FURTHER EDUCATION AND

TRAINING

LUBOMBO CIRCUIT

GRADE 11

MATHEMATICS
INVESTIGATION
28 FEBRUARY 2025

MARKS: 100
TIME: 1,5 HOURS

This investigation consists of 8 pages including a rubric.

Mathematics/Investigation 2 Lubombo/Feb 2025

NSTRUCTIONS AND INFORMATION

Read the following instructions carefully before answering the questions.

1. The investigation consists of three sections: SECTION A TO SECTION C

2. Answer ALL questions in all sections.

3. Number the answers correctly according to the numbering system used in this question

paper.

4. Clearly show ALL calculations, diagrams, graphs, etc, that you have used in determining

your answers.

5. Answers only will not necessarily be awarded full marks.

6. Diagrams are not necessarily drawn to scale

7. Write neatly and legibly.

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Mathematics/Investigation 3 Lubombo/Feb 2025

INVESTIGATION: DERIVATION OF THE QUADRATIC FORMULA AND ITS

SIGNIFICANCE
SECTION A: UNDESTANDING COMPLETINGB NTHE SQUARE [14]

1. Staring with x 2 + 2 x − 8 = 0 , move the constant term to the right hand side.

x2 + 2x = 8
We can represent this problem visually as the sum of the areas of a square with side
length x and the area rectangle with the sides lengths 2 and x, is equal to the square
with total area 8:
1.1 Fill in the missing side lengths. (3)
𝑥 2

+ 𝑥 =

Figure 1 Figure 2

Figure 3

Splitting the middle rectangle (Figure 2) down the middle we can place it on
either side of the left rectangle (Figure 1).
1.2 Fill in the missing side lengths and areas. (5)

=
𝑥2 𝑥

1
Figure 2
Figure 1
Equation 1 illustration 2: We can “complete the square” on the left by adding the missing
corner. We do this to both sides to balance the equation.

1.3 Fill in the missing areas. (2)

Figure 3
x __
Figure 2
Figure 1
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Mathematics/Investigation 4 Lubombo/Feb 2025

Equation 1 illustration 3: combining the terms on the right-hand side to form a new square,
we now have equivalent squares

1.4 Fill in the missing area for the new rectangle on the right. (2)

Figure 1 Figure 2

Equation 1 illustration 4

And hence, ( x + 1) 2 = 9

1.5 So, we know the side length x + 1 must be equal to the side length of the
biggest triangle(Figure 2) above which is 3, so a solution is x = _____ (1)

1.6 If we are looking to solve the equation generally and not just in a concrete
case we can also have x + 1 = −3 , and hence the second solution is
x = _____ (1)

SECTION B: DEDUCING THE QUADRATIC FORMULA [33]

Let’s repeat this process to deduce the quadratic formula.

2. Starting with ax 2 + bx + c = 0 , divide through by a and move the constant term

to the right-hand side:
b c
x2 + x = −
a a
Let’s again represent the problem visually as the sum of the area of a square
b
with side length x and the area of a rectangle with side lengths and x , as
a
equal to a square with total area − ac .

2.1 Fill in the missing side lengths and area. (4)

Figure 1 Figure 2
Figure 3

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Mathematics/Investigation 5 Lubombo/Feb 2025

Splitting the middle rectangle (Figure 2) down the middle we can place it on either side
of the first rectangle (Figure 1).

Equation 2 illustration 1

2.2 Fill in the missing side lengths and areas. (6)

Figure 1 Figure 2

Equation 2 illustration 2

2.3 Fill in the missing areas. (3)

Figure 3

Figure 2
Figure 1

Equation 2 illustration 3: Combining the terms on the right-hand side to form a new square, we
now have equivalent squares.

2.4 Fill in the gaps to find a simplified expression for the area of the new
big rectangle: (2)

c b2
− + 2 = ________ (make both fractions have the same denominator)
a 4a

= ________ (combine to form a single fraction)

2.5 Does the numerator look familiar? If yes, what is it called? (2)

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Mathematics/Investigation 6 Lubombo/Feb 2025

2.6 Fill in the gap for the area of the new right rectangle (Figure 2) below. (1)

Figure 1 Figure 2

And hence (x + ____) = ______

2
(2)
From here let’s rearrange alphabetically:

(a) Take the square roots on both sides, don’t forget to indicate there are two
answers
__________________________________________

x x
(b) Simplify the fraction by recalling =
y y

______________________________

(c) Isolate the x on the left by moving the other term to the right.

