MATHEMATICS

Grade 12
REVISION BOOKLET
TABLE OF CONTENTS PAGE

1. Forward 3

2. How to use this booklet 5

3. Key (SUBJECT) concepts 7

4. Revision Questions Set 1 (Master 40%) xx

5. Revision Questions Set 2 (Master an additional 20%) xxx

6. Check your answers Set 1 xxxx

7. Check your answers Set 2 zzzz

8. Study and Examination Tips

9. Message to Grade 12 learners from the Writers

10. Thank you

1. Forward
Message from the Minister of Basic Education
2. How to use this Revision Booklet
 Explain use of book
 Ensure you understand all the relevant concepts, formulae etc.
 Explain the sections of mastering the 40% first and then the additional 20%
 Explain how to work with questions and then how to check answers in Section 6 and
7
 Explain how to link to Mind the Gap and Textbooks
 Explain what a learner should do if they get questions wrong (go back to section in
mind the gap/ textbooks/ask questions and re learn the section) then answer the
questions again.
 Continue with this process until you get every question correct
 Then find the other past question papers and go through similar questions and check
the memoranda to ensure that you get them right
 If you don’t go back to the content and go through again
 Next attempt Section 5 (additional 20%) follow the same process until you have
mastered all concepts
 You are now ready to answer 60% of the question paper
 1. ALGEBRA AND EQUATIONS
Notes:
(a) Simplify expressions using the laws of exponents for rational exponents.
(b) Add, subtract, multiply and divide simple surds.
(c) Solve:
(1) Quadratic equations (by factorization and by using the quadratic formula) and quadratic
inequalities in one variable and interpret the solution graphically;
(2) Equations in two unknowns, one of which is linear and one of which is quadratic, algebraically
or graphically.

HINTS TO LEARNERS: QUADRATIC EQUATIONS/INEQUALITIES

 If a quadratic equation is already factorized and one side is equal to zero, then there is no
need to expand the equation just write the answers from the given factors
 If one side is factorized and the other side is not equal to zero, then first write the question
in standard form and factorize
 Simplify until the right hand side is 0
 Then factorize the trinomial
 You will get at most two solutions
 You might want to check your answers
 When the question says correct to one OR two decimal places. You are expected to solve
the quadratic equation using the quadratic formula
 For the inequality, simplify so that the right hand side is 0
 Then use the graphic (draw the sketch of the parabola) or number line Method
 Don’t cross multiply against an inequality sign. You will lose roots

HINTS TO LEARNERS: SIMULTANEOUS EQUATIONS

 Make x or y the subject of the formula in the linear equation.
 Avoid solving for x or y if it has a co-efficient other than 1
 Ensure after substitution you have an equation in 1 variable x or y not both.
 Then solve the quadratic equation.
 Substitute these values in either equation to get the corresponding values.

Example 1
 Example 2

Example 3

O O
1 4
3 3

Exercise 1
1.1 Quadratic Equations
Solve for x:
1.1.1
 1.1.2

1.1.3 Correct to two decimal places

1.1.4
1.1.5
1.1.6
1.1.7

1.2 Quadratic inequalities

Solve for x:
1.2.1
1.2.2
1.2.3

1.2.4
1.2.5

1.3 Simultaneous Equations

Solve the following equations simultaneously:
1.3.1

1.3.2

1.3.3

1.3.4

1.3.5

1.1 Quadratic Equations

1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.2 Quadratic Inequalities
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
 2. PATTERNS, SEQUENCE AND SERIES

There are three types of sequences, namely, Arithmetic sequence (AS), Geometric
Sequence (GS) and Quadratics Sequence.

When working with patterns or sequences, you must know what type of sequence you
are working with. Then identify constant difference or constant ratio or second
difference.

A list of numbers in order is called a number pattern or number sequence.

We need at least three numbers in the list to work out if the numbers form a pattern.
If we only have two numbers, we cannot be sure what the pattern is.

A single number in a pattern or sequence is called a term.

Term 1 is written as T1, term 2 is written as T2 and so on. The number of the term
shows its position in the sequence.
T10 is the 10th term in the sequence.
Tn is the nth term in a sequence.
2.1 Arithmetic Sequences and Series

An arithmetic progression is a sequence in which there is a constant difference

between any two consecutive terms. For example:
100; 101; 102; 103; 104 ; ...
3; 7; 11; 15; 19; ...
The distinct feature of these sequences is that each term, after the first, is obtained by
adding a constant, d, to the previous term. In the examples above, ‘d’ is 1 and 4
respectively. In the discussion that follows ‘a’ is used to represent the first term.

In the above sequences if we replace the “;” by “+” the sequence becomes a series.
For example,
100 + 101 + 102 + 103 + 104 +…
3 + 7 + 11 + 15 + 19 +…

There are two important formulae that can be used to solve most arithmetic sequence
and series problems:
Tn  a  ( n  1)d
The general or n-th term:
n n
Sn  [2a  ( n  1)d ] S n  ( a  Tn )
The sum of the first n terms: 2 or 2
Examples
1.1 Find the 32nd term of sequence 3; 7; 11; ….
1.2 Find the sum of the first 32 terms of the sequence.
Solution

1.1 We may list all 32 terms, but that will take a long time and a lot of space. The
simplest or a quickest way is to use the general term, Tn = a + (n – 1)d
Tn = a + (n – 1)d
T32 = 3 + (32 – 1)4
= 3 + 31(4)
= 3 + 124 = 127

1.2 Similarly, to find the sum we can add all terms together or we can use some formula:

n
n Sn = ( a+T n )
Sn = [2 a+(n−1)d ] or 2
2
32
32 S32= ( 3+ T 32 )
S32= [2×3+(32−1 )4 ] 2
2
¿ 16( 3+127 )
¿ 16 [6+(31)4 ]
¿ 16( 130 )
¿ 16(130 )
¿ 2210
¿ 2210

2.1 Consider the sequence: 30 ; 22 ; 14 ; . . .

Find the sum of the first 19 terms of the sequence.
2.2 The 5th term of an arithmetic sequence is 17 and a common difference of 6, determine
the first term of the sequence.

Solution

2.1 To find S19 without first calculating T19 we use the formula:
n
S n  [2a  ( n  1)d ]
2
19
S19  [2  30  (19  1)( 18)]
2
19
 [60  (18)( 18)]
2
− 64
n=
3
19
 ( 188)
2
 798

2.2 To find T1 given T5, we may subtract d = 6 four times from 17 because T 5 = a + 4d,
that is,
a  17  6  6  6  6  7
T  a  4d
or 5
17  a  4  6
17  24  a
7  a

Exercises 1

1. 99

 (3t  1)
Given t 0

1.1 Write down the first THREE terms of the series

1.2 Calculate the sum of the series.

2 Given the arithmetic series: −7−3+1+. ..+173

2.1 How many terms are there in the series?

2.2 Calculate the sum of the series.
2.3 Write the series in sigma notation.

3
Given the arithmetic sequence: w  3; 2 w  4; 23  w

3.1 Determine the value of w

3.2 Write down the common difference of this sequence.
4 The arithmetic sequence 4 ; 10 ; 16 ; ... is the sequence of first differences of aquadratic
th
sequence with a first term equal to 3. Determine the 50 term of the quadratic
sequence.
 1.2 Geometric Sequences and Series

A geometric progression is one in which there is a constant ratio between any two
consecutive geometric terms. For example:
1; 10; 100; 1000; 10000;….
3; 9; 27; 81; 243;….
The distinct feature of these sequences is that each term, after the first, is obtained by
multiplying the previous term by a constant, r. In the examples above, ‘r’ is 10 and 3
respectively. Again, in the discussion that follows ‘a’ is used to represent the first
term.
For example, in the second sequence above, the first term, T 1, of the sequence is a = 3
and the second term, T2, of the sequence is ar = 3 x 3. The third term, T 3, is ar2 = 3 x
32.

In the above sequences if we replace the “;” by “+” the sequence becomes a series.
For example,
1 + 10 + 100 + 1000 + 10000 + ….
3 + 9 + 27 + 81 + 243 + ….

There are two important formulae that can be used to solve most arithmetic sequence
and series problems:
The general or n-th term: Tn = arn – 1
a ( r n  1) a (1  r n )
Sn  or S n 
The sum of the first n terms: r 1 1 r
Examples
1.
Consider the sequence: 3 ; 12 ; 48 ; 192 ; 768; ...
1.1 Find the 12th term of the sequence

1.2 Find the sum of the first eight terms

2. Find the sum of the first eleven terms of the following sequence: 40 ; 8 ; 1,6 ; 0,32 ;
0,064;...

3. A geometric sequence has all its terms positive. The first term is 7 and the third term
is 28.

3.1 Find the common ratio.

3.2 Find the sum of the first 14 terms.

Solutions

1. The sequence can be written as: 3 ; 3  4 = 12 ; 12  4 = 48 ; 48  4 = 192 ; 192 

 4 = 768
1.1 It is a geometric sequence with a = 3 and r = 4;  Tn = arn – 1
T12 = 3. 412 – 1
= 3. 411
= 3  4 194 304 = 12 582 912

a( r n−1 )
Sn =
1.2 r−1
3(4 8 −1)
Sn =
4−1
= 48 – 1
= 65 535
8 1,6 1
r= = = =0 ,2
2. 40 8 5 and a = 40
a( r n−1 )
Sn =
r−1
40 (1−0 , 211 )
S11 =
1−0 ,2
=50 (1−0 , 211 )
= 50(0,9 999 999 795)
= 50,000

3. a = 7 ; T2 = ar2 = 28

3.1 7r2 = 28
r2 = 4
 r=2

a( r n−1 )
Sn =
3.2 r−1
7 (214−1)
S14 =
2−1
¿ 7 ( 214−1 )
= 7  16 383
= 114 681

Exercise 2

The tuition fees for the first three years of school are R2 000 ; R2 500 ; R3 125. If
1. these tuition fees form a geometric sequence, find:

1.1 Find the common ratio, r, for this sequence

1.2 If fees continue to rise at the same rate, calculate (to the nearest rand) the total
cost of tuition fees for the first six years of school.

2.
A geometric sequence has
T 3=20 and T 4 =40
Determine:

2.1 The common ratio

 2.2
A formula for
Tn
3. If 1−5t , 1−t and t + 1 are the first three terms of a convergent geometric series,
calculate:

The value of t.
The common ratio.
The sum to infinity of the series.

4. The first term of a geometric sequence is 3 and the sum of the first 4 terms is 5
times
the sum of the first 2 terms. The common ratio is greater than 1.
Calculate:

4.1 The first three terms of the sequence, and

4.2 The value of n for which the sum to n terms will be 765

1.3 Combined Sequences and Series

Examples

Consider the following sequence of numbers:

2 ; 5 ; 2 ; 9 ; 2 ; 13 ; 2 ; 17 ; …

1. 1.1 Write down the next TWO terms of the sequence, given that the pattern
continues.

1.2 Calculate the sum of the first 100 terms of the sequence.

Worked Solution
2 ; 21

( 2+2+. ..+2 ) + ( 5+ 9+13+. .. )

for 50 terms for 50 terms
50 50
2.2 ¿ ∑ 2+ ∑ (4 i+1)
i=1 i=1
50
¿ 2(50 )+
2 [
(2(5 )+ 49( 4 )) ]
¿ 100+25(10+ 196)
¿ 100+5150
¿ 5250
Exercise 3

1. 1 1 1
; 4; ; 7; ; 10; ...
Consider the sequence: 2 4 8
1.1 If the pattern continues in the same way, write down the next TWO terms in
the sequence.
1.2 Calculate the sum of the first 50 terms of the sequence.
2. 1 1 3 5 7
0; − ; 0; ; 0; ; 0; ; 0; ; 0; ....
Given: 2 2 2 2 2
Assume that this number pattern continues consistently.
2.1 Write down the value of the 191st term of this sequence.
2.2 Determine the sum of the first 500 terms of this sequence.

1.4 Quadratic Sequences

A quadratic progression is a sequence in which there is a second constant difference.

That is, between any two consecutive terms is not constant, but the difference
between any two consecutive terms formed by the first difference is constant. For
example:
100; 103; 110; 121; 136 ; ...
The difference between consecutive terms of the above sequence form another
sequence, obtained as follows: 103 – 100 = 3; 110 – 103 = 7; 121 – 110 = 11; etc.
Thus the sequence is
3; 7; 11; 15; ...
The difference in the new sequence (the first differences of the original sequence) is
constant; this new sequence is arithmetic with d = 4.

