Grade 10 Maths Teacher Guide PDF

Everything Maths
Grade 10 Mathematics – Teacher’s guide
An introduction to using Everything Maths for Grade 10
by Siyavula and volunteers

Everything Maths
Grade 10 Mathematics
Version 1 – CAPS
by Siyavula and volunteers

ISBN: 978-1-920423-11-7
Copyright notice
Your freedom to legally copy this book

You are allowed and encouraged to freely copy this book. You can photocopy, print and
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The only restriction is that you have to keep this book, its cover and short-codes unchanged.
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Contributors List
Siyavula Core Team

Bridget Nash, Alison Jenkin, Marina van Zyl, Nicola du Toit, Heather Williams
Everything Maths
Mathematics is commonly thought of as being about numbers but mathematics is actually a language!
Mathematics is the language that nature speaks to us in. As we learn to understand and speak this lan-
guage, we can discover many of nature’s secrets. Just as understanding someone’s language is necessary
to learn more about them, mathematics is required to learn about all aspects of the world – whether it
is physical sciences, life sciences or even finance and economics.
The great writers and poets of the world have the ability to draw on words and put them together in ways
that can tell beautiful or inspiring stories. In a similar way, one can draw on mathematics to explain and
create new things. Many of the modern technologies that have enriched our lives are greatly dependent
on mathematics. DVDs, Google searches, bank cards with PIN numbers are just some examples. And
just as words were not created specifically to tell a story but their existence enabled stories to be told, so
the mathematics used to create these technologies was not developed for its own sake, but was available
to be drawn on when the time for its application was right.
There is in fact not an area of life that is not affected by mathematics. Many of the most sought after
careers depend on the use of mathematics. Civil engineers use mathematics to determine how to best
design new structures; economists use mathematics to describe and predict how the economy will react
to certain changes; investors use mathematics to price certain types of shares or calculate how risky
particular investments are; software developers use mathematics for many of the algorithms (such as
Google searches and data security) that make programmes useful.
But, even in our daily lives mathematics is everywhere – in our use of distance, time and money.
Mathematics is even present in art, design and music as it informs proportions and musical tones. The
greater our ability to understand mathematics, the greater our ability to appreciate beauty and everything
in nature. Far from being just a cold and abstract discipline, mathematics embodies logic, symmetry,
harmony and technological progress. More than any other language, mathematics is everywhere and
universal in its application.
See introductory video by Dr. Mark Horner: VMiwd at www.everythingmaths.co.za
More than a regular textbook
Everything Maths is not just a Maths textbook. It has everything you expect from your regular printed
school textbook, but comes with a whole lot more. For a start, your learners can download or read it
online on their mobile phone, computer or iPad, which means you have the convenience of accessing
it wherever you are.
It is good for learners to hear and read different explanations of concepts as it affords them a more
well-rounded understanding of the work. This is why every chapter comes with links to online video
lessons and explanations, which help bring the ideas and concepts to life. Summary presentations at
the end of every chapter offer an overview of the content covered, with key points highlighted for easy
revision.
All the exercises inside the book link to an on-line service where learners can get more practice, see the
full solutions or test their skills level on mobile and PC. Every educator knows that the key to success in
maths is practice, practice, practice!
We are interested to know what you as an educator think about our books, as well as what the learners
wonder about or struggle with as they make their way through the content and attempt the exercises.
That is why we have made it possible for educators and learners to use their mobile phones or computers
to access the books on-line and digitally pin a question to a page and see what questions and answers
other readers pinned up too.
Read it on your mobile or PC
Learners can have this textbook at hand wherever they are – whether at home, on the the train or at
school. They can browse the on-line version of Everything Science on their mobile phone, tablet or
computer. To read it off-line, a PDF or e-book version can be downloaded. Learners can also access
Everything Maths and Everything Science for not only Grade 10, but also for Grades 11 and 12 on their
mobile phone! There is now no excuse for a learner to not have these textbooks in front of them in
class!
To read or download the textbook on their phone or computer, direct learners to
www.everythingmaths.co.za
Links to support materials

Inside the book you will find these icons to help you and your learners spot where online videos,
presentations, practice tools and more help exist. The short-codes next to the icons allow you to navigate
directly to the resources on-line without having to search for them. Visit www.everythingmaths.co.za
and enter the short-codes in the navigation box.
(A123) Go directly to a section
(V123) Video, simulation or presentation
(P123) Practice and test your skills
(Q123) Ask for help or find an answer

Video lessons
Look out for the video icons inside the book. These will take you to online video lessons that help bring
the ideas and concepts on the page to life. Learners can now get extra insight, detailed explanations
and worked examples, while also seeing the concepts in action and hearing real people talk about how
they use maths and science in their work!
This is a great way for you to bring technology into your classroom – using a projector or digital white-
board, access the books on www.everythingmaths.co.za and use the videos to provide an additional
summary of the concepts you have covered by offering an alternative explanation. After hours, learners
that need additional help will know that they can watch the videos in their own time, with the added
bonus of being able to stop, pause and rewind the explanation until they have fully grasped the concept.
This is great for revision purposes too, as it is like having a personal teacher on hand for every learner,
at any time!
See video explanation (Video: V123)
Video exercises
Wherever there are exercises in the book you will see icons and short-codes for online video solutions,
practice and help. By entering these short-codes into the box on our website, learners will be taken to
video solutions of select exercises to show them step-by-step how to solve such problems. Encourage
your learners to access these video exercises, which are great for revision purposes as well as to reinforce
your own teaching.
You can get access these videos by:
• viewing them on-line on your mobile or computer

• downloading the videos for off-line viewing on your phone or computer
• ordering a DVD to play on your TV or computer
• downloading them off-line over Bluetooth or Wi-Fi from select outlets
See video exercise (Video: V123)
For additional viewing, downloads or more information, visit the Everything Maths website on your
phone or computer at www.everythingmaths.co.za.
Setting tests with Monassis

Siyavula offers an open online assessment bank called Monassis, for the sharing and accessing of
curriculum-aligned test and exam questions with answers. All the questions and solutions found in
the textbook are hosted on-line on Monassis. In addition to this, this site enables educators to quickly
set tests and exam papers, by selecting items from the library and adding them to their test. Educators
can then download their separate test and memo which is ready for printing. Monassis further offers
educators the option of capturing their learners’ marks in order to view a selection of diagnostic reports
on their performance.
We encourage you to make use of Monassis - let it help you save time setting tests and analysing learner
marks! For further information visit www.monassis.com.
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Intelligent practice for learners
One of the best ways for learners to prepare for tests and exams is to practice answering the same kind
of questions they will be tested on. At every set of exercises you will see a practice icon and short-
code, which link to an online database for learners to practice further exercises. Point your learners at
www.everythingmaths.co.za on their mobile phone or PC. where they can enter the short-code from
the textbook into the box on the website, and be redirected to additional exercises online. This on-line
practice on mobile and PC will keep track of learners’ performance and progress, give them feedback
on areas which require more attention, and suggest which sections or videos to look at.
See more practice (QM123)
The software can generate any number of questions with the same structure but different details i.e.
the numerical values in physics or maths problems can change each time, but the type of question can
stay the same. This allows much more variety than a traditional question bank - to the extent that a
different practice test can be created automatically for each student in a class. The system also generates
a memorandum along with each test, and tracks the learners’ conceptual understanding through their
success at answering different types of questions.
This tool aims to discover the strong and weak points in learners’ understanding as the learners are
going through worked examples and drilling exam problems. By knowing with which concepts learners
are struggling, the system can then do useful things like
• provide more practice on the types of questions with which the learner is struggling;
• recommend revision material from freely available educational resources (for example, Siyavula’s
Everything Maths and Everything Science textbooks);
• provide feedback and reports to learners, educators and parents about their progress and about the
specific concepts to which they should pay more attention.
The above is done for each learner individually, delivering a customised practice and revision schedule
to match his or her pace and understanding.
Helping learners find answers

If a learner is stuck on a particular section of work in the textbook, they can get additional help by
visiting www.everythingmaths.co.za on their phone or computer, and find out if other learners also had
a question about that same section of the work. If a question has been posted, educators can go on-line
and respond, thereby helping other learners that may have been stuck on the same problem.
(P78) Visit this section to post or view questions
(QM123) Ask for help or find an answer
Using the short-codes at section headings and exercises in the textbook, learners can go to the above
website, enter the short-code into the box on-line, and be redirected to the relevant place in the book.
Once there they can pin their question at the exact spot where it cropped up (see image below), by
highlighting a specific section of the text. They will be able to see whether the question has been asked
before by other learners, and what the given answer to that question is.
xi
Tell us how to improve the book
If you have any comments, thoughts or suggestions on the books, visit www.everythingmaths.co.za,
and switch to educator mode (you will see on the website how to do this), and using our annotator tool,
you can capture these in the text. These can range from sharing tips and ideas on the content in the
textbook with your fellow educators, to discussing how to better explain concepts in class. Also, if you
have picked up any errors in the book you can make a note of them here, and we will correct them in
time for the next print run. The image below illustrates this.
xii
I Introduction 1
1 Front matter 3
1.1 Support for educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 On the Web, everyone can be a scientist . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Blog posts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.4 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.6 Chapter Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
II Solutions 39
1 Algebraic expressions 41
2 Equations and inequalities 61
3 Exponents 85
4 Number patterns 93
5 Functions 97
6 Finance and growth 117
7 Trigonometry 127
8 Analytical geometry 145
9 Statistics 161
10 Probability 173
11 Euclidean geometry 185
12 Measurements 209
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CONTENTS CONTENTS
xiv
Part I
Introduction
1
Front matter 1
Support for educators
Science education is about more than physics, chemistry and mathematics... It’s about learning to
think and to solve problems, which are valuable skills that can be applied through all spheres of life.
Teaching these skills to our next generation is crucial in the current global environment where method-
ologies, technology and tools are rapidly evolving. Education should benefit from these fast moving
developments. In our simplified model there are three layers to how technology can significantly
influence your teaching and teaching environment.
First Layer: educator collaboration
There are many tools that help educators collaborate more effectively. We know that communities of
practice are powerful tools for the refinement of methodology, content and knowledge and are also
superb for providing support to educators. One of the challenges facing community formation is the
time and space to have sufficient meetings to build real communities and exchange practices, content
and learnings effectively. Technology allows us to streamline this very effectively by transcending
space and time. It is now possible to collaborate over large distances (transcending space) and when it
is most appropriate for each individual (transcending time) by working virtually (email, mobile, online
etc.).
Our textbooks have been re-purposed from content available on the Connexions website
(http://cnx.org/lenses/fhsst). The content on this website is easily accessible and adaptable as it is under
an open licence, stored in an open format, based on an open standard, on an open-source platform,
for free, where everyone can produce their own books. The content on Connexions is available under
an open copyright license - CC-BY. This Creative Commons By Attribution Licence allows others to
legally distribute, remix, tweak, and build upon the work available, even commercially, as long as the
original author is credited for the original creation. This means that learners and educators are able to
download, copy, share and distribute this content legally at no cost. It also gives educators the freedom
to edit, adapt, translate and contextualise it, to better suit their teaching needs.
Connexions is a tool where individuals can share, but more importantly communities can form around
the collaborative, online development of resources. Your community of educators can therefore:
• form an online workgroup around the content;

• make your own copy of the content;
• edit sections of your own copy;
• add your own content or replace existing content with your own content;
• use other content that has been shared on the platform in your own work;
• create your own notes / textbook / course material as a community.
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1.1 CHAPTER 1. FRONT MATTER
Educators often want to share assessment items as this helps reduce workload, increase variety and
improve quality. Currently all the solutions to the exercises contained in the textbooks have been
uploaded onto our free and open online assessment bank called Monassis (www.monassis.com), with
each exercise having a shortcode link to its solution on Monassis. To access the solution simply go
to www.everythingmaths.co.za, enter the shortcode, and you will be redirected to the solution on
Monassis.
Monassis is similar to Connexions but is focused on the sharing of assessment items. Monassis contains
a selection of test and exam questions with solutions, openly shared by educators. Educators can fur-
ther search and browse the database by subject and grade and add relevant items to a test. The website
automatically generates a test or exam paper with the corresponding memorandum for download.
By uploading all the end-of-chapter exercises and solutions to this open assessment bank, the larger
community of educators in South Africa are provided with a wide selection of items to use in setting
their tests and exams. More details about the use of Monassis as a collaboration tool are included in
the Monassis section.
Second Layer: classroom engagement
In spite of the impressive array of rich media open educational resources available freely online (such as
videos, simulations, exercises and presentations), only a small number of educators actively make use
of them. Our investigations revealed that the overwhelming quantity, the predominant international
context, and difficulty in correctly aligning them with the local curriculum level acts as deterrents. The
opportunity here is that, if used correctly, they can make the classroom environment more engaging.
Presentations can be a first step to bringing material to life in ways that are more compelling than are
possible with just a blackboard and chalk. There are opportunities to:
• create more graphical representations of the content;

• control timing of presented content more effectively;
• allow learners to relive the lesson later if constructed well;
• supplement the slides with notes for later use;
• embed key assessment items in advance to promote discussion; and
• embed other rich media like videos.
Videos have been shown to be potentially both engaging and effective. They provide opportunities to:
• present an alternative explanation;

• challenge misconceptions without challenging an individual in the class; and
• show an environment or experiment that cannot be replicated in the class which could be far
away, too expensive or too dangerous.
Simulations are also very useful and can allow learners to:
• have increased freedom to explore, rather than reproduce a fixed experiment or process;
• explore expensive or dangerous environments more effectively; and
• overcome implicit misconceptions.
We realised the opportunity for embedding a selection of rich media resources such as presentations,
simulations, videos and links into the online version of Everything Maths and Everything Science at the
4
CHAPTER 1. FRONT MATTER 1.2
relevant sections. This will not only present them with a selection of locally relevant and curriculum
aligned resources, but also position these resources within the appropriate grade and section. Links to
these online resources are recorded in the print or PDF versions of the books, making them a tour-guide
or credible pointer to the world of online rich media available.
Third Layer: beyond the classroom
The internet has provided many opportunities for self-learning and participation which were never
before possible. There are huge stand-alone archives of videos like the Khan Academy which covers
most Mathematics for Grades 1 - 12 and Science topics required in FET. These videos, if not used in
class, provide opportunities for the learners to:
• look up content themselves;

• get ahead of class;
• independently revise and consolidate their foundation; and
• explore a subject to see if they find it interesting.
There are also many opportunities for learners to participate in science projects online as real partic-
ipants (see the section on citizen cyberscience “On the web, everyone can be a scientist”). Not just
simulations or tutorials but real science so that:
• learners gain an appreciation of how science is changing;

• safely and easily explore subjects that they would never have encountered before university;
• contribute to real science (real international cutting edge science programmes);
• have the possibility of making real discoveries even from their school computer laboratory; and
• find active role models in the world of science.
In our book we’ve embedded opportunities to help educators and learners take advantage of all these
resources, without becoming overwhelmed at all the content that is available online.
Tell us how to improve the book
If you have any comments, thoughts or suggestions on the books, you can visit www.everythingmaths.co.za
and in educator mode (you will see on the website how to do this), capture these in the text. These
can range from sharing tips and ideas on the content in the textbook with your fellow educators, to
discussing how to better explain concepts in class. Also, if you have picked up any errors in the book
you can make a note of them here, and we will correct them in time for the next print run.
On the Web, everyone can be a

scientist
Did you know that you can fold protein molecules, hunt for new planets around distant suns or simulate
how malaria spreads in Africa, all from an ordinary PC or laptop connected to the Internet? And you
don’t need to be a certified scientist to do this. In fact some of the most talented contributors are
5
teenagers. The reason this is possible is that scientists are learning how to turn simple scientific tasks
into competitive online games.
This is the story of how a simple idea of sharing scientific challenges on the Web turned into a global
trend, called citizen cyberscience. And how you can be a scientist on the Web, too.
Looking for Little Green Men
A long time ago, in 1999, when the World Wide Web was barely ten years old and no one had heard of
Google, Facebook or Twitter, a researcher at the University of California at Berkeley, David Anderson,
launched an online project called SETI@home. SETI stands for Search for Extraterrestrial Intelligence.
Looking for life in outer space.
Although this sounds like science fiction, it is a real and quite reasonable scientific project. The idea
is simple enough. If there are aliens out there on other planets, and they are as smart or even smarter
than us, then they almost certainly have invented the radio already. So if we listen very carefully for
radio signals from outer space, we may pick up the faint signals of intelligent life.
Exactly what radio broadcasts aliens would produce is a matter of some debate. But the idea is that if
they do, it would sound quite different from the normal hiss of background radio noise produced by
stars and galaxies. So if you search long enough and hard enough, maybe you’ll find a sign of life.
It was clear to David and his colleagues that the search was going to require a lot of computers. More
than scientists could afford. So he wrote a simple computer program which broke the problem down
into smaller parts, sending bits of radio data collected by a giant radio-telescope to volunteers around
the world. The volunteers agreed to download a programme onto their home computers that would
sift through the bit of data they received, looking for signals of life, and send back a short summary of
the result to a central server in California.
The biggest surprise of this project was not that they discovered a message from outer space. In fact,
after over a decade of searching, no sign of extraterrestrial life has been found, although there are still
vast regions of space that have not been looked at. The biggest surprise was the number of people
willing to help such an endeavour. Over a million people have downloaded the software, making the
total computing power of SETI@home rival that of even the biggest supercomputers in the world. David
was deeply impressed by the enthusiasm of people to help this project. And he realized that searching
for aliens was probably not the only task that people would be willing to help with by using the spare
time on their computers. So he set about building a software platform that would allow many other
scientists to set up similar projects. You can read more about this platform, called BOINC, and the
many different kinds of volunteer computing projects it supports today, at http://boinc.berkeley.edu/.
There’s something for everyone, from searching for new prime numbers (PrimeGrid) to simulating the
future of the Earth’s climate (ClimatePrediction.net). One of the projects, MalariaControl.net, involved
researchers from the University of Cape Town as well as from universities in Mali and Senegal.
The other neat feature of BOINC is that it lets people who share a common interest in a scientific topic
share their passion, and learn from each other. BOINC even supports teams – groups of people who
put their computer power together, in a virtual way on the Web, to get a higher score than their rivals.
So BOINC is a bit like Facebook and World of Warcraft combined – part social network, part online
multiplayer game.
Here’s a thought: spend some time searching around BOINC for a project you’d like to participate in,
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or tell your class about.
You are a computer, too
Before computers were machines, they were people. Vast rooms full of hundreds of government
employees used to calculate the sort of mathematical tables that a laptop can produce nowadays in a
fraction of a second. They used to do those calculations laboriously, by hand. And because it was easy
to make mistakes, a lot of the effort was involved in double-checking the work done by others.
Well, that was a long time ago. Since electronic computers emerged over 50 years ago, there has been
no need to assemble large groups of humans to do boring, repetitive mathematical tasks. Silicon chips
can solve those problems today far faster and more accurately. But there are still some mathematical
problems where the human brain excels.
Volunteer computing is a good name for what BOINC does: it enables volunteers to contribute com-
puting power of their PCs and laptops. But in recent years, a new trend has emerged in citizen
cyberscience that is best described as volunteer thinking. Here the computers are replaced by brains,
connected via the Web through an interface called eyes. Because for some complex problems – espe-
cially those that involve recognizing complex patterns or three-dimensional objects – the human brain
is still a lot quicker and more accurate than a computer.
Volunteer thinking projects come in many shapes and sizes. For example, you can help to classify
millions of images of distant galaxies (GalaxyZoo), or digitize hand-written information associated
with museum archive data of various plant species (Herbaria@home). This is laborious work, which
if left to experts would take years or decades to complete. But thanks to the Web, it’s possible to
distribute images so that hundreds of thousands of people can contribute to the search.
Not only is there strength in numbers, there is accuracy, too. Because by using a technique called
validation – which does the same sort of double-checking that used to be done by humans making
mathematical tables – it is possible to practically eliminate the effects of human error. This is true
even though each volunteer may make quite a few mistakes. So projects like Planet Hunters have
already helped astronomers pinpoint new planets circling distant stars. The game FoldIt invites people
to compete in folding protein molecules via a simple mouse-driven interface. By finding the most likely
way a protein will fold, volunteers can help understand illnesses like Alzheimer’s disease, that depend
on how proteins fold.
Volunteer thinking is exciting. But perhaps even more ambitious is the emerging idea of volunteer
sensing: using your laptop or even your mobile phone to collect data – sounds, images, text you type
in – from any point on the planet, helping scientists to create global networks of sensors that can pick
up the first signs of an outbreak of a new disease (EpiCollect), or the initial tremors associated with an
earthquake (QuakeCatcher.net), or the noise levels around a new airport (NoiseTube).
There are about a billion PCs and laptops on the planet, but already 5 billion mobile phones. The rapid
advance of computing technology, where the power of a ten-year old PC can easily be packed into a
smart phone today, means that citizen cyberscience has a bright future in mobile phones. And this
means that more and more of the world’s population can be part of citizen cyberscience projects. To-
day there are probably a few million participants in a few hundred citizen cyberscience initiatives. But
there will soon be seven billion brains on the planet. That is a lot of potential citizen cyberscientists.
You can explore much more about citizen cyberscience on the Web. There’s a great list of all sorts of
projects, with brief summaries of their objectives, at http://distributedcomputing.info/ . BBC Radio 4
7
produced a short series on citizen science http://www.bbc.co.uk/radio4/science/citizenscience.shtml

and you can subscribe to a newsletter about the latest trends in this field at http://scienceforcitizens.net/
. The Citizen Cyberscience Centre, www.citizencyberscience.net which is sponsored by the South
African Shuttleworth Foundation, is promoting citizen cyberscience in Africa and other developing
regions.
Blog posts
General blogs
• Teachers Monthly - Education News and Resources
· “We eat, breathe and live education! “

· “Perhaps the most remarkable yet overlooked aspect of the South African teaching com-
munity is its enthusiastic, passionate spirit. Every day, thousands of talented, hard-working
teachers gain new insight from their work and come up with brilliant, inventive and excit-
ing ideas. Teacher’s Monthly aims to bring teachers closer and help them share knowledge
and resources.
· Our aim is twofold...
* To keep South African teachers updated and informed.
* To give teachers the opportunity to express their views and cultivate their interests.”
· http://www.teachersmonthly.com
• Head Thoughts – Personal Reflections of a School Headmaster
· blog by Arthur Preston

· “Arthur is currently the headmaster of a growing independent school in Worcester, in the
Western Cape province of South Africa. His approach to primary education is progressive
and is leading the school through an era of new development and change.”
· http://headthoughts.co.za/
Maths blogs
• CEO: Circumspect Education Officer - Educating The Future
· blog by Robyn Clark

· “Mathematics teacher and inspirer.”
· http://clarkformaths.tumblr.com/
• dy/dan - Be less helpful
· blog by Dan Meyer

· “I’m Dan Meyer. I taught high school math between 2004 and 2010 and I am currently
studying at Stanford University on a doctoral fellowship. My specific interests include
curriculum design (answering the question, "how we design the ideal learning experience
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for students?") and teacher education (answering the questions, "how do teachers learn?"
and "how do we retain more teachers?" and "how do we teach teachers to teach?").”
· http://blog.mrmeyer.com
• Without Geometry, Life is Pointless - Musings on Math, Education, Teaching, and Research
· blog by Avery
· “I’ve been teaching some permutation (or is that combination?) of math and science to
third through twelfth graders in private and public schools for 11 years. I’m also pursuing
my EdD in education and will be both teaching and conducting research in my classroom
this year.”
· http://mathteacherorstudent.blogspot.com/
• Overthinking my teaching - The Mathematics I Encounter in Classrooms
· blog by Christopher Danielson

· “I think a lot about my math teaching. Perhaps too much. This is my outlet. I hope you find
it interesting and that you’ll let me know how it’s going.”
· http://christopherdanielson.wordpress.com
• A Recursive Process - Math Teacher Seeking Patterns
· blog by Dan
· “I am a High School math teacher in upstate NY. I currently teach Geometry, Computer
Programming (Alice and Java), and two half year courses: Applied and Consumer Math.
This year brings a new 21st century classroom (still not entirely sure what that entails) and
a change over to standards based grades (sbg).”
· http://dandersod.wordpress.com
• Think Thank Thunk – Dealing with the Fear of Being a Boring Teacher
· blog by Shawn Cornally

· “I am Mr. Cornally. I desperately want to be a good teacher. I teach Physics, Calculus,
Programming, Geology, and Bioethics. Warning: I have problem with using colons. I proof
read, albeit poorly.”
· http://101studiostreet.com/wordpress/
Overview
Curriculum overview
Before 1994 there existed a number of education departments and subsequent curriculum according to
the segregation that was so evident during the apartheid years. As a result, the curriculum itself became
one of the political icons of freedom or suppression. Since then the government and political leaders
have sought to try and develop one curriculum that is aligned with our national agenda of democratic
freedom and equality for all, in fore-grounding the knowledge, skills and values our country believes
our learners need to acquire and apply, in order to participate meaningfully in society as citizens of a
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free country. The National Curriculum Statement (NCS) of Grades R – 12 (DBE, 2012) therefore serves
the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical abil-
ity or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and
meaningful participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competencies.
Although elevated to the status of political icon, the curriculum remains a tool that requires the skill of
an educator in interpreting and operationalising this tool within the classroom. The curriculum itself
cannot accomplish the purposes outlined above without the community of curriculum specialists, ma-
terial developers, educators and assessors contributing to and supporting the process, of the intended
curriculum becoming the implemented curriculum. A curriculum can succeed or fail, depending on
its implementation, despite its intended principles or potential on paper. It is therefore important that
stakeholders of the curriculum are familiar with and aligned to the following principles that the NCS is
based on:
Principle Implementation
Social Transformation Redressing imbalances of the past.

Providing equal opportunities for all.
Active and Critical Learning Encouraging an active and critical approach to

learning.
Avoiding excessive rote and uncritical learning of
given truths.
High Knowledge and Skills Learners achieve minimum standards of knowl-

edge and skills specified for each grade in each
subject.
Progression Content and context shows progression from

simple to complex.
Social and Environmental Justice and Human These practices as defined in the Constitution are
Rights infused into the teaching and learning of each of
the subjects.
Valuing Indigenous Knowledge Systems Acknowledging the rich history and heritage of
this country.
Credibility, Quality and Efficiency Providing an education that is globally compara-

ble in quality.
This guide is intended to add value and insight to the existing National Curriculum for Grade 10
Mathematics, in line with its purposes and principles. It is hoped that this will assist you as the
educator in optimising the implementation of the intended curriculum.
10
Curriculum requirements and objectives
The main objectives of the curriculum relate to the learners that emerge from our educational system.
While educators are the most important stakeholders in the implementation of the intended curricu-
lum, the quality of learner coming through this curriculum will be evidence of the actual attained
curriculum from what was intended and then implemented.
These purposes and principles aim to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environ-
ment and the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that prob-
lem solving contexts do not exist in isolation.
The above points can be summarised as an independent learner who can think critically and ana-
lytically, while also being able to work effectively with members of a team and identify and solve
problems through effective decision making. This is also the outcome of what educational research
terms the “reformed” approach rather than the “traditional” approach many educators are more ac-
customed to. Traditional practices have their role and cannot be totally abandoned in favour of only
reform practices. However, in order to produce more independent and mathematical thinkers, the
reform ideology needs to be more embraced by educators within their instructional behaviour. Here
is a table that can guide you to identify your dominant instructional practice and try to assist you in
adjusting it (if necessary) to be more balanced and in line with the reform approach being suggested
by the NCS.
Traditional Versus Reform Practices
Values Traditional– values content, correctness of learners’ responses

and mathematical validity of methods.
Reform – values finding patterns, making connections, commu-
nicating mathematically and problem-solving.
Teaching Methods Traditional – expository, transmission, lots of drill and practice,

step by step mastery of algorithms.
Reform – hands-on guided discovery methods, exploration,
modelling. High level reasoning processes are central.
Grouping Learners Traditional – dominantly same grouping approaches.

Reform – dominantly mixed grouping and abilities.
The subject of mathematics, by the nature of the discipline, provides ample opportunities to meet the
reformed objectives. In doing so, the definition of mathematics needs to be understood and embraced
by educators involved in the teaching and the learning of the subject. In research it has been well
documented that, as educators, our conceptions of what mathematics is, has an influence on our
11
approach to the teaching and learning of the subject.
Three possible views of mathematics can be presented. The instrumentalist view of mathematics
assumes the stance that mathematics is an accumulation of facts, rules and skills that need to be used
as a means to an end, without there necessarily being any relation between these components. The
Platonist view of mathematics sees the subject as a static but unified body of certain knowledge, in
which mathematics is discovered rather than created. The problem solving view of mathematics is a
dynamic, continually expanding and evolving field of human creation and invention that is in itself
a cultural product. Thus mathematics is viewed as a process of enquiry, not a finished product. The
results remain constantly open to revision. It is suggested that a hierarchical order exists within these
three views, placing the instrumentalist view at the lowest level and the problem solving view at the
highest.
According to the NCS:
Mathematics is the study of quantity, structure, space and change. Mathematicians seek out patterns,
formulate new conjectures, and establish axiomatic systems by rigorous deduction from appropriately
chosen axioms and definitions. Mathematics is a distinctly human activity practised by all cultures, for
thousands of years. Mathematical problem solving enables us to understand the world (physical, social
and economic) around us, and, most of all, to teach us to think creatively.
This corresponds well to the problem solving view of mathematics and may challenge some of our
instrumentalist or Platonistic views of mathematics as a static body of knowledge of accumulated facts,
rules and skills to be learnt and applied. The NCS is trying to discourage such an approach and
encourage mathematics educators to dynamically and creatively involve their learners as mathemati-
cians engaged in a process of study, understanding, reasoning, problem solving and communicating
mathematically.
Below is a check list that can guide you in actively designing your lessons in an attempt to embrace
the definition of mathematics from the NCS and move towards a problem solving conception of the
subject. Adopting such an approach to the teaching and learning of mathematics will in turn contribute
to the intended curriculum being properly implemented and attained through the quality of learners
coming out of the education system.
12
Practice Example
Learners engage in solving contextual problems Learners are asked to work out which bus service
related to their lives that require them to interpret is the cheapest given the fares they charge and
a problem and then find a suitable mathematical the distance they want to travel.
solution.
Learners engage in solving problems of a purely Learners are required to draw a graph; they have
mathematical nature, which require higher or- not yet been given a specific technique on how
der thinking and application of knowledge (non- to draw (for example a parabola), but have learnt
routine problems). to use the table method to draw straight-line
graphs.
Learners are given opportunities to negotiate Learners discuss their understanding of concepts
meaning. and strategies for solving problems with each
other and the educator.
Learners are shown and required to represent sit- Learners represent data using a graph, a table
uations in various but equivalent ways (mathe- and a formula to represent the same data.
matical modelling).
Learners individually do mathematical investiga- Each learner is given a paper containing the
tions in class, guided by the educator where nec- mathematical problem (for instance to find the
essary. number of prime numbers less than 50) that
needs to be investigated and the solution needs
to be written up. Learners work independently.
Learners work together as a group/team to inves- A group is given the task of working together to
tigate or solve a mathematical problem. solve a problem that requires them investigating
patterns and working through data to make con-
jectures and find a formula for the pattern.
Learners do drill and practice exercises to con- Completing an exercise requiring routine proce-
solidate the learning of concepts and to master dures.
various skills.
Learners are given opportunities to see the in- While learners work through geometry prob-
terrelatedness of the mathematics and to see lems, they are encouraged to make use of alge-
how the different outcomes are related and con- bra.
nected.
Learners are required to pose problems for their Learners are asked to make up an algebraic word
educator and peer learners. problem (for which they also know the solution)
for the person sitting next to them to solve.
Overview of topics
Summary of topics and their relevance:
13
1. Functions – linear, quadratic, exponential, rational Relevance
Relationships between variables in terms of graphical, verbal Functions form a core part
and symbolic representations of functions (tables, graphs, words of learners’ mathematical
and formulae). Generating graphs and generalising effects of understanding and rea-
parameters of vertical shifts and stretches and reflections about soning processes in al-
the x-axis. gebra. This is also an
Problem solving and graph work involving prescribed functions. excellent opportunity for
contextual mathematical
modelling questions.
2. Number Patterns, Sequences and Series Relevance
Number patterns with constant difference. Much of mathematics re-

volves around the identifi-
cation of patterns.
3. Finance, Growth and Decay Relevance
Use simple and compound growth formulae. Implications of The mathematics of fi-
fluctuating exchange rates. nance is very relevant to
daily and long-term finan-
cial decisions learners will
need to make in terms
of investing, taking loans,
saving and understanding
exchange rates and their
influence more globally.
4. Algebra Relevance
Understand that real numbers can be irrational or rational. Algebra provides the ba-
Simplify expressions using the laws of exponents for rational sis for mathematics learn-
exponents. ers to move from numer-
Identifying and converting forms of rational numbers. ical calculations to gen-
Working with simple surds that are not rational. eralising operations, sim-
Working with laws of integral exponents. plifying expressions, solv-
Establish between which two integers a simple surd lies. ing equations and using
Appropriately rounding off real numbers. graphs and inequalities in
Manipulating and simplifying algebraic expressions (including solving contextual prob-
multiplication and factorisation). Solving linear, quadratic, lit- lems.
eral and exponential equations.
Solving linear inequalities in one and two variables algebraically
and graphically.
14
5. Differential Calculus Relevance
Investigate average rate of change between two independent val- The central aspect of rate
ues of a function. of change to differential
calculus is a basis to fur-
ther understanding of lim-
its, gradients and calcula-
tions and formulae neces-
sary for work in engineer-
ing fields, e.g. designing
roads, bridges etc.
6. Probability Relevance
Compare relative frequency and theoretical probability. This topic is helpful in de-
Use Venn diagrams to solve probability problems. veloping good logical rea-
Mutually exclusive and complementary events. soning in learners and for
Identity for any two events A and B. educating them in terms
of real-life issues such as
gambling and the possible
pitfalls thereof.
7. Euclidean Geometry and Measurement Relevance
Investigate, form and try to prove conjectures about properties The thinking processes
of special triangles, quadrilaterals and other polygons. and mathematical skills of
Disprove false conjectures using counter-examples. proving conjectures and
Investigate alternative definitions of various polygons. identifying false conjec-
Solve problems involving surface area and volumes of solids and tures is more the rele-
combinations thereof. vance here than the ac-
tual content studied. The
surface area and volume
content studied in real-
life contexts of design-
ing kitchens, tiling and
painting rooms, designing
packages, etc. is relevant
to the current and future
lives of learners.
15
8. Trigonometry Relevance
Definitions of trig functions. Trigonometry has several

Derive values for special angles. uses within society, in-
Take note of names for reciprocal functions. cluding within navigation,
Solve problems in 2 dimensions. music, geographical loca-
Extend definition of basic trig functions to all four quadrants and tions and building design
know graphs of these functions. and construction.
Investigate and know the effects of a and q on the graphs of
basic trig functions.
Solve problems involving surface area and volumes of solids and
combinations thereof.
9. Analytical Geometry Relevance
Represent geometric figures on a Cartesian coordinate system. This section provides a

For any two points, derive and apply formula for calculating further application point
distance, gradient of line segment and coordinates of mid-point. for learners’ algebraic and
trigonometric interaction
with the Cartesian plane.
Artists and design and
layout industries often
draw on the content and
thought processes of this
mathematical topic.
10. Statistics Relevance
Collect, organise and interpret univariate numerical data to de- Citizens are daily con-
termine mean, median, mode, percentiles, quartiles, deciles, fronted with interpreting
interquartile and semi-interquartile range. data presented from the
Identify possible sources of bias and errors in measurements. media. Often this data
may be biased or misrep-
resented within a certain
context. In any type of
research, data collection
and handling is a core fea-
ture. This topic also edu-
cates learners to become
more socially and polit-
ically educated with re-
gards to the media.
Mathematics educators also need to ensure that the following important specific aims and general
principles are applied in mathematics activities across all grades:
16
• Calculators should only be used to perform standard numerical computations and verify calcu-
lations done by hand.
• Real-life problems should be incorporated into all sections to keep mathematical modelling as
an important focal point of the curriculum.
• Investigations give learners the opportunity to develop their ability to be more methodical, to
generalise and to make and justify and/or prove conjectures.
• Appropriate approximation and rounding skills should be taught and continuously included and
encouraged in activities.
• The history of mathematics should be incorporated into projects and tasks where possible, to
illustrate the human aspect and developing nature of mathematics.
• Contextual problems should include issues relating to health, social, economic, cultural, scien-
tific, political and environmental issues where possible.
• Conceptual understanding of when and why should also feature in problem types.
• Mixed ability teaching requires educators to challenge able learners and provide remedial sup-
port where necessary.
• Misconceptions exposed by assessment need to be dealt with and rectified by questions designed
by educators.
• Problem solving and cognitive development should be central to all mathematics teaching and
learning so that learners can apply the knowledge effectively.
Allocation of teaching time
Time allocation for Mathematics per week: 4 hours and 30 minutes e.g. six forty-five minute periods
per week.
Term Topic No. of weeks
Term 1 Algebraic expressions 3

