Grade 10 Mathematics RELAB (Term1 - Term 4) Learner Booklet

REMOTE LEARNING ACTIVITY BOOK
(RELAB)
SUBJECT: MATHEMATICS
GRADE: 10
LEARNER GUIDE
TERM 1 – TERM 4
Iiiiiiiii
1
A TABLE OF CONTENTS
PAGE
1. Introduction and purpose 3
2. Term 1 4 - 44
3 Term 2 45 - 82
4 Term 3 83 - 127
5 Term 4 128 - 135
2
B. INTRODUCTION AND PURPOSE OF THE RELAB
The pandemic has forced schools to resort to the implementation of rotational timetables-
where learners who are at home during normal schooling must continue learning. Hence
RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:
a) Responding to GDE Strategic goal 2 promoting quality education across all classrooms
and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of the
Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to support
schools for lockdown learning. Understanding learning constraints at home as majority of
learners do not have access to devices or data to use for online learning. Many households
are depending on schools to provide them with learning resources packs
RELAB is designed in a study guide format, where the content is briefly explained with
related concepts as revision, in the form of e.g. notes, mind-maps, concept progression from
the previous grade/s followed by exemplar exercises then practice exercises/problems . The
exercises are pitched at different cognitive levels to expose learners at Grade 10 & 11 to these
different cognitive levels of questioning. The NSC diagnostic reports in different subjects
have revealed that learners fail to analyse questions and as a result fail to respond
accordingly.
The RELAB is intended to ensure that learners work on exercises as per topics taught while
at school. These exercises must be completed at home, fully and learners will receive
feedback as groups or individually at school. It is therefore of paramount importance that
teachers mark the work with learners in class, as a way of providing feedback. Educators
must diagnose learner responses, remediate where necessary and plan further intervention.
Educators are encouraged to create Whatsapp groups to remind learners on what is expected
of them in a particular week/ day(s). There shouldn’t be a backlog on curriculum coverage as
content will be covered simultaneously. Feedback from learners at home will confirm usage
of the RELAB material.
RELAB further prepares learners for formal assessment.
3
TERM 1
WEEK TOPIC CONTENT
1 Algebraic 1. Understand that real numbers can be rational or irrational.

2. Establish between which two integers a given simple surd lies
Expression
2 3. Round real numbers to an appropriate degree of accuracy.
4. Multiplication of a binomial by a trinomial.
3 5. Factorization to include types taught in Grade 9 and:
 trinomials
 grouping in pairs
 sum and difference of two cubes
4 6. Simplifying, adding and subtracting algebraic fractions using factorization with
denominators of cubes (limited to sum and difference of cubes).
5 Exponents , Revise laws of exponents learnt in Grade 9 where

Equation, x , y>0; m, n ∈ Z:
and 
Inequalities 
 , x≠0 and ,
x≠0
Also, by definition:
Use the laws of exponents to simplify expressions and solve equations, accepting that the
rules also hold for m , n∈ Q.
1. Revise the solution of linear equations.
2. Solve quadratic equations (by factorisation).
6 Solve simultaneous linear equations in two unknowns.
Solve word problems involving linear, quadratic or simultaneous linear equations
7 Solve literal equations (changing the subject of a formula).
Solve linear inequalities (and show solution graphically). Interval notation must be known.
8 Euclidean  Revise basic results established in earlier grades: lines, angles, congruency, similarity.
Geometry  Revise theorem of Pythagoras and properties of Quadrilaterals
Define the following special quadrilaterals: the kite, parallelogram, rectangle, rhombus,
square and trapezium. Investigate and make conjectures about the properties of the sides,
angles, diagonals
9 PROVE THE FOLLOWING THEOREMS: Examinable
 The opposite sides and angles of a parallelogram are equal
The diagonals of a parallelogram bisect each other.
10  If one pair of opposite sides of a quadrilateral are equal and parallel the quadrilateral
is a parallelogram.
The diagonals of a rectangle are equal.
4
WEEK 1: TOPIC: ALGEBRAIC EXPRESSION
CONTENT
1. Understand that real numbers can be rational or irrational.
2. Establish between which two integers a given simple surd lies
NOTES & EXAM TIPS
(ℝ)
(ℝ’)
(ℚ) (ℚ’)
(ℤ)
( N 0) (ℕ)
TIPS OF ESTABLISHING WHERE A SURD LIES
 Check using a calculator

 Then get where the decimal lie between the Integers
 Square, cube etc. depending on the surd the Integers
 Square root, cube root etc. the squared numbers
√5 , √4 3 .−√ 7
Example 1
√5
5
 Check using a calculator 2,236067977
 Lie between 2 and 3
 ( 2 )2=4 and ( 3 )2=9
 √ 4 < √ 5< √ 9
 Then it lie between 2 and 3
Example 2
√4 3
 Check using a calculator 1,316074013
 Lie between 1 and 2
 ( 1 )4 =1 and ( 2 )4 =16
 √ √ 1< √3< √16
4 4 4
 Then it lie between 1 and 2
ACTIVITY 1
Tick the correct columns in the table below:
Number Real Non- Real Rational Irrational Whole Natural Integer

(ℝ) (ℝ’) (ℚ) (ℚ’) ¿) (ℕ) (ℤ)
0
−9
√3
13
16
−1 , 45
√−27
2
( √−3 )
2π
√3 −343
6
ACTIVITY 2
QUESTION 1
1.1 For which of the value of x:
√ 9
x є{-11;-5;0;15} is 11−x
1.1.1 a rational number (2)
1.1.2 an irrational number (3)
1.1.3 not defined (2)
1.2 Which of the following expressions will always be a natural number if a and b are
natural number .Give reasons for those that are not natural numbers.
1.2.1 a+b (1)
1.2.2 a–b (2)
1.2.3 ab (1)
a
1.2.4 b (2)
1.3 Without the use a calculator and showing all working ,determine
between which two Integers √ 39 lies. (3)
QUESTION 2
Classify the following numbers as Rational, Irrational or Non-real.
2.1 √8
(1)
2.2 √3 8 (1)
2.3 3 √−8 (1)
7
QUESTION 3
Simplify
3.1 Rewrite 0,88 as a common fraction (1)
3.2 Determine between which two integers the following irrational number lies:
√ 45 (2)
3.3 (0,125)0 + (0,5)-1 + 1 (1)
[4]
QUESTION 4
4.1 Round off the following numbers to the decimal places indicated:
4.1.1 4,3768534 (4 decimal places) (1)
4.1.2 √ 7,24357 (1 decimal place) (1)
4.2 Given: p =√ b2 + 4 ac
4.2.1 Determine the value of p if a =2; b=6; c=2 (2)

(Leave your answer in the simplest surd form)
4.2.2 State whether p is rational or irrational.

(1)
4.2.3 Between which TWO consecutive integers does p lie? (2)
4.3 Write the following recurring decimals in fraction form:
4.3.1 0 , 6 3̇ (2)
4.3.2 0 , 12 4̇ (3)
[12]
8
WEEK 2: TOPIC: ALGEBRAIC EXPRESSIONS
CONTENT
Round real numbers to an appropriate degree of accuracy.
. Multiplication of a binomial by a trinomial.
NOTES & EXAM TIPS
ROUNDING OFF
Part of knowing your numbers is remembering the facts about rounding off – so here is
some quick revision for you.
When you round off check how many places you want round off to, then look at the
number next to the last number you will have once you have rounded off→
e.g. Round off to three decimal places: 0.343125634 …. .
place round off
Number you use to decide whether the number next

door goes up or stays the same.
If the number is smaller than 5 ( 0,1,2,3,4) the number
next door stays the same.
If the number is 5 or bigger than 5 ( 5,6,7,8,9) then
the number next door goes up .
However , remember that when you are working with numbers representing people or
things that cannot be a fraction , be careful how to round UP – think carefully about what
the question is asking you for .
e.g. If you work out you have to cater for 43,2 people you would have to round UP to 44
because you cannot cater for 0,2 part of a person. Also – when they say round off to the
nearest unit – remember that a unit is a Whole number
9
TERMINOLOGY MEANING
Monomial An expression with One term
e.g. 2 , 3x 4 a2, xy
Binomial An expression with two terms
e.g. 2 x−3
2
y +z
Trinomial An expression with three terms
e.g. a+ b+c
2
x −x−2
MULTIPLICATION OF EXPRESSIONS
1.
2(x−1)→Use distribution law
¿ 2 x−2
2.
( x−2 ) ( x−5 )
¿ x ( x−5 )−2(x−5)→Distributive law
2
¿ x −5 x−2 x+10
2
¿ x −7 x +10
3.
2 2
(a−b)( a + ab+b )
¿ a ( a2+ ab+b 2 )−b (a 2+ ab+b2 )
3 2 2 2 2 3
¿ a + a b+a b −a b−a b −b
3 3
¿ a −b
Simplify
1.1 (3 x+2)(2 x2 −5 x+3) (3)
2
1.2
(2x + 3)(2x −1)−4 x 3 (3)
2 2
1.3 (x + y )(x −xy+ y ) (2)
( )
2
1.4 1 (2)
−x
3
10
QUESTION 2
2.1 Simplify:
2.1.1 (2 x+ 3)(x −6) (2)
2.1.2 ¿ ( x +2 ¿ (2)
2.2 Simplify
2.1.1 ( y−5)(7 y 2−6 y−8)
( )
3
2.1.2 1 1
−
x y
11
WEEK 3: TOPIC: ALGEBRAIC EXPRESSIONS
CONTENT
 trinomials
 grouping in pairs
 sum and difference of two cubes
NOTES & EXAM TIPS
Factorization is the opposite process of expanding brackets

Factorisation
Common Grouping Difference of Quadratic Sum and

Factor two squares Trinomials difference of
cubes
In factorization taking out a common factor is the starting point in all factorization
problems
Common Factor
 A factor common in all the terms
2 a−4
¿ 2(a−2)
Grouping
In most cases the expression has 4 terms
 Rearrange
 Starting point is taking out a common facto
 Then a common expression
 Take out a common expression
6 x +a+2 ax +3
¿ 6 x +3+a+ 2 ax
¿ 3 ( 2 x +1 ) + a(1+2 x)
¿(2 x +1)(3+a)
12
Difference of two squares
How to identify a difference of two squares
 Consist of two terms
 Terms have different signs( one positive and one negative)
 Each term a perfect square
2 2
−4 x + p →Rearrange
2 2
p −4 x
How to factorise
 Check whether the is a common factor then ,factor out the common factor then
divide each term by the common
 Two binomial brackets
2 2
p −4 x
= ( p−2 x )(p +2 x )
Quadratic Trinomial
2
a x +bx +c
How to factorise
divide each term by the common .
 Write down two brackets with an x in each bracket and space for the remaining terms
 Write down a set of factors for a and c
 Write down a set of options for the possible factors for the quadratic using the factors
of a and c.
 Expand all options to see which one gives you the correct middle term bx.
2
3 x + 2 x−1
(x )(x)
Factors of 3 3 and 1
Factors of 1 1 and 1
(3 x−1)(x+ 1)
Check whether the solution is correct.
Sum and difference of two cubes

Sum of cubes
 The expression has two terms
 The terms are cubes
 All terms positive
e.g. 27 x 3 +1
Difference of cubes
 The expression has two terms
13
 The terms are cubes
 One term positive and the other term negative
e.g. a 3−b3
Factorising sum of cubes
divide each term by the common
 Two brackets →A binomial bracket and a trinomial bracket
 The terms of a binomial are cube roots of the first and the second term
 The sign between the terms of a binomial is positive
 First term of a trinomial is a square of the first term of a binomial
 The second term of a trinomial is negative and a product of the two terms of the
binomial
 The third term is positive square of the second term of the binomial
3
27 x +1
2
(3 x +1)(9 x −3 x +1)
Factorising difference of cubes
 Two brackets →A binomial bracket and a trinomial bracket
 The terms of a binomial are cube roots of the first and the second term
 The sign between the terms of a binomial is negative
 First term of a trinomial is a square of the first term of a binomial
 The second term of a trinomial is positive and a product of the two terms of the
binomial
 The third term is positive square of the second term of the binomial
3 3
. a −b
2 2
(a−b)( a + ab+b )
ACTIVITIES/WORKSHEETS/EXAM
Factorise completely: TYPE QUESTIONS
1.1
2
1.1.1 2 a +9 a−5 (2)
2
1.1.2 a + a ( 4+ b ) + 4 b (3)
1.1.3 r 2 ( r−s )−r + s (3)
3
1.1.4 x +1 (2)
2
x −x+1
14
1.2 Factorise the following expressions fully
4
1.2.1 x −81
2
1.2.2 6 x y −10 xy+ 15 x−25
1.2.3 x 2 +9 x +8
1.2.4 (t−1)2 +9(t−1)+8
1.2.5 2 x 2 +2 px−2mx−2 mp
QUESTION 2
Factorise completely:
2
2.1 5 x −13 x−6 (2)
3
8 x 125
2.2 3
− 3 (3)
a b
2
2.3 x − y−xy −1 (4)
[9]
QUESTION 3
2
In the rectangle ABCD the area is 2 x −4 x−16 and the length is 2 x+ 4 . Determine the
breath of the rectangle
15
WEEK 4: TOPIC: ALBEBRAIC EXPRSSION
CONTENT
Simplifying, adding and subtracting algebraic fractions using factorization with denominators of
cubes (limited to sum and difference of cubes).
NOTES & EXAM TIPS
a
A fraction has a numerator and a denominator→
b
Adding and subtracting algebraic fractions
 First factorise
 Determine the Lowest Common Denominator
 Add the fractions
ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS
1.1 Simplify
1.1.1 4 x +12 3 x +16

