SUBJECT

MATHEMATICS
GRADE : 11

LESSON TOPIC:
EUCLIDEAN GEOMETRY

DATE: 27 - 30 JUNE 22
School Holiday Programme (Gr 11) - 2024
 Focus :Euclidean Geometry
Grade 12 (40±3)
Maths Paper 2
Saturday : 22 June 2024
Assessment 3 : Trigonometry
Monday: 17 June 2024
& Euclidean Geo
Lesson Topic : Recap Line Geo &
Thursday: 20 June 20242 Introduce Circle Geometry
Lesson Topic : (Numerical
& Proof type)

Wednesday: 19 June 2024 Tuesday: 18 June 2024

Lesson Topic : ( Numerical Lesson Topic : Circle
& Proof type) Geometry (Theorems &
Numerical Type)
4
 Task at hand

Clarification:
Provide the details and clarification on the core content (knowledge and skills) to be
taught per grade per topics, particularly in Grade 11.
Advice on the sequencing of concepts.
Apply best teaching procedure to avoid the misconceptions/common error that
learners would normally have or commit.
Provide supporting activity, showing spiral learning of concepts in various scenarios. At
least a minimum of three – four activity per scenario, (Drill & Practices of concept) and
provide step-by-step solutions for the suggested activities.

5
APPROACH TO EUCLID
Understand
Geo of Lines

Prove the
Understand
examinable
Theorems Theorems

Apply Apply
understandin understandin
g of g of
Theorems in Theorems in
Proof Type Numerical
Riders Riders
Examination Guidelines
 Examination Guidelines
ELABORATION OF CONTENT/TOPICS
 Approach to Euclidean Geometry & Required Skills
The following Proofs of Theorems are examinable:

1. The line drawn from the centre of a circle perpendicular to a chord bisects the chord;

2. 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);

3. The opposite angles of a cyclic quadrilateral are supplementary;

4. 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;

5. A line drawn parallel to one side of a triangle divides the other two sides proportionally;

6. Equiangular triangles are similar.

NB: Where construction is required, show in the diagram with broken lines and say it in
words. 9
MATHEMATICS GRADE 11

PAPER 2

LESSON 1 & 2 :

EUCLIDEAN GEOMETRY
17 & 18 JUNE 2024
PRIOR KNOWLEDGE : INTRODUCTION TO EUCLIDEAN GEO

Discuss :
• Parallel Lines
• Parallel lines with a Transversal line and discuss
o Co-interior Angle Vs Co-interiorAngle in parallel lines
o Alternate Angles Vs Alternate Angle in parallel lines
o Corresponding Angles Vs Corresponding angle in parallel lines
o Vertical Opposite angles
o Angles on a straight line
o Angles around a point (Revolution)
o Sum of angles in a triangle
o Triangle with an exterior angle

1
1
EUCLIDS’ GEOMETRY TOOLBOX
EUCLIDS’ GEOMETRY TOOL BOX
EUCLIDS’ GEOMETRY TOOL BOX
Introduce Circle
Geometry
Circle Geometry

18
19

Euclidean Geo
20

Theorem

Develop the
conceptual
understanding
21

Theorem (Converse)

