REMOTE LEARNING ACTIVITY BOOK

(RELAB)
MATHEMATICS
GRADE: 11
TEACHER S GUIDE

0
A TABLE OF CONTENTS

PAGE

1. Introduction and purpose 3

2. Term 1 4 - 63

3 Term 2 64 - 106

4 Term 3 107 - 147

5 Term 4 148 - 154

A. INTRODUCTION AND PURPOSE OF THE RELAB

The pandemic has forced schools to resort to the implementation of rotational timetables-where
learners who are at home during normal schooling must continue learning. Hence RELAB as a
strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:
a) Responding to GDE Strategic goal 2 promoting quality education across all classrooms and
schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of the
Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to support
schools for lockdown learning. Understanding learning constraints at home as majority of
learners do not have access to devices or data to use for online learning. Many households
are depending on schools to provide them with learning resources packs

1
 RELAB is designed in a study guide format, where the content is briefly explained with related
concepts as revision, in the form of e.g. notes, mind-maps, concept progression from the
previous grade/s followed by exemplar exercises then practice exercises/problems . The
exercises are pitched at different cognitive levels to expose learners at Grade 10 & 11 to these
different cognitive levels of questioning. The NSC diagnostic reports in different subjects have
revealed that learners fail to analyse questions and as a result fail to respond accordingly.

The RELAB is intended to ensure that learners work on exercises as per topics taught while at
school. These exercises must be completed at home, fully and learners will receive feedback as
groups or individually at school. It is therefore of paramount importance that teachers mark the
work with learners in class, as a way of providing feedback. Educators must diagnose learner
responses, remediate where necessary and plan further intervention.

Educators are encouraged to create WhatsApp groups to remind learners on what is expected
of them in a particular week/ day(s). There shouldn’t be a backlog on curriculum coverage as
content will be covered simultaneously. Feedback from learners at home will confirm usage of
the RELAB material.

RELAB further prepares learners for formal assessment.

B. TABLE OF CONTENTS

WEEK TOPIC SUBTOPIC PAGE

1 Exponents 1. for Simplify expressions and solve equations using the laws of exponents 4 - 24
ratio nal exponents where
and Surds
;
Add, subtract, multiply and divide simple surds.
2. Solve simple equations involving surds.
3.
2 Equations and 1. 2. Complete the square
quadrati Solve Quadratic equations (by factorization and by using the
Inequalities c formula) ; K- Method
3 3. Solve Quadratic inequalities in one unknown (Interpret solutions
graphically.)
NB:It is recommended that the solving of equations in two unknowns is
important to be used in other equations like hyperbola-straight line as this is
normal in the case of graphs

2
4 4. Equations in two unknowns, one of which is linear and the other quadratic
5. Nature of roots
5 Euclidean Teach past grades concepts required for smooth content progression into Gr 24 - 45
11 such as:
Geometry Angles, lines, triangles, etc.

6 Accept results established in earlier grades as axioms and also that a tangent to
a circle is perpendicular to the radius, drawn to the point of contact. Then
investigate and prove the theorems of the geometry of circles:
• The line drawn from the centre of a circle perpendicular to a chord bisects
the chord.
• The line drawn from the centre of the circle to the midpoint of the chord is
perpendicular to the chord
• The perpendicular bisector of a chord passes through the centre of the
circle;
• An angle subtend by the arc at the centre of the circle is two times an angle
subtended by the same arc at the circumference of the circle

7 • Angles subtended by a chord of the circle, on the same side of the chord,
are equal;
• The opposite angles of a cyclic quadrilateral are supplementary;
• An exterior angle of a cyclic quad is equal to the interior opposite angle •
Two tangents drawn to a circle from the same point outside the circle
are equal in length;
8 • 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.
• Use the above theorems and their converses, where they exist, to solve
riders.
9 Trigonometry 1. Derive and use the identities: an odd integer; 46 - 63
and

.
2. Derive and use reduction formulae to simplify the following expressions:
2.1. ; ;
2.2. ; and ;
2.3. ; and ;
10 2.4. ; and ;
3. Determine for which values of a variable an identity holds.

WEEK 1 – 4: EXPONENTS, SURDS AND EQUATIONS

3
 SUB TOPIC
1. Simplify expressions and solve equations using the laws of exponents for rational exponents
𝑝

where
2. Add, subtract, multiply and divide simple surds.
3. Solve simple equations involving surds.
QUADRATIC EQUATIONS, SIMULTANEOUS
1. Complete the square
2. Solve Quadratic equations (by factorization and by using the quadratic formula) ; K-
Method 3. Solve Quadratic inequalities in one unknown (Interpret solutions graphically.)
NB:It is recommended that the solving of equations in two unknowns is important to be used in
other equations like hyperbola-straight line as this is normal in the case of graphs
4. Equations in two unknowns, one of which is linear and the other quadratic
NATURE OF ROOTS

To deal with this topic teachers must ensure:

 Basic factorization involving fractions and surds.

 Basic algebra and factorization.
 Basic linear and quadratic equations.
 This topic is the fundamental of Mathematics because it can be integrated in all topics

 The topic is in Paper 1

 The topic accounts for 45±3 at the end of the year Examination
 The topic is taught for 4 weeks
 The topic of Algebra is question 1 in grade 12 P1
 In grade 12 the topic accounts for 25±3

ACTIVITY 1

Tick the correct columns in the table below:

4
Number Real Non- Real Rational Irrational Whole Natural Integer
(ℝ) (ℝ’) (ℚ) (ℚ’) ) (ℕ) (ℤ)
0    

  

 

 

 

  
𝟐
 

  

ACTIVITY 2

QUESTION 1
1.1

1.2 and

1.3

5
6
OR  x subject of the formula
x+y= 3 x=

 substitution
3 − y …….. (1)

2x2 +4xy−y=15……….. (2)

 standard form
Substitute (1) into (2):  factors

2(3−y)2 +4(3−y)y−y=15  y-values

2y −12y+18−4y +12y−y−15=0
2 2

 x-values
−2y2 −y+3=0 (6)

2y2 + y−3=0

(2y + 3)(y −1)= 0

3 y=−

y=1
2 or
9 x=

2 or x= 2

7
2.3 n200 5300

(n ) (5 )
2 100 3 100  (n ) (5 )
2 100 3 100

(n ) (125)
2 100 100 n2
 125
125 11

Maximum value of n is 11. (3)

OR OR

200log n 300log5
3  use of logs
log5

n 10 2 n 11,18
n=11 n 11,18
11
(3)

OR n200
OR
5300 n
n 5
5 n
n 125
125 n=11
n=11
(3)
[22]

QUESTION 3

8
3.1.1

3.1.2

9
3.1.3

3.1.4

10
3.2 OR

OR

11
3.3

QUESTION 4

4.1.1 x(x−1)=0 x = 0
x=1
x=0 or x=1 (2)

12
4.1.2 2x 2 −4x−5 = 0 x=
 correct
substitution
into correct
formula
4 ( 4) 2 4(2)( 5)
−(− ) − − −
2(2)
 answers
= (3)

x=−0,87 or x= 2,87

OR/OF

x2 − 2x− = 0 completing the

5 square/
(−)
x 1 2
2 voltooiing van
7 die vierkant
x−1= 2
7
x=1 2
= +1 answers
(3)
x=−0,87 or x= 2,87

13
4.1.3 5x = 5−3
5x = 5−3

x=−3  answer
(2)
OR/OF
−x 3

1 1
5x =  =
−x 3 5 5
1 1 answer
= (2)
5 5

−x=3 x=−3

OR / OF
use of logs
5x =

 answer
x = log5 1
(2)
125
= −3

OR / OF

5x =
5x 125 =1 53

5x 53 =1

5x+3 = 50
 answer
x +3 = 0
(2)
x = −3

14
4.1.4
critical values

(x−3)(2−x) 0

OR/OF – + –
 solves an
2 3
2 3 equality
 answer
3 (3)
2 x

OR/OF

(x−3)(2 − x) 0 (x−3)(x− 2) 0
OR/OF – + – critical values
2 3
2 3

2 x
2 x 3 x 3
(3)
4.2.1 x=3 answer (1)

4.2.2 x+1= −4
x−3

(x+1)(x−3)=−4 (x+1)(x−3)=−4

(x+1)(x−3)+ 4 = 0 x2 standard form

−2x+1= 0 factors
answer
(x−1)2 = 0 x=1 (4)

15
4.3

A B

time from
Speed/Spoed = y km/h A x to B
is y
Distance/Afstand = x km x Time/Tyd
= y

A B

3y
km/h Speed/Spoed time from B
= 2x
2 to A is
Distance/Afstand = x km 3y

Time/Tyd = x =2x

3y 3y
2

OR/OF

S D T
x
A to/na B y x
y
3y 2x
B to/na A x
 2x x 2x
2 3y
 +y
3y
Average speed travelled/Gemiddelde spoed afgelê:
Total distance travelled/Totale afstand gereis 2x = 6xy
Total time taken/Totale tyd geneem x 2x 
5x
+
6y
y 3y
 km/h
2x 5
=
(6)
3x + 2x [23]

3y 6xy =

16
 5x
6y
= km/h
5

QUESTION 5
17
5.1.1

5.1.2

5.1.3

18
5.2

OR

5.3

19
QUESTION 6

6.1.1

6.1.2

20
6.1.3

6.2

21
6.3

6.4

22
QUESTION 7

7.1.1

OR

7.1.2

OR

23
7.1.3

24
7.2

7.3

25
7.4

26
 WEEK 5 – 8 : TOPIC: EUCLIDEAN GEOMETRY

SUB-TOPIC:
Circle Geometry

To deal with this topic teachers must ensure:

 Basic Euclidean Geometry of lines is revised involving fractions and surds.