−
3 4
1.1.2 4 a+ 8 2 a+ 4
÷
6 x−12 3 x−3
2 2
1.1.3 3 x −17 x−6 9 x −1
−
3 x−18 9x
3 2
1.1.4 x +3 x +3 x+1
3 2
x +2 x + x
1.1.5 3x 2 x +1
2
− 2
x −1 x −2 x+ 1
16
1.2 Simplify
1.2.1 a2 b 3 +3 ab 2
ab
1.2.2 x−3 2 x +1
−
2 5
1.2.3 ( 3 x −1 )2−( 2 x +1 )2
5 x 2−10 x
2 2
1.2.4 2 x −8 2 x +6 x
2
÷ 2
x −x−6 x −9
1.2.5 3 x−2
4
− 2 ÷x 3
x x
17
WEEK 5: ALGEBRA
CONTENT:
Revise laws of exponents learnt in Grade 9 where
 . Use the laws of exponents to simplify expressions and solve equations, accepting that the rules
also hold for m , n∈ Q.
Revise the solution of linear equations.
Solve quadratic equations (by factorisation
NOTES & EXAM TIPS
Laws of exponents
n m m +n
a × a =a
n m m−n
a ÷ a =a
n
( a m ) =amn
−n 1
a = n
a
EXPONENTIAL EQUATIONS
RULE: a x =an → same base , equalize the exponents
∴ x=n
 Simplify the equation where necessary.
 Make the bases the same on both sides of the equation. [1 base on each side]
 If bases are the same, then equalize the exponents.
e.g.
x 2
2 =2
x=2
e.g.
x
5 =125
x 3
5 =5
e.g.
3 ( 5 x ) −1=374
3 ( 5 x ) =375
x
3(5 ) 375
=
3 3
x
5 =125
18
x 3
5 =5
x=3
EQUATIONS
Linear equations
 The highest exponent of the variable is 1
 1 solution
How to solve the linear equation
 Expand all brackets
 Rearrange like terms on one side
 Solve the equation
e.g.
x−7=15
x−7+7=15+7
x=2
Quadratics Equations
 The highest exponent of the variable is 2
 Two solutions
How to solve for a quadratic equation
 Write the equation in standard form:a x 2 +bx +c=0
 If the is a common factor divide each term by the common factor
 Factorise
 Solve
 Check the answer by substituting it back into the original equation

a . b=0
a=0 or b=0
e.g.
2
3 x −7 x+ 2=0
( 3 x−1 ) ( x−2 )=0
3 x−1=0 or x−2=0
1
x= or x=2
3
QUESTION 1
Simplify
19
2x −x
1.1 3 .3
x
3
1.2 2x +1 .3 2 x−1
18 x
1.3 42 n+1 .3 n+1

24 n+2 .3 n−1
QUESTION 2
Solve for x
2.1 ( x−3 )( x−1 )=0

2
2.2 5 x −x=0
QUESTION 3
Solve the following equations:
3.1. 8( x +1)−7 x =7 ( 3−x ) (3)
3.2 5 x×25x +1 =1 (4)
3.3 ( x +2)( x−3 )=6 (4)
QUESTION 4
Solve for x:
4.1 x (3 x−5)=−2 (4)
4.2 x+3 7−3 x (3)

=
2 3
QUESTION 5
Solve for x:
2
5.1. 6x =3 x (2)
20
2( x+ 4 ) x
=x+1−
5.2 3 3 (4)
QUESTION 6
Solve for x :
6.1 2 x+3=3(x −7) (2)
x
6.2 4 −256=0 (2)
WEEK 6: TOPIC: ALGEBRA
CONTENT
Solve simultaneous linear equations in two unknowns.
Solve word problems involving linear, quadratic or simultaneous linear equations
NOTES & EXAM TIPS
SIMULTANEOUS EQUATIONS→ where two graphs intersect

Two variables
 Solving two equations at the same time
 The equations are both linear
 Two methods can be used
Substitution method
Elimination method
21
Substitution method
 Use the simple equation to express one of the variable as the subject of the
formula
 Substitute into the second equation.
 Solve for one variable
 Substitute in one of the equations to determine the second variable
e.g
x− y =1 (1)
3= y−2 x………………………………………(2)
In (1) make one variable the subject of the formula

x=1+ y
Substitute in (2)
3= y−2(1+ y )
3= y−2−2 y
3+2= y−2 y
5=− y
y=−5
Substitute in one of the equations
x=1+ y
x=1+(−5)
x=−4
Elimination Method
Write like terms under each other
3= y−2 x……………… ..(1)
−1= y−x ……………………(2)
Subtract (1) −( 2 ) 4=−x
22
∴ x=−4
Substitute in one of the equations
3= y−2(−4)
∴ y=−5
WORD PROBLEMS
Problem solving Strategy

 Read the question more than once
 What is it that its asked to be solved for?
 Assign the variable to the unknown quantity e.g. x
 Translate the words into algebraic expressions by rewriting the given information in
terms of the variable
 Set up an equation or system of equations to solve for the variable
 Solve the equation algebraically using substitution
 Check the solution
EXAMPLE.
The product of two consecutive negative integers is 1122.determine the integers
Let the integer be x then the consecutive integer will be x +1

x ( x +1 )=1122
2
x + x−1122=0
( x +34 )( x−33 )=0
∴ x=−34 or x=33
It is given that the integer must be negative
∴ x=−34
x +1=−34 +1
∴ x=−33
∴ The two consecutive negative integers are −33 and −34
23
QUESTION 1
Solve for x and y:
a) x− y =2 & 2 x+ y=10
b) y−3 x=−2 &7 x−2 y=8
c) 3 x+5 y=8 & x−2 y=−1
d) 7 x−3 y=41 & 3 x− y=17
e) x− y =2 & 2 x+ y=10
f) x + y=−5 & 3 x+ y=−9
QUESTION 2
In a set of three numbers the first number is a positive integer, the second number is two
more than the first number and the third number is the square of the second number .
The sum of the three numbers is 33.
2.1 If the first number is x , write down the second and third number. (2)
2.2 Write down an equation in x for the sum of the three numbers. (2)
2.3 Show that your equation simplifies to x 2+ 6 x−27=0 (2)
2.4 Solve the equation x 2+ 6 x−27=0 (2)
2.5 Write down the three numbers. (2)
24
WEEK 7: TOPIC: ALGEBRA
CONTENT
. Solve literal equations (changing the subject of a formula).
Solve linear inequalities (and show solution graphically). Interval notation must be known.
NOTES & EXAM TIPS
LITERAL EQUATIONS
A literal equation is one that has several letters or variables.
Making one variable the subject of the formula
 Isolate the variable
 If the variable is joined in two or more terns then take out the common factor
EXAMPLE
Make h the subject of the formula
25
1
A= bh
2
2 A=bh
2A
=h
b
LINEAR INEQUALITIES
The method of solving an inequality is the same as that of a linear equation

The difference occurs when multiplying by negative the inequality changes
−2 x+1 ≤−5
−2 x ≤−5−1
x≥3
QUESTION 1
1. Solve the following inequality .Illustrate your answer graphically
−8 ≤ 3 x −2<10 wher x is a Real Number ` (4)
2. Solve for x: −5 ≤ x −2<10 , (represent the answer on the number line) (3)
3 Solve for x where −3≤4 x−2< 10
3.1 Represent your answer on a number line. (4)
4. Solve the following inequality. Illustrate the answer on a number line if x is a real number.
3 x−2
−4≤ ≤8
2 (4)
QUESTION 2
2.1 1 2
Make a the subject of the formula s=ut+ a t
2
2.2 Solve for n : pV =nRT
2.3 1 2b
Make x the subject of the formula : + =2
b x
2
2.4 Solve for r : V =π r h
2.5 hc
Solve for h: E=
γ
2.6 Solve for h: A=2 πrh+2 πr
26
2.7 1 2
Solve for m : E=mgh+ m v
2
2.8 Solve for b :c= √ a 2+ b2
2.9 1 1 1
Make u the subject of the formula: = +
v u w
WEEK 8: TOPIC: EUCLIDEAN GEOMETRY
CONTENT
Lines , Triangles and Quadrilaterals
NOTES & EXAM TIPS
A: LINES
PROPERTY/DEFINITION ILLUSTRATION
27
Adjacent angles on a line are supplementary
(adding to 1800 )
Vertically opposite angles are equal.
Angles around a point add up to 3600
Corresponding angles of parallel lines are equal
(F- Shape)
Alternate angles of parallel lines are equal.
(Z – Shape)
Co-interior angles of parallel lines are

supplementary
(U -Shape)
B: TRIANGLES AND PROPERTIES
PROPERTY/DEFINITION ILLUSTRATION
A right-angled triangle has one angle that is

equal to 90 0
An equilateral triangle has equal sides and

equal angles. All angles in an equilateral
triangle measure 600
28
An isosceles triangle has two sides equal and
the angles opposite these equal sides are also
equal.
A Scalene triangle has no sides or angles that

are equal.
CONGRUENCY OF TRIANGLES
Definition of congruency: Two figures having same size and shape or one has the same size
and shape as the mirror image of the other.
If the two triangles are congruent we use this sign ≡
FOUR CASES OF CONGRUENCY:
29
PROPERTIES OF THE SPECIAL QUADRIALTERALS
1. THE PARALLELOGRAM
30
Opposite Opposite
sides sides
parallel equal in
length
Opposite Diagonals
angles equal bisect
in size each
other
2. THE RHOMBUS
Opposite Diagonals
sides bisect
parallel each
other
All sides Diagonals

equal in bisect
length corner
angles
Opposite Diagonals
angles equal cross at
in size right
angles
3. THE RECTANGLE
Opposite All angles
sides equal in
parallel size (90°)
Opposite Diagonals
sides equal equal in
in length length
and
bisect
each
other
4. THE SQUARE
31
Opposite All angles
sides parallel equal in
size (90°)
All sides Diagonals

equal in equal in
length length and
bisect each
other
Diagonals Diagonals
bisect corner cross at
angles right
angles
5. THE TRAPEZIUM
One pair of
parallel sides
6. THE KITE
Adjacent Diagonals
sides equal cross at
in length right
angles
One pair of Only one

opposite pair of
angles equal opposite
in size angles is
bisected
Only one
diagonal is
bisected
STEPS OF SOLVING A GEOMETRIC RIDER
32
STEP 1
 Analyse the diagram
STEP 2
 Analyse the diagram by paying attention to key words

 Look for information the diagram which can be helpful and useful
 Use colours to mark off equal angles /sides
 Look for implied information
STEP 3
 Brainstorm and develop a rough proof