Examples

1. Consider the sequence: 5 ; 18 ; 37 ; 62 ; 93 ; …

1.1 If the sequence behaves consistently, determine the next TWO terms
of the sequence.

1.2 Calculate a formula for the nth term of the sequence.

1.3 Use your formula to calculate n if the nth term in the sequence is 1 278.

Worked Solution

1.1 130 ; 173

1.2 5 18 37 62 93
13 19 25 31 sequence of first difference
6 6 6 second difference is constant
2
The second difference is constant 
T n is quadratic an +bn+c=T n
2 a=6
2
a=3  T n =3 n +bn+ c
5=3(1)2 +b(1)+c
b+ c=2 ... (1)
2
18=3(2) +b(2 )+c
2 b+c =6 ... (2)
(2) – (1): b=4
c=−2
2
 T n =3 n + 4 n−2
 Alternative method:
a (1)2 +b (1)+c=5
a+ b+c=5 ... (1)
2
a (2) +b(2)+c =18
4 a+2 b+ c=18 ... (2)
2
a (3) +b(3 )+c=37
9 a+ 3 b+c=37 ... (3)
(2) – (1): 3 a+ b=13
b=13−3 a
Substitute b=13−3 a into (3)
9 a+3(13−3 a )+c=37
9 a+ 39−9 a +c=37
c=−2
Substitute b=13−3 a and c = – 2 into (2)
4 a+2(13−3 a )+ (−2 )=18
−2 a=−6
a=3
 b=4
1.3
3 n2 +4 n−2=1278
3 n2 +4 n−1280=0
(3 n+64 )(n−20 )=0
−64
n=
3 or n = 20
−64
n=
3 is not valid  n = 20

Exercise 4

1.
Given the quadratic sequence: – 1 ; – 7 ; – 11 ; p ; …

1.1 Write down the value of p.

1.2 Determine the nth term of the sequence.
1.3 The first difference between two consecutive terms of the sequence is 96.
Calculate the values of these two terms.
2. Given the following quadratic sequence: −2 ; 0 ; 3 ; 7 ; ...
2.1 Write down the value of the next term of this sequence.
2.2 Determine an expression for the nth term of this sequence.
2.3 Which term of the sequence will be equal to 322?

3. Look at the following sequence and answer the questions that follow:
10 ; 21 ; 38 ; 61 ; .........
3.1 Determine the type of sequence.
3.2 Determine the general term.
3.3 Which term has a value of 1 245?

Answers
Exercise 1
1.1 −1+2+5+.... or −1; 2; 5; ...
1.2 14750
2.1 n=42
2.2 3 818
46
∑ ( 4 n−11)
2.3 n=1

3.1 w=7
3.2 d=w−1
d=7−1=6

4. 7 255

Exercise 2

1
r =1
1.1 4
1.2 R22 517,58

T 4 40
r= = =2
2.1 T 3 20
n−1
2.2 T n =5. 2
1
t=
3.1 3
1 2
1−t=1− =
3.2 3 3
1
1
3.3 2
4.1 r =1 (invalid) or r =2
4.2 n=8

Exercise 3

1
1.1 16 ; 13
1.2 S50=S 25+S 25=0 , 9997+1000=1000 , 9997
2.1 T 191=0
2.2 S500 =31 000

Exercise 4
1.1 p=13
2
1.2 T n =n −9 n+7
1.3 n=52 T 52=2243
2.1 The next term of the sequence is 12
1 1
T n = n2 + n−3 S =31 000
2.2 2 2 500
2.3 The 25th term has a value of 322.

3. FUNCTIONS AND GRAPHS

3.1 STRAIGHT LINE

General representation or equation

y  ax  q or y  mx  x . a or m is the gradient and q or c is the

y  intercept
Also note the shape of the following linear functions
 a<0 a=0 a>0 a is undefined
q<0 y=q q<0 there is no q-
value

Domain and range is x   and y   respectively

3.2 HYPERBOLA

General representation or equation

a a
y y q
x or xy  a x or
a a
y q or y q
x p x p
a0 a0

Dotted lines are asymptotes Dotted lines are asymptotes

q
 is the vertical translation
p
 is the horizontal translation
a
y
x p0 q0 x0
 For , and . The vertical asymptote is and the horizontal
y0 yx y  x
asymptote is . The axis of symmetry are (Positive) and
(Negative)

Domain is x  0, x   and Range is y  0, y  

a
y q
x p0 x0
 For , . The vertical asymptote is and the horizontal
 yq y xq
asymptote is . The axis of symmetry are (Positive) and
y  x  q
(Negative).

Domain is x  0, x   and Range, y  q, y  

a
y  q  ( y  q )( x  p )  a
x p x p
 For , the vertical asymptote is and the
yq y   x  p   q
horizontal asymptote is . The axis of symmetry is .

Domain is x   p, x   and Range, y  q, y  

a
y  q   y  q x  p   a
x p x  p
 For , the vertical asymptote is and
yq y  x  p   q
the horizontal asymptote is . The axis of symmetry is .

Domain is x   p, x   and range is y  q, y  

Example 1
3
f ( x)  1
Given : x2

(a) Write down the equations of the asymptotes of f .

(b) Determine coordinates of B, the x-intercept of f.
(c) Determine the coordinates of D, the y-intercept of f
(d) Determine the domain and the range of f
(e) Determine the decreasing and increasing functions of the axes of symmetry of f
(f) Draw the sketch graph of f

Solutions:
a) Vertical asymptote is x  2  0 b) x  intercept  y  0
x2 3
0 1
x2
Horizontal asymptote is y  1
 1( x  2)  3
 x  2  3  x  1
 x  1

c) y  intercept  x  0 d) Domain is x  2; x  
 y
3
1 
3 2

1 Range is y  1; y  
2 2 2
e) Axes of symmetry are: f) y
y   x  2   1 f

1
1
 x  2  1 or y   x  2  1  1
2 2 x
y  x  1 Increasing (positive

gradient) or y  x  3

Decreasing (Negative gradient)

3.3 PARABOLA

General representation or Equation

y  ax 2 y  ax 2  q y  a x  p   q
2
or or or
y  ax 2  bx  c
Important Deductions
a0 a0
for for

y  ax 2 p0 q0 ( 0 ; 0)
 For , and , the turning point is and y-intercept is
y=0

The domain is x  ℝ and the range is y  0 ; y  ℝ if a  0 or y  0; y  ℝ if

a0
y  ax 2  q p  0 (0 ; q )
 For , , the turning point is and y-intercept is y = q

The domain is x  ℝ and the range is y  q ; y  ℝ if a  0 or y  0; y  ℝ if

a0
y  a x  p   q ( p ; q)
2

 For , the turning point is and y-intercept is

y  a p   q
2

The domain is x  ℝ and the range is y  q ; y  ℝ if a  0 or y  0; y  ℝ if

a0
   b 4ac  b 2 
 ; 
y  ax 2  bx  c  2a 4a 
 For , the turning point is and y-intercept is
y=c

4ac  b 2
y ;y
The domain is x  ℝ and the range is 4a ℝ if a  0 or
4ac  b 2
y ;y
4a ℝ if a  0
 The roots or x-intercepts are determined by equating y to zero and solve for x.

Example 2:

Sketched below are the graphs of: g x    2 x  8 ; f x   x 2  k and

6
1
h(x) = x2
A and B are the x- and y - intercepts of h respectively, C (−6 ; 20) and E are the
points of intersection of f and g .

C(−6 ; D
20)
f
h

O E
A x
g
B

(a) Calculate the coordinates of A, B and E.

(b) Show that the value of k   16
(c) Determine the domain and the range of f

Write down the values of x for which g x  f x   0

(d)

(e) Determine the equation of the symmetry axis of h if the gradient is negative.
(f) Write down the range of s, if s(x) = f(x) + 2.
(g) Write down the range of t, if t(x) = h(x) + 2
Solutions:
To answer the above questions you need to identify all the functions in order to
apply the deductions indicated above.
A and B are x and y intercepts of g respectively.

6 6
 1 0 x  0 y  1
at A, y  0  x  2 at B, 2
6  x  2 y  3  1
4  x  y  2
 x  4

Thus A  4;0 Thus B 0;2 

E is the x- intercept of the straight line and the parabola. It is easy and straight
forward to use the
equation of the straight line to get the coordinates of E.

At E, y  0;  0  2 x  8
2x  8
x4 Thus E 4;0 
b) C(-6; 20) is on f and g , c) Domain is x  ℝ
substituting the
into
Range is y  16; y  ℝ
y  x 2  k  20   6   k
2

 20  36  k
k  16
d) These are values of x for which e) For negative gradient, y  ( x  2)  1
the graph of g and f intersect or f
is below g . y  x  2 1
It is from C(-6 ; 20) and E(4 ; 0) y  x  3
That is  6  x  4
f) + 2 implies the value of p is g) + 2 implies the value of p is increased by 2
increased by 2 The range of t is y  1  2; y  ℝ
The range of s is y  16  2 y  3; y  ℝ
y  14
3.4 EXPONENTIAL

General representation or Equation:

y  ab x or y  ab x  q or y  ab x p  q

The restriction is b  0; b  1
 Important Deductions
for for for for a  0 and 0  b  1
a  0 and b  1 a  0 and 0  b  1 a  0 and b  1

y  ab x ya
 For , the asymptote is y = 0 and the y-intercept is
y  ab x  q
 For , the asymptote is y = q and y-intercept is y = a + q
y  ab x p  q y  ab p  q
 For , the asymptote is y = q and y-intercept is

Example 3
Given: f ( x )=3− x+1−3
(a)
Write f (x) in the form y  ab  q
x

(b) Draw the graph of f showing all the intercepts with the axes and the asymptote.
(c) What is the domain and the range of f ?
Solutions:
(a) 1
x
 x 1 x
y3  3  3 .3  3  3.3  3  3   3
x

3
(b) 1
x

3   3  0
The asymptote is y  3 , x -intercept, y = 0, i.e.  3 
x x 0
1 1 1
3   3     1   
3  3  3
x  0

0
f x

3
(c) x y  3; y 
Domain is ℝ and range is ℝ.

3.5 FUNCTIONS AND INVERSES

 A function is a relationship between x and y , where for every x -value there is
only y-value. One way to decide whether or not a graph represent a function is to
use the vertical line test. If any line drawn parallel to the y-axis cuts the graph only
once, then the graph represents a function.

Example:
Are the following graphs represent a function or not?
Graph A Graph B Graph C

Answers:
Graph A and Graph B are functions.
Graph C is not a function because the vertical line cuts the graph twice. i.e. for
some x-value on the
graph, there are two y-values.
Inverse of a function is obtained by interchanging x and y of the original function.
y  ax  b x  ay  b y
i.e. If then its inverse is . Making the subject of the
1
y x  b  y  x  b
formula, a or a a

The inverse of a function is the mirror image of the function along the line y = x .
1
Notation of the inverse is f .
Example:
1. Determine the inverse of the following functions in the form y  ........
(a) f ( x)  2 x  3
(b) g ( x)  3x 2
2.
Restrict the domain of g ( x)  3 x such that its inverse will also be a function
2

Solutions
x y x  2y  3
step 1: Interchange and i.e.

y 2y  3  x
Step 2: Make the subject of the formula:
 2y  x 3
x3 1 3
y or y  x 
2 2 2
(a)
x  3y 2
Step 1: interchange x and y, i.e.

Step 2: Make y the subject of the formula: 3 y  x

2

x
y2 
3
x
y 
3

y  ax 2
Since the inverse of a parabola in the syllabus is limited to , The domain
x  0; x  x  0; x 
can be restricted to either ℝ or ℝ for all Parabolas in the which
are prescribed by CAPS.

3.6 LOGARITHMIC FUNCTION

y  logb x
 is a logarithmic function.
y  logb x
 Reads “y is equal to log x base b”
b  0, b  1
 The logarithmic function is only defined if and x > 0

 An exponential equation can be written as a logarithmic equation and vice

versa. The base of the exponential equation becomes the base of the
logarithmic equation.