Exponents 2
Number patterns 1
Equations and inequalities 2
Trigonometry 3
Term 2 Functions 4
Trigonometric functions 1
Euclidean Geometry 3
MID-YEAR EXAMS 3
Term 3 Analytical Geometry 2

Finance and growth 2
Statistics 2
Trigonometry 2
Euclidean Geometry 1
Measurement 1
Term 4 Probability 2
Revision 4
EXAMS 3
17
Please see page 18 of the Curriculum and Assessment Policy Statement for the sequencing and pacing
of topics.
Assessment
“Educator assessment is part of everyday teaching and learning in the classroom. Educators discuss
with learners, guide their work, ask and answer questions, observe, help, encourage and challenge.
In addition, they mark and review written and other kinds of work. Through these activities they
are continually finding out about their learners’ capabilities and achievements. This knowledge then
informs plans for future work. It is this continuous process that makes up educator assessment. It
should not be seen as a separate activity necessarily requiring the use of extra tasks or tests.”
As the quote above suggests, assessment should be incorporated as part of the classroom practice,
rather than as a separate activity. Research during the past ten years indicates that learners get a sense
of what they do and do not know, what they might do about this and how they feel about it, from
frequent and regular classroom assessment and educator feedback. The educator’s perceptions of and
approach to assessment (both formal and informal assessment) can have an influence on the classroom
culture that is created with regard to the learners’ expectations of and performance in assessment
tasks. Literature on classroom assessment distinguishes between two different purposes of assessment;
assessment of learning and assessment for learning.
Assessment of learning tends to be a more formal assessment and assesses how much learners have
learnt or understood at a particular point in the annual teaching plan. The NCS provides compre-
hensive guidelines on the types of and amount of formal assessment that needs to take place within
the teaching year to make up the school-based assessment mark. The school-based assessment mark
contributes 25% of the final percentage of a learner’s promotion mark, while the end-of-year examina-
tion constitutes the other 75% of the annual promotion mark. Learners are expected to have 7 formal
assessment tasks for their school-based assessment mark. The number of tasks and their weighting in
the Grade 10 Mathematics curriculum is summarised below:
18
Tasks Weight (%)
School-Based Assessment Term 1 Test 10

Project/Investigation 20
Term 2 Assignment/Test 10
Examination 30
Term 3 Test 10
Test 10
Term 4 Test 10
School-Based Assessment Mark 100
School-Based Assessment Mark 25 %

(as a % of Promotion Mark)
End-of-Year Examination 75 %
Promotion Mark 100 %
The following provides a brief explanation of each of the assessment tasks included in the assessment
programme above.
Tests
All mathematics educators are familiar with this form of formal assessment. Tests include a variety of
items/questions covering the topics that have been taught prior to the test. The new NCS also stipulates
that mathematics tests should include questions that cover the following four types of cognitive levels
in the stipulated weightings:
19
Cognitive Levels Description Weighting

(%)
Knowledge Estimation and appropriate rounding of numbers. 20

Proofs of prescribed theorems.
Derivation of formulae.
Straight recall.
Identification and direct use of formula on informa-
tion sheet (no changing of the subject). Use of math-
ematical facts.
Appropriate use of mathematical vocabulary.
Routine Procedures Perform well known procedures. 45

Simple applications and calculations.
Derivation from given information.
Identification and use (including changing the sub-
ject) of correct formula.
Questions generally similar to those done in class.
Complex Procedures Problems involve complex calculations and/or 25

higher reasoning.
There is often not an obvious route to the solution.
Problems need not be based on real world context.
Could involve making significant connections be-
tween different representations.
Require conceptual understanding.
Problem Solving Unseen, non-routine problems (which are not neces- 10

sarily difficult).
Higher order understanding and processes are often
involved.
Might require the ability to break the problem down
into its constituent parts.
The breakdown of the tests over the four terms is summarised from the NCS assessment programme as
follows:
Term 1: One test of at least 50 marks, and one hour or two/three tests of at least 40 minutes each.
Term 2: Either one test (of at least 50 marks) or an assignment.
Term 3: Two tests, each of at least 50 marks and one hour.
Term 4: One test of at least 50 marks.
Projects/Investigations
Investigations and projects consist of open-ended questions that initiate and expand thought processes.
Acquiring and developing problem-solving skills are an essential part of doing investigations and
projects. These tasks provide learners with the opportunity to investigate, gather information, tabu-
late results, make conjectures and justify or prove these conjectures. Examples of investigations and
20
projects and possible marking rubrics are provided in the next section on assessment support. The NCS
assessment programme indicates that only one project or investigation (of at least 50 marks) should be
included per year. Although the project/investigation is scheduled in the assessment programme for
the first term, it could also be done in the second term.
Assignments
The NCS includes the following tasks as good examples of assignments:
• Open book test

• Translation task
• Error spotting and correction
• Shorter investigation
• Journal entry
• Mind-map (also known as a metacog)
• Olympiad (first round)
• Mathematics tutorial on an entire topic
• Mathematics tutorial on more complex/problem solving questions
The NCS assessment programme requires one assignment in term 2 (of at least 50 marks) which could
also be a combination of some of the suggested examples above. More information on these suggested
examples of assignments and possible rubrics are provided in the following section on assessment
support.
Examinations
Educators are also all familiar with this summative form of assessment that is usually completed twice
a year: mid-year examinations and end-of-year examinations. These are similar to the tests but cover a
wider range of topics completed prior to each examination. The NCS stipulates that each examination
should also cover the four cognitive levels according to their recommended weightings as summarised
in the section above on tests. The following table summarises the requirements and information from
the NCS for the two examinations.
21
Examination Marks Breakdown Content and Mark Distribution
Mid-Year Exam 100 One paper: 2 hours Topics completed

50 + 50 or
Two papers: each of 1
hour
End-of-Year 100 + Paper 1: 2 hours Number patterns (±10)

Exam Algebraic expressions, equations
and inequalities (±25)
Functions (±35)
Exponents (±10)
Finance (±10)
Probability (±10)
100 Paper 2: 2 hours Trigonometry (±45)

Analytical geometry (±15)
Euclidean geometry and measure-
ment (±25)
Statistics (±15)
In the annual teaching plan summary of the NCS in Mathematics for Grade 10, the pace setter section
provides a detailed model of the suggested topics to be covered each week of each term and the
accompanying formal assessment. Assessment for learning tends to be more informal and focuses on
using assessment in and of daily classroom activities that can include:
• Marking homework
• Baseline assessments
• Diagnostic assessments
• Group work
• Class discussions
• Oral presentations
• Self-assessment
• Peer-assessment
These activities are expanded on in the next section on assessment support and suggested marking
rubrics are provided. Where formal assessment tends to restrict the learner to written assessment tasks,
the informal assessment is necessary to evaluate and encourage the progress of the learners in their
verbal mathematical reasoning and communication skills. It also provides a less formal assessment
environment that allows learners to openly and honestly assess themselves and each other, taking
responsibility for their own learning, without the heavy weighting of the performance (or mark) com-
ponent. The assessment for learning tasks should be included in the classroom activities at least once
a week (as part of a lesson) to ensure that the educator is able to continuously evaluate the learners’
understanding of the topics covered as well as the effectiveness, and identify any possible deficiencies
in his or her own teaching of the topics.
22
Assessment support
A selection of explanations, examples and suggested marking rubrics for the assessment of learning
(formal) and the assessment for learning (informal) forms of assessment discussed in the preceding
section are provided in this section.
Baseline assessment
Baseline assessment is a means of establishing:
• What prior knowledge a learner possesses

• What the extent of knowledge is that they have regarding a specific learning area
• The level they demonstrate regarding various skills and applications
• The learner’s level of understanding of various learning areas
It is helpful to educators in order to assist them in taking learners from their individual point of depar-
ture to a more advanced level and to thus make progress. This also helps avoid large "gaps” developing
in the learners’ knowledge as the learner moves through the education system. Outcomes-based ed-
ucation is a more learner-centered approach than we are used to in South Africa, and therefore the
emphasis should now be on the level of each individual learner rather than that of the whole class.
The baseline assessments also act as a gauge to enable learners to take more responsibility for their
own learning and to view their own progress. In the traditional assessment system, the weaker learners
often drop from a 40% average in the first term to a 30% average in the fourth term due to an increase
in workload, thus demonstrating no obvious progress. Baseline assessment, however, allows for an
initial assigning of levels which can be improved upon as the learner progresses through a section of
work and shows greater knowledge, understanding and skill in that area.
Diagnostic assessments
These are used to specifically find out if any learning difficulties or problems exist within a section of
work in order to provide the learner with appropriate additional help and guidance. The assessment
helps the educator and the learner identify problem areas, misunderstandings, misconceptions and
incorrect use and interpretation of notation.
Some points to keep in mind:
• Try not to test too many concepts within one diagnostic assessment.
• Be selective in the type of questions you choose.
• Diagnostic assessments need to be designed with a certain structure in mind. As an educator,
you should decide exactly what outcomes you will be assessing and structure the content of the
assessment accordingly.
• The assessment is marked differently to other tests in that the mark is not the focus but rather the
type of mistakes the learner has made.
23
An example of an understanding rubric for educators to record results is provided below:

0: indicates that the learner has not grasped the concept at all and that there appears to be a funda-
mental mathematical problem.
1: indicates that the learner has gained some idea of the content, but is not demonstrating an under-
standing of the notation and concept.
2: indicates evidence of some understanding by the learner but further consolidation is still required.
3:indicates clear evidence that the learner has understood the concept and is using the notation cor-
rectly.
Calculator worksheet - diagnostic skills assessment
1. Calculate:
(a) 242 + 63 =
(b) 2 − 36 × (114 + 25) =

√
(c) 144 + 25 =
√
4
(d) 729 =
(e) −312 + 6 + 879 − 321 + 18 901 =
2. Calculate:
2 1
(a) 7
+ 3
=
(b) 2 15 − 2
9
=
(c) −2 56 + 3
8
=
3 5
(d) 4 − 4
× 7
=
9 8 3

(e) 10
− 9
÷ 5
=
4 2 19

(f) 2 × 5 − 25
=
q
9 4
(g) 4
− 16
=
Self-Assesment Rubric:
Name:
24
√
Question Answer X If X, write down sequence of keys pressed
1a)
1b)
1c)
1d)
1e)
Subtotal
2a)
2b)
2c)
2d)
2e)
2f)
2g)
Subtotal
Total
Educator Assessment Rubric:
Type of Skill Competent Needs Practice Problem
Raising to a Power
Finding a Root
Calculations with Fractions
Brackets and Order of Operations
Estimation and Mental Control
Guidelines for Calculator Skills Assessment:
25
Type of Skill Sub-Division Questions
Raising to a Power Squaring and cubing 1a, 2f

Higher order powers 1b
Finding a Root Square and cube roots 1c, 2g

Higher order roots 1d
Calculations with Fractions Basic operations 2a, 2d

Mixed numbers 2b, 2c
Negative numbers 1e, 2c
Squaring fractions 2f
Square rooting fractions 2g
Brackets and Order of Operations Correct use of brackets or or- 1b, 1c, 2e, 2f, 2g
der of operations
Estimation and Mental Control Overall All
Suggested guideline to allocation of overall levels
Level 1
• Learner is able to do basic operations on calculator.

• Learner is able to do simple calculations involving fractions.
• Learner does not display sufficient mental estimation and control techniques.
Level 2

• Learner is able to square and cube whole numbers as well as find square and cube roots of
numbers.
• Learner is able to do simple calculations involving fractions as well as correctly execute calcula-
tions involving mixed numbers.
• Learner displays some degree of mental estimation awareness.
Level 3

• Learner is able to square and cube rational numbers as well as find square and cube roots of
numbers.
• Learner is also able to calculate higher order powers and roots.
• Learner works correctly with negative numbers.
• Learner is able to use brackets in certain calculations but has still not fully understood the order
of operations that the calculator has been programmed to execute, hence the need for brackets.
• Learner is able to identify possible errors and problems in their calculations but needs assistance
solving the problem.
26
Level 4

• Learner is able to square and cube rational numbers as well as find square and cube roots.
• Learner is also able to calculate higher order powers and roots.
• Learner works correctly with negative numbers.
• Learner is able to work with brackets correctly and understands the need and use of brackets and
the “= key” in certain calculations due to the nature of a scientific calculator.
• Learner is able to identify possible errors and problems in their calculations and to find solutions
to these in order to arrive at a “more viable” answer.
Other short diagnostic tests
These are short tests that assess small quantities of recall knowledge and application ability on a day-
to-day basis. Such tests could include questions on one or a combination of the following:
• Definitions
• Theorems
• Riders (geometry)
• Formulae
• Applications
• Combination questions
Here is a selection of model questions that can be used at Grade 10 level to make up short diagnostic
tests. They can be marked according to a memorandum drawn up by the educator.
Geometry
1. Points A(−5; −3), B(−1; 2) and C(9; −6) are the vertices of ∆ABC.
(a) Calculate the gradients of AB and BC and hence show that angle ABC is equal to 90◦ .
(5)
(b) State the distance formula and use it to calculate the lengths of the sides AB, BC and AC
of ∆ABC. (Leave your answers in surd form).
(5)
Algebra
1. Write down the formal definition of an exponent as well as the exponent laws for integral expo-
nents.
(6)
2x4 y 8 z 3 x7
2. Simplify: × 3 0
4xy y z
(4)
27
Trigonometry
1. A jet leaves an airport and travels 578 km in a direction of 50◦ E of N. The pilot then changes
direction and travels 321 km 10◦ W of N.
(a) How far away from the airport is the jet? (To the nearest kilometre)
(5)
(b) Determine the jet’s bearing from the airport.
(5)
Exercises
This entails any work from the textbook or other source that is given to the learner, by the educator,
to complete either in class or at home. Educators should encourage learners not to copy each other’s
work and be vigilant when controlling this work. It is suggested that such work be marked/controlled
by a check list (below) to speed up the process for the educator.
The marks obtained by the learner for a specific piece of work need not be based on correct and/or
incorrect answers but preferably on the following:
• the effort of the learner to produce answers.

• the quality of the corrections of work that was previously incorrect.
• the ability of the learner to explain the content of some selected examples (whether in writing or
orally).
The following rubric can be used to assess exercises done in class or as homework:
Criteria Performance Indica-

tors
Work Done 2 1 0
All the work Partially completed No work done
Work Neatly Done 2 1 0

Work neatly done Some work not neatly Messy and muddled
done
Corrections Done 2 1 0
All corrections done At least half of the cor- No corrections done
consistently rections done
Correct Mathematical 2 1 0
Method Consistently Sometimes Never
Understanding of 2 1 0
Mathematical Tech- Can explain con- Explanations are am- Explanations are con-
niques and Processes cepts and processes biguous or not fo- fusing or irrelevant
precisely cused
28
Journal entries
A journal entry is an attempt by a learner to express in the written word what is happening in Mathe-
matics. It is important to be able to articulate a mathematical problem, and its solution in the written
word.
This can be done in a number of different ways:
• Today in Maths we learnt

• Write a letter to a friend, who has been sick, explaining what was done in class today.
• Explain the thought process behind trying to solve a particular maths problem, e.g. sketch the
graph of y = x2 − 2x2 + 1 and explain how to sketch such a graph.
• Give a solution to a problem, decide whether it is correct and if not, explain the possible diffi-
culties experienced by the person who wrote the incorrect solution.
A journal is an invaluable tool that enables the educator to identify any mathematical misconceptions
of the learners. The marking of this kind of exercise can be seen as subjective but a marking rubric
can simplify the task. The following rubric can be used to mark journal entries. The learners must be
given the marking rubric before the task is done.
Task Competent Still developing Not yet developed

(2 Marks) (1 Mark) (1 Mark)
Completion in time limit?
Correctness of the explana-

tion?
Correct and relevant use of

mathematical language?
Is the mathematics correct?
Has the concept been inter-

preted correctly?
Translations
Translations assess the learner’s ability to translate from words into mathematical notation or to give an
explanation of mathematical concepts in words. Often when learners can use mathematical language
and notation correctly, they demonstrate a greater understanding of the concepts.
For example:
Write the letter of the correct expression next to the matching number:
29
x increased by 10 a) xy
The product of x and y b) x−2
The sum of a certain number and double that number c) x2

1
Half of a certain number multiplied by itself d) 2
×2
Two less than x e) x + 2x
A certain number multiplied by itself f) x + 10
Group work
One of the principles in the NCS is to produce learners who are able to work effectively within a
group. Learners generally find this difficult to do. Learners need to be encouraged to work within
small groups. Very often it is while learning under peer assistance that a better understanding of
concepts and processes is reached. Clever learners usually battle with this sort of task, and yet it is
important that they learn how to assist and communicate effectively with other learners.
Mind maps or metacogs
A metacog or “mind map” is a useful tool. It helps to associate ideas and make connections that would
otherwise be too unrelated to be linked. A metacog can be used at the beginning or end of a section
of work in order to give learners an overall perspective of the work covered, or as a way of recalling a
section already completed. It must be emphasised that it is not a summary. Whichever way you use it,
it is a way in which a learner is given the opportunity of doing research in a particular field and can
show that he/she has an understanding of the required section.
This is an open book form of assessment and learners may use any material they feel will assist them.
It is suggested that this activity be practised, using other topics, before a test metacog is submitted for
portfolio assessment purposes.
On completion of the metacog, learners must be able to answer insightful questions on the metacog.
This is what sets it apart from being just a summary of a section of work. Learners must refer to their
metacog when answering the questions, but may not refer to any reference material. Below are some
guidelines to give to learners to adhere to when constructing a metacog as well as two examples to
help you get learners started. A marking rubric is also provided. This should be made available to
learners before they start constructing their metacogs. On the next page is a model question for a
metacog, accompanied by some sample questions that can be asked within the context of doing a
metacog about analytical geometry.
A basic metacog is drawn in the following way:
• Write the title/topic of the subject in the centre of the page and draw a circle around it.
• For the first main heading of the subject, draw a line out from the circle in any direction, and
write the heading above or below the line.
• For sub-headings of the main heading, draw lines out from the first line for each subheading and
label each one.
• For individual facts, draw lines out from the appropriate heading line.
30
Metacogs are one’s own property. Once a person understands how to assemble the basic structure they
can develop their own coding and conventions to take things further, for example to show linkages be-
tween facts. The following suggestions may assist educators and learners to enhance the effectiveness
of their metacogs:
• Use single words or simple phrases for information. Excess words just clutter the metacog and
take extra time to write down.
• Print words – joined up or indistinct writing can be more difficult to read and less attractive to
look at.
• Use colour to separate different ideas – this will help your mind separate ideas where it is
necessary, and helps visualisation of the metacog for easy recall. Colour also helps to show
organisation.
• Use symbols and images where applicable. If a symbol means something to you, and conveys
more information than words, use it. Pictures also help you to remember information.
• Use shapes, circles and boundaries to connect information – these are additional tools to help
show the grouping of information.
Use the concept of analytical geometry as your topic and construct a mind map (or metacog) containing
all the information (including terminology, definitions, formulae and examples) that you know about
the topic of analytical geometry.
Possible questions to ask the learner on completion of their metacog:
• Briefly explain to me what the mathematics topic of analytical geometry entails.
• Identify and explain the distance formula, the derivation and use thereof for me on your metacog.
• How does the calculation of gradient in analytical geometry differ (or not) from the approach
used to calculate gradient in working with functions?
A suggested simple rubric for marking a metacog:
Task Competent Still Developing Not Yet Developed

(2 Marks) (1 Mark) 1 Mark)
Completion in Time
Limit
Main Headings
Correct Theory (For-

mulae, Definitions,
Terminology etc.)
Explanation
“Readability”
10 marks for the questions, which are marked using the following scale:
0 - no attempt or a totally incorrect attempt has been made
1 - a correct attempt was made, but the learner did not get the correct answer
31
2 - a correct attempt was made and the answer is correct
Investigations
Investigations consist of open-ended questions that initiate and expand thought processes. Acquiring
and developing problem-solving skills are an essential part of doing investigations.
It is suggested that 2 – 3 hours be allowed for this task. During the first 30 – 45 minutes learners
could be encouraged to talk about the problem, clarify points of confusion, and discuss initial con-
jectures with others. The final written-up version should be done individually though and should be
approximately four pages.
Assessing investigations may include feedback/ presentations from groups or individuals on the results
keeping the following in mind:
• following of a logical sequence in solving the problems

• pre-knowledge required to solve the problem
• correct usage of mathematical language and notation
• purposefulness of solution
• quality of the written and oral presentation
Some examples of suggested marking rubrics are included on the next few pages, followed by a selec-
tion of topics for possible investigations.
The following guidelines should be provided to learners before they begin an investigation:
General Instructions Provided to Learners
• You may choose any one of the projects/investigations given (see model question on investiga-
tions)
• You should follow the instructions that accompany each task as these describe the way in which
the final product must be presented.
• You may discuss the problem in groups to clarify issues, but each individual must write-up their
own version.
• Copying from fellow learners will cause the task to be disqualified.
• Your educator is a resource to you, and though they will not provide you with answers / solutions,
they may be approached for hints.
The Presentation The investigation is to be handed in on the due date, indicated to you by your
educator. It should have as a minimum:
• A description of the problem.

• A discussion of the way you set about dealing with the problem.
• A description of the final result with an appropriate justification of its validity.
• Some personal reflections that include mathematical or other lessons learnt, as well as the feel-
ings experienced whilst engaging in the problem.
• The written-up version should be attractively and neatly presented on about four A4 pages.
• Whilst the use of technology is encouraged in the presentation, the mathematical content and
processes must remain the major focus.
32
Below are some examples of possible rubrics to use when marking investigations:
Level of Performance Criteria
4
• Contains a complete response.
• Clear, coherent, unambiguous and elegant explanation.
• Includes clear and simple diagrams where appropriate.
• Shows understanding of the question’s mathematical
ideas and processes.
• Identifies all the important elements of the question.
• Includes examples and counter examples.
• Gives strong supporting arguments.
• Goes beyond the requirements of the problem.
3
• Contains a complete response.
• Explanation less elegant, less complete.
• Shows understanding of the question’s mathematical
ideas and processes.
• Identifies all the important elements of the question.
• Does not go beyond the requirements of the problem.
2
• Contains an incomplete response.
• Explanation is not logical and clear.
• Shows some understanding of the question’s mathemati-
cal ideas and processes.
• Identifies some of the important elements of the question.
• Presents arguments, but incomplete.
• Includes diagrams, but inappropriate or unclear.
1
• Contains an incomplete response.
• Omits significant parts or all of the question and response.
• Contains major errors.
• Uses inappropriate strategies.
0
• No visible response or attempt
33
Orals
An oral assessment involves the learner explaining to the class as a whole, a group or the educator his
or her understanding of a concept, a problem or answering specific questions. The focus here is on
the correct use of mathematical language by the learner and the conciseness and logical progression
of their explanation as well as their communication skills.
Orals can be done in a number of ways:
• A learner explains the solution of a homework problem chosen by the educator.

• The educator asks the learner a specific question or set of questions to ascertain that the learner
understands, and assesses the learner on their explanation.
• The educator observes a group of learners interacting and assesses the learners on their contri-
butions and explanations within the group.
• A group is given a mark as a whole, according to the answer given to a question by any member
of a group.
An example of a marking rubric for an oral:

1 - the learner has understood the question and attempts to answer it
2 - the learner uses correct mathematical language
2 - the explanation of the learner follows a logical progression
2 - the learner’s explanation is concise and accurate
2 - the learner shows an understanding of the concept being explained
1 - the learner demonstrates good communication skills
Maximum mark = 10
An example of a peer-assessment rubric for an oral:

My name:
Name of person I am assessing:
Criteria Mark Awarded Maximum Mark
Correct Answer 2
Clarity of Explanation 3
Correctness of Explanation 3
Evidence of Understanding 2
Total 10
34
Chapter Contexts
Algebraic expressions
Algebra provides the basis for mathematics learners to move from numerical calculations to generalis-
ing operations, simplifying expressions, solving equations and using graphs and inequalities in solving
contextual problems. Being able to multiply out and factorise are core skills in the process of simpli-
fying expressions and solving equations in mathematics. Identifying irrational numbers and knowing
their estimated position on a number line or graph is an important part of any mathematical calcu-
lations and processes that move beyond the basic number system of whole numbers and integers.
Rounding off irrational numbers (such as the value of π) when needed, allows mathematics learn-
ers to work more efficiently with numbers that would otherwise be difficult to “pin down”, use and
comprehend.
Once learners have grasped the basic number system of whole numbers and integers, it is vital that
their understanding of the numbers between integers is also expanded. This incorporates their dealing
with fractions, decimals and surds which form a central part of most mathematical calculations in real-
life contextual issues. Estimation is an extremely important component within mathematics. It allows
learners to work with a calculator or present possible solutions while still being able to gauge how
accurate and realistic their answers may be, which is relevant for other subjects too.
Equations and inequalities
If learners are to later work competently with functions and the graphing and interpretation thereof,
their understanding and skills in solving equations and inequalities will need to be developed.
Exponents
Exponential notation is a central part of mathematics in numerical calculations as well as algebraic rea-
soning and simplification. It is also a necessary component for learners to understand and appreciate
certain financial concepts such as compound interest and growth and decay.
Number patterns
Much of mathematics revolves around the identification of patterns. In earlier grades learners saw
patterns in the form of pictures and numbers. In this chapter we look at the mathematics of patterns.
Patterns are repetitive sequences and can be found in nature, shapes, events, sets of numbers and
almost everywhere you care to look. For example, seeds in a sunflower, snowflakes, geometric designs
on quilts or tiles, the number sequence 0; 4; 8; 12; 16; . . .
35
Functions
Functions form a core part of learners’ mathematical understanding and reasoning processes in algebra.
This is also an excellent opportunity for contextual mathematical modelling questions. Functions are
mathematical building blocks for designing machines, predicting natural disasters, curing diseases,
understanding world economies and for keeping aeroplanes in the air. A useful advantage of functions
is that they allow us to visualise relationships in terms of a graph. Functions are much easier to read
and interpret than lists of numbers. In addition to their use in the problems facing humanity, functions
also appear on a day-to-day level, so they are worth learning about. The value of a function is always
dependent on one or more variables, like time, distance or a more abstract quantity.
Finance and Growth
The mathematics of finance is very relevant to daily and long-term financial decisions learners will
need to take in terms of investing, taking loans, saving and understanding exchange rates and their
influence more globally.
Trigonometry
There are many applications of trigonometry. Of particular value is the technique of triangulation,
which is used in astronomy to measure the distances to nearby stars, in geography to measure distances
between landmarks, and in satellite navigation systems. GPS (the global positioning system) would not
be possible without trigonometry. Other fields which make use of trigonometry include acoustics,
optics, analysis of financial markets, electronics, probability theory, statistics, biology, medical imag-
ing (CAT scans and ultrasound), chemistry, cryptology, meteorology, oceanography, land surveying,
architecture, phonetics, engineering, computer graphics and game development.
Analytical geometry
This section provides a further application point for learners’ algebraic and trigonometric interaction
with the Cartesian plane. Artists and design and layout industries often draw on the content and
thought processes of this mathematical topic.
Statistics
Citizens are daily confronted with interpreting data presented from the media. Often this data may
be biased or misrepresented within a certain context. In any type of research, data collection and
handling is a core feature. This topic also educates learners to become more socially and politically
educated with regards to the media.
Probability
This topic is helpful in developing good logical reasoning in learners and for educating them in terms
of real-life issues such as gambling and the possible pitfalls thereof. We use probability to describe
uncertain events: when you accidentally drop a slice of bread, you don’t know if it’s going to fall with
the buttered side facing upwards or downwards. When your favourite sports team plays a game, you
36
don’t know whether they will win or not. When the weatherman says that there is a 40% chance of
rain tomorrow, you may or may not end up getting wet. Uncertainty presents itself to some degree in
every event that occurs around us and in every decision that we make.
Euclidean geometry
The thinking processes and mathematical skills of proving conjectures and identifying false conjectures
is more the relevance here than the actual content studied. The surface area and volume content
studied in real-life contexts of designing kitchens, tiling and painting rooms, designing packages, etc.
is relevant to the current and future lives of learners. Euclidean geometry deals with space and shape
using a system of logical deductions.
Measurement
This chapter revises the volume and surface areas of three-dimensional objects, otherwise known as
solids. The chapter covers the volume and surface area of prisms and cylinders, Many exercises cover
finding the surface area and volume of polygons, prisms, pyramids, cones and spheres, as well as a
complex object. The effect on volume and surface area when multiplying a dimension of a factor of k
is also explored.
Exercise solutions
This chapter includes the solutions to the exercises covered in each chapter of the book.
37
38
Part II
Solutions
39
Algebraic expressions 1
Exercise 1 - 1
1. State whether the following numbers are rational or irrational. If the number is ratio-
nal, state whether it is a natural number, whole number or an integer:
1
(a) −
3
(b) 0,651268962154862 . . .
√
9
(c)
3
(d) π 2
2. If a is an integer, b is an integer and c is irrational, which of the following are rational

numbers?
5
(a)
6
a
(b)
3
−2
(c)
b
1
(d)
c
a
3. For which of the following values of a is 14
rational or irrational?
(a) 1
(b) −10
√
(c) 2
(d) 2,1
4. Write the following as fractions:

(a) 0,1
(b) 0,12
(c) 0,58
(d) 0,2589
5. Write the following using the recurring decimal notation:

(a) 0,11111111 . . .
(b) 0,1212121212 . . .
(c) 0,123123123123 . . .
(d) 0,11414541454145 . . .
6. Write the following in decimal form, using the recurring decimal notation:
41
CHAPTER 1. ALGEBRAIC EXPRESSIONS
2
(a)
3
3
(b) 1
11
5
(c) 4
6
1
(d) 2
9
7. Write the following decimals in fractional form:
(a) 0,5̇
(b) 0,63̇
(c) 5,31
Solutions to Exercise 1 - 1
1. (a) Rational, integer

(b) Irrational
(c) Rational, integer, whole, natural number
(d) Irrational
2. (a) Rational
(b) Rational
(c) Rational
(d) Irrational
3. (a) Rational
(b) Rational
(c) Irrational
(d) Rational
1
4. (a) 0,1 =
10
12 3
(b) 0,12 = =
100 25
58 29
(c) 0,58 = =
100 50
2 589
(d) 0,2589 =
10 000
5. (a) 0,1̇
(b) 0,12
(c) 0,123
(d) 0,114145
6. (a) 23 = 2 13

= 2(0,333333 . . .)
= 0,666666 . . .
42
= 0,6̇
3 1

(b) 1 11 =1+3 11
= 1 + 3(0,090909 . . .)
= 1 + 0,27272727 . . .
= 1,27
(c) 4 65 = 4 + 5 1

6
= 4 + 5(0,1666666 . . .)
= 4 + 0,833333 . . .
= 4,83̇
(d) 2 19 = 2 + 0,1111111 . . .
= 2,1̇
7. (a) x = 0,55555 and

10x = 5,55555
∴ 10x − x = 9x
=5
5
∴x= 9
(b) 10x = 6,3333 and

100x = 63,3333
∴ 100x − 10x = 90x
= 57
57
∴x= 90
(c) x = 5,313131 and

100x = 531,313131
∴ 100x − x = 99x =
526
526
∴x= 99
Exercise 1 - 2
Round off the following to 3 decimal places:
1. 12,56637061 . . . 4. 1,912931183 . . .
2. 3,31662479 . . . 5. 6,32455532 . . .
3. 0,26666666 . . . 6. 0,05555555 . . .
43
1. 12,5666 4. 1,913
2. 3,317 5. 6,325
3. 0,267 6. 0,056
Exercise 1 - 3
Determine between which two consecutive integers the following numbers lie, without
using a calculator:
√ √
3
1. 18 3. 5
√ √
3
2. 29 4. 79
1. 4 and 5 (42 = 16 and 52 = 25) 3. 1 and 2 (13 = 1 and 23 = 8)

2 2
2. 5 and 6 (5 = 25 and 6 = 36) 4. 4 and 5 (43 = 64 and 53 = 125)
Exercise 1 - 4
Expand the following products:
1. 2y(y + 4) 5. (2p + 9)(3p + 1)
2. (y + 5)(y + 2) 6. (3k − 2)(k + 6)
3. (2 − t)(1 − 2t) 7. (s + 6)2
4. (x − 4)(x + 4) 8. −(7 − x)(7 + x)
44
9. (3x − 1)(3x + 1) 17. (10y + 3)(−2y 2 − 11y + 2)
10. (7k + 2)(3 − 2k) 18. (−12y − 3)(12y 2 − 11y + 3)
11. (1 − 4x)2 19. (−10)(2y 2 + 8y + 3)
12. (−3 − y)(5 − y) 20. (2y 6 + 3y 5 )(−5y − 12)
13. (8 − x)(8 + x) 21. (−7y + 11)(−12y + 3)
14. (9 + x)2 22. (7y + 3)(7y 2 + 3y + 10)
15. (−2y 2 − 4y + 11)(5y − 12) 23. 9(8y 2 − 2y + 3)
16. (7y 2 − 6y − 8)(−2y + 2) 24. (−6y 4 + 11y 2 + 3y)(y + 4)(y − 4)
1. 2y(y + 4) = 2y 2 + 8y = 9x2 − 1
2. (y + 5)(y + 2) 10. (7k + 2)(3 − 2k)

= y 2 + 2y + 5y + 10 = 21k − 14k2 + 6 − 4k
2
= y + 7y + 10 = 14k2 + 17k + 6
3. (2 − t)(1 − 2t) 11. (1 − 4x)2

2
= 2 + 4t − t + 2t = (1 − 4x)(1 − 4x)
= 2 + 3t + 2t2 = 1 − 4x − 4x + 16x2
= 1 − 8x + 16x2
4. (x − 4)(x + 4)
= x2 + 4x − 4x − 16 12. (−3 − y)(5 − y)
= x2 − 16 = −15 + 3y − 5y + y 2
5. (2p + 9)(3p + 1) = y 2 − 2y − 15
= 6p2 + 2p + 27p + 9 13. (8 − x)(8 + x)
= 6p2 + 29p + 9 = 16 + 8x − 8x − x2
6. (3k − 2)(k + 6) = 16 − x2
= 3k2 + 18k − 2k − 12
14. (9 + x)2
= 3k2 + 16k − 12
= (9 + x)(9 + x)
7. (s + 6) 2 = 81 + 9x + 9x + x2
= s2 + 6s + 6s + 36 = 81 + 18x + x2
= s2 + 12s + 36
15. (−2y 2 − 4y + 11)(5y − 12)
8. −(7 − x)(7 + x) = −10y 3 + 24y 2 − 20y 2 + 48y + 55y −
= −(49 + 7x − 7x − x2 ) 132
= −(49 − x ) 2 = −10y 3 + 4y 2 + 103y − 132
2
= −49 + x
16. (7y 2 − 6y − 8)(−2y + 2)
9. (3x − 1)(3x + 1) = −14y 3 +14y 2 +12y 2 −12y+16y−16
2
= 9x + 3x − 3x − 1 = −14y 3 + 26y 2 + 4y − 16
45
17. (10y + 3)(−2y 2 − 11y + 2) 21. (−7y + 11)(−12y + 3)

= −20y 3 −110y 2 +20y−6y 2 −33y+6 = 84y 2 − 21y − 132y + 33
= −20y 3 − 116y 2 − 13y + 6 = 84y 2 − 153y + 33
18. (−12y − 3)(12y 2 − 11y + 3) 22. (7y + 3)(7y 2 + 3y + 10)