 Basic triangle properties is revised
 Basic terminology on Euclidean Geometry is understood .

The topic is in Paper 2

The topic is used again in Analytical Geometry
The topic accounts for 50±3 Marks in the examination at the end of the year

The following proofs of theorems are examinable (NB. know the proofs by heart)
 The line drawn from the centre of a circle perpendicular to a chord bisects the chord;
 The line drawn from the centre of the circle to the midpoint of the chord is perpendicular to 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;
NB : The theorems are applicable even in grade 12.
The theorems are part of Theory allocated in Paper 2

27
SOLUTIONS
GRADE 11: REASONS WORKSHEET
1.Complete the statement so that it is TRUE:
The line drawn from the centre of the circle to the midpoint of the chord is
Perpendicular to the chord

2.In the diagram, O is the centre of the circle with AB || CD and OH ⊥ AB, AB = 24
cm, CD = 10 cm and OD = 13 cm.

Give reasons for the statements

C G D
1
below:

H
A B

STATEMENT REASON

2.1 Gˆ 1 = 90° corresp.angles,

2.2 AH = 12 line from centre to chord

2.3 OB = 13 radii of the same circle

3. Complete the statement so that it is TRUE

The angle which an arc subtends at the centre of a circle is twice the angle it subtends at the
circumference of the circle.

4. In the diagram alongside, RT SP, SQ = SP and TP is a tangent to the circle at P. PSR = x.

P,Q,R and S are points on the circumference of the circle.

28
Give reasons for the statements below:
STATEMENT REASON

4.1 Qˆ3 =Sˆ2 alt angles,

4.2 Qˆ2 =Pˆ2 angles opp equal sides

4.3 Rˆ +Pˆ2 =180 opp angles of a cyc quad

4.4 Qˆ1 = x ext angle of a cyc quad

5. Complete the following so that the statements are TRUE:

5.1 The angle between a chord and a tangent at a point of contact is equal to the angle in the

alternate segment

5.2 The opposite angles of a cyclic quadrilateral are supplementary.

6. In the diagram below circle ABCD is given. CE is a tangent to circle ABCD at C.

BD is the diameter to circle ABCD.

29
Give reasons for the statements below:
STATEMENT REASONS

6.1 Aˆ =Dˆ angles in the same seg

6.2 Cˆ1 =Dˆ tan chord theorem

ˆ angles in the same seg

6.3 C 3 =Bˆ1

ˆ ˆ angle in semi-circle
6.4 C 2 +C 3 = 90
OR Diameter subtend right angle OR

angle in the 𝟏

30
7. In the diagram below, PT is a diameter of the circle with centre O andTPˆR = 30 . VS is a tangent
to the circle at T and meets OR produced at S.

Give reasons for the statements below:

STATEMENT REASON

7.1 Pˆ =Rˆ1 angle opp equal sides

7.2 Tˆ2 = Rˆ2 angle opp equal sides

7.3 Tˆ1 +Tˆ2 = 90 tan rad OR

tan diameter

7.4 Tˆ1 = Pˆ tan chord theorem

8. In the diagram, O is the centre of the circle. A, B, C and D are points on the circumference
of the circle. Diameter BD bisects chord AC at E. Chords AB, CD and AD are drawn. Cˆ
= 43

31
Give reasons for the statements below
STATEMENTS REASONS

8.1 DE⊥ AC line from centre to midpt of chord

8.2 Bˆ = 43 angles in the same seg

9. In the diagram, O is the centre of the circle. A, B, C and D are points on the circumference
of the circle and CB is the diameter of the circle. Chord CA intersect radius OD at E.

AB is drawn. CD | | OA andAˆ 2 = x .

Give reasons for the statements below

STATEMENTS REASONS

9.1 Cˆ1 = x alt angles, CD∥ 𝑨𝑶

9.2 Cˆ2 =x angle opp equal sides

10. In the diagram, BC is a diameter of the circle. The tangent at point D on the circle meets
CB produced at A. CD is produced to E such that EA ⊥ AC. Let Cˆ =x

32
Give reasons for the statements below
STATEMENTS REASONS

10.1 Dˆ3 = 90 angle in semi-circle

OR Diameter subtend right angle

𝟏
OR angle in the 𝟐

10.2 ABDE is a cyclic quadrilateral Ext angle = to inter opp angle

OR converse ext angle of a cyc
quad

10.3 Dˆ 2 =x tan chord theorem

11. In the diagram O is the centre of the circle and BO and OD are drawn. Chords CB and DE
are produced to meet in A. Chords BE and CD are drawn. BCˆ D = x.

33
Give reasons for the statements below:
STATEMENTS REASONS

ˆ ext angle of a cyc quad

11.1 E 1 = x

ˆ angle at centre = 2 x angle at circumference.

11.2 O 1= 2x

EXERSICE 2 QUESTION 1

34
 E

8
A B
C x

1.1 𝑂𝐸 = 𝑥 + 8

𝑂𝐸 = 𝑂𝐵

𝐴𝐶 = 𝐶𝐵 = 12𝑐𝑚 line from centre perp to chord

𝑂𝐵2 = 𝑂𝐶2 + 𝐶𝐵2

(𝑥 + 8)2 = 𝑥2 + 122

𝑥2 + 16𝑥 + 64 = 𝑥2 + 144

16𝑥 = 80

𝑥=5

D
A B
50
50
C
35
 1.2 Construct: Centre O and the radius and the line drawn form the
centre perpendicular to chord AB

Let

QUESTION 2

O is the centre of the circle.. KOM bisects chord LN and MNˆ O = 26 . K and P are points on the

circle with NKˆ P =32°. OP is drawn.

36
2.1.1 angle at centre is 2 angle at circum.

2.1.2 line drawn from centre to midpoint of chord is perp to chord

sum of angle of
angles on the straight line
2.2 angle opp. Equal sides
KN bisects OKˆ P.

37
QUESTION 3

N M
2
1

L S

31°

3.1.1 angle at centre is twice angle at circum.

3.1.2 Equal chords equal angles

3.2 is the midpoint of LM

𝑂𝑁 = 𝑃̂𝑀̂ Midpoint theorem

But

∴ 𝑂𝑁 = 𝑀̂𝑆

QUESTION 4

4.1 In the figure , O is the centre of the circle. A,B,C D and E lie on the circle such that
38
 chord AB and chord DC are equal in length and 𝐴𝐸𝐵 = 39°

4.1.1 angle at centre = 2 angle at circum.

4.1.2 𝑂2 = 78° equal chords , equal angles

4.2

4.3

39
QUESTION 5

40
5.1.1

5.1.2

5.1.3

5.2

41
QUESTION 6

6.1

6.2

42
QUESTION 7

In the diagram , O is the centre of circle ABD. F is a point on chord AB such that DOF AB
. AB = FD = 8 cm and OF = x cm

43
QUESTION 8

M is the centre of the circle SVQR having equal chords SV and QR. RP and QP are tangents
to the circle at R and Q respectively such that

8.1

8.2

8.3 sum of angles of triangle

equal chords equal angles

44
QUESTION 9

9.1

45
9.2

QUESTION 10

10.1

46
 10.2

10.3

WEEK 9 - 10: TOPICTRIGONOMETRY

SUB-TOPIC:
• Identities
• Reduction Formula
• Determine for which values of a variable an identity holds.

NOTES & EXAM TIPS

47
Deal with this topic teachers must ensure:

 Fundamental identities are mastered and used correctly involving fractions and surds.
 Learners understand that the reduction formulae and identities can be used in trigonometric
equations

The topic of Trigonometry is in Paper 2

It accounts for 50 in the Paper

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

1.