Develop the
conceptual
understanding
22

Example
23

Example
24

Activities
25

Activities
26

Subtended Angles

Develop the
conceptual
understanding
27

Theorem

Develop the
conceptual
understanding
28

Examples
29
Activity : Determine the value of the unknown with reasons
30

Activity : Determine the value of the unknown with reasons

31

Theorem

Develop the
conceptual
understanding
32

Converse

Develop the
conceptual
understanding
33

Examples
34

Activity
35

Theorem

Develop the
conceptual
understanding
36

Converse

Develop the
conceptual
understanding
37

Examples :
38

Examples :
39

Corollaries

Develop the
conceptual
understanding
40

Activities
41

Cyclic Quads

Develop the
conceptual
understanding
42

Theorem

Develop the
conceptual
understanding
43

Theorem

Develop the
conceptual
understanding
44

Examples

Develop the
conceptual
understanding
45

Example
46

Activities : Determine value of the unknown with reasons

47

Theorem

Develop the
conceptual
understanding
48

Converse

Develop the
conceptual
understanding
49

Example
50

Activity : Determine with reasons the size of the unknown

51

Strategies to solve Numerical and Proof Type Riders

52

Theorem

Develop the
conceptual
understanding
53

Example
54

Activity
55

Activity
56

Theorem

Develop the
conceptual
understanding
57

Activities
58

Theorem

Develop the
conceptual
understanding
59

…….Theorem
60

Converse

Develop the
conceptual
understanding
61

Example
62

Activities
63

Activities
MATHEMATICS GRADE 11

PAPER 2

LESSON 3 & 4 :

EUCLIDEAN GEOMETRY
19 & 20 JUNE 2024
 EUCLIDEAN GEOMETRY
Numerical & Proof Type Riders
 Approach/Strategies to Manage Euclidean Geo

• READ-READ-READ the information next to the diagram thoroughly

• TRANSFER all given information to the DIAGRAM

• Look for KEYWORDS, e.g.
o TANGENT: What do the theorems say about tangents?
o CYCLIC QUADRILATERAL: What are the properties of a cyclic quad?
• NEVER ASSUME something!
o Don’t assume that a certain line is the DIAMETER of a circle unless it is clearly state or unless
you can prove it
o Don’t assume that a point is the CENTRE of a circle unless it is clearly stated (“circle M” means
“the circle with midpoint M”)
o Generate the ‘grocery list’ with reasons
• MARK ALL EQUAL ANGLES with the same color (Remember you have66
a red pen, black, blue &
RECAP

66
RECAP

67
RECAP

68
RECAP

69
RECAP

70
 Euclidean Geo

Numerical Riders!!!!

71
Activity
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

74
Solution
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

77
Activity 2
Activity 3
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

80
Solution

81
Activity 2
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

83
Activity 2
 Euclidean Geo

Riders with variables!!!!

85
Activity 1
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

87
Activity 1 memo
Activity 2
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

90
Activity 2 continued
Activity 2 memo
Activity 2 memo
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

94
 Euclidean Geo

Proof Type Riders!!!!

94
 Aspects Cover by this lesson activities

1. Application of all the Grade 11 theorems in Numerical Type

Riders
2. (Proof Type Riders) Showing that :
1. Lines are parallel.
2.2 A quad is Cyclic
3. A line is a tangent to a circle
4. Two sides of triangle are equal
5. Proving that a line bisect the angle

95
 Learners needs to know

Learners must understand what they need to prove to show that:

• Lines are parallel :
o Alternate Angle must be equal
o Corresponding angles must be equal
o Co-interior Angles are supplementary
• A quad is Cyclic
• If the opposite angles are supplementary
• If the Exterior Angle is equal to the interior opposite angle
• If angle subtended by the line are equal
• A line is a tangent to a circle
• Prove the converse of the Tan chord theorem
• Prove that a line is perpendicular to a line through t9h7 e centre.
 Recap what Learners needs to know

• Two sides of triangle are equal

o If the two sides are opposite equal angles.
• A line bisect the angle
o A line passing through a vertex of two adjacent angle and cut it into
equal angles

97
 Activity 1
CD is a tangent to circle ABDEF at D. Chord AB is produced to C. Chord BE cuts
chord AD in H and chord FD in G. AC||FD and chord FE = chord AB.