 Link information you have acquired
STEP 4
 Rewrite a formal proof
Examples of KEY words
 Parallel lines
 Triangle information
 parallelogram
 Intersecting lines
 square
 rectangle
Exercise 1
Match each triangle with the correct property
1.1 Acute triangle A All the sides are equal in length
1.2 Isosceles triangle B All the sides are different in length
1.3 Equilateral triangle C All angles are less than 900
1.4 Scalene triangle D Two sides are equal in length
1.5 Right – angled triangle E One angle is greater than 900
1.6 Obtuse angled triangle F One angle is equal to 900
33
Exercise 2
Match each quadrilateral with the property that best describes it.
Property Quadrilateral
2.1 A figure with four sides A Kite
2.2 A quadrilateral with both pairs of B Square
opposite sides parallel
2.3 A parallelogram with a right angle C Parallelogram
2.4 A rhombus with a right angle D Rectangle
2.5 A parallelogram with one pair of E Trapezium
adjacent sides equal
2.6 A quadrilateral with one pair of F Quadrilateral
opposite sides parallel
2.7 A quadrilateral with two pairs of G Rhombus
equal adjacent sides
EXERCISE 3
QUESTION 1
1.1. Quadrilateral RAVE has sides RE and AV equal to 8 cm and sides RA and EV equal
to 5 cm. Use congruency to show, giving reasons, that A = E.
(5)
1.2. Square ABCD has diagonals AC

and BD intersecting at E.
34
1.2.1. A square can be described as a rectangle with equal sides. List three properties of a
rectangle. (3)
1.2.2. Use square ABCD to show that the diagonals of a square bisect at right angles. (7)
[15]
QUESTION 2
2.1. Quadrilateral HOME has opposite sides parallel, as shown.
2.1.1. Use congruency to show that the opposite sides are equal, i.e. show that HE = OM
and OH = ME (5)
2.1.2. Show that E = O (2)
2.1.3. What do you conclude about the opposite angles of a parallelogram? (1)
2.2. A kite is a quadrilateral with two pairs of adjacent sides equal. Kite AMEZ has
35
adjacent sides equal. Kite AMEZ has diagonals AE and MZ intersecting at D.
2.2.1. MAE ≡ ZAE (S, S, S). Write down three statements we can now conclude about
MAE and ZAE. (1)
2.2.2. Now show that the diagonals of a kite intersect at right angles and at least one
of the diagonals of a kite is bisected. (6)
[15]
QUESTION 3
36
3.1. Parallelogram HOME has diagonals HM and OE intersecting at R.
3.1.1. List three useful facts about parallelograms. (3)
3.1.2. Prove that the diagonals bisect each other. (5)
3.2. In figure PLAY, LA || PY, PY is perpendicular to AY and PL is perpendicular to PA.
3.2.1. Explain why L = PAY. (3)
3.2.2. List two properties of a kite. (2)
3.2.3. Explain why LPY  LAY (2)
[15]
37
WEEK 9: TOPIC: EUCLIDEAN GEOMETR
CONTENT
PROVE THE FOLLOWING THEOREMS: Examinable
 The opposite sides and angles of a parallelogram are equal
 The diagonals of a parallelogram bisect each other.
NOTES & EXAM TIPS
STEP 1
STEP 2

STEP 3

STEP 4
 Parallel lines
 parallelogram
 square
 rectangle
38
PROOF OF THEOREM
THEOREM
The opposite sides and angles of a parallelogram are equal.
Required to prove:
Proof
CONSTRUCTION : Join the diagonals AC and BD.
In and :
(a) alt angles equal, AB//CD.
(b) alt angles equal, AD//BC.
(c) common side
SAA
and
Also
Similarly, it can be proved that
THEOREM
The diagonals of a parallelogram bisect each other.
Required to prove: and
Proof
39
CONSTRUCTION : Join the diagonals AC and BD.
In and :
(a) alt angles, AB//CD
(b) alt angles, AB//CD
(c) opp sides of parm
SAA
and
EXERCISE 1
1. ABCD is a parallelogram . ^
A=2 x−30° and ^
D=2 x +10
 1.
40
 Determine the sizes of the interior angles of parallelogram ABCD.
2. PQRS is a parallelogram with and .
Calculate the sizes of and .
3. KLMN is a parallelogram
Calculate the size of the interior angle
4. In , and .
Calculate the interior angles of parallelogram MENB.
WEEK 10: TOPIC: EUCLIDEAN GEOMETRY
CONTENT
 If one pair of opposite sides of a quadrilateral are equal and parallel the quadrilateral
is a parallelogram.
41
 The diagonals of a rectangle are equal.
NOTES & EXAM TIPS
STEP 1
STEP 2

STEP 3

STEP 4
 Parallel lines
 parallelogram
 square
 rectangle
THEOREM
If two opposite sides of a quadrilateral are equal and parallel, then the quadrilateral is a
parallelogram.
42
Required to prove: ABCD is a parallelogram
CONSTRUCTION: Join A and C
Proof:
In and :
(a) alt angles equal
(b) common side
(c) given
SAS
and
ABCD is a parallelogram since the opposite sides are equal.
THEOREM
Diagonals of a rectangle are equal
43
Required To Prove: AC = BD
CONSTRUCTION : Join AC and Join BD
In ∆ ABC and ∆ BCD

AB=DC opp sides of a rectangle are equal
BC common
^ ^
A B C=D C B=90 ° all angles of a rectangle are equal to 90 °
∴ ∆ ABC ≡ ∆ BCD SAS
∴ AC =BD
EXERSICE
1.In the figure below, sides PR and QS of triangles PQR and SQR intersect at T.
and .
P S
Q R
Prove that .
2. ABCD is a parallelogram with .
44
Prove that BEDF is a parallelogram.
3. In rectangle ABCD, and . Determine the length of AC and BD in terms

of x.
4. The diagonals of parallelogram LMNP intersect at T. and .
Prove that LMNP is a rectangle.
TERM 2
45
WEEK TOPIC CONTENT
46
1 Trigonometry 1. Define the trigonometric ratios sinθ, cosθ∧tanθ
Using the right – angled triangle.
sin θ , cos θ and tan θ for 0 °≤θ≤360 ° .
2. Extend the definitions of
3. Define the reciprocal of the trigonometric ratios cosecθ , secθ∧cotθ, using the
right – angled triangles(these three reciprocals should be examined in grade 10
only)
4. Derive values of the trigonometric ratios for the special cases ( without using a
calculator θ ∈{0 ° ; 30 ° ; 45 ° ; 60° ; 90 ° }
2 1. Solve simple trigonometric equations for angles between 0 ° and 90 °
2. Use a diagram to determine the numerical values of ratios for angles from 0 ° to
360 °
Solve two dimensional Problems involving right-angled triangles.
3 Number Patterns: Investigate number patterns leading to those where there is a constant difference
Patterns between consecutive terms, and the general term (without using a formula-see content
overview) is therefore linear.
4 Functions and 1. The concept of a function, where a certain quantity (output value) uniquely depends on
Graphs another quantity (input value). Work with relationships between variables using tables, graphs,
words and formulae. Convert flexibly between these representations.
Algebraic
Note: that the graph defined by should be known from Grade 9.
5
2. Point by point plotting of basic graphs defined by
and to discover shape, domain (input values), range (output values), asymptotes, axes of
symmetry, turning points and intercepts on the axes (where applicable).
6
Point by point plotting of basic graphs defined and
to discover shape, domain (input values), range (output values), asymptotes, axes of
symmetry, turning points and intercepts on the axes (where applicable).
7
3. Investigate the effect of a and q on the graphs defined by , where
, and .
Sketch graphs find the equations of given graphs and interpret graphs.
Note: Sketching of the graphs must be based on the observation of the effect of a and q
8
3. Investigate the effect of a and q on the graphs defined by , where
, and .
Sketch graphs find the equations of given graphs and interpret graphs.
9 Functions and Study the effect of a and q on the graphs defined by:
Graphs  y=a sin θ+q ;
Trigonometric y=a cosθ+q ; and

 y=a tan θ+q
47
where a and q ∈Q and θ ∈[0 ° ;360°]
.
10 3. Sketch graphs find the equations of given graphs and interpret graphs.
WEEK 1 : TOPIC : TROGONOMETRY
CONTENT
1. Trigonometric ratios and reciprocas
2. Extending to all 4 quadrants
3. Special angles
NOTES & EXAM TIPS
The side opposite the right angle is called the hypotenuse
hypote nus e
opposite to angle A
adjacent to angle C
A opposite to angle C B
adjacent to angle A
Using angle A:
RECIPROCALS
BC AB
tan A= . cotA =
AB BC
BC AC
sin A = . cosecA =
AC BC
AB AC
cos A= . sec A=¿ ¿
AC AB
^ can be used to determine the raios.
Angle C
Remembering trig. ratios?
Several mnemonics have been used to help remember trig. ratios. These are ‘meaningless’ phrases that have been
formed but seem easier to remember than the actual mathematical definitions. One such mnemonic is :
 SOHCAHTOA Sin is Opposite side divided by Hypotenuse side

Cos is Adjacent side divided by Hypotenuse side
Tan is Opposite side divided by Adjacent side
EXTENDING TRIGONOMETRICAL RATIOS UP TO 360o
48
QUADRANT 1 QUADRANT 2
P( x;y) P( x;y)
r y r
y
A B
x E A
x B
All the trig. ratios are positive in Quadrant 1

, tan is negative in quadrant 2
, sin is positive in quadrant 2
, cos is negative in quadrant 2.
QUADRANT 3 QUADRANT 4
C x
B
A x
A B
y
r
y
P(x;y) r
P(x;y)
, tan is positive in this quadrant . tan is negative in this quadrant
, sin is negative in this quadrant . sin is negative in this quadrant
, cos is negative in this quadrant . cos is positive in this quadrant
49
To remember signs of trig. ratios in the quadrants!!
Another mnemonic is often used to help learners remember the signs of the trig. ratios in different quadrants.
 CAST: as shown in the diagram only sin is pos itive

 CAST: all students take coffee All ratios are pos itive
S A
T C
only tan is pos itive only cos is pos itive
SPECIAL ANGLES
Angle 45 ° Angle 30 ° and 60 °
A B
30  30 
1 2 2
B 1 C 60  1 1 60 
A D C
AC= √ 1 +1 =√ 2
2 2
2
BD = .
50
Exercise 1:
Use the definitions of the three trigonometrical ratios to complete the statements below:
1.
C D f E
H
b a e d g
t
G T
A B h
c F
sin B = cos D = tan G =
cos B = sin D = cos G =
tan B = tan D = sin G =
sin C = cos F = tan T =
cos C= sin F = sin T =
tan C = tan F = cos T =
2.
Use the definitions of the three trigonometrical ratios to complete the statements below:
 
C
E
8 6
A B F
15 D 10
tan A = sin D =
tan C = sin F =
cos A = sin D =
cos C = cos D =
sin A = cos F =
51
3. Use the definitions of the three trigonometrical ratios to complete the statements below:
D
B F
25
16
A C
24 E
Sin C = cos B = tan D = tan F =
Cos C = sin B = sin D = cos F =
Tan C = tan B = cos D = sin F =
Exercise 2
1. Determine the trigonometrical ratios of angles shown in the diagrams below.

(a) (b)
P (-4;3)
O
X
O X
P(8;-6)
HINT
Drop perpendiculars to form right-angled triangles as shown in the diagrams below
Determine the value of the ratios Without the use of a calculator
1.1(a) 1.2 (b)
sinθ cosecθ
cos θ cosθ
tanθ cotθ
cotθ
52
Exercise 3.
1. Use a calculator to determine the values of the following, giving answers correct to two decimal places.
a)
b)
c)
d)
2. If , determine the value of
a)
b)
c)
Exercise 4
1. Determine the value of :
A
E 9cm F
I
B 4,5cm
10cm 7,5cm
8cm D G
3,2cm
C
H
2. In triangle MNT, angle ^

M = 90o, MN= 55 cm and MT = 45 cm. Calculate angles ^
N and T^
3. In triangle XYZ, angle X is 90o, ZY =780 mm and XY = 350 mm. Find angles Y and Z.
53
Exercise 5
Determine the sides labelled a and e in the diagrams below.