1 1 2
+ =
1 − cos (180° − 𝑥) 1 − sin (90° − 𝑥) 𝑠𝑖𝑛2𝑥

1 1
𝐿̂𝐻𝑆 = +
1 − cos (180° − 𝑥) 1 − sin (90° − 𝑥)

1 1
= +
1 + 𝑐𝑜𝑠𝑥 1 − 𝑐𝑜𝑠𝑥
1 − 𝑐𝑜𝑠𝑥 + 1 + 𝑐𝑜𝑠𝑥
= 2𝑥
1 − 𝑐𝑜𝑠
2
= 2𝑥
𝑠𝑖𝑛

= 𝑅𝐻𝑆

48
2.1

Ref angle = 0

2.2

𝐿̂𝐻𝑆 = −
1 − 𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛 𝜃

𝑠𝑖𝑛2𝜃 − 𝑐𝑜𝑠𝜃(1 − 𝑐𝑜𝑠𝜃)

=
(1 − 𝑐𝑜𝑠𝜃)(𝑠𝑖𝑛𝜃)

𝑠𝑖𝑛2𝜃 − 𝑐𝑜𝑠𝜃 + 𝑐𝑜𝑠2𝜃

=
(1 − 𝑐𝑜𝑠𝜃)(𝑠𝑖𝑛𝜃)

1 − 𝑐𝑜𝑠𝜃
=
(1 − 𝑐𝑜𝑠𝜃)(𝑠𝑖𝑛𝜃)

1
=
𝑠𝑖𝑛𝜃

QUESTION 3

49
QUESTION 4
4.1 cos28

adj side =

𝑐𝑜𝑠
𝑐𝑜𝑠

QUESTION 5

5.1 In the diagram, P(–5 ; 12) and T lies on the positive x-axis. POˆT =

P( 5 ; 12)
−

<
x

50
 5.1.

5.2

5.3

51
QUESTION 6
6.1
𝑡𝑎𝑛 𝜃 + =−
𝑠𝑖𝑛 𝜃 − 1 𝑐𝑜𝑠 𝜃
𝑐𝑜𝑠 𝜃
𝐿̂𝐻𝑆 = 𝑡𝑎𝑛 𝜃 +
= +

(𝑐𝑜𝑠𝜃)(𝑠𝑖𝑛𝜃 − 1)

52
6.2 𝑡𝑎𝑛 𝜃 𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛 𝜃 = 𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠2 𝜃
1− 𝑐𝑜𝑠2𝜃
𝑡𝑎𝑛 𝜃 𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛 𝜃
𝐿̂𝐻𝑆 = 2𝜃
1 − 𝑐𝑜𝑠
𝑡𝑎𝑛 𝜃 𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛 𝜃
= 2𝜃
𝑠𝑖𝑛

53
6.3 𝑠𝑖𝑛 𝜃 1 1
+=

1 + 𝑐𝑜𝑠 𝜃 𝑡𝑎𝑛 𝜃 𝑡𝑎𝑛 𝜃 𝑐𝑜𝑠 𝜃

𝑠𝑖𝑛 𝜃 1
𝑳𝑯𝑺 = +
1 + 𝑐𝑜𝑠 𝜃 𝑡𝑎𝑛 𝜃
𝑠𝑖𝑛 𝜃 1
= +
1 + 𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛𝜃
𝑐𝑜𝑠𝜃

= 𝐿̂𝐻𝑆

54
6.4
( − 𝑡𝑎𝑛 𝜃) =

1 1 𝑠𝑖𝑛𝜃 𝑠𝑖𝑛2𝜃
= 2𝜃 − 2 𝑐𝑜𝑠𝜃 . 𝑐𝑜𝑠𝜃 + 𝑐𝑜𝑠2𝜃
𝑐𝑜𝑠

55
6.5 𝑠𝑖𝑛 𝜃 − 𝑠𝑖𝑛 𝜃 𝑐𝑜𝑠 𝜃
= 𝑡𝑎𝑛
𝑐𝑜𝑠 𝜃 − (1 − 𝑠𝑖𝑛2 𝜃)

𝑠𝑖𝑛 𝜃 − 𝑠𝑖𝑛 𝜃 𝑐𝑜𝑠 𝜃

𝐿̂𝐻𝑆 =
𝑐𝑜𝑠 𝜃 − (1 − 𝑠𝑖𝑛

𝑠𝑖𝑛𝜃(1 − 𝑐𝑜𝑠𝜃)
= 2𝜃
𝑐𝑜𝑠𝜃 − 𝑐𝑜𝑠
𝑠𝑖𝑛𝜃(1 − 𝑐𝑜𝑠𝜃)
=
𝑐𝑜𝑠𝜃(1 − 𝑐𝑜𝑠𝜃)

𝑠𝑖𝑛𝜃
=
𝑐𝑜𝑠𝜃

= 𝑡𝑎𝑛𝜃

6.6

56
6.7

6.8

57
6.9 2 𝑡𝑎𝑛 𝐴 − 2 𝑠𝑖𝑛 𝐴 𝑐𝑜𝑠 𝐴
=
2 𝑠𝑖𝑛2 𝐴

58
6.10
=

59
6.11 1
− 𝑐𝑜𝑠 𝑥 = 𝑡𝑎𝑛 𝑥 𝑠𝑖𝑛 𝑥
𝑐𝑜𝑠 𝑥

6.12

𝑡𝑎𝑛 𝛼
1
𝐿̂𝐻𝑆 = (𝑠𝑖𝑛
𝑡𝑎𝑛 𝛼

6.13
𝑐𝑜𝑠 𝑥 (𝑡𝑎𝑛 𝑥 + )=

60
 𝑐𝑜𝑠 𝑥
)
𝑠𝑖𝑛 𝑥

6.14 𝑐𝑜𝑠2 𝑥 . . 𝑠𝑖𝑛 𝑥

𝑠𝑖𝑛 𝑥 − 𝑠𝑖𝑛2 𝑥

61
6.15 𝑐𝑜𝑠4 − 𝑠𝑖𝑛4 𝑥

(𝑐𝑜𝑠 𝑥 − 𝑠𝑖𝑛 𝑥)(1 + 𝑡𝑎𝑛 𝑥)

𝑐𝑜𝑠4 − 𝑠𝑖𝑛4 𝑥
𝐿̂𝐻𝑆 =

(𝑐𝑜𝑠2𝑥 − 𝑠𝑖𝑛2𝑥)(𝑐𝑜𝑠2𝑥 + 𝑠𝑖𝑛2𝑥

=
(𝑐𝑜𝑠 𝑥 − 𝑠𝑖𝑛 𝑥)(1 + 𝑡𝑎𝑛 𝑥)

(𝑐𝑜𝑠𝑥 − 𝑠𝑖𝑛𝑥)(𝑐𝑜𝑠𝑥 + 𝑠𝑖𝑛𝑥)(1)

=
(𝑐𝑜𝑠 𝑥 − 𝑠𝑖𝑛 𝑥)(1 + 𝑡𝑎𝑛 𝑥)

=
1 + 𝑡𝑎𝑛𝑥

=
𝑠𝑖𝑛𝑥

62
6.16 𝑐𝑜𝑠 𝜃 1 1
𝑠𝑖𝑛 𝜃 (1 + 𝑡𝑎𝑛 𝜃) + 𝑐𝑜𝑠 𝜃 (1 + )= +
𝑠𝑖𝑛 𝜃 𝑠𝑖𝑛 𝜃 𝑐𝑜𝑠 𝜃
𝑐𝑜𝑠 𝜃
𝑳𝑯𝑺 = 𝑠𝑖𝑛 𝜃 (1 + 𝑡𝑎𝑛 𝜃) + 𝑐𝑜𝑠 𝜃 (1 + )
𝑠𝑖𝑛 𝜃

𝑠𝑖𝑛𝜃 𝑐𝑜𝑠2𝜃
= 𝑠𝑖𝑛𝜃 + 𝑠𝑖𝑛𝜃. + 𝑐𝑜𝑠𝜃 +
𝑐𝑜𝑠𝜃 𝑠𝑖𝑛𝜃

𝑠𝑖𝑛2𝜃 𝑐𝑜𝑠2𝜃
= 𝑠𝑖𝑛𝜃 + + 𝑐𝑜𝑠𝜃 +
𝑐𝑜𝑠𝜃 𝑠𝑖𝑛𝜃

63
6.17 𝑠𝑖𝑛 𝑥 𝑐𝑜𝑠 𝑥 1 =
+
1 + 𝑐𝑜𝑠 𝑥 𝑠𝑖𝑛 𝑥 sin 𝑥
𝑠𝑖𝑛 𝑥 𝑐𝑜𝑠 𝑥
𝑅𝐻𝑆 = +
1 + 𝑐𝑜𝑠 𝑥 𝑠𝑖𝑛 𝑥

𝑠𝑖𝑛2𝑥 + 𝑐𝑜𝑠𝑥 + 𝑐𝑜𝑠2𝑥

=
(1 + 𝑐𝑜𝑠𝑥)(𝑠𝑖𝑛𝑥)

1 + 𝑐𝑜𝑠𝑥
=
(1 + 𝑐𝑜𝑠𝑥)(𝑠𝑖𝑛𝑥)

QUESTION 7

7.1.1

7.1.2(a)

64
7.1.2(b)

7.1.2(c)

7.1.3

65
 7.2

7.3

QUESTION 8

66
8.1.1

8.1.2(a)

8.1.2(b)

67
8.2.1

8.2.2

8.2.3

68
8.3

OR

OR

69
 C. TERM 2
WEEK TOPIC SUBTOPIC PAGE

1 Trig equations 4. Determine the general solutions of trigonometric equations. Also, determine solutions in 4 - 10
specific intervals
and general
solutions
2 Quadrilaterals. Teach past grade content on Quadrilaterals Parallelogram,square,rectangle 11 - 21
etc.
Analytical Revise
3
Geometry 1. distance between the two points;
2. gradient of the line segment connecting the two points (and from that identify parallel
and perpendicular lines); and
3. Coordinates of the mid-point of the line segment joining the two points.
Derive and apply:
1. the equation of a line through two given points

4 Derive and apply:

2.the equation of a line through one point and parallel or
perpendicular to a given line; and
3.The inclination (θ) of a line, where is the gradient of the line
Applications in complex diagrams.
5 Number • Revise linear number patterns. 22 - 29
• Investigate number patterns leading to those where there is a constant second
Patterns difference between consecutive terms, and
the general term is therefore quadratic.