Example

Write each of the following exponential equations as logarithmic equations:

1) 26=64

2) 5³¿ 125

1. 26  64
 6  log 2 64

2. 53  125
 3  log 5 125

The inverse of the exponential function y  a is x  a .

x y
 Making y the subject of the formula, a  x
y

log a y  log x
y log a  log x
log x
y  log a x
log a

Thus logarithmic function is the inverse of exponential function. i.e. If f ( x)  a

x

1
then f ( x)  log a x
Example
Given: f(x) = 3x

(a) f 1
Determine in the form y =……

(b) f ( x), f 1 ( x) and y  x

Sketch the graphs of on the same set of axes.

(c) f 1 ( x)
Write the domain and range of f (x) and

Solution:

(a)
The inverse of y  3 is x  3 . Changing x  3 to logarithmic form, it becomes
x y y

y  log 3 x  f 1

(b) Using table method

f (x)
x -2 -1 0 1 2

f (x) 1 1 1 3 9
9 3

f 1 ( x)
x 1 1 1 3 9
9 3

f 1 ( x) -2 -1 0 1 2

y=x
(c) f x f y  0, y 
The domain of is ℝ and the range of is ℝ

1 1
The domain of f is x  0, x  ℝ and the range of f is y  ℝ.
Notes: As a learner, you should be able to do the following:
 Identify different types of graphs in terms of equation and/or sketch
 Draw the graph given the equation of the graph
 Determine the equation of the function or graph given the sketch and some
points on the sketch
 Determine the co-ordinates of the turning point of the parabola
 Determine the equation of the asymptote of exponential function
 Determine the equation of the asymptotes and lines of symmetry of
hyperbolic functions
 Determine the intercepts of each function with axes
 Determine the domain and range of all the functions
 Determine coordinates of points of intersections of different functions.

EXERCISES
Question 1

The graphs of f ( x)  2 x  x  3 and g ( x)  x  1 are sketched below.

2

1.1 What is the gradient of g

1.2 Determine the coordinates of A and C.
1.3 Determine the coordinates of D
1.4 What is the y-intercept of f ?
1.5 Determine the axis of symmetry of f.
1.6 Determine the coordinates of the turning point of f.
1.7 What is the domain and the range of f ?
Question 2

f ( x)  2 x
The equation of graphs are given for – 3 ≤ x ≤ 3.
2.1 Write down the range of f .
2.2 1
Write down the equation of f , the inverse of f.
2.3 1
Write down the domain and the range of f .
2.4 f 1
Draw f and on the same set of axes, showing intercepts with axes and the
line(s) of symmetry.
2.5 f 1
Is a function or not. Give reason for your answer.
Question 3
k
g x   d
f ( x)  a x  p   q
2
The graphs of the functions and xt are
sketched below.
Both graphs cut the y-axis at  4 . One of the points of intersection of the graphs is
R(1 ; –8), which is also the turning point of f. The horizontal asymptote of g is
y  2 .
 y
g

0 x
y  2
g
4

.
R(1;8)

3.1 Calculate the values of a, p and q.

3.2 Calculate the values of k, t and d.
3.3 Determine the value(s) of x in the interval x  1 for which g ( x )  f ( x ).
3.4 Determine the domain and the range of f.
3.5 Write down equations for the axes of symmetry of g, both with negative and
positive gradient.
Question 4
3
g ( x)  2  x  2 and h( x)   2
Draw sketch graphs of x 1 on the same set of axes.
Show all the intercepts with the axes and the and asymptotes.
Question 5
a
The graphs of f ( x )=x 2 +2 x−3and g ( x )= +q are drawn below. A is the
x+ p
y−¿ intercept of both f and g. The horizontal asymptote of g is also a tangent to
f at B, the turning point of f . The equation of the vertical asymptote of g is
x=−1.
5.1 Write down the coordinates of B
5.2 Determine the equations of the asymptotes of g.
5.3 Write down the coordinates of A.
5.4 Determine the equation of g.
5.5 Determine the equations of axes of symmetry of .
5.6 Write down the range of f (x) and that of −f ( x ) .
Question 6

Two functions are defined by f (x)=(x−4)(x +2) and g(x )=¿ 2 x−12.

6.1 Write down the gradient of g

6.2 Determine the co-ordinates of the turning point of f
6.3 Determine the range of f.
6.4 Determine the equation of the graph h which is the reflection of f about the y−¿
axis.
6.5 Determine the equation of the graph k which is the reflection of f about the x−¿
axis.
6.6 1
Determine g , the inverse of g, in the form y=¿ ….
Answers to Exercises

Question 1
1.1. mg = 1

A and C are roots of f Therefore, solve for x: 2 x  x  3  0

2
1.2.
2 x  3x  1  0
3
x or x  1
2
3 
A 1; 0 and C ; 0 
2 

D is the point of intersection of f and g. Solve for x: 2 x  x  3  x  1

2
1.3.
D(2 ; 3)

1.4. y  3
 3
1
x 21
1.5. 2 4
1 25
x y
4 into y  2 x  x  3 ,
2
1.6. Substituting 8 . Turning point is

 1 25 
 ; 
4 8 
25
 ; y
1.7. Domain is x  ℝ and range is 8 ℝ

Question 2
1
2 3  y  23 that is  y 8
2.1. f is increasing.  range is 8

2.2. y  log 2 x
1
 x8
2.3. Domain is 8 and range is  3  y  3

2.4.

2.5. It is a function because there is only one y value for each value of x
Question 3

3.1. p  1 ; q  8 and a = 4
3
d  2 ; t   and k  3
3.2. 2

3.3. 0  x  1

3.4. Domain is x  ℝ and range is y  8 ; y  ℝ

 3 7 1
y   x    2  y  x  or y   x 
3.5.  2 2 2
Question 4

Question 5

5.1. B 1;  4 

5.2. x  3 and y  4

5.3. A0 ;  3
1
g ( x)  4
5.4. x 1

5.5. y  x  1  4 that is y  x  3 or y   x  5

5.6. Range of f is y  4 ; y  ℝ
1
Range of - f is y  4 ; y  ℝ

Question 6
6.1. mg = 2

6.2. Turning point is 1;  9 

6.3. Range is y  9 ; y  ℝ

6.4. h( x)  ( x  4)( x  2)

6.5. k ( x)   f ( x)  ( x  4)( x  2)   x  2 x  8
2
 1
g 1 ( x)  y  x6
6.6. 2

4. FINANCE, GROWTH AND DECAY

 Obtain a clear understanding of Simple F  P (1  in) and Compound

Interest F  P (1  i )
n

 Also Know the difference between compound increase and compound decrease.

 Differentiate between Straight line(linear depreciation) ; F  P (1  in) and Reducing

balance depreciation F  P (1  i )
n

 Convert fluently between nominal/effective interest rates for the following compounding
periods:
 - Monthly (divide interest rate by 12 and multiply years by 12)
- Quarterly (divide interest rate by 4 and multiply years by 4)
- Half-Yearly or Semi-annually or bi-annually (divide interest rate by 2 and multiply years by 2
 Formulae for converting from nominal to effective interest rate (Memorise):
m n
 i (m)   i (n) 
1    1  
 m   n 
 Study in detail the Future value and present value annuity formulae :
x[(1  i ) n  1] x[1  (1  i )  n ]
Fv  Pv 
i i , take note of the signs.
 You are expected to calculate any of the following in the above formulae.
 A,
 P,
Fv Pv
 i, (but not in the and formulae)
 n, (by using logarithms)
 x,

4.1 Compound increase and decrease

Simple increase and decrease

Example 1
Thulani wants to sell his caravan. The current value of this caravan is R40
000. Calculate its original value if he bought it 5 years ago and the value
depreciates on the straight line method of 9% per year.

Example 2

A photocopier valued at R24 000 depreciates at a rate of 18% p.a. on the

reducing-balance method. After how many years will its value be R15 000?
 Exercise 4.1
4.1.1 A survey conducted in December 2008 determined that 5,7 million South
Africans were living with HIV.
The researchers used a model of exponential growth A=P ( 1+i )n to predict
that there will be 6 million people living with HIV in December 2015.
Calculate as a percentage, the annual rate of increase that the researchers used
for the 7 years.

4.1.2 A bank offers interest on investment at a rate of 15% p.a. compounded

monthly.
(a) Calculate the effective interest rate equivalent to this.
(b) Determine how much a person must invest now so that they have
R 20 000 in four years’ time.

4.1.3 (a) Daniel has a new trailer worth R8 500. The depreciation rate on this item
is 10% p.a. using the reducing balance method.
Calculate the value of the trailer after 4 years.

(b) Draw a sketch graph showing the reducing value of Daniel’s trailer over
the 4 year period.

4.1.4 A car, costing R210 000 depreciates at a rate of a % per annum, on a reducing
 balance basis. Calculate the value of a if it takes 8 years for the value of the
car to decrease to R80 000.

4.1.5 Jenna invests R20 000 into a savings account. The interest paid on money in
the account is 15% p.a. compounded monthly. Calculate how long (in years
and months) it will take for the savings to reach R100 000.

4.1.6 Determine how long, in years, it will take for the value of a motor vehicle to
decrease to 25% of its original value if the rate of depreciation, based on
reducing balance method, is 21% per annum.

4.1.7 Feb/March 2016

Diane invests a lump sum of R5 000 in a savings account for exactly 2 years.
The investment earns interest at 10% p.a., compounded quarterly.
(a) What is the quarterly interest rate for Diane's investment?

(b) Calculate the amount in Diane's savings account at the end of the 2
years.

4.1.8 Nomusa received a valuation of R130 000 for her car that has depreciated at a
rate of 15% p.a. on a reducing balance over the last years.
Determine the value of the car 5 years ago. (Round off your answers to the
nearest thousand rands).

4.2 Nominal and Effective interest rate

Example 1
Given an interest rate of 12% p.a. compounded quarterly; determine the effective
interest rate.
Example 2
Convert an interest rate of 10 p.a., compounded monthly, to an annual interest rate,
compounded semi-annually.

Exercise 4.2

4.2.1 Convert an effective annual interest rate of 14,2% p.a. to a nominal annual
interest rate compounded monthly.

4.2.2 Convert a nominal interest rate of 11% p.a. compounded quarterly to nominal
interest rate per annum compounded monthly.

4.3 Annuities
An annuity is a regular payment made at regular intervals at a particular interest rate.

NB: Compounding period of interest rate should be the same as the interval at which
payments are made e.g. if monthly payments are made and interest is added quarterly
then the quarterly interest rate must first be changed to monthly interest rate.

Future Value
Example
Steven is 20 years old and plans to retire with R8 Million when he turns 60. He starts
paying money into a pension fund one month after his 20th birthday, and his last
payment will be made on his 60th birthday. Calculate his monthly payments if he is to
achieve his goal. The interest rate of money accumulated in the pension fund is 13%
p.a. compounded monthly.
Present Value
Example
Patrick purchases a house for R1 200 000. He pays a deposit of 10% of the value of
the house. The bank grants him a loan for the outstanding amount, at an interest rate
of 8,4% p.a. compounded monthly, payable over a period of 20 years.

(a) Calculate the deposit Patrick pays on the house.

(b) Calculate Patrick’s monthly repayments.

(c) Calculate the balance outstanding at the end of 15 years.

NB: period used

here is the number
of months remaining
240 – 180 = 60

(d) Calculate the total amount Patrick would have paid for the house at the end of
20 years.

Final Payment
Example
A loan of R750 000 is taken out at an interest rate of 12,5% p.a. compounded bi-
annually. It is repaid by equal bi-annual payments of R55 000 and a final payment
less than R55 000.

(a) How many payments are required to settle the loan?

(b) What is the outstanding balance on the loan after the final of R55 000?

(c) What is the value of the final payment?

The balance outstanding after
the 31st payment is made will
accumulate 1-month interest.

Sinking Fund
Example
Machinery is purchased at a cost of R550 000 and is expected to rise in cost at 15%
per annum compounded annually and depreciate in value at a rate of 8% p.a.
compounded annually.
A sinking fund is started to make provision for replacing the old machine. The sinking
fund pays 16% p.a. compounded monthly, and you make monthly payments into this
account for 10 years. Determine:

(a) The replacement cost in ten years’ time.

(b) The scrap value of the machine in ten years’ time.

(c) The monthly payment into the sinking fund that will make provision for the
replacement of the new machine.

Exercise 4.3

4.3.1 Ms Samuel has finally decided to buy an apartment. She takes out a loan of
R500 000 from the bank and plans to repay the loan in monthly instalments
over a period of 20 years. The interest rate charged is 9% p.a. compounded
monthly.

