Grade 10

Mathematics
Collectable
Marks
ISBN: 978-0-620-94859-3

Publisher: 7M Education (Pty) Ltd Author: Kabelo Sedumedi

Copyright © 7M Education (Pty) Ltd 2021

Table of Contents

Examination Overview .............................................................................................................................................. 2

Chapter 1: Algebra ...................................................................................................................................................... 3
Chapter 2: Number Patterns ................................................................................................................................ 12
Chapter 3: Finance ................................................................................................................................................... 15
Chapter 4: Functions ............................................................................................................................................... 23
Chapter 5: Probability ............................................................................................................................................ 53
Chapter 6: Statistics ................................................................................................................................................ 66
Chapter 7: Analytical Geometry ......................................................................................................................... 72
Chapter 8: Trigonometry ...................................................................................................................................... 75

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Examination overview

1. Breakdown of marks per section in examinations

Paper 1 Marks % Paper 2 Marks %

A) Algebra 30±3 ±30% A) Statistics 15±3 ±15%
B) Number Patterns 15±3 ±15% B) Analytical Geometry 15±3 ±15%
C) Finance 10±3 ±10% C) Trigonometry 40±3 ±40%
D) Functions 30±3 ±30% D) Euclidean Geometry 30±3 ±30%
E) Probability 15±3 ±15%
Total 100 100% Total 100 100%

2. Breakdown of types of questions in examinations

Cognitive levels % Description of skills to be demonstrated

Knowledge 20% Straight recall e.g. domain and range
Routine 35% Routine exercises e.g. proofs of theorem proofs, solve for
Procedures 𝑥, general solutions
Complex 30% Routine exercises that require higher reasoning. There is
Procedures often not an obvious route to the solution e.g. complex
differentiation
Problem Solving 15% Non-routine exercises that require the ability to break
down the question into smaller parts (or sections), may
or may not be difficult

3. How to prepare for each type of question

Cognitive levels How to prepare

Knowledge It is important for learners to be aware that 55% of the
examination papers is based on knowledge and routine
Routine questions. These are basic questions. Learners assume that the
Procedures paper is based on mostly complex questions and hence place
much effort on complex questions without mastering the basics.
Complex Learners should practise complex procedure and problem
Procedures solving questions only after they have mastered the knowledge
Problem Solving and routine procedure questions. It is important for learners to
understand the Mathematical language as well as to know how
to apply the Mathematics tips in order to be able to attempt
complex procedure and problem solving questions. Learners
should break down these questions into smaller sections so as
to make them simpler to understand and to solve.

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Chapter 1: Algebra
1 Factorise p4 a) highest common factors
b) difference of 2 squares
c) sum or difference of 2 cubes
d) trinomials
e) grouping

2 Simplify p4 a) multiplying or dividing fractions

b) adding or subtracting fractions

3 Solve for 𝑥 p6 a) solve by factorisation

b) fractions
c) making 𝑥 the subject

4 Inequalities p8 a) solve for 𝑥

b) number line
c) interval notation

5 Simultaneous equations p8 Steps:

a) make 𝑥 or 𝑦 the subject in the simpler

equation
b) substitute 𝑥 or 𝑦 in the other equation and
solve

6 Exponents (simplifying) p9 Two types:

a) when no addition or subtraction between

bases
b) addition or subtraction between bases

7 Exponents (solve for 𝑥) p10 when 𝑥 is an exponent

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1 Factorise
a) 𝑥 2 − 2𝑥 b) 2𝑥 2 𝑦 − 4𝑥𝑦 3 c) 𝑥 2 − 4
d) 9𝑥 2 − 4 e) 𝑥 3 − 8 f) 27𝑥 3 + 8
g) 𝑥 2 − 3𝑥 + 2 h) 3𝑥 2 − 𝑥 − 2 i) 𝑥𝑦 − 2𝑦 + 𝑥 2 − 2𝑥
j) 𝑥𝑦 − 2𝑦 + 𝑥 2 − 4 k) 𝑥𝑦 − 2𝑦 + 𝑥 3 − 8

Answers:

a) 𝑥 2 − 2𝑥 b) 2𝑥 2 𝑦 − 4𝑥𝑦 3
= 𝑥 (𝑥 − 2) = 2𝑥𝑦 (𝑥 − 2𝑦 2 )

c) 𝑥 2 − 4 d) 9𝑥 2 − 4
= (𝑥 − 2)(𝑥 + 2) = (3𝑥 − 2)(3𝑥 + 2)

e) 𝑥 3 − 8 f) 27𝑥 3 + 8
= (𝑥 − 2)(𝑥 2 + 2𝑥 + 4) = (3𝑥 + 2)(9𝑥 2 − 6𝑥 + 4)

g) 𝑥 2 − 3𝑥 + 2 h) 3𝑥 2 − 𝑥 − 2
= (𝑥 − 1)(𝑥 − 2) = (3𝑥 + 2)(𝑥 − 1)

i) 𝑥𝑦 − 2𝑦 + 𝑥 2 − 2𝑥 j) 𝑥𝑦 − 2𝑦 + 𝑥 2 − 4
= 𝑦 (𝑥 − 2) + 𝑥 (𝑥 − 2) = 𝑦(𝑥 − 2) + (𝑥 − 2)(𝑥 + 2)
= (𝑥 − 2)(𝑦 + 𝑥) = (𝑥 − 2)(𝑦 + 𝑥 + 2)

k) 𝑥𝑦 − 2𝑦 + 𝑥 3 − 8
= 𝑦(𝑥 − 2) + (𝑥 − 2)(𝑥 2 + 2𝑥 + 4)
= (𝑥 − 2)(𝑦 + 𝑥 2 + 2𝑥 + 4)

2 Simplify
𝑥 2 − 2𝑥 𝑥 2 − 2𝑥 𝑥 2 + 3𝑥 + 2
a) 2 b) 2 ×
𝑥 −4 𝑥 −4 𝑥−8
𝑥 2 + 3𝑥 + 2 𝑥 2 + 𝑥 𝑥 2 − 2𝑥 𝑥 2 + 3𝑥 + 2 𝑥 2 + 𝑥
c) ÷ d) 2 × ÷
𝑥−8 𝑥−1 𝑥 −4 𝑥−8 𝑥−1
2 𝑥 2 𝑥
e) + f) 2 +
𝑥−2 𝑥+2 𝑥 − 2𝑥 𝑥 2 − 4
2 𝑥
g) 2 + 2
𝑥 − 2𝑥 𝑥 − 4𝑥 + 4

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 Answers:

𝑥 2 − 2𝑥 𝑥 2 − 2𝑥 𝑥 2 + 3𝑥 + 2
a) b) ×
𝑥2 − 4 𝑥2 − 4 𝑥−8
𝑥 (𝑥 − 2) 𝑥 (𝑥 − 2) (𝑥 + 1)(𝑥 + 2)
= = ×
(𝑥 − 2)(𝑥 + 2) (𝑥 − 2)(𝑥 + 2) 𝑥−8
𝑥 (
𝑥 𝑥+1 )
= =
(𝑥 + 2) 𝑥−8
2
𝑥 +𝑥
=
𝑥−8

𝑥 2 + 3𝑥 + 2 𝑥 2 + 𝑥 𝑥 2 − 2𝑥 𝑥 2 + 3𝑥 + 2 𝑥 2 + 𝑥
c) ÷ d) 2 × ÷
𝑥−8 𝑥−1 𝑥 −4 𝑥−8 𝑥−1
𝑥 2 + 3𝑥 + 2 𝑥 − 1 𝑥 2 − 2𝑥 𝑥 2 + 3𝑥 + 2 𝑥 − 1
= × 2 = 2 × × 2
𝑥−8 𝑥 +𝑥 𝑥 −4 𝑥−8 𝑥 +𝑥
(𝑥 + 1)(𝑥 + 2) 𝑥−1 𝑥 (𝑥 − 2) (𝑥 + 1)(𝑥 + 2) 𝑥−1
= × = × ×
𝑥−8 𝑥 (𝑥 + 1) (𝑥 − 2)(𝑥 + 2) 𝑥−8 𝑥 (𝑥 + 1)
(𝑥 + 2)(𝑥 − 1) 𝑥−1
= =
𝑥 (𝑥 − 8) 𝑥−8
2
𝑥 − 𝑥 + 2𝑥 − 2
=
𝑥 2 − 8𝑥
2
𝑥 +𝑥−2
= 2
𝑥 − 8𝑥

2 𝑥 2 𝑥
e) + f) − 2
𝑥−2 𝑥+2 𝑥2 − 2𝑥 𝑥 − 4
2( 𝑥 + 2) + 𝑥 ( 𝑥 − 2) 2 𝑥
= = −
(𝑥 − 2)(𝑥 + 2) 𝑥 (𝑥 − 2) (𝑥 − 2)(𝑥 + 2)
2𝑥 + 4 + 𝑥 2 − 2𝑥 2(𝑥 + 2) − 𝑥 (𝑥 )
= 2 =
𝑥 + 2𝑥 − 2𝑥 − 4 𝑥 (𝑥 − 2)(𝑥 + 2)
𝑥2 + 4 2𝑥 + 4 − 𝑥 2
= 2 =
𝑥 −4 𝑥 (𝑥 2 + 2𝑥 − 2𝑥 − 4)
−𝑥 2 + 2𝑥 + 4
=
𝑥 (𝑥 2 − 4)
−𝑥 2 + 2𝑥 + 4
=
𝑥 3 − 4𝑥

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 2 𝑥
g) +
𝑥 2 − 2𝑥 𝑥 2 − 4𝑥 + 4
2 𝑥
= −
𝑥 (𝑥 − 2) (𝑥 − 2)(𝑥 − 2)
2 𝑥
= −
𝑥 (𝑥 − 2) (𝑥 − 2)2
2( 𝑥 − 2) − 𝑥 ( 𝑥 )
=
𝑥 (𝑥 − 2)2
2𝑥 − 4 − 𝑥 2
=
𝑥 (𝑥 − 2)(𝑥 − 2)
−𝑥 2 + 2𝑥 − 4
=
𝑥 (𝑥 2 − 2𝑥 − 2𝑥 + 4)
−𝑥 2 + 2𝑥 − 4
=
𝑥 (𝑥 2 − 4𝑥 + 4)
−𝑥 2 + 2𝑥 − 4
= 3
𝑥 − 4𝑥 2 + 4𝑥

3 Solve for 𝑥 by factorising

Solve for 𝑥:
a) 𝑥 2 − 3𝑥 = 4 b) 𝑥 2 − 3𝑥 = 0 c) 𝑥 2 = 4
𝑥2 𝑥 1 𝑥 2 − 2𝑥 𝑥 2 5𝑥 𝑥2 1
d) − = e) = − f) =
12 4 3 3 4 12 12 3
g) 𝑥 − 𝑎 = 𝑏 h) 𝑥 + 𝑎 = 𝑏 i) 𝑐𝑥 = 𝑏
𝑥
j) = 𝑏 k) 𝑥 2 = 𝑏 l) √𝑥 = 𝑏
𝑑
𝑥
m) 𝑐𝑥 − 𝑑𝑥 = 𝑏 n) 𝑐𝑥 + 𝑎 = 𝑏 o) − 𝑎 = 𝑏
𝑑
√𝑥
p) 𝑐𝑥 2 + 𝑎 = 𝑏 q) −𝑎 =𝑏 r) 𝑐𝑥 − 𝑑𝑥 − 𝑎𝑑 = 𝑎𝑏
𝑑

Answers:

a) 𝑥 2 − 3𝑥 = 4 b) 𝑥 2 − 3𝑥 = 0 c) 𝑥2 = 4
𝑥 2 − 3𝑥 − 4 = 0 𝑥(𝑥 − 3) = 0 𝑥2 − 4 = 0
(𝑥 + 1)(𝑥 − 4) = 0 (𝑥 − 2)(𝑥 + 2) = 0
𝑥 = 0 or 𝑥 = 3
𝑥 = −1 or 𝑥 = 4 𝑥 = 2 or 𝑥 = −2

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 𝑥2 𝑥 1 𝑥 2 − 2𝑥 𝑥 2 5𝑥 𝑥2 1
d) − = e) = − f) =
12 4 3 3 4 12 12 3
𝑥 2 − 3(𝑥 ) 4 (1) 4(𝑥 2 − 2𝑥) 3(𝑥 2 ) − 5𝑥 𝑥 2 4(1 )
= = =
12 12 12 12 12 12
𝑥 2 − 3𝑥 = 4 4𝑥 2 − 8𝑥 = 3𝑥 2 − 5𝑥 𝑥2 = 4
𝑥 2 − 3𝑥 − 4 = 0 𝑥 2 − 3𝑥 = 0 𝑥2 − 4 = 0
(𝑥 + 1)(𝑥 − 4) = 0 𝑥(𝑥 − 3) = 0 (𝑥 − 2)(𝑥 + 2) = 0

