d.
e. f.
5. Solve for y if
a. 12 = 83 b.
6. Solve for x and y if and
7. Solve for n if
a. b.
8. A number is written as 42 in base x, thrice the number is written as 200in base x. find x.
9. If the operation was carried out in base 2, find the value of y.

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WEEK 2: HEXADECIMAL NUMBER SYSTEM
Hexadecimal is another system that works exactly like decimal, binary and octal number system
except that the base is 16.
Base 10 11 12 13 14 15
Character A B C D E F
Example 1: Convert the following to decimal form
a. b.
Example 2: Evaluate the following in base 12, where T and E ten and eleven respectively.
a. b.
c. d.

STANDARD FORM: is a convenient way of writing very large or small numbers. It is the
product of the numbers in powers of 10. It’s written in the form: , where A is the number
between 1and 9 and n is the position of the decimal point.
EXAMPLES:
1. Express the following numbers in standard form;
(a) 9 (b) 54.6 (c) 570200 (d) 7560
2. Express the following numbers in standard form;
(a) 0.02 (b) 0.000175 (c) 0.00756 (d) 0.000000756
3. Write the following as ordinary numbers
a. b.

ADDITION AND SUBTRACTION OF NUMBERS IN STANDARD FORM

3. Simplify the following;
a. b.
c. d.
e. f.
MULTIPLICATION AND DIVISION OF STANDARD FORM
5. Simplify the following:
a. b.
c. d.

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WEEK 3: INDICES
Indices are numbers expressed in powers on ten i.e. . The analysis and simplification of
indices depends on the basic interpretation and rules of indices as enumerated below.
LAWS OF INDICES
1.

2.
3. =1

4. = (√
5. ( =

6. =

EXAMPLES
1. Write down the values of the following in index form:
a. b.

c. d. ( )

e. f. √
2. Simplify the following questions

a. √ b. 3

c. x ÷ d. -10

e. x x f. √

3. Evaluate the following

a. ( ) b.

c. √ d.

e. f.

g. h.

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i. j. ( )

SIMPLE EXPONENTIAL EQUATION

Example 1: Solve each of the following equations:
a. =8 b. =

c. 10-x = 0.000001 d. 3(3)x = 27

e. (0.25) x + 1 = 16 f. =

g. ( ) h.

i. j.

k. 3 91+ x = 27-x l. 92x + 1 =

m.
Example 2: Solve the simultaneous equations
a. and
b. and

EXPONENTIAL QUADRATIC EQUATION

Example 2: Solve the following exponential equation:
a. 52x + 1 – 26(5x) + 5 = 0 b. (3x)2+ 2(3x) -3 = 0
c. 52x – 26(5x) + 25 = 0 d. 22x + 2x+1 – 8 = 0
e. f.
g. h.
i. j.
k.

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WEEK 4: LOGARITHM
The logarithm of a number p to a base a is equal to index x of ax which is equal to p. i.e
=x or p = ax
Logarithm form index form
Example 1: Write each of the following index form in their logarithmic forms:

a. 8 = b. 81 = 92
Example 2: Write each of the following logarithm form in their index forms:
a. =5 b. =3

LAWS OF LOGARITHM
1. = +

2. = -

3. =
4. =1
5. =0
Example 3: Evaluate the following
a. b.

c. d.
Example 4: Find the value of n in each of the following
a. b.

c. d.

CHANGE OF BASE
Change to base c

Example 1: Show that: =1

Solution
=1

=1

=1

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Example 2: Show that: =(x + y)
Solution
=(x + y)
Let = w. Therefore,
wx-nwy+n = (x + y)w
wx-n+y+n = (x + y)w
wx+y = (x + y)w
But = w. Therefore,
= (x + y)
(x + y) = (x + y)
Example 3: Solve the simultaneous equation:
- = 2 and =3
Solution
- =2
=2

= 22

=4

x = 4y -------------(i)
=3
3
x – 2y = 2
x – 2y = 8-----------(ii)
4y – 2y = 8
2y = 8; y = 4
x=4 4
= 16
THEORY OF LOGARITHM
Example 1: Simplify without using Mathematical table
a.
b.

c.

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d.

e.

f.

g.

h. √ √ √
i.

LOGARITHMIC EQUATION
Example 1: Solve the following logarithmic equations:
a. =3 b. =2
c. 6log(x + 4) = log64 d. =2
e. =0 f. log10 (2x + 1) – log10 (3x – 2) = 1

g. + = h.

i. log3 (4x + 1) – log3 (3x – 5) = 2 j. log (5x + 4) = log (x + 1) + log 4

k. log10 (8x + 1) – log10 (2x + 1) = log10 (x+2)
Example 2: Given that =1 and = 2, find the values of x and y.
Example 3: Given that =0.6990 and = 0.4771, find the value of . Hence
solve .
Example 4: Given that = 0.3010 and = 0.4771, find the values of
a. b.
c. d.
e. f.
Example 5: Find the value of N if .