C
F
a
e
82  32 
A B D E
20m 170 cm
Exercise 6
Calculate, giving answers correct to two decimal places.
1.
2.
3.
WITHOUT the use of the Calculator( Leave the answer in surd Form)
4.
5.
54
EXERCISE 7
1.1 ^ P=β and 17 cosβ +15=0

In the diagram below P(x ; y) is a point in the third quadrant. R O
1.1.1 Write down the values of x , y and r
1.1.2 WITHOUT using the calculator, determine the value of :
(a) sinβ
2
(b) cos 30 ° .tanβ
1.1.3 ^ P correct to two decimal place

Calculate the size of R O
1.2 In each of the following equations , solve for x , where 0 ° ≤ x ≤90 ° .Give your answers correct to
TWO decimal place
1.2.1 tanx=2 ,22
1.2.2 sec ( x +10 ° )=5.759
1.2.3 sinx
−2=1 , 24
0,2
55
WEEK 2: TOPIC: RIGONOMETRY
CONTENT
1.Trigonometric Equations
2. diagram to determine the numerical values of ratios for angles from 0 ° to 360 °
3.Solve two dimensional Problems involving right-angled triangles.
NOTES & EXAM TIPS
SOLVING TRIG. EQUATIONS
 Remember is to isolate the trig term

 Remind learners that

Remember that
Solve two dimensional Problems involving right-angled triangles.
56
1.1 Complete the triangle above and indicate the following the following
a) Horizontal line
b) Line of sight
c) Angle of elevation
d) Tower
e) Right angle
57
Easy Tips & Tricks to solve questions.
How to solve word problems that involve angle of elevation or depression
Step 1: Draw a diagram of the situation given if sketch not given.
Step 2: Mark in the given angle of elevation or depression and other information.
Step 3: Use trigonometry to find the required missing length (Identify hypotenuse, opposite side and adjacent angle.
58
The difference between distance and height
Distance is the length of space between two points, usually geographical points, usually (but not necessarily)
measured along a straight line.
Height is the distance from the base of something or someone to the top.
59
60
Exercise 1
Solve for θ where θ ∈¿
1.
2.
3.
4.
5.
6.
7. If , what is the value of

a) b)
8. If , what is the value of .
EXERCISE 2
1.1 If x = 155° and y = 130° , calculate the values of the following,

rounded off to TWO decimal places:
1.1.1 sin 2x + cos y

1.1.2 tan2 ( x − y )
1.2 Answer this question WITHOUT the use of a calculator.
If 5 sin  – 4 = 0 and  ∈ [ 0° ; 90° ],

calculate by using a sketch the value of: tan  + cos 
1.3 Solve for x (correct to ONE decimal place), if x ∈ [ 0° ; 90° ]:

1.3.1 sin x = cos 27,5
1.3.2 3 cos x =4 , 056
1.3.3 tan ( x−25 ° ) =0 , 865
1.4 Explain why the following equation cannot be solved:
61
sin (A + 10) = 68
SECTION B
PAST PAPERS
Question 1
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 wire cables RS and RP. The angle of depression from the top of the pole to point P is
47°. PR is 21mand QS is 17m. RPQ =θ.
1.1 Write down the size of θ (1)
1.2 Calculate the length of RQ (3)
1.3 Hence, calculate the size of ^S. (2)
1.4 If P, Q and S lie in a straight line, how far apart are the anchors of the wire cables (4)
[10]
62
Question 2
2.1 Calculate the ration of LM :TN . (4)
2.2 A cable car, C, travelling from the top of Table Mountain, T, follows a
path along TCM .
2.2.1 Calculate the angle formed ( M T^ N ) between the cable and the (2)
vertical height TN .
2.2.2 If the cable car, C, travels along the cable, such that
TC=400 m , calculate the height of the cable car above sea level
at that instant. (5)
[11]
63
Question 3
3.1 Length of AC . (2)
3.2 Size of C ^
A D. (2)
3.3 Length of DE . (3)
[7]
64
Question 4
4.1 Size of C ^
A B. (2)
4.2 Length of AE (5)
4.3 Length of DE . (4)
[11]
65
Question 5
5.1
If E ^
BC=79 ° , F C D A=127 ° , calculate the value of B ^
^ D=64 ° and G ^ A D. (4)
5.2
If ^
A=x , showing all calculations, determine the size of D ^
E F in terms of x . (4)
[8]
66
WEEK 3: TOPIC: NUMBER PATTERNS
CONTENT
 Linear Number Pattern
NOTES & EXAM TIPS
In A linear number pattern the is a common difference between consecutive terms.

The difference between any two consecutive terms will be the same
T 2−T 1 =T 4−T 3=T 3−T 2=T 10−T 9=T n−T n−1
QUESTION 1
1.1 Determine the 7th and the nth of the following pattern.
−2 ;−5 ;−8 ;−11; 14 ; … … . . (4)
1.2 The general term of the pattern is given as T n=−1−n
1.2.1 Determine the missing terms
___; −¿3; ___; ____ (3)
1.2.2 Determine the common difference of the pattern. (1)
[8]
QUESTION 2
Given the pattern: 3 ; x ; 11
2.1 Determine the value of x if the pattern is linear. (4)
2.2 Determine the next two terms if the pattern continues consistently. (2)
[6]
67
QUESTION 3
Tebogo prepares herself for a marathon .In the first week she will run 7km.
She increases the distance with 5km every week.
3.1 Write down a number pattern for the distance that she will run for the
first 4 weeks. Starting with the distance of week one as term one. (3)
3.2 Determine the general term of the pattern found in 6.1. (2)
3.3 Calculate the total distance she will run in the first six weeks of
her preparations. (2)
3.4 If her target is to run a total of 80km in six weeks will she reach her
target? Give a reason. (2)
[9]
QUESTION 4
Given the sequence 2; 5; 8; 11; …
4.1. Determine the general term of the number pattern (2)
4.2 Determine the 250th term. (3)
4.3 Which term is 302? (3)
QUESTION 5
The following is an arithmetic sequence:
1 – p ; 2p – 3 ; p + 5 ; ...
5.1 Calculate the value of p. (3)
5.2 Write down the value of:
5.2.1 The first term of the sequence (1)
5.2.2 The common difference (1)
68
WEEK 4 - 8: TOPIC: FUNCTIONS AND GRAPHS
CONTENT
 f ( x )=a x+ q , f ( x )=a x2 +q ,
a
 f ( x )= + q and f ( x )=a b x + q ; b>0 ; b ≠ 1
x
NOTES & EXAM TIPS
EXPRESSIONS
We already simplified
Linear Quadratic expression.
We then took the same

Equations expressions, introduced an
equal sign and solved for x.
parabola /quadratic Fractional/ hyperbola exponential
Linear/straight line
TERMINOLOGY
A function: A mathematical relationship between two variables (x and y), where every input value
(usually x) has one output value (usually y).
The domain of a function: The set of all independent x-values for which there is one dependent y-value
according to that function.
The range of a function: The set of all dependent y-values which can be obtained using an independent
x-value.
The y-intercept: The y value when x=0. The point on the graph where the line or curve cuts the y-axis.
The x-intercept: The x-values when y=0. The point or points on the graph where the line or curve cuts the
x-axis.
69
EXPLANATIONS
Set builder notation:
1. {x : x ∈ R , x >0 } - The set of all x -values such that x is an element of the set of real numbers and is
greater than 0.
2. { y : y ∈ N , 2< y ≤6 } - The set of all y -values such that y is a natural number, and is bigger than 3
and less or equal to 6.
3. {z : z ∈ Z , z ≤ 75 } - The set of all z-values such that z is an integer and is less than or equal to
75.
Interval notation:
1. (4; 13) – Round brackets indicate that the number is not included. This interval includes all real
numbers greater than but not equal to 4 and less than but not equal to 13.
2. (−∞ ;−3¿ - Round brackets are always used for positive and negative infinity. This interval
includes all real numbers less than, but not equal to −3.
3. [2; 7) – A square bracket indicates that the number is included. This interval includes all real
numbers greater than or equal to 2 and less than but not equal to 7.
a
Function ax +q +q 2
a x +q
x
a b +q
x
x∈ R x∈ R; x∈ R
Domain x∈ R
x ≠0
y ∈R; y >q when a >0

Range y ∈R or y >q or y <q
y ≠q
y <q when a < 0
(0 ; q)
or
Turning
point ( x 1+ x 2
2 (
;f
2 ))
x1 + x 2
→ x1
and x 2
are the x - intercepts
Vertical asymptote
Horizontal
Asymptotes x=0
Asymptote
Horizontal asymptote
y=q
y=q
Axis of y=± x +q x=q
70
Symmetry
EXERCISE 1
3 1
a) Given: y=x y= x y= x
2 4
i. Which of the three lines is the steepest? Explain.
ii. Sketch the three graphs on the same set of axes.
−3 −1
b) Given: y=− x y= x y= x
2 4
i. Which of the three lines is the steepest? Explain (2)
ii. Sketch the three graphs on the same set of axes.
c) Given: y=− x+ 4 y=3 x−6

i. Describe the transformation of y=x into the graph of y=− x+ 4
ii. Describe the transformation of y=x into the graph of y=3 x−6
iii. Sketch the graphs of these two functions on the same set of axes using
transformations or the dual-intercept method.
EXERCISE 2
1 2 3 2
1. Given: y= x y= x y=4 x
2
4 2
a) Which parabola has arms that are closest to the y-axis?
b) Sketch the graphs of these parabolas on the same set of axes.
c) Are the parabolas concave up or down? Explain
2. Given: y=x 2−4 and y=x 2 +3

a) Sketch the graphs of y=x 2−4 and y=x 2 +3on the same set of axes.
b) For these graphs, determine algebraically the coordinates of the intercepts with the
axes.
3. Given: y=−4 x 2 +4 and y=− x2−2
71
a) Sketch the graphs of y=−4 x 2 +4 and y=− x2−2on the same set of axes.
b) For these graphs, determine algebraically the coordinates of the intercepts with the
axes.
−1 2
4. Given: y= x +8
2
−1 2
a) Sketch the graph of y= x +8
2
b) Determine algebraically the coordinates of the intercepts of this parabola with the
axes.
Activity 1
Activity 2
72
Activity 3
ACTIVITY 4
73
1. Complete the following.
1.1 If (m ; 7) lies on the straight line defined by y = –5k – 3 , then the value of m is ………..
1.2. The function defined by n(x) = 3x2 – 2 has a minimum or maximum value? (underline the correct
answer)
1.3 The coordinates of the turning points of the function n(x) = – 2 + 3x2 is ( ……. ; …………)
1.4 The gradient of the straight line joining B( 3 ; 5) and P( – 2 ; – 5) is ………………………..
1.5 The equation of the hyperbola g, which passes through the point (3 ; – 4) is ………………
1.6 The domain of the hyperbola in QUESTION .1.5 is …………………………………………..
1.7 If the hyperbola in QUESTION.1.5 is translated 1 unit down, the new equation will be
f(x) = ……………………………
74
2. Sketched below shows the graphs of g(x) = 2x and h(x) = mx + c.
The graphs intersect at A. The straight line defined by h passes through (3 ; 0) and (0 ; 1).
2.1 Write down the co-ordinates of A.
2.2 Determine the equation of the straight line h.
2.3 Write the equation of the asymptote of g.
2.4 Write down the range of g.
75
3. Given the functions: f (x) = 9 – x2 and k(x) = – 3x + 9.
3.1 Draw the graphs of f and k on the same set of axis . Clearly show all the intercepts with the axis
and the turning point.
3.2 Use your graphs to answer the following questions.
3.2.1 Determine the value(s) of x for which f(x) = k(x)
3.2.2 Write down the value(s) of x for which f(x) > 0.
3.2.3 f (x)
Write down the value(s) of x for which ≤1
k (x )
3.3 How does the graph of p(x) = – x2 – 9 compare with the graph of f(x) ?
3.4 Write down the equation of the reflection of f in the x-axis.
4. k x
The graphs of g (x) = , x >0∧f ( x )=2 are represented alongside. The graphs intersect at
x
A(1 ; 2). Use the graphs to answer the following questions.
g
f
4.1 Write down the domain of f .
4.2 Determine the numerical value of k.
4.3 Give the equation of the asymptote of the graph defined by y = 2 x −2
4.4 For what value(s) of x is f ( x ) × g ( x )< 0 ?
76
77
5. k 3
In the given diagram, the straight line AB intersects the hyperbola y = at A( ; – 2¿ and
x 2
B(1 ; – 3). The parabola defined by f(x) = 2x2 – 2 cuts the x-axis at the points D and E and the y-axis
at the point C. The point S lie on the hyperbola and the line of symmetry with a negative gradient of
the hyperbola
The coordinates of A, B and N are:

3 3 5
A( ;−2 ¿ ; B(1 ; – 3) and N( ; ¿.
R N 2 2 2
SM is perpendicular to the x-axis and RN
S is perpendicular to the y-axis .
D E x
M O
g
A
C
B
Use the given diagram to answer the following questions.