𝑥 = −1 or 𝑥 = 4 𝑥 = 0 or 𝑥 = 3 𝑥 = 2 or 𝑥 = −2

g) 𝑥 − 𝑎 = 𝑏 (+𝑎) h) 𝑥 + 𝑎 = 𝑏 (−𝑎) i) 𝑐𝑥 = 𝑏 (÷ 𝑐 )
𝑏
𝑥 =𝑏+𝑎 𝑥 =𝑏−𝑎 𝑥=
𝑐

𝑥
j) = 𝑏 (× 𝑑 ) k) 𝑥 2 = 𝑏 (root) l) √𝑥 = 𝑏 (square)
𝑑
𝑥 = 𝑏𝑑 𝑥 = ±√𝑏 𝑥 = 𝑏2

𝑥
m) 𝑐𝑥 − 𝑑𝑥 = 𝑏 (HCF) n) 𝑐𝑥 + 𝑎 = 𝑏 (−𝑎) o) −𝑎 =𝑏 (+𝑎)
𝑑
𝑥
𝑥(𝑐 − 𝑑 ) = 𝑏 (÷ (𝑐 − 𝑑 )) 𝑐𝑥 = 𝑏 − 𝑎 (÷ 𝑐 ) =𝑏+𝑎 (× 𝑑 )
𝑑
𝑏 𝑏−𝑎
𝑥= 𝑥= 𝑥 = 𝑑 (𝑏 + 𝑎 )
𝑐−𝑑 𝑐
𝑥 = 𝑏𝑑 + 𝑎𝑑

√𝑥
p) 𝑐𝑥 2 + 𝑎 = 𝑏 (−𝑎) q) =𝑏 (× 𝑑 ) r) 𝑐𝑥 − 𝑑𝑥 + 𝑎𝑑 = 𝑎𝑐
𝑑
𝑐𝑥 2 = 𝑏 − 𝑎 (÷ 𝑐 ) √𝑥 = 𝑏𝑑 (square) 𝑐𝑥 − 𝑑𝑥 = 𝑎𝑐 − 𝑎𝑑
𝑏−𝑎
𝑥2 = (root) 𝑥 = (𝑏𝑑 )2 𝑥 (𝑐 − 𝑑 ) = 𝑎 (𝑐 − 𝑑 )
𝑐
𝑏−𝑎 𝑎 (𝑐 − 𝑑 )
𝑥 = ±√ 𝑥 = 𝑏2 𝑑2 𝑥=
𝑐 (𝑐 − 𝑑 )
𝑥=𝑎

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4 Inequalities
Solve for 𝑥 and represent on a number line and in interval notation:
a) 2𝑥 − 4 < 8 b) 2𝑥 − 4 ≤ 8 c) − 2𝑥 + 4 ≤ −8
d) − 8 < 2𝑥 − 4 < 4 e) − 8 ≤ 2𝑥 − 4 ≤ 4 f) − 4 < −2𝑥 + 4 ≤ 8

Answers:

a) 2𝑥 − 4 < 8 (+4) b) 2𝑥 − 4 ≤ 8 (+4) c) − 2𝑥 + 4 ≤ −8 (−4)

2𝑥 < 12 (÷ 2) 2𝑥 ≤ 12 (÷ 2) − 2𝑥 ≤ −12 (÷ −2)
𝑥<6 𝑥≤6 𝑥≥6

6 6 6
𝑥 ∈ (−∞; 6) 𝑥 ∈ (−∞; 6] 𝑥 ∈ [6; ∞)

d) − 8 < 2𝑥 − 4 < 4 (+4) e) − 8 ≤ 2𝑥 − 4 ≤ 4 (+4) f) − 4 < −2𝑥 + 4 ≤ 8

−4 < 2𝑥 < 8 (÷ 2) − 4 ≤ 2𝑥 ≤ 8 (÷ 2) − 8 < −2𝑥 ≤ 4
−2 < 𝑥 <4 −2≤ 𝑥 ≤4 4> 𝑥 ≥ −2

−2 4 −2 4 −2 4
𝑥 ∈ (−2; 4) 𝑥 ∈ [−2; 4] 𝑥 ∈ [−2; 4)

5 Simultaneous equations
a) Solve for 𝑥 and 𝑦 if 𝑥 − 3𝑦 = 1 and 2𝑥 + 5𝑦 = 13 .

Answers:

𝐄𝐪𝐮𝐚𝐭𝐢𝐨𝐧 𝟏: 𝑥 − 3𝑦 = 1
𝑥 = 1 + 3𝑦

𝐒𝐮𝐛𝐬𝐭𝐢𝐭𝐮𝐭𝐞 𝐢𝐧𝐭𝐨 𝟐: 2𝑥 + 5𝑦 = 13
2(1 + 3𝑦) + 5𝑦 = 13
2 + 6𝑦 + 5𝑦 = 13
2 + 11𝑦 = 13 (−2)
11𝑦 = 11 (÷ 11)
𝑦=1

𝐒𝐮𝐛𝐬𝐭𝐢𝐭𝐮𝐭𝐞 𝐢𝐧𝐭𝐨 𝟏: 𝑥 = 1 + 3𝑦
𝑥 = 1 + 3(1)
𝑥=4

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 b) Solve for 𝑥 and 𝑦 if 2𝑥−1 = 8𝑦 and 2𝑥 + 5𝑦 = 13 .

Answers:

𝐄𝐪𝐮𝐚𝐭𝐢𝐨𝐧 𝟏: 2𝑥−1 = 8𝑦
2𝑥−1 = 23𝑦
𝑥 − 1 = 3𝑦
𝑥 = 1 + 3𝑦

𝐒𝐮𝐛𝐬𝐭𝐢𝐭𝐮𝐭𝐞 𝐢𝐧𝐭𝐨 𝟐: 2𝑥 + 5𝑦 = 13
2(1 + 3𝑦) + 5𝑦 = 13
2 + 6𝑦 + 5𝑦 = 13
2 + 11𝑦 = 13 (−2)
11𝑦 = 11 (÷ 11)
𝑦=1

𝐒𝐮𝐛𝐬𝐭𝐢𝐭𝐮𝐭𝐞 𝐢𝐧𝐭𝐨 𝟏: 𝑥 = 1 + 3𝑦
𝑥 = 1 + 3(1)
𝑥=4

6 Exponents (simplifying)
a) Simplify the following:
4𝑥+2 . 8𝑥−1 12𝑥+2 . 72𝑥−1
i. ii. 𝑥−1
16𝑥−1 . 2𝑥+2 16 . 54𝑥+2

Answers:

4𝑥+2 . 8𝑥−1 12𝑥+2 . 72𝑥−1

i. (prime the bases) ii. 𝑥−1 (prime the bases)
16𝑥−1 . 2𝑥+2 16 . 54𝑥+2
(22 )𝑥+2 . (23 )𝑥−1 (22 . 3)𝑥+2 . (23 . 32 )𝑥−1
= =
(24 )𝑥−1 . 2𝑥+2 (24 )𝑥−1 . (2. 33 )𝑥+2
2𝑥+4 3𝑥−3 2𝑥+4 𝑥+2 3𝑥−3 2𝑥−2
2 .2 2 .3 .2 .3
= 4𝑥−4 𝑥+2 = 4𝑥−4 𝑥+2 3𝑥+6
2 .2 2 .2 .3
= 22𝑥+4+3𝑥−3−4𝑥+4−𝑥−2 = 22𝑥+4+3𝑥−3−4𝑥+4−𝑥−2 . 3𝑥+2+2𝑥−2−3𝑥−6
= 23 = 23 . 3−6
23
=8 = 6
3
8
=
729

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 b) Simplify the following:
2𝑥+2 − 2𝑥 4𝑥+2 + 22𝑥−1
i. ii.
2𝑥+3 11. 4𝑥+1

Answers:

2𝑥+2 − 2𝑥 4𝑥+2 + 22𝑥−1

i. ii. (prime the bases)
2𝑥+3 11. 4𝑥+1
2 𝑥 . 22 − 2 𝑥 (22 )𝑥+2 + 22𝑥−1
= (HCF is 2𝑥 ) =
2 𝑥 . 23 11. (22 )𝑥+1
𝑥( 2 2𝑥+4
2 2 − 1) 2 + 22𝑥−1
= =
2 𝑥 . 23 11. 22𝑥+2
4−1 2 . 2 + 22𝑥 . 2−1
2𝑥 4
= = (HCF is 22𝑥 )
8 11. 22𝑥 . 22
3 2 2 + 2−1 )
2𝑥 ( 4
= =
8 11. 22𝑥 . 22
1
16 +
= 2
11.4
33
= 2
44
33 1
= ×
2 44
3
=
8

7 Exponents (solve for 𝑥)

Solve for 𝑥:
2
𝑥+1 2𝑥+2 𝑥+1
1 1
a) 4 =8 b) 4 = c) ( 𝑥+1 ) = 82𝑥+2
82𝑥+2 2
d) 2𝑥+2 = 1 e) 2 𝑥+2
+ 2𝑥 = 20 f) 2 𝑥+2
− 3. 2𝑥 = 4

Answers:

1
a) 4𝑥+1 = 82𝑥+2 (prime the bases) b) 4𝑥+1 = (prime the bases)
82𝑥+2
1
(22 )𝑥+1 = (23 )2𝑥+2 (22 )𝑥+1 = 3 2𝑥+2
(2 )
1
22𝑥+2 = 26𝑥+6 22𝑥+2 = 6𝑥+6
2
2𝑥 + 2 = 6𝑥 + 6 22𝑥+2 = 2−6𝑥−6
−4𝑥 = 4 2𝑥 + 2 = −6𝑥 − 6
𝑥 = −1 8𝑥 = −8
𝑥 = −1

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 2
1
c) ( ) = 82𝑥+2 (prime the 8) d) 2𝑥+2 = 1 (20 = 1)
2𝑥+1
(2−𝑥−1 )2 = (23 )2𝑥+2 2𝑥+2 = 20
2−2𝑥−2 = 26𝑥+6 𝑥+2=0
−2𝑥 − 2 = 6𝑥 + 6 𝑥 = −2
−8𝑥 = 8
𝑥 = −1

e) 2𝑥+2 + 2𝑥 = 20 f) 2𝑥+2 − 3. 2𝑥 = 4
2𝑥 . 22 + 2𝑥 = 20 2𝑥 . 22 − 3. 2𝑥 = 4
2𝑥 (22 + 1) = 20 2 𝑥 (22 − 3) = 4
2𝑥 (4 + 1) = 20 2 𝑥 (4 − 3) = 4
2𝑥 (5) = 20 (÷ 5) 2 𝑥 (1) = 4
2𝑥 = 4 (prime the 4) 2𝑥 = 4 (prime the 4)
2 𝑥 = 22 2 𝑥 = 22
𝑥=2 𝑥=2

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Chapter 2: Number Patterns
Section 1: Definitions

 𝒏: 𝑛 is the position of each term. 𝑛 cannot be a negative number, zero, a decimal or a

fraction.
 𝑻𝒏 : 𝑇𝑛 is the term in the sequence. This is the actual number that you see in the
sequence.

Section 2: Sequence specific summary

Subsection Linear
1 Term formula p13 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑
𝑇𝑛 = 𝑑𝑛 + 𝑐
2 Variables 𝑎 = 𝑇1 𝑑 = 𝑇𝑛 − 𝑇𝑛−1
3 Difference p13 𝑇2 − 𝑇1 = 𝑇3 − 𝑇2
4 Function Linear function
5 Function formulae 𝑇𝑛 = 𝒅𝑛 + 𝑐
𝑦 = 𝒎𝑥 + 𝑐

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Examples
1 Term formula
𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑
a) Given 1; 3; 5; 7 …
i. Determine the next 2 terms.
ii. Determine the nth term (or the general term or the 𝑇𝑛 formula).
iii. What is the 20th term?
iv. Which term is 57?

