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Form Five Form Five
Answers to Exercise 3.4
7 14 7 14 32 32
1. (a) − , 55 , and , and (25, (25, 2222 ) ) (c) − 5, and and (7, 40)(7, 40)
−
,
5,
−
5 5
5 5
FOR ONLINE READING ONLY
19
(b) ( 1, 3),− no external division (d) ⎛ 19⎞ ⎞ ,
⎛
and (8, 6)
⎜ ⎜ ,6 ⎟ ,6and (8, 6)
⎟
⎝ ⎝ 3 ⎠ ⎠ 3
2. C(20, 22) 8. m = 2, n = 3
3. 0.41 units 9. 1:3
4. P( 1, 3), Q(2,3)−− 10. 73 64 ,
13 13
5. m = 3, n = 2
11. A − 4, − 7 B − 20 − , 9
6. 2:9 3 7 7
A circle
Teaching steps
1. Design an activity that will engage students in deducing the
standard equation of a circle. Use Figure 3.6 in the Student’s
Book to assist students through discussion to describe the
locus of a point that moves such that its distance from a fixed
point is constant.
2. Assist students through discussion to identify parts of a circle
using GeoGebra, models, or simulations. Allow students to
share alternative methods of deriving the standard equation
of a circle.
3. Guide students through discussion to derive the general
equation of a circle. Allow students to share alternative
methods of deriving the general equation of a circle.
4. For further discussion, guide the students to discuss Examples
3.12, 3.13, and 3.14 in the Student’s Book, and give them
constructive feedback.
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Mathematics for Advanced Secondary Schools
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ADVANCED MATH F.5 TG CHAPTERS.indd 40