98
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

100
 Discussion with learners
3. What Questions are asked This what I need to show (learner ability)

101
 Solution (Formal)

D̂1 = D̂ 3 equal chords subtend equal angles ✓ reason

D̂ 2 = Â alt  s = ; AC||DF ✓ D̂ 2 = Â
D̂ 4 = Â tan-chord theorem ✓ D̂ 4 = Â
 D̂ 2 = D̂ 4 ✓ D̂ 2 = D̂ 4
B̂ 1 = D̂1 + D̂ 2  s in the same segment ✓ B̂ 1 = D̂1 + D̂ 2
But D̂1 = D̂ 3 proved ✓ reason
and D̂ 2 = D̂ 4 proved ✓ B̂ 1 = D̂ 3 + D̂ 4
✓ reason
B̂ 1 = D̂ 3 + D̂ 4
 BC D H is a cyclic quadrilateral ext  = int opp 

101
 Activity 2
In the diagram below, ED is a diameter of the circle centre O. ED is extended to C and CA is
a tangent to the circle at B. AO intersects BE at F. BD||AO, OD = DC and Ê = x .

1. Write down, with reasons, three angles equal to x.

2. Why is AEOB a cyclic quadrilateral?

3. Why is OB a tangent to the circle passing through A, F and B?

4. Express B̂1 in terms of x.

5. Prove that F is the midpoint of BE.

6. Prove that AB = BC .
102
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

104
 Solution (Formal)

B̂ 2 = x  s o p p e q u a l ra d i i ✓ B̂ 2 = x a n d r e a s o
B̂ 4 = x tan-c h or d th e or em ✓ B̂ 4 = x a n d r e a s o
 = x c o rr  s = ; B D | | A O ✓  = x a n d r e a s o n
 = Ê = x ✓ rea so n
 A E O B is a cy cl ic q u ad B D su b ten d s e qu al an gle s
B̂ 2 = Â = x ✓ rea so n
 O B i s a t a n g e n t t o t h e c i rc l e p a s s i n g t h r o u g h t h e A , F a n d B
s i n ce  b e t w ee n l ine a n d c ho r d =  i n alt s e g me n t
B̂ 1 + B̂ 2 = 9 0  ta n ⊥ rad ✓ B̂ 1 + B̂ 2 = 9 0  a n
B̂ 1 + x = 9 0  rea so n
B ˆ 1 = 9 0  − x
✓ B̂ 1 = 9 0  − x

B̂ 2 + B̂ 3 = 9 0   i n s e m i- c ir c le ✓ B̂ 2 + B̂ 3 = 9 0 
Fˆ = 9 0  co-int  s s up p l ; B D | | A O ✓ rea so n
1
 B F = FE p erp f ro m ce ntre to c ho rd
✓ Fˆ = 9 0 
1
✓ BF = FE
BD||AO g ive n ✓ B D | | A O a nd
CD = DO g ive n CD = DO
 A B = BC m id po i nt th e or em ✓ BF = FE
104
Activity 3

105
Activity 3 continued

106
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

108
Activity 3

108
Activity 2

109
Consolidation Activities
Activity 2
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• From the given diagram & information what

Theorem(s)/Converse/Corollaries could be applicable ?

113
Activity 2 memo
Activity 3
Activity 3 Continued
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• From the given diagram & information what

Theorem(s)/Converse/Corollaries could be applicable ?

117
Activity 3 memo
Activity 3 memo continued
Euclidean Geo

Consolidation

120
Activity 1
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• From the given diagram & information what

Theorem(s)/Converse/Corollaries could be applicable ?