Answers:

i. 1 ; 3 ; 5 ; 7 ; 𝟗 ; 𝟏𝟏 ii. 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑
𝑇𝑛 = 1 + (𝑛 − 1)(2)
2 2 2 𝟐 𝟐 𝑇𝑛 = 1 + 2𝑛 − 2
𝑇𝑛 = 2𝑛 − 1

iii. 𝑇𝑛 = 2𝑛 − 1 iv. 57 = 2𝑛 − 1
𝑇20 = 2(20) − 1 58 = 2𝑛
𝑇20 = 39 29 = 𝑛

3 Difference
𝑇2 − 𝑇1 = 𝑇3 − 𝑇2
a) Determine the value of 𝑥 if the following sequence is an arithmetic (linear) sequence:
𝑥 − 1; 5 − 𝑥; 3𝑥 − 1

Answers:

𝑥−1 ; 5−𝑥 ; 3𝑥 − 1

5 − 𝑥 − (𝑥 − 1) = 3𝑥 − 1 − (5 − 𝑥)
5 − 𝑥 − 𝑥 + 1 = 3𝑥 − 1 − 5 + 𝑥
6 − 2𝑥 = 4𝑥 − 6
−6𝑥 = −12
𝑥=2

𝐂𝐡𝐞𝐜𝐤: if 𝑥 = 2

1 ; 3 ; 5

2 2 (𝐂𝐨𝐦𝐦𝐨𝐧 𝐝𝐢𝐟𝐟𝐞𝐫𝐞𝐧𝐜𝐞)

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 b) Determine the values of 𝑥 and 𝑦 if the following sequence is an arithmetic (linear)
sequence: 1; 𝑥; 𝑦; 7

Answers:

1 ; 𝑥 ; 𝑦 ; 7

𝑥−1 𝑦−𝑥 7−𝑦

𝑥−1=𝑦−𝑥 or 𝑦−𝑥 =7−𝑦

2𝑥 − 𝑦 = 1 (𝟏 ) 2𝑦 − 𝑥 = 7 (𝟐 )

(𝟏 ): 2𝑥 − 𝑦 = 1
−𝑦 = 1 − 2𝑥 (÷ −1)
𝑦 = −1 + 2𝑥

𝐒𝐮𝐛𝐬 (𝟐): 2𝑦 − 𝑥 = 7
2(−1 + 2𝑥) − 𝑥 = 7
−2 + 4𝑥 − 𝑥 = 7
−2 + 3𝑥 = 7
3𝑥 = 9
𝑥=3

𝐒𝐮𝐛𝐬 (𝟏): 𝑦 = −1 + 2𝑥
𝑦 = −1 + 2(3)
𝑦=5

𝐂𝐡𝐞𝐜𝐤: if 𝑥 = 3 and 𝑦 = 5

1 ; 3 ; 5 ; 7

2 2 2 (𝐂𝐨𝐦𝐦𝐨𝐧 𝐝𝐢𝐟𝐟𝐞𝐫𝐞𝐧𝐜𝐞)

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Chapter 3: Finance
Section 1: Definitions

 𝑨: this the accumulated value.

 𝒊: 𝑖 is the interest rate.
 𝒏: this is the number of years.
 𝑷: this is the principal value.

Section 2: Formula specific summary

1. Increasing interest
a) 𝐴 = 𝑃(1 + 𝑖𝑛) p16 Simple interest rate
b) 𝐴 = 𝑃(1 + 𝑖)𝑛 p16 Compound interest rate or Inflation

2. Hire purchase
𝐴 = 𝑃(1 + 𝑖𝑛) p18

3. Interest
Interest = 𝐴 − 𝑃 (or Interest = 𝑃𝑖𝑛 for simple interest) p21

4. Exchange rates
a) One pair of currencies p21
b) More than one pair of currencies p22

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 1 𝐴 = 𝑃(1 + 𝑖𝑛) or 𝐴 = 𝑃(1 + 𝑖)𝑛
a) Thabo deposits R10000 into an account. Determine how much Thabo will have in
his account 3 years after his deposit if the interest rate is 12% p.a.

Answers:

𝐴 = 𝑃(1 + 𝑖𝑛) (interest rate is not compounded hence this is a simple interest rate)
𝐴 = 10000(1 + 0,12 × 3)
𝐴 = R13600

b) Palesa borrows R12000 from the bank. Determine how much Palesa will have to
pay back to the bank after 5 years if the interest rate is 10% p.a. compounded
annually.

Answers:

𝐴 = 𝑃(1 + 𝑖)𝑛 (interest rate is compounded hence this is a compound interest rate)
𝐴 = 12000(1 + 0,10)5
𝐴 = R19326,12

c) Thabo deposits an amount into an account. The interest rate is 12% p.a. If Thabo
has R13600 in his account 3 years after his deposit, determine how much Thabo
deposited.

Answers:

𝐴 = 𝑃(1 + 𝑖𝑛)
13600 = 𝑃(1 + 0,12 × 3) (÷ (1 + 0,12 × 3))
R10000 = 𝑃

d) Palesa borrows an amount from the bank. The interest rate is 10% p.a.
compounded annually. If Palesa pays back R19326,12 after 5 years, determine how
much Palesa borrowed.

Answers:

𝐴 = 𝑃(1 + 𝑖)𝑛
19326,12 = 𝑃(1 + 0,10)5 (÷ (1 + 0,10)5 )
R12000 = 𝑃

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 e) Thabo deposits R10000 into an account. If Thabo has R13600 in his account 3 years
after his deposit, determine the interest rate.

Answers:

𝐴 = 𝑃(1 + 𝑖𝑛)
13600 = 10000(1 + 𝑖 × 3) (÷ 10000)
1,36 = 1 + 3𝑖 (−1)
0,36 = 3𝑖 (÷ 3)
0,12 = 𝑖 (× 100%)
12% = 𝑖

f) Palesa borrows R12000 from the bank. If Palesa pays back R19326,12 after 5 years,
determine the interest rate if the interest rate is compounded annually .

Answers:

𝐴 = 𝑃(1 + 𝑖)𝑛
19326,12 = 12000(1 + 𝑖)5 (÷ 12000)
5
1,61051 = (1 + 𝑖)5 (√5th root)
1,1 = 1 + 𝑖 (−1)
0,1 = 𝑖 (× 100%)
10% = 𝑖

g) Thabo deposits R10000 into an account. The interest rate is 12% p.a. Determine
how many years it will take Thabo to have R13600 in his account.

Answers:

𝐴 = 𝑃(1 + 𝑖𝑛)
13600 = 10000(1 + 0,12 × 𝑛) (÷ 10000)
1,36 = 1 + 0,12𝑛 (−1)
0,36 = 0,12𝑛 (÷ 0,12)
3 years = 𝑛

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 h) Palesa borrows R12000 from the bank. The interest rate is 10% compounded
annually. Palesa pays back R19326,12 at the end of the term of the loan. How long
(in years) is the term of the loan?

Answers:

𝐴 = 𝑃(1 + 𝑖)𝑛
19326,12 = 12000(1 + 0,10)𝑛 (÷ 12000)
11 𝑛
1,61051 = ( )
10
5 years = 𝑛 (by substitution)

2 Hire purchase
a) Thabo purchases a television set for R10000 on a hire purchase agreement. The
term of the agreement is 3 years and the interest rate on the loan is 12% p.a.
i. Determine the total amount that will be paid by the end of the three years.
ii. Determine the monthly payment.

Answers:

i. 𝐴 = 𝑃(1 + 𝑖𝑛)
𝐴 = 10000(1 + 0,12 × 3)
𝐴 = R13600

𝐴
ii. monthly payment =
number of payments
13600
monthly payment = (Note: 12 × 3 = 36)
36
monthly payment = 𝑅377,78

b) Thabo purchases a television set for R10000. He has to pay a 10% cash deposit on
the cost. The rest of the amount will be paid by a hire purchase agreement. The
term of the agreement is 3 years and the interest rate on the loan is 12% p.a.
i. Determine the deposit amount.
ii. Determine the total amount that will be paid by the end of the three years.
iii. Determine the monthly payment.

Answers:

i. Deposit = 10000 × 10%

Deposit = R1000

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 ii. Loan amount = 10000 − 1000
Loan amount = R9000

𝐴 = 𝑃(1 + 𝑖𝑛)
𝐴 = 9000(1 + 0,12 × 3)
𝐴 = R12240 Total = 1000 + 12240 = R13240

𝐴
iii. monthly payment =
number of payments
12240
monthly payment = (Note: 12 × 3 = 36)
36
monthly payment = R340

c) Thabo purchases a television set for R10000. He has to pay a 10% cash deposit on
the cost. The rest of the amount will be paid by a hire purchase agreement. The
term of the agreement is 3 years and the interest rate on the loan is 12% p.a.
Thabo has to pay a monthly insurance premium of R15.
i. Determine the deposit amount.
ii. Determine the total amount that will be paid by the end of the three years.
iii. Determine the monthly payment.

Answers:

i. Deposit = 10000 × 10%

Deposit = R1000

ii. Loan amount = 10000 − 1000

Loan amount = R9000

𝐴 = 𝑃(1 + 𝑖𝑛)
𝐴 = 9000(1 + 0,12 × 3)
𝐴 = R12240 Total = 1000 + 12240 = R13240

𝐴
iii.
number of payments
12240
= (Note: 12 × 3 = 36)
36
= R340

monthly payment = 340 + 15

monthly payment = R355

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 d) Thabo purchases a television set for a certain amount on a hire purchase
agreement. The term of the agreement is 3 years and the interest rate on the loan is
12% p.a. The monthly payment on the hire purchase agreement is R377,78.
i. Determine the total amount that will be paid by the end of the three years.
ii. Determine the loan amount.

Answers:

𝐴
i. monthly payment =
number of payments
𝐴
377,78 = (× 36)
36
R13600,08 = 𝐴

ii. 𝐴 = 𝑃(1 + 𝑖𝑛)

13600,08 = 𝑃(1 + 0,12 × 3)
R10000,06 = 𝑃

e) Thabo purchases a television set for a certain amount on a hire purchase

agreement. He has to pay a 10% cash deposit on the cost. The rest of the amount
will be paid by a hire purchase agreement. The term of the agreement is 3 years
and the interest rate on the loan is 12% p.a. The monthly payment on the hire
purchase agreement is R340.
i. Determine the total amount that will be paid by the end of the three years
(excluding the deposit).
ii. Determine the loan amount.
iii. Determine the cost of the television.

Answers:
𝐴
i. monthly payment =
number of payments
𝐴
340 = (× 36)
36
R12240 = 𝐴

ii. 𝐴 = 𝑃(1 + 𝑖𝑛)

12240 = 𝑃(1 + 0,12 × 3)
R9000 = 𝑃

9000
iii. Cost = (100% − 10% = 90%)
90%
Cost = R10000

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 3 Interest = 𝐴 − 𝑃
i. Thabo deposits R10000 into an account. The interest rate is 12% p.a. Determine the
interest after 3 years.

Answers:

𝐴 = 𝑃(1 + 𝑖𝑛) (interest rate is not compounded hence this is a simple interest rate)
𝐴 = 10000(1 + 0,12 × 3)
𝐴 = R13600

Interest = 𝐴 − 𝑃
Interest = 13600 − 10000
Interest = R3600

OR

Interest = 𝑃𝑖𝑛
Interest = (10000)(0,12)(3)
Interest = R3600

ii. Palesa borrows R12000 from the bank. The interest rate is 10% p.a. compounded
monthly. Determine the interest after 5 years.

Answers:

𝐴 = 𝑃(1 + 𝑖)𝑛 (interest rate is compounded hence this is a compound interest rate)
𝐴 = 12000(1 + 0,1)5
𝐴 = R19326,12

Interest = 𝐴 − 𝑃
Interest = 19326,12 − 12000
Interest = R7326,12

4a) Exchange rates: One pair of currencies

The US Dollar to Rand exchange rate is $1 = R14.
i. If a phone costs $650, determine the cost of the phone in Rands.
ii. If a van costs R350 000, determine the cost of the van in US Dollars.

Answers:

i. 650 × 14 = R9100
ii. 350 000 ÷ 14 = R25000

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4b) Exchange rates: More than one pair of currencies
The US Dollar to Rand exchange rate is $1 = R14.
The Euro to Rand exchange rate is €1 = R17.
The British Pound to Rand exchange rate is £0,05 = R1.

i. If a phone costs $650, determine the cost of the phone in Euros.

ii. If a van costs $25000, determine the cost of the van in British Pounds.
iii. If a laptop costs £430, determine the cost of the laptop in Euros.

Answers:

i. 650 × 14 = R9100 (convert US Dollars to 𝐑𝐚𝐧𝐝𝐬)

9100 ÷ 17 = €535,29 (convert 𝐑𝐚𝐧𝐝𝐬 to Euros)

ii. 25000 × 14 = R350 000 (convert US Dollars to 𝐑𝐚𝐧𝐝𝐬)

350 000 × 0,05 = £17500 (convert 𝐑𝐚𝐧𝐝𝐬 to British Pounds)

iii. 430 ÷ 0,05 = R8600 (convert British Pounds to 𝐑𝐚𝐧𝐝𝐬)

8600 ÷ 17 = €505,88 (convert 𝐑𝐚𝐧𝐝𝐬 to Euros)

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Chapter 4: Functions
Section 1: Definitions

 Asymptotes: Asymptotes are lines that graphs continuously approach but never
touch. Asymptotes are vertical or horizontal straight line graphs and are therefore
written as equations.
 Axis of symmetry: An axis of symmetry is a line that divides a graph in half.
 Decreasing: Decreasing means that the 𝑦 values on a graph decrease as the 𝑥 values
increase.
 Domain: These are all the possible 𝑥 values.
 𝒇(𝒙): 𝑓(𝑥) is the 𝑦.
 Gradient: The gradient refers to the steepness and direction of the slope of a graph.
 Increasing: Increasing means that the 𝑦 values on a graph increase as the 𝑥 values
increase.
 Intercept: An intercept is a point where a graph meets an 𝑥 or 𝑦 axis.
 Intersection: An intersection is a point where two graphs meet. The 𝑥 and 𝑦 values of
the two graphs are equal at this point.
 Range: These are all the possible 𝑦 values.
 Transformation: Transformation refers to vertical shifts as well as reflections across
the 𝑥 axis. Transformations also include changes in steepness.
 Turning point: This is the point where the graph turns. The 𝑦 value at the turning
point is either the minimum or maximum value of the graph. Turning point only
applies to parabola (quadratic) functions.