3 2 2
= −144y + 132y − 36y − 36y + = 49y 3 + 21y 2 + 70y + 21y 2 + 9y + 10
33y − 9 = 49y 3 + 42y 2 + 79y + 10
3 2
= −144y + 96y − 3y − 9
23. (9)(8y 2 − 2y + 3) = 72y 2 − 18y + 27
2 2
19. (−10)(2y + 8y + 3) = −20y − 80y −
24. (−6y 4 + 11y 2 + 3y)(10y + 4)(4y − 4)
30
= (−6y 4 + 11y 2 + 3y)(y 2 + 16)
6 5
20. (2y + 3y )(−5y − 12) = −6y 6 −96y 4 +11y 4 +176y 2 +3y 3 +
7 6 6 5
= −10y − 24y − 15y − 36y 48y
7 6 5
= −10y − 39y − 36y = −6y 6 − 85y 4 + 3y 3 + 176y 2 + 48y
Exercise 1 - 5
Factorise:
1. 2l + 2w 13. −2ab − 8a
2. 12x + 32y 14. 24kj − 16k2 j
3. 6x2 + 2x + 10x3 15. −a2 b − b2 a
2 2
4. 2xy + xy z + 3xy
16. 12k2 j + 24k2 j 2
5. −2ab2 − 4a2 b
17. 72b2 q − 18b3 q 2
6. 7a + 4
18. 4(y − 3) + k(3 − y)
7. 20a − 10
19. a2 (a − 1) − 25(a − 1)
8. 18ab − 3bc
20. bm(b + 4) − 6m(b + 4)
9. 12kj + 18kq
10. 16k2 − 4 21. a2 (a + 7) + 9(a + 7)
11. 3a2 + 6a − 18 22. 3b(b − 4) − 7(4 − b)
12. −12a + 24a3 23. a2 b2 c2 − 1
1. 2l + 2w = 2(l + w) 3. 6x2 + 2x + 10x3 = 2x(3x + 1 + 5x2 )
2. 12x + 32y = 4(3x + 8y) 4. 2xy 2 +xy 2 z +3xy = xy(2y 2 +yz +3)
46
5. −2ab2 − 4a2 b = −2ab(b + a) 16. 12k2 j + 24k2 j 2 = 12jk2 (2j + 1)

6. 7a + 4 = 7a + 4 17. 72b2 q − 18b3 q 2 = 18b2 q(4 − bq)
7. 20a − 10 = 10(2a − 1) 18. 4(y − 3) + k(3 − y) = (3 − y)(−4 + k)
8. 18ab − 3bc = 3b(6a − c) 19. a2 (a − 1) − 25(a − 1)

= (a − 1)(a2 − 25)
9. 12kj + 18kq = 6k(2j + 3q)
= (a − 1)(a − 5)(a + 5)
10. 16k2 − 4 = (4k − 2)(4k + 2)
20. bm(b + 4) − 6m(b + 4)
11. 3a2 + 6a − 1 = 3(a2 + 2a − 9)
= (b + 4)(bm − 6m)
12. −12a + 24a3 = 12a(2a2 − 1) = (b + 4)(m)(b − 6)
13. −2ab − 8a = −2a(b + 4) 21. a2 (a + 7) + 9(a + 7) = (a + 7)(a2 + 9)
14. 24kj − 16k2 j = 8kj(3 − 2k) 22. 3b(b − 4) − 7(4 − b) = (b − 4)(3b + 7)
15. −a2 b − b2 a = −ab(a + b) 23. a2 b2 c2 − 1 = (abc − 1)(abc + 1)
Exercise 1 - 6
Factorise the following:
1. 6x + a + 2ax + 3 4. a2 − 2a − ax + 2x
2. x2 − 6x + 5x − 30 5. 5xy − 3y + 10x − 6
3. 5x + 10y − ax − 2ay 6. ab − a2 − a + b
1. 6x + a + 2ax + 3 = (5 − a)(x + 2y)

= 3(2x + 1) + a(2x + 1)
4. a2 − 2a − ax + 2x
= (3 + a)(2x + 1)
= a(a − 2) − x(a − 2)
2
2. x − 6x + 5x − 30 = (a − x)(a − 2)
= x(x − 6) + 5(x − 6) 5. 5xy − 3y + 10x − 6
= (x + 5)(x − 6) = y(5x − 3) + 2(5x − 3)
= (y + 2)(5x − 3)
3. 5x + 10y − ax − 2ay
= 5(x + 2y) − a(x + 2y) 6. ab − a2 − a + b = (−a + b)(a + 1)
47
Exercise 1 - 7
1. Factorise the following:
(a) x2 + 8x + 15 (d) x2 + 9x + 14
(b) x2 + 10x + 24 (e) x2 + 15x + 36
(c) x2 + 9x + 8 (f) x2 + 12x + 36
2. Write the following expressions in factorised form:
(a) x2 − 2x − 15 (d) x2 + x − 20
(b) x2 + 2x − 3 (e) x2 − x − 20
(c) x2 + 2x − 8 (f) 2x2 + 22x + 20
3. Find the factors of the following trinomial expressions:
(a) 3x2 + 19x + 6 (c) 12x2 + 8x + 1

(b) 6x2 + 7x + 1 (d) 8x2 + 6x + 1
4. Factorise:
(a) 3x2 + 17x − 6 (c) 8x2 − 6x + 1

2
(b) 7x − 6x − 1 (d) 6x2 − 15x − 9
1. (a) x2 + 8x + 15 = (x + 5)(x + 3) (d) x2 + 9x + 14 = (x + 7)(x + 2)

(b) x2 + 10x + 24 = (x + 6)(x + 4) (e) x2 + 15x + 36 = (x + 12)(x + 3)
(c) x2 + 9x + 8 = (x + 8)(x + 1) (f) x2 + 12x + 36 = (x + 6)(x + 6)
2. (a) x2 − 2x − 15 = (x + 5)(x − 3) (e) x2 − x − 20 = (x − 5)(x + 4)

(b) x2 + 2x − 3 = (x + 3)(x − 1) (f) 2x2 + 22x + 20
(c) x2 + 2x − 8 = (x + 4)(x − 2) = 2(x2 + 11x + 10)
(d) x2 + x − 20 = (x + 5)(x − 4) = 2(x + 10)(x + 1)
3.
48
(a) 3x2 + 19x + 6 = (3x + 1)(x + 6) (c) 12x2 + 8x + 1 = (6x + 1)(2x + 1)

(b) 6x2 + 7x + 2 = (6x + 1)(x + 1) (d) 8x2 + 6x + 1 = (2x + 1)(4x + 1)
4. (a) 3x2 + 17x − 6 = (3x + 1)(x + 6) (c) 8x2 − 6x + 1 = (4x − 1)(2x − 1)

(b) 7x2 − 6x − 1 = (7x + 1)(x − 1) (d) 6x2 − 15x − 9 = (6x + 3)(x − 3)
Exercise 1 - 8
Factorise:
1. x3 + 8 7. 125x3 + 1
2. 27 − m3 8. 25x2 + 1
3. 2x3 − 2y 3 9. z − 125z 4
4. 3k3 + 27q 3 10. 8m6 + n9
5. 64t3 − 1 11. p15 − 18 y 12
6. 64x2 − 1 12. 1 − (x − y)3
1. x3 + 8 = (x + 2)(x2 − 2x + 4)
2. 27 − m3 = (3 − m)(9 + 3m + m2 )
3. 2x3 − 2y 3
= 2(x3 − y 3 )
= 2(x − y)(x2 + xy + y 2 )
4. 3k3 + 27q 3
= 3(k3 + 27q 3 )
= 3(k + 3q)(k2 − 3kq + 9q 2 )
5. 64t3 − 1 = (4t − 1)(16t2 + 4t + 1)
6. 64x2 − 1 = (8x − 1)(8x + 1)
7. 125x3 + 1 = (5x + 1)(25x2 − 5x + 1)
8. No solution (can’t be factorised)
9. z − 125z 4
= z(1 − 125z 3 )
= z(1 − 5z)(1 + 5z + 25z 2 )
49
10. 8m6 + n9
= (2m2 )3 + (n3 )3
= (2m2 + n3 )(4m4 − 2m2 n3 + n6 )
11. p15 − 81 y 12
3 1 4 3
= p5 −

2
y
= (p5 − 21 y )(p4 10
+ 12 p5 y 4 + 14 y 8
Or:
p15 − 81 y 12
1
8p15 − y 12 − 1
2p5 − y 4 )(4p10 + 2p5 y 4 + y 8

= 8 8
12. 1 − (x − y)3
= [1 − (x − y)][1 + (1)(x − y) + (x − y)2 ]
= [1 − x + y][1 + x − y + x2 − 2xy + y 2 ]
Exercise 1 - 9
Simplify (assume all denominators are non-zero):
3a 24a − 8 9a − 3
1. 13. ÷
15 12 6
2.
2a + 10 a2 + 2a 2a + 4
14. ÷
4 5 20
5a + 20 p2 + pq 21q
3. 15. ×
a+4 7p 8p + 8q
a2 − 4a 5ab − 15b 6b2
4. 16. ÷
a−4 4a − 12 a+b
3a2 − 9a f 2 a − f a2
5. 17.
2a − 6 f −a
9a + 27 2 4 3
6. 18. + +
9a + 18 xy xz yz
6ab + 2a 5 1
7. 19. −
2b t−2 t−3
16x2 y − 8xy k+2 1
8. 20. −
12x − 6 k2 + 2 k+2
4xyp − 8xp t+2 t+1
9. 21. +
12xy 3q 2q
3a + 9 7a + 21 3 2
10. ÷ 22. +
14 a+3 p2 − 4 (p − 2)2
a2 − 5a 4a x x2
11. × 23. + 2
2a + 10 3a + 15 x+y y − x2
3xp + 4p 12p2 1 3mn
12. ÷ 24. + 3
8p 3x + 4 m+n m + n3
50
h 1 1 2x
25. − 2 28. − 3
h3 − f 3 h + hf + f 2 (x − 1)2 x −1
p3 + q 3 3p − 3q
2
x −1 1 1 29. × 2
26. × − p2 p − q2
3 x−1 2
1 a2 + 2ab + b2
30. + −
a2 − 4ab + 4b2 a3 − 8b3
x2 − 2x + 1 x2 + x + 1 1
27. −
(x − 1)3 x3 − 1 a2 − 4b2
3a a 2a(3b + 1)
1. = =
15 5 2b
2a + 10 a(3b + 1)
2. =
4 b
2(a + 5)
= 16x2 y − 8xy 4xy
4 8. =
12x − 6 3
a+5
=
2 4xyp − 8xp p(y − 2)
9. =
5a + 20 12xy 3y
3. =5
a+4
3a + 9 7a + 21 3(a + 3)
a2 − 4a 10. ÷ =
4. =a 14 a+3 98
a−4
a2 − 5a 4a 4a2 (a − 5)
3a2 − 9a 11. × =
5. 2a + 10 3a + 15 6(a + 5)2
2a − 6
3a(a − 3) 3xp + 4p 12p2 (3x + 4)2
= 12. ÷ =
2(a − 3) 8p 3x + 4 96p2
3a
= 24a − 8 9a − 3 4
2 13. ÷ =
12 6 3
9a + 27
6.
9a + 18 a2 + 2a 2a + 4
14. ÷ = 2a
9(a + 3) 5 20
=
9(a + 2)
p2 + pq 21q 3q
a+3 15. × =
= 7p 8p + 8q 8
a+2
6ab + 2a 5ab − 15b 6b2 5(a + b)
7. 16. ÷ =
2b 4a − 12 a+b 24b
f 2 a − f a2
17.
f −a
af (f − a)
=
f −a
= af
2 4 3
18. + +
xy xz yz
2z 4y 3x
= + +
xyz xyz xyz
2z + 4y + 3x
=
xyz
51
5 1
19. −
t−2 t−3
5(t − 3) t−2
= −
(t − 2)(t − 3) (t − 2)(t − 3)
5(t − 2)(t − 3)
=
(t − 2)(t − 3)
=5
k+2 1
20. −
k2 + 2 k+2
(k + 2)(k + 2) − (k2 + 2)
=
(k2 + 2)(k + 2)
k2 + 4k + 4 − k2 − 2
=
k3 + 2k2 + 2k + 4
2(k − 1)
= 2
(k + 2)(k + 2)
t+2 t+1
21. +
3q 2q
2(t + 2) + 3(t + 1)
=
6q
5t + 7
=
6q
3 2
22. +
p2 − 4 (p − 2)2
3(p − 2) + 2(p + 2)
=
(p − 2)(p + 2)(p − 2)
(p − 2) + 2(p + 2)
=
(p + 2)(p2 − 4)
(5p − 2)
=
(p − 2)2 (p + 2)
x x2
23. + 2
x+y y − x2
x(x − y) − x2
=
(x + y)(x − y)
−xy
= 2
x − y2
1 3mn
24. + 3
m+n m + n3
1 3mn
= +
m+n (m + n)(m2 − mn + n2 )
m2 − mn + n2 + 3mn
=
m3 − m3
m2 + 2mn + n2
=
m3 − n3
m+1
= 2
m − mn + n2
h 1
25. − 2
h3 − f 3 h + hf + f 2
h 1
= − 2
(h − f )(h2 + hf + f 2 ) h + hf + f 2
h − (h − f )
=
h3 − f 3
52
f
=
h3 − f 3
x2 − 1 1 1
26. × −
3 x−1 2
2x − 1
=
6
x2 − 2x + 1 x2 + x + 1
27. −
(x − 1)3 x3 − 1
(x − 1)2 x2 + x + 1
= −
(x − 1)3 x3 − 1
1 x2 + x + 1
= −
(x − 1) (x − 1)(x2 + x + 1)
1 1
= −
(x − 1) (x − 1)
=0
1 2x
28. − 3
(x − 1)2 x −1
1 2x
= −
(x − 1)2 (x − 1)(x2 + x + 1)
x2 + x + 1 − 2x(x − 1)
=
(x − 1)2 (x2 + x + 1)
x2 + x + 1 − 2x2 − 2x
=
(x − 1)2 (x2 + x + 1)
−x2 + 3x + 1
=
(x − 1)2 (x2 + x + 1)
x2 − 3x − 1
=−
(x − 1)2 (x2 + x + 1)
p3 + q 3 3p − 3q
29. × 2
p2 p − q2
(p + q)(p2 − pq + q 2 ) 3(p − q)
= ×
p2 (p − q)(p + q)
3(p2 − pq + q 2 )
=
p2
1 a2 + 2ab + b2 1
30. + − 2
a2 − 4ab + 4b 2 a3 − 8b3 a − 4b2
1 a2 + 2ab + 4b2 1
= + −
(a − 2b)(a − 2b) (a − 2b)(a2 + 2ab + 4b2 (a − 2b)(a + 2b)
(a + 2b) + (a − 2b)(a + 2b) − (a − 2b)
=
(a − 2b2 )(a + 2b)
a + 2b + a2 − 4b2 − a + 2b a2 + 4b − 4b2
= =
(a − 2b2 )(a + 2b) (a − 2b2 )(a + 2b)
End of Chapter Exercises
1. If a is an integer, b is an integer and c is irrational, which of the following are rational

numbers?
53
−b a
(a) (c)
a c
(b) c ÷ c 1
(d)
c
2. Write each decimal as a simple fraction.
(a) 0,12 (c) 1,59

(b) 0,006 (d) 12,277̇
3. Show that the decimal 3,211̇8̇ is a rational number.

a
4. Express 0,78̇ as a fraction where a,b ∈ Z (show all working).
b
5. Write the following rational numbers to 2 decimal places.
1 (c) 0,111111
(a)
2
(b) 1 (d) 0,999991
6. Round off the following irrational numbers to 3 decimal places.
(a) 3,141592654 . . . (c) 1,41421356 . . .

(b) 1,618033989 . . . (d) 2,71828182845904523536 . . .
7. Use your calculator and write the following irrational numbers to 3 decimal places.
√ √
(a) 2 (c) 5
√ √
(b) 3 (d) 6
8. Use your calculator (where necessary) and write the following numbers to 5 decimal
places. State whether the numbers are irrational or rational.
√ √
(a) 8 (f) 36
√ √
(b) 768 (g) 1960
√ √
(c) 0,49 (h) 0,0036
√ √
(d) 0,0016 (i) −8 0,04
√ √
(e) 0,25 (j) 5 80
9. Write the following irrational numbers to 3 decimal places and then write each one
as a rational number to get an approximation to the irrational number.
(a) 3,141592654 . . . (c) 1,41421356 . . .

(b) 1,618033989 . . . (d) 2,71828182845904523536 . . .
10. Determine between which two consecutive integers the following irrational numbers
lie, without using a calculator.
√ √
3
(a) 5 (e) 5
√ √
(b) 10 (f) 3 10
√ √
(c) 20 (g) 3 20
√ √
(d) 30 (h) 3 30
54
√
11. Find two consecutive integers such that 7 lies between them.
√
12. Find two consecutive integers such that 15 lies between them.
13. Factorise:
(a) a2 − 9 (l) (16 − x4 )

(b) m2 − 36 (m) 7x2 − 14x + 7xy − 14y
(c) 9b2 − 81 (n) y 2 − 7y − 30
(d) 16b6 − 25a2 (o) 1 − x − x2 + x3
(e) m2 − 1
9
(p) −3(1 − p2 ) + p + 1
2 6
(f) 5 − 5a b (q) x − x3 + y − y 3
(g) 16ba4 − 81b (r) x2 − 2x + 1 − y 4
(h) a2 − 10a + 25 (s) 4b(x3 − 1) + x(1 − x3 )
(i) 16b2 + 56b + 49 (t) 3p3 − 1
9
(j) 2a2 − 12ab + 18b2 (u) 8x6 − 125y 9

2 8 5
(k) −4b − 144b + 48b (v) (2 + p)3 − 8(p + 1)3
14. Simplify the following:
(a) (a − 2)2 − a(a + 4) 1 a+7

(g) − 2
a+7 a − 49
(b) (5a − 4b)(25a2 + 20ab + 16b2 ) x+2
(h) + 16
(c) (2m − 3)(4m2 + 9)(2m + 3) 2x3
1 − 2a a−1 1
(d) (a + 2b − c)(a + 2b + c) (i) − 2 −
4a2 − 1 2a − 3a + 1 1−a
p2 − q 2 p+q x2 + 2x x2 + 2x + 1
(e) ÷ 2 (j) ×
p p − pq x2 + x + 6 x2 + 3x + 2
2 x 2x
(f) + −
x 2 3
15. Show that (2x − 1)2 − (x − 3)2 can be simplified to (x + 2)(3x − 4).
16. What must be added to x2 − x + 4 to make it equal to (x + 2)2 ?

x3 + 1
17. Evaluate if x = 7,85 without using a calculator. Show your work.
x2 − x + 1
18. With what expression must (a − 2b) be multiplied to get a product of a3 − 8b3 ?
19. With what expression must 27x3 + 1 be divided to get a quotient of 3x + 1?
Solutions to End of Chapter Exercises
1. (a) Rational (c) Irrational

(b) Irrational (d) Irrational
2. (a) 0,12
1 2
= 10
+ 100
55
12
= 100
6
= 10
3
= 5
(b) 0,006
6
= 1000
3
= 500
(c) 1,59
5 9
=1+ 10
+ 100
59
= 1 100
(d) x = 12,27̇
10x = 122,7̇
100x = 1 227,7̇
∴ 100x − 10x = 90x = 1105
1105 221
∴x= 90
= 18
3. x = 3,2118
10 000x = 32 118,18
∴ 10 000x − x = 9 999x = 32115
32 115
∴x= 9 999
This is a rational number because both the numerator and denominator are integers.
4. x = 0,78
100x = 78,78
78
∴ 100x − x = 99x = 99
1
5. (a) To write to two decimal places we must convert to decimal: 2
= 0,5
(b) To write to two decimal places just add a comma and two 0’s: 1,00
(c) We mark where the cut off point is, determine if it has to be rounded up or not
and then write the answer. In this case there is a 1 after the cut off point so we
do not round up. The final answer is: 0,111111 ∼ 0,11
(d) Repeat the steps in c) but this time we round up: 0,999991 ∼ 1,00
6. We mark where the cut off point is, determine if it has to be rounded up or not and
then write the answer.
(a) 3,142 (round up as there is a 5 after the cut off point)
(b) 1,618 (no rounding as there is a 0 after the cut off point)
(c) 1,414 (no rounding as there is a 2 after the cut off point)
(d) 2,718 (round up as there is a 2 after the cut off point)
7. (a) 1,414 (c) 2,236

(b) 1,732 (d) 2,449
8. (a) 2,82843 (g) 6,00000 - rational

(b) 27,71281 - irrational (h) 44,27189 - irrational
(c) 10,00000 - rational (i) 0,06000 - rational
(d) 0,70000 - rational (j) −8(0,2) = −4,00000 - rational
(e) 0,04000 - rational (k) 44,72136 - irrational
(f) 0,500000 - rational
56
9. 3 1142
(a) 000
= 1 571
500
414 707
(c) 1 1000 500
618 809 718 1 359
(b) 1 1000 = 500
(d) 2 1000 = 500
10. (a) 2 and 3 (e) 1 and 2

(b) 3 and 4 (f) 2 and 3
(c) 4 and 5 (g) 2 and 3
(d) 5 and 6 (h) 3 and 4
11. 2 and 3
12. 3 and 4
13. (a) a2 − 9 = (a − 3)(a + 3)
(b) m2 − 36 = (m + 6)(m − 6)
(c) 9b2 − 81 = (3b − 9)(3b + 9)
(d) 16b6 − 25a2 = (4b + 5a)(4b − 5a)
(e) m2 − 1
9
= (m + 13 )(m − 31 )
(f) 5 − 5a2 b6
= 5(1 − a2 b6 )
= 5(1 − ab3 )(1 + ab3 )
(g) 16ba4 − 81b

= b(4a2 + 9)(4a2 − 9)
= b(4a2 + 9)(2a + 3)(2a − 3)
(h) a2 − 10a + 25 = (a − 5)(a − 5)
(i) 16b2 + 56b + 49 = (4b + 7)(4b + 7)
(j) 2a2 − 12ab + 18b2 = (2a − 6b)(a − 3b)
(k) −4b2 − 144b8 + 48b5

= −4b2 (6b3 − 1)(6b3 − 1)
= −4b2 (6b3 − 1)2
(l) (16 − x4 )
= (4 − x2 )(4 + x2 )
= (2 − x)(2 + x)(4 + x2 )
(m) 7x2 − 14x + 7xy − 14y

= 7x(x − 2) + 7y(x − 2)
= (x − 2)(7x + 7y)
= 7(x − 2)(x + y)
(n) y 2 − 7y − 30 = (y − 10)(y + 3)
(o) 1 − x − x2 + x3
= (1 − x) − x2 (1 − x)
= (1 − x)(1 − x2 )
= (1 − x)2 (1 + x)
(p) −3(1 − p2 ) + p + 1
= −3(1 − p)(1 + p) + (p + 1)
= (p + 1)[−3(1 − p) + 1]
57
= (p − 1)(−3p − 2)
(q) x − x3 + y − y 3
= (x + y) − (x3 + y 3 )
= (x + y) − (x + y)(x2 − xy + y 2 )
= (x + y)(1 − x2 + xy − y 2 )
(r) x2 − 2x + 1 − y 4
= x(x − 2) + (1 − y 2 )(1 + y 2 )
= x(x − 2) + (1 + y)(1 − y)(1 + y 2 )
(s) 4b(x3 − 1) + x(1 − x3 )

= (x3 − 1)(4b − x)
= (x − 1)(x2 + x + 1)(4b − x)
p
(t) 3p3 − 1
9
= 3(p − 13 )(p2 + 3
+ 19 )
(u) 8x6 − 125y 9 = (2x2 − 5y 3 )(4x4 + 10x2 y 3 + 25y 6 )
(v) (2 + p)3 − 8(p + 1)3

= [(p + 2) − 2(p + 1)][(p + 2)2 + 2(p + 2)(p + 1) + 4(p + 1)2 ]
= [p + 2 − 2p − 2][p2 + 4p + 4 + 2p2 + 6p + 4 + 4p2 + 8p + 4]
= (−p)(12 + 18p + 7p2 )
14. (a) (a − 2)2 − a(a + 4)

= a2 − 4a + 4 − a2 − 4a
= −8a + 4
(b) (5a − 4b)(25a2 + 20ab + 16b2 )

= 125a3 − 64b3
(c) (2m − 3)(4m2 + 9)(2m + 3)

= (4m2 − 9)(4m2 + 9)
= 16m4 − 81
(d) (a + 2b − c)(a + 2b + c)
= (a + 2b)2 − c2
= a2 + 4ab + 4b2 − c2
p2 − q 2 p+q
(e) ÷ 2
p p − pq
(p − q)(p + q) p(p − q)
= ×
p p+q
= (p − q)2
= p2 − 2pq + q 2
2 x 2x
(f) + −
x 2 3
12 + 3x2 − 4x2
=
6x
12 − x2
=
6x
1 a+7
(g) − 2
a+7 a − 49
1 a+7
= −
a+7 (a + 7)(a − 7)
58
−14
=
(a + 7)(a − 7)
x+2
(h) + 16
2x3
(x + 2) + 16(2x3 )
=
2x3
3
32x + x + 2
=
2x3
1 − 2a a−1 1
(i) − 2 −
4a2 − 1 2a − 3a + 1 1−a
1 − 2a a−1 1
= − +
(2a − 1)(2a + 1) (2a − 1)(2a + 1) a−1
(2a − 1) 1 1
=− − +
(2a − 1)(2a + 1) 2a − 1 a−1
4a − 1
=
(2a + 1)(2a − 1)(a − 1)
x2 + 2x x2 + 2x + 1
(j) × 2
x2+x+6 x + 3x + 2
x(x + 2) (x + 1)(x + 1)
= 2 ×
x +x+6 (x + 2)(x + 1)
x(x + 1)
=
x2 + x + 6
15. (2x − 1)(2x − 1) − (x − 3)(x − 3)
= 4x2 − 2x − 2x + 1 − (x2 − 3x − 3x − 9)
= 3x2 + 2x − 8
= (3x − 4)(x + 2)
16. Suppose A must be added to the expression to get the desired result.
∴ (x2 − x + 4) + A = (x + 2)2
∴ A = (x + 2)(x + 2) − (x2 − x + 4)
= x2 + 2x + 2x + 4 − x2 + x − 4
= 5x
Therefore 5x must be added.
(x + 1)(x2 − x + 1)
17. First simplify the expression: =x+1
x2 − x + 1
Now substitute the value of x: 7,85 + 1 = 8,85
18. (a − 2b)(a2 + 2ab + 4b2 ) = a3 − 8b3

so, the expression is a2 + 2ab + 4b2 .
19. 27x3 + 1 = (3x + 1)(9x2 − 3x + 1)

(3x + 1)(9x2 − 3x + 1)
= 3x + 1
9x2 − 3x + 1
so, the expression is 9x2 − 3x + 1.
59
60
Equations and inequalities 2
Exercise 2 - 1
Solve the following equations (assume all denominators are non-zero):
1. 2y − 3 = 7 17. 8(f − 4) = 5(f − 4)
2. −3y = 0 18. 6 = 6(f + 7) + 5f
3. 16y + 4 = −10 19. (a − 1)2 − 2a = (a + 3)(a − 2) − 3

4. 12y + 0 = 144
20. −7x = x + 8(1 − x)
5. 7 + 5y = 62 7 2(b + 4)
3 21. 5 − =
6. 55 = 5x + b b
4
x+2 x−6 1
7. 5x = 2x + 45 22. − =
4 3 2
8. 23x − 12 = 6 + 3x y−2
23. 3 − =4
4
9. 12 − 6x + 34x = 2x − 24 − 64
a+1 a−3
24. =
10. 6x + 3x = 4 − 5(2x − 3) a+2 a+1
25. (x − 3)(x + 2) = x(x − 4)
11. 18 − 2p = p + 9
4 16 26. 1,5x + 3,125 = 1,25x
12. =
p 24
1
27. P + 21 P − 10 = 0
13. −(−16 − p) = 13p − 1 3
14. 3f − 10 = 10 28. 1 14 (x − 1) − 1 12 (3x + 2) = 0
5 1 3
15. 3f + 16 = 4f − 10 29. 2a
+ 6a
− a
=2
3 4 5
16. 10f + 5 = −2f − 3f + 80 30. 2x2
+ 3x
− 6x
=0
61
CHAPTER 2. EQUATIONS AND INEQUALITIES
1. 2y − 3 = 7 17 = 12p
17
2y = 10 p= 12
y=5
14. 3f − 10 = 10
2. −3y = 0 3f = 20
0 20
y= 3
f= 3
y=0 15. 3f + 16 = 4f − 10
3. 16y + 4 = −10 − f = −10 − 16
16y = −14 f = 26
y = − 14
16 16. 10f + 5 = −2f − 3f + 80
= − 78 10f + 2f + 3f = 75
4. 12y + 0 = 144 15f = 75
144 f =5
y= 12
y = 12 17. 8(f − 4) = 5(f − 4)
5. 7 + 5y = 62 8f − 32 = 5f − 20
5y = 62 − 7 3f = 12
5y = 11 f =4
y = 11 18. 6 = 6(f + 7) + 5f
6. 55 = 5x + 3 6 = 6f + 42 + 5f
4
220 = 20x + 3 − 36 = 11f
20x = 117 f = − 36
11
117
x= 20 19. (a − 1)2 − 2a = (a + 3)(a − 2) − 3
7. 5x = 2x + 45 a2 − 2a + 1 − 2a = a2 − 2a + 3a − 6 − 3
3x = 45 − 4a + 1 = a − 9
x = 15 5a = 10
a=2
8. 23x − 12 = 6 + 3x
20x = 18 20. −7x = x + 8(1 − x)
x= 18 − 7x = −7x + 8
20
x= 9 0=8
10
No solution
9. 12 − 6x + 34x = 2x − 24 − 64 7 2(b + 4)
− 6x + 34x − 2x = −24 − 64 − 12 21. 5 − =
b b
26x = 100 5b − 7 = 2(b + 4)
100
x= 26 5b − 7 = 2b + 8
10. 6x + 3x = 4 − 5(2x − 3) 3b = 15
6x + 3x = 4 − 10x + 15 b=5
19x = 19 x+2 x−6 1
22. − =
x=1 4 3 2
3(x = 2) 4(x − 6) 6
− = 12
11. 18 − 2p = p + 9 12 12
9 = 3p 3(x + 2) − 4(x − 6) = 6
p=3 3x + 6 − 4x + 24 = 6
12. 4
= 16 − x = −24
p 24
96 = 16p x = 24
p=6 y−2
23. 3 − =4
4
13. −(−16 − p) = 13p − 1 12 − y − 2 = 16
16 + p = 13p − 1 −4=y+2
62
1
y = −6 27. 3
P + 12 P − 10 = 0
a+1 a−3 2p + 3p = 10
24. =
a+2 a+1 5p = 10
a+1 a−3
− =0 p=2
a+2 a+1
(a + 1)2 − (a − 3)(a + 2) = 0 28. 1 14 (x − 1) − 1 12 (3x + 2) = 0
5
a2 + 2a + 1 − (a2 − a − 6) = 0 4
x − 45 − 92 x − 3=0
5x−8x
2 2
a + 2a + 1 − a + a + 6 = 0 4
= 5+12
4
3a + 7 = 0 − 13x = 17
17
a= − 73 x = − 13
5 1 3
25. (x − 3)(x + 2) = x(x − 4) 29. 2a
+ 6a
− a
=2
2 2
x − x − 6 = x − 4x 15 + 1 − 18 = 12a
− x + 4x = 6 − 2 = 12a
3x = 6 a = − 16
x=2 30. 3
+ 4
− 5
=0
2x2 3x 6x
26. 1,5x + 3,125 = 1,25x 9 + 8x − 5x = 0
1,5x − 1,25x = −3,125 9 + 3x
0,25x = −3,125 3x = −9
x = −12,5 x = −3
Exercise 2 - 2
Solve the following equations:
1. 9x2 − 6x − 8 = 0 11. −x2 + 4x − 6 = 4x2 − 14x + 3

2. 5x2 − 21x − 54 = 0 12. t2 = 3t
3. 4y 2 − 9 = 0 13. x2 − 10x = −25
4. 4x2 − 16x − 9 = 0 14. x2 = 18
5. 4x2 − 12x = −9 15. p2 − 6p = 7
6. 20m + 25m2 = 0 16. 4x2 − 17x − 77 = 0
7. 2x2 − 5x − 12 = 0 17. 14x2 + 5x = 6
8. −75x2 + 290x = 240 18. 2x2 − 2x = 12
9. 2x = 31 x2 − 3x + 14 32 19. a+1
3a−4
+ 9
2a+5
+ 2a+3
2a+5
=0
2 3 3a+4 1
10. x − 4x = −4 20. 9a2 −3a+1
− 27a3 +1
= 9a2 −1
63
1. (3x + 2)(3x − 4) = 0
∴ x = − 23 or x = 4
3
2. (5x − 9)(x + 6) = 0
9
∴x= 5
or x = −6
3. (2y + 3)(2y − 3) = 0
−3 3
∴y= 2
or y = 2
4. x(2x + 1)(2x − 9)
∴ x = − 21 or x = 9
2
5. (4x)(x − 3) = −9
4x2 − 12x + 9 = 0
(2x − 3)(2x − 3) = 0
3
∴x= 2
6. 20m + 25m2 = 0
5m(4 + 5m) = 0
−4
∴ m = 0 or m = 5
7. 2x2 − 5x − 12 = 0
(2x + 3)(x − 4) = 0
−3
∴ x = 4 or 2
8. −75x2 + 290x = 240

− 15x2 + 58x − 48 = 0
(5x − 6)(3x − 8)
6 8
∴x= 5
or x = 3
9. 2x = 13 x2 − 3x + 14 32
2x = 13 x2 − 3x + 44
3
2
6x = x − 9x + 44
x2 − 15x + 44 = 0
(x − 4)(x − 11) = 0
∴ x = 4 or x = 11
10. x2 − 4x = −4
(x − 2)(x − 2) = 0
∴x=2
11. −x2 + 4x − 6 = 4x2 − 14x + 3

5x2 − 18x + 9 = 0
(5x − 3(x − 3) = 0
3
∴x= 5
or x = 3
64
12. t2 = 3t
t(t − 3) = 0
∴ t = 0 or t = 3
13. x2 − 10x = −25

x2 − 10x + 25 = 0
(x − 5)(x − 5) = 0
∴x=5
14. x2 = 18
√ √
∴ x = 18 or x = − 18
15. p2 − 6p = 7
p2 − 6p − 7 = 0
(p + 1)(p − 7) = 0
∴ p = −1 or p = 7
16. 4x2 − 17x − 77 = 0

(4x + 11)(x − 7) = 0
∴ x = 7 or x = − 11
4
17. 14x2 + 5x = 6
14x2 + 5x − 6 = 0
(7x − 3)(2x + 2) = 0
3
∴x= 7
or x = − 21
18. 2x2 − 2x = 12
x2 − x − 6 = 0
(x − 3)(x + 2) = 0
∴ x = −2 or x = 3
a+1 9 2a + 3
19. + + =0
3a − 4 2a + 5 2a + 5
(a + 1)(2a + 5) + 9(3a − 4) + (2a + 3)(3a − 4)
=0
(3a − 4)(2a + 5)
2a2 + 7a + 5 + 27a − 36 + 6a2 + a − 12 = 0
8a2 + 35a − 43 = 0
(8a + 43)(a − 1) = 0
−43
a = 1 or a = 8
= −5 38
3 3a + 4 1
20. − = 2
9a2 − 3a + 1 27a3 + 1 9a − 1
3 3a + 4 1
− =
9a2 − 3a + 1 (3a + 1)(9a2 − 3a + 1) (3a − 1)(3a + 1)
3(9a2 − 1) − (3a − 1)(3a + 4) 9a2 − 3a + 1
=
(9a2 − 3a + 1)(3a + 1)(3a − 1) (9a2 − 3a + 1)(3a + 1)(3a − 1)
27a2 − 3 − 9a2 − 9a + 4 = 9a2 − 3a + 1
9a2 − 6a = 0
3a(3a − 2) = 0
2
a = 0 or a = 3
65
Exercise 2 - 3
1. Solve for x and y:

(a) 3x − 14y = 0 and x − 4y + 1 = 0
(b) x + y = 8 and 3x + 2y = 21
(c) y = 2x + 1 and x + 2y + 3 = 0
a a
(d) 2
+ b = 4 and 4
− 4b = 1
1 1
(e) x
+ y
=3 and x − y1 = 11
1
2. Solve graphically and check your answer algebraically:

x y
(a) x + 2y = 1 and 3
+ 2
=1
(b) 5 = x + y and x = y − 2
(c) 3x − 2y = 0 and x − 4y + 1 = 0
x y y x
(d) 4
= 2
− 1 and 4
+ 2
=1
(e) 2x + y = 5 and 3x − 2y = 4
1. Solve algebraically:
(a) 3x − 14y = 0
∴ 3x = 14y
14
∴x= 3
y
Substitute value of x into second equation:
x − 4y + 1 = 0
14
∴ 3
y − 14y + 1 = 0
14y − 12y + 3 = 0
2y = −3
y = − 23
Substitute value of y back into first equation:
3)
14(− 2
∴x= 3
= −7
y= − 32 and x = −7.
(b) x + y = 8
∴x=8−y
3x + 2y = 21
∴ 3(8 − y) + 2y = 21
24 − 3y + 2y = 21
− y = −3
66
y=3
Substitute value of y back into first equation:
∴x=8−3=5
y = 3 and x = 5
(c) y = 2x + 1
Substitute value of y into second equation:
x + 2y + 3 = 0
∴ x + 2(2x + 1) + 3 = 0
x + 4x + 2 + 3 = 0
5x = −5
∴ x = −1
Substitute value of x back into first equation:
∴ y = 2(−1) + 1 = −1
y = −1 and x = −1
a
(d) 2
+b=4
a + 2b = 8
a−b=4
3b = 4
4
b= 3
4
Substitute b = 3
into the first equation:
a 4
2
+ 3
=4
a 4
2
=4− 3
a 8
2
= 3
16
a= 3
a= 5 31 and b = 1 31
1 1
(e) x
+ y
=3
y + x = 3xy
y − x = 11xy
2y = 14xy
2y
14y
=x
1
x= 7
1
Substitute x = 7
into the first equation:
1
7+ y
=3
1
y
= −4
y = − 14
1
x= 7
and y = − 14
2. (a) Solve graphically:

y
2
y = − 32 x + 2
y = − 12 x + 1 1
2
x
−2 −1 2 4
−2
−3
b
−4
To check algebraically:
67
x + 2y = 1
∴ x = −2y + 1
Substitute value of x into the second equation:
−2y+1 y
∴ 3
+ 2
=1
2(−2y + 1) + 3y = 6
− 4y + 2 + 3y = 6
∴ y = −4
Substitute value of y back into the first equation:
x + 2(−4) = 1
x−8=1
∴x=9
(b) Solve graphically:

y
5
y = −x + 5
4
3
2 b
1
x
0
−2 −1
−1 1 2 3 4 5 6 7
y =x−2
−2
−3
−4
5=x+y
∴y =5−x
x=5−x−2
2x = 3
3
∴x= 2
3
5= 2
+y
10
y= 2
− 32 = 7
2
(c) Solve graphically:

y
y = 32 x
4
3
2
y = 41 x + 1
4
1
b
x
0
−2 −1
−1 1 2 3
−2
−3
−4
68
3x − 2y = 0
∴ y = 32 x
∴ x − 4 23 x + 1 = 0

x − 6x + 1 = 0
5x = 1
1
x= 5
3 51 − 2y = 0
3 − 10y = 0
10y = 3
3
y= 10
(d) Solve graphically:

y
5
y = 12 x + 2
4
3
b
2
y = −2x + 4
1
x
−4 −3 −2 −1
−1 1 2 3 4
−2
−3
−4
x y
4
= 2
−1
x = 2y − 4
y = 12 x + 2
y x
4
+ 2
=1
y + 2x = 4
y = −2x + 4
Substitute y = 12 x + 2 into y = −2x + 4
1
2
x+2= −2x + 4
1
22x = 2
x = 45
Substitute into y = −2x + 4
y = −2 54 + 4
= − 85 + 4
= 2 25
(e) Solve graphically:
69
6 y
5 3
y= 2
−2
4
3
2
1 b
x
−4 −3 −2 −1
−1 1 2 3 4
−2
−3 y = −2x − 5
−4
y = −2x + 5
y = 32 x − 2
0 = − 27 x + 7
7
2
x =7
x=2
Substitute x = 2 into the first equation:
2(2) + y = 5
y=1
Exercise 2 - 4
1. Two jets are flying towards each other from airports that are 1 200 km apart. One jet
is flying at 250 km/h and the other jet at 350 km/h. If they took off at the same time,
how long will it take for the jets to pass each other?
2. Kadesh bought 20 shirts at a total cost of R 980. If the large shirts cost R 50 and the
small shirts cost R 40. How many of each size did he buy?
3. The diagonal of a rectangle is 25 cm more than its width. The length of the rectangle
is 17 cm more than its width. What are the dimensions of the rectangle?
4. The sum of 27 and 12 is equal to 73 more than an unknown number. Find the
unknown number.
5. The two smaller angles in a right-angled triangle are in the ratio of 1 : 2. What are
the sizes of the two angles?
6. The length of a rectangle is twice the breadth. If the area is 128 cm2 , determine the
length and the breadth.
7. If 4 times a number is increased by 6, the result is 15 less than the square of the
number. Find the number.
8. The length of a rectangle is 2 cm more than the width of the rectangle. The perimeter
of the rectangle is 20 cm. Find the length and the width of the rectangle.
9. Stephen has 1 ` of a mixture containing 69% salt. How much water must Stephen
add to make the mixture 50% salt? Write your answer as a fraction of a litre.
10. The sum of two consecutive odd numbers is 20 and their difference is 2. Find the
two numbers.
70
11. The denominator of a fraction is 1 more than the numerator. The sum of the fraction
and its reciprocal is 52 . Find the fraction.
12. Masindi is 21 years older than her daughter, Mulivhu. The sum of their ages is 37.
How old is Mulivhu?
13. Tshamano is now five times as old as his son Murunwa. Seven years from now,
Tshamano will be three times as old as his son. Find their ages now.
1. Let distance d1 = 1 200 − x km and d2 = x km

speed S1 = 250 km/h and S2 = 350 km/h.
Time t = Distance
Speed
1 200 − x x
When the jets pass each other =
250 350
350(1 200 − x) = 250x
420 000 − 350x = 250x
600x = 420 000
x = 700 km
700 km
∴t=
350 km/h
= 2 hours
It will take take the jets 2 hours to pass each other.
2. Let x = the number of large shirts and 20 − x the number of small shirts.
Populate the data in a table format:
Nr shirts Cost Total
Large x 50 980
Small 20 − x 40
50x + 40(20 − x) = 980

50x + 800 − 40x = 980
10x = 180
∴ x = 18
Kadesh buys 18 large shirts and 2 small shirts.
3. Let length = l, width = w and diagonal = d.

∴ d = w + 25 and l = w + 17.
By the theorem of Pythagoras:
d2 = l 2 + w 2
∴ w 2 = d2 − l 2
= (w + 25)2 − (w + 17)2
= w2 + 50w + 625 − w2 − 34w − 289
∴ w2 − 16w − 336 = 0
(w + 12)(w − 28) = 0
71
∴ w = −12 or w = 28
The width must be positive, therefore
width w = 28 cm
length l = (w + 17) = 45 cm
and diagonal d = (w + 25) = 53 cm.
4. Let the unkown number = x

∴ 27 + 12 = x + 73
39 = x + 73
x = 39 − 73
x = −34
The unknown number is −34.
5. Let x = the smallest angle. Therefore the other angle = 2x.

We are given the third angle = 90◦ .
x + 2x + 90◦ = 180◦ (sum of angles in a triangle)
∴ 3x = 90◦
∴ x = 30◦
The sizes of the angles are 30◦ and 60◦ .
6. We are given length l = 2b and l × b = 128

∴ 2b × b = 128
2b2 = 128
b2 = 64
b = ±8
But breadth must be positive,
therefore b = 8 cm, and l = 2b = 16 cm.
7. Let the number = x.

Therefore the equation is 4x + 6 = x2 − 15.
∴ x2 − 4x − 21 = 0
(x − 7)(x + 3) = 0
∴ x = 7 or x = −3
8. Let length l = x, width w = x − 2 and perimeter = p

∴ p = 2l + 2w
= 2x + 2(x − 2)
20 = 2x + 2x − 4
4x = 24
x=6
∴ l = 6 cm and w = l − 2 = 4 cm.
9. The new volume (x) of mixture must contain 50% salt, therefore
0,69 = 0.5x
0,69
∴x= 0,5
x = 2(0,69) = 1,38
The volume of the new mixture is 1,38 `
The amount of water (y) to be added is
y = x − 1,00
72
= 1,38 − 1,00
= 0,38
Therefore 0,38 ` of water must be added.
To write this as a fraction of a litre:
38
0,38 = 100
19
= 50
`
10. Let the numbers be x and y.

x + y = 20
x−y =2
2x = 22
x = 11
11 − y = 2
y=9
So the numbers are 9 and 11
11. Let the number be x.

So the denominator is x + 1.
x x+1 5
x+1
+ x
= 2
Solve for x:
2x2 + 2(x + 1)2 = 5x(x + 1)
2x2 + 2x2 + 4x + 2 = 5x2 + 5x
− x2 − x + 2 = 0
x2 + x − 2 = 0
(x − 1)(x + 2) = 0
x = 1 or x = −1
x + 1 = 2 or x + 1 = −1
1
So the fraction is 2
12. Let Mulivhu be x years old.

So Masindi is x + 21 years old.
x + x + 21 = 37
2x = 16
x=8
Mulivhu is 8 years old.
13. Let Murunwa be x years old.

So Tshamano is 5x years old.
In 7 years time Murunwa’s age will be x + 7
Tshamano’s age will be 5x + 7
5x + 7 = 3(x + 7)
5x + 7 = 3x + 21
2x = 14
x=7
So Murunwa is 7 years old and Tshamano is 35 years old.
73
Exercise 2 - 5
1. Make a the subject of the formula: s = ut + 12 at2
2. Solve for n: pV = nRT

1 2b
3. Make x the subject of the formula: + =2
b x
4. Solve for r: V = πr2 h
hc
5. Solve for h: E =
λ
6. Solve for h: A = 2πrh + 2πr
D
7. Make λ the subject of the formula: t =
fλ
8. Solve for m: E = mgh + 12 mv 2
9. Solve for x: x2 + x(a + b) + ab = 0

√
10. Solve for b: c = a2 + b2
1 1 1
11. Make u the subject of the formula: v
= u
+ w
12. Solve for r: A = πR2 − πr2
13. F = 95 C +32◦ is the formula for converting temperature in degrees Celsius to degrees
Fahrenheit. Derive a formula for converting degrees Fahrenheit to degrees Celsius.
14. V = 4
3
πr3 is the formula for determining the volume of a soccer ball. Express the
radius in terms of the volume.
1. s = ut + 12 at2
s − ut = 21 at2
2(s − ut) = at2
2(s − ut)
∴a=
t2
2. pV = nRT
pV
∴n=
RT
1 2b
3. + =2
b x
2b 1
=2−
x b
74
2b 2b − 1
=
x b
∴ x(2b − 1) = 2b2
2b2
x=
2b − 1
4. V πr2 h
V
r2 =
πh
q
V
∴ V = πh
hc
5. E =
λ
Eλ = hc
Eλ
∴h=
c
6. A = 2πrh + 2πr
2πrh = A − 2πr
A − 2πr
∴h=
2πr
D
7. t =
fλ
f tλ = D
∴ λ = d fDt
8. E = mgh + 12 mV 2
E = m gh + 21 V 2

E
∴m=
gh + 21 V 2
9. x2 + x(a + b) + ab = 0
(x + a)(x − b) = 0
x = −a or x = −b
√
10. c = a2 + b2
c2 = a2 + b2
c2 − a2 = b2
√
b = ± c2 − a2
1 1 1
11. v
= u
+ w
uw − uv = vw
u(w − v) = vw
vw
u= w−v
12. A = πR2 − πr2

A = π(R2 − r2 )
A
π
= R2 − r 2
r = R2 − A
2
q π
A
r = ± R2 − π
13. F = 95 C + 32
5F = 9C + 160
9C = 160 − 5F
160
C= 9
− 59 F
75
14. V = 43 πr3
3V = 4πr3
r3 = 3V
q4π
r = 3 3V
4π
Exercise 2 - 6
Solve for x and represent the answer on a number line and in interval notation:
1. 3x + 4 > 5x + 8 8. 7(3x + 2) − 5(2x − 3) > 7
2. 3(x − 1) − 2 ≤ 6x + 4 9. 5x−1
≤ 1−2x
−6 3
x−7 2x − 3
3. >
3 2 10. 3 ≤ 4 − x ≤ 16
4. −4(x − 1) < x + 2
−7y
1 1 5 1 11. 3
− 5 > −7
5. x + (x − 1) ≥ x −
2 3 6 3
6. −2 ≤ x − 1 < 3 12. 1 ≤ 1 − 2y < 9
x−1
7. −5 < 2x − 3 ≤ 7 13. −2 < −3
<7
1. 3x + 4 > 5x + 8
3x − 5x > 8 − 4
− 2x > 4
2x < −4
x < −2
x < −2
bc
−5 −4 −3 −2 −1 0 1
2. 3(x − 1) − 2 ≤ 6x + 4
3x − 3 − 2 ≤ 6x + 4
3x − 6x ≤ 4 + 5
− 3x ≤ 9
3x ≥ −9
x ≥ −3
x ≥ −3
b
−4 −3 −2 −1 0 1
76
x−7 2x − 3
3. > 2(x − 7) > 3(2x − 3)
3 2
2x − 14 > 6x − 9
− 4x > 5
x < − 45
5
x<−
4
bc
−5 −4 −3 −2 −1 0 1
4. −4(x − 1) < x + 2
− 4x + 4 < x + 2
− 5x < −2
2
x> 5
2
x>
5
bc
0 1 2 3 4
1 1 5 1
5. x + (x − 1) ≥ x −
2 3 6 3
3x + 2(x − 1) ≥ 5x − 2
3x + 2x − 2 ≥ 5x − 2
5x − 5x ≥ 2 − 2
0x ≥ 0
This is true for all real values of x.
0x ≥ 0
−2 −1 0 1 2
6. −2 ≤ x − 1 < 3
−2+1≤x−1+1<3+1
−1≤x<4
−1 ≤ x < 4
b bc
−2 −1 0 1 2 3 4 5
7. −5 < 2x − 3 ≤ 7 − 5 + 3 < 2x − 3 ≤ 7 + 3
− 2 < 2x ≤ 10
−1<x≤5
−1 < x ≤ 5
bc b
−2 −1 0 1 2 3 4 5 6
8. 7(3x + 2) − 5(2x − 3) > 7

21x + 14 − 10x + 15 > 7
11x > 7 − 14 − 15
11x > −22
x > −2
x > −2
bc
−2 −1 0 1 2
5x−1 1−2x
9. −6
≤ 3
5x − 1 ≥ −2(1 − 2x)
5x − 1 ≥ −2 + 4x
77
5x − 4x ≥ −1
x ≥ −1
x ≥ −1
b
−3 −2 −1 0 1
10. 3 ≤ 4 − x ≤ 16
− 1 ≤ −x ≤ 12
1 ≥ x ≥ −12
− 12 ≤ x ≤ 1
−12 ≤ x ≤ 1
b b
−12 −10 −8 −6 −4 −2 0 1
−7y
11. 3
− 5 > −7
− 7y − 15 > −21
− 7y > −6
6
y< 7
6
y< 7
bc
−3 −2 −1 0 6
7
12. 1 ≤ 1 − 2y < 9
0 ≤ −2y < 8
0 ≥ y > −4
−4<y ≤0
−4 < x ≤ 0
bc b
−4 −3 −2 −1 0
x−1
13. −2 < −3
<7
6 > x − 1 > −21
7 > x > −20
− 20 < x < 7
−20 < x < 7
bc bc
−20 −15 −10 −5 0 5 7
1. Solve:

(a) 2(p − 1) = 3(p + 2) 2 1 1 2
(h) −2− = 1+
t 2 2 t
(b) 3 − 6k = 2k − 1
(i) x2 − 3x + 2 = 0
(c) m + 6(−m + 1) + 5m = 0
(j) y 2 + y = 6
(d) 2k + 3 = 2 − 3(k + 3)
(k) 0 = 2x2 − 5x − 18
2
(e) 5t − 1 = t − (t + 2)(t − 2)
(l) (d+4)(d−3)−d = (3d−2)2 −8d(d−1)
q q
(f) 3 + =
5 2 (m) 5x + 2 ≤ 4(2x − 1)
2(m + 4) 7 4x − 2
(g) 5 − = (n) > 2x + 1
m m 6
78
x x
(o) − 14 > 14 − (q) −5 ≤ 2k + 1 < 5
3 7
42
1−a 2−a (r) x − 1 =
(p) − ≥1 x
2 3
2. Consider the following literal equations:
(a) Solve for I: P = V I 1 1 1

+ =
u v f
(b) Make m the subject of the formula:
(e) Make C the subject of the formula:
E = mc2
F = 95 C + 32
(c) Solve for t: v = u + at y−c
(f) Solve for y: m =
x
(d) Make f the subject of the formula:
3. Solve the following simultaneous equations:
(a) 7x + 3y = 13 and 2x − 3y = −4 (c) 7x − 41 = 3y and 17 = 3x − y

(b) 10 = 2x + y and y = x − 2 (d) 2y = x + 8 and 4y = 2x − 44
4. Find the solutions to the following word problems:

7 1
(a) 8
of a certain number is 5 more than of 3
of the number. Find the number.
(b) Three rulers and two pens have a total cost of R 21,00. One ruler and one pen
have a total cost of R 8,00. How much does a ruler cost and how much does a
pen cost?
(c) A man runs to the bus stop and back in 15 minutes. His speed on the way to the
bus stop is 5 km/h and his speed on the way back is 4 km/h. Find the distance to
the bus stop.
(d) Zanele and Piet skate towards each other on a straight path. They set off 20 km
apart. Zanele skates at 15 km/h and Piet at 10 km/h. How far will Piet have
skated when they reach each other?
(e) When the price of chocolates is increased by R 10, we can buy five fewer choco-
lates for R 300. What was the price of each chocolate before the price was
increased?
1. (a) 2(p − 1) = 3(p + 2)

2p − 2 = 3p + 6
(c) m + 6(−m + 1) + 5m = 0
−p=8
m − 6m + 6 + 5m = 0
∴ p = −8
0m = −6
No solution
(b) 3 − 6k = 2k − 1
(d) 2k + 3 = 2 − 3(k + 3)2k + 3 =
− 8k = −4
−4 1
2 − 3k − 9
∴ k= −8
= 2 5k = −10
79
−10
∴ k= 5
= −2 d2 + d − 12 − d = 9d2 − 12d + 4 −
8d2 + 8d
d2 − 12 = d2 − 4d + 4
(e) 5t − 1 = t2 − (t + 2)(t − 2)
4d = 16
= 5t − 1 = t2 − t2 + 4
∴d=4
5t = 5
t=1 (m) 5x + 2 ≤ 4(2x − 1)
q q 5x − 8x ≤ −4 − 2
(f) 3 + 5
= 2
− 3x ≤ −6
30q + 2q = 5q
∴ x≥2
3q = 30
4x − 2
q = 10 (n) > 2x + 1
6
2(m+4) 7 4x − 2 > 12x + 6
(g) 5 − m
= m
4x − 12x > 6 + 2
5m − 2m − 8 = 7
− 8x > 8
3m = 15
∴ x < −1
m=5
x x
2 1 1 2
(o) 3
− 14 > 14 − 7
(h) t
−2− 2
= 2
1+ t
2 1 1 1 7x − 294 > 294 − 3x
t
−2− 2
= 2
+ t
2 1 10x > 588
t
− t
=1+2 588
1 ∴x> 10
t
=3
∴t= 1 1−a 2−a
3 (p) − ≥1
2 3
(i) x2 − 3x + 2 = 0 1−a (2 + a)
− ≥1
2 3
(x − 2)(x − 1) = 0 3 − 3a − 4 − 2a ≥ 6
∴ x = 2 or x = 1 − 5a ≥ 7
2
(j) y + y = 6 ∴ a ≤ − 75
y2 + y − 6 = 0 (q) −5 ≤ 2k + 1 < 5
(y + 3)(y − 2) = 0 − 6 ≤ 2k < 4
∴ y = −3 or y = 2 ∴ −3 ≤ k < 2
2
(k) 0 = 2x − 5x − 18 42
(r) x − 1 =
x
(2x + 9)(x − 2) = 0 Note that x 6= 0.
∴ x = − 29 or x = 2 x2 − x = 42
(l) (d + 4)(d − 3) − d = (3d − 2)2 − x2 − x − 42 = 0
8d(d − 1) (x − 7)(x + 6) = 0
∴ x = 7 or x = −6
2. (a) P = V I
P
∴I= V
(b) E = mc2
e
∴m= 2
c
(c) v = u + at
v−u
∴t=
a
1 1 1
(d) + =
u v f
v+u 1
=
uv f
f (v + u) = uv
80
uv
∴f =
u+v
(e) F = 59 C + 32
∴ C = 59 (F − 32)
y−c
(f) m =
x
∴ y = mx + c
3. (a) 7x + 3y = 13 and 2x − 3y = −4
Add the two equations together to solve for x:
7x + 3y = 13
+ 2x − 3y = −4
9x + 0 = 9
∴x=1
2(1) − 3y = −4
− 3y = −6
y=2
(b) 10 = 2x + y and y = x − 2
Substitute value of y into first equation:
10 = 2x + (x − 2)
3x = 12
∴x=4
y =4−2
=2
(c) 7x − 41 = 3y and 17 = 3x − y
17 = 3x − y
∴ y = 3x − 17
Substitute the value of y into first equation:
7x − 41 = 3(3x − 17)
7x − 41 = 9x − 51
2x = 10
∴x=5
y = 3(5) − 17
= −2
(d) 2y = x + 8 and 4y = 2x − 44
2y = x + 8
∴ x = 2y − 8
4y = 2(2y − 8) − 44
4y = 4y − 16 − 44
∴ 0y = −60
No solution
1 1
(y1 = 2
x − 11 and y2 = 2
x + 4. These lines have the same gradient therefore
they are parallel and will never intersect - hence there is no solution.)
81
4. (a) Let x be the number.

7
∴ 8
x = 13 x + 5
21x = 8x + 120
13x = 120
120
x= 13
(b) Let the price of rulers be x and the price of pens be y

∴ 3x + 2y = 21 and x + y = 8
From the second equation: x = 8 − y
Substitute the value of x into the first equation:
3(8 − y) + 2y = 21
24 − 3y + 2y = 21
− y = −3
∴y=3
Substitute the value of y into the second equation:
x+3=8
∴x=5
Therefore each ruler costs R 5 and each pen costs R 3.
(c) Let x be the distance to the bus.

Speed s1 = 5 km/h and s2 = 4 km/h
Distance = speed × time = s × t
∴ x = 5 × t1 = 4 × t1
t1 + t2 = 15 minutes = 0,25hours
x x
t1 = 5
and t2 = 4
x x
∴ 5
+ 4
= 0,25
4x + 5x = 0,25 × 20
9x = 5
5
∴x= 9
km
5
The bus stop is 9
km or 0,56 km away.
(d) Let x be the distance Zanele skates and 20 − x the distance Piet skates.
Populate the data in a table:
Speed Distance Time
x
Zanele 15 x 15
20−x
Piet 20 − x 20 − x 10
x 20 − x
=
15 10
10x = 15(20 − x)
10x = 300 − 15x
25x = 300
∴ x = 12
∴ y = 20 − 12 = 8
Zanele will have skated 12 km and Piet will have skated 8 km when they reach
each other.
(e) Let x be the original price of chocolates.

New price × number of chocolates = 300
∴ (x + 10)( 300
x
− 5) = 300
3000
300 − 5x + x
− 50 = 300
82
3000
− 5x + x
− 50 = 0
2
− 5x + 3000 − 50x = 0
x2 + 10x − 600 = 0
(x − 20)(x + 30) = 0
∴ x = 20 or x = −30
Price must be positive ∴ x = 20.
The price of each chocolate before the price increase was R 20.
83
84
Exponents 3
Exercise 3 - 1
Simplify without using a calculator:
1. 160 7. 3 × 32a × 32
2. 16a0 a3x
8.
ax
2−2
3. 32p2
32 9.
5 4p8
4. −3
2 10. (2t4 )3
−3
2
5. 11. (3n+3 )2
3
3n 9n−3
6. x2 x3t+1 12.
27n−1
−3
1. 1 2
5.
3
2. 16a0 2−3
=
= 16(1) 3−3
= 16 33
= 3
2
2−2 27
3. =
32 8
1
= 2 2
2 .3 6. x2 x3t+1
1 = x3t+3
=
4×9
1 7. 3 × 32a × 32
=
36 = 31+2a+2
5 = 32a+3
4.
2−3 a3x
3 8.
= (5)(2 ) ax
= (5)(8) = a3x .a−x
= 40 = a3x−x
85
CHAPTER 3. EXPONENTS
= a2x 3n 9n−3
12.
32p 2 27n−1
9. 3n .(32 )n−3
4p8 =
(33 )n−1
= 8p2−8
= 8p−6 3n .32n−6
=
8 33n−3
= 6 =3 n+2n−6−(3n−3)
p
= 33n−6−3n+3
10. (2t4 )3
= 3−3
= 23 .t4.3
1
= 8t12 = 3
3
11. (3n+3 )2 1
=
27
= 32n+6
Exercise 3 - 2
Simplify without using a calculator:
1 7 1
1. t 4 × 3t 4 3. (0,25) 2
1
4. (27)− 3
2
16x
2. 1 1
(4x2 ) 2
1
5. (3p2 ) 2 × (3p4 ) 2
1 7 1
1. t 4 × 3t 4 3. (0,25) 2
(1 7)
+4
1
= 3t 4 = 14 2
8 1
= 3t 4 = 212 2
1
= 3t2 = 2−2 2
16x2 =2−1
2. 1
(4x2 ) 2 = 1
2
16x2 1
= 1 1 4. (27)− 3
4 2 x2 2 1
= (33 )− 3
42 x2
= 1 = 3−1
42 x 1
1 = 3
= 42− 2 .x2−1
3 1 1
= 4 2 .x 5. (3p2 ) 2 × (3p4 ) 2
3 1 1
= (22 ) x 2 = 3 p × 3 p2
2 2
1 1
=2 x 3 = 3 2 + 2 × p1+2
= 8x = 3p3
86
Exercise 3 - 3
1. Solve for the variable:
(a) 2x+5 = 32 (h) 2t + 2t+2 = 40

1
(b) 52x+2 = (i) 2 × 52−x = 5 + 5x
125
(c) 64y+1 = 162y+5 (j) 9m + 33−2m = 28
1
(d) 39x−2 = 27 (k) y − 2y 2 + 1 = 0
(e) 81k+2 = 27k+4 (l) 4x+3 = 0,5
(f) 25(1−2x) − 54 = 0 (m) 2a = 0,125
(g) 27x × 9x−2 = 1 (n) 10x = 0,001

2
−2x−3
(o) 2x =1
2. The growth of algae can be modelled by the function f (t) = 2t . Find the value of t
such that f (t) = 128.
1. (a) 2x+5 = 32 − 2y = 14
x+5 5
2 =2 y = −7
x+5=5
(d) 39x−2 = 27
x=0
39x−2 = 33
2x+2 1
(b) 5 = 9x − 2 = 3
125
1 9x = 5
52x+2 = 3 5
5 x= 9
52x+2 = 5−3
(e) 81k+2 = 27(k+4)
2x + 2 = −3
34(k+2) = 33(k+4)
2x = −5
34k+8 = 33k+12
x= − 52
4k + 8 = 3k + 12
(c) 64y+1 = 162y+5 4k − 3k = 12 − 8
6(y+1) 4(2y+5)
2 =2 k=4
26y+6 = 28y+20
(f) 25(1−2x) − 54 = 0
6y + 6 = 8y + 20
52(1−2x) = 54
6y − 8y = 20 − 6
2(1 − 2x) = 4
87
1 − 2x = 2 (32m − 27)(32m − 1) = 0
− 2x = 1 32m − 27 = 0 or 32m − 1 = 0
x = − 12 32m = 27 or 32m = 1
if 32m = 27
(g) 27x × 9x−2 = 1
32m = 33
33x × 32(x−2) = 1
2m = 3
33x+2(x−2) = 30
3
m=
3x + 2x − 4 = 0 2
2m
if 3 =1
5x − 4 = 0
32m = 30
5x = 4
4 2m = 0
x=
5 m=0
(h) 2t + 2t+2 = 40 1
(k) y − 2y 2 + 1 = 0
2t + 2t .22 = 40 1 1
(y 2 − 1)(y 2 − 1) = 0
2t (1 + 22 ) = 40 1
y −1=0
2
2t (1 + 4) = 40 1
40 y2 = 1
2t = 1 1
(1 + 4) y2 = 12
40 y=1
2t =
5
2t = 8 (l) 4x+3 = 0,5
2t = 2 3 22x+6 = 2−1
t=3 2x + 6 = −1
2x = −7
(i) 2.52−x = 5 + 5x
x = −3 12
2.52 .5−x = 5 + 5x
2.52 (m) 2a = 0,125
− 5 − 5x = 0 2a = 125
5x 1000
50
× 5x − 5 × (5x ) − 5x × (5x ) = 0 2a = 1

5x 8
2a = 1
50 − 5.5x − (5x )2 = 0 23
−3
2a = 2
(5x )2 + 5.5x − 50 = 0
a = −3
(5x − 5)(5x + 10) = 0
x x
5 − 5 = 0 or 5 + 10 = 0 (n) 10x = 0,001
5x = 5 or 5x = −10 10x = 1
1000
x 1
if 5 = −10 : no solution = 103
x −3
if 5 = 5 : = 10
5x = 51 x = −3
x=1 2
−2x−3
(o) 2x =1
m 3−2m x2 −2x−3
(j) 9 +3 = 28 2 = 20
32m + 33 .3−2m = 28 x2 − 2x − 3 = 0
27 (x − 3)(x + 1) = 0
32m + 2m − 28 = 0
3 x = 3 or x = −1
(32m )2 − 28(32m ) + 27 = 0
2. 2t = 128
2t = 2 7
t=7
88
1. Simplify:
3
(a) t3 × 2t0 2x2a

(j)
y −b
(b) 52x+y 53(x+z)
23x−1 8x+1
(c) (bk+1 )k (k)
42x−2
65p 62x 112x
(d) (l)
9p 222x−1 32x
(e) m−2t × (3mt )3 (−3)−3 (−3)2
(m)
3x−3 (−3)−4
(f)
(3x)2 (n) (3−1 + 2−1 )
−1
5b−3 9n−1 273−2n

(g) (o)
5b+1 812−n
2a−2 3a+3 23n+2 8n−3
(h) (p)
6a 43n−2
3n 9n−3 3t+3 + 3t
(i) (q)
27n−1 2 × 3t
23p + 1
(r)
2p + 1
2. Solve:
1 1
(g) 16x 2 − 4 = 0
(a) 3x =
27
(b) 5t−1 = 1 (h) m0 + m−1 = 0
1 1
(c) 2 × 73x = 98 (i) t 2 − 3t 4 + 2 = 0
(d) 2m+1 = (0,5)m−2 (j) 3p + 3p + 3p = 27

1
(e) 3y+1 = 5y+1 (k) k−1 − 7k− 2 − 18 = 0
1 1
3
(f) z 2 = 64 (l) x 2 + 3x 4 − 18 = 0
1. (a) t3 × 2t0 65p

(d)
3
= t × 2(1) 9p
= 2t3 25p × 35p
=
32p
(b) 52x+y × 53(x+z) = 2 × 35p−2p
5p
= 52x+y+3x+3z = 25p × 33p

p
= 55x+y+3z = 25 × 33
= (32 × 27)p
2
k+1 k
= bk +k

(c) b = 864p
89
3
(e) m−2t × 3mt = 8x6a y 3b
−2t 3 3t
=m ×3 m
−2t+3t
23x−1 8x+1
=m × 27 (k)
42x−2
= 27mt
23x−1 × 23(x+1)
=
3x−3 22(2x−2)
(f)
(3x)2 = 23x−1+3x+3−4x+4
= 31−2 × x−3−2 = 22x+6
= 3−1 × x−5 = 4x+3
1
= 62x 112x
3x5 (l)
222x−1 32x
5b−3 (3 × 2)2x × 112x
(g) =
5b+1 (2 × 11)2x−1 × 32x
= 5b−3−b−1 32x × 22x × 112x
= 5−4 =
22x−1 × 112x−1 × 32x
1
= 4 = 32x−2x × 22x−2x+1 × 112x−2x+1
5
1 = 30 × 21 × 111
=
625 = 1 × 2 × 11
2 a−2 a+3
3 = 22
(h)
6a (−3)−3 (−3)2
2a−2 × 3a+3 (m)
= (−3)−4
(2 × 3)a
= (−3)−3+2+4
2a−2 × 3a+3
= = (−3)3
2a × 3a
= −27
= 2a−2−a × 3a+3−a
= 2−2 × 33 (n) (3−1 + 2−1 )
−1
33 −1
= 2 1 1
2 = +
3 2
27
= −1
4 2 3
= +
6 6
3n 9n−3
(i) −1
5
27n−1 =
n−3 6
3n × 32
= −1
5
(33 )n−1 =
6−1
3n × 32n−6
= 6
33n−3 =
5
= 3n+2n−6−(3n−3)
= 33n−6−3n+3 9n−1 273−2n
(o)
812−n
= 3−3
1 32(n−1) × 33(3−2n)
= 3 =
3 34(2−n)
1 =3 2(n−1)+3(3−2n)−4(2−n)
=
27
= 32n−2+9−6n−8+4n
= 3−1
2a 3
2x
(j)
y −b 1
=
3 3
23 x2a
=
(y −b )3 23n+2 8n−3
(p)
23 x6a 43n−2
= 23n+2 × 23(n−3)
y −3b =
22(3n−2)
= 23 x6a y 3b 3n+2+3(n−3)−2(3n−2)
=2
90
= 23n+2+3n−9−6n+4 33 + 1
=
=2 −3 2
1 28
= 3 =
2 2
1 = 14
=
8
23p + 1
t+3 t (r)
3 +3 2p + 1
(q)
2 × 3t (2p + 1)(22p − 2p + 1)
t 3 t =
3 ×3 +3 (2p + 1)
=
2 × 3t = 22p − 2p + 1
3t (33 + 1)
=
2 × 3t
1 1 2
1 2
2. (a) 3x =

x2 = 4
27 1
1 x= 16
3x = 3
3
(h) m0 + m−1 = 0
3x = 3−3
1 + m−1 = 0
x = −3
m−1 = −1
−1
(b) 5 t−1
=1 m−1 = (−1)−1
t−1
5 = 50 m = −1
t−1=0 1 1
(i) t 2 − 3t 4 + 2 = 0
t=1 1 1
(t 4 − 1)(t 4 − 2)
1 1
(c) 2 × 73x = 98 t − 1 = 0 or t 4 − 2 = 0
4
1
73x = 49 if t − 1 = 0 :
4
1
73x = 72 t4 = 1
1 4
3x = 2 t4 = 14
2
x= 3
t=1
1
if t 4 − 2 = 0 :
(d) 2m+1 = (0,5)m−2 1
m−2 t4 = 2
2m+1 = 12 1 4
m−2 t4 = 24
2m+1 = 2−1
t = 16
2m+1 = (2)2−m
m+1=2−m (j) 3p + 3p + 3p = 27
2m = 1 3 × 3p = 27
m= 1
2
3p+1 = 33
p+1=3
(e) 3y+1 = 5y+1
p=2
y+1=0
1
y = −1 (k) k−1 − 7k− 2 − 18 = 0
1 1
3 (k− 2 − 9)(k− 2 + 2) = 0
(f) z 2 = 64 −1 1
3 k 2 − 9 = 0 or k− 2 + 2 = 0
z 2 = 43 −1 −1
3 2 2
k 2 = 9 or k 2 = −2
3
z2 = (43 ) 3 if k− 2 = 9 :
1
z = 42 1
(k− 2 )−2 = 9−2
z = 16 k= 1
81
−1
1
(g) 16x 2 − 4 = 0 if k 2 = −2 :
1
16x = 4
1
2 (k− 2 )−2 = (−2)−2
1
x2 =
1 4 k= 4
16
1 1 1 1
x = 2
4 (l) x 2 + 3x 4 − 18 = 0
91
1 1
(x 4 + 6)(x 4 − 3) = 0 x = 1296
1 1 1
x + 6 = 0 or x 4 − 3 = 0
4 if x 4 = 3 :
1 1 1
x = −6 or x = 3
4 4 (x )4 = (3)4
4
1
x1 4= −6 :
if x = 81
4
x4 = (−6)4
92
Number patterns 4
Exercise 4 - 1
1. Write down the next three terms in each of the following sequences:
(a) 5; 15; 25; . . .
(b) −8; −3; 2 : ‘ . . .
(c) 30; 27; 24; . . .
2. The general term is given for each sequence below. Calculate the missing terms.
(a) 0; 3; . . . ; 15; 24 Tn = n2 − 1
(b) 3; 2; 1; 0; . . . ; − 2 Tn = −n + 4
(c) −11; . . . ; − 7; . . . ; − 3 Tn = −13 + 2n
3. Find the general formula for the following sequences and then find T10 , T50 and T100
(a) 2; 5; 8; 11; 14; . . .
(b) 0; 4; 8; 12; 16; . . .
(c) 2; − 1; − 4; − 7; − 10; . . .
1. (a) 35; 45; 55

(b) 7; 12; 7
(c) 21; 18; 15
2. (a) Tn = n2 − 1
T3 = 32 − 1
=9−1
=8
(b) Tn = −n + 4
T5 = −5 + 4
= −1
(c) Tn = −13 + 2n
T2 = −13 + 2(2)
= −13 + 4
= −9
Tn = −13 + 2n
T4 = −13 + 2(4)
93
CHAPTER 4. NUMBER PATTERNS
= −13 + 8
= −5
3. (a) a = 2
d=3
Tn = 3n − 1
T10 = 3(10) − 1 = 29
T50 = 3(50) − 1 = 149
T100 = 3(100) − 1 = 299
(b) a = 0
d=4
Tn = 4n − 4
T10 = 4(10) − 4 = 36
T50 = 4(50) − 4 = 196
T100 = 4(100) − 4 = 396
(c) a = 2
d = −3
Tn = 5 − 3n
T10 = 5 − 3(10) = −25
T50 = 5 − 3(50) = −145
T100 = 5 − 3(100) = −295
1. Find the 6th term in each of the following sequences:

(a) 4; 13; 22; 31; . . .
(b) 5; 2; − 1; − 4; . . .
(c) 7,4; 9,7; 12; 14,3; . . .
2. Find the general term of the following sequences:
(a) 3; 7; 11; 15; . . .
(b) −2; 1; 4; 7; . . .
(c) 11; 15; 19; 23; . . .
1 2 1
(d) ; ; 1; 1 ; . . .
3 3 3
3. The seating of a sports stadium is arranged so that the first row has 15 seats, the second
row has 19 seats, the third row has 23 seats and so on. Calculate how many seats are
in the twenty-fifth row.
4. A single square is made from 4 matchsticks. Two squares in a row need 7 matchsticks
and three squares in a row need 10 matchsticks. For this sequence determine:
(a) the first term;
(b) the common difference;
(c) the general formula;
(d) how many matchsticks there are in a row of twenty-five squares.
94
5. You would like to start saving some money, but because you have never tried to save
money before, you decide to start slowly. At the end of the first week you deposit R 5
into your bank account. Then at the end of the second week you deposit R 10 and at
the end of the third week, R 15. After how many weeks will you deposit R 50 into your
bank account?
6. A horizontal line intersects a piece of string at 4 points and divides it into five parts, as
shown below.
1 3 5
b b b b
2 4
If the piece of string is intersected in this way by 19 parallel lines, each of which inter-
sects it at 4 points, determine the number of parts into which the string will be divided.
7. Consider what happens when you add 9 to a two-digit number:
9 + 16 = 25
9 + 28 = 37
9 + 43 = 52
(a) What pattern do you see?