(a) Calculate her monthly repayments.

(b) What is the total amount she will have paid for the apartment after 20
years.

(c) After 15 years, Ms Samuel wins the lotto and decides to clear the
account. What will the outstanding balance on the loan be?

4.3.2 When Sam started his first job, he decided to save R500 at the end of each
month in an account earning interest at 6% p.a. compounded monthly.
 (a) Calculate the amount of money he could expect to be in his account at
the end of 15 years.

(b) At the end of the 15 years, Sam added money to his account so that the
total was R150 000. He no longer made monthly payments but the
money remained in the account earning interest at 8,5% p.a.
compounded quarterly.
Calculate the amount in the account after a further 5 years.
4.3.3 Thulani buys a house and takes out a loan
for R450 000. The interest is 9,5% p.a.
compounded monthly.

(a) Calculate his monthly repayments if the loan is repaid over 20 years.

(b) How much money does he pay in total over 20 years to repay the loan?

(c) Calculate the balance on the loan after 8 years.

(d) Calculate his monthly repayments if he chose to repay the loan over
15 years.

(e) How much money does he pay over 15 years to repay the loan and how
much money does he save by reducing the repayment period by 5 years?

4.3.4 Jill negotiates a loan of R300 000 with a bank which has to be paid by means
of R5 000 and a final payment which is less than R5 000. The repayments start
one month after the granting of the loan. Interest is fixed at 18% per annum
compounded monthly.
(a) Determine the number of payments required to settle the loan.
(b) Calculate the balance outstanding after Jill has paid the last R5 000.
(c) Calculate the value of the final payment made by Jill to settle the loan.

4.3.5 Peter purchases a car for R200 000. He expects to replace the car in 5 years’
 time. The replacement cost of the car increases at a rate of 11% p.a.
compounded annually and the rate of depreciation of his current car is 18%
p.a. on a reducing balance. Peter sets up a sinking fund to pay for a new car in
5 years. Calculate:

(a) The trade-in value of Peter’s car in 5 years’ time.

(b) The cost of a new car in 5 years’ time.
(c) The value of the sinking fund in 5 years’ time if Peter trades in his old
car.
(d) The monthly payments into the sinking fund if it earns an interest of 7%
p.a. compounded monthly.

ANSWERS
4.1.1
4.1.2 (a)
(b)
4.1.3 (a)
(b)

8 500
Rands

5 500

years
4

4.1.4
4.1.5
4.1.6
4.1.7 (a)
(b)
4.1.8
4.2.1
4.2.2
4.3.1 (a)
 (b)
(c)
4.3.2 (a)
(b)
4.3.3 (a)
(b)
(c)
(d)
(e)

4.3.4 (a)

(b)
(c)
4.3.5 (a)
(b)
(c)
(d)
 5. Differential Calculus
HINTS TO LEARNERS:
1. There are two ways of finding the derivative- using the power rule and using first principles.
First principles involves limits.
n ¿ n−1
2. Differentiate by using the power rule (If f ( x )=ax , then f ( x )=anx )
¿
3. Don’t forget, derivative notation, f ( x ) .
4. Simplify the expression first, removing any surds, any quotients etc.
a+b a b
= +
5. The following simplification rule will prove helpful : c c c and
that xy + 4y = 2x2 +5x -12 is the same as y(x+4) = (2x -3)(x+4) hence y = 2x-3, x≠4
5

6. It useful to know, √ x =x
3 5 3

QUESTION 5. 1

5.1.1 Differentiate, using the first Principles, the functions:

f ( x )=−2 x 2
Solution
f ( x )=−2 x 2

f ( x+ h)=−2( x+h)2
¿−2( x 2 +2 xh+h2 )
¿−2 x 2 −4 xh−2 h2
 f ( x+ h)−f ( x )
f ' ( x )=lim
h→0 h
−2 x 2−4 xh−2h−(−2 x 2 )
¿ lim
h→0 h
−2 x 2−4 xh−2h 2 +2 x 2
¿ lim
h→0 h
2
−4 xh−2 h
¿ lim
h→0 h
h(−4 x−2 h)
¿ lim
h→0 h
¿ lim −4 x−2h
h→0
¿−4 x

5.1.2 f ( x )=−x 2 +2 x
Solution
f ( x )=−x 2 +2 x

f ( x+ h)=−( x +h )2 +2( x+h)

¿−( x 2 +2 xh+h )2 +2( x +h )
¿−x 2−2 xh−h+2 x+2 h

−x 2 −2 xh−h 2 +2 x+2 h−(−x 2 +2 x )

f ' ( x )=lim
h→0 h
−x 2 −2 xh−h2 + 2 x +2 h+ x 2 −2 x
¿ lim
h→0 h
2
−2 xh−h +2 h
¿ lim
h→0 h
h(−2 x−h+2 )
¿ lim
h→0 h
¿ lim −2 x−h+2
h→0
¿−2 x +2

5.1.3 1
f ( x )= x 2 + x−2
2

Solution
1
f ( x )= x 2 + x−2
2
 1 2
f ( x )= ( x +h ) + x +h−2
2
1 2
¿ ( x +2 xh+h 2 )+ x +h−2
2
1 1
¿ x 2 + xh+ h 2 + x+ h−2
2 2
1 2 1 2 1 2
x + xh+ h + x +h−2−( x + x−2)
2 2 2
f ' ( x )=lim
h→0 h
1 2 1 1
x + xh+ h 2 + x+ h−2− x2 −x +2
2 2 2
¿ lim
h→0 h
1 2
xh+ h +h
2
¿ lim
h→0 h
1
h( x + h+1 )
2
¿ lim
h→0 h
1
¿ lim x + h+1
h→0 2
¿ x +1

5.1.4 2
f ( x )=−
x
Solution
2
f ( x )=−
x
2
f ( x+ h)=−
x +h
 2 2
− −(− )
x +h x
f ' ( x )=lim
h→0 h
2 2
− +
x +h x
¿ lim
h→0 h
−2 x 2( x +h )
+
x ( x+h) x ( x +h )
¿ lim
h→0 h
−2 x+2( x+h)
¿ lim ÷h
h→0 x ( x+h)
−2 x+2 x +2 h
¿ lim ÷h
h→0 x ( x+h)
2h 1
¿ lim ×
h→0 x ( x+h) h
2
¿ lim
h→0 x ( x+h)
2
¿ 2
x
¿ 2 x−2

5.2.1 QUESTION 5. 2

dy
Determine dx if y=( x+1)( x−2 )
Solution
y=x 2 + x−2 x −2
¿ x 2−x −2
dy
=2 x −1
dx

5. 2.2 Differentiate:
( x +2)3
f ( x )=
√x
Solution
 ( x +2 )3
f ( x )=
√x
( x +2 )( x +2 )( x+2 )
¿ 1
x2
( x 2 + 4 x +4 )( x +2 )
¿ 1
2
x
x ( x 2 +4 x+ 4 )+2( x 2 +4 x+ 4 )
¿ 1
2
x
x 3 + 4 x 2 + 4 x+ 2 x 2 + 8 x +8
¿ 1
2
x
x 3 +6 x 2 +12 x +8
¿ 1
2
x
x3 6 x 2 12 x 8
¿ 1
+ 1
+ 1 + 1
2
x x2 x2 x2
1 1 1 1
3− 2− 1− −
2 2 2 2
¿x +6 x +12 x +8x
5
3 1 1
2 −
2 2 2
¿ x + 6 x +12 x + 8 x
5 3 1 1
5 −1 3 −1 1 −1 1 − −1
f ' ( x )= x 2 +6 . x 2 +12 . . x 2 +8 .(− ). x 2
2 2 2 2
3 1 1 3
5 − −
¿ x 2 +9 x 2 +6 x 2 −4 x 2
2

5.2.3 t 2 −1
Dt ( )
2t +2
Determine
Solution
t 2−1
Dt ( )
2 t+2
(t +1)(t−1 )
¿ Dt (
2(t+1 )
t−1
¿ Dt
2
t 1
¿ Dt ( − )
2 2
t 1
¿ Dt ( )−Dt ( )
2 2
1
¿
2

5.2.4 2x 1
'
f ( x )= −
Determine f ( x ) if x 2 √x
2
 Solution
2x 1
f ( x )= 2 −
x 2√x
1
−11
¿ 2 x − x2
2
1
1 1 −1
f ' ( x )=2(−1) x−2− ( ) x 2
2 2
1
1 −
−2
¿−2 x − x 2
4

5.2.5 Determine
1
D x [ √ x 2− x ]
3
2
2
13
¿ Dx[ x − x ]
2
2
2 −1 1
¿ x3 −
3 2
1
2 − 1
¿ x 3−
3 2

QUESTION 5.3

A rectangular box has a length of 5x units, breadth of (9−2 x ) units and its
5.3.1
height
of x units.

(5 – 2x)
2x

2 3
5.3.1.1 Show that the volume V of the box is given by V =10 x −4 x .
Solution
V =x . 2 x (5−2 x )
=2 x 2 (5−2 x )
¿ 10 x 2−4 x 3

5.3.1.2 Determine the value of x for which the box will have a maximum
volume.
Solution
 dV
=20 x−12 x2
dx
dV
=0
For maximum volume dx
20 x−12 x2 =0
4 x(5−3 x)=0
5
x= , x≠0
So 3
5.3.2 A 330 ml can of container with height h and radius r is shown below.

5.3.2.1 Determine the height of the can in terms of the radius r .

Solution
Volume = base area. Height
330=πr 2×h
330
h= 2
πr

660
A=2 πr 2 +
5.3.2.2 Show that the surface area of the container is r
Solution
2 2 330
A=πr +πr +2 πr .
πr 2
660
¿ 2 πr 2 +
r
5.3.2.3 Determine the radius of the container in cm, if the surface area of the
container has to be as small as possible.
Solution
dA 660
=4 πr− 2
dr r
dA
=0
For area to be small dr
660
4 πr − 2 =0
r
3
4 πr =660
r=
√
3 165
π
 The cubic function is important. You can either be asked to sketch the graph of a cubic function, or
determine its equation if given the graph. Remember that at a turning point the derivative is zero.
QUESTION 5.4
.
4. 3 2
5.4.1Given f ( x )=x −4 x −11 x +30
1
5.4.1.1 Use the fact that f ( 2)=0 to write a factor of f ( x ) .
Solution
( x−2 ) is a factor of f .

5.4.1.2 Calculate the coordinates of the intercepts of f .

Solution
f ( x )=x 3−4 x 2 −11 x+30
¿( x−2 )( x 2 −2 x−15)
¿( x−2 )( x +3 )(s−5 )
f ( x )=0
( x+3)( x−2 )( x−5)=0
x=−3 or x=2 or x=5
x-intercepts (-3, 0); (2, 0); (5,0)
5.4.1.3 Calculate the coordinates of the stationary points of f .
f ( x )=x 3 −4 x 2 −11 x +30
f ' ( x )=3 x 2−8 x −11
'
At turning points f ( x )=0
( x+1)(3 x−11)=0
11
x=−
x=−1 or 3
400
y=−
y=36 27
11
(;−14 , 81)
TP’s are (-1;36) and 3
5.4.1.4 Sketch the curve of f . Show all intercepts with the axes.
Solution

'
5.4.1.5 For which values of x will f ( x )<0 ?
f ( x )<0 if −1<x <3 , 67

QUESTION 9(Nov 2012)

3 2
5.4.2 The graph of the function f ( x )=−x −x +16 x +16 is sketched below.
 y

x
0

9.1 Calculate the x-coordinates of the turning points of f.

'
9.2 Calculate the x-coordinate of the point at which f ( x ) is a maximum.
2
C Consider the graph of g( x )=−2 x −9 x +5 .
9.1 Determine the equation of the tangent to the graph of g at x = –1.
9.2 For which values of q will the line y = –5x + q not intersect the parabola?

