Western Cape Education Department

Directorate: Curriculum FET

Mathematics
REVISION BOOKLET
2023 TERM 3

Grade 10

This revision program is designed to assist you in revising the critical

content and skills that you have covered during the 3rd and 4th term. The
purpose is to prepare you to understand the key concepts and to provide
you with an opportunity to establish the required standard and the
application of the knowledge necessary to succeed in the examination.
The revision program covers the following topics:

A. TRIGONOMETRY Pg 3
2D APPLICATION

B. STATISTICS Pg 7

C. PROBABILITY Pg 14

D. FINANCIAL MATHEMATICS Pg 19

2
 TRIGONOMETRY 2D APPLICATION
Trigonometry was developed in ancient civilisations to solve practical problems such as building
construction and navigation. When given a right angled triangled triangle with two sides the 3rd side can be
determined using the theorem of Pythagoras. Sometimes we however need one of the other angles and
sometimes the angles of the right angled triangle is given and one side and we need to determine the other
two sides of the right-angled triangle.
Trigonometry enables us to determine,
a) a side in a right-angled triangle if an angle and one side is given
b) an angle when two sides of the triangle is given
Naming sides in a right-angled triangle: Defining the trig ratios in a right-angled triangle:

For any right-angled ∆, we identify the sides in the

following order:

1. The longest side is called the hypotenuse. The angle

∠ across the hypotenuse is indicated by a small block
. This block represents a right angle i.e. 90°.
2. The side across from the angle you are working with is
the opposite side,

3. and the remaining side is called the adjacent side

SUMMARY:

A 𝐨𝐨 𝐚𝐚 𝐨𝐨
𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡𝐡 sin θ = , cos θ = , tan θ =
𝐡𝐡 𝐡𝐡 𝐚𝐚
90°-θ
Soh Cah Toa
Opposite to θ
OR
θ C
B
Adjacent to θ sinoh cosah tanoa

(make your OWN rhyme to remember the ratios as

they are VERY IMPORTANT)

ANGLE OF ELEVATION ANGLE OF DEPRESSION

The term angle of elevation represents the angle from The
the horizontal line term angle of
upward to an
object. An
observer’s line of
sight would be
above the horizontal
line.

depression represents the angle from the horizontal

line downward to an object. An observer’s line of
sight would be below the horizontal line.

3
Examples
1. Determine the length of the side Solutions:
𝑥𝑥, in the sketch below.

𝑥𝑥

30°
𝑜𝑜𝑜𝑜𝑜𝑜 1. Identify 𝑥𝑥, is the side opposite
sin 𝜃𝜃 =
ℎ𝑦𝑦𝑦𝑦 the given angle 30°.
𝑥𝑥
sin 30° = 2. Pick the correct ratio. The
10
opposite must be calculated,
10 𝑥𝑥 10 and the length of the
× sin 30° = ×
1 10 1 hypotenuse is given. The trig
ratio involving opposite side
10 × sin 30° = 1𝑥𝑥
and hypotenuse is the sine
1𝑥𝑥 = 10 × sin 30° ratio. Substitute the
values/variables that we know
1
1𝑥𝑥 = 10 ×
2 3. Rearrange the formula to
1𝑥𝑥 = 5 𝑐𝑐𝑐𝑐

2. Determine the size of the angle Solution:

y.
The lengths of the
hypotenuse and opposite
side are given. The trig
ratio involving these two
sides is the sine ratio.

30
sin 𝑦𝑦 =
50
30
𝑦𝑦 = sin−1 � �
50

𝑦𝑦 = 36,87°

4
3. Solution: 𝑜𝑜𝑜𝑜𝑜𝑜
Solution: tan 𝜃𝜃 =
The angle of depression is from Steps: 𝑎𝑎𝑎𝑎𝑎𝑎
point A on the top of a building Draw the sketch as below
200m high to the base of a Hotel, B. 200
indicating the 90°angle which tan 57° =
Determine the distance on the the building makes with the 𝑦𝑦
ground. 𝑦𝑦 𝑦𝑦 200
1. Mark the angle of depression, × tan 57° = ×
which is the angle the sight line 1 1 𝑦𝑦
(AB) makes with the horizontal.
Note that the horizontal line is 𝑦𝑦 × tan 57° = 200
parallel to the ground. Thus
𝑦𝑦 × tan 57° 200
because of alternate angles =
being equal the angle B inside tan 57° tan 57°
the triangle can be marked as 200
𝑦𝑦 =
tan 57°

𝑦𝑦 = 412,63 𝑚𝑚

ground between the building and the

hotel.