_____________________________
(d) Write the right-hand side as a single fraction

_____________________________ (4)
If you have followed the steps correctly you have established quadratic formula,
i.e. for a quadratic equation of the form ax 2 + bx + c = 0 , solutions are:
2.7 x = __________ ______ (2)

Further questions to ponder:

3. Who was the first person to establish this formula and when? (2)

4. Are there other ways to establish the formula? (5)

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Mathematics/Investigation 7 Lubombo/Feb 2025

SECTION C: SIGNIFICANCE OF THE QUADRATIC FORMULA [3]

The quadratic formula defines the point (x ; 0) on the parabolic graph, where the parabola

y = ax 2 + bx + c crosses the x-axis and it can be separated into two terms,

− b  b 2 − 4ac
x=
2a

b b 2 − 4ac
x=− 
2a 2a
b b
The first term − describes the (i)____________________________, the line x = − .
2a 2a
b 2 − 4ac
The second term , gives the (ii)_________________________the roots are away
2a
from the axis of symmetry.
If parabola’s vertex is on the x-axis, then the corresponding equation has a single repeated
root on the line of symmetry, and this distance term is zero, algebraically, the
(iii)_____________________ commonly known as b 2 − 4ac = 0 . (3)

Questions: 50
Rubric: 28 marks
GRAND TOTAL: 78 MARKS

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Mathematics/Investigation 8 Lubombo/Feb 2025

Rubric:
Criteria Level 1 (1x) Level 2 (2x) Level 3 (3x) Level 4 (4x) Max
Marks
Section A: Understanding completing the squares [36 mark]
1.1 Missing side No attempt to fill Most side lengths All side lengths
lengths inside lengths. accurately accurately identified
(0 correct) identified and and completed with
completed with clear understanding 4
clear (3-5 correct)
understanding.
(1-2 correct)
1.2 Missing areas Incorrect areas Some areas Most areas correctly All areas are
with significant calculated correctly calculated and calculated
errors. but with noticeable logical reasoning correctly with
(0 correct) errors. shown. detailed
(1-3 correct) (4-5 correct) explanations of 3
process.(6 and
both conclusion
values correct)
1.3 & 1.4 Completing No understanding All correct
the square of balancing the Partial completion completion of
equation and of the square with square and correct
adding missing some addition of missing 4
corners.(0 correct) understanding of corners.(2-3 correct)
balancing both
sides. (1 correct)
Section B: Deducing the quadratic formula [52 marks]
Fill in the side No side lengths 3 side lengths All side lengths
lengths and areas identified.(0 correctly/ with 5 side lengths are are completed
(2.1 & 2.2) correct) minor errors. completed correctly accurately and 3
with some gaps. systematically.
Completing the No attempt to One correct Most visual Clear and
square visually represent understanding of representations and accurate visual
(2.3 & 2.4) the square visually completing trhe additions are correct representation.
but lacks clarity or square visually but with minor errors. (4-5 correct) 3
accuracy. lacks clarity of (2-3 correct)
accuracy.
Familiarity of the No attempt/ Attempted to Attempted to
numerator (2.5) response to the respond to respond to
familiarity of the familiarity of the familiarity of the 4
numerator.(0 numerator with yes numerator with yes
correct) only. (1 correct) and named it. (2
correct)
Conclusion/Algebraic No understanding 1-2 correct Most algebraic steps Most algebraic
rearrangement (2.6 of algebraic rearrangement are correct with steps are correct
& 2.7) rearrangements.(0 attempted but with same inaccuracies. with some
correct) errors. (3-4 correct) inaccuracies. (5- 3
8 correct)
Historical and No attempt to 1-2 correct 3-4 correct 5-7 correct
alternative methods answer historical response with responses correct responses with
(3 & 4) and alternative limited explanation with some gaps in some gaps in
method or accuracy. detail. detail. 1
questions.(0
correct)
Section C: Significance of the Quadratic Formula [12]
Interpretation of terms Incorrect One interpretation Two terms are Both terms are
(i – iii) interpretation of of terms with interpreted correctly interpreted
terms and their noticeable gaps of with minor errors. correctly as well
significance. (0 errors. (2 correct) as the 3
correct) (1 correct) discriminant. (3
correct)
Total /28

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