Solutions
5.4.2.1
f ( x )=−x 3−x 2 +16 x+16
f ' ( x )=−3 x2 −2 x+16
0=−3 x 2 −2 x +16
3 x 2 +2 x−16=0
(3 x+18 )( x−2 )=0
8
x=−
3 or x=2

5.4.2.2
f // ( x )=0
−6 x−2=0
1
x=−
3
5.4.3.1
 g( x)=−2x 2 −9 x+5
g(−1)=−2(−1)2−9(−1)+15
¿12
¿
g (x )=−4 x−9
mtan =−4(−1)−9
¿−5
y=−5x+c
12=−5(−1)+c
c=7
y=−5x+7
5.4.3.2
y=−5 x +q and y=−2 x 2 −9 x+3
−5 x+q=−2 x 2 −9 x +3
q=−2( x +1)2 +7
q >7

PAST PAPERS

QUESTION 5.5

' 2
5.5.1 Determine f ( x ) from first principles if f ( x )=−x +4 .

5.5.2 Determine the derivative of:

5.5.2.1 y=3 x 2 +10 x

( )
2
3
5.5.2.2 f ( x )= x−
x
3 2
5.5.3 Given: f ( x )=2 x −23 x +80 x−84

5.5.3.1 Prove that ( x−2 ) is a factor of f.

5.5..3.2 Hence, or otherwise, factorise f ( x ) fully.

5.5..3.3 Determine the x-coordinates of the turning points of f.

5.5.3.4 Sketch the graph of f , clearly labelling ALL turning points and intercepts
with the axes.

5.5.3.5 Determine the coordinates of the y-intercept of the tangent to f that has
a slope of 40 and touches f at a point where the x-coordinate is
an integer.
Answers
5.5.1 −2 x
 5.5.2.1 6 x +10
2 −3
5.5.2.2 2 x −18 x
5.5.3.1 0
5. 5.3.2 ( x−2 )(2 x−7 )( x−6 )
8
5.5.3.3 3 or 5
5.5.3.4
5.5.3.5 (0, -65)

QUESTION 6.6

A rain gauge is in the shape of a cone. Water flows into the gauge. The height of the water
is h cm when the radius is r cm. The angle between the cone edge and the radius is 60°, as
shown in the diagram below.

Formulae for volume:

1
2 V = π r2h
r
V =π r h 3

60° 4
V = π r3
V =lbh 3
h

5.6.1 Determine r in terms of h. Leave your answer in surd form.

5.6.2 Determine the derivative of the volume of water with respect to h when h is equal
to 9 cm.

Answers
h
5.6.1 √ 3
5.6.2 27 π

QUESTION5.7

The number of molecules of a certain drug in the bloodstream t hours after it has been taken
3 2
is represented by the equation M ( t )=−t + 3 t +72 t , 0< t <10 .

5.7.1 Determine the number of molecules of the drug in the bloodstream 3 hours after the
drug was taken.

5.7.2 Determine the rate at which the number of molecules of the drug in the bloodstream is
 changing at exactly 2 hours after the drug was taken.

5,7.3 How many hours after taking the drug will the rate at which the number of molecules
of the drug in the bloodstream is changing, be a maximum? (3)

Answers
5.7.1 216 molecules
5.7.2 72 molecules per hour
5.7.3 maximum rate of change of the molecules in the bloodstream is after one hour
 7. STATISTICS
(a) Collect, organise and interpret univariate numerical data in order to determine:
 measures of central tendency (mean, median, mode) of grouped and ungrouped
data,
 five number summary
 box and whisker diagrams
 measures of dispersion: range, percentiles, quartiles, inter-quartile and semi-inter-
quartile range.
(b) Represent measures of central tendency and dispersion in univariate numerical data
by:
 using ogives; and
 calculating the variance and standard deviation of sets of data manually (for small
sets of data) and using calculators (for larger sets of data) and representing results
graphically.
(c) Represent skewed data in box and whisker diagrams, and frequency polygons.
Identify outliers.
(d) Represent bivariate numerical data as a scatter plot and suggest intuitively and by
simple investigation whether a linear, quadratic or exponential function would best fit
the data.
(e) Use a calculator to calculate the linear regression line which best fits a given set of
bivariate numerical data.
(f) Use a calculator to calculate the correlation coefficient of a set of bivariate numerical
data and make relevant deductions.

HINTS TO LEARNERS:
1. Clarity with respect to
1.1 the concepts MEAN and MEDIAN
1.2 an understanding of the concept STANDARD DEVIATION
1.3 the meaning of the standard deviation away from the MEDIAN
1.4 calculation (use of correct calculator keys)
2. Familiarise yourself on how to use the calculator for statistical functions.
 Understand clearly the number of data within one, two or three standard deviation of the
mean.
3. Learners must attempt every question in this section, and it is possible to easily score
marks.
Example 1
A street vendor has kept a record of sales for November and December 2007.
The daily sales in rands is shown in the histogram below.
24

21

18

15
Frequency
(in days) 12

0
60 70 80 90 100 110 120
Daily sales (in rands)

(a) Complete the cumulative frequency table for the sales over November and December.
(b) Draw an ogive for the sales over November and December.
(c) Use your ogive to determine the median value for the daily sales. Explain how you obtain
your answer.
(d) Estimate the interval of the upper 25% of the daily sales.

Daily sales (in Rand) Frequency Cumulative Frequency

(a) 5 5
11 16
22 38
13 51
7 58
 3 61
Solutions:
(b)

Sales in Nov and Dec 2007

70

60
Cumulative Frequency

50

40

30

20

10

0
40 50 60 70 80 90 100 110 120 130
Daily sales (rands)

Hints:
 x-coordinate - use upper limit of each interval
 y-coordinate – cumulative frequency
 if the frequency of the first interval is not 0, then include an interval before the given
one and use 0 as its frequency

(c) Median = R87. There are 61 data points, so the median in on the 31 st position. On the y-axis
put a ruler at 31; move horizontally until you touch the graph, then move vertically down to
read the x-coordinate.

(d) The upper 25% lies above 75%. 75% of 61 = 45,75. Read 45,75 from the y-axis across to the
graph and down to the x-axis. Therefore the upper 75% of sales lies in the :
 Example 2: Feb/March 2016

The box and whisker diagram below shows the marks (out of 80) obtained in a History test
by a class of nine learners.

32 62
20 30 40 50 60 70 75 80
00 0 0
00
20
(a) Comment on the skewness of the data.
(b) Write down the range of the marks obtained.
(c) If the learners had to obtain 32 marks to pass the test, estimate the percentage of the class that
failed the test.
(d) In ascending order, the second mark is 28, the third mark 36 and the sixth mark 69. The
seventh and eighth marks are the same. The average mark for this test is 54.

28 36 69

Fill in the marks of the remaining learners in ascending order.

Solutions:
(a) Skewed to the left or negatively skewed.

(b) Range = 80-20

= 60

(c) 32 is the lower quartile hence 25% of the class failed the test

(d) Median is 62 hence T5=62

Upper quartile is 75which is a mark between seventh and eighth marks and the seventh and
eighth marks are the same

20 28 36 41 62 69 75 75 80

Example 3:

The data below shows the energy levels, in kilocalories per 100 g, of 10 different snack foods.
440 520 480 560 615 550 620 680 545 490

(a) Calculate the mean energy level of these snack foods.

(b) Calculate the standard deviation.
(c) The energy levels, in kilocalories per 100 g, of 10 different breakfast cereals had a
mean of 545,7 kilocalories and a standard deviation of 28 kilocalories. Which of the
two types of food show greater variation in energy levels? What do you conclude?

Solution
5500
(a ) Mean = =550
10
 (b) σ =69 , 03kilocalories
(c) Snack foods have a greater variation. The standard deviation for snack foods
is 69,03 kilocalories whilst the standard deviation for breakfast cereals is 28
kilocalories. i.e. energy levels of breakfast cereals is spread closer to the mean than in
those of the snack food.

Example 4: Nov 2016

A survey was conducted at a local supermarket relating the distance that shoppers lived from
the store to the average number of times they shopped at the store in a week. The results are
shown in the table below.

Distance from the store

1 2 3 4 5 7 8 10
in km
Average number of
times shopped 12 10 7 7 6 2 3 2
per week
 SCATTER PLOT
12
10

Average number of times 8

shopped per week 6
4
2
0
0 1 2 3 4 5 6 7 8 9 10

Distance from the store in km

(a) Use the scatter plot to comment on the strength of the relationship between the distance a
shopper lived from the store and the average number of times she/he shopped at the store in a
week.
(b) Calculate the correlation coefficient of the data.
(c) Calculate the equation of the least squares regression line of the data.
(d) Use your answer at QUESTION (c) to estimate the average number of times that a shopper
living 6 km from the supermarket will visit the store in a week.
(e) Sketch the least squares regression line on the scatter plot.
(a) Strong
(b) r = – 0,95 (–0,9462..)…
 Using SHARP
Using CASIOEL-W53HT
fx 82 ZA plus calculator
- Mode
- 1: 2: STAT
- 1: 2: LINE
A+Bx
x valuesinfirst:
- Enter the values coordinate form:
=; 2 =;
- 1 (x,y) 3 =; 4 =; 25 =;
12change; 7=;108=;
(x,y) 10=
change;
- 3Use arrows
(x,y) to move
7 change; right7 to
4 (x,y) y column
change;
- 5and up 6tochange;
(x,y) start next to 1. 2 change;
7 (x,y)
- 8Enter
- (x,y)y3values:
change; 10 (x,y) 2 change
Press12On:
=; It
10goes
=; 7back
=; 7=;
to 6=;
Stat2=; 3=; 2=
1 (LINE)
- Press (orange) AC button
Press ALPHA (÷ ): r _ appears on the
- Press SHIFT STAT (at 1)
screen
Press
-Press 5: value
=: the Reg of r appears on the
Press 3: r = and get r = – 0,95 (–0,9462..)…
screen.

ToToget
getequation
equation ofof regression
regression line:
Press
- Press ALPHA(a):
(orange)aAC appears
buttonon the screen
Perss
- Press =: the value STAT
SHIFT of a appears
(at 1) 11,7132…
This
- Pressis the 5:
y-intercept
Reg of the regression
line
- Press 1: A = and get 11,7132…
This is the y-intercept of the regression line
To
- get equation
Press orangeofACregression
button line:
Press ALPHA(b):
- Press SHIFT STAT b appears on the screen
Perss =: the value of b appears -1,1176…
- Press 5: Reg
This is the gradient of the regression line
- Now press 2: B = and get -1,1176…
Answer:
This is thesquares
The least gradient of the regression
regression line: line
Answer:
^y =−1,12
The x+11regression
least squares ,71 (correct to 2
line:
^y =−1,12
decimal x+11 ,71 (correct to 2 decimal
places)
places)
(c) a = 11,71 (11,7132…)
b = –1,12 (–1,1176…)
^y =−1,12 x+11 ,71

(d ^y =−1,12(6)+11,71
= 5 times

(e)
 SCATTER PLOT/SPREIDIAGRAM
12
11
10
9
8
Average number of times

7
6
shopped per week

5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10

Distance from the store in km

Practice Exercises:

1. Feb/ March 2016

A company recorded the number of messages sent by e-mail over a period of 60 working
days. The data is shown in the table below.

NUMBER OF MESSAGES NUMBER OF DAYS

10 < x ≤ 20 2
20 < x ≤ 30 8
30 < x ≤ 40 5
40 < x ≤ 50 10
50 < x ≤ 60 12
60 < x ≤ 70 18
70 < x ≤ 80 3
80 < x ≤ 90 2

1.1 Estimate the mean number of messages sent per day, rounded off to TWO
decimal places.
1.2 Draw a cumulative frequency graph (ogive) of the data.
1.3 Hence, estimate the number of days on which 65 or more messages were sent.

2 As part of an environmental awareness initiative, learners of Greenside High School were

requested to collect newspapers for recycling. The cumulative frequency graph (ogive) below
shows the total weight of the newspapers (in kilograms) collected over a period of 6 months
by 30 learners.

2.1 Determine the modal class of the weight of the newspapers collected.
2.2 Determine the median weight of the newspapers collected by this group of learners.
2.3 How many learners collected more than 60 kilograms of newspaper?

3 A group of 30 learners each randomly rolled two dice once and the sum of the values on the
uppermost faces of the dice was recorded. The data is shown in the frequency table below.

Sum of the values Frequency

 on uppermost faces
2 0
3 3
4 2
5 4
6 4
7 8
8 3
9 2
10 2
11 1
12 1

3.1 Calculate the mean of the data.

3.2 Determine the median of the data.
3.3 Determine the standard deviation of the data.
3.4 Determine the number of times that the sum of the recorded values of the dice is within ONE
standard deviation from the mean. Show your calculations.
4 At a certain school only 12 candidates take Mathematics and Accounting. The marks, as a
percentage, scored by these candidates in the preparatory examinations for Mathematics and
Accounting are shown in the table and scatter plot below.