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Section 2: Formula specific summary

No. Subsection Linear Parabola/quadratic Hyperbola Exponential

1 Formulae 𝑦 = 𝑎𝑥 + 𝑞 𝑦 = 𝑎𝑥 2 + 𝑞 𝑎 𝑦 = 𝑎𝑏 𝑥 + 𝑞
𝑦 = +𝑞
p28 𝑦 = 𝑚𝑥 + 𝑐 𝑥
2 𝑎 and 𝑚 Positive 𝒂 Positive 𝒂 Positive 𝒂 Positive 𝒂
𝑏>1

0<𝑏<1

Negative 𝒂 Negative 𝒂 Negative 𝒂 Negative 𝒂

𝑏>1

0<𝑏<1

3 𝑐 𝑦 – intercept
4 𝑞 𝑦 – intercept 𝑦 turning point 𝑦 asymptote 𝑦 asymptote
value value value
5 Turning (0; 𝑞)
point p29
6 𝑥 𝑥=0
asymptote
7 𝑦 𝑦=𝑞 𝑦=𝑞
asymptote
8 Axis of 𝑥=0 Increasing
symmetry function
p29 𝑦 =𝑥+𝑞

Decreasing
function
𝑦 = −𝑥 + 𝑞

9 Steps for 𝑥 – intercept 𝑥 – intercept 𝑥 – intercept 𝑥 – intercept

drawing 𝑦 – intercept 𝑦 – intercept 𝑦 – intercept 𝑦 – intercept
graphs Turning point 𝑥 asymptote 𝑦 asymptote
p31 𝑦 asymptote

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No. Subsection Linear Parabola/quadratic Hyperbola Exponential
10 Finding the Find 𝑚 by 𝑦 = 𝑎𝑥 2 + 𝑞 𝑎 Equation will
𝑦 = +𝑞
equation of using: 𝑥 be given
a graph 𝑦2 − 𝑦1
𝑚=
p33 𝑥2 − 𝑥1
𝑚1 = 𝑚2
𝑚1 × 𝑚2 = −1

Then use
𝑦 = 𝑚𝑥 + 𝑐
11 Domain 𝑥∈𝑅 𝑥∈𝑅 𝑥 ∈ 𝑅; 𝑥 ≠ 0 𝑥∈𝑅
p38 or
(−∞; 0) ∪ (0; ∞)
or
𝑥 < 0 or 𝑥 > 0
12 Range 𝑦∈𝑅 𝑎 > 0; 𝑦 ≥ 𝑞 𝑦 ∈ 𝑅; 𝑦 ≠ 𝑞 𝑎 > 0; 𝑦 > 𝑞
p39 or or or
𝑎 > 0; 𝑦 ∈ [𝑞; ∞) (−∞; 𝑞) ∪ (𝑞; ∞) 𝑎 > 0;
or 𝑦 ∈ (𝑞; ∞)
𝑎 < 0; 𝑦 ≤ 𝑞 𝑦 < 𝑞 or 𝑦 > 𝑞
or 𝑎 < 0; 𝑦 < 𝑞
𝑎 < 0; 𝑦 ∈ (−∞; 𝑞] or
𝑎 < 0;
𝑦 ∈ (−∞; 𝑞)

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Section 3: General function rules

1 Using graph to determine 𝒙 values

a 𝑓(0) p40 This represents the 𝑦 intercept(s).
b 𝑓 (𝑥) = 0 p40 This represents the 𝑥 intercept(s).
c 𝑓 (𝑥) = 𝑔(𝑥) This is an intersection.
p40
d 𝑓 (𝑥) > 0 p41 Give the 𝑥 values where 𝑓(𝑥) is above the 𝑥 axis.
e 𝑓 (𝑥) < 0 p41 Give the 𝑥 values where 𝑓(𝑥) is below the 𝑥 axis.
f ( )
𝑓 𝑥 > 𝑔(𝑥) Give the 𝑥 values where 𝑓(𝑥) is above 𝑔(𝑥).
p42
g 𝑓 (𝑥) < 𝑔(𝑥) Give the 𝑥 values where 𝑓(𝑥) is below 𝑔(𝑥).
p42
h 𝑓 (𝑥). 𝑔(𝑥) > 0 Give the 𝑥 values where both 𝑓(𝑥) and 𝑔(𝑥) are above the 𝑥 axis or
p43 both 𝑓(𝑥) and 𝑔(𝑥) are below the 𝑥 axis.
i 𝑓 (𝑥). 𝑔(𝑥) < 0 Give the 𝑥 values where one function is above the 𝑥 axis and the
p43 other function is below the 𝑥 axis.
j 𝑓 (𝑥 ) Give the 𝑥 values where both 𝑓(𝑥) and 𝑔(𝑥) are above the 𝑥 axis or
> 0 p44 both 𝑓(𝑥) and 𝑔(𝑥) are below the 𝑥 axis.
𝑔 (𝑥 )
k 𝑓 (𝑥 ) Give the 𝑥 values where one function is above the 𝑥 axis and the
< 0 p44 other function is below the 𝑥 axis.
𝑔 (𝑥 )
l Increasing p45 Give the 𝑥 values where the 𝑦 values on a graph increase as the 𝑥
values increase.
m Decreasing p45 Give the 𝑥 values where the 𝑦 values on a graph decrease as the 𝑥
values increase.
n > or < When we have these inequality signs we use round brackets ( or ).
o ≥ or ≤ When we have these inequality signs we use square brackets [ or ].
p Asymptotes 𝑥 values that lie on 𝑥 asymptotes should have round brackets ( or )
p46

2 Transformations
a 𝑓(𝑥) → 𝑓(𝑥) + 𝑘 This is a vertical shift. A positive 𝑘 means that we are shifting
p47 upwards. A negative 𝑘 means that we are shifting downwards. We
write +𝑘 after the original equation.
b 𝑓(𝑥) → 𝑘. 𝑓(𝑥) This is a change in gradient.
c 𝑓 (𝑥) → −𝑓(𝑥) This is a reflection across the 𝑥 axis. We write " − " in front of the
p48 original equation.

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3 Important points
a Length p49 Use 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
b Vertical line Equation of a vertical line is 𝑥 = 𝑘 where 𝑘 is the 𝑥 value on the 𝑥
p49 intercept.
c Horizontal line Equation of a horizontal line is 𝑦 = 𝑘 where 𝑘 is the 𝑦 value on the 𝑦
p49 intercept.
d (𝑥; 𝑓(𝑥)) 𝑓(𝑥) can be expressed in terms of 𝑥.
e.g. if 𝑓 (𝑥) = 2𝑥 2 we can express coordinates as (𝑥; 2𝑥 2 )
e Rational 𝑎𝑥 + 𝑏 𝑎
Change format 𝑦 = into format 𝑦 = + 𝑞 by using
hyperbolic 𝑥−𝑝 𝑥−𝑝
function p51 long division or a simplifcation method.
f Average 𝑦2 − 𝑦1
𝑚=
gradient 𝑥2 − 𝑥1
g Minimum or This is the 𝑦 turning point value.
maximum

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1 𝑦 = 𝑎𝑥 + 𝑞 or 𝑦 = 𝑚𝑥 + 𝑐
a) 𝑚>0 𝑚<0

𝑦 𝑦

𝑐 𝑐

𝑦 = 𝑎𝑥 2 + 𝑞
b) 𝑎>0 𝑎<0

𝑦 (Note: 𝑥1 = −𝑥2 ) 𝑦
(0; 𝑞)

𝑥 𝑥
𝑥1 𝑥2 𝑥1 𝑥2

(0; 𝑞)

𝑎
𝑦= +𝑞
𝑥
c) 𝑎>0 𝑎<0

𝑦 𝑦

𝑦=𝑞
𝑞 𝑦=𝑞 𝑞

𝑥 𝑥

𝑥=0 𝑥=0

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 𝑦 = 𝑎𝑏 𝑥 + 𝑞
d) 𝑎>0 𝑎<0

𝑦 𝑦

𝑦=𝑞
𝑞
𝑥 𝑥

𝑞 𝑦=𝑞

5 Turning point (0; 𝑞)

a) Determine the turning points of 𝑓 and 𝑔 if 𝑓(𝑥) = 2𝑥 2 − 8 and 𝑔(𝑥) = −2𝑥 2 + 8.

Answers:

𝑓(𝑥) = 2𝑥 2 − 8 𝑔(𝑥) = −2𝑥 2 + 8

Turning point is (0; −8) Turning point is (0; 8)

𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧:

𝑦 𝑦
−8

𝑥 𝑥

−8

8 Axis of symmetry
a) Determine the axis of symmetry of 𝑓 and 𝑔 if 𝑓(𝑥) = 2𝑥 2 − 8 and
𝑔(𝑥) = −2𝑥 2 + 8.

Answers:

𝑓(𝑥) = 2𝑥 2 − 8 𝑔(𝑥) = −2𝑥 2 + 8

𝑥=0 𝑥=0

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 𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧:

𝑦 𝑦

𝑥 𝑥

𝑥=0 𝑥=0

4
b) Determine the axis of symmetry of 𝑓 if 𝑓(𝑥) = +2
𝑥

Answers:

𝐈𝐧𝐜𝐫𝐞𝐚𝐬𝐢𝐧𝐠 𝐚𝐱𝐢𝐬 𝐨𝐟 𝐬𝐲𝐦𝐦𝐞𝐭𝐫𝐲 𝐃𝐞𝐜𝐫𝐞𝐚𝐬𝐢𝐧𝐠 𝐚𝐱𝐢𝐬 𝐨𝐟 𝐬𝐲𝐦𝐦𝐞𝐭𝐫𝐲

𝑦=𝑥+𝑞 𝑦 = −𝑥 + 𝑞
𝑦=𝑥+2 𝑦 = −𝑥 + 2

𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧:

𝑦 𝑦=𝑥+2

2
𝑥

𝑦 = −𝑥 + 2

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9 Steps for drawing graphs
a) Draw the graph of 𝑓(𝑥) = 2𝑥 − 4

Answers:

𝑥 −2 −1 0 1 2
𝑦 −8 −6 −4 −2 0

𝑦 𝑓
𝑥
2
(1; −2)

−4

(−1; −6)
(−2; −8)

b) Draw the graph of 𝑓(𝑥) = 2𝑥 2 − 8

Answers:

𝑥 −2 −1 0 1 2
𝑦 0 −6 −8 −6 0

𝑦
𝑓

−2 2 𝑥
(−1; −6) (1; −6)
−8

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 4
c) Draw the graph of 𝑓(𝑥) = +2
𝑥

Answers:

𝑥 −2 −1 0 1 2
𝑦 0 −2 error 6 4

𝒙 − 𝐚𝐬𝐲𝐦𝐩𝐭𝐨𝐭𝐞: 𝑦 𝑓
𝑥=0
(1; 6)
𝒚 − 𝐚𝐬𝐲𝐩𝐦𝐭𝐨𝐭𝐞: (2; 4)
𝑦=2
𝑦=2

−2
(−1; −2)

𝑥=0

d) Draw the graph of 𝑓(𝑥) = 4. 2𝑥 − 16

Answers:

𝑥 −2 −1 0 1 2
𝑦 −15 −14 −12 −8 0

𝒚 − 𝐢𝐧𝐭𝐞𝐫𝐜𝐞𝐩𝐭: 𝑦 𝑓
𝑦 = −16
2 𝑥

(1; −8)
(−2; −15) − 12
(−1; −14)
𝑦 = −12

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10 Finding the equation of a graph
a) Determine the equation of 𝑓.

𝑦 𝑓

2 𝑥

−4

Answers:

𝑦2 − 𝑦1
𝑚= 𝑦 = 𝑚𝑥 + 𝑐 or 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑥2 − 𝑥1
−4 − 0
𝑚= − 4 = (2)(0) + 𝑐 𝑦 − (−4) = 2(𝑥 − 0)
0−2
𝑚=2 −4=𝑐 𝑦 + 4 = 2𝑥
𝑦 = 2𝑥 − 4
∴ 𝑦 = 2𝑥 − 4

b) Determine the equation of 𝑓 if 𝑓 is parallel to 𝑔 and 𝑔(𝑥) = 2𝑥 − 7 .