5.1 Determine the equation of:
5.1.1 The straight line passing through AB.
5.1.2 The hyperbola passing through A and B.
5.1.3 The axis of symmetry of the hyperbola.
5.2 Determine the lengths of the following in simplest surd form.
5.2.1 SM
5.2.2 OS
5.2.3 CA
5.3 Determine the coordinates of the following points:
5.3.1 D and E
5.3.2 T , if T is symmetrical to B with regard to the line y = x.
5.3.3 R, if R and N are symmetrical points on the parabola.
5.4 Write down the range of the parabola in interval notation.
78
5.5 Write down the values of x for which f (x) ≥ 0.
5.6 Determine the equation of the straight line passing through R and N.
6.1 On the same set of axis draw neat sketch graphs of f(x) = –x2 + 4 and g(x) = 4 – 2x. Show all
intercepts with the axis as well as any turning points.
6.2 Use the graphs drawn in QUESTION 6.1 to answer the following questions.
6.2.1 Write down the range of f in set builder notation.
6.2.2 Determine the value(s) of x for which:

a) f (x) = g (x)
b) f ( x ) ≤ g ( x)
c) f (x) < 0
6.3 Determine the equation of f (x) – 2
79
WEEK 9 - 10: FUNCTIONS AND GRAPHS
CONTENT
Trigonometric graphs
NOTES & EXAM TIPS
y = sin x
2 y
30 60 90 120 150 180 210 240 270 300 330 360
–1
–2
y = cos x
2 y
30 60 90 120 150 180 210 240 270 300 330 360
–1
–2
y = tan x
80
5 y
1
x
30 60 90 120 150 180 210 240 270 300 330 360

–1
–2
–3
–4
–5
y=a sinθ+q
y=a cosθ+ q
81
y=a tanθ+ q
82
SUMMARY
Function Shape Intercepts Domain Range Asymptotes
Wave-like y-intercept, , No
shape, starting asymptotes
at the origin y=0 Max = 1
x-intercept, , when
; x=180 °
and x=360 °
repeats every
Wave-like y-intercept, , No
shape, but asymptotes
y=1 Max = 1
when ,
(max) x-intercept, , when
x=270 °
repeats every
Not wave-like. y-intercept, , except x=90 °

Discontinuous for
y=0 x=270 °
is
x-intercept, , undefined
repeats every
Summary of the effect of the parameters for

y=a sin x+ q, y=a cos x +q and y=a tan x +q :
 Amplitude (a): changes the distance from the rest position. a = max value when q = 0 the tan graph
83
has no amplitude
 Rest position (q): the y-value of the horizontal line that is halfway between the min & max value.
When q is positive, the graph shift vertically upwards. When q is negative, the graph shift vertically
downwards.
 Period : sin and cos period = 360 ° , tan period = 180 °
EXERCISE
1 Given :f(x) = 2 sin x – 3 and g(x) = - 2 cos x + 4 where x ∈[90 ° ; 270° ]
1.1 On the same set of axis sketch the graphs of f and g
1.2 Write down the period of f
1.3 Write down the range of g
1.4 If the graph of g is shifted two units downwards write down the equation of the new graph as h
1.5 Determine the equation of f(x) + 3
2 The sketch of the function f (x) = a sin x is given; x ∈ [ 0° ; 360° ].
2 .A
f
( 0° ; 0 ) . .C .360° x
–1
–2 .B
2.1 Determine the numerical value of a.
84
2.2 What are the co-ordinates of A and B, the turning points of f?
2.3 Determine the period of f.
2.4 Write down the co-ordinates of C.
2.5 Determine the equation of g if g is obtained by shifting f up 1 unit.
2.6 Write down the range of g.
3 The diagram below represents the graphs of the functions defined by f (x) = a.cosx and
. g(x) = sin x + q , for x ∈ [ 0 ° ; 360 ° ]
3.1 Determine the numeric values of:

3.1.1 a
3.1.2 q
3.2 Write down the range of g in interval notation.
3.3 Determine the value(s) of x for which g (x) – 2 = f (x)
3.4 Write down the equations of:

3.4.1 the reflection of f in the x-axis.
3.4.2 g if g is translated 2 units down.
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4.
4.1 Write down the amplitude of f
4.2 Write down the maximum value of f ( x ) +3
4.3 On the same system of axes, draw the graph of g, where g ( x )=sinx +1 for the interval 0
° ≤ x ≤360 °
4.4 Use the graph to determine the following
4.4.1 The value of f ( 180 ° )−g (180 °)
4.4.2 For which value(s) of x will f ( x ) . g ( x ) >0
4.5 The graph of f is reflected about the x- axis and moved 3 units downwards to from the
graph of h Determine
4.5.1 The equation of h
4.5.2 The range of h for the interval of 0 ° ≤ x ≤360 °
86
5.1 Consider the function f ( x )=−3tanx
5.1.1 Sketch the graph of f for o ° ≤ x ≤ 360° .Clearly show ALL the intercepts and
asymptotes
5.1.2 Hence . otherwise , write down the
(a) Period of f
(b) Equation of h if h is the reflection of f about the x- axis
5.2 Sketched below is the graph of g ( x )=a . cosbx
5.2.1 Write down the values of a and b
5.2.2 Use the graph to determine the value(s) of x for which g ( x )> 0
5.2.3 Determine the range of h if h is the image of g if g is shifted down TWO units
5.2.4 Determine , using the graph , the value of :

−2(cos 0 °+ cos 1° + cos 2°+ … .+ cis 358° +cos 359° + cos 360 °)
87
TERM 3
WEEK TOPIC CONTENT
WEEK 1
NOT REGARDED AS FUNDAMENTALS
1.Revise the volume and surface areas of right-prisms and cylinders.
Measurement 2. Study the effect on volume and surface area when multiplying any dimension by a
constant factor k.
3. Calculate the volume and surface areas of spheres, right pyramids, right cones and
WEEK 2 combination of those objects (figures).
NOT FUNDAMENTAL IN GRADE 9 NOT TAUGHT

WEEK 3 1. Revise measures of central tendency in ungrouped data.
2. Measures of central tendency in grouped data: calculation of mean estimate of
grouped and ungrouped data and identification of modal interval and interval in which
the median lies.
Statistics 3. Revision of range as a measure of dispersion and extension to
include percentiles, quartiles, inter-quartile and semi-inter-quartile range.
WEEK 4 4. Five number summary (maximum, minimum and quartiles) and box and whisker
diagram.
5. Use the statistical summaries (measures of central tendency and dispersion), and
graphs to analyse and make meaningful comments on the context associated with the
given data.
WEEK 5
NOT REGARDED AS FUNDAMENTALS
1. The use of probability models to compare the relative frequency of events with the
theoretical probability.
2. The use of Venn diagrams to solve probability problems, deriving and applying the
Probability following for any two events in a sample space S:
WEEK 6
;
A and B are Mutually exclusive if P( A and B )=0 ;

A and B are complementary if they are mutually exclusive; and P( A )+P(B )=1 .
Then P( B )=P(not ( A ))=1−P( A )
Finance and 1. Use the simple and compound growth formulae [ A=P(1+in) and
WEEK 7
growth A=P(1+i)n ] to solve problems, including interest, hire purchase, inflation,
population growth and other real-life problems.
WEEK 8 2. Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol
88
price, imports, exports, overseas travel).
Represent geometric figures on a Cartesian co-ordinate system.
WEEK 9
Analytical Derive and apply for any two points
and the formulae for calculating
geometry the:
1. distance between the two points;
WEEK 10 2. gradient of the line segment connecting the two points (and from that identify
parallel and perpendicular lines); and
3. Coordinates of the mid-point of the line segment joining the two points.
WEEK 1 - 2: TOPIC: MEASUREMENT
CONTENT
Calculate the volume and surface areas of right-prisms and cylinders.
Study the effect on volume and surface area when multiplying any dimension by a constant factor k
Calculate the volume and surface areas of spheres, right pyramids, right cones and combination of those
objects (figures
NOTES & EXAM TIPS
GLOSSARY OF TERMS
Term / concept Definition/ Explanation

The amount of two-dimensional (2-D) space occupied by a 2-D
shape. Area of a shape is the size of its surface. It is measured in
Area square units.
2-D drawings A diagram or picture having length and width only
A plan or design having length and width only, but possibly
2-dimensional plans representing three dimensional objects
A dimensional construction of a real-life object. It is a solid, it has
3- dimensional models length, breadth/ width and height
A closed curve that is everywhere at the same distance from a
Circle fixed point
Circumference Distance around a circle / perimeter of a circle
Conversion A change from one system /unit to another
Values used to convert/ change quantities from one measuring
Conversion factor system to another.
Cylinder Three dimensional object with congruent parallel circles s bases
89
that are joined by a curved surface
A straight line passing through the centre of a circle and touching
the circle at both ends thus dividing the circle into two equal
Diameter halves.
Learners should know how to calculate the perimeter and area of the following shapes:
Shape Perimeter Area
Rectangle
P=l+l+b+ b A=l× b
P=2 l+2 b
Square
P=l+l+l+l A=l× l
P=4 l
Triangle
P=a+b+ c 1
A= ×b ×⊥ h
2
Circle: C ¿ 2 × π ×r A=π × r
2
A is the centre
CD is a diameter
OR
90
C ¿ π×d
Radius is half of the diameter.
Diameter is a straight line that divides a circle into two equal parts. A line that passes through the
centre of a circle and touching both ends of a circle.
91
EFFECT OF CONSTANT FACTOR
Change Effect
Length , Breath and Height are multiplied by a scale Surface are increases by a factor of k 2
factor of k
Length or Breath or Height multiplied by a factor of k Volume increase by a factor of k
Length and Breath or height and height or breath and Volume increase by a factor of k 2
height multiplied by a factor of k
Length and breath and Height multiplied by factor of k Volume increase by a factor of k 3
EXERCISE
QUESTION 1
A jam factory wants to sell tins of jam with measurements as indicated in the sketch
below, diameter = 7 cm and height = 9 cm.
7cm
9 cm
Calculate the following:
1.1 The volume of the jam in ONE tin. (2)
1.2 The maximum number of the tins in QUESTION 1.1 which can be packed in a
rectangular box with the following measurements: length = 28 cm; breadth = 7 (3)
cm and height = 18 cm.
1.3 The maximum number of tins that can be packed in the box (QUESTION 6.2), if
both the diameter and height of the tins of jam in QUESTION 6.1 are halved. (3)
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[8]
QUESTION 2
Two shapes are given .A closed box and a cone. The dimensions
of the shapes are given below on the shapes.
15cm
20cm
70cm
5cm
50cm
2.1 Determine:
2.1.1 The surface area of the box. (3)
2.1.2 The volume of the cone. (3)
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2.2 If the volume of the box is given as 52500cm3, calculate the
percentage of the volume of the box that is taken by the cone if it
is placed inside the box.
(2)
[8]
QUESTION 3
The Cylindrical flask is enclosed at both sides. The radius of the cylinder is 6cm and
its height is 30cm.
6cm
30cm
Determine:
3.1 The volume of the flask (4)
3.2 The total surface area of the flask (3)
3.3 The total surface area if the dimensions are doubled (2)
94
[9]
WEEK 3 - 4: TOPIC: STATISTICS
CONTENT
Measure of central Tendency
Measure of dispersion
Graphs
NOTES & EXAM TIPS
1. Ungrouped data – data that has not been organized into groups.
2. Organizing of data – is data which has been organized into intervals: e.g. 0 ≤ x<5 ;
5 ≤ x <10 ; . . .
If this was ungrouped data, it would have been written as a list of numbers;
e.g.1;3;4;5;7;9.
Grouped data – data that has been organized into groups (into a frequency distributions)
Class Frequency
0 ≤ x<5 4
5 ≤ x <10 5
10 ≤ x <15 13
15 ≤ x <20 6
How to group data: decide on the size of the class interval.
95
[ Class interval = class size] To determine the class interval of 4 classes.
range 39−2 1
= ¿ 9 ≈ 10 (range = Highest value – lowest value)
4 4 4
∴ Intervals of: 0 ≤ x<10 ; 10 ≤ x <20 ; 20 ≤ x<30 and 30 ≤ x < 40, always include the lower
interval number and exclude the upper number.
Calculating the mean, median and mode for grouped and ungrouped data
MEASURES OF CENTRAL TENDENCY
 MEAN - To calculate the mean, add up all the numbers, then divide by how many
numbers there are.For the group data it is called the estimated mean
 MODE - The most frequent value.
 MODAL CLASS – the class interval with the highest frequency
 MEDIAN- The middle value (Put values in order first)
EXAMPLE
Calculate the i) mode ii) median iii) mean from the given stem and leaf diagram.
Stem Leave
1 2
2 1 3
3 1 5 5 7
4 2 3 6
5 4 5 7
Solution:
i) Mode = 35
ii) For 13 scores, the median is the 7th score
∴ Median=37
iii) The mean x=

∑x
n
12+ 21+ 23+31+35+35+37+ 42+43+ 46+54 +55+57
¿
13
491
¿
13
¿ 37 , 8
Grouped data
96
Example
a) Calculate the estimated mean of the following data:
Class 1-3 3-5 5-7 7 -9

Frequency 12 22 27 19
Solution:
Class Interval Frequency ( F i) Mid-value ( x i) F i× x i
1–3 12 2 24
3–5 22 4 88
5–7 27 6 162
7-9 19 8 152
∑ F i=80 ∑ F i × x i=426
∴ Mean ¿
∑ Fi × x i = 426 =5,325
∑ F i 80
Five Statistical Summary