Mathematics 52 82 93 95 71 65 77 42 89 48 45 57
Accounting 60 62 88 90 72 67 75 48 83 57 52 62
 Scatter Plot
100

Percentage achieved in Accounting

90

80

70

60

50

40
40 50 60 70 80 90 100
Percentage achieved in Mathematics

4.1 Calculate the mean percentage of the Mathematics data

4.2 Calculate the standard deviation of the Mathematics data
4.3 Determine the number of candidates whose percentages in Mathematics lie within ONE
standard deviation of the mean.
4.4 Calculate the equation of the least squares regression line for the data.
4.5 If a candidate from this group scored 60% in the Mathematics examination but was absent for
the Accounting examination, predict the percentage that this candidate would have scored in
the Accounting examination, using your equation in QUESTION 4.4. (Round off your answer
to the NEAREST INTEGER.)
4.6 Use the scatter plot and identify any outlier(s) in the data.

5 A restaurant wants to know the relationship between the number of customers and the number
of chicken pies that are ordered.

number of customers (x) 5 10 15 20 25 30 35 40

number of chicken pies (y) 3 5 10 10 15 20 20 24

5.1 Determine the equation of the regression line correct to two decimal places.

5.2 Determine the value of r, the correlation coefficient. Describe the type and strength of the
 correlation between the number of people and the number of chicken pies ordered.
5.3 Determine how many chicken pies 100 people would order.
5.4 If they only have 12 pies left, how many people can they serve?

ANSWERS
1.1 2(15)+8 (25)+. .. 2(85 ) 3080
=
Mean = 60 60 = 51,33 messages per day
1.2
OGIVE/OGIEF
70
65
60
55
50
45
40
Cumulative Frequency/Kumulatiewe Frekwensie

35
30
25
20
15
10
5
0
0 10 20 30 40 50 60 70 80 90 100

Number of messages/Getal boodskappe

1.3 Number of days = 60 – 46 (see on graph above)

= 14 days
2.1
2.2 Approximately 53
2.3
3.1 mean = 6,73
3.2 T 15 +T 16 7+7
=
median = 2 2 =7
3.3 SD = 2,264...  2,26
3.4 (6,73 – 2,26 ; 6,73 + 2,26)
= (4,47 ; 8,99)
4 + 4 + 8 + 3 = 19 times
4.1
4.2
4.3

4.4
4.5

4.6

5.1
5.2
5.3

5.4
 8. ANALYTICAL GEOMERY

LEARNING 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.
Eg. Bisect is 2 mid-points
Perpendicular is the product of 2 gradients = - 1
2. Learners should then follow the method laid out below:
 Select the correct formula from the data sheet
 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 know the 2 forms of the equations of a circle, by alluding to several
different types of examples and exercises. Furthermore this formula needs to be shown to
the candidates by training them to use the Data Sheets. Completing the square in terms of
x and y need to be emphasized.
Where questions required learners to prove or show a certain expected response, you must
convince the marker of their proof.
7. Such questions often require more calculations than those expecting mere calculations, to
be given at the end.
8. 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.
9. With regards to determining the equation of a line, educators must cover all aspects of the
equation of a line including those passing through the origin, as well as the equations of
horizontal and vertical lines in their teaching.
10. Practice exercises are often required to teach the above points.
11. Grade 11 work must NOT be ignored. Circle centre (0 ; 0) was no problem in Grade 11,
but can be completely forgotten in Grade 12.

QUESTION 8.1

In the diagram below, P(1 ; 1), Q(0 ; –2) and R are the vertices of a triangle and
^ = θ.
P RQ
The x-intercepts of PQ and PR are M and N respectively. The equations of the sides PR
and QR are y = –x + 2 and x + 3y + 6 = 0 respectively. T is a point on the x-axis, as shown.

y P(1 ; 1)

O M N T
x

y = –x + 2

Q(0 ; –2)

x + 3y + 6 = 0

θ
R

8.1.1 Determine the gradient of QP.

Solution:
1−(−2)
mPQ=
1−0
 =3

8.1.2 Prove that P Q^ R = 90°.

Solution:
1
y=− x−2
QR: 3
1
m QR =−
3

1
mPQ×mQR=3×−
3
=−1

PQ  QR ∴ P Q^ R=90°

8.1. Determine the coordinates of R.

3
Solution:
1
− x−2=−x+ 2
3
2
x=4
3

x=6
y = –4
R(6 ; –4)

8.1.4 Calculate the length of PR. Leave your answer in surd form.

Solution
 PR=√(1−6)2 +(1−(−4 ))2
¿ √ 50=5 √ 2

8.1.5 Determine the equation of a circle passing through P, Q and R in the form

( x−a )2 + ( y −b )2 =r 2 .
Solution
]
PR is a diameter [chord subtends 90

Centre of circlel:
(
1+6 1−4
2
;
2 )
(1
= 2
; −1
3
1
2 )
r= √ OR √ OR 3,54
50 5 2
2 2

( )( )
7 2
2
3 2 50
∴ x− + y+ =
2 4
OR
25
2
OR 12,5

8.1.6 Determine the equation of a tangent to the circle passing through P, Q and R at
point P in the form y = mx + c.

Solution
m of radius = –1
m of tangent = 1
Equation of tangent:
y− y 1=( x−x1 )
y−1=x−1
∴ y=x

8.1.7 Calculate the size of θ.

Soluion:
 tan P N^ T =mPR =−1

∴ P N^ T =135 °
tan P M^ T =mPQ=3
∴ P M^ T=71,57°
^
P=63,43° [ext  of ]
∴ θ=26 ,57 ° [sum of s in ∆]

QUESTION 8.2
2 2
In the diagram below, the equation of the circle with centre O is x + y =20 . The tangent
1
y= x +k
PRS to the circle at R has the equation 2 . PRS cuts the y-axis at T and the x-
axis at S.

V
x 2 + y 2 =20

x
O S

1
y= x +k
2
R
T

P
8.2.1 Determine, giving reasons, the equation of OR in the form y = mx + c.
Solution: OR  TR [radius  tangent/raakl]


mTR ×mOR =−1


mOR = –2

 y = –2x
8.2.2 Determine the coordinates of R.
Solution:

x2 +( − 2 x )2=20
x2 +4 x 2 =20
5 x 2 −20=0
2
x −4=0
( x+2)( x−2 )=0
x=2
y = –2(2) = –4
 R(2 ; –4)

8.2.3 Determine the area of OTS, given that R(2 ; –4).

Solution:

Subst R(2 ; –4) into the equation of PRS:

1
−4= (2)+k
2
k =−5

 OT = 5

1
0= x−5
2
x = 10
 OS = 10
 1
Area = 2 OS . OT
1
= 2 (10)(5)
= 25 sq units
x V +2 y V −4
0= 0=
8.2.4 2 and 2
 V(–2 ; 4)
T(0 ; –5) .... from

VT=√(−2−0 )2 +(4−(−5))2
¿ √ 4+81
¿ √ 85

QUESTION 8.3

In the diagram, A(–7 ; 2), B, C(6 ; 3) and D are the vertices of rectangle ABCD.
The equation of AD is y = 2x + 16. Line AB cuts the y-axis at G. The x-intercept of line
BC is F(p ; 0) and the angle of inclination of BC with the positive x-axis is α . The
diagonals of the rectangle intersect at M.

D y
y = 2x + 16

C(6 ; 3)
A( –7 ; 2) M

x
O F(p ; 0)
G

B
 8.3.1 Calculate the coordinates of M.
8.3.2 Write down the gradient of BC in terms of p.
8.3.3 Hence, calculate the value of p.
8.3.4 Calculate the length of DB.
8.3.5 Calculate the size of .

8.3.6
^
Calculate the size of O G B .
8.3.7 Determine the equation of the circle passing through points D, B and C in the form

( x−a )2 +( y−b )2 =r 2 .

8.3.8 If AD is shifted so that ABCD becomes a square, will

BC be a tangent to the circle passing through points A,
M and B, where M is now the intersection of the
diagonals of the square ABCD? Motivate your answer.

ANSWERS
8.3.1
1 5
(− ; )
2 2
3
−
8.3.2 P−6

1
p=4
8.3.3 2

8.3.4 √ 170
0
8.3.5 α=63 , 43
0
8.3.6 116 ,57
8.3.7 42.5
8.3.8 BC is a tangent
QUESTION 8.4

In the diagram, M is the centre of the circle passing through T(3 ; 7), R and S(5 ; 2). RT is
a diameter of the circle. K(a ; b) is a point in the 4 th quadrant such that KTL is a tangent to
the circle at T.

y L

T(3 ; 7)
M
R

S(5 ; 2)

O x

K(a ; b)

8.4.1
^
Give a reason why T SR = 90°.
8.4.2 Calculate the gradient of TS.
8.4.3 Determine the equation of the line SR in the form y = mx + c.

8.4.4
The equation of the circle above is
2
( 1 2 1
)
( x−9 ) + y−6 =36 .
2 4
 8.4.4.1 Calculate the length of TR in surd form.

8.4.4.2 Calculate the coordinates of R.

8.4.4.3
Calculate
sin R .

8.4.4.4
Show that b = 12a – 29.

8.4.4.5
If TK = TR, calculate the coordinates of K.

QUESTION 8.5

y S
P(a ; b)

N(7 ; 1)
O T 45°
x

R
M
Q(–2 ; –3)

Determine:

8.5.1 The gradient of PQ

8.5.2 The equation of MN in the form y = mx + c and give reasons

8.5.3 The length of MN

8.5.4 The coordinates of S such that PQRS, in this order, is a parallelogram

8.5.5 The coordinates of P

QUESTION 8.6

In the diagram below, Q(5 ; 2) is the centre of a circle that intersects the y-axis at P(0 ; 6)
and S. The tangent APB at P intersects the x-axis at B and makes the angle α with the
^
positive x-axis. R is a point on the circle and P R S=θ .

y A

P(0 ; 6)

 R

Q(5 ; 2)

B α
O
x

2 2 2
8.6.1 Determine the equation of the circle in the form ( x−a ) +( y−b ) =r .
8.6.2 Calculate the coordinates of S.
8.6.3 Determine the equation of the tangent APB in the form y = mx + c.
8.6.4 Calculate the size of α.
 8.6.5 Calculate, with reasons, the size of .
8.6.6 Calculate the area of PQS.

ANSWERS
8.4.1  in semi circle/  at centre = 2 on circle
5
−
8.4.2 2
2
y= x
8.4.3 5

8.4.4.1 √ 145

8.4.4.2 R(15 ;6 )

√5
8.4.4.3 5
8.4.4.4 b=12 a−29

8.4.4.5 k (2;−5)

8.5.1 1
8.5.2 y=x–6
7 √2
8.5.3 2
8.5.4 S(16 ; 5)
8.5.5 P(5 ; 4)

2 2
8.6.1 ( x−5 ) +( y −2) = 41
8.6.2 (0 ; –2) or y = –2S
5
x
8.5.3 y= 4 +6
8.6.4 α = 51,34°
8.6.5 20 sq units
8.6.6
 9. Trigonometry
 Please make sure that you know the names of the sides of a right-angled triangle.
Trigonometry is the study of the relationship between the sides and angles of triangles.
The word trigonometry means ‘measurement of triangles’.
The trigonometric ratios
Using q as the reference angle in DABC
 The side opposite the 90° is the hypotenuse side, therefore side AC is the hypotenuse
side.
 The side opposite q is the opposite side, therefore AB is the opposite side.
 The side adjacent to q is called the adjacent side, therefore BC is the adjacent side.

Trigonometry involves the ratios of the sides of right triangles.