𝑦 𝑓 𝑔

−4

Answers:

The gradient of 𝑔 is 2 therefore the gradient of 𝑓 will also be 2 since 𝑓 ∣∣ 𝑔.

𝑦 = 𝑚𝑥 + 𝑐 or 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
−4 = (2)(0) + 𝑐 𝑦 − (−4) = 2(𝑥 − 0)
−4 = 𝑐 𝑦 + 4 = 2𝑥
𝑦 = 2𝑥 − 4
∴ 𝑦 = 2𝑥 − 4

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 𝑥
c) Determine the equation of 𝑓 if 𝑓 is perpendicular to 𝑔 and 𝑔(𝑥) = − .
2

𝑦 𝑓

−4 𝑔

Answers:

1
The gradient of 𝑔 is − .
2

𝑚1 × 𝑚2 = −1 𝑦 = 𝑚𝑥 + 𝑐 or 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
1
(− ) × 𝑚2 = −1 − 4 = (2)(0) + 𝑐 𝑦 − (−4) = 2(𝑥 − 0)
2
𝑚2 = 2 −4=𝑐 𝑦 + 4 = 2𝑥
𝑦 = 2𝑥 − 4
∴ 𝑦 = 2𝑥 − 4

d) Determine the equation of 𝑓 .

𝑦 𝑓

𝑥
(−1; −6)
−8

Answers:
𝑦 = 𝑎𝑥 2 + 𝑞
−6 = 𝑎(−1)2 − 8 [(−1)2 = 1 and − 6 + 8 = 2]
2 = 𝑎. 1 (𝑎. 1 = 𝑎)
2=𝑎
𝑦 = 2𝑥 2 − 8

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 e) Determine the equation of 𝑓 .

𝑦 𝑓

2 𝑥
(−1; −6)

Answers:
𝑦 = 𝑎𝑥 2 + 𝑞
−6 = 𝑎(−1)2 + 𝑞
−6 = 𝑎. 1 + 𝑞
−6 = 𝑎 + 𝑞 (1)

𝑦 = 𝑎𝑥 2 + 𝑞
0 = 𝑎 (2)2 + 𝑞
0 = 4𝑎 + 𝑞 (2)

(𝟏) : −6=𝑎+𝑞
−6 − 𝑞 = 𝑎

subs (𝟐): 0 = 4𝑎 + 𝑞
0 = 4(−6 − 𝑞) + 𝑞
0 = −24 − 4𝑞 + 𝑞
0 = −24 − 3𝑞
3𝑞 = −24
𝑞 = −8

subs (𝟏): 𝑎 = −6 − 𝑞
𝑎 = −6 − (−8)
𝑎=2

𝑦 = 2𝑥 2 − 8

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 f) Determine the equation of 𝑓 .

𝑦=2
2

𝑥
(−1; −2)

Answers:
𝑎
𝑦= +𝑞
𝑥
𝑎 𝑎
−2 = +2 ( = −𝑎 and − 2 − 2 = −4)
−1 −1
−4 = −𝑎
4=𝑎
4
𝑦= +2
𝑥

g) Determine the equation of 𝑓 .

−2 𝑥
(−1; −2)

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 Answers:
𝑎
𝑦= +𝑞
𝑥
𝑎 𝑎
−2 = +𝑞 ( = −𝑎)
−1 −1
−2 = −𝑎 + 𝑞 (1)

𝑎
𝑦= +𝑞
𝑥
𝑎
0= +𝑞
−2
𝑎
−𝑞 = (× −2)
−2
2𝑞 = 𝑎 (2)

(𝟏) : − 2 = −𝑎 + 𝑞
𝑎 =𝑞+2
subs (𝟐): 2𝑞 = 𝑎
2𝑞 = 𝑞 + 2
𝑞=2
subs (𝟏): 𝑎 =𝑞+2
𝑎 =2+2
𝑎=4
4
𝑦= +2
𝑥

h) Determine the equation of 𝑓 (𝑥) = 𝑏 𝑥 + 𝑞

𝑦
𝑓

2 𝑥

𝑦 = −4
−4

Answers:
𝑦 = 𝑏𝑥 + 𝑞
0 = 𝑏2 − 4
4 = 𝑏2
2=𝑏 𝑦 = 2𝑥 − 4

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 i) Determine the equation of 𝑓(𝑥) = 𝑎. 𝑏 𝑥 + 𝑞

𝑦
𝑓

2 𝑥
−9
−12 𝑦 = −12

Answers:

𝑦 = 𝑎. 𝑏 𝑥 + 𝑞
−9 = 𝑎. 𝑏0 − 12 [𝑏0 = 1 and − 9 + 12 = 3]
3 = 𝑎. 1
3=𝑎
𝑦 = 𝑎. 𝑏 𝑥 + 𝑞
0 = 3. 𝑏2 − 12
12 = 3. 𝑏2 (÷ 3)
4 = 𝑏2
2=𝑏
𝑦 = 3. 2𝑥 − 12
11 Domain
Determine the domain of 𝑓 .

𝑦
𝑓

2 𝑦=2

𝑥=0

Answers:

𝑥 ∈ 𝑅; 𝑥 ≠ 0 𝐨𝐫 𝑥 ∈ (−∞; 0) ∪ (0; ∞) 𝐨𝐫 𝑥 < 0 or 𝑥 > 0

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12 Range
a) Determine the range of 𝑓 and 𝑔 .

𝑦 𝑦
𝑓 8

𝑥 𝑥

−8

Answers:

𝒇: 𝒈:

𝑦 ≥ −8 𝐨𝐫 𝑦 ∈ [−8; ∞) 𝑦≤8 𝐨𝐫 𝑦 ∈ (−∞; 8]

b) Determine the range of 𝑓 .

𝑦
𝑓

2 𝑦=2

𝑥=0

Answers:

𝑦 ∈ 𝑅; 𝑦 ≠ 2 𝐨𝐫 𝑦 ∈ (−∞; 2) ∪ (2; ∞) 𝐨𝐫 𝑦 < 2 or 𝑦 > 2

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 c) Determine the range of 𝑓 and 𝑔 .

𝑦 𝑦
12 𝑦 = 12
𝑓

𝑥 𝑥
𝑦 = −12 𝑔
−12

Answers:
𝒇: 𝒈:
𝑦 > −12 𝐨𝐫 𝑦 ∈ (−12; ∞) 𝑦 < 12 𝐨𝐫 𝑦 ∈ (−∞; 12)

13 𝑓 (𝑥) = 0 , 𝑓(0) and 𝑓(𝑥) = 𝑔(𝑥)

Given 𝑓 and 𝑔 below:

𝑦 𝑓
E
D
A B 𝑥
𝑔
C

Determine the coordinates at A , B , C , D and E if 𝑓(𝑥) = 2𝑥 2 − 8 and

𝑔(𝑥) = 2𝑥 + 4 .
Answers:
𝐀 𝐚𝐧𝐝 𝐁 (𝒇(𝒙) = 𝟎): 𝐂 𝐚𝐧𝐝 𝐃 (𝒇(𝟎)): 𝐄 (𝒇(𝒙) = 𝒈(𝒙)):
𝑓(𝑥) = 2𝑥 2 − 8 𝑓(𝑥) = 2𝑥 2 − 8 𝑓 (𝑥 ) = 𝑔 (𝑥 )
0 = 2𝑥 2 − 8 (÷ 2) 𝑓 (0) = 2( 0)2 − 8 2
2𝑥 − 8 = 2𝑥 + 4
0 = 𝑥2 − 4 𝑓(0) = −8 2
2𝑥 − 2𝑥 − 12 = 0 (÷ 2)
0 = (𝑥 + 2)(𝑥 − 2) 𝑥2 − 𝑥 − 6 = 0
𝑥 = −2 or 𝑥 = 2 𝑔(𝑥) = 2𝑥 + 4 (𝑥 + 2)(𝑥 − 3) = 0
𝑔 (0) = 2 (0) + 4 𝑥 = −2 or 𝑥 = 3
𝑔 (0) = 4
𝑓(𝑥) = 2𝑥 2 − 8
𝑓 (3) = 2(3)2 − 8
𝑓(3) = 10
A(−2; 0) B(2; 0) C(0; −8) D(0; 4) E(3; 10)

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14 𝑓 (𝑥) > 0 and 𝑓(𝑥) < 0
a) Given 𝑓 below:

𝑦 𝑓

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥) > 0
ii. 𝑓(𝑥) ≥ 0

Answers:

i. 𝑥 ∈ (−∞; −2) ∪ (2; ∞) 𝐨𝐫 𝑥 < −2 or 𝑥 > 2

ii. 𝑥 ∈ (−∞; −2] ∪ [2; ∞) 𝐨𝐫 𝑥 ≤ −2 or 𝑥 ≥ 2

b) Given 𝑓 below:

𝑦 𝑓

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥) < 0
ii. 𝑓(𝑥) ≤ 0

Answers:

i. 𝑥 ∈ (−2; 2) 𝐨𝐫 −2<𝑥 <2 𝐨𝐫 − 2 < 𝑥 and 𝑥 < 2

ii. 𝑥 ∈ [−2; 2] 𝐨𝐫 −2≤𝑥 ≤2 𝐨𝐫 − 2 ≤ 𝑥 and 𝑥 ≤ 2

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15 𝑓 (𝑥) > 𝑔(𝑥) and 𝑓(𝑥) < 𝑔(𝑥)
a) Given 𝑓 and 𝑔 below:

𝑓 𝑦
(3; 10)

−2 𝑥
𝑔

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥) > 𝑔(𝑥)
ii. 𝑓(𝑥) ≥ 𝑔(𝑥)

Answers:

i. 𝑥 ∈ (−∞; −2) ∪ (3; ∞) 𝐨𝐫 𝑥 < −2 or 𝑥 > 3

ii. 𝑥 ∈ (−∞; −2] ∪ [3; ∞) 𝐨𝐫 𝑥 ≤ −2 or 𝑥 ≥ 3

b) Given 𝑓 and 𝑔 below:

𝑓 𝑦
(3; 10)

−2 𝑥

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥) < 𝑔(𝑥)
ii. 𝑓(𝑥) ≤ 𝑔(𝑥)

Answers:

i. 𝑥 ∈ (−2; 3) 𝐨𝐫 −2<𝑥 <3 𝐨𝐫 − 2 < 𝑥 and 𝑥 < 3

ii. 𝑥 ∈ [−2; 3] 𝐨𝐫 −2≤𝑥 ≤3 𝐨𝐫 − 2 ≤ 𝑥 and 𝑥 ≤ 3

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16 𝑓 (𝑥). 𝑔(𝑥) > 0 and 𝑓 (𝑥). 𝑔(𝑥) < 0
a) Given 𝑓 and 𝑔 below:

𝑓 𝑦

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥). 𝑔(𝑥) > 0
ii. 𝑓(𝑥). 𝑔(𝑥) ≥ 0

Answers:

i. 𝑥 ∈ (2; ∞) 𝐨𝐫 𝑥>2
ii. 𝑥 ∈ [2; ∞) 𝐨𝐫 𝑥≥2

b) Given 𝑓 and 𝑔 below:

𝑓 𝑦

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

i. 𝑓(𝑥). 𝑔(𝑥) < 0
ii. 𝑓(𝑥). 𝑔(𝑥) ≤ 0

Answers:

i. 𝑥 ∈ (−∞; 2) 𝐨𝐫 𝑥 < 2 ; 𝑥 ≠ −2
ii. 𝑥 ∈ (−∞; 2] 𝐨𝐫 𝑥≤2

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17 𝑓 (𝑥) 𝑓 (𝑥 )
> 0 and <0
𝑔 (𝑥 ) 𝑔 (𝑥 )
a) Given 𝑓 and 𝑔 below:

𝑓 𝑦

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

𝑓 (𝑥 )
i. >0
𝑔 (𝑥 )
𝑓 (𝑥 )
ii. ≥0
𝑔 (𝑥 )
Answers:
i. 𝑥 ∈ (2; ∞) 𝐨𝐫 𝑥>2
ii. 𝑥 ∈ [2; ∞) 𝐨𝐫 𝑥≥2

b) Given 𝑓 and 𝑔 below:

𝑓 𝑦

−2 2 𝑥

Determine the value(s) of 𝑥 for which:

𝑓 (𝑥 )
i. <0
𝑔 (𝑥 )
𝑓 (𝑥 )
ii. ≤0
𝑔 (𝑥 )
Answers:
i. 𝑥 ∈ (−∞; 2) ; 𝑥 ≠ −2 𝐨𝐫 𝑥 < 2 ; 𝑥 ≠ −2
ii. 𝑥 ∈ (−∞; 2] ; 𝑥 ≠ −2 𝐨𝐫 𝑥 ≤ 2 ; 𝑥 ≠ −2
[𝑔 is a denominator and cannot equal 0 . ∴ we cannot include coordinate (−2; 0)]

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18 Increasing and Decreasing
a) Given 𝑓 below:

𝑦 𝑓

−8

i. Determine the value(s) of 𝑥 for which 𝑓 is increasing?

ii. Determine the value(s) of 𝑥 for which 𝑓 is strictly increasing?