QUESTION 1
∆𝑃𝑃𝑃𝑃𝑃𝑃 and ∆𝑆𝑆𝑆𝑆𝑆𝑆 are right-angled triangles as shown
in the diagram below.
𝑃𝑃𝑃𝑃 = 26, 𝑃𝑃𝑃𝑃 = 24, 𝑄𝑄𝑄𝑄 = 8, 𝑆𝑆𝑆𝑆 = 6, 𝑄𝑄𝑄𝑄 =
10 and 𝑃𝑃𝑅𝑅� 𝑄𝑄 = 𝜃𝜃.

Refer to the diagram and, WITHOUT using a calculator, write down the value of:

1.1 tan 𝑃𝑃� (1)

1.2 sin 𝑆𝑆𝑄𝑄�𝑅𝑅 (1)
1.3 cos 𝜃𝜃 (1)

QUESTION 2
2.1 Solve for 𝑥𝑥, correct to two decimal places, in each of the following equations where 0° ≤ 𝑥𝑥 ≤ 90°.
2.1.1 5 cos 𝑥𝑥 = 3 (2)
2.1.2 tan 2𝑥𝑥 = 1,19 (3)

5
2.2 An aeroplane at J is flying directly over a point D on the ground at a height of 5
kilometres. It is heading to land at point K. The angle of depression from J to K is 8°.
S is a point along the route from D to K.

2.2.1 � 𝐷𝐷.
Write down the size of 𝐽𝐽𝐾𝐾 (1)
2.2.2 Calculate the distance DK, correct to the nearest metre. (3)
2.2.3 If the distance SK is 8 kilometres, calculate the distance DS. (1)
2.2.4 Calculate the angle of elevation from the point S to J, correct to ONE (2)
decimal place.
QUESTION 3
RQ is a vertical pole. The foot of the pole, Q, is on the
same horizontal plane as P and S. The pole is anchored
with cables RS and RP. The angle of depression from
the top of the pole to the point P is 47°. PR is 21m and
QS is 17m. 𝑃𝑃𝑅𝑅�𝑄𝑄 = 𝜃𝜃.

3.1 Write down the size of 𝜃𝜃. (1)

3.2 Calculate the length of RQ. (3)
3.3 Hence, calculate the size of 𝑆𝑆̂. (2)
3.4 If P, Q and S lie in a straight line, how far apart are the anchors of the wire cables? (4)

6
 STATISTICS
Statistics is the study of data. Data can be ungrouped or grouped. Example 1 below is an example of ungroup data
and example 2 one of grouped data. You must be able to determine the mean, mode median of grouped and
ungroup data.
Mean, mode and median is referred to as the measures of central tendency. The measure of dispersion helps us to
determine how the data is spread around the mean. Range and Interquartile range are measures of dispersion.

Measures of central tendency (ungrouped data)

Mean (𝑥𝑥 ) Median(𝑄𝑄𝟐𝟐 ) Mode

• The sum of all the values(𝑥𝑥 ) of the • The middle value of an arranged • The value of the data set with the
data set dived by the number of data set. highest frequency/ most common
values (𝑛𝑛). • Divides data in two equal sets. value.
∑ 𝑥𝑥 � = 𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜
•
1
The position of 𝑄𝑄2 = (𝑛𝑛 + 1).
• 𝑥𝑥 = 2
𝑛𝑛 Arrange data in
ascending order

Example 1:

Consider the following set of marks (out of 50) for a mathematics test.

25 26 21 20 30 32 45 37 41 32
33 42 25 26 26 33 43 35 36 38

Determine the mean, median and mode.

Solution:

Mean

∑ 𝑥𝑥
𝑥𝑥 =
𝑛𝑛
25 + 26 + 21 + 20 + 30 + 32 + 45 + 37 + 41 + 32 + 33 + 42 + 25 + 26 + +26 + 33 + 43 + 35 + 36 + 38
=
20
646
= = 32,3
20
Median
20, 21, 25, 25, 26, 26, 26, 30, 32, 32, 33, 33, 35, 36, 37, 38, 41, 42, 43, 45. Arrange data in ascending

1 1
Position of 𝑄𝑄2 = (𝑛𝑛 + 1) = (20 + 1) = 10,5𝑡𝑡ℎ value.
2 2
∴ 𝑄𝑄2 lies between the 10𝑡𝑡ℎ and 11𝑡𝑡ℎ value.
32+33
∴ 𝑄𝑄2 = = 32,5 (When the position of 𝑸𝑸𝟐𝟐 falls between two values: find the sum of these values and divide
2
it by 2)

Mode
26

7
 Measures of central tendency (grouped data)

Example 2:
Find the estimated mean, median and mode of the data given below.

