Page 98 - ADVANCED MATH F.5

Form Five Form Five

4. e = 9, f = − 2 , g = − 11

5. (a) x − 4 4x − 3 2x + 2 12x + 9 (b) 3x− 4 + 7x − 3 6x + 2 3x − 1
6. (a)m = 10, n = − 7, p = 4
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7. (a) quotient x + 2 2x + 1, remainder 3
(b) quotient x − 3 8x + 10 , remainder 11−
(c) quotient x − 5 2x + 4 2,remainder 5−

(d) quotient x − 13, remainder 64
(e) quotient x + 3 4x + 2 12x + 50, remainder 206 .
(f) quotient 2x – x + x – 1, remainder 2.
2
3

6
8. (a) quotient 2x + 3 2x + 8 remainder x−+ .
(b) quotient x −− 1, remainder 2x + .
2
2
x
3
x
2
(c) quotient 2x − x +− 1, remainder 2.
(d) quotient x + 3 ax + 2 a x a+ 2 3 , remainder 0.
9. (a) 2 (b) 7 (c) 319 (d) 2549 (e) 131
10. t =30 , no factors
Inequalities
Teaching steps
1. Design hands activities to enhance students’ understanding of
the concept of inequalities using the Student’s Book and other
resources as suggested. Advise students to share their work
with other groups for more inputs.

2. Guide students through discussions to perform Activity 5.6 in
the Student’s Book on recognizing the solution of a quadratic
inequality. Engage students to use scientific calculators to obtain
the real roots of quadratic equations. Advise students to write their
work on a flip chart or manila sheet ready for presentations or for
gallery walk.

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Mathematics for Advanced Secondary Schools

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ADVANCED MATH F.5 TG CHAPTERS.indd 92