(b) Make a conjecture and express it in words.
(c) Generalise your conjecture algebraically.
(d) Prove that your conjecture is true.
1. (a) T6 = 49 (c) T6 = 18,9

(b) T6 = −10
2. (a) Tn = 4n − 1 (c) Tn = 4n + 7
n
(b) Tn = 3n − 5 (d) Tn = 3
95
3. Extract the relevant information which is a sequence: 15; 19; 23 . . .

a = 15
d=4
Tn = 4n + 11
So the number of seats in row 25 is:
T25 = 4(25) + 11 = 111
4. (a) The first term is 4 since this is the number of matches needed for 1 square.
(b) The common difference between the terms is 3. (7 − 4 = 3 ; 10 − 7 = 3)
(c) Tn = 3n + 1
(d) T2 5 = 3(25) + 1
= 76
5. Write down the sequence:

5; 10; 15; . . . We first find the general formula:
a=5
d=5
Tn = 5n
50 = 5n
n = 10 weeks
6. With one line intersecting at four points we get five parts. If we add a second line it is
now broken up into 9 parts. And if we add a third line it is now broken up into 13 parts.
So we see that for each line added we add four parts. The sequence is: 5; 9; 13 . . .
a=5
d=4
Tn = 4n + 1
T19 = 4(19) + 1
T19 = 77
7. (a) The first digit of the answer increases by one number and the second digit decreases
by one number.
(b) When 9 is added to any two-digit number, the answer is the two-digit number, with
its first (’tens’) digit increased by one number and its second (’ones’) digit decreased
by one number.
(c) 9 + (10x + y) = 10(x + 1) + (y − 1)
(d) 9 + 16 = 25
9 + (10x + y) = 10(x + 1) + (y − 1)
9 + (10 + 6) = 10(2) + (6 − 1)
9 + 16 = 20 + 5 = 25
9 + (10x + y) = 10x + 10 + y − 1
9 + (10x + y) = (10 − 1) + (10x + y) = 9 + (10x + y)
96
Functions 5
Exercise 5 - 1
1. Write the following in set notation:
(a) (−∞; 7] (d) [ 43 ; 21)

(b) [13; 4) (e) [− 21 ; 12 ]
√
(c) (35; ∞) (f) (− 3; ∞)
2. Write the following in interval notation:
(a) {p : p ∈ R, p ≤ 6} (c) {x : x ∈ R, x > 51 }

(b) {k : k ∈ R, − 5 < k < 5} (d) {z : z ∈ R, 21 ≤ z < 41}
3
1. (a) {x : x ∈ R, x ≤ 7} (d) {t : t ∈ R, 4
≤ t < 21}
(b) {y : y ∈ R, −13 ≤ y < 4} (e) {p : p ∈ R, − 12 ≤ p ≤ 12 }
√
(c) {z : z ∈ R, z > 35} (f) {m : m ∈ R, m > − 3}
2. (a) (−∞; 6] (c) ( 51 ; ∞)

(b) (−5; 5) (d) [21; 41)
Exercise 5 - 2
1. List the x and y-intercepts for the following straight line graphs. Indicate whether the
graph is increasing or decreasing:
97
CHAPTER 5. FUNCTIONS
(a) y = x + 1 (e) 3y − 2x = 6
(b) y = x − 1 (f) k(x) = −3
(c) h(x) = 2x − 1 (g) x = 3y
x y
(d) y + 3x = 1 (h) 2
− 3
=1
2. For the functions in the diagram below, give the equation of the line:
(a) a(x)
(b) b(x)
(c) p(x)
(d) d(x)
b(x)
(0; 3)
p(x)
(4; 0) x
0
a(x)
d(x)
(0; −6)
3. Sketch the following functions on the same set of axes, using the dual intercept method.
Clearly indicate the intercepts and the point of intersection of the two graphs: x + 2y −
5 = 0 and 3x − y − 1 = 0
1
4. On the same set of axes, draw the graphs of f (x) = 3 − 3x and g(x) = 3
x + 1 using
the gradient–intercept method.
1. (a) (0; 1) and (−1; 0); increasing (e) (0; 2) and (−3; 0); increasing
(b) (0; −1) and (1; 0); increasing (f) (0; 3); horizontal line
(c) (0; −1) and ( 12 ; 0); increasing (g) (0; 0); increasing
(d) (0; 1) and ( 13 ; 0); decreasing (h) (0; 3) and (2; 0); decreasing
2.
98
(a) a(x) = − 34 x + 3 (c) p(x) = 3

(b) b(x) = 32 x − 6 (d) d(x) = − 34 x
b
(0; 52 ) b P (1; 2)
( 13 ; 0) (5; 0) x
b b
0
b
(0; −1)
3.
y
h(x)
b
(1; 6)
b
(0; 3)
g(x)
b
(3; 2)
b
(1; 0) x
b b
(−3; 0) 0
f (x)
4.
Exercise 5 - 3
1. Show that if a < 0 the range of f (x) = ax2 + q is {f (x) : f (x) ≤ q}.
2. Draw the graph of the function y = −x2 + 4 showing all intercepts with the axes.
3. Two parabolas are drawn: g : y = ax2 + p and h : y = bx2 + q.
99
23
(−4; 7) (4; 7)
x
0 3
h
−9
(a) Find the values of a and p.

(b) Find the values of b and q.
(c) Find the values of x for which g(x) ≥ h(x).
(d) For what values of x is g increasing?
1. Because the square of any number is always positive we get: x2 ≥ 0

If we multiply by a where (a < 0) then the sign of the inequality is reversed: ax2 ≤ 0
Adding q to both sides gives ax2 + q ≤ q
And so f (x) ≤ q
This gives the range as (−∞; q).
y
b (0; 4)
y = −x2 − 4
(−2; 0) (2; 0) x
b b
2.
3. (a) p is the y-intercept, therefore p = −9

To find a we use one of the points on the graph (e.g. (4; 7)):
100
y = ax2 − 9
7 = a(42 ) − 9
16a = 16
∴a=1
(b) q is the y-intercept, therefore q = 23
To find b, we use one of the points on the graph (e.g. (4; 7)):
y = bx2 = 23
7 = b(42 ) + 23
16b = −16
∴ b = −1
(c) This is the point where g lies above h. From the graph we see that g lies above h
when: x ≤ −4 or x ≥ 4
(d) g increases from the turning point (0; −9), i.e. for x ≥ 0
Exercise 5 - 4
1. Draw the graph of xy = −6.

(a) Does the point (−2; 3) lie on the graph? Give a reason for your answer.
(b) If the x-value of a point on the drawn graph is 0,25 what is the corresponding
y-value?
(c) What happens to the y-values as the x-values become very large?
(d) Give the equations of the asymptotes.
(e) With the line y = −x as line of symmetry, what is the point symmetrical to (−2; 3)?
8
2. Draw the graph of h(x) = x
.
8 8
(a) How would the graph g(x) = x
+ 3 compare with that of h(x) = x
? Explain your
answer fully.
8
(b) Draw the graph of y = x
+ 3 on the same set of axes, showing asymptotes, axes of
symmetry and the coordinates of one point on the graph.
101
x
0
b
y = − x6
1.
−6
(a) y = x
xy = −6
Substitute the values of the point (−2; 3) into the function:
xy = (−2)(3) = −6
This satistfies the equation therefore the point does lie on the graph.
(b) Substitute in the value of x:
−6
y= 0,25
= −6 × 4
= −24
(c) The y-values decrease as the x-values become very large. The larger the denomi-
nator (x), the smaller the result of the fraction (y).
(d) The graph is not vertically or horizontally shifted, therefore the asymptotes are
y = 0 and x = 0.
(e) Across the line of symmetry y = −x, the point symmetrical to (−2; 3) is (−3; 2).
y
8
y= x
+3
8
y=
3 x
(−4; 1)
b
x
0
2.
8 8
(a) The graph g(x) = x
+ 3 is the graph of h(x) = x
, vertically shifted upwards by 3
units. They would be the same shape but the asymptote of g(x) would be y = 3,
instead of y = 0 (for h(x)) and the axis of symmetry would be y = −x + 3 instead
of y = −x (for h(x)).
102
8
(b) Graph of y = x
+ 3 is on the set of axes above.
Exercise 5 - 5
1. Draw the graphs of y = 2x and y = ( 21 )x on the same set of axes.

(a) Is the x-axis an asymptote or an axis of symmetry to both graphs? Explain your
answer.
(b) Which graph is represented by the equation y = 2−x ? Explain your answer.
(c) Solve the equation 2x = ( 12 )x graphically and check that your answer is correct by
using substitution.
2. The curve of the exponential function f in the accompanying diagram cuts the y-axis
at the point A(0; 1) and passes through the point B(2; 9).
y
9 b
B(2; 9)
1 b
A(0; 1)
x
0
−4 −3 −2 −1 1 2 3 4
−1
(a) Determine the equation of the function f .

(b) Determine the equation of h, the reflection of f in the x-axis.
(c) Determine the range of h.
(d) Determine the equation of g, the reflection of f in the y-axis.
(e) Determine the equation of j if j is a vertical stretch of f by +2 units.
(f) Determine the equation of k if k is a vertical shift of f by −3 units.
103
1x
y= 2
y = 2x
x
0
1.
(a) The x-axis is an asymptote to both graphs because both approach the x-axis but
never touch it.
1x
(b) y = 2
is represented by the equation y = 2−x because 1
2
= 2−1 , which gives
−x
y=2 .
(c) The graphs intersect at the point (0; 1). If we substitute these values into each side
of the equation we get:
LHS: 2x = 20 = 1 and
x 0
RHS: 21 = 12 = 1
LHS = RHS, therefore the answer is correct.
2. (a) The general form of the equation is f (x) = ax + q.
We are given A(0; 1) and B(2; 9).
Substitute in the values of point A:
1 = a0 + q
1=1+q
∴q=0
Substitute in the values of point B:
9 = a2 + 0
a2 = 32
∴a=3
Therefore the equation is f (x) = 3x .
(b) h(x) = −3x
(c) Range: (−∞; 0)
(d) g(x) = 3−x
(e) j(x) = 2.3x
(f) k(x) = 3x − 3
104
Exercise 5 - 6
1. Using your knowledge of the effects of a and q, sketch each of the following graphs,
without using a table of values, for θ ∈ [ 0◦ ; 360◦ ].
(a) y = 2 sin θ (d) y = sin θ − 3

(b) y = −4 cos θ (e) y = tan θ − 2
(c) y = −2 cos θ + 1 (f) y = 2 cos θ − 1
2. Give the equations of each of the following graphs:

y
2
0 x
90◦ 180◦ 270◦ 360◦
−2
(a)
y
2
0 x
90◦ 180◦ 270◦ 360◦
−2
(b)
y y
2 b
0 180◦ 360◦ x 0 180◦ 360◦ x

b
b
1. (a) −2
y
4 b
(d)
y
0
180◦ 360◦ x
180◦ 360◦
(b) x
y 0
b b
−2
3 b
0
180◦ 360◦ x
(e)
(c)
105
0 180◦ 360◦ x
b
−3
(f)
2. (a) y = 2 cos θ
(b) y = sin θ + 1
1. Sketch the graphs of the following:
(a) y = 2x + 4 (b) y − 3x = 0 (c) 2y = 4 − x
2. Sketch the following functions:
(a) y = x2 + 3 (b) y = 21 x2 + 4 (c) y = 2x2 − 4
3. Sketch the following functions and identify the asymptotes:

x
(a) y = 3x + 2 (b) y = −4 × 2x (c) y =
1
−2
3
4. Sketch the following functions and identify the asymptotes:
3 1 2
(a) y = +4 (b) y = (c) y = −2
x x x
5. Determine whether the following statements are true or false. If the statement is false,
give reasons why:
(a) The given or chosen y-value is known as the independent variable.
(b) A graph is said to be congruent if there are no breaks in the graph.
(c) Functions of the form y = ax + q are straight lines.
a
(d) Functions of the form y = x
+ q are exponential functions.
(e) An asymptote is a straight line which a graph will intersect at least once.
(f) Given a function of the form y = ax + q, to find the y-intercept let x = 0 and solve
for y.
6. Given the functions f (x) = 2x2 − 6 and g(x) = −2x + 6:

(a) Draw f and g on the same set of axes.
(b) Calculate the points of intersection of f and g.
(c) Use your graphs and the points of intersection to solve for x when:
i. f (x) > 0
ii. g(x) < 0
iii. f (x) ≤ g(x)
(d) Give the equation of the reflection of f in the x-axis.
106
7. After a ball is dropped, the rebound height of each bounce decreases. The equation
y = 5(0,8)x shows the relationship between the number of bounces x and the height
of the bounce y for a certain ball. What is the approximate height of the fifth bounce
of this ball to the nearest tenth of a unit?
8. Mark had 15 coins in R 5 and R 2 pieces. He had 3 more R 2 coins than R 5 coins. He
wrote a system of equations to represent this situation, letting x represent the number
of R 5 coins and y represent the number of R 2 coins. Then he solved the system by
graphing.
(a) Write down the system of equations.
(b) Draw their graphs on the same set of axes.
(c) Use your sketch to determine how many R 5 and R 2 pieces Mark had.
9. Sketch graphs of the following trigonometric functions for θ ∈ [ 0◦ ; 360◦ ]. Show inter-
cepts and asymptotes.
(a) y = −4 cos θ (d) y = tan θ + 2

cos θ
(b) y = sin θ − 2 (e) y =
2
(c) y = −2 sin θ + 1
10. Given the general equations y = mx + c, y = ax2 + q, y = a

x
+ q, y = a sin x + q,
x
y = a + q and y = a tan x, determine the specific equations for each of the following
graphs:
(a) y
(b)
b
(0; 3)
(1; 1)
b
x
0 x
0
(−2; −6) b
107
y
(c) y
(d)
b
(4; 6)
x
0 b
(0; 2)
b
(3; −1)
x
0
y y
6 (f)
(e)
b
(0; 3)
1 y=1
b b x x
0
180 ◦
360 ◦
0
−4
(g)
b 180◦ 360◦
(135◦ ; −1)
−2
11. y = 2x and y = −2x are sketched below. Answer the questions that follow:
y
b
M
P
b
R x
0
b
Q
b
N
(a) Calculate the coordinates of M and N .

(b) Calculate the length of M N .
(c) Calculate length P Q if OR = 1 unit.
108
(d) Give the equation of y = 2x reflected about the y-axis.

(e) Give the range of both graphs.
12. f (x) = 4x and g(x) = 4x2 + q are sketched below. The points A(0; 1), B(1; 4) and C
are given. Answer the questions that follow:
y f (x) = 4x
b
B
A b
x
0
b
C
g(x) = −4x2 + q
(a) Determine the value of q.

(b) Calculate the length of BC.
(c) Give the equation of f (x) reflected about the x-axis.
(d) Give the equation of f (x) shifted vertically upwards by 1 unit.
(e) Give the equation of the asymptote of f (x).
(f) Give the ranges of f (x) and g(x).
13. Sketch the graphs h(x) = x2 − 4 and k(x) = −x2 + 4 on the same set of axes and
answer the questions that follow:
(a) Describe the relationship between h and k.
(b) Give the equation of k(x) reflected about the line y = 4.
(c) Give the domain and range of h.
14. Sketch the graphs f (θ) = 2sin θ and g(θ) = cos θ − 1 on the same set of axes. Use
your sketch to determine:
(a) f (180◦ )
(b) g(180◦ )
(c) g(270◦ ) − f (270◦ )
(d) The domain and range of g.
(e) The amplitude and period of f .
8
15. The graphs of y = x and y = x
are shown in the following diagram.
109
y=x
A
b
C G x
0 D
b
F
B
E
Calculate:
(a) the coordinates of points A and B.
(b) the length of CD.
(c) the length of AB.
(d) the length of EF , given G(−2; 0).
16. Given the diagram with y = −3x2 + 3 and y = − 18

x
.
b
C
A b b
B x
0
y = − 18
x
2
y = −3x + 3
b
D
(a) Calculate the coordinates of A, B and C.

(b) Describe in words what happens at point D.
(c) Calculate the coordinates of D.
(d) Determine the equation of the straight line that would pass through points C and
D.
17. The diagram shows the graphs of f (θ) = 3 sin θ and g(θ) = −tan θ.
110
g
3 b
b
x
90◦ 180◦ 270◦ 360◦
f
−3 b
(a) Give the domain of g.

(b) What is the amplitude of f ?
(c) Determine for which values of θ:
i. f (θ) = 0 = g(θ)
ii. f (θ) × g(θ) < 0
g(θ)
iii. >0
f (θ)
iv. f (θ) is increasing?
y y
4 (b) 7
(c)
3 6
(b)
2 5
1 4
x 3 (a)
0
−3 −2 −1 1 2 3 4
−1 2
(a) −2 1
−3 x
0
1. −3 −2 −1 1 2 3 4
−1
−2
−3 (c)
−4
2.
111
y y
7 8
6 (a) 6 (a)
5 4
4 2
(b)
3 x
0
−8 −6 −4 −2 2 4 6 8
2 −2
(c)
1 −4
x −6
0
−4 −3 −2 −1 1 2 3 4
−1 −8
(b)
−2 (c) 4.
−3
−4
−5
3.
5. (a) False - the given or chosen y-value is the dependent variable, because it’s value
depends on the independent variable x.
(b) False - a graph is said to be continuous if there are no breaks in it.
(c) True.
a
(d) False - functions of the form y = x
+ q are hyperbolic functions.
(e) False - an asymptote is a straight line that a graph will never intersect.
(f) True.
y
14
12
10 f (x)
8
6
4
2
x
0
−4 −2 2 4
−2
−4 g(x)
6. (a)
(b) The x-values of the points of intersection can be found by setting f (x) = g(x):
2x2 − 6 = −2x + 6
2x2 + 2x − 12 = 0
x2 + x − 6 = 0
(x − 2)(x + 3) = 0
∴ x = 2 and x = −3.
The y-values can be obtained by substituting the x-values into either equation:
g(x) = −2(−3) + 6 = 12
112
g(x) = −2(2) + 6 = 2
Therefore the points of intersection are (−3; 12) and (2; 2).
(c) i. Let f (x) = 0
2x2 − 6 = 0
2x2 = 6
x2 = 3
√
x=± 3
√ √
Theferfore, for f (x) > 0, x ∈ (−∞; 3) ∪ ( 3; ∞).
ii. Let g(x) = 0
− 2x + 6 = 0
− 2x = −6
x=3
Therefore, for g(x) < 0, x ∈ (3; ∞).
iii. For f (x) ≤ g(x), x ∈ [−3; 2].
(d) y = −2x2 + 6
7. y = 5(0,8)x
= 5( 54 )x
if x = 5 then y = 5( 45 )5
1024
= 5( 3125 )
= 5(0,38)
= 1,6 units
8. (a) x + y = 15; y = x + 3
y
18
15
y =x+3
12
9
6
y = −x + 15
3
x
−8−6−4−2 2 4 6 8 10 12 14 16 18
−3
−6
(b) −9
(c) Substitute value of y = −x + 15 into second equation:
−x + 15 = x + 3
− 2x = −12
∴x=6
y = −(6) + 15
=9
Mark has 6 R 5 coins and 9 R 2 coins.
y
4 b
0
180◦ 360◦ x
9. (a) 113
y y
0 b 180◦ 360◦ x
−2 2 b b
(b) b x
y 0
180◦ 360◦
3 b
(d)
y
0 1
360◦ x
b
180◦ 2
(c) 180◦
b
360◦ x
0
(e)
10. (a) y = 3x (e) y = 5 sin x + 1

(b) y = −2x2 + 3 (f) y = 2.2x + 1
−3
(c) y = x
(g) y = −tan x − 2
(d) y = x + 2
11. (a) At M , y = 20 = 1
therefore the coordinates of M are (0; 1)
At N , y = −(20 ) = −1
therefore the coordinates of N are(0; −1)
(b) M N = 1 + 1 = 2 units
(c) At P , x = −1
∴ y = 2−1 = 12 .
At Q, y = −(2−1 ) = − 21 .
1 1
Therefore length P Q = 2
+ 2
= 1 unit.
−x
(d) y = 2
(e) Range y = 2x : (0; ∞)
Range y = −2x : (−∞; 0)
12. (a) q = 1 (e) x = 0

(b) BC = 7 units (f) Range f (x): (0; ∞)
x
(c) y = −4 Range g(x): (−∞; 1]
(d) y = 4x + 1
y
5
4 h(x)
3
2
1
x
0
−3 −2 −1
−1 1 2 3 4
−2
−3 k(x)
−4
13.
(a) h(x) = x2 − 4
k(x) = −x2 + 4
114
= −(x2 − 4)
= −h(x)
k(x) is therefore the reflection of h(x) about the x-axis.
(b) y = x2 + 4
(c) Domain h: (−∞; ∞)
Range h: [−4; ∞)
y
2 b
0 180◦ 360◦ x
−2 b b
14.
(a) f (180◦ ) = 0
(b) g(180◦ ) = −2
(c) g(270◦ ) − f (270◦ ) = −1 − (−2)
= −1 + 2
=1
(d) Domain: [0◦ ; 360◦ ]
Range: [−2; 0]
(e) Amplitude = 2
Period = 360◦
8
15. (a) x = x
2
x =8
√
∴x=± 8
√ √ √ √
Therefore A( 8; 8) and B(− 8; − 8)
√ √
(b) C(− 8; 0) and D( 8; 0)
√ √ √
∴ CD = 8 + 8 = 2 8 units
√ √
(c) Using Pythagoras: OD = 8 units and AD = 8 units
AO2 = OD2 + AD2
√ √
= ( 8)2 + ( 8)2
=8+8
= 16
∴ AO = 4 units
Similarly, OB = 4 units
∴ AB = 8 units
(d) Given that G(−2; 0), then F (−2; −2) on the line y = x
Therefore length EF = −2 − (−4) = 2 units
16. (a) y = −3x2 + 3

Let y = 0,
0 = −3x2 + 3
= x2 − 1
= (x − 1)(x + 1)
∴ x = −1 and x = 1
Therefore A(−1; 0) and B(1; 0)
When x = 0, y = −3(0)2 + 3
115
Therefore C(0; 3).
(b) The parabola and the hyperbola intersect at point D which lies in the IV quadrant.
(c) − 18
x
= −3x2 + 3
− 18 = −3x3 + 3x
0 = −3x3 + 3x + 18
0 = x3 − x − 6
f (2) = (2)3 − 2 − 6 = 0
when x = 2, y = −3(2)2 + 3 = −9
Therefore D(2; −9).
(d) Determine gradient D(2; −9) and C(0; 3):
−9−3
m= 2−0
= −6
Therefore y = −6x + 3
17. (a) Domain: {θ : 0◦ ≤ θ ≤ 360◦ , θ 6= 90◦ ; 270◦ }

(b) Amplitude = 3
(c) i. {0◦ ; 180◦ ; 360◦ }
ii. (0◦ ; 90◦ ) ∪ (270◦ ; 360◦ )
iii. {θ : 90◦ < θ < 270◦ , θ 6= 180◦ }
iv. (0◦ ; 90◦ ) ∪ (270◦ ; 360◦ )
116
Finance and growth 6
Exercise 6 - 1
1. An amount of R 3 500 is invested in a savings account which pays simple interest at a

rate of 7,5% per annum. Calculate the balance accumulated by the end of 2 years.
2. Calculate the accumulated amount in the following situations:

(a) A loan of R 300 at a rate of 8% for 1 year.
(b) An investment of R 2 250 at a rate of 12,5%p.a. for 6 years.
3. Sally wanted to calculate the number of years she needed to invest R 1 000 for in order
to accumulate R 2 500. She has been offered a simple interest rate of 8,2% p.a. How
many years will it take for the money to grow to R 2 500?
4. Joseph made a deposit of R 5 000 in the bank for his 5 year old son’s 21st birthday. He
has given his son the amount of R 18 000 on his birthday. At what rate was the money
invested, if simple interest was calculated?
1. P = 3 500
i = 0,075
n=2
A =?
A = P (1 + in)
A = 3 500(1 + (0,075)(2))
A = 3 500(1.15)
A = R 4 025
2. (a) P = 300 (b) P = 2 250

i = 0,08 i = 0,125
n=1 n=6
A =? A =?
A = P (1 + in) A = P (1 + in)
A = 300(1 + (0,08)(1)) A = 2 250(1 + (0,125)(6))
A = 300(1,08) A = 2 250(1.75)
A = R 324 A = R 3 937,50
117
CHAPTER 6. FINANCE AND GROWTH
3. A = 2 500
P = 1 000
i = 0,082
n =?
A = P (1 + in)
2 500 = 1 000(1 + (0,082)(n))
2 500
= 1 + 0,082n
1 000
2 500
− 1 = 0,082n
1 000
2 500
( − 1),082 = n
1 000
n = 18,3
It would take 19 years for R 1 000 to become R 2 500 at 8,2% p.a.
4. A = 18 000
P = 5 000
i =?
n = 21 − 5 = 16
A = P (1 + in)
18 000 = 5 000(1 + (i)(16))
18 000
= 1 + 16i
5 000
18 000
− 1 = 16i
5 000
18 000
( − 1)6 = i
5 000
i = 0,0125
The interest rate at which the money was invested was 1,25%.
Exercise 6 - 2
1. An amount of R 3 500 is invested in a savings account which pays a compound interest

rate of 7,5% p.a. Calculate the balance accumulated by the end of 2 years.
2. Morgan invests R 5 000 into an account which pays out a lump sum at the end of 5
years. If he gets R 7 500 at the end of the period, what compound interest rate did the
bank offer him?
3. Nicola wants to invest some money at a compound interest rate of 11% p.a. How much
money (to the nearest Rand) should be invested if she wants to reach a sum of R 100 000
in five years time?
118
1. P = 3 500
i = 0,075
n=2
A = P (1 + i)n
A = 3 500(1 + 0,075)2
A = R 4 044,69
2. A = 7 500
P = 5 000
i =?
n=5
A = P (1 + i)n
7 500 = 5 000(1 + i)5
7 500
= (1 + i)5
5 500
r
5 7 500
= (1 + i)
5 500
r
5 7 500
−1=i
5 500
i = 0,0844717712
interest rate is 8,45% p.a
3. A = 100 000
P =?
i = 0,11
n=5
A = P (1 + i)n
100 000 = P (1 + 0,11)5
100 000
=P
(1,11)5
P = R 59 345,13
Exercise 6 - 3
1. Vanessa wants to buy a fridge on a hire purchase agreement. The cash price of the
fridge is R 4 500. She is required to pay a deposit of 15% and pay the remaining loan
amount off over 24 months at an interest rate of 12% p.a.
(a) What is the principal loan amount?
(b) What is the accumulated loan amount?
119
(c) What are Vanessa’s monthly repayments?

(d) What is the total amount she has paid for the fridge?
2. Bongani buys a dining room table costing R 8 500 on a hire purchase agreement. He is
charged an interest rate of 17,5% p.a. over 3 years.
(a) How much will Bongani pay in total?
(b) How much interest does he pay?
(c) What is his monthly instalment?
3. A lounge suite is advertised on TV, to be paid off over 36 months at R 150 per month.
(a) Assuming that no deposit is needed, how much will the buyer pay for the lounge
suite once it has been paid off?
(b) If the interest rate is 9% p.a., what is the cash price of the suite?
1. (a) P = 4 500 − (4 500 × 0,15)

= 4 500 − 675
= R 3 825
(b) P = R 3 825
i = 0,12
24
n= 12
=2
A = P (1 + in)
A = 3 825(1 + (0,12)(2))
A = R 4 743
4 743
(c) = R 197,63
24
(d) 675 + 4743 = R 5 418
2. (a) A =?
P = 8 500
i = 0,175
n=3
A = P (1 + in)
A = 8 500(1 + (0,175)(3))
A = R 12 962,50
(b) 12 962,50 − 8 500 = R 4 462,50
12 962,50
(c) = R 360,07
36
3. (a) 36 × 150 = R 5 400
(b) A = 5 400
P =?
i = 0,09
n=3
A = P (1 + in)
120
5 400 = P (1 + (0,09)(3))
5 400
=P
1,27
P = R 4 251,97
Exercise 6 - 4
1. If the average rate of inflation for the past few years was 7,3% p.a. and your water and
electricity account is R 1 425 on average, what would you expect to pay in 6 years time?
2. The price of popcorn and a coke at the movies is now R 60. If the average rate of
inflation is 9,2% p.a. What was the price of popcorn and coke 5 years ago?
3. A small town in Ohio, USA is experiencing a huge increase in births. If the average
growth rate of the population is 16% p.a., how many babies will be born to the 1 600
residents in the next 2 years?
1. A =?
P = 1 425
i = 0,073
n=6
A = P (1 + i)n
A = 1 425(1 + 0,073)6
A = R 2 174,77
2. A = R 60
P =?
i = 0,092
n=5
A = P (1 + i)n
60 = P (1 + 0,092)5
60
=P
(1,092)5
P = R 38,64
3. A =?
P = 1 600
i = 0,16
n=2
A = P (1 + i)n
A = 1 600(1 + 0,16)2
121
A = 2 152,96
2 153 − 1 600 = 553
There will be roughly 553 babies born in the next two years.
Exercise 6 - 5
1. Bridget wants to buy an iPod that costs £ 100, with the exchange rate currently at £ 1 =
R 14. She estimates that the exchange rate will drop to R 12 in a month.
(a) How much will the iPod cost in Rands, if she buys it now?
(b) How much will she save if the exchange rate drops to R 12?
(c) How much will she lose if the exchange rate moves to R 15?
2. Study the following exchange rate table:
Country Currency Exchange Rate
United Kingdom (UK) Pounds (£) R 14,13
United States (USA) Dollars ($) R 7,04
(a) In South Africa the cost of a new Honda Civic is R 173 400. In England the same
vehicle costs £ 12 200 and in the USA $ 21 900. In which country is the car the
cheapest?
(b) Sollie and Arinda are waiters in a South African restaurant attracting many tourists
from abroad. Sollie gets a £ 6 tip from a tourist and Arinda gets $ 12. Who got the
better tip?
1. (a) Cost in Rands = (cost in Pounds) times exchange rate

14
Cost in Rands = 100 × 1
= R 1 400
12
(b) Cost in Rands = 100 × 1
= R 1 200
So she will save R 200 (Saving = R 1 400 − R 1 200)
15
(c) Cost in rands = 100 × 1
= R 1 500
So she will lose R 100 (Loss = R 1 400 − R 1 500)
2. (a) To answer this question we work out the cost of the car in rand for each country
and then compare the three answers to see which is the cheapest. Cost in Rands =
cost in currency times exchange rate.
14,13
Cost in UK: 12 200 × 1
= R 172 386
Cost in USA: 21 900 × 7,04
1
= R 154 400
Comparing the three costs we find that the car is the cheapest in the USA.
122
14,31
(b) Sollie: 6 × 1
= R 84,78
Arinda: 12 × 7,04
1
= R 84,48.
1. Alison is going on holiday to Europe. Her hotel will cost € 200 per night. How much
will she need in Rands to cover her hotel bill, if the exchange rate is € 1 = R 9,20?
2. Calculate how much you will earn if you invested R 500 for 1 year at the following
interest rates:
(a) 6,85% simple interest
(b) 4,00% compound interest
3. Bianca has R 1 450 to invest for 3 years. Bank A offers a savings account which pays
simple interest at a rate of 11% per annum, whereas Bank B offers a savings account
paying compound interest at a rate of 10,5% per annum. Which account would leave
Bianca with the highest accumulated balance at the end of the 3 year period?
4. How much simple interest is payable on a loan of R 2 000 for a year, if the interest rate
is 10% p.a.?
5. How much compound interest is payable on a loan of R 2 000 for a year, if the interest
rate is 10% p.a.?
6. Discuss:
(a) Which type of interest would you like to use if you are the borrower?
(b) Which type of interest would you like to use if you were the banker?
7. Calculate the compound interest for the following problems.
(a) A R 2 000 loan for 2 years at 5% p.a.
(b) A R 1 500 investment for 3 years at 6% p.a.
(c) A R 800 loan for 1 year at 16% p.a.
8. If the exchange rate to the Rand for Japanese Yen is ¥ 100 = R 6,2287 and for Australian
Dollar is 1 AUD = R 5,1094, determine the exchange rate between the Australian Dollar
and the Japanese Yen.
9. Bonnie bought a stove for R 3 750. After 3 years she had finished paying for it and
the R 956,25 interest that was charged for hire purchase. Determine the rate of simple
interest that was charged.
10. According to the latest census, South Africa currently has a population of 57 000 000.
(a) If the annual growth rate is expected to be 0,9%, calculate how many South Africans
there will be in 10 years time (correct to the nearest hundred thousand).
(b) If it is found after 10 years that the population has actually increased by 10 million
to 67 million, what was the growth rate?
123
1. Cost in Rands = cost in Euros × exchange rate