Class interval Frequency

0 ≤ 𝑥𝑥 ≤ 20 6
20 < 𝑥𝑥 ≤ 40 8
40 < 𝑥𝑥 ≤ 60 10
60 < 𝑥𝑥 ≤ 80 3
80 < 𝑥𝑥 ≤ 100 2

Solution: Explanation of the solution

Class intervalFrequency Midpoint Frequency Calculating the estimated mean.

of × 1. Create additional columns Midpoint of
class Midpoint class interval and Frequency ×
interval 𝒙𝒙 Midpoint.
0 ≤ 𝑥𝑥 ≤ 20 6 10 60
20 < 𝑥𝑥 ≤ 40 8 30 240 2. Calculate the Midpoint of class interval
and the Frequency × Midpoint.
40 < 𝑥𝑥 ≤ 60 10 50 500
60 < 𝑥𝑥 ≤ 80 3 70 210 2.1 Midpoint of class interval =
80 < 𝑥𝑥 ≤ 100 2 90 180 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑜𝑜𝑜𝑜 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐+𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑜𝑜𝑜𝑜 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
2
29 1190 2.2 Multiply the frequency column with
the midpoint column for each class
interval.
Estimated Mean
∑ 𝑥𝑥 3. Calculate the sum of the Frequency
𝑥𝑥 = column to find the “𝑛𝑛” value.
𝑛𝑛
1190 4. Calculate the sum of the
= Frequency × Midpoint column to find
29
the “ ∑ 𝑥𝑥 ” value.
= 41,03 ∑ 𝑥𝑥
5. Substitute Step 3 and 4 into 𝑥𝑥 = to
𝑛𝑛
find the estimated mean.

Median
1 1
Position of 𝑄𝑄2 = (𝑛𝑛 + 1) = (29 + 1) = 15𝑡𝑡ℎ value. Median.
2 2
• Find the position of 𝑄𝑄2 .
The 15𝑡𝑡ℎ value falls in the 40 < 𝑥𝑥 ≤ 60 class interval.
• Determine in which class interval the
∴ 𝑄𝑄2 = 50 (Midpoint of class interval.) position of 𝑄𝑄2 falls.
• Use the class midpoint as the value
of 𝑄𝑄2 .
Mode
40 < 𝑥𝑥 ≤ 60 Mode
The class interval with the highest frequency.

8
 Measures of dispersion

Range: Is the difference between the highest value (or maximum) and the lowest value (or minimum)
= Largest value – smallest value

Interquartile range: Is the difference between the lower quartile (𝑄𝑄1 ) and the upper quartile (𝑄𝑄3 )
𝐼𝐼𝐼𝐼𝐼𝐼 = 𝑄𝑄𝟑𝟑 − 𝑄𝑄𝟏𝟏

Quartiles

Quartiles: Divides an arranged data set into quarters.

• Lower quartile (𝑄𝑄1 )

• Median (𝑄𝑄2 )
• Upper quartile(𝑄𝑄3 )
1
The position of 𝑄𝑄1 = (𝑛𝑛 + 1).
4
3
The position of 𝑄𝑄3 = (𝑛𝑛 + 1).
4
Example 3:

Determine the lower quartile, upper quartile, range, interquartile range and semi – interquartile range of the
data below.
20, 21, 25, 25, 26, 26, 26, 30, 32, 32, 33, 33, 35, 36, 37, 38, 41, 42, 43, 45

Solution
Lower quartile (𝑸𝑸𝟏𝟏 ) Upper quartile(𝑸𝑸𝟑𝟑 )
1 3
The position of 𝑄𝑄1 = (𝑛𝑛 + 1) The position of 𝑄𝑄3 = (𝑛𝑛 + 1)
4 4
1 3
= (20 + 1) = (20 + 1)
4 4
𝑡𝑡ℎ
= 5,25 position. = 15,75𝑡𝑡ℎ position.
26 + 26 37 + 38
∴ 𝑄𝑄1 = = 26 ∴ 𝑄𝑄3 = = 37,5
2 2
Range = 45 − 20 = 25

𝑰𝑰𝑰𝑰𝑰𝑰 = 𝑄𝑄𝟑𝟑 − 𝑄𝑄𝟏𝟏 = 37,5 − 26 = 11,5

9
The five number summary
The five number summary consists of the following measures of dispersion:
 The minimum value of the data set
 𝑄𝑄1 ….. 25%
 𝑄𝑄2 50% median
 𝑄𝑄3 ……75%
 The maximum value of the data set
Box and whisker diagram

The Box and Whisker diagram is a graphical representation of the five number summary.

Whisker Box

Whisker

Min Max
𝑄𝑄1 𝑄𝑄2 𝑄𝑄3 value
value

Drawing tips

Diagram must always have a box and whiskers.

Clearly show the five number summary on axis.

Important conclusions from box and whisker diagram.

• 25% of data lies between the minimum value and 𝑄𝑄1 .
• 25% of data lies between 𝑄𝑄1 and 𝑄𝑄2 .
• 25% of data lies between 𝑄𝑄2 and 𝑄𝑄3 .
• 25% of data lies between 𝑄𝑄3 and the maximum value.