Five statistical summary are the minimum, maximum, median, first quartile and third
quartile.
They can be represented using a box and whisker plot.
Quartiles
A median divide a data set into two equal parts. The set can be subdivided further into four
equal parts, by values called quartiles. The quartiles divide the data set into quarters, with
each quarter containing one-fourth (or 25%) of the data. The quartiles are like additional
"medians" of the lower and upper halves of the data set. A quartile is a number, it is not
a range of values. Data can be described as being "above" or "below" the first quartile, but
data is never "in" the first quartile.
97
The difference between the third quartile and first quartile is called the interquartile range
(IQR).
IQR = Q3 - Q1
Outliers are defined as those data points that fall more than a specified distance from the
first or third quartiles.
Data points that fall to the far left, or far right, of an ordered data set should be tested as
possible outliers.
Example
Calculate the median, lower quartile and upper quartile of the following data set given.
12, 5, 22, 30, 7, 36, 14, 42, 15, 53, 25
Solution:
First, arrange the data in ascending order:
Median (middle value) = 22
Lower quartile (middle value of the lower half) = 12
Upper quartile (middle value of the upper half) = 36
98
EXERCISE 1
QUESTION 1
a) Calculate the mean:
Class Frequency
0 - 10 7
10 - 20 5
20 - 30 6
30 - 40 12
40 - 50 8
50 - 60 2
b) If the mean of the following frequency distribution is 24; determine the value of p.
Class 0 - 10 10 -20 20 -30 30 - 40 40 -
99
50
Frequency 3 4 p 3 2
c) The table below gives data on the heights, in cm, of 51 children.
Class Interval 140 ≤ h<150 150 ≤ h<160 160 ≤ h<170 170 ≤ h<180
Frequency 6 16 21 8
Calculate :
I. Estimate the mean height.
II. the median class.
III. the modal class.
QUESTION 2
Calculate the i) mode ii) mean of the given data:
a)
Stem Leaves
2 6 8
3 2 3 7
4 5 6 6
5 1 4 8
b)
Stem Leaves
3 5
4 2 7 9
5 2 2 2 3 3 6
6 8
7 3 4 5 8 9
8 4 4 4 7
5 6
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QUESTION 3
III.1 Determine the
I. range
II. median
III. lower quartile and the
IV. upper quartile for each set of data
a) 10 7 9 5 8 7 13 3 2
b) 9 10 5 3 11 8 14 7 11 8
III.2 The data below shows the number of laptops sold by 15 sales agents during
the last financial year.
43 48 62 52 46 90 58 37 48 73 84 68 54 34 78
a) Determine the median of the number of laptops sold.

b) Calculate the range of the data.
c) Calculate the interquartile range (IQR).
d) Draw a box and whisker diagram for the data.
III.3 Consider the table below:
Mass of grade 6 boys Frequency
36 − 40 3
41 − 45 8
46 − 50 12
51− 55 20
56 − 60 10
61 − 65 6
66 − 70 1
(a) Draw a histogram.
(b) Draw a cumulative frequency curve.
101
(c) Use your curve to estimate the following:
(1) the median
(2) the 25th percentile
(3) the upper quartile
(4) the semi inter-quartile range
QUESTION 4
4.1 A group of Grade 10 learners from a certain school in Gauteng took part in a
Mathematics Olympiad at a district level. The following graph represents scores that
were obtained in the Olympiad.
10
SCORE
7
0 1 2 3 4 5 6 7 8 9 10 11 12
NUMBER OF LEARNERS
4.1.1 Which score is the mode? (1)
4.1.2 What is the median score? (1)
102
4.1.3 Determine the number of learners who took part in the Mathematics
Olympiad. (2)
4.1.4 Calculate the mean score. (3)
4.2 The following data is given: 4 7 8 9 10 10 12 13 13 17 18 18 19 19 24

26 30
4.2.1 Determine the first (Q1) and the third (Q3) quartiles of the given data. (3)
4.2.2 Calculate the inter-quartile range of the data. (2)
4.3 The pie chart below shows how the Tshwane Municipality disposes of its waste
material.
RECYCLED
BURNT
USED FOR
LANDFILL
4.3.1 Write down the fraction of the waste that is recycled. (1)
4.3.2 Calculate the angle of a sector on the pie chart that represents the
2 (2)
waste material that is burnt if the municipality burns of the waste
5
material.
103
4.3.3 Calculate the percentage of the total waste that is used for landfill. (4)
4.4 The height of some learners is recorded in Table 1A below. Ann records the data
in Table 1B using class intervals of 10 cm instead of 5 cm.
Table 1A
Table 1B
Height h (cm) Frequency
120 ≤ h<125 2 Height h (cm) Frequency
125 ≤ h<130 5 120 ≤ h<130
130 ≤ h<135 8
130 ≤ h<140
135 ≤ h<140 14
140 ≤ h<145 11
140 ≤ h<150
145 ≤ h<150 9
150 ≤ h<155 3 150 ≤ h<160
155 ≤ h<160 1
4.4.1 Copy and complete Ann’s table (Table 1B). (4)
25
20
FREQUENCY
15
10
0 ~~ 120 130 140 150 160

H E I G H T (cm)
104
4.4.2 The above is a frequency diagram (histogram) drawn by Ann on her
data. Ann has made TWO MISTAKES in drawing her diagram.
What are the two mistakes? (2)
4.4.3 Another learner, 150 cm in height, is included. In which of Ann’s

class intervals should the learner be placed? (1)
[26]
WEEK 5 – 6 : TOPIC: PROBABILITY
CONTENT
Mutually Exclusive Evants
Complementary Events
Venn Diagrams
Calculating Probability
NOTES & EXAM TIPS
What is Probability?
 Probability is calculating how likely it is that a given event occurs or happens.

 Probability is expressed as a number between 1 and 0.
 The words chance or likelihood are often used in place of the word
probability.
 Examples:
a) Tossing a coin is an activity or experiment. If both Heads (H) and Tails (T) have an
105
equal chance of landing face up, it is called a fair coin.
b) Throwing a dice is an activity or experiment. If each number on the dice has an equal
chance of landing face up, it is called a fair dice.
TERMINOLOGY
TERMS DEFINATIONS
Events The probability of something that is likely to happen, e.g.
Getting tails when tossing a coin is an event.
Outcome is a results of an experiment or a trial
Sample Space a set of possible outcomes
Inclusive Events Events with elements in common
Mutually Exclusive Events with no elements in common
Exhaustive Events Two events which covers all elements of a sample space
Complementary Events When one event occurs if and only if the other does not
Relative Frequency the number of times an event occurs during an experimental
trials divided by the total number of trials.
LISTING OUTCOMES
Hints:
 For any activity or probability experiment you can usually list all the outcomes.
 The set of all possible outcomes of a probability experiment is a sample space.
 An event consists of one or more outcomes and is a subset of the sample space.
 Outcomes of the event you are interested in are called the favourable outcomes for
106
that event.
PROBABILITY SCALE
Notes:
 Some events always happen. We say that they are certain to happen and give them
a probability of 1. E.g. It is certain that the day after Monday is Tuesday. The
probability that the day after Monday is Tuesday is 1.
 Some events never happen. We say that they are impossible and give them a
probability of 0. E.g. If you throw an ordinary dice, it is impossible to get a 7. The
probability of getting a 7 when you throw an ordinary dice is 0.
 Some events are not certain, but are not impossible either. They may or may not
happen and these probabilities lie between 1 and 0. E.g. tossing a fair coin may land
on head or may not, the chances are equally likely.
 We can write probabilities in words or as common fractions, decimal fractions or
percentages.
 To compare probabilities, we compare the sizes of the fractions, decimal fractions

or percentages.
 The less likely an event is to happen, the smaller the fraction,
decimal fraction or percentage.
 The more likely an event is to happen, the larger the fraction,
decimal fraction or percentage.
CALCULATING PROBABILITIES
Hints
 The method you use to calculate probabilities depends on the type of probability
you are dealing with.
 We can find theoretical probability (also called actual probability) and
 Relative frequency (also called experimental probability).
 The probability that Event E will occur is written P (E) and is read the probability
of Event E occurring. The same terminology is used for both theoretical probability
107
and relative frequency.
 Theoretical probability is used when each outcome in a sample space is equally
likely to occur.
 The theoretical probability for an Event E is given by:
Number of outcome of even E
Probabiliry of even E happening=¿
Possible number of possible outcomes ∈sample space
n( E )
P( E )=
OR n( S )
NOTE:
 If P(E) stands for the probability of event E occurring then 0≤p ( E )≤1.
 In other words, the probability of event E occurring is a rational number from 0 up
to and including 1.
Relative Frequency (or Experimental Probability)
Hints:
 Sometimes we calculate probability and sometimes we estimate probability.

 Estimated probability is calculated after performing a very large number of trials of
an experiment or conducting a survey involving a very large number of items, and
is called relative frequency.
Examples:
 Tossing a coin 500 times and counting the number of times it lands on heads.
 Throwing a dice 200 times and counting the number of times it lands on an even
number.
 Repeatedly taking a counter out of a bag containing ten counters numbered from 34
to 43. Recording the number on the counter, replacing the counter into the bag, and
seeing how many times you get a multiple of 3 after taking out and returning a
counter 1 000 times.
 Relative frequency can be used even if each outcome of an event is not equally
likely to occur.
 We find relative frequency using the following formula:
108
Number of ×the even happens
Relative frequency of an event happening ¿
Total number of trials∈an experiment
VENN DIAGRAMS
Notes:
 Venn diagrams is a way of picturing relationships between different groups of

items.
 Venn diagrams use overlapping circles or closed curves within an enclosing
rectangle to represent the items that are common to the groups of items.
 You can use Venn diagrams to help you work out the probability of an event
occurring.
 We generally use a rectangle to represent a sample space (S). However, any closed
shape could be used.
 The circles represent events within the sample space. However any closed shape
could be used.
This Venn diagram shows Event A in
sample space S.
This Venn diagram shows Events A

and B which have common values.
The part where they overlap is called

the intersection of A and B.
The section that is shaded belongs to

Event A and to Event B.
This Venn diagrams shows Events A

and B which have no common values.
A and B are called disjoint sets.
Interpreting the Venn diagram
109
Notes:
 A and B is the overlap or intersection of two sets or events. We sometimes use the
symbol ∩ to show the intersection between two sets or events.
 A or B is the combination or union of the events or sets. We sometimes use the
symbol ∪ to show the union between two sets or events.
 Neither A nor B could also be called not in A or B or not (A or B).
 A only excludes the intersection and B only excludes the intersection.
 A includes the intersection and B includes the intersection
 Sometimes there are too many outcomes to list in the Venn diagram. When this happens
you write the number of outcomes in the Venn diagram.
Venn Diagrams Showing the Number of Outcomes in Events
Venn Diagrams Showing the Probability of Events Happening
 You have worked with Venn diagrams

i) That list all the outcomes of the events
ii) That show the number of outcomes in the events.
 You can also show probabilities in Venn diagrams. The sum of the probabilities in the
Venn diagram must be 1 or 100%.
MUTUALLY EXCLUSIVE EVENTS

Notes:
 Mutually exclusive events are events that cannot happen at the same time.
 Turning left and turning right are mutually exclusive because you can’t do both at the
same time.
 Taking a 4 and taking a 7 from a pack of cards are mutually exclusive because a card
cannot be a 4 and a 7 at the same time.
 Turning left and scratching your head can happen at the same time, so they are NOT
mutually exclusive
 Taking a King (K) and taking a heart (♥) from a pack of cards is NOT mutually
exclusive as the card could be the king of hearts (K♥).
 If events are NOT mutually exclusive, then P(A and B) ≠ 0 and P(A or B) = P(A) +
110
P(B) – P(A and B)
 Mutually exclusive sets are disjoint sets. If events ARE mutually exclusive, then P (A
and B) = 0.
 If events are mutually exclusive, then P(A or B) = P(A) + P(B)
The Complementary Events

