II. Match each numerical expression in the left column with the equivalent expression in the right column.

1. The sum of twenty-eight and ninety	a) 8(72 + 12)
2. The product of six and ten squared	b) 28 + 90
3. Eight times the quantity, seventy-two plus twelve	c) 6(10)
4. The cube of twenty-four, minus six	d) (22 + 11)
5. The quantity, twenty- two plus eleven	e) 24 – 6

 

 

III. Look at the expressions written in words and write them in mathematical notation (in symbols).

The difference x minus y is greater than the sum of a and b
Three times 17 is less than seven x.
Seventeen x is not equal to negative twenty-one x
Four hundred and twenty nine plus sixteen x is greater than y
Twice the quantity, sixteen plus eleven is equal to a plus b

 

IV. Read the following inequalities aloud. Your partner will check your answers.

21< –3 + x

4 – x > 13

4a – 2 + 2 < 9 + 2

2x + 7 + (–7) > 11 + (–7)

7a – 2< 3a + 9

 

 

Practice set 10

The early Egyptians began to develop it about 5000 years ago

Plane geometry deals with plane figures, it is geometry of two dimensions. Solid g eometry deals with figures in space, it is geometry of three dimensions

G. is a science dealing with the measurements of lines, surfaces and solids

After a time Greek philosophers and teachers developed and perfected the proofs of the Egyptians

The G. known to the Egyptians consisted principally of rules and formulas for finding areas and volumes

GEOMETR Y is derived from the two Greek words: ‘geo’ meaning ‘earth’ and ‘metron’ meaning ‘measure’

Euclid compiled out of the disorganized geometry of his day a set of rules concerning space and shape

‘The Elements’ by Euclid has been used as a basis for all textbooks on geometry since his time

In the 19th century Lobachevsky created non-Euclidian geometry

This set of rules seemed so basic and true that no one changed it for 2000 years

G. is constantly used in building, engineering, navigation, astronomy

    I. Mind-map ‘Geometry’. Use this map to speak about geometry (its meaning, the history of its development, its application). Add more information you know.

                                 

II. Working with geometric terms. Demonstrate your knowledge of geometric terms. Work in pairs (A/B)

Find as many geometric terms as possible (written vertically, horizontally and diagonally) to make sure you know terms. Pronounce them correctly. B will listen to A and correct him/her

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Find as many geometric terms as possible (written vertically, horizontally and diagonally). Pronounce them correctly. A will listen to B and correct him/her. The winner is a student who has found more words and has pronounced them correctly

 

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    III. Getting Ready to Solve Word Problems. Use a diagram to represent the problem.

Listen as your partner reads the problem below. While listening to it, draw the diagram and then label the parts of it so as to represent the word problem. You don’t need to solve the problem! All you need to do is to draw, to label the diagrams for the following problems and then to re-read the problem according to your drawn diagram. Your partner will check. He/she can help you.

 

 

What is the area in square feet of the floor measuring 90 feet by 60 feet?

Find the area of this circle with a radius of 6 ft.

How much fencing is needed to enclose a soccer field measuring 500 meters by 200 meters?

Find the length of the base of the right triangle if the hypotenuse is 46mm and the other side is 37mm.

5. Find the volume of this solid measuring 2 inches × 2 inches × 6 inches.

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