10
QUESTION 1
The data below shows the number of laptops sold by 15 sales agents during the last financial
year.

1.1 Determine the median of the number of laptops sold. (2)

1.2 Calculate the range of the data. (2)
1.3 Calculate the interquartile range (IQR). (3)
1.4 Draw a box and whisker diagram for the data above. (3)

QUESTION 2
A learner did a project on climate change. At 14:00 each day, she recorded the temperature (in°𝐶𝐶) for a
certain town. The information is given in the frequency table below.

2.1 For how many days did the learner collect the data? (1)
2.2 Write down the modal class for the data. (1)
2.3 Estimate the mean of the data. (3)
2.4 Calculate the percentage of days on which the temperature was at least 28°𝐶𝐶. (2)

QUESTION 3
The height of 20 children were measured (in centimetres) and the results were
recorded. The data collected is given in the table below.

3.1 Write down the median height measured. (1)

3.2 Determine:
3.2.1 The mean height. (2)
3.2.2 The range (1)
3.2.3 The interquartile range (3)

3.3 Draw a box and whisker diagram to represent the data. (2)

11
QUESTION 4
The intelligence quotient score (IQ) of a Grade 10 class is summarised in the table
below.

4.1 Write down the modal class of the data. (1)

4.2 Determine the interval in which the median lies. (2)
4.3 Estimate the mean IQ score of this class of learners. (3)

QUESTION 5
Nineteen girls were required to complete a puzzle as quickly as possible. Their
times(in seconds) were recorded and are shown below.

5.1 Identify the median time taken by the girls to complete the puzzle. (1)
5.2 Determine the lower and upper quartiles for the data. (2)
5.3 Draw a box and whisker diagram to represent the data. (2)
5.4 The five-number summary of the time (in seconds) taken by 19 boys to complete the
same puzzle is (15; 19; 23; 26; 30).
5.4.1 Calculate the interquartile range for the time taken by the boys. (2)
5.4.2 If only one boy took 19 seconds to complete the puzzle, what percentage of the (1)
boys took at least 19 seconds to complete the puzzle?
5.5 In which group, the girls or the boys, did a larger number of learners complete the (2)
puzzle in less than 23 seconds? Justify your answer.

QUESTION 6
The table below shows information about the number of hours 120 learners spent on their
cellphones in the last week.

6.1 Identify the modal class for the data. (1)

6.2 Estimate the mean number of hours that these learners spent on their cellphones in the (3)
last week.

12
QUESTION 7
A baker keeps a record of the number of scones that he sells each day. The data for 19
days is shown below:

7.1 Determine the mean of the given data. (2)

7.2 Rearrange the data in ascending order and then determine the median. (2)
7.3 Determine the lower and upper quartiles for the data. (2)
7.4 Draw a box and whisker diagram to represent the data. (2)

QUESTION 8
Traffic authorities are concerned that heavy vehicles (trucks) are often overloaded. In order to
deal with this problem, a number of weightbridges have been set up along the major routes in
South Africa. The gross (total) vehicle mass is measured at these weigh bridges. The histogram
below shows the data collected at a weighbridge over a month.

8.1 Write down the modal class of the data. (1)

8.2 Estimate the mean gross vehicle mass for the month. (5)
8.3 Which of the measures of central tendancy, the modal class or the estimated mean, (1)
will be most appropriate to describe the data set? Explain your choice.

13
PROBABILITY
Probability is how likely it is that an event will happen.
For example,
• how likely is it that the sun will rise tomorrow?
• If I throw a die, how likely is it that I will get a 7?

TERMINOLOGY:
EVENT: An event is an activity that has outcomes.
For example rolling an even number is an event with outcomes.
OUTCOME: Is the possible result of an event.
For example the event rolling an even number has 2, 4 and 6 as possible results.
SAMPLE SPACE: The set of all possible outcomes.

A probability scale is used to decide what the chance is that an event will happen.

Impossible Unlikely Fair Very

50% certain
0% but likely
100%
possible 75%
25%

The probability can be calculated using the following formula:

𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜
𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃 =
𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜

This ratio can be expressed as a fraction, decimal or percentage.

Probability is always between 0 and 1, when expressed as a fraction or decimal.
Probability can also be between 0% and 100% when expressed as a percentage.

When answering probability questions it helps to represent information visually.

Tree Diagrams, Venn Diagrams and contingency tables can be used. Sometimes in probability questions
information is given in a Tree Diagram, Venn Diagram or contingency table.
TREE DIAGRAMS
Consider the following example to understand how a tree diagram is drawn.
Example:
A coin is toseed twice. What is the probability that it lands on,
a) heads on both occasions?
b) Heads then tails?
c) Once on heads and once on tails?
Solution:
On each toss there are two possible outcomes, either Heads (H) or Tails(T).
So the outcomes of the first toss can be represented as follows on a tree diagram.