Answers:

i. 𝑥 ∈ [0; ∞) 𝐨𝐫 𝑥≥0
ii. 𝑥 ∈ (0; ∞) 𝐨𝐫 𝑥>0

b) Given 𝑓 below:

𝑦 𝑓

−8

i. Determine the value(s) of 𝑥 for which 𝑓 is decreasing?

ii. Determine the value(s) of 𝑥 for which 𝑓 is strictly decreasing?

Answers:

i. 𝑥 ∈ (∞; 0] 𝐨𝐫 𝑥≤0
ii. 𝑥 ∈ (∞; 0) 𝐨𝐫 𝑥<0

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19 Asymptotes
a) Given 𝑓 below:

𝑦
𝑓

2 𝑦=2

−1 𝑥

𝑥=0

Determine the value(s) of 𝑥 for which 𝑓(𝑥) ≤ 0?

Answers:

𝑥 ∈ [−1; 0) 𝐨𝐫 −1≤𝑥 <0 𝐨𝐫 − 1 ≤ 𝑥 and 𝑥 < 0

b) Given 𝑓 below:

𝑦
𝑓

2 𝑦=2

−1 𝑥

𝑥=0

Determine the value(s) of 𝑥 for which 𝑓(𝑥) ≥ 0?

Answers:

𝑥 ∈ (−∞; −1] ∪ (0; ∞) 𝐨𝐫 𝑥 ≤ −1 or 𝑥 > 0

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20 𝑓 (𝑥) → 𝑓(𝑥) + 𝑘
a) Given 𝑓 below:

𝑦 𝑓

−8

Determine the coordinates at the turning point of:

i. 𝑗 if 𝑗(𝑥) = 𝑓(𝑥) − 3
ii. 𝑘 if 𝑘 (𝑥) = 𝑓(𝑥) + 3

Answers:

i. (0; −11) (0 ; −𝟖 − 𝟑)
ii. (0; −5) (0 ; −𝟖 + 𝟑)

𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧𝐬

𝑘 𝑦

𝑗 −5

−8

−11

b) If 𝑓(𝑥) = 2𝑥 2 − 8 determine the coordinates of the turning point of 𝑙 if

𝑙 (𝑥 ) = 𝑓 (𝑥 ) − 3

Answers:

𝑙 (𝑥 ) = 𝑓 (𝑥 ) − 3
𝑙(𝑥) = 2𝑥 2 − 8 − 3
𝑙(𝑥) = 2𝑥 2 − 11 The turning point coordinates are (0; −11) .
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21 𝑓 (𝑥) → −𝑓(𝑥)
a) Given 𝑓 below:

𝑦 𝑓

−8

Determine the coordinates at the turning point of:

i. ℎ if ℎ(𝑥) = −𝑓(𝑥)
ii. 𝑗 if 𝑗(𝑥) = −𝑓 (𝑥) − 3

Answers:

i. (1; 8) (1 ; −(−𝟖))
ii. (1; 5) (1 ; −(−𝟖) − 𝟑)

𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧𝐬

𝑦 8 𝑦
𝑓 5 𝑓
(1; 5)
𝑥 𝑥

ℎ 𝑗

−8 −8

b) If 𝑓(𝑥) = 2𝑥 2 − 8 determine the coordinates of the turning point of 𝑗 if

𝑗(𝑥) = −𝑓 (𝑥) − 3 .

Answer:

𝑗(𝑥) = −𝑓 (𝑥) − 3
𝑗(𝑥) = −(2𝑥 2 − 8) − 3
𝑗(𝑥) = −2𝑥 2 + 8 − 3
𝑗(𝑥) = −2𝑥 2 + 5 The turning point coordinates are (0; 5) .

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22 Vertical line, horizontal line and length
a) Given the graphs below:

1 𝑥

Determine the equations of:

i. vertical line if it is parallel to the 𝑦 axis
ii. horizontal line if it is parallel to the 𝑥 axis

Answer:

i. 𝑥 = 1
ii. 𝑦 = 3

b) Given 𝑓 below:

−1 𝑥

−3

Determine the equations of:

i. vertical line if it is parallel to the 𝑦 axis
ii. horizontal line if it is parallel to the 𝑥 axis

Answer:

i. 𝑥 = −1
ii. 𝑦 = −3

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 𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧:

𝑥 is 1 throughout the line 𝑦 is 3 throughout the line

𝑦 𝑥=1 𝑦

(𝟏; 3) (−1; 𝟑) (0; 𝟑) (1; 𝟑) 𝑦=3

(𝟏; 0) 𝑥 𝑥

(𝟏; −3)

c) Given 𝑓 and 𝑔 below where 𝑓(𝑥) = 2𝑥 2 − 8 and 𝑔(𝑥) = 2𝑥 − 4:

𝑦 𝑓

−3 𝑥
C
B D

If AB and CD are parallel to the 𝑦 axis (or perpendicular to the 𝑥 axis), determine
the length of:
i. AB
ii. CD
ii. BC

Answers:

i. 𝐀: 𝒙 = −𝟑 𝐚𝐭 𝐀 𝐁: 𝒙 = −𝟑 𝐚𝐭 𝐁 𝐀𝐁:
𝑓(𝑥) = 2𝑥 2 − 8 𝑔(𝑥) = 2𝑥 − 4 AB = 10 − (−10)
𝑓(−3) = 2(−3)2 − 8 𝑔(−3) = 2(−3) − 4 AB = 20 units
𝑓(−3) = 10 𝑔(−3) = −10

ii. 𝐂: 𝒙 = 𝟎 𝐚𝐭 𝐂 𝐃: 𝒙 = 𝟎 𝐚𝐭 𝐃 𝐂𝐃:
𝑔(𝑥) = 2𝑥 − 4 𝑓(𝑥) = 2𝑥 2 − 8 CD = −4 − (−8)
𝑔 (0) = 2(0 ) − 4 𝑓 (0) = 2(0)2 − 8 CD = 4 units
𝑔(0) = −4 𝑓(0) = −8

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 iii. 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
BC = √((−3) − (0))2 + ((−10) − (−4))2
BC = 3√5 units

23 𝑎𝑥 + 𝑏 𝑎
Change 𝑦 = into 𝑦 = + 𝑞
𝑥 𝑥
𝑥+3 𝑎
a) Change 𝑦 = into format 𝑦 = + 𝑞 .
𝑥 𝑥

Answer:

1 (𝑥 ÷ 𝑥 = 1)
𝑥 𝑥+3
− 𝑥 (1 × 𝑥 = 𝑥 )
3 (𝑥 + 3 − 𝑥 = 3)

3
𝑦= +1
𝑥

OR

𝑥+3
𝑦=
𝑥
𝑥 3
𝑦= +
𝑥 𝑥
3
𝑦 =1+
𝑥

3
𝑦= +1
𝑥

2𝑥 + 3 𝑎
b) Change 𝑦 = into format 𝑦 = +𝑞.
𝑥 𝑥−𝑝

Answer:

2 (2𝑥 ÷ 𝑥 = 2)
𝑥 2𝑥 + 3
− 2𝑥 (2 × 𝑥 = 2𝑥)
3 (2𝑥 + 3 − 2𝑥 = 3)

3
𝑦= +2
𝑥

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 OR

2𝑥 + 3
𝑦=
𝑥
2𝑥 3
𝑦= +
𝑥 𝑥
3
𝑦 =2+
𝑥

3
𝑦= +2
𝑥

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Chapter 5: Probability
Section 1: Venn diagrams p55

not (A or B) Set

A B
𝐀𝐝𝐝𝐢𝐭𝐢𝐨𝐧𝐚𝐥 𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧

A only A and B B only A or B

not (A or B)
(outside the circles)

𝐍𝐨𝐭𝐞:
𝐀𝐧𝐝 can be written as ∩
𝐎𝐫 can be written as ∪
not (A or B or C) A and B Set 𝐍𝐨𝐭 can be written as ′

A B 𝐀𝐝𝐝𝐢𝐭𝐢𝐨𝐧𝐚𝐥 𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧

A only (A and B) only B only A or B or C

A and B and C not (A or B or C)

(outside the circles)

(A and C) only (B and C) only

A and C B and C

C only

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Section 2: Contingency tables p64

𝐀 𝐂 𝐓𝐨𝐭𝐚𝐥
𝐁 A and B C and B Total B
𝐃 A and D C and D Total D
𝐓𝐨𝐭𝐚𝐥 A C Total

n(A)
To determine P(A): P(A) =
n(Total)

n(A and B)
To determine P(A and B): P(A and B) =
n(Total)

To determine P(A or B): P(A or B) = P(A) + P(B) − P(A and B)

A and B are 𝐢𝐧𝐝𝐞𝐩𝐞𝐧𝐝𝐞𝐧𝐭 if: P(A and B) = P(A) × P(B)

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1 Venn Diagrams
a) A group of 200 learners where asked to state if they do Mathematics and History.
Below are the results:
n(M) = 130 (Learners doing Mathematics)
n(H) = 80 (Learners doing History)
n(M and H) = 20 (Learners doing Mathematics and History or n(M ∩ H))
n(not M or H) = 10 (Learners not doing Mathematics or History or n(M ∪ H)′ )
i. Draw a Venn diagram.
ii. Determine the probability that a learner does Mathematics (or P(M)).
iii. Determine the probability that a learner does Mathematics only (P(M only)).
iv. Determine the probability that a learner does Mathematics and History(P(M and H))
v. Determine the number of learners who do Mathematics or History (or n(M or H))
vi. Determine the probability that a learner does Mathematics or History (P(M or H))
vii. Determine the probability that a learner does not do Mathematics or History.
Answer:

i. 10 M H 200

110 20 60

𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧
10 200

130 − 20 20 80 − 20

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 130 13
ii. P(M) = = (can be written as 0,65 or 65%)
200 20
110 11
iii. P(M only) = = (can be written as 0,55 or 55%)
200 20
20 1
iv. P(M and H) = = (can be written as 0,1 or 10%)
200 10
v. n(M or H) = 190 (110 + 20 + 60 or 200 − 10)
190 19
vi. P(M or H) = = (can be written as 0,95 or 95%)
200 20
10 1
vii. P(M or P)′ = = (can be written as 0,05 or 5%)
200 20

b) A group of 200 learners where asked to state if they do Mathematics and History.
Below are the results:
n(M) = 130 (Learners doing Mathematics)
n(H) = 80 (Learners doing History)
n(not M or H) = 10 (Learners not doing Mathematics or History or n(M ∪ H)′ )
Draw a Venn diagram.
Answer:
𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧 [𝐥𝐞𝐭 𝐧(𝐌 𝐚𝐧𝐝 𝐇) = 𝒙]

10 M H 200

130 − 𝑥 𝑥 80 − 𝑥

𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐢𝐨𝐧
130 − 𝑥 + 𝑥 + 80 − 𝑥 + 10 = 200
220 − 𝑥 = 200
−𝑥 = −20 (÷ −1)
𝑥 = 20

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 𝐅𝐢𝐧𝐚𝐥 𝐀𝐧𝐬𝐰𝐞𝐫

10 M H 200

110 20 60
(130 − 20) (80 − 20)

c) A group of 200 learners where asked to state if they do Mathematics and History.
Below are the results:
P(M) = 0,65 (Learners doing Mathematics)
P(H) = 0,4 (Learners doing History)
P not M and H = 0,05 Learners not doing Mathematics or History or n(M ∪ H)′ )
( ) (
Draw a Venn diagram AND determine P(M or H).
Answer:
𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧 [𝐥𝐞𝐭 𝐏(𝐌 𝐚𝐧𝐝 𝐇) = 𝒙]

0,05 M H

0,65 − 𝑥 𝑥 0,4 − 𝑥

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 𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐢𝐨𝐧
0,65 − 𝑥 + 𝑥 + 0,4 − 𝑥 + 0,05 = 1
1,1 − 𝑥 = 1
−𝑥 = −0,1 (÷ −1)
𝑥 = 0,1
𝐅𝐢𝐧𝐚𝐥 𝐀𝐧𝐬𝐰𝐞𝐫

0,05 M H

0,55 0,1 0,3

(0,65 − 0,1) (0,4 − 0,1)

P(M or H) = 0,95

d) A group of 250 learners where asked to state if they do Mathematics, History and
Afrikaans. Below are the results:
n(M) = 130 (Learners doing Mathematics)
( )
n H = 80 ( Learners doing History)
n(A) = 110 (Learners doing Afrikaans)
n(M and H) = 20 (Learners doing Mathematics and History)
n(M and A) = 40 (Learners doing Mathematics and Afrikaans)
n(H and A) = 25 (Learners doing History and Afrikaans)
( )
n M and H and A = 20 ( Learners doing Mathematics, History and Afrikaans)
n(not M or H or A) = 10 (Learners not doing Mathematics or History)
i. Draw a Venn diagram.
ii. Determine the probability that a learner does Mathematics.
iii. Determine the probability that a learner does Mathematics only (P(M only)).
iv. Determine the probability that a learner does Mathematics and History
v. Determine the probability that a learner does Mathematics and History only.
vi. Determine the probability that a learner does Mathematics, History and Afrikaans.
vii. Determine the probability that a learner does Mathematics or History.
viii. Determine the probability that a learner does Mathematics, History or Afrikaans.