A
opposite
sin θ =
Opposite Hypotenuse hypotenuse
adjacent
cos θ =
hypotenuse
θ
B C
Adjacent opposite
tan θ =
adjacent
PRACTICAL PROBLEMS
PRE – KNOWLEDGE NEEDED:
 Right-angled triangle
 Adjacent; Opposite and Hypotenuse sides in a right-angled triangle
 Pythagoras theorem

We work with the ratios of the sides of the triangle:

opposite
 The ratio is called sine q (abbreviated to sin θ)
hypotenuse
adjacent
 The ratio is called cosine q (abbreviated to cos θ)
hypotenuse
opposite
 The ratio is called tangent q (abbreviated to tan θ)
adjacent

9.1 THE CARTESIAN PLANE AND IDENTITIES

The Cartesian plane is divided into 4 quadrants by two coordinate axes. These 4 quadrants are
labelled 1, 2, 3 and 4 respectively.
y

A
S
sine is All functions are positive
positive
2 1
x
3 4
T C
tangent is positive cosine is positive

When working with ratios on the Cartesian plane we will make use of the symbols x , y and
r (radius). y
P(x; y)
r
y
θ x
x
 y
sin θ =
r
x
cos θ =
r
y
tan θ =
x

We can find any trigonometric functions if the co-ordinates of the terminal side is given.
90 0

90 0≤θ≤1800 0 0≤θ≤90 0
+
2 1 Angles are measured in this
1800 00
−180 ° 3 4 360 °
−

1800 ≤θ≤2700 2700 ≤θ≤3600

Example 1.
−4
sin θ = 0
If 5 and 90 0 ≤ θ ≤ 2700 . 270
Determine
−90 °
1.1 cos 2 θ 1.2 5 sin θ − 3 cos θ
Solution
90 0
y

θ
T x=? O
1800 0 0 ; 3600
x
y=−4 r =5

P
2700
You must find first the length of the other side,

x2 + y2 = r2
x 2 + (−4 )2 = ( 5 )2
x 2 = 25−16
x2 = 9
Using Pythagoras: x =± 3
 ∴ x = −3 ( x is negative in the 3rd quadrant)

( ) = 259
2
−3
cos 2 θ =
1.1 5
1.2 5 sin θ −3 cos θ = 5 (−4
5 )
− 3(
5 )
−3

9
= −4 +
5
11
=−
5
1
= −2
5

Example 2
0
If tan 127 = −P , express each of the following in terms of P.

2.1 sin 127 0

2.2 cos 1270

sin 2 1270
2.3 cos 2 1270

Solutions
P y
tan 1270 = = 2 i. e (−1 )2 + P2 =r 2
−1 x ; Since x + y2 = r2 ;
√1+ P 2=√ r 2
√ 1 + P2=r
P
sin 127 0 =
2.1 √1 + P 2
1
cos 1270 = −
2.2 √1 + P 2
sin2 127 0
=
2.3 cos 2 1270 tan 2 1270 = P2

8.2 USING SPECIAL ANGLES TO GET EXACT VALUES

300 45 0 600
x
√3 1 1

y 1 1 √3
 r 2 √2 2

y 0
0 60 0 ( 0 ; 1 ) 90
45
1 √2 2
1 00
0 0
45 30
( 1;0 )
1 √3 180 0

(−1 ; 0 ) x 3600

( 0 ; −1 )
2700
sin 0 0 = 0 cos 00 = 1 tan 00 = 0
sin 90 0 = 1 cos 900 = 0 tan 900 = undefined
sin 1800 = 0 cos 1800 = −1 tan 1800 = 0
sin 270 0 = −1 cos 2700 = 0 tan 2700 = undefined
sin 360 0 = 0 cos 3600 = 1 tan 3600 = 0
REDUCTION FORMULAE
0 0
 0 ≤ θ ≤ 360 use:
y

0°
0
180 − θ 360 ° − θ
x 0°
180 ° + θ 360° − θ

 sin ( 180 0 + θ ) = −sin θ sin ( 180 0 − θ ) = sin θ

 cos ( 1800 ± θ ) = −cos θ

 sin ( 360 0 − θ ) = −sin θ cos ( 3600 − θ ) = cos θ

  tan ( 1800 − θ ) = − tan θ tan ( 1800 + θ ) = tan θ

 tan ( 3600 − θ ) = − tan θ

 Co-functions:

sin ( 900 ± x ) = cos x cos ( 900 + x ) = −sin x cos ( 90° − x ) = sin x

0
 θ > 360 : reduce angles to less than 360 by subtracting multiples of 360 .
0 0

e.g tan ( θ + k . 360 ) = tan θ

0

 θ < 0 : sin (− x ) = − sin x ; cos (− x ) = cos x

0
tan (− x ) = − tan x

Examples:
Simplify without using a calculator:

cos ( 90 ° − x ) . sin ( 360 °+ x ) cos 2 ( 360 °+ x ) . tan 150 °

1. +
sin (−90 ° ) tan (− 120° )

cos 320° . cos 220°. tan 40°

sin 220° . cos 130° −
tan 220°
2.

Solution

2
cos ( 90° − x ) . sin ( 360°+ x ) cos ( 360°+ x ) . tan 150 °
+
sin ( −90 ° ) tan (−120 ° )
2
( sin x)( sin x ) ( cos x ) tan (180 °−30° )
= +
−1 tan (−90 °−30 ° )
2
2 cos x (−tan30 ° )
¿−sin x+
tan 30 °
2 2
¿−sin x−cos x
2 2
¿−( sin x+ cos x )
1. =−1
 cos 320 ° . cos 220 °. tan 40 °
sin 220 ° . cos 130 ° −
tan 220 °
cos (360 °−40° ). cos (180°+ 40 °). tan 40 °
=sin(180 °+40 °). cos(90 °+ 40 °)−
tan(180 °+40 °)
(cos 40 °)(−cos 40° )(tan 40 ° )
=(−sin 40 °)(−sin 40 °)−
tan 40°
=sin2 40 °+cos 2 40 °
2. ¿1

Exercise 1

1. Given that sin 23 °= √ k , determine, in its simplest form, the value of each of the
following in
terms of k, WITHOUT using a calculator:
1.1 sin 203°
1.2 cos 23°
1.3 tan(–23°)

2. Given: sin 16 °= p
Determine the following in terms of p, without using a calculator.
2.1 sin196 °
2.2 cos16 °
3
cos 2 B=
3. Given: 5 and 0° ≤ B ≤ 90°
Determine, without using a calculator, the value of EACH of the following in its simplest
form:

3.1 cos B
3.2 sin B
3.3 cos (B + 45°)

Simplify the following expression to a single trigonometric function:

4 cos(−x ).cos(90 °+ x )
4.1sin(30 °−x ). cos x +cos (30°−x ).sin x
tan 480 °. sin 300 °. cos14 ° . sin(−135° )
4.2 sin 104 ° .cos 220 °
REMEMBER TRIGONOMETRIC IDENTITIES (work with the LHS and RHS
separately)
 Choose most difficult side and use identities to simplify it.
 Look for square identities

 Change functions to sin x and cos x

 If there are fractions: Get LCM
 Factorize or simplify if necessary

 If the expression contains cos x − 1 and cannot be solved, then multiply above and

below by cos x + 1
 See which value(s) of x the expression is not defined.

NB: “hence” means that the previous answer must be used.

 Identities:

sin x
tan x =
cos x ; sin2 x + cos 2 x = 1

 Compound angles:

o cos ( α + β ) = cos α . cos β − sin α . sin β

o cos ( α − β ) = cos α . cos β + sin α . sin β

o sin ( α + β ) = sin α . cos β + sin β . cos α

o sin ( α − β ) = sin α . cos β − sin β . cos α

 Doubles angles

o sin 2 A = 2 sin A . cos A

2
o cos 2 A = 2 cos A − 1
2
o cos 2 A = 1 − 2 sin A
2 2
o cos 2 A = cos A − sin A
 Examples
1 + sin x 1 − sin x 4 tan x
− =
Prove the identity: 1 −sin x 1 + sin x cos x
Hints:
 Simplify the LHS
 Get an LCD
 Then simplify

GENERAL SOLUTION OF TRIGONOMETRIC EQUATIONS

 Write the equation on its own on one side of the equation
 Start by simplifying an equation as far as possible. Use identities, double and
compound angle formulae, and factorisation where possible. You want to have one
1
cos x =
trig ratio and one angle equal to a constant, for example 2
 Find the reference angle
 Identify the possible quadrants in which the terminal rays of the angles could be,based
on the sign of the function
 Because trig functions are periodic, there will be a number of possible solutions to an
equation. You will need to write down the general solution of the equation.
 Once the solution has been solved, write down the general solution by adding the
following:
0 0
 + k 360 for cosine and sine, because they repeat every 360
0
 + k 180 for tangent, because it repeats every 180
0

 If an equation contain double angles, for example, sin 3 θ , cos 2 x and tan 5 y , find

the general solutions for 3 θ , 2 x and 5 y first. Only then divide by 3, 2 or 5 to find
the final solutions. If you divide first, you will lose valid solutions.
 Apply restrictions

Example: Find the general solutions of the following:

2 cos x sin x −cos x = 0
15 sin 2 x−7 cos x+15 cos 2 x +2
 Hint: Factorize; equate factors to zero; look for quadrants and find solution.

9.3 TRIGONOMETRIC GRAPHS

Know to sketch and interpret the graphs of sine, cosine and tangent

Example

1. In the diagram below, the graphs of f ( x )=cos x + q and g( x )=sin ( x+ p ) are drawn

on the same system of axes for –240°  x  240°. The graphs intersect at
( 0° ; )
1
2 , (–
120° ; –1) and (240° ; –1).

x
–240° –180° –120° –60° 0° 60° 120° 180° 240°

–1

–1
f

1.1 Determine the values of p and q.

1.2 Determine the values of x in the interval –240°  x  240° for which f (x) > g(x).
1.3 Describe a transformation that the graph of g has to undergo to form the graph of h,

where h( x )=−cos x .
Solutions
1
1.1 f (x) = cos x – 2 and/en g(x) = sin(x + 30°)
1
 p = 30° and/en q = – 2

1.2 x  (–120° ; 0°) OR/OF –120° < x < 0°

1.3 The graph of g has to shift 60° to the left and then be reflected about the x-axis.

9.4 SOLVING TRIANGLES THAT ARE NOT RIGHT – ANGLED

2D AND 3D PROBLEMS
1. PROBLEMS IN TWO DIMENSIONS
 Problems in two dimensions usually require that you solve a combination of
triangles in one plane ( a flat surface )
 It is easier to work with right angled triangles, so identify them first.
 The triangles usually share a common side, which you can then use in the second
triangle.

Sine Rule:
a
=
b
=
c sin A^ sin B^ sin C^
= =
 sin A^ sin B^ sin C^ OR a b c
 The first arrangement rule is recommended to calculate a side, and,

The second arrangement is recommended to calculate an angle.

c
C

A
Use the sine rule for triangles for which you are given:
 Two angles and a side
 Two sides and the non – included angle.
Cosine rule
 There are different arrangements of the cosine rule depending on what you are trying
to find:
 For calculating a side, usea 2 = b 2 + c 2 − 2 b c cos A^ OR
^ b2 + c2 − a2
cos A =
 For calculating the included angle, use 2bc
B

c
a

A C
b
 Use the cosine rule when you have been given:
 Three sides
 Two sides and the included angle.

Area rule
1 1 ^ 1 a c sin B^
Area Δ ABC = a b sin C^ = b c sin A=
 2 2 2

A
b
c
a C

B
2. PROBLEMS IN THREE DIMENSIONS
 Three-dimensional problems use the same principles as two – dimensional ones.
However, triangles are oriented in two planes (horizontal and vertical) and the
difficulty can be visualising the situation.
 Draw a sketch of the situation if you have not been given one, and shade the
horizontal plane to make it easier to see.
 Fill in all the given information and fill in every possible angle
 Look out for right –angled triangles as this is often the place you will start. Use trig
ratios and Pythagoras to solve these triangles.
  If there are no right-angled triangles, start with the triangle with the most given
information.
 Look for common sides so that you use one triangle to help you to solve another side.
 Use the correct rule for the given situation and the correct arrangement of that rule.

Exercise 2.
A
1. In the diagram, BC is the diameter of circle BCD.
D^ = 90 0
B C^ D = θ α
C
A C^ B = α B 2
1
θ
AB = BC
BD = p units p
1.1 Express BC in term of p and θ .
^ D
1.2 Determine, without stating reasons, the size of B1 in terms of α .
p . sin 2α A
AC =
1.3Hence, prove that sin θ . sin α

2. AB is a vertical lighthouse 100m high with B

100
at sea level. At a point P the captain of a
fishing boat measures the angle of the angle
0 B
of elevation of A from P to be 16 . 160
0 1100 P
14
Travelling in a straight line from P to Q ,
the captain now measures the angle of Q

elevation of A from Q
0
to be 14 .
He also determines that P B^ Q = 110 0 .
2.1 Calculate to the nearest metre, how far from B the boat is at P and Q .