14
 H

NB:
𝟏𝟏 𝟏𝟏
T P(H) =
𝟐𝟐
, P(T) =
𝟐𝟐
P(H) + P(T)=1

After the second toss of the coin, the following tree diagram give all possible outcomes.

H HH
H
T HT

H TH
T
T
TT

So after tossing the coin twice there are altogether four different outcomes:
HH, HT, TH or TT

𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑦𝑦𝑦𝑦𝑦𝑦 𝑔𝑔𝑔𝑔𝑔𝑔 𝐻𝐻𝐻𝐻 1

a) So the probability of getting HH is: =
𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 4
𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑦𝑦𝑦𝑦𝑦𝑦 𝑔𝑔𝑔𝑔𝑔𝑔 𝐻𝐻𝐻𝐻 1
b) Probability of HT: =
𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 4

𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑦𝑦𝑦𝑦𝑦𝑦 𝑔𝑔𝑔𝑔𝑔𝑔 𝐻𝐻𝐻𝐻 𝑜𝑜𝑜𝑜 𝑇𝑇𝑇𝑇 2 1

Probability of HT or TH: = =
𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 4 2

Note: P(HH)= P(H) x P(H) = × =

1 1 1
2 2 4
P(HH) + P(HT) + P(TH) + P(TT) 1 1 1
1 1 1 1 P(HT)= P(H) x P(T) = × =
= + + + 2
1
2
1
4
1
4 4 4 4
=1 P(TH)= P(T) x P(H) = × =
2 2 4
1 1 1
P(TT)= P(T) x P(T) = × =
2 2 4

15
VENN DIAGRAMS
Venn Diagrams are used to solve probability questions. The given sketch is an example of a Venn
Diagram. The rectangle S represent the Sample space with all possible outcomes. Each oval/circle
represent an event in the sample space.

S (sample space)

Notation:
P(A): this represent the probability of event A
A´: the complement of A , that is all outcomes in the sample space (S) other than event A i.e A´ is (notA).
A and B: are all the outcomes which are in event A and in event B. It is that which is in the intersection of
the two events.
A or B: are all the outcomes which are in A, B as well as in the intersection of A and B,
Example 1:
Draw a Venn diagram to show the sample space.
S = { 1; 2; 3; 4; 5; 6; 7; 8; 9; 10}
Indicate the following events in the sample space Explanation:
Event A is the set of prime numbers. ∴ A = {2; 3; 5; 7} Notice that 2, is an outcome in both event A and
Event B is the set of even numbers. ∴ B = {2; 4; 6; 8; 10} event B. That is why we know that event A and B
Solution: must be drawn so that there is an intersection. 2 is
then placed in the intersection.
Now enter the other outcomes of event A and B.
Note that there are some outcomes in the sample
space which is not in event A or B, add these
outcomes in the rectangle which represent the
sample space.

Example 2:
Determine each of the following for the Venn diagram in example 1.
a) P(A)
b) P(B)
c) P(A and B)
d) P(A or B)
Solution:
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑖𝑖𝑖𝑖 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝐴𝐴 4
a) P(A) = =
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑖𝑖𝑖𝑖 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝐵𝐵 5
b) P(B) = =
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑖𝑖𝑖𝑖 𝑒𝑒𝑒𝑒𝑒𝑒𝑛𝑛𝑛𝑛 𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝐵𝐵 1
c) P(A and B) = =
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑖𝑖𝑖𝑖 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝐴𝐴, 𝐵𝐵 8
d) P(A or B) = =
𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10

Note the following from the above example:

8
P(A or B) =
10

16
P(A) + P(B) - P(A and B)
4 5 1
= + −
10 10 10
8
=
10

i.e.
P(A or B) = P(A) + P(B) - P(A and B)
Addition Rule: where A and B are two events

P(A or B) = P(A) + P(B) - P(A and B)

MUTUALLY EXCLUSIVE EVENTS
Mutually exclusive events are events that cannot happen at the same time. There is no
intersection between the events.

If the two events are mutually exclusive (cannot occur at the same time) then:
• 𝑃𝑃(𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 𝐵𝐵) = 0 [No intersection]
• 𝑃𝑃(𝐴𝐴 or 𝐵𝐵) = 𝑃𝑃(𝐴𝐴) + 𝑃𝑃(𝐵𝐵)

If ,
• 𝑃𝑃(𝐴𝐴 𝑎𝑎𝑎𝑎𝑎𝑎 𝐵𝐵) = 0 [No intersection]
or
• 𝑃𝑃(𝐴𝐴 or 𝐵𝐵) = 𝑃𝑃(𝐴𝐴) + 𝑃𝑃(𝐵𝐵)
Then events A and B are mutually exclusive.