6 • Investigate number patterns leading to those

where there is a constant second
difference between consecutive terms,
and the general term is therefore
quadratic
7 Functions and 1.Revise the effect of the parameters and q and investigate the 30 - 48
Graphs effect of p on the graphs of the functions defined by:

70
8
1.1.

1.2. 𝑦 = 𝑓(𝑥) = 𝑎. 𝑏𝑥+𝑝 + 𝑞 where 𝑏 > 0, 𝑏 ≠ 1

2. Investigate numerically the average gradient between two points on a curve and develop an
intuitive understanding of the concept of the gradient of a curve at a point.

NB: Apply nature of roots with Functions

9 Point by point plotting of basic graphs defined by 𝑦 = 𝑠𝑖𝑛𝜃 , 𝑦 = 𝑐𝑜𝑠𝜃 and 𝑦 = 𝑡𝑎𝑛𝜃 for 𝜃 ∈
[−360°; 360° ]
4.Investigate the effect of the parameter k on the graphs of the functions defined by 𝑦 = sin(𝑘𝑥) ,
𝑦 = cos (𝑘𝑥) and 𝑦 = 𝑡𝑎𝑛(𝑘𝑥)
10 5. Investigate the effect of the parameter p on the graphs of the functions defined by
𝑦 = sin (𝑥 + 𝑝) ,
𝑦 = cos (𝑥 + 𝑝) and 𝑦 = 𝑡𝑎𝑛(𝑥 + 𝑝)
6. Draw sketch graphs defined by:
𝑦 = 𝑎 sin k(𝑥 + 𝑝) ,
𝑦 = 𝑎 cos k(𝑥 + 𝑝) and
𝑦 = 𝑎 𝑡𝑎𝑛 𝑘(𝑥 + 𝑝) at most two parameters at a time.

WEEK 1 – TOPIC:TRIGONOMETRY

SUB TOPIC
1.Trigonometic Equations and General Solutions

To deal with this topic teachers must ensure:

 Basic fundamental identities  Basic reduction formula

 Basic definitions of trigonometric ratios  All concepts covered in grade 10 trigonometry.
- Trigonometric ratios.
- Special angles.
 All concepts covered in grade 11 (term 1) trigonometry.
- Trigonometric Identities & Reduction formulae.

71
 Techers must know the Common misconceptions:

 Some learners might struggle when proving certain identities. Give them extra time and
guide them to a full understanding of what they are doing.
 Some learners may have issues understanding the identities. Guide them to a full
understanding of what they are doing and give them extra time to learners that need it.
 Some learners may have issues understanding negative angles. Guide them to a full
understanding of what they are doing and give them extra time to learners that need it.
 Some learners may have issues understanding with tan x, sin x and cos x in the same
equation. Guide them to a full understanding of what they need to accomplish.

SOLUTIONS TO LEARNERS’ ACTIVITY

QUESTION ANSWERS Marks

1.  Equation
 General solutions

(2)

2.1  Factors
 Value sin x
or Value tan x

00 +K.1800
or 
-450 + k.1800 ;

k€Ȥ
(5)

72
 2.2

 expansion
 factors
 both values of sin
x

𝑠𝑖𝑛𝑥 = 𝑜𝑟 𝑠𝑖𝑛𝑥 = 1

(7)

3. sin y
 tan y =
cosy
 Referent <
 Reduction formulae.
 135 0+ K.180 0; k€Ȥ

(4)

4.  Equation 
General solutions

(2)

73
5. 

 expansion
 factorization
 both equations
 /cos
 Referent <
 Reduction
formulae
 General solutions
(8)

𝑡𝑎𝑛𝑥 = 𝑜𝑟 𝑡𝑎𝑛𝑥 = 2

6.1 2cos x +6=3tan x +6

 expansion

(9)

6.2

(4)

74
 WEEK 2 – 4 ANALYTICAL GEOMETRY

SUB-TOPIC:
1.Distance between the two points.
2-The coordinates of the mid-point of the line segment joining the points.
3-The gradient of the line segment joining the point.
4-Conditions for parallel and perpendicular lines.
5-The equation of a line through two given points.
6-The equation of a line through one point and parallel or perpendicular to a given line.
7-The inclination (θ) of a line, where is the gradient of the line

OVERVIEW:

Paper 2

This chapter should take about 3 weeks.

 Revision: 3 .
 The equation of a straight line (perpendicular and parallel lines): 6 lessons.
 The inclination of a line:.

These topics deals with where things are in space and comparing them in term position. As example of
where analytical geometry is used in real life is in the technology of GPS (Global Positioning System)
or GNSS (global Navigation Satellite System).

Common misconceptions:

1. Calculator work for finding an angle or the ratio involving tan.

2. Learners get confuse when alternative words are used in description.
3. Learner find it difficult to select the correct method to match the information given.
4. Positive and negative gradients resulting in an angle < or > 900
5. Make sure learners know when to subtract from 1800 or what it means when they get a negative
angle on the calculator.

75
Teacher must guide learners taking into consideration the following learners´ hints HINTS
1. Mathematical language and terminology must be learnt in more detail.

eg. Learners should then follow the method laid out below: Bisect is 2 midpoints
Perpendicular is the product of 2 gradients = - 1

2. Learners must learn which formula is to be used to prove the most basic aspects of Analytical Geometry.
- 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.
7. Where questions required learners to prove or show a certain expected response, you must convince the
marker of their proof.
8. Such questions often require more calculations than those expecting mere calculations, to be given at the
end.
9. 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 practiced with learners.
10. 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.
11. Practice exercises are often required to teach the above points.
12. Grade 11 work must NOT be ignored. Circle center (0; 0) was no problem in Grade 11, but can be
completely forgotten in Grade 12.

76
 SOLUTIONS TO LEARNERS’ ACTIVITY

QUESTION ANSWERS MARKS

1.  Formula
 substitution
 length of AB

(3)

2.  Formula
 substitution
 midpoint of MN

(3)
)

3 𝑚𝑀̂𝑁 = 𝑥11−−𝑦𝑥22  Formula

𝑦  substitution
−1−3  Gradient MN
𝑚𝑀̂𝑁 = −4−2

(3)

77
4.1  Formula gradient AB
 substitution
 gradient
 equation of line
mAB= = =−

y-y1 =m(x-x1) using (x1;y1) = (5;0)

y−0 =− (x−5)

y = − x+

(5)

4.2 y - y1 =m(x-x1) using (x1;y1) = (2 ;- 3) Formula gradient substitution of

and m = − m = − (parallel lines

have equal gradients)

y +3= − (x−2)
Substitution of point equation of
line
y = − x−1+3

(4)
y = − x −2

4.3 y-y1 = m(x-x1) using (x1; y1) = (0;0)  Formula gradient

 perpendicular line gradients:
− × 2 = −1 then m = 2

y-0 = 2(x - 0) y
 substitution of m=2
= 2x
 Substitution of point
 equation of line
(5)

5  Formula gradient
tan = mAB y
2
 Substitution tan-
−  1
tan =

−y1 x2 x1

(3)
tan = =

= 53,1
0

78
6.1  Formula gradient
y −y
 Substitution
 Gradient
=
m PQ x
QQ −xPP (3)

mPQ = =3
6.2 x −2 QR: y=−  Gradient of the equation
 PQ mQR = −1 m
mQR = − (perpendicular lines)
 Answer.

mPQ mQR = 3 −
= −1

PQ ⊥ QR PQˆR =90

(3)
6.3 −x−2=−x+2  Intersection of
sides(equation)
 Find y  Find x
2 x=  Find R
4 3

x=6

y = –4

R(6 ; –4) (4)

6.4  Formula
 substitution
 length of PR

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

(3)

79
6.5  Formula gradient
 perpendicular line gradients:
m of PR= –1 m

of tangent = 1 =1
 substitution of m
Equation of tangent:
 Substitution of point

y − y1 = (x − x1)
y −1 = x −1  equation of line
(5)
y=x

6.6 tanPNˆ T =mPR =−1  gradient mPR

 tan-1
 gradient mPQ
PNˆT=135
 tan-1
 Ext of for (P)

tanPMˆ T =mPQ = 3  sum of s in ∆ for Ꝋ

PMˆ T = 71,57

Pˆ = 63,43 [ext of (6)

]
s in
= 26,57 [sum of ∆]

80
WEEK 5 - 6: TOPIC: NUMBER PATTERNS

SUB-TOPIC:

• Linear number pattern

• Quadratic number pattern

Overview:

Paper 1

This chapter should take about 2 weeks.