P Q
2.2 If the boat took 20 minutes to travel from to , calculate, to the nearest whole

number, the average speed of the boat in km per hour.

Calculate the area of triangle PBQ

 3. In the diagram below, the graphs of f ( x )=cos x + q and g( x )=sin ( x+ p ) are
drawn on the same system of axes for –240°  x  240°. The graphs intersect at

( 0° ;
1
)
2 , (–120° ; –1) and (240° ; –1).

3.1 Draw the graph of g(x) = sin(x + 60°) for –120° ≤ x ≤ 240°.
3.2 Determine the values of x in the interval –120° ≤ x ≤ 240° for which sin(x + 60°) +
2cos x > 0.

Answers for exercise 1

1.1 −√ k

1.2 √ 1−k

1.3
−
√ k
1−k

2.1 sin 196 °=−sin 16 °=− p

2.2 cos16°= √1−sin2 16°=√ 1− p2

3.1
cos B=
√ 4
5
or
2
√5 or [ 0° ≤ B ≤ 90°]
 or √
1 5
sin B=
3.2 √5 5

√2 or √10
3.3 2 √ 5 10
4.1 −4 sin 2 x
3 1
=1
4.2 2 2
 10. EUCLIDEAN GEOMETRY
10. NOTES
1
Euclidean Geometry builds from lower grades. For learners to be able to succeed in Euclidean
geometry, they must be able to know definitions, corollaries and statements of theorems from
grade 9. Some of the important deductions are the following which learners should be able to:

Parallel lines cut by a transversal line

 Identify Corresponding, Alternating and co-interior angles
 Know that corresponding angles are equal
 Know that Alternate angles are equal
 Know that the sum of co-interior angles is equal to 1800

Triangles
 Know different types of triangles
 Know that sum of interior angles of a triangle is equal to 1800
 Know properties of different types of triangles
 Know that all sides of each equilateral triangle are equal.
 Know that each of the angles of an equilateral triangle is equal to 600
 Know the three congruency axioms
 The exterior angle of a triangle is equal to the sum of interior opposite angles
 The line joining the midpoints of a triangle is parallel and half the length of the third
side (midpoint theorem)
Quadrilateral
 Know different types of quadrilaterals
 Know properties of all quadrilaterals
 Know that all sides of the Square are equal
 All angles of the Square and the Rectangle are equal and each equal to 900
 Opposite angles of the Parallelogram and the kite are equal
 Opposite sides of the Parallelogram are equal and parallel
 Square, Rhombus and Rectangle are Parallelogram
 Diagonals of the Square and the Rectangle are equal
  Diagonals of the Square, the Rhombus and the Kite bisect each other at right angles

Theorems (learners should be able to prove the following theorems)

 The line drawn from the centre of a circle perpendicular to a chord bisects the chord;
 The angle subtended by an arc at the centre of a circle is double the size of the angle
subtended by the same arc at the circle (on the same side of the chord as the centre);
 The opposite angles of a cyclic quadrilateral are supplementary;
 The angle between the tangent to a circle and the chord drawn from the point of contact
is equal to the angle in the alternate segment;
 A line drawn parallel to one side of a triangle divides the other two sides proportionally;
 Equiangular triangles are similar.

NOTE: Proofs of these theorems are provided in “Mind the Gap” guide and all CAPS
textbooks

10. Some important points about proofs in Geometry

2
 Read the problem carefully for understanding. You may need to underline important points and
make sure you understand each term in the given information.
 Draw the sketch if it is not already drawn. The sketch need not be accurately drawn but must be
as close as possible to what is given i.e. lines and angles which are equal must look equal, lines
which are parallel must appear parallel etc. Also indicate further observations based on
previous theorems.
 Indicate on the figure or diagram all the equal lines and angles, lines which are parallel,
measures of angles given if not already indicated in the question. It might be more helpful to
have a variety of colour pens or highlighters for this purpose
 Usually you can see the conclusion before you actually start your formal proof of a rider.
Don’t forget to write the reason for each important statement you make, quoting in brief the
theorem or another result as you proceed.
 Sometimes you may need to work backwards, asking yourself what do I need to show or to
prove (required to be proved) and then see if you can prove that as you reverse.
Examples 1
In the diagram below, tangent KT to the circle at K is parallel to the chord NM. NT cuts the circle
0
^
at L. Δ KML is drawn. M 2 =40 and M K T =84
0

Determine, giving reasons, the size of:

1.1 ^
K 2

1.2 N^ 1
1.3 T^
1.4 ^
L 2

1.5 ^
L 1

Solutions:
From the given information, key words are tangent parallel lines and chords. Therefore statements and
reasons will be based on theorems which have these words. Use those theorems to determine the sizes
of angles which their sizes are not given. When you put the size of an angle, write a short hand reason.
i.e. M1 = 840 Alternate angles, NM // KT , M1 = L2 subtended by the same arc KN, K2 = 400 tan chord
theorem, K1 = N1 = 440 subtended by ML, L1 = 1800 – (124 + 400) = 160 sum of angles of a triangle
etc.
1.1 ^ =M
K ^ =400
2 2 tan chord theorem

1.2 ^ =K
N ^ =84 0−400 =44 0
1 1 subtended by chord ML
1.3 T^ =N 1 =44 0 Alternate angles NM // KT

1.4 ^ =840
M 1 Alternate angles, NM // KT
L2 = M 1 =84 0 subtended by the same arc KN

1.5 ^ =1800 −( M
L ^ + N^ )
1 1 = 1800 – (124 + 400) = 160 sum of angles of a triangle

Example 2
In the diagram below, AB and DC are chords of a circle. E is a point on AB such that BCDE is a
^ ^
parallelogram. D E B=108° and D A E=2 x+40 ° .

Calculate, giving reasons, the value of x.

Solution:
Properties of parallel gram and cyclic quadrilateral.
^
C=108 0
Opposite angles of a parallelogram are equal
^ D A^ E=1800 ; 1080 +2 x +400 =1800 Opposite angles of cyclic quadrilateral ABCD
C+
∴ 2 x=180 0 −1480 ⇒2 x=320
x=16 0
Example 3
In the diagram below, ABC is drawn in the circle. TA and TB are tangents to the circle. The
^
straight line THK is parallel to AC with H on BA and K on BC. AK is drawn. Let A3 =x .

3.1
Prove that
K^ 3 =x .
3.2 Prove that AKBT is a cyclic quadrilateral.
3.3 ^
Prove that TK bisects A K B .
Solutions:
Look for Tan chord, Corresponding angles, alternating as we have tangents and parallel
lines
3.1 K^ 3 =C^ [corresp s/ooreenk e ; CA| |KT]
= A^ 3 [tan-chord th/raakl-koordst]

=x
3.2 K^ 3 =x= A^ 3 [proved/bewys in 9.1]

 AKBT is cyc quad [line (BT) subtends equal s/

lyn (BT) onderspan gelyke e]
OR/OF
[converse s in same segment/
omgek e in dies segment]
3.3 K^ 3 =C^ [proven in 9.1]
^
= B2 [tan-chord th/raakl-koordst]
^
=K 2 [s in the same segm/e in dies segm]
^
 TK bisects/halveer A K B

OR/OF
K^ 2 = B
^
2 [s in the same seg/e in dies segm]
^
=A 3 [tans from same pt; s opp equal sides/

rkle v dies pt; e to gelyke sye]

 =
K^ 3 [proven in 9.1]

 TK bisects/halveer A K^ B

Example 4
4.1 Give reasons for the following statements
^
4.1.1 B1 =x
^ ^
4.1.2 B C D= B1
4.2 Prove that BCDE is a cyclic quadrilateral.
4.3 Which TWO other angles are each equal to x?
4.4 ^ ^
Prove that B2 =C1 .

Solutions
4.1 4.1.1 tangent chord theorem/raaklyn-koordstelling
4.1 4.1.2 corresponding/ooreenkomstige s/e; FB || DC
4.2 E^ 1 =B C^ D
∴ BCDE = cyclic quad [converse ext  cyc quad/omgek: buitekdvh]
4.3 D^ 2 = E^ 2 [ ∠s in the same segment/ ∠e in dies segment ]
D^ 2 =F B^ D [alt ∠s , BF ||CD/ verwiss ∠e,BF||CD ]

4.4 ^ =y
B ^ =C
B ^
3 OR 3 2 [s in the same segment/e in dies segment]
 ^ =x− y ^ ^
B 2 OR B3 + B2 =x [from 9.3 and 9.4]

C^ 1=x− y [from 9.2 and 9.3]

∴ B^ 2=C^ 1

OR/OF
In Δ BFE and Δ BEC
E^ 1 = E^ 2 [=x ]
^ B^ + B^
F= [ tan-chord theorem ]
3 4
∴ ΔBFE/// ΔCBE [ ∠,∠ ,∠ ]
∴ B^ 2=C^ 1

Exercises
Question 1
In the diagram, the vertices of Δ PNR lie on the circle with centre O. Diameter SR and chord NP
^
intersect at T. Point W lies on NR. OT¿ NP. R2 =30 ° .

1.1 ^
S
1.2 R^ 1
1.3 N^ 1
1.4 If it is further given that NW = WR, prove that TNWO is a cyclic quadrilateral.

Question 2
VN and VY are tangents to the circle at N and Y. A is a point on the circle, and AN, AY and
NY are chords so that ^
A = 65° . S is a point on AY so that AN ¿∨¿ SV. S and N are joined

2.1 Write down, with reasons, THREE other angles each equal to 65°
2.2 Prove that VYSN is a cyclic quadrilateral.
2.3 Prove that ∆ ASN is isosceles.

Solutions
Question 1
1.1 P^ 1 + P^ 2=90 ° ∠ in semi circle
^ P^ + P^ + R^ =180 °
S+ ∠' s in Δ
1 2 2

^
S+90 °+30 °=180 °
^
∴ S=60°
1.2 ^ N^ + N^
S= 1 2 PR subt = ∠' s
N^ 1 + N^ 2=60 °

N^ 1 + N^ 2 + T^ 1 + R^ 1 =180 ° ∠' s in Δ
60 °+90 °+ { R^ 1 =180 °¿
^
∴ R 1 =30 °

OR

T^ 4 + P ^
^ + S=180° ∠' s in Δ
1

90 °+ { P^ 1 +60 °=180 ° ¿

P^ 1 =30 °

P^ 1 = R^ 1 NR subtends = ∠' s
∴ R^ 1=30°
1.3 O^ 1 =2 R^ 1 ∠ at centre = 2.∠ on
circumference
^
∴ O 1 =2(30 °)=60°
N^ 1 + T^ 1 + O^ 1 =180 ° ∠' s in Δ
 N^ 1 + 90 °+ 60 °= 180°

N^ 1 =30 °

OR

O^ 1 =2(30 °)=60° ∠ at center = 2 . ∠ at circumference

N O^ 1 R=120 ° adj. on str. line

N^ 2 = R^ 1 ∠' s opp = sides
N O^ 1 R+2 N^ 2 =180 ° ∠' s in Δ
120 °+2 N^ 2 =180°

2 N^ 2 =180 °−120 °

N^ 2 =30 °
^ ^
But N 1 + N 2 =60°
∴ N^ 1 =30°
1.4
NW = WR given
^
∴ W 1 =90 ° line from centre, midpoint
chord
T^ 1=90°
^ ^
∴ W 1 + T 1 =180 °
∴ TNWO is a cyclic quad opp ∠' s suppl
Question 2

2.1 ^S1= 65° (corr ∠’s; AN || SV )/(oor.∠’e; AN || SV)

^
Y 3 = 65° (tan-chord th)(∠ tussen rkl en koord)
^
N 1 = 65° (tan-chord th)¿ tussen rkl en koord)
2.2 ^S1 = ^N1
VYSN is a cyclic quad/is ’n koordevierhoek
(YV subtends equal angles)/
YV onderspan gelyke ∠’e)
2.3 ^S2 = 65° (∠’s in same segment)/
( ∠’e in dieselfde sirkelsegment)

^
N 3 = 65° (alt. ∠’s; AN || SV)/(verw∠’s AN || SV)
∴ ^A = ^N3
AS = SN (sides opp equal angles)/
(sye teenoor gelyke hoeke)