Complimentary Events
The complementary rule:
𝑃𝑃(𝑛𝑛𝑛𝑛𝑛𝑛 𝐴𝐴) = 𝑃𝑃(𝐴𝐴′ ) = 1 – 𝑃𝑃(𝐴𝐴)

17
QUESTION 1
Two events, A and B, are complementary and make up the entire sample space. Also,
P(A′) = 0,35 .
1.1 Complete the statement: P(A) + P(B) = … (1)
1.2 Write down the value of P(A and B) (1)
1.3 Write down the value of P(B) (1)

QUESTION 2
What expression BEST represents the shaded area of the following Venn diagrams?
2.1 (1)

2.1.1
(1)

2.1.2
2.2 State which of the following sets of events is mutually exclusive: (1)
A Event 1: The learners in Grade 10 in the swimming team
Event 2: The learners in Grade 10 in the debating team

B Event 1: The learners in Grade 8

Event 2: The learners in Grade 12

C Event 1: The learners who take Mathematics in Grade 10

Event 2: The learners who take Physical Science in Grade 10

QUESTION 3
3.1 Complete the following statement: (1)
If A and B are two mutually exclusive events, then
P(A and B) = …
3.2 Given that A and B are mutually exclusive events. The probability that event A occurs (3)
is 0,55. The probability that event B does occur is 0,7.
Calculate P(A or B).

QUESTION 4
A bag contains 3 blue balls and 𝑥𝑥 yellow balls.
4.1 Write down the total number of balls in the bag. (1)
4.2 If a ball is drawn from the bag, write down the probability that it is blue. (2)

18
QUESTION 5
In a certain class of 42 boys:
• 27 play hockey (H)
• 32 play soccer(S)
• 7 do not play hockey or soccer
• An unknown number (𝑥𝑥) play both hockey and soccer
The information is represented in the Venn diagram below.

5.1 Calculate the value of 𝑥𝑥. (2)

5.2 If a boy from the class is chosen at random, calculate the probability that he:
a) Does not play hockey or soccer (1)
b) Plays only soccer (2)

QUESTION 6
A survey was conducted among 150 learners in Grade 10 at a certain school to establish how
many of them owned the following devices: smartphone (S) or tablet (T).
The results were as follows:
• 8 learners did not own either a smartphone or a tablet.
• 20 learnersowned both a smartphone and a tablet.
• 48 learners owned a tablet.
• 𝑥𝑥 learners owned a smartphone.
6.1 Represent the information above in a Venn diagram. (4)
6.2 How many learners owned only a smartphone? (3)
6.3 Calculate the probability that a learner selected at randaom from this group:
a) Owned only a smartphone (1)
b) Owned at most one type of device (2)

QUESTION 7
In a class of 40 learners the following information is TRUE:
• 7 learners are left-handed
• 18 learners play soccer
• 4 learners play soccer and are left-handed
• All 40 learners are either right-handed or left-handed
Let L be the set of all left-handed people and S be the set of all learners who play soccer.
7.1 How many learners in the class are right-handed and do NOT play soccer? (1)
7.2 Draw a Venn diagram to represent the above information. (4)
7.3 Determine the probability that a learner is:
a) Left-handed or plays soccer (3)
b) Right-handed and plays soccer (2)

19
QUESTION 8
At a certain school there are 64 boys in Grade 10. Their sport preference are indicated below:
• 24 boys play soccer
• 28 boys play rugby
• 10 boys play both soccer and rugby
• 22 boys do not play soccer or rugby
8.1 Represent the information above in a Venn diagram. (5)
8.2 Calculate the probability that a Grade 10 boy at the school, selcted at random
plays:
a) Soccer and rugby (1)
b) Soccer or rugby (1)
8.3 Are the eventsa Grade 10 boy plays soccer at the school and a Grade 10 boy (2)
plays rugby at the school, mutually exclusive? Justify your answer.

QUESTION 9
One morning Samuel conducted a survey in his residential area to establish how many (3)
passengers, excluding the driver, travel in a car. The results are shown in the table
below:

Calculate the probability that, excluding the driver, there are more than two passengers
in a car.

QUESTION 10
If you throw two dice at the same time, the probability that a six will be shown on one (3)
10 1
of the dice is and the probability that a six will be thrown on both the dice is .
36 36
What is the probability that a six will NOT show on either of the dice when you throw
two dice at the same time.

20
 Financial Mathematics
Terminology:

Interest: is money earned when money is saved in the bank or it is money you have to pay on money you
borrowed.
Simple Interest: Is the interest on an initial (principal) sum of money. Each year you receive or are
charged the same amount of interest.
Compound Interest: Is also interest on an initial (principal) sum of money. If the interest is paid yearly for
each year the principal amount, is the previous years final amount. The previous years final amount plus the
interest for that year.