Revise linear number patterns: 3 lessons.

 Investigate number patterns leading to those where there is a constant second difference
between consecutive terms, and the general term is therefore quadratic: 4 lessons

Common misconceptions:

 Some learners find the topic of numbers patterns, with a constant second difference, difficult.
Give learners more time on practical work to develop a better understanding of the concepts
discussed. The strategy should be on:
• Identifying the pattern.
• Using diagram to calculate first and second differences.
• Extending the sequence with a few terms and describing in algebraically.
• Finding any term in the sequence or finding the positioning of a term in the
sequence.
• Learners must able to display a true understanding of linear and quadratic number
patterns.
• Make sure learners know how to differentiate between the value of the term (Tn)
and the positioning (n) of a term.

81
 Teacher must guide learners taking into consideration the following learners´ hints
 Since some of the contexts covered in this unit may be unfamiliar to all or some of
learners, be sure to explain the contexts clearly, and to explain the meaning of all new
terms and concepts clearly.
 Spend more time on explaining and teaching the concepts to the weaker learners,
while the others can be provided with additional exercises.

SOLUTIONS TO LEARNERS’ ACTIVITY

QUESTION ANSWERS MARKS

1.1

1.2

 Substitute
 d
 Tn
 T10
T15

T30

(4)

82
2.1

 1st
 2nd
 Answer

The 2nd differences are equal.

(3)

2.2  Substitute
 a
 Substitute  b
 Substitute
 c
 substitute
 Tn

(8)

3.1

  1st
 2nd
Answer

Second differences are equal then the sequence is a

quadratic sequence. substitute a, b and c into the
general term formula: (3)

83
3.2 
Substitute

a
  Substitute
 b
  Substitute
 c
 substitute
expand
Tn

T n= an2 + bn + c

T n= ( ) n2 + ( − ) n + 24

1 13
T n= n − n + 24
2

2 2 (9)

3.3 1 13  Substitute
 Expand
T 6= 62 − 6 + 24
 T6
2 2

T 6= 36 − 6 + 24

T 6= 18 -39 + 24

T 6= 3
(3)

4.1 8 (1)

84
4.2


 


2a=1  
 Substitute
a= a
Substitute
3a + b = 0
b
Substitute
c
3( ) + b =
substitute
0 expand
Tn

b=-

- +c = 2

- +c=2

-1 + c = 2

c=2+1

=3

Tn= an2 + bn + c

1 3
2
T n= n - n+3
2 2 (9)

85
4.3 1 2
-
3
n + 3 = 1083 n   Equation
 Factorization
2  Factor n=48
2
n2 – 3n + 6 = 2166 (4)
n2 – 3n – 2160 = 0

(n

– 48) (n + 45) = 0 n

= 48

86
 WEEK 7 - 10: TOPIC: FUNCTIONS AND GRAPHS

SUB-TOPIC:
𝑓(𝑥) = 𝑎(𝑥 + 𝑝) + 𝑞 , 𝑓(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞, 𝑓(𝑥) = 𝑎+ 𝑞 and
𝑥+𝑝

𝑓(𝑥) = 𝑎𝑏𝑥+𝑝 + 𝑞; 𝑏 > 0; 𝑏 ≠ 1

Overview:

Paper 1: Marks :45

TEACHING APPROACH_HYPERBOLIC FUNCTIONS

 Use table method to illustrate the effect of " "a , " "p and " "q . Encourage self-discovery and explain

asymptotes.

 Let learners draw rough sketches (If they know the values of a, p and q. at this stage ignore the

intercepts).

 Introduce then intercepts 0= x3−1+2 and draw the graph.

 Write asymptotes in equation form.

 Lines of symmetry: y x c= + and y=− +x c .

 Domain and range.

 Finding the equation of the graph.

 Making deductions from the given sketch.

 Combination of the two or more graphs – focus on the points of intersection.

 Hyperbola has two arms at all times if is complete and show at least one point on the other arm with

intercepts on the other, but there some cases where it has one arm when the constrain is x 0or x 0

87
 SOLUTIONS TO LEARNERS’ ACTIVITY

QUESTION 1
1 f x( [15]
)= −1
x−2
No. Calculations Marking Descriptors Marks

1.1 x=2 y=−1  Horizontal asymptote 2

 Vertical asymptote

1.2 1 1  Method x=0 and 3

− =1 0 − =1 y x−2
0 2− y=0
1
 x=3
1= −x 2 y=− −1
2
 y=−
x=3 y=−
1.3  Both intercepts 3

 Shape

 Both asymptote

1.4 1  Substitution 2
y= −1 x−2
 Answer
1
2= −1
k−2
3k− =6 1
3k=7

k=

88
 1.5 1 2
y=
−1 x−2 1 (−
−x 2) =  LCD

x−2  Simplification

1− +x 2
=
x−2 − +x
3=
x−2
1.6 2 units to the left and 1 unit up.  Answer 2

1.7 x , x0  Answer 2

QUESTION 2
2 f x(
)= +2
x−1
No Calculations Marking Descriptors Marks

2.1 x=1 y=2  x=1 2

 y=2

2.2

 Intercept of f at
(0;0)

 Shape of f 3

 Asymptotes

89
2.3 y− =−2 1(x−1)  m=−1 3

y=− +x 3  Substitute (2;−1)

OR  Equation

y =−x that has been moved 1 unit to the right and 2 units OR
upwards y=− − +(x 1) 2 y=− +x 3
 − −(x 1)

 +2

 Equation

QUESTION 3
p
f x( )− =4 x−2

No Calculations Marking Descriptors Marks

3.1 x=2 y=4  x=2 2

 y=4

90
3.2 p  Substitution 2
f (3) 4− =
 Answer
3 2−
7− =4 p
p=3

3.3 Decreasing function because p 0  Decreasing 2

OR  Reason

Decreasing, as x−increases, y−decreases OR

 Decreasing

 Reason

3.4 (2;4) y x c= +  Equation of axis of 3

symmetry
4 2= +c
y=− +x c c=−2  Equation of axis of
4=− +2 c symmetry

c=6  Testing coordinate

LHS : 1 6− +
=5
=RHS
(1;5) lies on the line
3.5 2x3  Endpoints 2

 Notation

91
QUESTION 4
a
y q
=x p +
+

No Calculations Marking Descriptors Marks

4.1 p=1 q=2  Value of p 2

 Value of q

4.2 a 3
y= +2 x+1
a
4= +2  Substitution of point
0 1+ a=2
2
=y +2  Value of a
x+1

 Equation

92
 4.3 Point of intersection of axes of symmetry of f is (  Point of intersection 5
1− ;2)
 Equating
Point of intersection of axes of symmetry of g is:
 Both x- and y-values
x− =− +3x 1
 Method
2x=4
 Answer
x=2 y=−1

Transformation is from ( 1− ;2)→ −(2; 1)

3units to the right and 3 units down

EXERSICE2 QUESTION 1
On the Cartesian plane below is the graph of 𝑔(𝑥) = 3𝑥.
1.1 , 1.4 and 1.6

1.2 is the reflection of in the -axis.

1.3

1.5

93
QUESTION 2

The diagram below shows hyperbola defined by the equation

The graph of intersects the -axis at T and the -axis at (0;3). The line intersects the
hyperbola in the first quadrant at S.

2.1

94
2.2

2.3

Need 2 - intercepts. When =1 there is only one -

intercept
By shifting the graph down 3 units i.e. making the -intercept
becomes 0. I think this should be the answer:

95
2.4 Solution 1 of 3 (4)

 standard
form



1 + 4𝑘 < 0

OR Solution 2 of 3

2
+𝑥+ =𝑘+1 sides 
 add to both

For non-real roots


OR Solution 3 of 3 

Consider the functions and

or explanation

sketch

Turning point of 𝑦 = 𝑥2 + 𝑥 is  

96
 𝑥2 + 𝑥 = 𝑘 does not have real roots when the line 𝑦 = 𝑘 does not intersect 𝑦 = 𝑥2 +
𝑥

Therefore 𝑘 < 

QUESTION 3

97
 g (− =1) 3 so we
3.1
For a vertical asymptote at

know that the horizontal asymptote of f is y = 3

=c 3 finally we know that (0;5) lies

on f
a
=5 +3
0+1
=a 2
3.2.1 for x − intercepts let y =0
2
+ =3
0 x +1 2
= −3 x +1

+ = −x
1

= −x is x − intercept

of f and − is x − intercept of g

3.2.2 5 5
x − or − x −1
2 3

98
QUESTION 4

4.1 6
at A, y= 0 + 1=0
x−2
6 =−x+ 2
4 =−x
x=−4 Thus

A(−4;0)

x=0 y= +1
y=−3+1

y=−2

Thus B(0;−2)
At E, y= 0; 0 =−2x+8

2x=8

x=4

Thus E(4;0)

99
 4.2 into
and C(-6; 20) is on f
substitute the coordinates of C

Write and on the diagram

4.3 Domain of f is x ℝ

4.4 Range of f is or
4.5 for −6 x 4 or
4.6

Lines of symmetry are

so use
for the axis of symmetry with a negative slope OR
PREFERABLY USE:

has been shifted up 1 unit and right 2 units y=−(x−2)+1

y=−x+2+1

y=−x+3
4.7

y −16+2 i.e. or

4.8

The horizontal asymptote is now at 1 + 2. The range of t is

or

SOLUTIONS ON SKETCHING

1. , ,

𝑦 = − cos 𝑥, ,

𝑦 = 𝑐𝑜𝑠𝑥 AND
when

100
101
2. , ,

𝑦 = − tan 𝑥 , 𝑦 = ta
and ,

3. ,
,
,
,

when
.