Hints:
 Complementary events are events that cannot occur at the same time.
 If the event A occurs, then the complement of A is not A.
 The event A and its complement not A are mutually exclusive.
 Two complementary events:
P( A )+ P(notA )=1
P(notA )=1−P ( A )
P( A )=1−P (notA) alternative notation: P ( A )=1−P( A' )
Examples:
 Speaking English in everyday conversation or not speaking English in everyday
conversation.
 Walking to school on Monday morning or not walking to school on Monday
morning.
 Tossing a coin and getting a Head or not getting a Head.
 Rolling a fair dice once and scoring a 3 or not scoring a 3.
111
QUESTION 1
1.1 List the sample space, event and favourable outcomes of the following probability
experiments:
1.1.1 Throw a dice and get a 6
1.1.2 Throw a dice and get an even number
1.1.3 Toss a coin and get a head (H)
QUESTION 2
2.1 Calculate the probability of getting a head (H) when a fair coin is tossed. Write the answer
as a fraction in simplest form, as a decimal and as a percentage.
2.2 A regular six-sided fair dice is thrown once.
112
What is the probability of getting a score of 3 or more? Give your answer as a fraction in
simplest form, as a decimal and as a percentage both correct to 2 decimal places.
2.3 A bag contains 7 red marbles and 5 green marbles. One marble is drawn out of the bag.
Determine the probability that it is:
2.3.1 A red marble
2.3.2 A yellow marble
2.3.3 A red or green marble
2.3.4 Not a red
QUESTION 3
3. This information gives the responses from 443 590 learners who live less than 1 km from
the school.
How they get to school Number of learners
Walk/foot 399 220
Car 28 555
Train 782
Bus 30 52
Bicycle 1 415
Scooter 296
Taxi 10 270
TOTAL 443 590
3.1. Which are the 3 most popular ways of getting to school?
3.2 Determine n(S) where S is the sample set.
3.3 Estimate the probability (as a percentage correct to 2 decimal places) that one of these
113
learners selected at random:
3.3. Walks to school

1
3.3. Comes to school by helicopter

2
3.3. Comes to school by car and taxi

3
3.3. Comes to school by car or taxi

4
QUESTION 4
4.
The bar graph below is taken from 2009 Census@School. A sample of all the learners in South
Africa was asked which of the official languages they spoke most in everyday conversation. (The
language used in everyday conversation is the language you use most of the time when talking and
listening to others). The bar graph shows their answers.
114
4.1 How many learners were surveyed?
4.2 Estimate the probability (as a percentage correct to 1 decimal place) that a learner selected at
random from the sample
4.2.1 Speaks mainly English in everyday conversation
4.2.2 Speaks mainly isiZulu OR Afrikaans in everyday conversation
4.3 In Census 2011 it was found that in South Africa, with a population of 51 770 560 9, 6%
speak English and 36, 2% speak isiZulu or Afrikaans in everyday conversation. Which
results, 2009 Census@School or Census 2011, give better estimates? Give reasons for your
answer
QUESTION 5
5.1 Sample space S consists of the whole numbers from 2 to 9 inclusive.
In other words, S = {2; 3; 4; 5; 6; 7; 8; 9}
Event P consists of multiples of 3 in S. So P = {3; 6; 9}
Event Q consists of factors of 6 in S. So Q = {2; 3; 6}
115
Event R consists of multiples of 4 in S. So R = {4; 8}
5.1.1 Draw a Venn diagram to show each of the following:
a. The sample space S
b. Event P in the sample space S
c. Events P and Q in the sample space S
d. Events P and R in the sample space S.
5.2 Event P consists of the letters of the word PROBABILITY.
Event M consists of the letters of the word MATHEMATICS
Hint: If a letter in Event P or Event M occurs more than once you must write it
down each time it occurs.
5.2.1 Which letters are common to the words PROBABILITY and

MATHEMATICS?
5.2.2 Draw a Venn diagram to show events P and M in the sample space.
5.3 Use the Venn diagram to list the values which lie in
116
5.3.1 P and Q (where the two sets overlap or intersect)
5.3.2 P or Q (the combination of the two sets, their union)
5.3.3 P only (in P but not in Q)
5.3.4 Q only (in Q but not in P)
5.3.5 Neither P nor Q (not in P or Q)
QUESTION 6
6.1 150 people were asked which type of movie they like to watch.
80 said they liked Action (A)
55 said they liked Comedy (C)
23 said they liked both.
Draw a Venn diagram to illustrate this information.
6.2 Use the given Venn diagram to calculate:
6.2.1 n( P )
6.2.2 n(Q )
6.2.3 n( PandQ )
6.2.4 n( PorQ )
6.2.5 n( P )+n(Q )−n( PandQ)
117
6.3. A survey of 100 learners shows that 69 learners have an older sibling, 41 learners
have a younger sibling and 25 learners have both. (A sibling is a brother or a sister).
The Venn diagram shows the results of the survey.
6.3.1 How many of the learners have no siblings?
6.3.2 Determine the probability (as a decimal correct to 2 decimal places) that a
learner
chosen at random has:
a. an older sibling
b. a younger sibling
c. an older sibling and a younger sibling
d. no siblings
QUESTION 7
7.1 In the Venn diagram, Sample Space S contains the numbers from 2 to 9.
The elements of Event P are the multiples of 3 in S.
The elements of Event R are the multiples of 4 in S.
118
7.1.1 Are events P and R mutually exclusive?
7.1.2 Are sets P and R disjoint?
7.1.3 Determine n(S) where S is the Sample Space.
7.1.4 Use the addition rule P (P or R) = P (P) + P(R) – P (P and R) to determine P (P or
R).
QUESTION 8
8.1 The probability that a Grade 10 learner, chosen at random, will pass English is
80%. What is the probability that this learner will not pass English?
8.2 1
.
The probability of getting a white ball from a bag of balls is 4 What is the
probability of not getting a white ball?
8.3 2
A bag contains red and blue cards. The probability of taking a red card is 5 . What
is the probability of taking a blue card?
WEEK 7 – 8 : TOPIC: FINANCIAL MATHEMATICS
CONTENT:
119
n
Use the simple and compound growth formulae [ A=P(1+in) and A=P(1+i) ] to solve problems,
including interest, hire purchase, inflation, population growth and other real-life problems
Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol price, imports, exports,
overseas travel).
NOTES & EXAM TIPS
Finance and growth

Money and finances are part of the world. If you invest money you earn interest and if you borrow money from the
bank, then they will charge you interest on the amount borrowed
Interest is calculated in two different ways:
 Simple interest: interest is calculated on the amount of money that is invested (principal amount or capital)
 Compound interest: interest is calculated on the principal amount (capital) as well as the interest that is
added to the
FINANCIAL MATHEMATICS
a. Simple b. Compound d. Exchange

interest c. timelines
interest rates
Hire
Inflation
purchases
Formulae and explanation
120
Simple interest: A=P ( 1+in ) Compound interest: A=P ( 1+i )n
A : Final amount (interest is included) A : Final amount (interest is included)
P : Principal (initial amount) P : Principal (initial amount)
r : Interest rate (rate %)

(i=100r ) r : Interest rate (rate %)
(i=100r )
n : number of years (periods) n : number of years (periods)
EXAMPLES
a. Simple interest
Example 1
Your share in a small business is R200 000. You pay your share over 5 years at 15%
interest rate per year. How much did you pay for your share of the business in total after 5
years?
Example 1 (solution)
A=P ( 1+in )
A=200 000 ( 1+0,15×5 )
A=R350 000
b. Compound interest
Example 2
R10 000 is deposited into a debit card at a bank. Interest is calculated annually at 15% per
year compound interest. Calculate how much money will be available on this card after 18
years
A=P ( 1+i )n
A=10 000 (1+0,15 )18
A=R123 754, 54
c. Timelines
Example 3
A property agent receives R20 000 commission. She saves the money in a savings fund for
121
a new car over a period of 5 years. During the first 2 years the interest rate is 10% p.a. it
increases to 12% p.a. for the next 2 years and the last year it increases to 15% p.a. Interest
is compounded yearly. Calculate how much money will be available after 5 years
At the beginning: R20 000

10% 12% 15%
2 years 2 years 1 year
5 years
Option A
Balance at the end of the first two years
A=P ( 1+i )n
A=20 000 ( 1+0,1 )2
A=R24 200
Balance at the end of the first two years
A=P ( 1+i )n
2
A=24 200 ( 1+0,12 )
A=R30 356,48
Balance at the end of the five years
A=P ( 1+i )n
1
A=30 356, 48 ( 1+0,15 )
A=R34 909,95
Option B
n n n
A=P ( 1+i1 ) 1 ( 1+i 2 ) 2 ( 1+i 3 ) 3
2 2 1
A=20 000 ( 1+0,1 ) ( 1+0 , 12 ) ( 1+0 ,15 )
A=R34 909,95
d. Exchange rates
Example 4
The daily rate at a hotel is $73 per person. How much will two people pay if they stay one
122
week at this hotel, if the exchange rate of dollar: rand is 1: 13,29?
R13,29×$73=R970,17 per person

R970,17×2×7=R13582,38
Example 5
If the exchange rate is: 1 euro = R16 and £1 = R22, calculate the exchange rate between the
Euro and pound
1 1
Euro=R1 and Pound=R1
16 22
1 1
Euro= Pound
16 22
1 16 1 16
× Euro= × Pound
16 1 22 1
8
1Euro= Pound=0,727Pound
11
Exercises
1. R10 000 is deposited into a debit card at a bank. Interest is calculated annually at 15% per
year simple interest. Calculate how much money will be available on this card after 18
years
2. Sibusiso borrowed R15 000 from his brother and agreed to pay it back after 3 years at
12% per annum simple interest. Calculate the interest amount Sibusiso must pay his
brother.
3. The price of a smart TV is R17 000 on hire purchase. A deposit of 10% is payable. If
monthly payments of R800 are made over 2 years, calculate:
i. The deposit
ii. The monthly instalment
iii. What was paid in total for the smart TV?
123
iv. The interest rate, to the nearest %
4. A farmer invests R400 000 to buy a new tractor in 8 years’ time. The money earns 5%
interest compounded yearly. How much money will he have available for the new tractor
after 8 years of saving
5. An investment of R6 000 grows to an amount of R7 500 in three years. Calculate the

interest rate if it was compounded annually.
6. Between December 2010 and December 2011, the food prices in South Africa went up by
an inflation rate of 7,8%. What would the price of bread be after 4 years, if the 2011 price
was R4,80, assuming that the inflation rate remains constant?
7. A piano that currently costs R40 000 will cost R42 500 in 3 years’ time, at what inflation
rate will the price of the piano increase if the inflation rate is compounded yearly?
8. Lesedi deposits R12 000 in an account and 4 years later he deposits a further R6 000 into
the same account. The interest rate for the first 3 years is 9% and changes to 7% for the
rest of the period. Interest is compounded annually. How much will she have in the
account at the end of 8 years?
9. A savings account is opened with an amount of R45 000 and three years later R23 000 is
withdrawn. Six years after the account was opened R11 000 was deposited. The interest
rate was as follows:
6,5% per annum compounded yearly for the first five years and 4,2% per annum
compounded yearly for the remainder of the period. Calculate the balance at the end of
ten years.
10. USA dollar ZAR (R)
1 USA($) 1 6,928
1 ZAR (R) 0,1443 1
124
In South Africa a Big Mac burger costs R14,55. In the USA it costs $3, 06. In which country
is the burger the cheapest?
11. If the exchange rate is 1 euro = R8, 1671 and 1 pound = R12,1668, determine the
exchange rate between the euro and pound.
WEEK 9 - 10: ANALYTICAL GEOMETRY
CONTENT:
125
Represent geometric figures on a Cartesian co-ordinate system.
and the formulae for calculating the:

Derive and apply for any two points
1. distance between the two points;
2. gradient of the line segment connecting the two points (and from that identify parallel and perpendicular lines); and
3. Coordinates of the mid-point of the line segment joining the two points.
NOTES & EXAM TIPS
Formulae
d= √ ( x 2−x 1 ) +( y 2− y 1 )
2 2 M ( x1 + x 2
2
;
y 1+ y 2
2 )
y 2− y1
m=
x 2 −x 1
The following table shows some examples on how to use these formulas in working out
sums on Analytical Geometry
Formula Procedure for solution Exemplar question
d= √ ( x 2−x 1 )2 +( y 2− y 1 )2 is  Label the two points Calculate AB if points are A(-5; 4) and B(3; -2).
 Substitute into the
used to find distance between formula. d= √ ( x 2−x 1 )2 +( y 2− y 1 )2
two points. Answer:
AB=√(3−(−5))2+(−2−4)2
AB=√ 64+36=√ 100=10 units
( )  Label the two points

x1 + x 2 y 1+ y 2 A (-5; 3) and B (4; -1) are two points on a line
M ;  Substitute into the segment AB. Find the co-ordinates of M, the
2 2
is used formula. midpoint of AB.
( )
to find the midpoint of a line x +x y +y
segment. M 1 2; 1 2
Answer: 2 2
M ( −5+4
2
;
3−1
2 )=M (− ; 1 )
1
2
y 2− y1  Label two points on Determine the gradient of a line passing through

m= the line as A and B. (4; 3) and (-2; 1).
x 2 −x 1 is used to find
 Substitute co- Answer: let A( x 1 ; y 1 ) = A(4; 3) and
gradient of a line. ordinates of A and B B( x 2 ; y 2 ) = B (-2; 1). Therefore
in the formula to find
m. y − y 1 1−3 −2 1
m= 2 = = =
x 2 −x 1 −2−4 −6 3
126
Given the points A (-2; -1), B (1; 5 ) and
lines l1 and lpoints
Collinear 2 are perpendicular,
lie on the if theFind gradient
 Find of Calculate the value of y if A (-1; 1), B (2;
the gradient -3) and
product of their gradients are
is –1, i.e. if line  The new lineCwill
segments (-4; y) are collinear.
same line and gradients
keeping one
thenpoint
have gradient C (−8;2 ) , show that AB⊥ CA .
l 1 ⊥ l 2 then m m1=m×m2=−1 .
lines l and l
equal,1 i.e. 2 1are perpendicular,
2 if thecommon. −1 m1 =m2
product of their gradients is –1, i.e. if m2= Answer: 5−(−1) 6
NB: This formula does not apply when m1 m AB = = =2
⊥ l 2You
l 1NB: m ×m =−1 . Answer: 1−(−2) 3
lines arethen may 1 be required
2
horizontal (m = 0) to
. or vertical m =m
AB BC
(mapply
is undefined).
your knowledge of apply when 2−(−1) 3 1
NB: This formula does not mCA= = =−
lines are horizontal
simultaneous (m = to
equations 0) or vertical −3−1 andy −(−3 )−8−(−2 ) −6 2
∴ =
(m is undefined). 2−(−1 ) −4−2
solve for unknown values. ∴ m AB×m CA =2×(− 12 )=−1
−4 y+ 3
Lines l1 and l2 are parallel, if and only  Find the gradient
∴ of the = Calculate the value of x if BC // DE
l l // l 2 if given line. 3 −6
⇔ AB⊥ CA .
if their gradients are equal, i.e. given co-ordinates of B, C, D and E as
 The new line will then
m1 =m2 . ∴ 3 ( y+3)=24
have the same gradient. B (-1; 3), C(-5; -3), D (4; 1) and E(x; -
of the given line. 8).
y +3=8 y2− y1 −3−3
m BC = =
x 2 −x1 −5−(−1)
y=5 −6 3
= =
−4 2
1
=1
2
Answer:
y 2 − y 1 −8−1 −9 3
∴ mDE = = = =
x 2−x 1 x−4 x−4 2
−9 3
=
x−4 2
⇒ 3( x−4 )=2(−9)
3( x−4 ) −18
⇒ =
3 3
x−4=−6
∴ x=−2
FORMULAE FOR AREAS OF QUADRILATERALS
QUADRILATERAL AREA
TRAPEZIUM
127
a
1
= h ( a+b )
2
h Area of a trapezium
Where a and b are parallel sides or bases and h is the

b height.
PARALLELOGRAM
B
A
Area of a parallelogram = DC × h
OR
h
Area of parallelogram =2×Area Δ ADC

C
E D
RECTANGLE
A B
Area of a rectangle = AB × AD
D C
RHOMBUS
128
B 1
= ×d 1 ×d 2
2 (as in the case
Area of a rhombus
d1 of a kite)
A C
d2 OR
Area of a rhombus = base × breadth (as in the
case of a parallelogram)
D
KITE
B 1
= ×d 1 ×d 2
Area of a kite 2 .
A C
d2
d1
SQUARE
A a B 2
Area of a square =a
d1
d2
D C
129
USEFUL HINTS
N.B. Mathematical language and terminology must be learnt in more detail

NB “Only Analytical methods must be used:”
1. Learners must learn which formula is to be used to prove the most basic aspects of Analytical
Geometry.
E.g. Bisect is mid-points
Perpendicular is the product of 2 gradients = - 1
2. Learners should then follow the method laid out below:
 Select the correct formula
 Label the ordered pairs using the correct two points, eg A and C.
 Substitute correctly and accurately into your chosen formula
 Perform the arithmetic, preferably without a calculator
3. Often Analytical Geometry questions follow on, (scaffolding). Look out for that, as you might
have already proven an aspect above, that you will require for the next sub-question
4. Use the diagram more effectively.
E.g. Highlight the sides you are going to use for proving perpendicular, so you can see
clearly which points you are going to use for the substitution.
5. You must answer the question, and remember to conclude, exactly what you were asked to
show / prove / conclude. Use wording to do this.
6. Learners need to remember that the product of gradients equals 1, is accepted to prove ¿ . If
asked to prove ¿ , every effort must be made to show that this product = -1. Repetition of exam
type questions such as this must be practised with learners.
EXERCISE
QUESTION 1
In the diagram below, A( – 4 ; – 3 ) and B ( –2 ; 5 ) are two points in a Cartesian plane.
130
y
B(–2;5)
.
C(2;p)
D O x
.
A(–4;–
3)
Determine:
1.1 The length of AB (leave the answer in surd form) (3)
1.2 The gradient of AB (3)
1.3 The co-ordinates of M, the midpoint of AB (3)
1.5 The equation of AB is given as y = 4x + 13determine the co-ordinates of D, the

(2)
x-intercept of the straight line AB.
1.6 The value of p if line OC is parallel to AB, where O is the origin and C is the
(4)
point ( 2 ; p ).
QUESTION 2
The diagram below shows the points P(0 ; 2) and Q(4 ; 0). Point
A is the midpoint of PQ. The line AB is perpendicular to PQ
and intersects the y – axis at B.
131
2.1 Calculate the gradient of PQ. (3)
2.2 Determine the co-ordinates of A. (3)
2.3 If ∆ BPQ is an isosceles where PB = BQ determine the co- (4)

ordinates of B.
2.4 If BA is produced to R(4;5) such that a quadrilateral is formed

show that PBQR is a rhombus.
(4)
[14]
QUESTION 3
The figure below represents the quadrilateral KFET with point K (1; 4);
F (2;-2); E (-4;-1) and T (-3; 3).
T (-3; 3) Y
132
K (1; 4)
x
E (-4;-1)
F (2;-2)
3.1 Determine the lengths of TK, TE, KF and EF. (5)
3.2 Identify the type of figure KFET. Motivate the answer with reasons. (2)
3.3 Show that the diagonals of the figure do not bisect each other. (5)
3.4 Determine the gradients of TF and EK. What conclusions can you draw? (4)
3.5 Determine the area of KFET if the length of TF = √ 50 and EK =√ 50. (3)
[19]
TERM 4
WEEK TOPIC CONTENT PAGE

WEEK 1 PROVE
Euclidean
Geometry The line segment joining the midpoints of two sides of a
133
triangle is parallel to the third side and equal to half the length
of the third side
Solve problems and prove riders using the properties of

parallel lines, triangles and quadrilaterals
WEEK 2
Euclidean
Geometry Solve problems and prove riders using the properties of
parallel lines, triangles and quadrilaterals
WEEK 1 - 2: TOPIC: EUCLIDEAN GEOMETRY
CONTENT
PROVE
The line segment joining the midpoints of two sides of a triangle is parallel to the third
134
equal to half the length of the third side
Solve problems and prove riders using the properties of parallel lines, triangles and
quadrilaterals
NOTES & EXAM TIPS
STEP 1
STEP 2

STEP 3

STEP 4
 Parallel lines
 parallelogram
 square
 rectangle
Theorem:
If a line joins the midpoints of two sides of a triangle, it is parallel to the third side and
equal to half the length of the third side
1
Given that AD=DB and AE=EC, then DE//BC and DE= 2 BC
135
A
D E
B C
Converse:
1
Given that AD=DB and that DE//BC, then AE=EC and DE= 2 BC
D E
B C
EXERSICE
QUESTION 1
Given ∆ PST where PQ = QS and PR = TR.. P ^

RQ=60 ° and ^
P=40 °
136
P
40°
60° R
Q
14
y
S T
x
Determine x and y, giving reasons for your answers.
QUESTION 2
ABDE is a parallelogram. Consider the diagram given below

where A ^BC=25 °
A C H E
1 1
75
25
x
1 y z
B F D
2.1 Calculate the value of :
2.1.1 x (5)
2.1.2 y (2)
2.2 Given rectangle PQRS . PQ=3 cm and A on PS such that

PQ^ A=30 ° andQ ^A R=75 ° . Determine the area of rectangle
(9)
PQRS .
137
[16]
QUESTION 3
In the quadrilateral PQRS below,Ois the point of intersection

of the diagonals. K is the midpoint of OP. KL//PS, LM //SR
and MN// RQ.
Prove that KN //PQ (6)
[6]
QUESTION 4
4.1 TUVW is a quadrilateral with TW /¿ UV and TU ⊥TW
138
T W
y
U V
4.1.1 Identify the type of quadrilateral in the above diagram. (1)
4.1.2 Solve for x and y , giving reason where necessary. (5)
4.2 Given that ABCD is a parallelogram where RB = CD and ^

P=24
0
C
1 2
D
2
1
P 24°
1
2
3
1
2
B
3
1 2
2 1
A R
Determine with reasons the size of ^

R1 (6)
[12]
QUETSION 5
5. Complete the statement so that it is true:

1
139
The line drawn from the midpoint of the one side of a triangle , parallel to the second
side…….
5. ACS is a triangle .P is a point on AS and R is a point on AC such that PSRQ is a

2 parallelogram .PQ intersects AC at B such that B is the midpoint of AR.QC is joined.
Also , CR = PS ,C^ 1=50 ° and BP = 60 mm
5.2.1 Calculate the size of ^

A.
5.2.2 Determine the length of QP
QUESTION 6
O is the centre of the circle. ABDC are points on the circumference of the circle .AB = CD
C
A
B D
O
Prove that
QUESTION7
FCDE is a parallelogram. CE is produced to A such that and .
140
Prove that:
7.1
7.2
BFA is a straight line(Hint: prove that )
141

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REMOTE LEARNING ACTIVITY BOOK

1. Introduction and purpose 3

5 Term 4 128 - 135

RELAB further prepares learners for formal assessment.

1 Algebraic 1. Understand that real numbers can be rational or irrational.

5 Exponents , Revise laws of exponents learnt in Grade 9 where

NOTES & EXAM TIPS

TIPS OF ESTABLISHING WHERE A SURD LIES

 Check using a calculator

 Then it lie between 1 and 2

Tick the correct columns in the table below:

Number Real Non- Real Rational Irrational Whole Natural Integer

1.1 For which of the value of x:

1.1.1 a rational number (2)

1.1.2 an irrational number (3)

1.1.3 not defined (2)

1.2.1 a+b (1)

1.2.2 a–b (2)

between which two Integers √ 39 lies. (3)

Classify the following numbers as Rational, Irrational or Non-real.

2.3 3 √−8 (1)

3.1 Rewrite 0,88 as a common fraction (1)

3.3 (0,125)0 + (0,5)-1 + 1 (1)

4.1.1 4,3768534 (4 decimal places) (1)

4.1.2 √ 7,24357 (1 decimal place) (1)

4.2.1 Determine the value of p if a =2; b=6; c=2 (2)

4.2.2 State whether p is rational or irrational.

NOTES & EXAM TIPS

e.g. Round off to three decimal places: 0.343125634 …. .

place round off

Number you use to decide whether the number next

1.1 (3 x+2)(2 x2 −5 x+3) (3)

2.1.1 (2 x+ 3)(x −6) (2)

NOTES & EXAM TIPS

Factorization is the opposite process of expanding brackets

Common Grouping Difference of Quadratic Sum and

Sum and difference of two cubes

1.1.3 r 2 ( r−s )−r + s (3)

1.2.4 (t−1)2 +9(t−1)+8

NOTES & EXAM TIPS

Adding and subtracting algebraic fractions

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

1.1.1 4 x +12 3 x +16

NOTES & EXAM TIPS

1.3 42 n+1 .3 n+1

2.1 ( x−3 )( x−1 )=0

Solve the following equations:

3.1. 8( x +1)−7 x =7 ( 3−x ) (3)

3.2 5 x×25x +1 =1 (4)

3.3 ( x +2)( x−3 )=6 (4)

4.1 x (3 x−5)=−2 (4)

4.2 x+3 7−3 x (3)

6.1 2 x+3=3(x −7) (2)

WEEK 6: TOPIC: ALGEBRA

NOTES & EXAM TIPS

SIMULTANEOUS EQUATIONS→ where two graphs intersect

In (1) make one variable the subject of the formula

Problem solving Strategy

The product of two consecutive negative integers is 1122.determine the integers