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WEEK 5: LOGARITHM OF NUMBERS
MULTIPLICATION AND DIVISION
Example 1
Use tables to work out the following:
a. 705.6 85.04
b. 45.80 6.392
Solution
a. 705.6 85.04
No. Log
705.6 2.8486
85.04 + 1.9296
60010.0 4.7782
b. 45.80 6.392
No. Log
45.80 1.6609
6.392 - 0.8056
7.166 0.8553
POWER AND ROOT
Example 2
Use tables to work out the following:
a. 19.183 b. √
Solution
a. 19.183
No. Log
19.18 1.2828
19.183 1.2828 3
7053.0 3.8484

b. √

No. Log
1.5540
√ 1.5540
1.816 0.259

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Example 3
Use tables to work out the following:

a. b. √
√
Solution
a.
√
No. Log.
(17.2)2 1.2355 2 = 2.4710
4.93 + 0.6928
Numerator 3.1638 3.1638
√ 6.8293 3
Denominator 2.2764 - 2.2764
7.716 0.8874

b. √
No. Log.
1.5834
+0.4719
Numerator 2.0553 2.0553
0.9364
+0.7983
Denominator 1.7347 -1.7347
0.3206
2
0.6412 3
√

1.636 0.2137

PRACTICE QUESTIONS
Use tables to work out the following:
1.

2. √
√
3.

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WEEK 6: SET THEORY
Definition: A set is a collection of objects or things that is well defined.
Here are some examples of sets:ss
i. A collection of students in form one
ii. Letters of the alphabet
iii. The numbers 2, 3, 5, 7, and 11
iv. A collection of all positive numbers
v. The content of a lady’s purse
Notation
A set is usually denoted by capital letters while the objects comprising the set are written with
small letters. These objects are called members or elements of a set
For example, set A has members a, b, c, d.
Finite and Infinite Sets
A finite set is one whose members are countable; for example, the set of students in form 1.
Other examples are:
The contents of a lady’s hand-bag;
a. Whole numbers lying between 1 and 10;
b. Members of a football team.
An infinite set is one whose elements are not countable, as they are infinitely numerous. Here
are a few examples of the infinite sets:
a. Real numbers.
b. Rational number.
c. Positive even numbers.
d. Complex numbers.
Subsets
Suppose { } and { }, then we say Q is contained in P, and we use
symbol ‘ ’to denote the statement ‘is contained in’ or ‘is subset of’. Thus , is read as ‘Q is
contained in P’
Equality of sets
Two sets X and Y are equal if and only if and . Suppose { } and
{ } then X = Y. Note that the arrangement of elements of a set does not alter the set.

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Types of sets
Null or Empty Set: Null mean void, therefore, a null set is an empty set, or set that has no
members. Therefore null set is denoted by the symbol . Alternatively, we can use a pair of open
and closed brace{ } to denote an empty set instead of .
Singleton: Any set which has only one member called a singleton. E.g., { } is a singleton.
The Universal set: Every set is a subset of a larger or equivalent fixed set. This larger set is
called the universal set or simply, the Universe of Discourse.
Thus, in any given context, the total collection of element under discussion is called the universal
set. The symbol is often used to denote a universal set.
Proper Subsets
If P is a subset of Q and if there is at least one member of Q which is not a member of P, then P
is a proper subset of Q and we write
Consider the set { }. The following sets { }{ }{ }{ }{ }{ }{ } are
subsets of A
Power Set
The collection of all the subsets of any set S is called the power set of S. If a set has n members,
where n is finite, then the total number of subsets of S is .
For Example
Let A { }
The subsets of A are: { }{ }{ }{ }{ }{ }{ } .
The power set of A written subsets; as seen above
Disjoint Sets
Two sets A and B are not said to be disjoint if A nor B has elements in common.
Set Operations
In set, we use the symbols read ‘union’ and read ‘intersection’ as operations. These
operations are similar but not exactly the same as the operations in arithmetic.
Union of Sets
Definition
The union of sets A and B is the set of all elements which belong to A or to B or to both A and
B. This is usually written as , and read ‘A union B’.
In set language, we define as

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 { }
Intersection of Sets: The intersection of sets A and B is the set of elements which belong to both
A and B. Simply, ‘A intersection B’, written consists of elements which are common to
both A and B
The Complement of a Set: The complement of a set is the set of elements which do not belong
to x, but belong to the universal set. The complement of a set x is usually represented by or .
Example 1
Given that A, B and C are subsets of the universal set , each of which is defined as follows:
{ }
{ }
{ }
{ }
a. List the members of sets , A, B and C.
b. Find (i)
(ii)
(iii)
Solution
a. { }
{ } { }, { }
bi. { }
{ }
ii. { }
{ }
iii. { }, { }

Example 2
Given the universal set; { }, { } and { }. Find .
Solution
{ } { }

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Example 3: If is the universal set consisting of all positive integers and P, Q, R are subsets
such that { }, { } and { },
list the elements of
i. ii. iii.
Solution
The set { }, { } and
{ }
i. { }
ii. { }
iii. { } { }
={ },
Exercise
1. The universal set is the set of all integers. P, Q and R are subsets of defined as follows:
{ }, { } and {
}. Write down the set , where is the complement of P with respect to .
Write in set form, , and list the members of R.
Show that .
2. If the universal set is given by { } and the sets A, B and C are defined
as follows; { }, { } and { }
Find: i. ii.(A iii.
What do you notice about (ii) and (iii)?