= 200 × 9,201
= R 1 840
2. (a) P = 500 (b) P = 500

i = 0,685 i = 0,04
n=1 n=1
A =? A =?
A = P (1 + in) A = P (1 + i)n
A = 500(1 + (0,685)(1)) A = 500(1 + 0,04)1
A = 500(1,685) A = R 520
A = R 534,25
3. Bank A:
P = 1 450
i = 0,11
n=3
A =?
A = P (1 + in)
A = 1 450(1 + (0,11)(3))
A = 1 450(1,33)
A = R 1 925,50
Bank B:
P = 1 450
i = 0,150
n=3
A =?
A = P (1 + i)n
A = 1 450(1 + 0,150)3
A = R 1956,39
She should choose Bank B as it will give her more money after 3 years.
4. P = 2 000
i = 0,10
n=1
A =?
A = P (1 + in)
A = 2 000(1 + (0,10)(1))
A = 2 000(1,10)
A = R 2 200
So the amount of interest is:
2 200 − 2 000 = R 200
5. P = 2 000
i = 0,10
n=1
A =?
A = P (1 + i)n
A = 2 000(1 + 0,10)1
A = R 2 200
124

2 200 − 2 000 = R 200
6. (a) Simple interest. Interest is only calculated on the principal amount and not on the
interest earned during prior periods. This will lead to the borrower paying less
interest.
(b) Compound interest. Interest is calculated from the principal amount as well as
interest earned from prior periods. This will lead to the banker getting more money
for the bank.
7. (a) P = 2 000
i = 0,05
n=2
A =?
A = P (1 + i)n
A = 2 000(1 + 0,05)2
A = R 2 205
2 205 − 2 000 = R 205
(b) P = 1 500
i = 0,06
n=3
A =?
A = P (1 + i)n
A = 1 500(1 + 0,06)3
A = R 1 786,524
1 786,524 − 1 500 = R 286,52
(c) P = 800
i = 0,16
n=1
A =?
A = P (1 + i)n
A = 800(1 + 0,16)1
A = R 928
928 − 800 = R 128
AUD ZAR AUD
8. = ×
Yen Yen Yen
6,2287
= × 15,1094
100
0,01219
= AUD
0,00219
= 1 Yen
or 1 AUD = 82,03 Yen
9. Total paid = 3 750 + 956,25 = 4 706,25

P = 3 750
i =?
n=3
A = 4 706,25
125
A = P (1 + in)
4 706,25 = 3 750(1 + i(3))
1,255 = (1 + 3i)
0,255 = 3i
i = 0,085
So the interest rate is 8,5%
0,9 10
10. (a) A = 57 000 000(1 + 100
)
10
= 57 000 000(1,009)
= 57 000 000(1,0937)10
= 62,3 million people
i 10
(b) 67 = 57(1 + 100 )
q
10 67 i
57
= 1 + 100
i
100
= 1,01629 − 1
i = 100(0,016)
i = 1,69
i ≈ 1,7%
126
Trigonometry 7
Exercise 7 - 1
1. In each of the following triangles, state whether a, b and c are the hypotenuse, opposite
or adjacent sides of the triangle with respect to θ.
(a) (b) c (c)

a a
c b
a θ
θ b θ
b c
θ c
(d) b
(e) (f)
b a c
θ
c
a
θ b
b
a
2. Use your calculator to determine the value of the following (correct to 2 decimal places):
(a) tan 65◦ (f) tan 49◦

◦
(b) sin 38 (g) 1
4
cos 20◦
(c) cos 74◦ (h) 3 tan 40◦
◦
(d) sin 12 (i) 2
3
sin 90◦
(e) cos 26◦
3. If x = 39◦ and y = 21◦ , use a calculator to determine whether the following statements
are true or false:
(a) cos x + 2 cos x = 3 cos x sin x

(c) tan x =
cos x
(b) cos 2y = cos y + cos y (d) cos (x + y) = cos x + cos y
4. Complete each of the following (the first example has been done for you):
127
CHAPTER 7. TRIGONOMETRY
C B
opposite CB (d) sin Ĉ =

(a) sin Â = =
hypotenuse AC
(e) cos Ĉ =
(b) cos Â =
(f) tan Ĉ =
(c) tan Â =
5. Use the triangle below to complete the following:
30◦
2
√
3
60◦
1
(a) sin 60◦ = (d) sin 30◦ =

◦
(b) cos 60 = (e) cos 30◦ =
(c) tan 60◦ = (f) tan 30◦ =
6. Use the triangle below to complete the following:
45◦
√
2
1
45◦
1
◦
(a) sin 45 =
(b) cos 45◦ =
(c) tan 45◦ =
128
1. (a) a =adj; b =hyp; c =opp (d) a =opp; b =hyp; c =adj

(b) a =opp; b =adj; c =hyp (e) a =adj; b =hyp; c =opp
(c) a =hyp; b =opp; c =adj (f) a =adj; b =opp; c =hyp
2. (a) 2,14 (f) 1,15

(b) 0,62 (g) 0,23
(c) 0,28 (h) 2,52
(d) 0,21 (i) 0,67
(e) 0,90
3. (a) LHS = cos 39◦ + 2 cos 39◦

= 2,33
RHS = 3 cos 39◦
= 2,33
LHS=RHS, therefore statement is true.
(b) LHS = cos 2(21◦ )
= 0,74
RHS = cos 21◦ + cos 21◦
= 1,87
LHS 6= RHS, therefore statement is false.
(c) LHS = tan 39◦
= 0,81
sin 39◦
RHS = cos 39◦
= 0,81
LHS=RHS, therefore statement is true.
(d) LHS = cos (39◦ + 21◦ )
= 0,5
RHS = cos 39◦ + cos 21◦
= 1,71
LHS 6= RHS, therefore statement is false.
CB AB
4. (a) sin Â = AC
(d) sin Ĉ = AC
AB CB
(b) cos Â = AC
(e) cos Ĉ = AC
CB AB
(c) tan Â = AB
(f) tan Ĉ = CB
√
3 1
5. (a) 2
(d) 2
√
1 3
(b) 2
(e) 2
√ 1
(c) 3 (f) √
3
6.
129
(a) √1 (c) 1
2
(b) √1
2
Exercise 7 - 2
1. Calculate the value of the following without using a calculator:

(a) sin 45◦ × cos 45◦
(b) cos 60◦ + tan 45◦
(c) sin 60◦ − cos 60◦
2. Use the table to show that:

sin 60◦
(a) = tan 60◦
cos 60◦
(b) sin2 45◦ + cos2 45◦ = 1
√
(c) cos 30◦ = 1 − sin2 30◦
3. Use the definitions of the trigonometric rations to answer the following questions:
(a) Explain why sin α ≤ 1 for all values of α.
(b) Explain why cos β has a maximum value of 1.
(c) Is there a maximum value for tan γ?
1. (a) sin 45◦ × cos 45◦

= √1 × √1
2 2
1
= 2
(b) cos 60◦ + tan 45◦

1
= 2
+1
= 1 12
(c) sin 60◦ − cos 60◦

√
3
= − 12
√2
3−1
= 2
sin 60◦
2. (a) LHS=
cos 60◦
√
3
2
= 1
2
√
3 2
= 2
× 1
√
= 3
130
RHS = tan 60◦

√
= 3
Therefore LHS=RHS.
(b) LHS= sin2 45◦ + cos2 45◦
= ( √12 )2 + ( √12 )2
1 1
= 2
+ 2
=1
RHS= 1
Therefore LHS=RHS.
(c) LHS= cos 30◦
√
3
= 2
√
RHS=
q 1 − sin2 30◦
= 1 − ( 12 )2
q
= 1 − ( 14 )
q
= 34
√
3
= 2
Therefore LHS=RHS.
opposite
3. (a) The sine ratio is defined as hypotenuse
. In any right-angled triangle, the hypotenuse
is the side of longest length. Therefore the maximum length of the opposite side is
equal to the length of the hypotenuse. The maximum value of the sine ratio is then
hypotenuse
hypotenuse
= 1.
adjacent
(b) Similarly, the cosine ratio is defined as hypotenuse
. In any right-angled triangle, the
hypotenuse is the side of longest length. Therefore the maximum length of the
adjacent side is equal to the length of the hypotenuse. The maximum value of the
hypotenuse
cosine ratio is then hypotenuse
= 1.
opposite
(c) For the tangent ratio adjacent , there is no maximum value. Notice that there is a
restriction; the ratio is undefined if the length of the adjacent side equals 0.
Exercise 7 - 3
1. In each triangle find the length of the side marked with a letter. Give answers correct to
2 decimal places.
131
(a) (b)
a 37◦
b
62
23◦
21
(c) (d)
49◦
c
33 d
19
55 ◦
(e) (f)
12
e
31
22◦
17◦ f
(g) (h)
30◦
32
20 h
23◦
g
2. Write down two ratios for each of the following in terms of the sides: AB; BC; BD;
AD; DC and AC:
B
A D
(a) sin B̂
(b) cos D̂
(c) tan B̂
3. In 4M N P , N̂ = 90◦ , M P = 20 and P̂ = 40◦ . Calculate N P and M N (correct to 2

decimal places).
132
1. (a) sin 37◦ = a

62
(e) sin 17◦ = 12
e
◦ 12
a = 62 × sin 37 e= sin 17◦
a = 37,31 units e = 41,04 units
(b) tan 23◦ = b
21
(f) cos 22◦ = 31
f
◦ 31
b = 21 × tan 23 f= cos 22◦
b = 8,91 units f = 33,43 units
(c) cos 55◦ = c
19
(g) cos 23◦ = g
32
c = 19 × cos 55◦ g = 32 × cos 23◦
c = 10,90 units g = 29,46 units
(d) cos 49◦ = d
33
(h) sin 30◦ = h
20
d = 33 × cos 49◦ h = 20 × sin 30◦
d = 21,65 units h = 10,00 units
AC AD
2. (a) sin B̂ = AB
= BD
AD CD
(b) cos D̂ = BD
= AD
AC AD
(c) tan B̂ = BC
= AB
MN
3. sin P̂ = MP
◦
sin 40 = M20N
∴ M N = 20 sin 40◦
= 12,86 units
NP
cos P̂ = MP
cos 40; ◦ = N20P
∴ N P = 20 cos 40◦
= 15,32 units
Exercise 7 - 4
1. Determine the angle (correct to 1 decimal place):
(a) tan θ = 1,7 (g) 4 cos θ = 3

(b) sin θ = 0,8 (h) cos 4θ = 0,3
(c) cos α = 0,32 (i) sin β + 2 = 2,65
(d) tan θ = 5 43 (j) sin θ = 0,8
2
(e) sin θ = 3
(k) 3 tan β = 1
(f) cos γ = 1,2 (l) sin 3α = 1,2
133
(m) tan θ
3
= sin 48◦ (o) 2 sin 3θ + 1 = 2,6
1
(n) 2
cos 2β = 0,3
2. Determine α in the following right-angled triangles:

4
(a) (b)
α 13
9
α
7,5
(c) (d) 9,1

2,2 α
4,5
1,7
α
(e) (f)
1
12 α
15 √
α 2
1. (a) θ = 59,5◦ (i) θ = 40,5◦

◦
(b) θ = 53,1 (j) θ = 53,1◦
(c) θ = 71,3◦ (k) θ = 18,4◦
◦
(d) θ = 80,1 (l) No solution
(e) θ = 41,8◦ (m) θ = 109,8◦
(f) No solution (n) θ = 26,6◦
◦
(g) θ = 41,4 (o) θ = 17,7◦
(h) θ = 18,1◦
2. (a) tan α = 4
9
= 24,0◦ (d) tan α = 4,5
9,1
= 26,3◦
(b) sin α = 7,5
13
= 35,2◦ (e) cos α = 12
15
= 37,0◦
(c) sin α = 1,7
2,2
= 50,6◦ (f) sin α = √1 = 45,0◦
2
134
Exercise 7 - 5
1. A boy flying a kite is standing 30 m from a point directly under the kite. If the kite’s
string is 50 m long, find the angle of elevation of the kite.
2. What is the angle of elevation of the sun when a tree 7,15 m tall casts a shadow 10,1 m
long?
3. From a distance of 300 m, Susan looks up at the top of a lighthouse. The angle of
elevation is 5◦ . Determine the height of the lighthouse to the nearest metre.
4. A ladder of length 25 m is resting against a wall, the ladder makes an angle 37◦ to the
wall. Find the distance between the wall and the base of the ladder.
30
1. cos x = 50
∴ x = 53,13◦
7,15
2. tan x = 10,1
◦
∴ x = 35,3
5◦
S T
3. 300 m
In 4LT S
LT
tan Ŝ = ST
∴ LT = 300 tan 5◦
= 26 m
37◦
25 m
4. x
◦ x
sin 37 = 25
x = 25 sin 37◦
x = 15 m
135
Exercise 7 - 6
1. B is a point in the Cartesian plane. Determine without using a calculator:

(a) OB
(b) cos β
(c) cosec β
(d) tan β
y
β
X x
O
B(1; −3)
2. If sin θ = 0,4 and θ is an obtuse angle, determine:

(a) cos θ
√
(b) 21tan θ
3. Given tan θ = 2t , where 0◦ ≤ θ ≤ 90◦ . Determine the following in terms of t:

(a) sec θ
(b) cot θ
(c) cos2 θ
(d) tan2 θ − sec2 θ
1. (a) In 4BOX
OB 2 = OX 2 + XB 2
OB 2 = 12 + 32
√
OB = 10 units
x √1
(b) cos β = r
= 10
√
r 10
(c) cosec β = y
= −3
y −3
(d) tan β = x
= 1
= −3
4 2
2. sin θ = 0,4 = 10
= 5
∴ y = 2; r = 5
136
∴ x2 = r 2 − y 2
= 5 2 − 22
= 21
√
∴ x = ± 21
but angle is in III quadrant , therefore x is negative
√
∴ x = − 21
y
θ x
0
√
(a) cos θ = xr = − 5 21
√ √ y
√ 2
(b) 21 tan θ = 21 x
= 21 −√21 = −2
√
t2 +4
3. (a) sec θ = 2
2
(b) cot θ = t
(c) cos2 θ = ( √ 22 )2 = 4
t2 +4
t +4
(d) tan2 θ − sec2 θ

√
2 t2 +4
= t4 − ( 2 )2
t2 2
= 4
− (t +4
4
)
t2 −t2 −4
= 4
= −1
1. Without using a calculator determine the value of
sin 60◦ cos 30◦ − cos 60◦ sin 30◦ + tan 45◦
2. If 3 tan α = −5 and 0◦ < α < 270◦ , use a sketch to determine:

(a) cos α
(b) tan 2 α − sec 2 α
3. Solve for θ if θ is a positive, acute angle:

(a) 2 sin θ = 1,34
(b) 1 − tan θ = −1
(c) cos 2θ = sin 40◦
sin θ
(d) =1
cos θ
4. Calculate the unknown lengths in the diagrams below:
137
c 5m e
50◦ 60◦
b
20◦
a 25◦
d g
30◦
16 cm 80◦
f
5. In 4P QR, P R = 20 cm, QR = 22 cm and P R̂Q = 30◦ . The perpendicular line from

P to QR intersects QR at X. Calculate:
(a) the length XR
(b) the length P X
(c) the angle QP̂ X
6. A ladder of length 15 m is resting against a wall, the base of the ladder is 5 m from the
wall. Find the angle between the wall and the ladder.
7. In the following triangle find the angle AB̂C:

A
41◦
D C B
17
8. In the following triangle find the length of side CD:

A
15◦
35◦
D C B
9. Given A(5; 0) and B(11; 4), find the angle between the line through A and B and the
x-axis.
10. Given C(0; −13) and D(−12; 14), find the angle between the line through C and D
and the y-axis.
11. A right-angled triangle has hypotenuse 13 mm. Find the length of the other two sides if
one of the angles of the triangle is 50◦ .
12. One of the angles of a rhombus with perimeter 20 cm is 30◦ .
138
(a) Find the sides of the rhombus.

(b) Find the length of both diagonals.
13. Captain Jack is sailing towards a cliff with a height of 10 m.

(a) The distance from the boat to the top of the cliff is 30 m. Calculate the angle of
elevation from the boat to the top of the cliff (correct to the nearest integer).
(b) If the boat sails 7 m closer to the cliff, what is the new angle of elevation from the
boat to the top of the cliff?
14. Given the points, E(5; 0), F (6; 2) and G(8; −2), find the angle F ÊG.
15. A triangle with angles 40◦ , 40◦ and 100◦ has a perimeter of 20 cm. Find the length of
each side of the triangle.
1. sin 60◦ cos 30◦ − cos 60◦ sin 30◦ + tan 45◦
√ √
3 3 1 1
= × − × +1
2 2 2 2
3 1
= − +1
4 4
2
= +1
4
= 1 21
y
(−3; 5)
b
α x
0
2.
3 tan α = −5
−5
tan α = 3
∴ x = −3; y = 5
∴ r 2 = x2 + y 2
= (−3)2 + (5)2
= 34
√
∴r= 34
x −3
(a) cos α = r
= √
34
2 2
(b) tan α − sec α
2 2
= xy − xr
2 √ 2
5 34
= −3 − −3
25 34
= 9
− 9
139
−9
= 9
= −1
3. (a) 2 sin θ = 1,34 (c) cos 2θ = sin 40◦

1,34
sin θ = 2
cos 2θ = 0,64
◦
∴ θ = 42,07 2θ = 50◦
(b) 1 − tan θ = −1 θ = 25◦
sin θ
− tan θ = −2 (d) =1
cos θ
tan θ = 2 ∴ tan θ = 1
∴ θ = 63,43◦ ∴ θ = 45◦
4. (a) cos 30◦ = a

16
(e) By Pythagoras the third side is
◦
p
a = 16 cos 30 52 + 7,7792 = 9,246 cm
a = 13,86 cm ∴ tan 60◦ = 9,247
e
(b) cos 25◦ = b ∴ e = 5,34 cm

13,86
∴ b = 12,56 cm (f) By Pythagoras the third side is
p
(c) sin 20 = ◦ c 5,3392 + 7,7792 = 9,435 cm
12,56 p
∴ c = 4,30 cm ∴ f = 9,3452 − 1,6482 = 9,2 cm
(d) cos 50◦ = 5 (g) tan 80◦ = 9,435

g
d
∴ d = 7,78 cm ∴ g = 1,65 cm
5. First draw a diagram:

P
20 cm
30◦
R X Q
22 cm
(a) cos 30◦ = XR

20
P X = 20 sin 30◦
◦
XR = 20 cos 30 P X = 10 cm
XR = 17,32 cm (c) tan QP̂ X = 4,68
10
(b) sin 30◦ = PX
20
QP̂ X = 25,08 ◦
x
15 m
5m
5
sin x = 15
∴ x = 19,47◦
7. tan 41◦ = 9
DC
9
DC = tan 41◦
= 10,35 units
140
BC = BD − DC = 6,65 units
9
tan AB̂C =
6,65
∴ AB̂C = 53,54◦
8. C ÂB = 180◦ − 90◦ − 35◦ = 55◦

∴ DÂB = 15◦ + 55◦ = 70◦
tan 35◦ = 9
BC
∴ BC = 12,85 units
tan 70◦ = BD
9
BD = 24,73 units
CD = BD − BC = 11,88 units

y
5 B(11; 4) b
4
3
2
1
A(5; 0) x x
b
−1 1 2 3 4 5 6 7 8 9 10 11
−1
Note that the distance from B to the x-axis is 4 units and that the distance AC ia
11 − 5 = 6 units.
4
tan x = 6
∴ x = 33,69◦

y
D(−12; 14) 16
b
12
x
−12 −10 −8 −6 −4 −2
−4
−8
x
−12 b
C(0; −13)
−16
The distance from D to the y-axis is 12 units. The distance from C to the point where
the perpendicular line from D intercepts the y-axis is 14 − (−13) = 27 units.
12
tan x = 27
∴ x = 23,96◦
141
50◦
b 13 mm
a
◦ a
sin 50 = 13
a = 13 sin 50◦
∴ a = 9,96 mm
Use the theorem of Pythagoras to find the other side:
b2 = c2 − a2
= 132 − 9,962
√
∴ b = 69,7984
= 8,35 mm

a
c
a
a
b
30◦
a
(a) The perimeter is found by adding each side together. All the sides are equal in
length therefore perimeter= 4a
20 = 4a
∴ a = 5 cm
(b) The diagonals of a rhombus bisect the angle, so working in one of the small trian-
gles we can use trigonometric identities to find b:
cos 15◦ = b
5
∴ b = 4,83 cm
By Pythagoras c2 = a2 − b2
√
∴ c = 25 − 23,33
c = 1,29 cm
Since the diagonals bisect each other we know that the total length of each diago-
nal is either 2b or 2c, depending on which diagonal we examine.
The one diagonal = 4,8 × 2 = 9,6 cm
The other diagonal = 1,29 × 2 = 2,58 cm
10 m
y x
7m
30 m
10
(a) tan x = 30
◦
∴ x = 18
10
(b) tan y = 23
142
∴ y = 23◦

y
2 F (6; 2)
b
E(5; 0) B x
b A
1 2 3 4 5 6 7 8
−1
−2 b
G(8; −2)
To find F ÊG we inspect triangles F EA and GEB in turn.

In 4F EA
2
tan F ÊA = 1
∴ F ÊA = 63,43◦
In 4GEB
2
tan GÊB = 3
∴ GÊB = 33,69◦
Add these two angles together to get the value of F ÊG:
F ÊG = F ÊB + GÊB
= 33,69◦ + 63,43◦
∴ F ÊG = 97,12◦

a
100◦
a
40◦
40◦
b
Construct a perpendicular bisector to create a right-angled triangle.
Therefore we have:
2a + b = 20
b = 2(10 − a)
b
∴ cos 50◦ = 2
a
2(10−a)
2
0,77 =
a
10 − a
0,77 =
a
0,77a = 10 − a
∴ a = 5,56 cm
∴ b = 2(10 − 5,56) = 8,7 cm
143
144
Analytical geometry 8
Exercise 8 - 1
1. Find the length of AB if:

(a) A(2; 7) and B(−3; 5)
(b) A(−3; 5) and B(−9; 1)
(c) A(x; y) and B(x + 4; y − 1)
2. The length of CD = 5. Find the missing coordinate if:
(a) C(6; −2) and D(x; 2)
(b) C(4; y) and D(1; −1)
p
1. (a) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (2 − (−3))2 + (7 − 5)2
p
= (5)2 + (2)2
√
= 29
p
(b) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (−3 − (−9))2 + (5 − 1)2
p
= (6)2 + (4)2
√
= 52
p
(c) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (x − (x + 4))2 + (y − (y − 1))2
p
= (x − x − 4)2 + (y − y + 1)2
p
= (−4)2 + (1)2
√
= 17
p
2. (a) dCD = (x1 − x2 )2 + (y1 − y2 )2
p
5 = (6 − x)2 + (−2 − 2))2
52 = 36 − 12x + x2 + 16
0 = x2 − 12x + 36 − 25 + 16
0 = x2 − 12x + 27
145
CHAPTER 8. ANALYTICAL GEOMETRY
= (x − 3)(x − 9)
Therefore x = 3 or x = 9
Check solution for x = 3:
p
dCD = (x1 − x2 )2 + (y1 − y2 )2
p
= (6 − 3)2 + (−2 − 2))2
p
= (3)2 + (−4)2
√
= 25
=5
Solution is valid.
Check solution for x = 9:
p
dCD = (x1 − x2 )2 + (y1 − y2 )2
p
= (6 − 9)2 + (−2 − 2))2
p
= (−3)2 + (−4)2
√
= 25
=5
Solution is valid.
p
(b) dCD = (x1 − x2 )2 + (y1 − y2 )2
p
5 = (4 − 1)2 + (y + 1))2
52 = 9 + y 2 + 2y + 1
0 = y 2 + 2y + 1 + 9 − 25
0 = y 2 + 2y − 15
= (y − 3)(y + 5)
Therefore y = 3 or y = −5
Check solution for y = 3:
p
dCD = (x1 − x2 )2 + (y1 − y2 )2
p
= (4 − 1)2 + (3 + 1))2
√
= 32 + 4 2
√
= 25
=5
Solution is valid.
Check solution for y = −5:
p
dCD = (x1 − x2 )2 + (y1 − y2 )2
p
= (4 − 1)2 + (−5 + 1)2
p
= (3)2 + (−4)2
√
= 25
=5
Solution is valid.
Exercise 8 - 2
1. Find the gradient of AB if

(a) A(7; 10) and B(−4; 1)
(b) A(−5; −9) and B(3; 2)
(c) A(x − 3; y) and B(x; y + 4)
146
2. If the gradient of CD = 23 , find p given

(a) C(16; 2) and D(8; p)
(b) C(3; 2p) and D(9; 14)
y2 −y1
1. (a) mAB = x2 −x1
−1−10
= −4−7
−11
= −11
=1
y2 −y1
(b) mAB = x2 −x1
2−(−9)
= 3−(−5)
11
= 8
y2 −y1
(c) mAB = x2 −x1
y+4−y)
= x−(x−3)
4
= 3
y2 −y1
2. (a) mCD = x2 −x1
2 p−2
3
= 8−16
2
3
× (−8) = p − 2
−16+6
3
=p
−10
3
= p
y2 −y1
(b) mCD = x2 −x1
2 14−2p
3
= 9−3
2
3
× (6) = 14 − 2p
4 − 14 = −2p
−10
−2
=p
5=p
Exercise 8 - 3
1. Determine whether AB and CD are parallel, perpendicular or neither if:

(a) A(3; −4), B(5; 2), C(−1; −1), D(7; 23)
(b) A(3; −4), B(5; 2), C(−1; −1), D(0; −4)
(c) A(3; −4), B(5; 2), C(−1; −1), D(1; 2)
147
2. Determine whether the following points lie on the same straight line:
(a) E(0; 3), F (−2; 5), G(2; 1)
(b) H(−3; −5), I(−0; 0), J(6; 10)
(c) K(−6; 2), L(−3; 1), M (1; −1)
3. Points P (−6; 2), Q(2; −2) and R(−3; r) lie on a straight line. Find the value of r.
4. Line P Q with P (−1; −7) and Q(q; 0) has a gradient of 1. Find q.
y2 −y1
1. (a) mAB = x2 −x1
2−(−4)
= 5−3
6
= 2
=3
And,
y2 −y1
mCD = x2 −x1
23−(−1)
= 7−(3)
24
= 8
=3
So mAB = mCD
Therefore AB k CD.
(b) mAB = 3
And,
y2 −y1
mCD = x2 −x1
−4−(−1)
= 0−(−1)
−3
= 1
= −3
So mAB 6= mCD
Therefore AB is not parallel to CD.
1
And mAB × mCD
6= −1
Therefore AB and CD are not perpendicular.
(c) mAB = 3
And,
y2 −y1
mCD = x2 −x1
2−(−1)
= 1−(−1)
3
= 2
So mAB 6= mCD
Therefore AB is not parallel to CD.
1
And mAB × mCD
6= −1
Therefore AB and CD are not perpendicular.
y2 −y1
2. (a) mEF = x2 −x1
5−3
= −2−0
2
= −2
= −1
148
And,
y2 −y1
mF G = x2 −x1
1−5
= 2−(−2)
−4
= 4
= −1
So mHI = mF G and F is a common point,
Therefore E, F and G are collinear.
y2 −y1
(b) mEF = x2 −x1
0−(−5)
= 0−(−3)
5
= 3
And,
y2 −y1
mIJ = x2 −x1
10−0
= 6−0
10
= 6
5
= 3
So mHI = mIJ and I is a common point,
Therefore H, I and J are collinear.
y2 −y1
(c) mKL = x2 −x1
1−2)
= −3−(−6)
= − 13
And,
y2 −y1
mLM = x2 −x1
−1−1
= 1−(−3)
−2
= 4
= − 21
So mHI 6= mIJ , therefore H, I and J are not collinear.
y2 −y1
3. mP Q = x2 −x1
−2−5
= 2−(−6)
−4
= 8
= − 21
And,
y2 −y1
mQR = x2 −x1
r−(−2)
= −3−2
r+2
= −5
= − 21
So,
− 12 = r+2
−5
(−1) × (−5) = 2(r + 2)
5 = 2r + 4
5 − 4 = 2r
1 = 2r
1
r= 2
y2 −y1
4. mP Q = x2 −x1
0−(−7)
1= q−(−1)
q+1=7
q=6
149
Exercise 8 - 4
1. Find the mid-points of the following lines:

(a) A(2; 5), B(−4; 7)
(b) C(5; 9), D(23; 55)
(c) E(x + 2; y − 1), F (x − 5; y − 4)
2. The mid-point M of P Q is (3; 9). Find P if Q is (−2; 5).
3. P QRS is a parallelogram with the points P (5; 3), Q(2; 1) and R(7; −3). Find point S.
y1 +y2
1. (a) MAB = ( x1 +x
2
2
; 2
)
= ( 2−4
2
; 5+7
2
)
−2 12
= ( 2 ; 2)
= (−1; 6)
y1 +y2
(b) MCD = ( x1 +x
2
2
; 2
)
= ( 5+23
2
; 9+55
2
)
= ( 28
2
; 64
2
)
= (14; 32)
y1 +y2
(c) MEF = ( x1 +x
2
2
; 2
)
x+2+x−5 y−1+y−4
= ( 2
; 2
)
= ( 2x−3
2
; 2y−5
2
)
y1 +y2
2. MP Q = ( x1 +x
2
2
; 2
)
x−2 y+5
(3; 9) = ( 2 ; 2 )
Solve for x:
x−2
3= 2
6=x−2
x=8
Solve for y:
y+5
9= 2
18 = y + 5
y = 13
Therefore P (8; 13)
y1 +y2
3. MQR = ( x1 +x
2
2
; 2
)
= ( 2+7
2
; 1−3
2
)
150
−2
= ( 92 ; 2
)
9
= ( 2 ; −1)
Use mid-point M to find the coordinates of S:
y1 +y2
MQR = ( x1 +x
2
2
; 2
)
y+3
( 92 ; −1) = ( x+5
2
; 2
)
Solve for x:
9 x+5
2
= 2
9=x+5
x=4
y+3
Solve for y: −1 = 2
−2=y+3
y = −5
Therefore S(4; −5)
1. Represent the following figures in the Cartesian plane:

(a) Triangle DEF with D(1; 2), E(3; 2) and F (2; 4)
(b) Quadrilateral GHIJ with G(2; −1), H(0; 2), I(−2; −2) and J(1; −3)
(c) Quadrilateral M N OP with M (1; 1), N (−1; 3), O(−2; 3) and P (−4; 1)
(d) Quadrilateral W XY Z with W (1; −2), X(−1; −3), Y (2; −4) and Z(3; −2)
2. In the diagram below, the vertices of the quadrilateral are F (2; 0), G(1; 5), H(3; 7) and
I(7; 2).
y
H(3; 7)
7 b
G(1; 5)
5 b
2 b
I(7; 2)
F (2; 0)
b
x
0 1 2 3 4 5 6 7
(a) Calculate the lengths of the sides of F GHI.

(b) Are the opposite sides of F GHI parallel?
(c) Do the diagonals of F GHI bisect each other?
(d) Can you state what type of quadrilateral F GHI is? Give reasons for your answer.
151
3. Consider a quadrilateral ABCD with vertices A(3; 2), B(4; 5), C(1; 7) and D(1; 3).
(a) Draw the quadrilateral.
(b) Find the lengths of the sides of the quadrilateral.
4. ABCD is a quadrilateral with vertices A(0; 3), B(4; 3), C(5; −1) and D(−1; −1).
(a) Show by calculation that:
i. AD = BC
ii. AB k DC
(b) What type of quadrilateral is ABCD?
(c) Show that the diagonals AC and BD do not bisect each other.
5. P , Q, R and S are the points (−2; 0), (2; 3), (5; 3), (−3; −3) respectively.
(a) Show that:
i. SR = 2P Q
ii. SR k P Q
(b) Calculate:
i. P S
ii. QR
(c) What kind of quadrilateral is P QRS? Give reasons for your answer.
6. EF GH is a parallelogram with vertices E(−1; 2), F (−2; −1) and G(2; 0). Find the
coordinates of H by using the fact that the diagonals of a parallelogram bisect each
other.
7. P QRS is a quadrilateral with points P (0; −3), Q(−2; 5), R(3; 2) and S(3; −2) in the
Cartesian plane.
(a) Find the length of QR.
(b) Find the gradient of P S.
(c) Find the mid-point of P R.
(d) Is P QRS a parallelogram? Give reasons for your answer.
8. A(−2; 3) and B(2; 6) are points in the Cartesian plane. C(a; b) is the mid-point of AB.
Find the values of a and b.
9. Consider triangle ABC with vertices A(1; 3), B(4; 1) and C(6; 4).
(a) Sketch triangle ABC on the Cartesian plane.
(b) Show that ABC is an isosceles triangle.
(c) Determine the coordinates of M , the mid-point of AC.
(d) Determine the gradient of AB.
(e) Show that D(7; −1) lies on the line that goes through A and B.
10. In the diagram, A is the point (−6; 1) and B is the point (0; 3)
152
B(0; 3)
3
1
A(−6; 1)
x
0
−9 −8 −7 −6 −5 −4 −3 −2 −1
(a) Find the equation of line AB .