102
4. ,
,

103
 𝑦 = sin 𝑥, 𝑦 = 2 sin𝑥, 𝑦 = sin𝑥, 𝑦 = −2sin𝑥 , 𝑦 = − sin 𝑥, 𝑦 = sin𝑥, , 𝑦 = − sin𝑥 𝑦 = 3 sin 𝑥
𝑥𝜖 [−3600;3600

5. and ,
]

104
6 , , when

7 , and for

105
106
 8 and for

9 and when

= 𝑥
10 sin , 𝑦 = sin2𝑥, 𝑦 = sin 3𝑥 and 𝑦 = sin 𝑥 for 𝑥

107
11 𝑦 = tan 𝑥 and 𝑦 = tan 2𝑥 when

12 and 𝑦 = tan 𝑥 for

108
𝑦

13 and 𝑦 = tan 𝑥 ,

109
𝑦= 𝑥

110
14 and ,

15 , 𝑦 = 𝑐𝑜𝑠 𝑥 and ,

111
16 , 𝑦 = − tan 𝑥 − 2 and when

17 , and for

112
SOLUTIONS – DESCRIPTION OF GRAPHS -SOLUTIONS

Function Domain Range Amplitude Period

1.5

Function Domain Range Amplitude Period

No amplitude because the

maximum and the minimum
values do not exist.

113
 1

Function Domain Range Amplitude Period

𝑦=− 𝑠𝑖𝑛 𝑥 + 2
0.5

Function Domain Range Amplitude Period

No amplitude
because the
maximum and the
minimum values do
not exist.

114
 𝑦 𝑡𝑎𝑛 𝑥

𝑡𝑎𝑛 𝑥

Function Domain Range Amplitude Period

115
SOLUTIONS – EQUATIONS OF DRAWN GRAPHS

Blue:

Green:

Red: 𝑦 = tan 𝑥 + 2

116
3

Red:

Red: 𝑦 = sin3𝑥

Blue:

117
Green: 𝑦 = −4cos 𝑥

Pink: 𝑦 = cos2𝑥

SOLUTIONS EXAMINATION TYPE QUESTION 1

1.1 For look at the amplitude of f(x)it is 1 but f(x) is a sine graph
reflected about the x-axis
 

indicates a change of period of a tangent graph. There are 2  

complete tangent graphs in so . (2)
1.2 There will be one complete sine graph in so the period is 
360°. (2)

1.3 means we need x- values where is below  Values

between and including and Look from notation
left to right from to
(2)

QUESTION 2

118
2.1

On g(x) = sin(x+ p),when y = 0, x = - 300 and multiples thereof (these are x-intercepts) so the

basic graph y = sin x has been moved 300 to the left and so p = +300.

On f (x) = cosx+q ,when x = 00, y = so the basic graph y = cos x has been moved a unit
down

and so q = - . The equations of the graphs are f (x) = cos x – and

g(x) = sin(x + 30°).

2.2 We are looking for values of x where f (x) lies above g(x) across the whole domain of the graphs.
Work from left to right across the x-axis. There is only one section where f (x) lies above g(x): x
(–120° ; 0°) OR –120° < x < 0°.

2.3 We need g(x) = sin(x + 30°) to becomeh(x) =−cosx.

To become a cosine graph shift g(x) 60° to the left. It then lines up with f(x) which is
a cosine graph. To become negative cos x, reflect the graph about the x-axis. The
graph of g has to shift 60° to the left and then be reflected about the x-axis.

2.4 The graphs can be used to find the solutions to 𝑓 (𝑥) = 𝑔(𝑥) 𝑓𝑜𝑟 – 240° 𝑥 240°.
If you are given the equations of the graphs, the question could say “Solve for x where

– 240° 𝑥 240° and 𝑠𝑖𝑛(𝑥 + 30°) = 𝑐𝑜𝑠 𝑥 – ”. You would look from left to right across
the graphs and read off the x-values of their points of intersection namely x {-1200; 00; 2400}
which can also be written as x= -1200 or x= 00 or x = 2400.

119
 D. TERM 3
WEEK TOPIC CONTENT

WEEK 1 1. Prove and apply the sine, cosine and area rules.
Trigonometry
WEEK 2 Sin/Cos/Area rules 2. Solve problems in two dimensions using the sine, cosine and area rules.

WEEK 3 2. Solve problems in two dimensions using the sine, cosine and area rules.

WEEK 4 Measurements Revise the volume and surface areas of right-prisms and cylinders.
TRIMMED

WEEK 5 • Study the effect on volume and surface areas when multiplying any
dimension by a constant factor k.
• Calculate volume and surface areas of spheres, right prisms, right cones
and combination of those objects (figures).
WEEK 6 Statistics 1. Revise measures of central tendency in ungrouped data.
2. Measures of central tendency in grouped data: calculation of mean
estimate of grouped and ungrouped data and identification of modal
interval and interval in which the median lies.
3. Revision of range as a measure of dispersion and extension to include
percentiles, quartiles, inter-quartile and semi-inter-quartile range.
WEEK 7 4. Five number summary (maximum, minimum and quartiles) and box
and whisker diagram.
5. Use the statistical summaries (measures of central tendency and
dispersion), and graphs to analyse and make meaningful comments on the
context associated with the given data.
6.Histograms
WEEK 8 7.Frequency polygons
8.Ogives (cumulative frequency curves)
9.Variance and standard deviation of ungrouped data
10.Symmetric and skewed data 11.
Identification of outliers.

120
WEEK 9 Probability 1. The use of probability models to compare the relative frequency of
events with the theoretical probability.
2. The use of Venn diagrams to solve probability problems, deriving and
applying the following for any two events in a sample space S:

A and B are Mutually exclusive if P(A andB) = 0;

A and B are complementary if they are mutually exclusive; and
P(A) +P(B) =1.
Then P(B) = P(not(A)) =1− P(A)
3.Revised the addition rule for mutually exclusive events:

The complementary rule:

and the identity

WEEK 10 4.Identify dependents and independents events and the product rule for
independent events:
8
5.The use of Venn diagrams to solve probability problems,
Deriving and applying formulae for any three events A, B and C in a
sample space S.
6.Use tree diagrams for the probability of consecutive or simultaneous
events which are not necessarily independent

121
 WEEK 1 – 3: TRIGONOMETRY

CONTENT
. Prove and apply the sine, cosine and area rules.
Solve problems in two dimensions using the sine, cosine and area rules.

SOLUTIONS

122
4.

5.

2. 𝑥2 = 332 + 542 − 2(33)(54)𝑐𝑜𝑠44

𝑥2 = 1441,27

𝑥 = 37,96

123
Activity 2

1.