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 ix. Determine the probability that a learner does not do Mathematics, History or
Afrikaans.
Answer:

i. 10 M H 250

75 15 40

35 20

50

𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐢𝐨𝐧𝐬
15 = 20 − 5
35 = 40 − 5
20 = 25 − 5
75 = 130 − 15 − 5 − 35
40 = 80 − 15 − 5 − 20
50 = 110 − 35 − 5 − 20
130 13
ii. P(M) = = (can be written as 0,52 or 52%)
250 25
75 3
iii. P(M only) = = (can be written as 0,3 or 30%)
250 10
20 2
iv. P(M and H) = = (can be written as 0,08 or 8%)
250 25
15 3
v. P(M and H only) = = (can be written as 0,06 or 6%)
250 50
5 1
vi. P(M and H and A) = = (can be written as 0,02 or 2%)
250 50
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 190 19
vii. P(M or H) = = (190 = 75 + 35 + 15 + 5 + 40 + 20)
250 25
240 24
viii. P(M or H or A) = = (240 = 75 + 35 + 15 + 5 + 40 + 20 + 50)
250 25
10 1
ix. P(M or H or A)′ = =
250 25

e) A group of 250 learners where asked to state if they do Mathematics, History and
Afrikaans. Below are the results:
n(M) = 130 (Learners doing Mathematics)
( )
n H = 80 ( Learners doing History)
n(A) = 110 (Learners doing Afrikaans)
n(M and A) = 40 (Learners doing Mathematics and Afrikaans)
n(H and A) = 25 (Learners doing History and Afrikaans)
n(M and H and A) = 20 (Learners doing Mathematics, History and Afrikaans)
( )
n not M or H or A = 10 (Learners not doing Mathematics, History or Afrikaans)
Draw a Venn diagram.
Answer:
𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧 [𝐥𝐞𝐭 𝐧(𝐌 𝐚𝐧𝐝 𝐇) = 𝒙]

10 M H 250

90 − 𝑥 𝑥 55 − 𝑥

35 20

50

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 𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐢𝐨𝐧𝐬
35 = 40 − 5
20 = 25 − 5
90 − 𝑥 = 130 − 𝑥 − 5 − 35
55 − 𝑥 = 80 − 𝑥 − 5 − 20
50 = 110 − 15 − 5 − 20

90 − 𝑥 + 𝑥 + 55 − 𝑥 + 35 + 5 + 20 + 50 + 10 = 250
265 − 𝑥 = 250
−𝑥 = −15 (÷ −1)
𝑥 = 15

𝐅𝐢𝐧𝐚𝐥 𝐀𝐧𝐬𝐰𝐞𝐫

10 M H 250

75 15 40
(90 − 15) (55 − 15)

35 20

50

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 f) A group of 250 learners where asked to state if they do Mathematics, History and
Afrikaans. Below are the results:
P(M) = 0,52 (Learners doing Mathematics)
P(H) = 0,32 (Learners doing History)
( )
P A = 0,44 ( Learners doing Afrikaans)
P(M and A) = 0,16 (Learners doing Mathematics and Afrikaans)
P(H and A) = 0,1 (Learners doing History and Afrikaans)
P(M and H and A) = 0,02 (Learners doing Mathematics, History and Afrikaans)
P(not M and H) = 0,04 (Learners not doing Mathematics or History)
Draw a Venn diagram AND determine P(M or H).

Answer:
𝐈𝐥𝐥𝐮𝐬𝐭𝐫𝐚𝐭𝐢𝐨𝐧 [𝐥𝐞𝐭 𝐏(𝐌 𝐚𝐧𝐝 𝐇) = 𝒙]

0,04 M H

0,36 − 𝑥 𝑥 0,22 − 𝑥

0,02

0,14 0,08

0,2

𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐢𝐨𝐧𝐬
0,14 = 0,16 − 0,02
0,08 = 0,1 − 0,02
0,36 − 𝑥 = 0,52 − 𝑥 − 0,02 − 0,14
0,22 − 𝑥 = 0,32 − 𝑥 − 0,02 − 0,08
0,2 = 0,44 − 0,14 − 0,02 − 0,08

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 0,36 − 𝑥 + 𝑥 + 0,22 − 𝑥 + 0,14 + 0,02 + 0,08 + 0,2 + 0,04 = 1
1,06 − 𝑥 = 1
−𝑥 = −0,06 (÷ −1)
𝑥 = 0,06

𝐅𝐢𝐧𝐚𝐥 𝐀𝐧𝐬𝐰𝐞𝐫

0,04 M H

0,3 0,06 0,16

(0,36 − 0,06) (0,22 − 0,06)

0,02

0,14 0,08

0,2

P(M or H) = 0,76

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2 Contingency Tables
a) A group of 200 learners where asked to state if they do Mathematics and History.
Below are the results:
𝐌𝐚𝐭𝐡𝐞𝐦𝐚𝐭𝐢𝐜𝐬 𝐇𝐢𝐬𝐭𝐨𝐫𝐲 𝐓𝐨𝐭𝐚𝐥
𝐁𝐨𝐲𝐬 78 52 130
𝐆𝐢𝐫𝐥𝐬 42 28 70
𝐓𝐨𝐭𝐚𝐥 120 80 200
i. Determine the probability that a learner does Mathematics.
ii. Determine the probability that the learner is a boy.
iii. Determine the probability that a boy does Mathematics.
iv. Determine the probability that a learner is a boy 𝐨𝐫 does Mathematics.
v. Determine whether being a boy and doing Mathematics are 𝐢𝐧𝐝𝐞𝐩𝐞𝐧𝐝𝐞𝐧𝐭 or not.

Answer:

120 3
i. P(M) = =
200 5

130 13
ii. P(B) = =
200 20

78 39
iii. P(B and M) = =
200 100

iv. P(B or M) = P(B) + P(M) − P(B and M)

130 120 78
P(B or M) = + −
200 200 200
43
P(B or M) =
50
39
v. P(B and M) = (From iii. )
100
130 120 39
P(B) × P(M) = × =
200 200 100

P(B and M) = P(B) × P(M)

Therefore being a boy and doing Mathematics are independent.

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 b) A group of 200 learners where asked to state if they do Mathematics and History.
Below are the results:
𝐌𝐚𝐭𝐡𝐞𝐦𝐚𝐭𝐢𝐜𝐬 𝐇𝐢𝐬𝐭𝐨𝐫𝐲 𝐓𝐨𝐭𝐚𝐥
𝐁𝐨𝐲𝐬 78 52 𝑏
𝐆𝐢𝐫𝐥𝐬 𝑎 28 70
𝐓𝐨𝐭𝐚𝐥 120 80 𝑐
Determine the values of 𝑎, 𝑏 and 𝑐.

Answer:

𝑎 = 120 − 78 = 42 or 𝑎 = 70 − 28 = 42

𝑏 = 78 + 52 = 130

𝑐 = 120 + 80 = 200 or 𝑐 = 130 + 70 = 200

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Chapter 6: Statistics
Section 1: Definitions

 Decile: Decile is the value below which a tenth (1/10) of items in a set fall.
 Frequency: Frequency is the number of items in a given interval.
 Interquartile range (𝑰𝑸𝑹): This is the difference between the upper quartile and the
lower quartile.
 Lower quartile (𝑸𝟏 ): This is the value below which twenty five percent (25%) of
items in a set fall.
 Maximum (𝑸𝟒 ): Maximum is the highest number.
 Mean ( 𝒙 ̅ ): Mean is the average number.
 Median (𝑸𝟐 ): This is the middle number or the value below which fifty percent (50%)
of items in a set fall.
 Minimum: Minimum is the lowest number.
 Mode: Mode is the number that appears the most.
 Modal class: Modal class is the interval that has the highest frequency.
 𝒏: 𝑛 is the total frequency.
 Percentile: Percentile is the value below which a given percentage of items in a set fall
 Range: Range is the difference between the maximum and the minimum.
 Upper quartile (𝑸𝟑 ): This is the value below which seventy five percent (75%) of
items in a set fall.

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Section 2: Formulae

No. Subsection Formula

1 Median 𝑛+1
Position of median =
2
2 Lower quartile 𝑛+1
Position of lower quartile =
4
3 Upper quartile 3(𝑛 + 1)
Position of upper quartile =
4
4 Decile 𝑥(𝑛 + 1)
Position of 𝑥 𝑡ℎ decile =
10
5 Percentile 𝑥(𝑛 + 1)
Position of 𝑥 𝑡ℎ percentile =
100
6 Mean p68 ∑𝑛𝑖 𝑥𝑖 ∑𝑛𝑖 𝑓𝑖 𝑥̅𝑖
𝑥= or 𝑥 = (frequency table)
𝑛 𝑛
7 Range range = maximum − minimum
8 Interquartile range 𝐼𝑄𝑅 = 𝑄3 − 𝑄1

Section 3: Box and Whisker p68

Note: 25% of the data lies between each quartile see below.

Skewness: symmetrical
25% 25% 25% 25%

Skewness: skewed left

Min Q1 Q2 Q3 Max

Interquartile range (IQR)

Skewness: skewed right
Range

Section 4: Frequency table p70

No. Detail
1 Frequency column relates to histogram or frequency polygon.
2 Modal class is the interval that has the highest frequency, the highest bar on the
histogram and the steepest gradient on the ogive.
3 ∑𝑛𝑖 𝑓𝑖 𝑥̅𝑖
To calculate the mean we use the formula 𝜇 =
𝑛

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1 Mean and box and whisker
a) The maximum temparature each day is recorded for 9 consective days. Below are the
temperatures for the nine days.

Day 1 2 3 4 5 6 7 8 9
Temperature
20 21 25 26 28 30 31 33 36
(ᵒC)

i. Determine the mean.

ii. Draw the box and whisker.

Answer:

20 + 21 + 25 + 26 + 28 + 30 + 31 + 33 + 36
i. = 27,8 ℃
9

𝑛+1
ii. Position =
4
9+1
Position =
4
Position = 2,5 Q1 = 21 + 0,5(25 − 21) = 23 ℃

𝑛+1
Position =
2
9+1
Position =
2
Position = 5 Q 2 = 28℃

3(𝑛 + 1)
Position =
4
3(9 + 1)
Position =
4
Position = 7,5 Q 3 = 31 + 0,5(33 − 31) = 32 ℃

20 23 28 32 36

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 b) The maximum temperature of each day is recorded for 20 consective days. Below is a
box and whisker diagram representing the maximum temperatures (in ℃) of the
20 days.

20 23 28 32 36
i. What was the highest (maximum) temperature experienced during the 20 days?
ii. What was the lowest (minimum) temperature experienced during the 20 days?
iii. Determine the range of the temperatures.
iv. Determine the interquartile range (IQR) of the temperatures.
v. Comment on the skewness of the data.
vi. What percentage of days had a maximum temperature that is less than 23 ℃?
vii. What percentage of days had a maximum temperature that is more than 23 ℃?
viii. What percentage of days had a maximum temperature that is less than 28 ℃?
ix. What percentage of days had a maximum temperature that is less than 32 ℃?
x. What percentage of days had a maximum temperature that is more than 32 ℃?
xi. How many days had a maximum temperature that is less than 23 ℃?
xii. How many days had a maximum temperature that is less than 28 ℃?

Answer:

i. 36 ℃
ii. 20 ℃
iii. range = maximum − minimum
range = 36 − 20
range = 16 ℃
iv. IQR = Q 3 − Q1
IQR = 32 − 23
IQR = 9 ℃
v. The data is symmetric (or has a normal distribution).
vi. 25%
vii. 75% (25% + 25% + 25% or 3 × 25%)
viii. 50% (25% + 25% or 2 × 25%)
ix. 75% (25% + 25% + 25% or 3 × 25%)
x. 25%
xi. 25% × 20 = 5 days

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 xii. 50% × 20 = 10 days
2 Frequency table
a) The maximum temperature of each day is recorded for 165 consective days. Below is a
frequency table representing the maximum temperatures (in ℃) of the 165 days.