VENN DIAGRAM
A Venn diagram is a pictorial representation of sets. This method of set representation was
developed by John Venn. The operations of intersection, union and complementation of set can
easily be demonstrated by using Venn diagrams. An example of Venn diagrams of two and three
subsets is shown below:
𝒰 P Q 𝒰
A B
p q
a b
r
16 R
Fig i Fig ii
In fig i, the circles represent subsets A and B of the universal set which is represented by the
rectangle. The black portion represents intersection of set A and B, i.e A .
a=A b=
Similarly, in fig ii, the circles represent subsets P, Q and R of the universal set which is
represented by the rectangle. The purple portion represents P , the orange portion
represents P , the brown portion represents Q and the black portion represents
P .P=P ,q= and r = .
Example 1:
A survey carried out on 15 adults showed that 8 of them smoked cigarette, while 10 of them said
they drank beer. Find the number that smoked cigarette and those that drank beer, if each of them
did at least one of the two acts.
Solution
Let ={ }, S = { } and
D={ }
n( ) = 15, n(S) = 8, n(D) = 10
Let x represent the number that smoked cigarette and those that drank beer

𝒰
n(D) = 10 n(S) = 8

Only beer x Only

cigarrette

Only beer = 10 – x
Only cigarette = 8 - x
10 – x + x + 8 – x = 15
18 – x = 15
x = 18 – 15 = 3

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Example 2
All the 50 science students in a college in Ibadan were asked their subject combination. 18 of the
students offered F/Maths, 21 offered Chemistry while 16 offered Biology. 7 students offered
F/Maths and Chemistry, 8 students offered F/Maths and biology, 9 students offered Chemistry
and Biology while 5 students offered the three subject combination. Using Venn diagram, find:
i. the number of students that offered F/Maths but offered neither Chemistry nor Biology.
ii. the number of students that offered Chemistry but offered neither F/Maths nor Biology.
iii. the number of students that offered Biology but offered neither Further Maths nor Chemistry
iv. the number of students who did not offer any of the three subject combination.
Solution
Let ={ } M={
} C={ } and
B ={ }
n( ) = 50, n(M) = 18, n(C) = 21, n(B) = 16

𝒰
n(M) = 18 n(C) = 21

Only Only
p
f/maths chemistry
5
q r
Only
biology
n(B) = 16

p{only F/Maths and Chemistry} = 7 – 5 = 2

q{only F/maths and Biology} = 8 – 5 = 3
r{only Chemistry and Biology} = 9 – 5 = 4
i. Only f/maths = 18 – (p + q + 5)
= 18 – (2 + 3 + 5)
= 18 – 10 = 8
ii. Only chemistry = 21 – (p + r + 5)

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 = 21 – (2 + 4 + 5)
= 21 – 11 = 10
iii. Only Biology = 16 – (q + r + 5)
= 16 – (3 + 4 + 5)
= 16 – 12 = 4
iv. Let x represents the number of the students that did not offer any of the three subjects
50 = 8 + 10 + 4 + 5 + p + q + r + x
50 = 27 + 2 + 3 + 4 + x
50 = 36 + x
x = 50 – 36 = 14

ASSESSMENT QUESTIONS
1. In a dancing competition, each competitor could dance to at least one brand of music played.
Two brands of music Fuji and Jazz music were played that day. 10 of the competitors could
dance to fuji music while 14 of the competitors could dance to jazz music. If 4 of the competitors
could dance to both brands of music, find the:
i. number of the competitors that could dance to fuji but not to Jazz ,
ii. number of the competitors that could dance to Jazz but not to Fuji
iii. total number of people involved in the competition.
2. The members of a college staff club were asked to indicate the brand of beer they drank. 5
members drank Star and Trophy beer, 7 members drank Star and Club beer, while 10 members
drank Trophy and club beer. 6 members drank Star beer only, 11 drank Trophy beer only while 5
drank Club beer only. 3 members drank all the three brands. Assuming that each member drank
at least one brand of beer, find the:
i. number of members that drank Star beer
ii. number of members that drank Trophy beer
iii. number of members that drank Club beer.
iv. total number of members in the club.
3. In a road worthiness test on 240 cars, 60% passed. The number that failed had faults in Clutch,
Brakes and Steering as follows: Clutch only = 28, Clutch and Steering = 14, Clutch, Steering and
Brake = 8, Clutch and Brakes = 20, Brake and Steering only = 6.

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The number of Cars with faults with Steering only is twice the number of Cars with faults in
Brakes only. Draw a Venn diagram to illustrate this information.
How many cars had a. faulty brakes?
b. only one faults?
4. There are 100 tourists, each of them travelled by one or more of the following means of
transportation as shown in the Venn diagram below:

𝒰
Car Bus

18 u
w
5
6 12

v
Train
If 52 people travelled by bus and 35 by train, find the:
a. value of u,v and w
b. number of tourists who travelled by at least two means of transportation.

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