𝐴𝐶 = 24,57

24,57

𝐷𝐶 = 26,11

124
2

𝑦 11
= 𝑠𝑖𝑛62 𝑠𝑖𝑛70

𝑦 = 10,34

𝑥 10,34
=
𝑠𝑖𝑛27° 𝑠𝑖𝑛21°

𝑥 = 13,10

125
3

𝑐𝑜𝑠𝐶 = 𝐵𝐶
𝐴𝐶
150
𝑐𝑜𝑠35 =
𝐴𝐶
150
𝐴𝐶 = = 183,11
𝑐𝑜𝑠35

𝐴𝐶2 = 183,112 + 3002 − 2 × 183,11 × 300 × 𝑐𝑜𝑠130

𝐴𝐶2 = 194149,78

𝐴𝐶 = 440,62

4. 𝐴𝐵 = 50
𝑠𝑖𝑛55° 𝑠𝑖𝑛93

𝐴𝐵 = 41,01

𝐴𝐷 41,01
=
𝑠𝑖𝑛32 𝑠𝑖𝑛90

𝐴𝐷 = 21,73

126
5.1

𝐵𝐶 𝑥
𝑠9𝑛 (𝜃 +𝛽 _
= 𝑠𝑖𝑛𝜃

𝑥𝑠𝑖𝑛 (𝜃 +𝛽 )
𝐵𝐶 =

5.2

127
5.3

5.3
𝑎𝑠𝑖𝑛𝛼
𝐷𝐶 =
𝑠𝑖𝑛𝜃
𝐵𝐶 𝐷𝐶
=
sin (𝛼 + 𝛽) 𝑠𝑖𝑛90°

5.4

𝐴𝐶 𝑠
= 𝑠𝑖𝑛90 𝑠𝑖𝑛𝛽

𝐴𝐶 = 𝑎
𝑠𝑖𝑛𝛽

𝐵𝐶 = 𝐴𝐶
𝑠𝑖𝑛𝛼 𝑠𝑖𝑛𝜃

𝐴𝐶𝑠𝑖𝑛𝛼
𝐵𝐶 =
𝑠𝑖𝑛𝜃

𝐵𝐶 = 𝛼𝑠𝑖𝑛𝛼
𝑠𝑖𝑛𝛽𝑠𝑖𝑛𝜃

128
6.1

𝐵𝐶 = 𝑘 sin (90−𝜗) 𝑠𝑖𝑛𝜃

𝐵𝐶 = 𝑘𝑐𝑜𝑠𝜃
𝑠𝑖𝑛𝜃

𝐵𝐶 = 𝑘
𝑡𝑎𝑛𝜃

𝑑 = 𝐵𝐶
𝑠𝑖𝑛𝛽 sin (𝛼+𝛽) 𝑑

𝐵𝐶𝑠𝑖𝑛𝜃

sin (𝛼+𝛽)

𝑑= 𝑘𝑠𝑖𝑛𝜃
sin(𝛼+𝛽)𝑡𝑎𝑛𝜃

129
6.2

𝐵𝐶 = 𝑘
𝑠𝑖𝑛2𝜃 𝑠𝑖𝑛𝜃

𝐵𝐶 = 𝑘𝑠𝑖𝑛 2𝜃
𝑠𝑖𝑛𝜃

𝑑 = 𝐵𝐶
𝑠𝑖𝑛𝛼 𝑠𝑖𝑛𝛽 𝑑

= 𝐵𝐶
𝑠𝑖𝑛𝛼

𝑠𝑖𝑛𝛽

𝑑 = 𝑘𝑠𝑖𝑛 2𝜃𝑠𝑖𝑛𝛼
𝑠𝑖𝑛𝛽 𝑠𝑖𝑛𝜃

130
131
Activity 3

1.1

1.2

132
1.3

2.1

2.2

133
3.1

3.2

134
4.1

4.2.1

4.2.2

135
5.1

5.2

WEEK 4 – 5 :TOPIC : MEASUREMENT

CONTENT:
• Study the effect on volume and surface areas when multiplying any dimension by a constant
factor k.
Calculate volume and surface areas of spheres, right prisms, right cones and combination of those
objects (figures).

136
 SOLUTIONS

To deal with this topic teachers must ensure:

 Basic formula and properties of area and perimeter of 2D shape.

 Pythagoras’s theorem.
 Volume and surface area (3D shapes) covered in grade 10.
 key vocabulary terms and the characteristics of each shape. The learners must
understand the formulas for areas and volumes; volume, area, radius, height, length,
width, prism, cylinder, cone, sphere, total surface area.

Some key recommendation about how to teach measurements:

1- Diagrams are important to represent the figures(3D) and its parts (2D).

2- Explain that the outside length is the outline of the shape; therefore, the diameter of the
semicircle is not included. If the learners do not understand the concept, draw the outline on the
board; start and end at the same corner. Let them identify the dimensions that contribute to the
circumference. Let the learners discuss how they will calculate the circumference of half a circle.

3- Explain to the learners that the best approach is to identify familiar shapes. Let the
learners identify and name the shapes and formulas they will use to calculate the volume and
surface area.

137
138
QUESTION ANSWERS

1.

139
3 Solution: height VE of

triangle VBC: using

Pythagoras’ Theorem.

140
4. d = 30; d=2r

r = 30 = 15 ; radius is 15m
2

5.

6.1

141
7. Volume of prism:

V = area of base X height of prism

V = 3 (4) (4.3)

V = 51,6 cm3

Volume of cylinder:

V = πr2h h = 12

-4,3- 2,4 h = 5,3

V = π (1,1) 2(5,3)

V = 20,15 cm3

Volume of cone:

V= πr2h

V= π (1,1)22,4

V= 3,04 cm3 volume of wood needed to

make the toy:

V = V(prism) + V (cylinder) + V(cone)

V = 51,6 + 20,15 + 3,04

V = 74,79 cm3

V = 74,8 cm3

142
 WEEK 6 - 8: TOPIC:STATISTICS

CONTENT::
Measure of central

NOTES & EXAM TIPS

QUESTION 1.

55 34 28 55 72 30 3 68 44 29

37 63 71 43 87 55 26 53 59 51

1.1 Find the mean of the set of data in the table above. (48,15) 1.2
Calculate the median of the set of date in the table above.
(52)
1.3 Find the mode of the set of data in the table above.
(55)
1.4 Determine the lower quartile (Q1) of the above data.
(32)
1.5 Determine the upper quartile (Q3) of the above data.
(61)
1.6 Determine the interquartile range.
(29)
1.7 Draw a box and whisker graph to represent the data in the table above

143
 . (3---32□52□61`---87)
1.8 What observation can you make about the spread of the data using the box and whisker
graph in question 1.7
(Negatively skewed or skewed to the left)
1.9 Can you possibly identify an outlier and provide a reason for your answer?
(3)
1.10 Calculate the standard deviation of this data set.
(19,37)

QUESTION 2.

Time(t) in seconds(s) Count (Frequency)

60 < t ≤ 65

65 < t ≤ 70

2.1 Find the estimated mean of this grouped data.

(76)

2.2 Determine the modal group.

(80<t≤85)

2.3 Determine the median group.

(75<t≤80)

QUESTION 3

3.

144
 19 27 22 17 13 30 26 18

22 10 21 32 23 20 13 22

3.1 What is the median for the above-mentioned data.

(21,5)

3.2 Write down the upper and lower quartiles.

(24,5 and 17,5)
3.3 Determine the standard deviation of the scores.
(5,86)

3.4 Draw a box and whisker diagram of the scores recorded in the table above for player
A.
(10---17,5□21,5□24,5---32)
3.5 Another player B, playing in the same competition had his 15 scores recorded. The
five number summary of his scores is (12 ; 21 ; 25 ; 32 ; 34). This box and whisker
diagram is showed below. How does player A and player B compare regarding their
performance? Give reasons for your decision. (Player B is better, has a higher average
score.)

10 12 14 16 18 20 22 24 26 28 30 32 34
4.
27 28 30 32 34 38 41 42 43 43 44 46 53 56 62

4.1 Determine the median of the given data.

(42)

4.2 Determine the interquartile range for the data.

(12)
4.3 Draw a box and whisker diagram to represent the data.
(27--33□42□45—32)

4.3.1 By referring to the box and whisker diagram, comment on the skewness of the learners
in this Olympiad.
(Skewed to the left or negatively skewed)

145
 5.
Number of visits to the Frequency Cumulative
movies in a year Frequency

0 - 5 8 8

6 - 10 10 18

11- 15 6 24

16 - 20 6 B

A 4 34

26 -30 4 38

31 - 35 2 C

36 - 40 0 40

5.1 Complete the table above by giving the values for A, B and C
A=21-25,B=30,C=40)
5.2 Draw the ogive of the data given in the table.

5.3 Estimate the number of visits to the movies made by the top 50% of the learners last
year.
(28)

6.
6.1 Complete the cumulative frequency table above.
(5,20,55,105,140,150)

6.2 Draw the Histogram of the info above with the Interval on the horizontal axis and
the Frequency on the vertical axis.

6.3 Draw an ogive (cumulative frequency curve) to represent the data.

6.4 Estimate the percentage of the learners who sent more than 50 messages in one day.

(74%)
146
 6.5 In which direction is the data skewed?

(To the left)

WEEK 9 - 10: TOPIC:PROBABILITY

SUB-TOPIC:
• Identities
• Reduction Formula
• Determine for which values of a variable an identity holds.

SOLUTIONS

SOLUTIONS

1.1

1.2.1 Not mutually exclusive

1.2.2 Yes, they are inclusive

1.2.3

The events are not complementary

147
1.2.4

ACTIVITIES

1.1

0,1

1.2

Events
and are independent

2.1

Events and not mutually exclusive

148
2.2

0,12

𝑃̂(𝐵)
0,95 =
4 5
× 𝑃̂(𝐵) = 0,95 ×
5 4

0,76

2.3

0,12
0,19

0,81

3.1

0,65

3.2

3.3

0,87

149
4

0,1

the events are not mutually exclusive

5.