122
Activity 1 memo
Activity 2
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

125
Activity 2 memo
Activity 3
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

128
Activity 3 memo
Activity 4

1. Calculate with reasons the value of x

2. Calculate the length of BD

3. Prove that AO  BD

4. Prove that ABOC is a cyclic quadrilateral

 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

131
 Activity 4 memo
1.1 𝑂𝐶 = 𝑂𝐹 = 𝑥 (radii)
𝑂𝐸 = 𝑥 − 4
𝐶𝐸 = 8 𝑢𝑛𝑖𝑡𝑠 (line from centre ⊥ chord)
In ∆OEC:
𝑂𝐸2 + 𝐶𝐸2 = 𝑂𝐶2 (Pythagoras)
𝑥 − 4 2 + 82 = 𝑥2
−8𝑥 = −64
𝑥 = 8 𝑢𝑛𝑖𝑡𝑠
1.2 𝑂𝐸 = 𝑥 − 4 = 8 − 4 = 4 𝑢𝑛𝑖𝑡𝑠
𝐶𝑂 = 𝑂𝐷 (radii)
𝐶𝐸 = 𝐸𝐵 (line from centre ⊥chord)
∴ 𝐵𝐷 = 2𝑂𝐸 = 8 𝑢𝑛𝑖𝑡𝑠 (𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑡ℎ𝑒𝑜𝑟𝑒𝑚)
1.3

1.4
෠
෠
𝐵 = 90
Activity 4 memo

𝐵+ 𝐵𝐸 𝑂 = 1800
<′ 𝑠 𝑎𝑡 𝑠𝑒𝑚𝑖 𝑐𝑖𝑟𝑐𝑙𝑒

∴ 𝐴𝑂 ∥ 𝐵𝐷 (co-interior <‘s supplementary)

𝐴𝐵 𝐸 = 𝐷 (tan 𝑐ℎ𝑜𝑟𝑑 𝑡ℎ𝑒𝑜𝑟𝑒𝑚)

𝐶𝑂 𝐸 = 𝐷
∴ 𝐴𝐵 𝐸 = 𝐶𝑂 𝐸
(𝑐𝑜𝑟𝑟𝑒𝑠𝑝 <′ 𝑠, 𝐴𝑂 ∥ 𝐵𝐷 )

ABOC is a cyclic quad (converse <‘s on same

segment)
 ෠ Activity 5

2.1 Give a reason why each of the following is TRUE:

2.1.1 𝐵1= 𝑥
2.1.2 𝐵𝐶መ𝐷 = 𝐵1
 ෠
Activity 5 continued

2.2 Prove that BCDE is a cyclic quadrilateral

2.3 Which other angles are equal to 𝑥 ?
መ1
2.4 Prove that 𝐵2= 𝐶
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

136
2.3

2.4
෠
෠ Activity 5 memo
2.1.1 Tangent chord theorem
2.1.2 Corresponding <‘s, FB ∥ 𝐷𝐶
2.2 𝐸1 = 𝐵𝐶መ𝐷 (Proven)
∴ BCDE is a cyclic quad [converse ext ∠ cyc quad]

𝐵3 = 𝑦 (<‘s in the same segment)

𝐵2 = 𝑥 − 𝑦 (from 6.3 and 6.4)
መ1 = 𝑥 − 𝑦 (from 6.2 and 6.3)
𝐶
∴ 𝐵 2=𝐶መ1
Activity 5 memo
3.1
3.2
෠
Prove that 𝐵1= 𝑇3
Activity 6

Prove that TBEC is a cyclic quad.

(4)
(3)
3.3
3.4
3.5
෠
Activity 6

Prove that ET bisects 𝐵𝑇 𝐶 (2)

If it is given that TB is a tangent to the circle through B, F and E, prove that TB = TC (4)
Hence, prove that T is the centre of the circle through A, B and C. (3)
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

141
 Activity 6 memo
3.1

3.2

3.3
 Activity 8 memo
3.4

3.5
Activity 7

4.1

4.2

4.3
 Discussion with learners
1. Read-Read-Read ‘Grocery’ list with acceptable reasons

• What are Key words

• What is in the Diagram

• What given information must I still add in the diagram

(add it)

2. Possible Theorem(s)/Converse/Corollaries applicable

• From the given diagram & information what
Theorem(s)/Converse/Corollaries could be applicable ?

144
 Concluding Remarks

Following our today Repeat this procedure until

lesson, I want you to : you are confident.

Read through what the learner

need to understand and master in Do not forget: Practice
your learner material. makes perfect!

Complete the activities

Attempt as many as possible other similar examples on your

own from the Text-Book and the past exam papers.
145
Thank you