Temperature Frequency
(ᵒC) (days)
20 ≤ 𝑥 ≤ 25 34
25 < 𝑥 ≤ 30 50
30 < 𝑥 ≤ 35 58
35 < 𝑥 ≤ 40 23
Total 165

Determine the following:

i. modal class
ii. mean temperature
iii. minimum temperature
vi. maximum temperature
v. range

Answer:

i. 30 < 𝑥 ≤ 35 (the modal class has the highest frequency which is 58 in this case)

ii. 29,62 ℃ (see below two methods to determine the mean)

𝐌𝐞𝐭𝐡𝐨𝐝 𝟏: 𝐂𝐚𝐥𝐜𝐮𝐥𝐚𝐭𝐨𝐫

Press Mode → STATS → 1 − VAR → enter values as indicated below → AC → Shift → 1

→ VAR → 𝑥̅ → =

X FREQ
(20 + 25)
34
2
(25 + 30)
50
2
(30 + 35)
58
2
(35 + 40)
23
2
Total 165

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 𝐌𝐞𝐭𝐡𝐨𝐝 𝟐: 𝐄𝐪𝐮𝐚𝐭𝐢𝐨𝐧

Temperature (ᵒC) 𝒇 ̅
𝒙
(20 + 25)
20 ≤ 𝑥 ≤ 25 34 = 22,5
2
25 < 𝑥 ≤ 30 50 (25 + 30)
= 27,5
2
30 < 𝑥 ≤ 35 58 (30 + 35)
= 32,5
2
35 < 𝑥 ≤ 40 23 (35 + 40)
= 37,5
2
Total 165

(34 × 22,5) + (50 × 27,5) + (58 × 32,5) + (23 × 37,5)

Estimated mean =
165
Estimated mean = 29,62 ℃

iii. 20 ℃

vi. 40 ℃

v. 40 − 20 = 20 ℃

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Chapter 7: Analytical Geometry
Section 1: Definitions

 Bisect: To bisect means to cut in half.

 Collinear: Points are collinear if they have the same gradient or lie on the same line.
 Decreasing: Decreasing means that the 𝑦 values on a graph decrease as the 𝑥 values
increase.
 Gradient: Gradient refers to the steepness and direction of a graph.
 𝒇(𝒙): 𝑓(𝑥) is the 𝑦.
 Increasing: Increasing means that the 𝑦 values on a graph increase as the 𝑥 values
increase.
 Intercept: An intercept is a point where a graph meets an 𝑥 or 𝑦 axis.
 Intersection: An intersection is a point where two graphs meet. The 𝑥 and 𝑦 values of
the two graphs are equal at this point.
 Midpoint: The middle point between two points.
 Perpendicular: This is an angle of 90°.
 Transformation: Transformation refers to horizontal or vertical shifts as well as
reflections across the 𝑥 or 𝑦 axis or across other lines.
 Vertex: The corner of a shape where two lines intersect.

Important Note: General function rules from Chapter 4 apply in Analytical Geometry.

Section 2: Formulae

No. Formula Use when

1 𝑚 = 𝑦2 − 𝑦1 given 2 points
𝑥2 − 𝑥1
2 𝑚1 = 𝑚2 p73 given parallel lines or a shape that has parallel lines
3 𝑚1 × 𝑚2 = −1 p73 given perpendicular lines or a shape that has
perpendicular lines
4 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 given or asked to calculate length
5 𝑥1 + 𝑥2 𝑦1 + 𝑦2 asked to calculate midpoint or given that a line
(𝑥 = ;𝑦 = )
2 2 bisects another line
p74
6 𝑦 = 𝑚𝑥 + 𝑐 asked to find the equation of a straight line
or 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

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2 𝑚1 = 𝑚2
a) Show that 𝑓 is parallel to 𝑔 .
𝑦 𝑓
𝑔
8

(−1; 4) (1; 4)

Answer:
𝑦2 − 𝑦1 𝑦2 − 𝑦1
𝑚= 𝑚=
𝑥2 − 𝑥1 𝑥2 − 𝑥1
8−4 4−0
𝑚𝑓 = 𝑚𝑔 =
0 − (−1) 1−0
𝑚𝑓 = 4 𝑚𝑔 = 4

𝑚𝑓 = 𝑚𝑔 ∴ 𝑓 is parallel to 𝑔 .
3 𝑚1 × 𝑚2 = −1
a) Show that 𝑓 is perpendicuar to 𝑔 .
𝑦 𝑓

𝑔
(−1; 4)

15 𝑥

Answer:
𝑦2 − 𝑦1 𝑦2 − 𝑦1
𝑚= 𝑚=
𝑥2 − 𝑥1 𝑥2 − 𝑥1
8−4 4−0
𝑚𝑓 = 𝑚𝑔 =
0 − (−1) −1 − 15
1
𝑚𝑓 = 4 𝑚𝑔 = −
4
1
4×− = −1
4
𝑚𝑓 × 𝑚𝑔 = −1 ∴ 𝑓 is perpendicuar to 𝑔 .

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5 𝑥1 + 𝑥2 𝑦1 + 𝑦2
(𝑥 = ;𝑦 = )
2 2
a) Determine the coordinates at B, the midpoint of A and C.

C(1; 6)

B
𝑥
A(−3; −2)

Answer:
𝑥1 + 𝑥2 𝑦1 + 𝑦2
𝑥= 𝑦=
2 2
(−3) + (1) (−2) + (6)
𝑥= 𝑦=
2 2
𝑥 = −1 𝑦=2
B(−1; 2)

b) Determine the coordinates at C if B is the midpoint of A and C.

B(−1; 2)
𝑥
A(−3; −2)

Answer:
𝑥1 + 𝑥2 𝑦1 + 𝑦2
𝑥= 𝑦=
2 2
(−3) + 𝑥 (−2) + 𝑦
−1 = (× 2) 2= (× 2)
2 2
−2 = −3 + 𝑥 4 = −2 + 𝑦
1=𝑥 6=𝑦
C(1; 6)

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Chapter 8: Trigonometry
Section 1: Definitions

 Amplitude: Amplitude is the height from the middle value of a trigonometric function
(the amplitude value is always positive).
 Asymptote: These are lines that graphs continuously approach but never touch.
 Intersection: An intersection is a point where two graphs meet. The 𝑥 and 𝑦 values of
the two graphs are equal at this point.
 Period: Period is a full horizontal cycle of a function.

Section 2: Basics of Trigonometry

1 Trigonometric ratios 𝐬𝐢𝐧 𝜽 𝐜𝐨𝐬 𝜽 𝐭𝐚𝐧 𝜽

a Ratios 𝑜 𝑎 𝑜
ℎ ℎ 𝑎
b Inverses ℎ ℎ 𝑎
cosec 𝜃 = sec 𝜃 = cot 𝜃 =
𝑜 𝑎 𝑜

2 Quadrants and triangle

Quadrant 2 Quadrant 1

sin 𝜃 > 0 all ratios > 0

hypotenuse (ℎ) opposite (𝑜)

0°
180° 360°
𝜃
adjacent (𝑎)
tan 𝜃 > 0 cos 𝜃 > 0

Quadrant 3 Quadrant 4

3 Special angles

30° 45°

2 √3 2 √2

60° 45°
1 √2

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Section 3: Trigonometric diagrams p77

No. Step Detail

1 Step 1: Identify the i. Use a restriction (e.g. 90° < 𝜃 < 270°)
quadrant −1
ii. Use signs (e. g. sin 𝜃 = or sin θ < 0 which both
(if the quadrant is not 2
given) mean that sin 𝜃 is negative therefore we use the third or
forth quadrant)
2 Step 2: draw the triangle i. Opposite = 𝑥
and label the sides of the ii. Adjacent = 𝑦
triangle. iii. Hypotenuse = 𝑟
iv. Use Pythagoras to find the third side
3 Step 3: Use the diagram Use the sides from the diagram to answer the questions.
to answer the questions

Section 4: Calculating angles p78

No. Step Detail

1 sin 𝜃 + 𝑎 = 𝑏 𝑎, 𝑏 ∈ 𝑍 Subtract 𝑎
2 sin 𝜃 − 𝑎 = 𝑏 𝑎, 𝑏 ∈ 𝑍 Add 𝑎
3 𝑎 sin 𝜃 = 𝑏 𝑎, 𝑏 ∈ 𝑍 Divide by 𝑎
4 sin 𝜃 Multiply by 𝑎
=𝑏 𝑎, 𝑏 ∈ 𝑍
𝑎
5 cosec 𝜃 = 𝑏 𝑏∈𝑍 Substitute inverse
6 sin(𝜃 + 𝑎) = 𝑏 𝑎, 𝑏 ∈ 𝑍 sin−1 𝑏 and subtract 𝑎
7 sin 𝑎𝜃 = 𝑏 𝑎, 𝑏 ∈ 𝑍 sin−1 𝑏 and divide by 𝑎

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3 Trigonometric diagrams
a) Use the following diagram to answer the questions below.

𝑦
P(−3; 4)

𝜃
O 𝑥

Determine:
i. the length of OP.
ii. cos 𝜃
Answer:

i. 𝑥2 + 𝑦2 = 𝑟2 𝑦
(−3)2 + (4)2 = 𝑟 2
25 = 𝑟 2
5=𝑟 4 5
𝜃
−3
ii. cos 𝜃 = −3 𝑥
5

3
b) Given cos 𝜃 = − (0° ≤ 𝜃 ≤ 180°), determine the following without the use of
5
a calculator.
i. Draw a sketch.
ii. tan 𝜃
Answer:

i. 𝑥2 + 𝑦2 = 𝑟2 𝑦 • cos 𝜃 is negative in
(−3)2 + 𝑦 2 = (5)2 quadrants 2 and 3
9 + 𝑦 2 = 25
𝑦 2 = 16 4 5 • 0° ≤ 𝜃 ≤ 180° refers
𝑦=4 𝜃 to quadrants 1 and 2
−3 𝑥
• ∴ we use quadrant 2
−3 𝑥
• cos 𝜃 = ( )
5 𝑟
𝑟 is always positive
• ∴ determine the value
of 𝑦
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 ii. tan 𝜃
4
=
−3

4
c) Given sin 𝜃 = (tan 𝜃 < 0), determine the following without the use of a
5
calculator.

i. Draw a sketch.
ii. tan 𝜃

Answer:

i. 𝑥2 + 𝑦2 = 𝑟2 𝑦 • sin 𝜃 is positive in
𝑥 2 + (4)2 = (5)2 quadrants 1 and 2
𝑥 2 + 16 = 25
𝑥2 = 9 4 5 • tan 𝜃 is negative in
𝑥 = −3 𝜃 quadrants 2 and 4
−3 𝑥
• ∴ we use quadrant 2

4 𝑦
• sin 𝜃 = ( )
5 𝑟

• ∴ determine the value

of 𝑥

ii. tan 𝜃
4
=
−3

4 Calculating angles
a) Simplify the following:
5 3
i. sin 𝑥 + 2 = ii. sin 𝑥 − 2 = − iii. 2 sin 𝑥 = 1
2 2
sin 𝑥 1 1
iv. = v. cosec 𝑥 = 2 vi. sin(𝑥 + 20°) =
2 4 2
1
vii. sin 3𝑥 = viii. 2 sin 𝑥 + 3 = 4 ix. 2 sin 3𝑥 = 1
2

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 Answer:

5 3
i. sin 𝑥 + 2 = (−2) ii. sin 𝑥 − 2 = − (+2)
2 2
1 1
sin 𝑥 = sin 𝑥 =
2 2
1 1
𝑥 = sin−1 ( ) 𝑥 = sin−1 ( )
2 2
𝑥 = 30° 𝑥 = 30°

sin 𝑥 1
iii. 2 sin 𝑥 = 1 (÷ 2) iv. = (× 2)
2 4
1 1
sin 𝑥 = sin 𝑥 =
2 2
1 1
𝑥 = sin−1 ( ) 𝑥 = sin−1 ( )
2 2
𝑥 = 30° 𝑥 = 30°

1
v. cosec 𝑥 = 2 vi. sin(𝑥 + 20°) =
2
1 2 1
=2 (invert ) 𝑥 + 20° = sin−1 ( )
sin 𝑥 1 2
1
sin 𝑥 = 𝑥 + 20° = 30° (−20°)
2
𝑥 = 30° 𝑥 = 10°

1
vii. sin 3𝑥 = viii. 2 sin 𝑥 + 3 = 4 (−3)
2
1
3𝑥 = sin−1 ( ) 2 sin 𝑥 = 1 (÷ 2)
2
1
3𝑥 = 30° (÷ 3) sin 𝑥 =
2
𝑥 = 10° 𝑥 = 30°

ix. 2 sin 3𝑥 = 1 (÷ 2)
1
sin 3𝑥 =
2
1
3𝑥 = sin−1 ( )
2
3𝑥 = 30° (÷ 3)
𝑥 = 10°

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