Simple Interest:

𝑨𝑨 = 𝑷𝑷(𝟏𝟏 + 𝒊𝒊 . 𝒏𝒏)

A: is the accumulated amount or final amount

P: is the principal amount or the original sum of money invested or

borrowed

𝒊𝒊 : is the interest rate

𝒏𝒏 : is the number of periods, that is the number of years if interest is

paid yearly or number of months if interest is paid monthly

Compound Interest:

𝑨𝑨 = 𝑷𝑷(𝟏𝟏 + 𝒊𝒊 )𝒏𝒏

A: is the accumulated amount or final amount

P: is the principal amount or the original sum of money invested or

borrowed

𝒊𝒊 : is the interest rate

𝒏𝒏 : is the number of periods, that is the number of years if interest is

paid yearly or number of months if interest is paid monthly

21
Example 1: To do this we will do two
methods:
If you borrow R1000 at 12% simple interest for two years,
1. Reasoning
how much will you owe after 2 years. 2. Using formulae

This will show you that the

formula works and could be
Solution:
used later.
Method 1

12% of R1 000 is R120

After two years you will owe:

R1 000 + R120 (interest for 1st year) + R120 (interest for 2nd year)

= R1 240

Method 2:
STEPS:
𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 . 𝑛𝑛)
• Identify which formulae will
12
𝑃𝑃 = 𝑅𝑅1 000 , 𝑖𝑖 = , 𝑛𝑛 = 2 be used.
100
• Write down using the variables
𝐴𝐴? ? ?: is the final amount which must be calculated in formulae what you are
given.
𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 . 𝑛𝑛) • Identify what it is you must
calculate
12
= 𝑅𝑅1 000 ( 1 + × 2)
100

= 𝑅𝑅1 240

Example 2: To do this we will do two

methods:
If you borrow R1000 at 12% compound interest for two years,
3. Reasoning
how much will you owe after 2 years. 4. Using formulae
Solution: This will show you that the
formula works and could be
Method 1
used later.
Year 1: 12% of R1 000 is R120

Year 2: 12% of (R1 000 + R120) is R134,40

After two years you will owe:

R1 000 + R120 (interest for 1st year) + R134,4 (interest for 2nd year)

= R1 254,40

22
Method 2:
STEPS:
𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 )𝑛𝑛
12
• Identify which formulae will
𝑃𝑃 = 𝑅𝑅1 000 , 𝑖𝑖 = , 𝑛𝑛 = 2 be used.
100
• Write down using the variables
𝐴𝐴? ? ?: is the final amount which must be calculated in formulae what you are
given.
𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 )𝑛𝑛 • Identify what it is you must
calculate
12 2
= 𝑅𝑅1 000 � 1 + �
100

= 𝑅𝑅1 254,40

So in example 1 and 2 above it was easy to do method 1 and 2, because the number of years were only 2. If
the number of years or the number of times interest is paid increases method 1 will be longer more
cumbersome and the chances of making errors increases, so it is better to do method 2 where one of the two
formulae are used.

Example 3:

Babalwa invests R 5 000 at 10% p.a compounded monthy for 2 years.

a) What is the value of Babalwa’s investment after 2 years?

b) How much interest has Babalwa earned?

Solution: STEPS:
• Identify which formulae will be used.
a) 𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 )𝑛𝑛 • Write down using the variables in formulae
𝑃𝑃 = 𝑅𝑅5 000 , what you are given.
10 • Identify what it is you must calculate
𝑖𝑖 = ÷ 12 ,
100
𝑛𝑛 = 2 ∗ 12 NB
Take note how 𝑖𝑖 and 𝑛𝑛 was calculated
𝐴𝐴? ? ?: is the final amount which must be calculated Because it is compound monthly and there are
𝐴𝐴 = 𝑃𝑃(1 + 𝑖𝑖 )𝑛𝑛 12 months in a year, the interest rate is divided
0,1 2∗12
by 12.
= 𝑅𝑅5 000 � 1 + � 𝑛𝑛 : is the number of times interest is paid, so
12
= 𝑅𝑅6101,95 over 2 years it is, 2 × 12 = 24

23
QUESTION 1
1.1 Seven years ago, Mrs Grey decided to invest R18 000 in a bank account that paid
simple interest at 4,5% p.a.
1.1.1 Calculate how much interest Mrs Grey has earned over the 7 years. (2)
1.1.2 Mrs Grey wants to buy a television set that costs R27 660,00 now. If the (3)
average rate of inflation over the last 5 years was 6,7% p.a., calculate the cost
of the television set 5 years ago.
1.1.3 At what rate of simple interest should Mrs Grey have invested her (3)
money 7 years ago if she intends buying the television set now using
only her original investment of R18 000 and the interest earned over the
last 7 years?