Events and are not independent

6.1 The events are NOT mutually exclusive

6.2

0,14

Events and are independent

ACTIVITIES

5 customers

150
 events A and B are not mutually exclusive
1.3.1

1.3.2

1.3.3

OR

151
1.3.4

OR

2.1

2.2.1 (
15 + 3 + 1 + 2 + 1 + 3 25
𝑃̂(𝑝𝑙𝑎𝑦𝑠 𝑛𝑒𝑡𝑏𝑎𝑙𝑙 𝑜𝑟 𝑣𝑜𝑙𝑙𝑒𝑦𝑏𝑎𝑙𝑙) = =
100 100

152
 2.2.2 15 + 1 + 1 + 2 19
𝑃̂(𝑝𝑙𝑎𝑦𝑠 𝑎𝑡𝑙𝑒𝑎𝑠𝑡 𝑡𝑤𝑜 𝑠𝑝𝑜𝑟𝑡𝑖𝑛𝑔 𝑐𝑜𝑑𝑒𝑠) = =

2.2.3 15 + 1 + 2 18 9
𝑃̂(𝑝𝑙𝑎𝑦𝑠 𝑜𝑛𝑙𝑦 𝑡𝑤𝑜 𝑠𝑝𝑜𝑟𝑡𝑖𝑛𝑔 𝑐𝑜𝑑𝑒𝑠) = ==

100 100 50

3.1

153
3.2

n(only chicken) =

(4)

3.3 𝑥 + 19 + 10 12 + 19 + 10 41
𝑃̂(𝑜𝑛𝑙𝑦 𝑡𝑤𝑜 𝑡𝑦𝑝𝑒𝑠) = = =
200 200 200 (3)

ACTIVITIES

SOLUTIONS

1.1

1.2.1 4+2+3+4 13
𝑃̂(𝑁) = =
33 33

154
1.2.2
4+4+2+3+5+8 26
𝑃̂(𝐻 𝑜𝑟 𝑁) = =
33 33

OR

1.2.3
𝑃̂(𝐻′) = ==

OR
15 5
= =

2.1
48 8
𝑃̂(𝐸𝑎𝑡 𝑂𝑢𝑡 𝑛𝑜𝑟 𝐺𝑜 𝑡𝑜 𝑀̂𝑜𝑣𝑖𝑒𝑠) = =

2.2 23 + 8 + 15 + 4 50 1
𝑃̂(𝐸𝑎𝑡 𝑂𝑢𝑡) = =
150 150 3

155
 4 + 15 + 11 + 41 71
𝑃̂(𝐺𝑜 𝑡𝑜 𝑀̂𝑜𝑣𝑖𝑒𝑠) = =
150 150

the Events are NOT independent

3.1

3.2

156
3.3

OR

3.4 At least Two means the student reads 2 or 3 Magazine.

5 + 9 + 10 + 14 38 19
𝑃̂(𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 2) = = =
80 80 40

ACTIVITIES
1.

157
2.

3.

158
4.1

3.2.1 P(F) = 0,456 + 0,016 = 0,472 = 47,2% (2)

3.2.2 P(W and NF) = 0,494 = 49,4% (2)

ACTIVITIES

159
1.1

1.2.1 𝑃̂(𝐴𝑃̂𝐵) + 𝑃̂(𝐴𝐷𝐵) + 𝑃̂(𝐴𝐻𝐵) + ) + 𝑃̂(𝑀̂𝐷𝐵) + 𝑃̂(𝑀̂𝐻𝐵)

𝑃̂(𝑀̂𝑃̂𝐵

1 1 1 1
= 6( × ×)=
2 3 3 3
1.2.2 1 1 1 1
𝑃̂(𝐴𝐻𝑅) + 𝑃̂(𝐴𝐻𝑆) + 𝑃̂(𝐴𝐻𝐵) = 3 ( × ×)=
2 3 3 6
1.2.3 1 11 1
𝑃̂(𝑀̂𝐷𝑅) = 3 ( × ×)=
2 33 6

160
 1.2.4 𝑃̂(𝑃̂ 𝑎𝑛𝑑 𝑆) = 𝑃̂(𝐴𝑃̂𝑆) + 𝑃̂(𝑀̂𝑃̂𝑆)

2.1 10 5
𝑚= =
24 12

24 10 240 8

2.2 14 9 7
× =
24 𝑥+9 20

45 = 3𝑥 + 27

18 = 3𝑥

𝑥=6

OR

5𝑥 = 2𝑥 + 18

3𝑥 = 18

𝑥=6

2.3 7 7 21
𝑃̂(𝐺) = + = = 0,525 24 30 40

161
3.1
) = 80 − (

3.2

3.3

4.1

162
4.2

163
4.3 P(same colour) = P(RR) + P(GG) + P(YY)

=(×)+(×)+(×)

5.1

5.2 P(second answer correct) = 0,2 + 0,18 = 0,38

ACTIVITY

SOLUTIONS

1.1 P(disabled)

(2)
= = = 0,0875

164
1.2 P(disabled person who uses the disabled parking bays)

(2)
= = = 0,03

1.3 P(not disabled and does not use th disabled parking bays)

(2)
= = = 0,15

2.4 P(Uses the disabled parking bays and is not disabled)

(2)
= = = 0,76

ACTIVITIES

1.1 A = 672

B = 2237

C = 1173

D = 2738

1.2.1 672
𝑃̂(𝐹 𝑎𝑛𝑑 𝑀̂𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 5 𝑐𝑢𝑝𝑠) =

1.2.2

1.3

The events are not independent

165
2.1 A = 50

B = 250

C = 100

D = 150

E = 100

F = 400

2.2 𝑃̂(𝑀̂𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 2 𝑎𝑛𝑑 𝑜𝑙𝑑𝑒𝑟 𝑡ℎ𝑎𝑛 40 𝑦𝑒𝑎𝑟𝑠)

= = 0,125

𝑃̂(𝑀̂𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 2) × (𝑜𝑙𝑑𝑒𝑟 𝑡ℎ𝑎𝑛 40 𝑦𝑒𝑎𝑟𝑠)

Events are not independent

3.1

𝑎 = 12

166
 3.2

E. TERM 4
WEEK TOPIC CONTENT

WEEK 2 1. Use the simple and compound growth formulae to solve problems, including interest, hire
purchase, inflation, population growth and other real-life problems.

2. Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol price, imports,
exports, overseas travel).

3.Use simple and compound decay formulae:

WEEK 3
Financial Mathematics and

to solve problems (including straight line depreciation and depreciation on a reducing balance).

WEEK 4 4.The effect of different periods of compound growth and decay, including nominal and effective
interest rates

167
 WEEK 2 – 4: FINANCIAL MATHEMATICS

1. Use the simple and compound growth formulae to solve problems, including interest, hire purchase, inflation,
population growth and other real-life problems.
2. Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol price, imports, exports, overseas
travel).
3.Use simple and compound decay formulae:
and
to solve problems (including straight line
depreciation and depreciation on a reducing balance).
4.The effect of different periods of compound growth and decay, including nominal and effective interest rates

SOLUTIONS

168
1.1 i m 4
1+ie = 1+ nom
m

4
1+ie = 1+ 0,1025
4

1+ie =1,1065....
ie = 0,1065...
r =10,65%

1.2 R25 000 R15 000 8

7,5% p.a. 1,5 years 9,7% 1,5 years

A = P(1+i)n
18

= 25 1+ 0,075 000
12
= R27 967,01

P = 27 967,01+R15 000

= R42 967,01

A = P(1+ i)n
3

= 42 1+ 0,097 967,01
2
= R49 526,82

169
1.3 Jojo, a taxi owner, buys a new taxi for R280 000.

1.3.1 A = P(1−i)n
Value = 280 000(1−0,18)4 = R126
594,09

1.3.2 Cost of new taxi

= P(1+ i)n

= 280 000(1+ 0,069)4

= R365 652,76
1.3.3 Additional money

= R365 652,76 – R126 594,09

= R239 058,67

2 Sheena receives R1 500 as a gift. She invests her money in a savings account, earning
interest at 15% per annum compounded semi-annually

2.1 4

2.2 3

3.1 2

170
3.2 2

3.3 6

4.1 4

4.2 3

4.3 4

4.4 Exactly 8 years ago Tashil invested R30 000 in an account earning 6,5% per annum,
compounded monthly.

171
4.4.1 3

4.4.2

A = P(1+i)n
5.1

=140 000(1+0,061)4
= R177 414,69
5.2 1+ 0,07 2
= 1+
ieff
2
1+
ieff
= (1+ 0,035)2
ieff
= (1+ 0,035)2 −1
= 0,071225

= 7,12%
48 30
5.3 0,105
A= 1+ 0,105 − 7000 1+
24000 12 12

= R27 369,56

172
 5.4 r3

102 755,34 = 198 1−

000 100

102 755,34 r
3 =1−
198 000 100 r
1− = 0,8036119818
100
r
− = − 0,1963880182
100 r =
19,64%

6.1

6.2.1

6.2.2

173
6.3

7.1 A = P(1−i)n

= 500000(1− 0,2)6
=131 072

7.2 Ae = P(1+i)n

= 500000(1+0,07)6

= 750 365,1759

Cost of the new server: 750 365,18 −131 072,00 = 619 293,18

174