1.2 On a certain day the exchange rate between the US dollar and the South African rand
is $1 = R12,91. At the same time the exchange rate between the British pound and the
South African rand is £1 = R16,52.
Calculate the exchange rate between the British pound and US dollar on that day. (2)

QUESTION 2
Mary wants to buy a fridge that costs R15 550. She has to pay a deposit of 15% of the cost and the balance
by means of a hire-purchase agreement. The rate of interest on the loan is 16,25% p.a. simple interest. The
repayment period of the loan is 54 months. In addition to the hire- purchase agreement, an annual insurance
premium of 1,5% of the total cost of the fridge should be added. The annual insurance premium should be
paid in monthly instalments.
2.1 Calculate the value of the loan that Mary will take. (2)
2.2 Calculate the total amount that must be repaid on the hire-purchase agreement. (3)
2.2 Calculate the monthly repayment, which includes the monthly insurance premium. (3)

QUESTION 3
The table below shows the rand equivalent of one British pound and one US dollar.

A South African nurse works in the United States of America.

3.1 The nurse saves the equivalent of R4 800 per month. Calculate the amount, in US (2)
(American) dollars, that she saves per month.
3.2 She ordered a book from the United Kingdom (Britain) and paid $85 for it. Calculate (3)
the price of the book in pounds (£)

QUESTION 4
A sum of money doubles in 5 years when the interest is compounded annually. Calculate (3)
the rate of interest.

24
QUESTION 5
Zach likes to travel. He has saved R5 000 as spending money for his vacation in
Australia at the end of 2015.
5.1 Zach looks up the exchange tate on the Internet. Using the information in the table (2)
below, calculate how many Australian dollars Zach can buy for R5 000.

5.2 Zach plans to make another trip to Australia at the end of 2018.
5.2.1 5.2.1 Assume that the average annual rate of inflation in South Africa will be 6,1% (3)
over the next 3 years. In 2018, what amount of money will be equivalent to the
value of R5 000 now?
5.2.2 5.2.2 Zach plans to invest equal amounts into a savings account on 1 December 2016 (4)
and on 1 December 2017 to have accumulated an amount of R5 980 by 1
December 2018. If this account earns interest at 9% p.a. compounded annually,
how much money should Zach deposit into the account on each occasion?

QUESTION 6
Thando has R4 500 in his savings account. The bank pays him a compound interest rate of (3)
4,25% p.a. Calculate the amount Thando will receive if he decides to withdraw the money after
30 months.

QUESTION 7
The following advertisement appeared with regard to buying a bicycle on a hire-purchase
agreement loan:

Purchase price R5 999

Required deposit R600
Loan term Only 18 months, at 8% p.a. simple interest

7.1 Calculate the monthly amount that a person has to budget for in order to pay (6)
for the bicycle.
7.2 How much interest does one have to pay over the full term of the loan? (1)

QUESTION 8
The following information is given:
1 ounce = 28,35 g
$1 = R8,79
Calculate the rand value of a 1kg gold bar, if 1 ounce of gold is worth $978,34.
(4)

25
 Western Cape Education Department
Directorate: Curriculum FET

Mathematics
MEMORANDUM TO

REVISION BOOKLET
2023 TERM 3

Grade 10
QUESTION 1
1.1

1.2

1.3

QUESTION 2
2.1.1

2.1.2

2.2
2.2.1

2.2.2

2.2.3

2.2.4
QUESTION 3
3.1
3.2

3.3

3.4

STATISTICS
Question 1
1.1

1.2
1.3

1.4
QUESTION 2
2.1
2.2
2.3
2.4
QUESTION 3
3.1

3.2.1

3.2.2

3.2.3

3.3
QUESTION 4
4.1

4.2

4.3

QUESTION 5

5.1
5.2
5.3

5.4.1
5.4.2

5.5
QUESTION 6

6.1
6.2

QUESTION 7
7.1

7.2

7.3

7.4
QUESTION 8

8.1

8.2

8.3
PROBABILITY
QUESTION 1
1.1

1.2

1.3

QUESTION 2
2.1.1
2.1.2
2.2

QUESTION 3
3.1

3.2

QUESTION 4
4.1

4.2

QUESTION 5
5.1

5.2 a)
5.2 b)
QUESTION 6
6.1

6.2

6.3 a)

b)

QUESTION 7
7.1
7.2

7.3 a)

b)
QUESTION 8
8.1

8.2 a)

b)

8.3

QUESTION 9

QUESTION 10
FINANCIAL MATHEMATICS
QUESTION 1
1.1
1.1.1

1.1.2

1.1.3

1.2
QUESTION 2
2.1

2.2

2.2

QUESTION 3
3.1
3.2

QUESTION 4

QUESTION 5
5.1

5.2
5.2.1

5.2.2
QUESTION 6

QUESTION 7
7.1

7.2

QUESTION 8