(b) Calculate the length of AB.
11. 4P QR has vertices P (1; 8), Q(8; 7) and R(7; 0). Show through calculation that 4P QR
is a right angled isosceles triangle.
12. 4ABC has vertices A(−3; 4), B(3; −2) and R(−5; −2). M is the midpoint of AC and
N the midpoint of BC. Use 4ABC to prove the midpoint theorem using analytical
geometrical methods.
4
F
O N 3
(a)
H
(c) 2 D E
1 M
P
x
−4 −3 −2 −1 1 2 3 4
(b)
−1 G
I −2 W Z
−3
(d)
X J
−4
Y
1.
p
2. (a) dF G = (x1 − x2 )2 + (y1 − y2 )2
p
= (1 − 2)2 + (5 − 0)2
p
= (−1)2 + (5)2
√
= 26
153
p
dIH = (x1 − x2 )2 + (y1 − y2 )2
p
= (7 − 3)2 + (2 − 7)2
p
= (4)2 + (−5)2
√
= 41
Opposite sides F G and IH are not equal.
p
dGH = (x1 − x2 )2 + (y1 − y2 )2
p
= (3 − 1)2 + (7 − 5)2
p
= (2)2 + (2)2
√
= 8
p
dF I = (x1 − x2 )2 + (y1 − y2 )2
p
= (2 − 7)2 + (0 − 2)2
p
= (−5)2 + (−2)2
√
= 29
Opposite sides GH and F I are not equal.
y2 − y1
(b) mF G =
x2 − x1
0−5
= 2−1
−5
= 1
= −5
y2 − y1
mIH =
x2 − x1
2−7
= 7−3
−5
= 4
= − −5
4
Therefore mF G 6= mIH and opposite sides are not parallel.
y2 − y1
mGH =
x2 − x1
5−7
=
1−3
−2
=
−2
=1
y2 − y1
mF I =
x2 − x1
0−2
= 2−7
−2
= −5
2
= 5
Therefore mGH 6= mF I and opposite sides are not parallel.
x1 + x2 y1 + y2
(c) MGI = ( ; )
2 2
1+7 5+2
=( 2 ; 2 )
= ( 82 ; 72 )
= (4; 27 )
x1 + x2 y1 + y2
MF H = ( ; )
2 2
3+2 7+0
=( 2 ; 2 )
= ( 52 ; 72 )
Therefore MGI 6= MF H and diagonals do not bisect each other.
(d) This is an ordinary quadrilateral.
154
y
B(1; 7)
7 b
6
C(4; 5)
5 b
3 b
D(1; 3)
2 b
A(3; 2)
1
x
0 1 2 3 4 5 6
3. (a)
p
(b) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (3 − 4)2 + (2 − 5)2
p
= (−1)2 + (−3)2
√
= 10
p
dBC = (x1 − x2 )2 + (y1 − y2 )2
p
= (4 − 1)2 + (5 − 7)2
p
= (3)2 + (−2)2
√
= 13
p
dCD = (x1 − x2 )2 + (y1 − y2 )2
p
= (1 − 1)2 + (7 − 3)2
p
= 0 + (4)2
√
= 16
=4
p
dDA = (x1 − x2 )2 + (y1 − y2 )2
p
= (1 − 3)2 + (3 − 2)2
p
= (−2)2 + (1)2
√
= 5
p
4. (a) i. dAD = (x1 − x2 )2 + (y1 − y2 )2
p
= (0 − (−1))2 + (3 − (−1))2
p
= (1)2 + (4)2
√
= 17
p
dBC = (x1 − x2 )2 + (y1 − y2 )2
p
= (4 − 5)2 + (3 − (−1))2
p
= (−1)2 + (4)2
√
= 17
Therefore opposite sides AD and BC are equal.
y2 − y1
ii. mAB =
x2 − x1
3−3
= 0−4
0
= −4
=0
155
y2 − y1
mDC =
x2 − x1
−1+1
= −1−5
0
= −6
=0
Gradients are equal therefore opposite sides AB and DC are parallel.
(b) An isosceles trapezium; one pair of opposite sides equal in length and one pair of
opposite sides parallel.
x1 + x2 y1 + y2
(c) MAC = ( ; )
2 2
0+5 3−1
=( 2 ; 2 )
= ( 52 ; 22 )
= ( 52 ; 1)
x1 + x2 y1 + y2
MBD = ( ; )
2 2
4−1 3−1
=( 2 ; 2 )
= ( 32 ; 22 )
= ( 32 ; 1)
Therefore diagonals do not bisect each other.
p
5. (a) i. dP Q = (x1 − x2 )2 + (y1 − y2 )2
p
= (−2 − 2)2 + (0 − 3)2
p
= (−4)2 + (−3)2
√
= 25
=5
p
dSR = (x1 − x2 )2 + (y1 − y2 )2
p
= (−3 − 5)2 + (−3 − 3)2
p
= (−8)2 + (−6)2
√
= 100
= 10
Therefore SR = 2P Q.
y2 − y1
ii. mP Q =
x2 − x1
3−0
= 2−(−2)
3
= 4
y2 − y1
mSR =
x2 − x1
−3−3
= −3−5
−6
= −8
3
= 4
Therefore mP Q = mSR .
p
(b) i. dP S = (x1 − x2 )2 + (y1 − y2 )2
p
= (−2 − (−3))2 + (0 − (−3))2
p
= (1)2 + (3)2
√
= 10
p
ii. dQR = (x1 − x2 )2 + (y1 − y2 )2
p
= (2 − 5)2 + (3 − 3)2
p
= (−3)2 + 0
√
= 9
=3
156
(c) Trapezium.
x1 + x2 y1 + y2
6. MEG = ( ; )
2 2
−1+2 2+0
=( 2 ; 2 )
= ( 12 ; 1)
x1 + x2 y1 + y2
MF H = ( ; )
2 2
= ( −2+x
2
; −1+y
2
)
−1+y
( 12 ; 1) = ( −2+x
2
; 2
)
Solve for x:
1 −2+x
2
= 2
1 = −2 + x
x=3
Solve for y:
−1+y
1= 2
2 = −1 + y
y=3
Therefore H(3; 3)
p
7. (a) dQR = (x1 − x2 )2 + (y1 − y2 )2
p
= (−2 − 3)2 + (5 − 2)2
p
= (−5)2 + (3)2
√
= 34
y2 − y1
(b) mP S =
x2 − x1
= −3+2
0−3
−1
= −3
1
= 3
x1 + x2 y1 + y2
(c) MQR = ( ; )
2 2
0+3 −3+2
=( 2 ; 2 )
−1
= ( 32 ; 2
)
y2 − y1
(d) mRS =
x2 − x1
−2−2
= 3−3
−4
= 0
= undefined
And,
y2 − y1
mQR =
x2 − x1
2−5
= 3−(−2)
−3
= 5
Therefore P QRS is not a parallelogram.
x1 + x2 y1 + y2
8. MAB = ( ; )
2 2
= ( −2−2
2
; 3+6
2
)
(a; b) = (0; 92 )
Therefore a = 0 and b = 29 .
157
C(6; 4)
4 b
3 b
A(1; 3)
2
1 b
B(4; 1)
x
0 1 2 3 4 5 6
9. (a)
p
(b) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (1 − 4)2 + (3 − 1)2
p
= (−3)2 + (2)2
√
= 13
p
dBC = (x1 − x2 )2 + (y1 − y2 )2
p
= (4 − 6)2 + (1 − 4)2
p
= (−2)2 + (−3)2
√
= 13
p
dAC = (x1 − x2 )2 + (y1 − y2 )2
p
= (1 − 6)2 + (3 − 4)2
p
= (−5)2 + (−1)2
√
= 26
Two sides of the triangle are equal in length, therefore 4ABC is isosceles.
x1 + x2 y1 + y2
(c) MAC = ( ; )
2 2
1+6 3+4
=( 2 ; 2 )
= ( 72 ; 72 )
y2 − y1
(d) mAB =
x2 − x1
1−3
= 4−1
−2
= 3
y2 − y1
mBD =
x2 − x1
−1−1
= 7−4
−2
= 3
y2 − y1
mAD =
x2 − x1
−1−3
= 7−1
−2
= 3
Therefore A,B and D are collinear.
y2 − y1
10. (a) mAB =
x2 − x1
1−3
= −6−0
−2
= −6
1
= 3
Therefore equation of the line AB is y = 31 x + 3.
p
(b) dAB = (x1 − x2 )2 + (y1 − y2 )2
p
= (−6 + 0)2 + (1 − 3)2
p
= (−6)2 + (−2)2
158
√
= 40
P (1; 8)
Q(8; 7)
x
0 R(7; 0)
11.
8−7
mP Q = 1−8
= − 17
7−0
mRQ = 8−7
7
= 1
mP R × mRQ = − 17 × 7
1
= −1
therefore P Q̂R = 90◦
p
P Q = (1 − 8)2 + (8 − 7)2
√
= 49 + 1
√
= 50 units
p
RQ = (8 − 7)2 + (7 − 0)2
√
= 1 + 49
√
= 50 units
Therefore P Q = RQ
Therefore 4P QR is a right-angled, isosceles triangle.
y
A(−3; 4)
M b b
N
x
0
C(−5; −2) B(3; −2)

12.
M = ( −3−5
2
; 4−2
2
)
= (−4; 1)
N = ( −3+3
2
; 4−2
2
)
159
= (0; 1)
mCB = 0 (parallel to x-axis)
mM N = 0
M N parallel CB
Length M N = 4 units
Length CB = 8 units
therefore M N = 12 CB
160
Statistics 9
Exercise 9 - 1
1. Calculate the mean, median and mode of the following data sets:
(a) 2; 5; 8; 8; 11; 13; 22; 23; 27
(b) 15; 17; 24; 24; 26; 28; 31; 43
(c) 4; 11; 3; 15; 11; 13; 25; 17; 2; 11
(d) 24; 35; 28; 41; 32; 49; 31
2. The ages of 15 runners of the Comrades Marathon were recorded:
31; 42; 28; 38; 45; 51; 33; 29; 42; 26; 34; 56; 33; 46; 41
Calculate the mean, median and modal age.

3. In the first of a series of jars, there is 1 sweet. In the second jar, there are 3 sweets. The
mean number of sweets in the first two jars is 2.
(a) If the mean number of sweets in the first three jars is 3, how many sweets are there
in the third jar?
(b) If the mean number of sweets in the first four jars is 4, how many sweets are there
in the fourth jar?
4. Find a set of five ages for which the mean age is 5, the modal age is 2 and the median
age is 3 years.
5. Four friends each have some marbles. They work out that the mean number of marbles
they have is 10. One friend leaves with 4 marbles. How many marbles do the remaining
friends have together?
1. (a) Mean = 13,2; Median = 11; Mode = 8

(b) Mean = 26; Median = 25; Mode = 24
(c) Mean = 11,2; Median = 11; Mode = 11
(d) Mean = 34,29; Median = 32; No mode
2. Mean = 38,3; Median = 38; Mode = 33 and 42
161
CHAPTER 9. STATISTICS
3. (a) Let n3 be the number of sweets in the third jar:

1+3+n3
3
=3
1 + 3 + n3 = 9
n3 = 5
(b) Let n4 be the number of sweets in the fourth jar:

1+3+5+n4
4
=4
9 + n4 = 16
n4 = 7
4. Let the five different ages be x1 , x2 , x3 , x4 and x5 .

Therefore the mean is
x1 +x2 +x3 +x4 +x5
5
=5
x1 + x2 + x3 + x4 + x5 = 25
The median value is at position 3, therefore x3 = 3.
The mode is the age that occurs most often. There are at least 2 ages to be 2. The other
ages would all have to be different. The four unknown ages can’t all be 2, as that would
not give us a mean of 5. Also since all calculations of mean, mode and median are
done on ordered sets of data we can’t have 3 ages being 2, because then the median
age would not be 3. So we have
2 + 2 + 3 + x4 + x5 = 25
18 = x4 + x5
x4 and x5 can be any numbers that add up to 18 and are not the same, so 12 and 6 or
8 and 10 or 3 and 15, etc.
Possible data sets:
2, 2, 3, 3, 15; 2, 2, 3, 4, 14; 2, 2, 3, 5, 13; 2, 2, 3, 6, 12; 2, 2, 3, 7, 11; 2, 2, 3, 8, 10
Note that the set of ages must be ordered, the median value must be 3 and there must
be 2 ages of 2.
5. Let the number of marbles per friend be x1 , x2 , x3 and x4 .

x1 +x2 +x3 +x4
4
= 10
x1 + x2 + x3 + x4 = 40
One friend leaves,
x1 + x2 + x3 = 40 − 4
x1 + x2 + x3 = 36
Therefore the remaining friends have 36 marbles.
Exercise 9 - 2
1. A class experiment was conducted and 50 learners were asked to guess the number of
sweets in a jar. The following guesses were recorded:
162
56 49 40 11 33 33 37 29 30 59
21 16 38 44 38 52 22 24 30 34
42 15 48 33 51 44 33 17 19 44
47 23 27 47 13 25 53 57 28 23
36 35 40 23 45 39 32 58 22 40
(a) Draw up a grouped frequency table using the intervals
10 < x ≤ 20; 20 < x ≤ 30; 30 < x ≤ 40; 40 < x ≤ 50; and 50 < x ≤ 60.
(b) Draw the histogram corresponding to the frequency table of the grouped data.
Group Freq
11 − 20 6
21 − 30 13
1. (a)
31 − 40 15
41 − 50 9
51 − 60 7
14
12
10
Count
10 20 30 40 50 60
(b) Range of guesses
163
Exercise 9 - 3
1. Consider the following grouped data and calculate the mean, the modal group and the
median group.
Mass (kg) Count
40 < m ≤ 45 7
45 < m ≤ 50 10
50 < m ≤ 55 15
55 < m ≤ 60 12
60 < m ≤ 65 6
2. Find the mean, the modal group and the median group in this data set of how much
time people needed to complete a game.
Time (s) Count
35 < t ≤ 45 5
45 < t ≤ 55 11
55 < t ≤ 65 15
65 < t ≤ 75 26
75 < t ≤ 85 19
85 < t ≤ 95 13
95 < t ≤ 105 6
3. The histogram below shows the number of passengers that travel in Alfred’s minibus
taxi per week.
Calculate
(a) the modal interval
(b) the total number of passengers to travel in Alfred’s taxi
(c) an estimate of the mean
(d) an estimate of the median
(e) if it is estimated that every passenger travelled an average distance of 5 km, how
much money would Alfred have made if he charged R 3,50 per km?
164
16
14
12
10
Count
400 500 600 700 800 900 1000
No. of passengers
1. Mean=53; Modal group: 50 < m ≤ 55; Median group: 50 < m ≤ 55
2. Mean=71,66; Modal group: 65 < t ≤ 75; Median group: 65 < t ≤ 75
3. (a) 700 < x ≤ 800

(b) 33 600
(c) 700
(d) 750
(e) R 588 000
Exercise 9 - 4
1. Find the range of the data set
{1; 2; 3; 4; 4; 4; 5; 6; 7; 8; 8; 9; 10; 10}
165
2. What are the quartiles of this data set?
{3; 5; 1; 8; 9; 12; 25; 28; 24; 30; 41; 50}
3. A class of 12 students writes a test and the results are as follows:
20; 39; 40; 43; 43; 46; 53; 58; 63; 70; 75; 91
Find the range, quartiles and the interquartile range.

4. Three sets of data are given:
• Data set 1: {9; 12; 12; 14; 16; 22; 24}
• Data set 2: {7; 7; 8; 11; 13; 15; 16; 16}
• Data set 3: {11; 15; 16; 17; 19; 19; 22; 24; 27}
For each data set find:
(a) the range
(b) the lower quartile
(c) the interquartile range
(d) the semi-interquartile range
(e) the median
(f) the upper quartile
1. Range: 10 − 1 = 9
2. Q1 = 6,2; Q2 = 18; Q3 = 29
3. Range: 91 − 20 = 71
Q1 = 41,5; Q2 = 49,5; Q3 = 66,5
Interquartile range: 66,5 − 41,5 = 25
4. (a) Range: 24 − 9 = 15; 16 − 7 = 9; 27 − 11 = 16

(b) Q1 : 12; 7,5; 15,5
(c) Interquartile range: 10; 8; 7,5
(d) Semi-interquartile range: 5; 4; 3,75
(e) Median: 14; 12; 19
(f) Q3 : 22; 15,5; 23
Exercise 9 - 5
1. Lisa is working in a computer store. She sells the following number of computers each
month:
{27; 39; 3; 15; 43; 27; 19; 54; 65; 23; 45; 16}
166
Give the five number summary and box-and-whisker plot of Lisa’s sales.
2. Zithulele works as a telesales person. He keeps a record of the number of sales he

makes each month. The data below show how much he sells each month.
{49; 12; 22; 35; 2; 45; 60; 48; 19; 1; 43; 12}
Give the five number summary and box-and-whisker plot of Zithulele’s sales.
3. Hannah has worked as a florist for nine months. She sold the following number of
wedding bouquets:
{16; 14; 8; 12; 6; 5; 3; 5; 7}
Give the five number summary of Hannah’s sales.
4. Use the diagram below to determine the five number summary:
| | | | | | | | | | | | | | | | | | | | | | | |
(a) 15 22 25 28 35
| | | | | | | | |
(b) 88 92 98 100 101
1. Minimum: 3
Q1 : 17,5
Median: 27
Q3 : 44
Maximum: 65
| | | | | | | | | | | |
3 17.5 27 44 65
2. Minimum: 1
Q1 : 12
Median: 28,5
Q3 : 46,5
Maximum: 60
167
| | | | | | | | | | | |
1 12 28.5 46.5 60
3. Minimum: 3
Q1 : 5
Median: 7
Q3 : 13
Maximum: 16
4. (a) Minimum: 15
Q1 : 22
Median: 25
Q3 : 28
Maximum: 35
(b) Minimum: 88
Q1 : 92
Median: 98
Q3 : 100
Maximum: 101
1. In a park, the tallest 7 trees have heights in metres of 41; 60; 47; 42; 44; 42; and 47.
Find the median of their heights.
2. The students in Ndeme’s class have the following ages: 5; 6; 7; 5; 4; 6; 6; 6; 7; 4. Find

the mode of their ages.
3. An engineering company has designed two different types of engines for motorbikes.
The two different motorbikes are tested for the time (in seconds) it takes for them to
accelerate from 0 km/h to 60 km/h.
Test 1 Test 2 Test 3 Test 4 Test 5 Test 6 Test 7 Test 8 Test 9 Test 10
Bike 1 1,55 1,00 0,92 0,80 1,49 0,71 1,06 0,68 0,87 1,09
Bike 2 0,9 1,0 1,1 1,0 1,0 0,9 0,9 1,0 0,9 1,1
(a) Which measure of central tendency should be used for this information?
(b) Calculate the measure of central tendency that you chose in the previous question,
for each motorbike.
(c) Which motorbike would you choose based on this information? Take note of the
accuracy of the numbers from each set of tests.
4. In a traffic survey, a random sample of 50 motorists were asked the distance they drove
168
to work daily. This information is shown in the table below.
Distance (km) Count
0<d≤5 4
5 < d ≤ 10 5
10 < d ≤ 15 9
15 < d ≤ 20 10
20 < d ≤ 25 7
25 < d ≤ 30 8
30 < d ≤ 35 3
35 < d ≤ 40 2
40 < d ≤ 45 2
(a) Find the approximate mean of the data.

(b) What percentage of samples had a distance of
i. less than 16 km?
ii. more than 30 km?
iii. between 16 km and 30 km daily?
(c) Draw a histogram to represent the data
5. A company wanted to evaluate the training programme in its factory. They gave the
same task to trained and untrained employees and timed each one in seconds.
Trained 121 137 131 135 130
128 130 126 132 127
129 120 118 125 134
Untrained 135 142 126 148 145
156 152 153 149 145
144 134 139 140 142
(a) Find the medians and quartiles for both sets of data.
(b) Find the interquartile range for both sets of data.
(c) Comment on the results.
(d) Draw a box-and-whisker diagram for each data set to illustrate the five number
summary.
6. A small firm employs nine people. The annual salaries of the employers are:
R 600 000 R 250 000 R 200 000
R 120 000 R 100 000 R 100 000
R 100 000 R 90 000 R 80 000
169
(a) Find the mean of these salaries.

(b) Find the mode.
(c) Find the median.
(d) Of these three figures, which would you use for negotiating salary increases if you
were a trade union official? Why?
41 + 60 + 47 + 42 + 44 + 42 + 47
1. Median =
7
= 44
2. Mode = 6
3. (a) Mean and Mode. The mean will give us the average acceleration time, while the
mode will give us the time that is most often obtained.
(b) For bike 1 the mean is 1,02 s and no mode, since there is no value that occurs more
than once.
For bike 2 the mean is 1,0 s and there are two modes, 1,0 and 0,9.
(c) It would be difficult to choose. Although bike 1 appears to do better than bike
2 from the mean, the data for bike 2 is less accurate than that for bike 1 (it only
has 1 decimal place.) If we were to calculate the mean for bike 1 using only 1
decimal place we would get 0,9 s. This would make bike 2 better. Also bike 2
produces more consistent numbers. So bike 2 would likely be a good choice, but
more information or more accurate information should be obtained.
4(3) + 5(8) + 9(13) + 10(18) + 7(23) + 8(28) + 3(33) + 2(38) + 2(43)
4. (a) Mean =
50
= 19,9
(b) i. There were 18 drivers who drove less than 15 km.
18
Therefore 50
× 100 = 38%
ii. There were 7 drivers who drove less than 30 km.
7
Therefore 50
× 100 = 14%
iii. 100 − (36 − 14) = 50%
11
10
9
8
Count
7
6
5
4
3
2
1
5 10 15 20 25 30 35 40 45
−1
(c) Distance (km)
5. (a) First order the data sets for both trained and untrained employees.
Trained: 118, 120, 121, 125, 126, 127, 128, 129, 130, 130, 131, 132, 134, 135, 137
Untrained: 126, 134, 135, 139, 140, 142, 142, 144, 145, 145, 148, 149, 152, 153, 156
170
There are 15 values in each data set.

15+1
Position of the median is 2
= 8.
For the trained employees this is 129 and for the untrained employees this is 144.
15
Positions of the quartiles are 4
= 3,75.
For the trained employees: Q1 = 125 and Q3 = 132.
For the untrained employees: Q1 = 139 and Q3 = 149.
(b) Interquartile range for the trained employees: Q3 − Q1 = 7.

Interquartile range for the untrained employees: Q3 − Q1 = 10.
(c) The median of the untrained employees is higher than that of the trained employ-
ees. Also the untrained employees have a larger interquartile range than the trained
employees. There is some evidence to suggest that the training programme may be
working.
(d) Trained employees:
| | | | | | | | | | | | | | | | | | | | | |
118 125 129 132 137
Untrained employees:
||||||||||||||||||||||||||||||||||
126 139 144 149 157
1 640 000
6. (a) Mean = 9
= 182 222,22
(b) Mode is R 100 000.
(c) First order the data. To make the numbers easier to work with we will divide each
one by 100 000.
The ordered set is 80, 90, 100, 100, 100, 120, 200, 250, 600.
The median is at position 5 and is R 100 000.
(d) Either the mode or the median.
The mean is skewed (shifted) by the one salary of R 600 000. The mode gives us a
better estimate of what the employees are actually earning. The median also gives
us a fairly accurate representation of what the employees are earning.
171
172
Probability 10
Exercise 10 - 1
1. A bag contains 6 red, 3 blue, 2 green and 1 white balls. A ball is picked at random.
Determine the probability that it is:
(a) red
(b) blue or white
(c) not green
(d) not green or red
2. A playing card is selected randomly from a pack of 52 cards. Determine the probability
that it is:
(a) the 2 of hearts
(b) a red card
(c) a picture card
(d) an ace
(e) a number less than 4
3. Even numbers in the range 2 to 100 are written on cards. What is the probability of
selecting a multiple of 5, if a card is drawn at random?
6
1. (a) 12
= 12
(3+1)
(b) 12
= 13
2
(c) 1 − ( 12 ) = 56
(2+6) 4
(d) 1 − 12 = 12
= 13
1
2. (a) 52
(only one in the deck)
1
(b) 2
(half the cards are red, half are black)
3
(c) 13
(for each suite of 13 cards, there are three picture cards: J, Q, K)
4 1
(d) 52
= 13 (four aces in the deck)
3
(e) 13
(for each suite of 13 cards, there are three cards less than 4: A, 2 and 3)
3. There are 50 cards. They are all even.

All even numbers that are also multiples of 5 are multiples of 10 (10, 20, . . . , 100).
173
CHAPTER 10. PROBABILITY
There are 10 of them.

10
Therefore, the probability is 50
= 15 .
Exercise 10 - 2
1. Let S denote the set of whole numbers from 1 to 16, X denote the set of even numbers
from 1 to 16 and Y denote the set of prime numbers from 1 to 16. Draw a Venn diagram
accurately depicting S, X and Y .
2. There are 79 Grade 10 learners at school. All of these take some combination of Maths,
Geography and History. The number who take Geography is 41, those who take History
is 36, and 30 take Maths. The number who take Maths and History is 16; the number
who take Geography and History is 6, and there are 8 who take Maths only and 16 who
take only History.
(a) Draw a Venn diagram to illustrate all this information.
(b) How many learners take Maths and Geography but not History?
(c) How many learners take Geography only?
(d) How many learners take all three subjects?
3. Pieces of paper labelled with the numbers 1 to 12 are placed in a box and the box is
shaken. One piece of paper is taken out and then replaced.
(a) What is the sample space, S?
(b) Write down the set A, representing the event of taking a piece of paper labelled
with a factor of 12.
(c) Write down the set B, representing the event of taking a piece of paper labelled
with a prime number.
(d) Represent A, B and S by means of a Venn diagram.
(e) Find
i. n (S)
ii. n (A)
iii. n (B)
Y S
X
3 5
4
6 7
8 2 11
10 13
12 14
16 15
9
1
1.
174
M : 30
8
G : 41
16
6
16
2. (a) H : 36
(b) Each student must do exactly one of the following:
• Take only geography;
• Only take maths and/or history;
There are 30 + 36 − 16 = 50 students doing the second one, therefore there must
be 79 − 50 = 29 students only doing geography.
Each student must do exactly one of:
• Only take geography;
• Only take maths;
• Take history;
• Take geography and maths, but not history;
There are 29, 8 and 36 of the first three, so the answer to b) is:
79 − 29 − 8 − 36 = 6 students
(c) Calculated already: 29
(d) Each student must do exactly one of:
• Geography
• Only maths
• Only history
• Maths and history but not geography
Using the same method as before, the number of students in the last group is:
79 − 41 − 8 − 16 = 14
But, 16 students do maths and history, so there must be 16 − 14 = 2 students who
do all three.
3. (a) S = {1; 2; . . . ; 12}

(b) A = {1; 2; 3; 4; 6; 12}
(c) B = {2; 3; 5; 7; 11}
B S
A
5
1 2 7
4 3 11
6
12 10
8 9
(d)
(e) i. 12
ii. 6
iii. 5
175
Exercise 10 - 3
1. A box contains coloured blocks. The number of each colour is given in the following
table.
Colour Purple Orange White Pink
Number of blocks 24 32 41 19
A block is selected randomly. What is the probability that the block will be:
(a) purple
(b) purple or white
(c) pink and orange
(d) not orange?
2. A small school has a class with children of various ages. The table gives the number of
pupils of each age in the class.
3 years old 4 years old 5 years old
Male 2 7 6
Female 6 5 4
If a pupil is selected at random what is the probability that the pupil will be:
(a) a female
(b) a 4 year old male
(c) aged 3 or 4
(d) aged 3 and 4
(e) not 5
(f) either 3 or female?
3. Fiona has 85 labelled discs, which are numbered from 1 to 85. If a disc is selected at
random what is the probability that the disc number:
(a) ends with 5
(b) is a multiple of 3
(c) is a multiple of 6
(d) is number 65
(e) is not a multiple of 5
(f) is a multiple of 4 or 3
(g) is a multiple of 2 and 6
(h) is number 1?
176
1. Before we answer the questions we first work out how many blocks there are in total.
This gives us the sample space
n(S) = 24 + 32 + 41 + 19
= 116
(a) The probability that a block is purple is:
n(E)
P (purple) = n(S)
24
P (purple) = 116
P (purple) = 0,21
(b) The probability that a block is either purple or white is:
P (purple ∪ white) = P (purple) + P (white) − P (purple ∩ white)
24 41 24 41
= 116
+ 116
− 116
× 116
= 0,64
(c) Since one block cannot be two colours the probability of this event is 0.
(d) We first work out the probability that a block is orange:
32
P (orange) = 116
= 0,28
The probability that a block is not orange is:
P (not orange) = 1 − 0,28
= 0,72
2. We calculate the total number of pupils at the school:

6 + 2 + 5 + 7 + 4 + 6 = 30
(a) The total number of female children is 6 + 5 + 4 = 15.
The probability of a randomly selected child being female is:
n(E)
P (female) = n(S)
15
P (female) = 30
P (female) = 0,5
(b) The probability of a randomly selected child being a 4 year old male is:
7
P (male) = 30
= 0,23
(c) There are 6 + 2 + 5 + 7 = 20 children aged 3 or 4.
The probability of a randomly selected child being either 3 or 4 is:
20
30
= 0,67
(d) A child cannot be both 3 and 4, so the probability is 0.
(e) This is the same as a randomly selected child being either 3 or 4 and so is 0,67.
(f) The probability of a child being either 3 or female is:
P (3 ∪ female) = P (3) + P (female) − P (3 ∩ female)
10 10 15
= 30
+ 0,5 − 30
× 30
= 0,67
3. (a) The set of all discs ending with 5 is: {5; 15; 25; 35; 45; 55; 65; 75; 85}. This has 9
elements.
The probability of drawing a disc that ends with 5 is:
n(E)
P (5) = n(S)
177
9
P (5) = 85
P (5) = 0,11
(b) The set of all discs that are multiples of 3 is: {3; 6; 9; 12; 15; 18; 21; 24; 27; 30;
33; 36; 39; 42; 45; 48; 51; 54; 57; 60; 63; 66; 69; 72; 75; 78; 81; 84}. This has 28
elements.
28
The probability of drawing a disc that is a multiple of 3 is: P (3m ) = 85
= 0,33
(c) The set of all discs that are multiples of 6 is: {6; 12; 18; 24; 30; 36; 42; 48; 54; 60;
66; 72; 78; 84}. This set has 14 elements. The probability of drawing a disc that is
a multiple of 6 is:
14
P (6m ) = 85
= 0,16
(d) There is only one element in this set and so the probability of drawing 65 is:
1
P (65) = 85
= 0,01
(e) The set of all discs that is a multiple of 5 is: {5; 10; 15; 20; 25; 30; 35; 40; 45; 50;
55; 60; 65; 70; 75; 80; 85}. This set contains 17 elements. Therefore the number of
discs that are not multiples of 5 is: 85 − 17 = 68.
The probability of drawing a disc that is not a multiple of 5 is:
68
P (not 5m ) = 85
= 0,80
(f) In part b), we worked out the probability for a disc that is a multiple of 3. Now we
work out the number of elements in the set of all discs that are multiples of 4: {4;
8; 12; 16; 20; 24; 28; 32; 36; 40; 44; 48; 52; 56; 60; 64; 68; 72; 76; 80; 84}. This has
28 elements.
The probability that a disc is a multiple of either 3 or 4 is:
P (3m ∪ 4m ) = P (3m ) + P (4m ) − P (3m ∩ 4m )
28 28
= 0,33 + 85
− 0,33 × 85
= 0,55
(g) The set of all discs that are a multiples of 2 and 6 is the same as the set of all discs
that are a multiple of 6. Therefore the probability of drawing a disc that is both a
multiple of 2 and 6 is: 0,16
(h) There is only 1 element in this set and so the probability is 0,01.
1. A group of 45 children were asked if they eat Frosties and/or Strawberry Pops. 31 eat
both and 6 eat only Frosties. What is the probability that a child chosen at random will
eat only Strawberry Pops?
2. In a group of 42 pupils, all but 3 had a packet of chips or a Fanta or both. If 23 had a
packet of chips and 7 of these also had a Fanta, what is the probability that one pupil
chosen at random has:
(a) both chips and Fanta
(b) only Fanta
3. Use a Venn diagram to work out the following probabilities from a die being rolled:
178
(a) a multiple of 5 and an odd number

(b) a number that is neither a multiple of 5 nor an odd number
(c) a number which is not a multiple of 5, but is odd
4. A packet has yellow and pink sweets. The probability of taking out a pink sweet is
7
12
.What is the probability of taking out a yellow sweet?
5. In a car park with 300 cars, there are 190 Opels. What is the probability that the first
car to leave the car park is:
(a) an Opel
(b) not an Opel
6. Tamara has 18 loose socks in a drawer. Eight of these are orange and two are pink.
Calculate the probability that the first sock taken out at random is:
(a) orange
(b) not orange
(c) pink
(d) not pink
(e) orange or pink
(f) neither orange nor pink
7. A plate contains 9 shortbread cookies, 4 ginger biscuits, 11 chocolate chip cookies and
18 Jambos. If a biscuit is selected at random, what is the probability that:
(a) it is either a ginger biscuit of a Jambo
(b) it is not a shortbread cookie
8. 280 tickets were sold at a raffle. Ingrid bought 15 tickets. What is the probability that
Ingrid:
(a) wins the prize
(b) does not win the prize
9. The children in a nursery school were classified by hair and eye colour. 44 had red hair
and not brown eyes, 14 had brown eyes and red hair, 5 had brown eyes but not red hair
and 40 did not have brown eyes or red hair.
(a) How many children were in the school?
(b) What is the probability that a child chosen at random has:
i. brown eyes
ii. red hair
(c) A child with brown eyes is chosen randomly. What is the probability that this child
will have red hair?
10. A jar has purple, blue and black sweets in it. The probability that a sweet chosen at
1
random will be purple is 7
and the probability that it will be black is 35 .
(a) If I choose a sweet at random what is the probability that it will be:
i. purple or blue
ii. black
iii. purple
(b) If there are 70 sweets in the jar how many purple ones are there?
2
(c) 5
of the purple sweets in b) have streaks on them and the rest do not. How many
purple sweets have streaks?
11. For each of the following, draw a Venn diagram to represent the situation and find an
example to illustrate the situation.
179
(a) a sample space in which there are two events that are not mutually exclusive
(b) a sample space in which there are two events that are complementary
12. Use a Venn diagram to prove that the probability of either event A or B occurring is
given by: (A and B are not exclusive)
P (A ∪ B) = P (A) + P (B) − P (A ∩ B)
13. All the clubs are taken out of a pack of cards. The remaining cards are then shuffled
and one card chosen. After being chosen, the card is replaced before the next card is
chosen.
(a) What is the sample space?
(b) Find a set to represent the event, P , of drawing a picture card.
(c) Find a set for the event, N , of drawing a numbered card.
(d) Represent the above events in a Venn diagram.
(e) What description of the sets P and N is suitable? (Hint: Find any elements of P in
N and of N in P ).
14. A survey was conducted at Mutende Primary School to establish how many of the 650
learners buy vetkoek and how many buy sweets during break. The following was found:
• 50 learners bought nothing
• 400 learners bought vetkoek
• 300 learners bought sweets
(a) Represent this information with a Venn diagram
(b) If a learner is chosen randomly, calculate the probability that this learner buys:
i. sweets only
ii. vetkoek only
iii. neither vetkoek nor sweets
iv. vetkoek and sweets
v. vetkoek or sweets
15. In a survey at Lwandani’s Secondary School 80 people were questioned to find out how
many read the Sowetan and how many read the Daily Sun newspaper or both. The
survey revealed that 45 read the Daily Sun, 30 read the Sowetan and 10 read neither.
Use a Venn diagram to find the percentage of people that read:
(a) Only the Daily Sun
(b) Only the Sowetan
(c) Both the Daily Sun and the Sowetan
1. 45(All) − 6(only Frosties) − 31(both) = 8(only Strawberry Pops)

8
Therefore 45
= 0,18
7 1
2. (a) 42
= 6
(b) Since 42−3 = 39 had at least one, and 23+7 had a packet of chips, then 39−30 = 9
only had Fanta.
9 3
42
= 14
180
S
5
2
4 1
6 3
3.
Multiples of 5 : 5
Odd number: 1, 3, 5
Neither: 2, 4, 6
Both: 5
1
(a) 6
3 1
(b) 6
= 2
2 1
(c) 6
= 3
7 5
4. 1 − 12
= 12
190 19
5. (a) 300
= 30
19 11
(b) 1 − 30
= 30
8 4
6. (a) 18
= 9
4 5
(b) 1 − 9
= 9
2 1
(c) 18
= 9
1 8
(d) 1 − 9
= 9
1 4 5
(e) 9
+ 9
= 9
5 4
(f) 1 − 9
= 9
7. (a) Total number of biscuits is 9 + 4 + 11 + 18 = 42

4 18 22
42
+ 42
= 42
11
= 21
9 3
(b) 1 − 42
=1− 14
11
= 14
15 3
8. (a) 280
= 56
3 53
(b) 1 − 56
= 56
9. (a) All 4 groups are mutually exclusive, so total number of children is 44+14+5+40 =
103.
19
(b) i. 103
58
ii. 103
14 14
(c) (14+5) = 19
3 2
10. (a) i. Same as not black: 1 − 5
= 5
3
ii. 5
1
iii. 7
1
(b) 7
× 70 = 10
2
(c) 10 × 5
=4
181
11. (a)
S
(b)
A B
A not B A and B B not A
12.
13. (a) {deck of cards without clubs}

(b) P = {J; Q; K of hearts, diamonds or spades}
(c) N = {A; 2; 3; 4; 5; 6; 7; 8; 9; 10 of hearts, diamonds or spades}
N
P 7♦
A♦ 6♦
J♦ Q♠ A♥ 7♥ 7♠
J♥Q♦ Q♥ A♠ 6♠6♥
5♦
J♠ 5♥ 10♦
K♦ 5♠ 10♥ 9♦
K♠ 8♦ 9♥
K♥ 8♥ 10♠ 9♠
4♦ 8♠ 2♥
4♥ 2♦
4♠ 3♦
2♠
3♥ 3♠
(d)
(e) Mutually exclusive and complementary
50
V
300
100 200
14. (a)
200
(b) (i) 650
= 30,8%
300
(ii) 650
= 46,2%
50
(iii) 650
= 7,7%
100
(iv) 650
= 15,4%
600
(v) 650
= 92,3%
182
10
D/S
40
5
25
D/B
15.
40
(a) 80
= 50%
25
(b) 80
= 31,25%
5
(c) 80
= 6,25%
183
184
Euclidean geometry 11
Exercise 11 - 1
1. Use adjacent, corresponding, co-interior and alternate angles to fill in all the angles
labelled with letters in the diagram:
a 42◦
b c
d e
g f
2. Find all the unknown angles in the figure:
E
A
1
1
B 70◦ 2
F
3
1
2
C 3
2
1 G
3
80◦
D 1 H
3. Find the value of x in the figure:

A D
X
x
60◦ x − 20◦
Y
Z
B C
4. Determine whether the pairs of lines in the following figures are parallel:
185
CHAPTER 11. EUCLIDEAN GEOMETRY
O Q
S
1
2
115◦
3
A
55◦
2
B1 3
T
P
(a) R
M
O
K
Q 1 2 2
45◦ R
3 1
124◦ 3
L
(b) P
T 3 2
Y
1
95 ◦
M 2 1 N
3
85 ◦
(c) L
5. If AB is parallel to CD and AB is parallel to EF , explain why CD must be parallel to
EF .
C
D
A B
E F
186
1. a = 138◦ e = 42◦
◦
b = 42 f = 138◦
c = 138◦ g = 42◦
◦
d = 138
2. B̂1 = 110◦ F̂2 = 30◦

Ĉ1 = 80◦ F̂3 = 80◦
◦
Ĉ2 = 30 Ĝ1 = 70◦
Ĉ3 = 70◦ Ĝ2 = 30◦
◦
D̂1 = 100 Ĝ3 = 80◦
◦
F̂1 = 70
3. x + 60◦ + x − 20◦ = 180◦

2x = 180◦ − 40◦
2x = 140◦
∴ x = 70◦
4. (a) For interior angles 115◦ + 55◦ = 170◦

if k the sum would be 180◦ ∴ the lines are not parallel.
(b) K2 = 180◦ − 124◦ − 56◦
if M N k OP then K̂2 = 56 would be equal to L̂ = 45◦
∴ M N is not parallel to OP .
(c) Let Û be point of intersection of lines KL and T Y and V̂ be the point of intersec-
tion of lines KL and M N .
Uˆ4 = 96◦
∴ Uˆ1 = 180◦ − 95◦ (Angles on a straight line)
∴ Uˆ1 = 85◦
Also, Uˆ1 = 85◦ = Vˆ4
These are corresponding angles
∴ T Y k MN
5. if a = 2
and b = a
the we know that b = 2
Similarly if AB k CD
and EF k AB
then we know that EF k CD
187
Exercise 11 - 2
1. Calculate the unknown variables in each of the following figures.
N N
(a) N (b) (c) x
x 30◦
y x y
36◦ 68◦ 68◦
O P O P O 68◦
P
N N
(d) 19 x (e)
116 R
P x
O
15
76
P 20 O
N S
(f) R N R
(g) 15
12 14
x x
6 5
9
P
y y
P O S 21 T
O
2. State whether the following pairs of triangles are congruent or not. Give reasons for
your answers. If there is not enough information to make a decision, explain why.
188
B
E B
(a) (b)
A
A C D
D
B E
(c) B
E
(d)
C C
A D
B D
A
(e)
b
C
A b
1. (a) The triangle is isosceles,

∴x=y
180◦ = 36◦ − 2x
2x = 144◦
∴ x = y = 72◦
(b) x is an exterior angle
∴ x = 30◦ + 68◦
= 98◦
(c) y is an exterior angle
∴ y = x + 68◦ = 112◦
x = 112◦ − 68◦ = 44◦
(d) Interior angles of a triangle add up to 180◦
∴ P̂ = 180◦ − N̂ − N ÔP
and Ŝ = 180◦ − R̂ − RÔS
N̂ = R̂ = 90◦ and N ÔP = RÔP (opposite angles)
P̂ = Ŝ
Therefore 4N P O and 4ROS are similar because they have the same angles.
Similar triangles have proportional sides
NP NO
∴ RS
= OR
19 x
76
= 116
∴ x = 19 units
(e) From the theorem of Pythagoras we have
x2 = 152 + 202
189
√
∴x= 625
= 25 units
(f) 4N P O|||4T SR (AAA)
OP SR
∴ NP
= TR
y 6
12
= x
∴ xy = 72
NO
and OP
= TT R
S
14
12
= 21
x
∴ x = 21×12
14
∴ x = 18 units
∴ y(18) = 72
∴ y = 4 units
(g) From the theorem of Pythagoras:
x2 = 152 − 92
√
x = 144x = 12 units
And
y 2 = x2 + 52
y 2 = 144 + 25
√
y = 169
y = 13 units
2. (a) 4ABC ≡ 4EDC (SAS: BC = CD, EC = AC and B ĈA = E ĈD)

(b) We have two equal sides (AB = BD and BC is common to both triangles) and one
equal angle (Â = D̂) but the sides do not include the known angle. The triangles
therefore do not have a SAS and are therefore not congruent. (Note: AĈB is not
necessarily equal to DĈB because it is not given that BC ⊥ AD)
(c) There is not enough information given. We need at least three facts about the
triangles and in this example we only know two sides in each triangle.
(d) There is not enough information given. Although we can work out which angles
are equal we are not given any sides as equal. All we know is that we have two
isosceles triangles. Note how this question differs from part a). In part a) we were
given equal sides in both triangles, in this question we are only given that sides in
the same triangle are equal.
(e) 4ABD|||4ADC (AAS: CA is a common side, and two angles are given as being
equal.)
Exercise 11 - 3
1. Prove that the diagonals of the parallelogram M N RS bisect one another at P .
190
M N
S R
Hint: Use congruency.
1. First number each angle on the given diagram:

M N
1 2
2 1
P
1
4 2
3
1 2
2 1
S R
In 4M N P and 4RSP
M̂1 = R̂1 (alt ∠’s)
Pˆ1 = Pˆ3 (M N k SR, vert. opp. ∠’s)
M N = RS (opp. sides of parallelogram)
∴ 4M N P |||4RSP (AAS)
∴ M P = RP
∴ P is the mid-point of M R
Similarly, in 4M SP and 4RN P

M̂2 = R̂2 (alt ∠’s)
Pˆ4 = Pˆ2 (M N k SR, vert. opp. ∠’s)
M S = RN (opp. sides of parallelogram)
∴ 4M SP |||4RN P (AAS)
∴ SP = N P
∴ P is the mid-point of N S
Therefore the diagonals bisect each other at point P .
191
Exercise 11 - 4
1. ABCD is a quadrilateral. Diagonals AC and BD intersect at T . AC = BD, AT =

T C, DT = T B. Prove that:
(a) ABCD is a parallelogram.
(b) ABCD is a rectangle.
A B
D C
1. (a) AT = T C (given)
∴ DB bisects AC at T
and DT = T B (given)
∴ AC bisects DB at T
therefore quadrilateral ABCD is a parallelogram (diagonals bisect each other)
(b) AC = BD (given)
Therefore ABCD is a rectangle (diagonals are of equal length)
Exercise 11 - 5
1. Use the sketch of kite ABCD to prove the diagonals are perpendicular to one another.
B
b
x
A b O x C
192
2. Explain why quadrilateral W XY Z is a kite. Write down all the properties of quadrilat-
eral W XY Z.
X
1 2
5 4
6 3
Z
W Y
1. First number the angles:

B
b 4 1
O
x
A b
3 2 x C
D
In 4ADB
let Aˆ1 = Aˆ2 = t
and let D̂ = B̂ = p
∴ in 4ADB
2t + 2p = 180◦
∴ t + p = 90◦
But Ô1 = B̂ + Aˆ1 (ext. ∠ = sum of two opp. int. ∠’s)
Ô1 = p + t
= 90◦
∴ AC ⊥ BD
X
1 2
5 4
6 Z 3
2. W Y
Quadrilateral W XY Z is a kite because is has two pairs of adjacent sides that are equal
in length.
• Ŵ1 = Yˆ1 (opp. angles equal)

• Diagonal between equal sides bisects the other diagonal: W P + P Y
• X̂1 = X̂2 (diagonal bisects int. ∠)
Yˆ1 = Yˆ2 (diagonal bisects int. ∠)
• WY ⊥ PX
193
Exercise 11 - 6
1. Find x and y in each of the following:
7
(a) (b)
x x
7
P
(c) (d)
40◦
6 Q 60◦ R
x
14
y
8 S x T
(e) 2,5 66◦

x
6,5
y
2. Show that M is the mid-point of AB and that M N = RC.
A
M N
B R C
3. ABCD is a rhombus with AM = M O and AN = N O. Prove AN OM is also a rhom-

bus.
194
A N B
2
1
M O
2
1
D C
1. (a) x = 14 units
(b) x = 3,5 units
(c) x = 5 units
(d) x = 28 units; y = 80◦
(e) x = 24◦ ;y = 12 units
2. N is the mid-point of AC (given: AN = N C)

and B̂ = M̂ = 90◦ (given)
But these are equal, corresponding angles
M N k BR
BM k RN
∴ M is the mid-point of line AB
∴ M N = 21 BC (mid-point theorem)
but M N = BR (opp. sides of parallelogram M N RB)
and BL = BR + RC
∴ M N = 12 (BR + RC)
2M N = M N + RC
∴ M N = RC
3. In 4AM O and 4AN O

Aˆ1 = Aˆ2 (given rhombus ABCD, diagonal AC bisects Â)
∴ Aˆ1 = Ô1 (∠’s opp. equal sides, given AM = M O and AN = N O)
and Aˆ2 = Ô2
∴ Aˆ2 = Ô1 and Aˆ1 = Ô2
but these are alt. ∠’s
∴ AN k M O and AM k N O
∴ AM ON is a parallelogram
∴ AM = N O (opp. sides parm equal)
AM = M O = ON = N O
∴ AM ON is a rhombus (all sides equal and parallel)
195
1. Identify the types of angles shown below:
(a) (b)
(c) (d)
(e) (f) An angle of 91◦
(g) An angle of 180◦ (h) An angle of 210◦
2. Assess whether the following statements are true or false. If the statement is false,
explain why:
(a) A trapezium is a quadrilateral with two pairs of opposite sides that are parallel.
(b) Both diagonals of a parallelogram bisect each other.
(c) A rectangle is a parallelogram that has one corner angles equal to 90◦ .
(d) Two adjacent sides of a rhombus have different lengths.
(e) The diagonals of a kite intersect at right angles.
(f) All squares are parallelograms.
(g) A rhombus is a kite with a pair of equal, opposite sides.
(h) The diagonals of a parallelogram are axes of symmetry.
(i) The diagonals of a rhombus are equal in length.
(j) Both diagonals of a kite bisect the interior angles.
3. Calculate the size of the third angle (x) in each of the diagrams below:
196
(a) x (b) x
15◦ 20◦
65◦
(c) (d) 60◦
25◦
15◦ y
2x x
(e) x (f) x
b
3x
12 y
7,5 9
b
4. Find all the pairs of parallel lines in the following figures, giving reasons in each case.
197
N
A B M 137◦
(a) (b) 57◦
62◦
62◦
D C
123◦ P
O
G H
120◦
(c)
60◦
K 60◦ L
5. Find angles a, b, c and d in each case, giving reasons:
K
P
(a) (b) 100◦
b A a B
L
Q
a b
d c C D
M
S 73◦ c
E F
R d N
O
W
45◦
T
50◦
c
(c) d a
U
V
b
6. Say which of the following pairs of triangles are congruent with reasons.
198
D
A
F
C E
(a) B
G
J L
I K
(b) H
P
N
Q R
(c) M O
U
S T
(d) Q
7. Using Pythagoras’ theorem for right-angled triangles, calculate the length x:
x
3 cm
(a)
13 cm
5 cm
(b) x
2 cm
7 cm
x
(c)
199
x
25 mm
B 7 mm D
C
(d) 39 mm
8. Consider the diagram below. Is 4ABC|||4DEF ? Give reasons for your answer.
D 64
32
18 36
E F
B C
9. Explain why 4P QR is similar to 4T RS and calculate the values of x and y.
P
6,1 S
4,8 30 y x
R
3,5
T
Q
10. Calculate a and b:
T
b
a 4
R S b
15 9
P Q
11. ABCD is a parallelogram with diagonal AC.

Given that AF = HC, show that:
(a) 4AF D ≡ 4CHB
(b) DF k HB
(c) DF BH is a parallelogram
200
A B
2
1
F
1 2
2
1
H
1
2
D C
12. 4P QR and 4P SR are equilateral triangles. Prove that P QRS is a rhombus:
P Q
1 2
2
1
S R
13. Given parallelogram ABCD with AE and F C, AE bisecting Â and F C bisecting Ĉ:
(a) Write all interior angles in terms of y.
(b) Prove that AF CE is a parallelogram.
A F B
y
D E C
14. Given that W Z = ZY = Y X, Ŵ = X̂ and W Z k ZY , prove that:

(a) XZ bisects X̂
(b) W Y = XZ
W X
Z Y
15. LM N O is a quadrilateral with LM = LO and diagonals that intersect at S such that

M S = SO. Prove that:
(a) M L̂S = S L̂O
(b) 4LON ≡ 4LM N
(c) M O ⊥ LN
201
M O
S
16. Using the figure below, show that the sum of the three angles in a triangle is 180◦ . Line
DE is parallel to BC.
A
D E
d e
a
b c
B C
17. D is a point on BC, in 4ABC. N is the mid-point of AD. O is the mid-point of AB

and M is the mid-point of BD. N R parallelAC.
A
b N
O b
C
R
b
D
M
B
(a) Prove that OBM N is a parallelogram.
(b) Prove that BC = 2M R.
18. P QR is an isoceles with P R = QR. S is the mid-point of P Q, T is the mid-point of

P R and U is the mid-point of RQ.
202
P S Q
T U
R
(a) Prove 4ST U is also isoceles.
(b) What type of quadrilateral is ST RU ? Motivate your answer.
(c) If RT̂ U = 68◦ calculate, with reasons, the size of T ŜU .
19. In 4M N P , M = 90◦ , S is the mid-point of M N and T is the mid-point of N R.

M
S R
N P
U
(a) Prove M is the mid-point of N P .
(b) If ST = 4 cm and the area of 4SN T is 6 cm2 , calculate the area of 4M N R.
(c) Prove that the area of 4M N R will always be four times the area of 4SN T , let
ST = x units and SN = y units.
1. (a) Straight angle

(b) Obtuse angle
(c) Acute angle
(d) Right angle
(e) Reflex angle
(f) Obtuse angle
(g) Straight angle
(h) Reflex angle
2. (a) False - a trapezium only has one pair of opposite parallel sides.
(b) True.
(c) True.
(d) False - two adjacent sides of a rhombus are equal in length.
(e) True.
(f) True.
(g) True.
203
(h) False - the diagonals of a rhombus are not equal in length.

(i) False - only one diagonal of a kite bisects two pairs of interior angles.
3. (a) x = 180◦ − 90◦ − 65◦ = 25◦

(b) x = 180◦ − 20◦ − 15◦ = 145◦
(c) 252 = 152 + (2x)2
4x2 = 400
x2 = 100
∴ x = 10 units
x y
2x
= 25
∴ y = 12,5 units
(d) x = 60◦
(e) x + x + 3x = 180◦
∴ 5x = 180◦
∴ x = 36◦
x 8
(f) 9
= 12
∴ x = 6 units
y 7.5
12
= 9
∴ y = 10 units
4. (a) AB k CD (alt. int. ∠’s equal)

(b) N P not k M O (corresp. ∠’s not equal)
M N k OP (corresp. ∠’s equal)
(c) GH k HL (corresp. ∠’s equal)
5. (a) a = 180◦ − 73◦ = 107◦ (co-interior ∠’s)

b = 180◦ − 107◦ = 73◦ (co-interior ∠’s)
c = 180◦ − 73◦ = 107◦ (∠’s on a str. line)
d = 73◦ (corresp. ∠’s)
(b) a = 80◦ (∠’s on a str. line)
b = 80◦ (alt. int. ∠’s)
c = 80−73◦ (corresp. ∠’s)
d = 80◦ (opp. ∠’s)
(c) a = 50◦ (alt. int. ∠’s)
b = 45◦ (alt. int. ∠’s)
c = 95◦ (sum of int. ∠’s)
d = 85◦ (sum of ∠’s in a 4)
6. (a) Congruent by SSS

(b) Congruent by RHS
(c) Congruent by AAS
(d) Congruent by SAS
√ √ √
7. (a) x = 32 + 32 = 9 + 9 = 18 = 4,24 cm
√ √ √
(b) x = 132 + 52 = 139 − 25 = 144 = 12 cm
√ √ √
(c) x = 22 + 72 = 4 + 49 = 53 = 7,28 cm
√
(d) AC = 252 − 72 = 576
∴ AC = 24
x2 = 322 + 242
∴ x = 40 mm
ED 18 9
8. BA
= 32
= 16
204
EF 32 9
BC
= 64
= 16
These pairs of sides are in proportion,
∴ 4ABC|||4DEF
9. y = 30◦ (vert. opp. ∠’s)

x 3,5
4,8
= 6,1
∴ x = 2,75
P̂ = Q̂ (equal ∠opp. sides isoceles 4)
and Ŝ = T̂ (equal ∠opp. sides isoceles 4)
∴ 4P QR|||4T RS (AAA)
b
a 4
10. a+15
=
b
1

a = (a + 15) 4
4a = a + 15
3a = 15
∴a=5
b
b= 4
+9
4b = b + 36
3b = 36
∴ b = 12
11. (a) Aˆ1 = Cˆ1 (alt. ∠’s, AD k BC)

AD = BC (opp. sides of parallelogram equal)
AF = HC (given)
∴ 4AF D ≡ 4CHB (SAS)
(b) Fˆ1 = Ĥ1 (4AF D ≡ 4CHB)

∴ Fˆ1 + Fˆ2 = 180◦ (∠’s on str. line)
and Ĥ1 + Ĥ2 = 180◦ (∠’s on str. line)
∴ Fˆ2 + Ĥ2
but these are alternate ∠’s,
∴ DF k HB
(c) F D = HB (4AF D ≡ 4CHB)
and DF k HB (proved above)
∴ DF BH is a parallelogram (one pair opp. sides equal parallel)
12. Given 4P SR ≡ 4P QR, with common side P R

P S = SR = P R = QR
∴ all sides equal in length
∴ P QRS is a rhombus
13. First number the angles:

A F B
2 1 2
1
y
2
1 2 1
D E C
(a) Aˆ2 = y (given AE bisects Â)

Eˆ1 = y (alt. ∠’s, AB k DC in parm ABCD)
205
∴ hatE2 = 180◦ − y (∠’s on str. line)
Cˆ1 = Cˆ2 (given F C bisects Ĉ)

and Â = Ĉ (opp. ∠’s parm ABCD equal)
∴ Cˆ1 = Cˆ2 = y
∴ Fˆ2 = Cˆ1 = y (alt. ∠’s, AB k DC)

∴ Fˆ1 = 180◦ − y
In 4ADE
D̂ + Aˆ1 + Eˆ1 = 180◦ (sum of ∠’s in 4)
∴ D̂ + y + y = 180◦
∴ D̂ = 180◦ − 2y
D̂ = 90◦ − y
∴ B̂ = 90◦ − y (opp. ∠’s parm ABCD equal)
(b) AF k EC (opp. sides parm ABCD equal)

and Cˆ1 + Eˆ2 = y + (180◦ − y)
∴ the sum of the co-interior angles is 180◦
∴ AE k F C
∴ AF CE is a parallelogram (both opp. sides parallel)
14. First label the angles:

W b
X
b 2 x
1
x
1 2
1 2
x2 1 b
Z Y
(a) IN 4XY Z
X̂2 = Zˆ2 (∠’s opp. equal sides of isoceles 4)
and X̂1 = Zˆ2 (alt. ∠’s, W X k ZY )
∴ X̂1 = X̂2
∴ XZ bisects X̂
(b) Similarly, W Y bisects Ŵ
∴ Ŵ1 = Ŵ2
and Ŵ = X̂ (given)
∴ Ŵ1 = Ŵ2 = X̂1 = X̂2
and Ŵ1 = Yˆ1 (∠’s opp. equal sides)
In 4W ZY and 4XY Z
W Z = XY (given)
ZY is a common side
Ẑ = Ŷ (third ∠ in 4)
∴ 4W ZY ≡ 4XY Z (SAS)
15. (a) In 4LM S and 4LOS

LM = LO (given)
M S = SO (given)
206
LS is a common side
∴ 4LM S ≡ 4LOS (SSS)
∴ Lˆ1 = Lˆ2
(b) In 4LON and 4LM N
LO = LM (given)
Lˆ1 = Lˆ2 (proved above)
LN is a common side
∴ 4LON ≡ 4LM N (SSS)
∴ Lˆ1 = Lˆ2
(c) In M̂1 = Ô1 (4LON ≡ 4LM N )
and Lˆ1 = Lˆ2 (proved above)
∴ in 4LM O
Lˆ1 + Lˆ2 + M̂1 + Ô1 = 180◦ (sum of ∠’s in 4)
∴ 2Lˆ1 + 2Ô1 = 180◦
2(Lˆ1 + Ô1 ) = 180◦
Lˆ1 + Ô1 = 90◦
but Sˆ1 = Ô1 + Lˆ2 (ext. ∠ of 4 = sum of int. opp. ∠’s)
∴ Sˆ1 = 90◦
∴ M O ⊥ LN
16. DE k BC
e = c (alt. int. ∠’s)
d = b (alt. int. ∠’s)
We know that d + a + e = 180◦
And we have shown that e = c and d = e therefore we can replace d and e in the
diagram to get:
a + b + c = 180◦
Therefore the angles in a triangle do add up to 180◦ .
17. (a) AO = OB (given)

AN = N D (given)
∴ ON k BD (mid-pt theorem)
BM = M D (given)
AN = N D (given)
∴ M N k AB
∴ OBM N is a parallelogram (opp. sides parallel)
(b) AN = N C (given)
N R k AC (given)
∴ DR = RC (mid-pt theorem)
∴ DR = 21 DC
M D = 12 BD (given)
∴ M D + DR = 21 (BD + DC)
M R = 12 BC
∴ BC = 2M R
18. (a) P T = 12 P R (given)

S mid-point of P Q
U mid-point of RQ
SU = 21 P R
∴ SU = P T
207
S mid-point of P Q
T mid-point of P R
∴ ST = 12 QR = QU
But P R = QR (given)
∴ SU = ST
∴ 4ST U is isoceles.
(b) ST RU is a rhombus. It is a parallelogram (SU k T R and ST k U R) with four
equal sides (U S = ST = T R = RU ).
(c) RT̂ U = 68◦
∴ T Û S = 68◦ (alt ∠’s, T R k SU )
∴ S T̂ U = 68◦ (SU = ST )
∴ T ŜU = 180◦ − 136◦
= 44◦
19. (a) N S = SM (given)

N T = T R (given)
∴ ST k M R (mid-pt theorem)
(b) N ŜT = 90◦
∴ Area 4SN T = 21 ST (SN ) (corresp. ∠’s, ST k M R)
6 = 21 (4)SN
∴ SN = 3 cm
∴ M N = 6 cm
M R = 2ST = 8 cm
Area 4M N R = 21 M R × M N
= 12 (8)(6)
= 24 cm2
(c) Let ST be x units
∴ M R will be 2x
Let SN be y units
∴MN will be 2y
Area 4SN T = 21 xy
1
2
xy
Area 4M N R = 21 (2x)(2y)
= 2xy
∴ Area 4M N R = 4( 12 xy)
= 4(Area 4SN T )
208
Measurements 12
Exercise 12 - 1
Find the areas of each of the polygons below:
1. 2. 3.
b
5 cm 5 cm
10 cm
10 cm 10 cm
4. 7 cm 3 cm 5. 6.
6 cm
10 cm
5 cm
12 cm 8 cm 5 cm
7. 8. 16 cm
15 cm
10 cm
9 cm 21 cm
1. A = 12 base × height
A = 12 (10)(5)
A = 25 cm2
2. A = length × breadth
A = (10)(5)
A = 50 cm2
3. A = πr2
A = 3,14159(52 )
209
CHAPTER 12. MEASUREMENTS
A = 78,5398 cm2
A ≈ 79 cm2
Note that the radius is half the diameter.
4. A = base × perpendicular height

√
A = (10)( 52 − 32 )
A = (10)(4)
A = 40 cm2
5. h2 = 102 + 82
√
h = 164
h = 12,81 cm
A = 12 base × height
A = 12 (12,81)(20)
A ≈ 128 cm2
6. We first need to construct the perpendicular height. If we do this such that we divide
th base in half we get:
h2 = 3 2 + 5 2
√
h = 34
h = 5,83 cm
A = 12 (6)(5,83)
A = 17,5 cm2
7. Once again we construct the perpendicular height. If we do this such that we divide
the base in half we get:
h2 = 102 + 52
√
h = 125
h = 11,18 cm
A = 12 (10)(11,18)
A = 60 cm2
8. h2 = 152 + 92
√
h = 306
h = 17,49 cm
A = base × height
A = (30)(17,49)
A = 525 cm2
Exercise 12 - 2
1. Calculate the surface area of the following prisms:
210
(a) (b)
10 cm
10 cm
5 cm
7 cm
6 cm
(c)
20 cm
5 cm
10 cm
2. If a litre of paint covers an area of 2 m2 , how much paint does a painter need to cover:
(a) a rectangular swimming pool with dimensions 4 m × 3 m × 2,5 m (the inside walls
and floor only).
(b) the inside walls and floor of a circular reservoir with diameter 4 m and height 2,5
m.
2,5 m
4m
1. (a) Area large rectangle = perimeter of small rectangle × length

= (10 + 7 + 10 + 7) × 6
= 34 × 6
= 204 cm2
Area of 2 ×small rectangle = 2(7 × 10)
= 2(70)
= 140 cm2
Area of large rectangle + 2 ×(small rectangle) = 204 + 140 = 344 cm2
211
(b) Area of large rectangle = circumference of circle × length

= 2π × r × l
= 2π × (5) × 10
= 314,16 cm2
Area of circle = πr2
= π52
= 78,5 cm2
Surface area = area large rectangle + 2(area of circle)
= 314,16 + 2(78,5)
= 471,2 cm2
(c) x2 = 52 + ( 10
2
)2
x2 = 52 + 52
= 25 + 25
√
x = 50
x = 7,07 cm
Perimeter of triangle = 10 + 7,07 + 7,07
= 24,14 cm
Area of large rectangle = perimeter of triangle × length
= 24,14 × 20
= 482,8 cm2
Area of triangle = 21 b × h
1
= 2
× 5 × 10
= 25 cm2
Surface area = area large rectangle + 2(area of triangle)
= 482,8 + 2(25) = 532,8 cm2
2. (a) Surface area = area of bottom of pool+2(area of long sides)+2(area of short sides)
= (4 × 3) + 2(4 × 2,5) + 2(3 × 2,5)
= 12 + 20 + 15
= 47 m2
47
The painter will need 2
= 24 litres of paint (rounded up to the nearest litre).
(b) We first need to work out r:

4
r= 2
=2m
Surface area = area of bottom of reservoir + area of inside of reservoir
= (πr2 ) + (circumference of base × height of reservoir)
= (π(2)2 ) + (2(π)(2) × 2,5)
= 43,98 m
44
The painter will need 2
= 22 litres of paint (rounded up to the nearest litre.
Exercise 12 - 3
Calculate the volumes of the following prisms (correct to one decimal place):
212
1. 2.
10 cm
20 cm
7 cm 5 cm
6 cm 10 cm
3.
10 cm
5 cm
1. V = L × b × h
= 6 × 7 × 10
= 420 cm3
1
2. V = 2
×h×b×H
1
= 2
× 5 × 10 × 20
= 500 cm3
3. V = πr2 h
= π(5)2 (10)
= 785,4 cm3
Exercise 12 - 4
1. Find the total surface area of the following objects (correct to 1 decimal place if neces-
sary):
213
(a) (b)
13 cm
10 cm
5 cm
6 cm
(c) (d)
12 cm
10 cm
b
6 cm 6 cm
2. Find the volume of the following objects (round off to 1 decimal place if needed):
(a) (b)
13 cm
10 cm
5 cm
6 cm
(c) (d)
12 cm
10 cm
b
6 cm 6 cm
3. The solid below is made up of a cube and a square pyramid. Find it’s volume and
surface area (correct to 1 decimal place):
214
11 cm
5 cm
1. (a) Surface area = area of base + area of walls

= πr(r + hs )
= π5(5 + 13)
= 282,74 cm2
(b) We first need to find hb :

(hb )2 = (b)2 − ( 2b )2
= 36 − 9
= 27
hb = 5,20 cm
Surface area = area of base + area of triangular sides
= 21 b(hb + 3hs )
= 21 6(5,20 + 10)
= 45,6 cm2
(c) Surface area = area of base + area of triangular sides

= b(b + 2h)
= 6(6 + 2(12))
= 180 cm2
(d) Surface area = 4πr2

= 4π(10)2
= 1 256,64 cm2
2. (a) Volume = 1
3
× π(r)2 × H
= 31 π(5)2 (13)
= 108,33 cm3
(b) We first need to find h:

(h)2 = (b)2 − ( 2b )2
= 36 − 9
= 27
h = 5,20 cm
1
Volume = 3
× 12 bh × H
1 1
= 3
× 2
(27)(6) × (10)
3
= 270 cm
215
(c) Volume = 1
3
× b2 × H
1 2
= 3
(6) (12)
3
= 144 cm
(d) Volume = 43 πr3

= 34 π(10)3
= 4 188,79 cm3
3. Volume = volume of cube + volume of square pyramid

= (5 × 5 × 5) + 13 (5 × 5 × (11 − 5))
= 175 cm3
Surface area = 5(sides of cube) + 4(triangle faces of pyramid)
= 5(5 × 5) + 4( 12 × 5 × 13
2
)
2
= 190 cm
Exercise 12 - 5
1. If the height of a prism is doubled, how much will its volume increase?
2. Describe the change in the volume of a rectangular prism if:
(a) length and breadth increase by a constant factor of 3
(b) length, breadth and height are multiplied by a constant factor of 2
3. Given a prism with a volume of 493 cm3 and a surface area of 6 007 cm2 , find the new
surface area and volume for a prism if all dimensions are increased by a constant factor
of 4.
1. Volume of prism = area of base × height of prism

new volume = area of base ×2× height
Therefore, the new volume is twice as much as the old volume if the height is doubled.
2. (a) Volume will be 9 times bigger (3 × 3 = 32 = 9).
(b) Volume will be 27 times bigger (3 × 3 × 3 = 33 = 27).
3. Volume = 493 × 43
= 31 552 cm3
Surface area = 6 007 × 42
= 96 112 cm2
216
1. Consider the solids below and answer the questions that follow (correct to one decimal
place, if necessary):
m
10 cm
5c
20 cm
4 cm 3 cm
8 cm
2 cm
4 cm
5 cm
(a) Calculate the surface area of each solid.

(b) Calculate volume of each solid.
(c) If each dimension of the solid is increased by a factor of 3, calculate the new surface
area of each solid.
(d) If each dimension of the solid is increased by a factor of 3, calculate the new volume
of each solid.
2. Consider the solids below:

12 cm
10 cm
3 cm
15 cm 15 cm
b
4 cm
(a) Calculate the surface area of each solid.

(b) Calculate the volume of each solid.
3. Calculate the volume and surface area of the solid below (correct to 1 decimal place):
217
30 cm
50 cm
40 cm
1. (a) Cylinder:
Surface area = 2πr2 + 2πrh
= 2π(4)2 + 2π(4)(10)
= 351,9 cm2
Triangular prism:
Surface area = 2( 12 b × h) + 2(H × S) + (H × b)
= 2( 12 (8)(3)) + 2(20 × 5) + (20 × 8)
= 384 cm2
Rectangular prism:
Surface area = 2[(L × b) + (b × h) + (L × h)]
= 2[(5 × 4) + (4 × 2) + (5 × 2)]
= 72 cm2
(b) Cylinder:
Volume = πr2 h
π(4)2 (10)
= 502,7 cm3
Triangular prism:
1
Volume = 2
× h×b×H
1
= 2
(3)(8)(20)
3
= 240 cm
Rectangular prism:
Volume = L × b × h
=5×4×2
= 40 cm3
(c) Cylinder:
Surface area = 2π(3r)2 + 2π(3r)(3h)
= 2π9(4)2 + 2π(9)(4)(10)
= 3 166,7 cm2
Triangular prism:
Surface area = 2( 12 b × h) + 2(H × S) + (H × b)
= 2( 92 (8)(3)) + 18(20 × 5) + 9(20 × 8)
= 3 456 cm2
Rectangular prism:
Surface area = 2[9(L × b) + 9(b × h) + 9(L × h)]
= 2[9(5 × 4) + 9(4 × 2) + 9(5 × 2)]
218
= 684 cm2
(d) Cylinder:
Volume = π(3r)2 3h
π(3(4))2 (3(10))
= 13 571,9 cm3
Triangular prism:
1
Volume = 2
×h ×b×H
27
= 2
(3)(8)(20)
3
= 6480 cm
Rectangular prism:
Volume = 27(L × b × h)
= 27(5 × 4 × 2)
= 1080 cm3
2. (a) Cone:
√
Surface area = πr2 + 2πr r2 + h2
p
= π(3)2 + 2π(3) (3)2 + (10)2
= 225 cm2
Square pyramid:
Surface area = 4( 12 bh) + A
= 4( 12 (15)(12)) + 152
= 585 cm2
Half sphere:
4πr2
Surface area =
2
= 100 cm2
(b) Cone:
V = 13 πr2 h
= 31 π(3)2 × 10
= 94 cm3
Square pyramid:
V = 31 A × h
= 13 (15)2 × 12
= 900 cm3
Half sphere:
( 4 πr3 )
V = 3
2
( 4 π(4)3 )
= 3
2
= 134 cm3
3. Surface area:
Cylinder:
Surface area = 2πr2 + 2πrh
= 2π(40)2 + 2π(40)(50)
= 22 619,5 cm2
Cone:
√
Surface area = 2πr r2 + h2
√
= 2π(40) 402 + 302
= 12 566,4 cm2
Total surface area = 22 619,5 + 12 566,4 = 35 185,9 cm2
219
Volume:
Cylinder:
V = πr2 h
= π(40)2 (50)
= 251 327,4 cm3
Cone:
V = 31 πr2 h2
= 13 π(40)2 (50)2
= 83 775,8 cm3
Total volume = 251 327,4 + 83 775,8 = 335 103,2 cm3
220

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Everything Maths

Grade 10 Mathematics – Teacher’s guide

An introduction to using Everything Maths for Grade 10

by Siyavula and volunteers

by Siyavula and volunteers

Your freedom to legally copy this book

Siyavula Core Team

Links to support materials

(A123) Go directly to a section

(V123) Video, simulation or presentation

(P123) Practice and test your skills

(Q123) Ask for help or find an answer

See video explanation (Video: V123)

You can get access these videos by:

• viewing them on-line on your mobile or computer

Setting tests with Monassis

See more practice (QM123)

Helping learners find answers

(P78) Visit this section to post or view questions

(QM123) Ask for help or find an answer

2 Equations and inequalities 61

6 Finance and growth 117

8 Analytical geometry 145

11 Euclidean geometry 185

Support for educators

First Layer: educator collaboration

• form an online workgroup around the content;

Second Layer: classroom engagement

• create more graphical representations of the content;

• present an alternative explanation;

Third Layer: beyond the classroom

• look up content themselves;

• learners gain an appreciation of how science is changing;

Tell us how to improve the book

On the Web, everyone can be a

Looking for Little Green Men

or tell your class about.

You are a computer, too

produced a short series on citizen science http://www.bbc.co.uk/radio4/science/citizenscience.shtml

• Teachers Monthly - Education News and Resources

· “We eat, breathe and live education! “

• Head Thoughts – Personal Reflections of a School Headmaster

· blog by Arthur Preston

• CEO: Circumspect Education Officer - Educating The Future

· blog by Robyn Clark

• dy/dan - Be less helpful

· blog by Dan Meyer

• Overthinking my teaching - The Mathematics I Encounter in Classrooms

· blog by Christopher Danielson

• A Recursive Process - Math Teacher Seeking Patterns

· blog by Shawn Cornally

• providing access to higher education;

• providing employers with a sufficient profile of a learner’s competencies.

Social Transformation Redressing imbalances of the past.

Active and Critical Learning Encouraging an active and critical approach to

High Knowledge and Skills Learners achieve minimum standards of knowl-

Progression Content and context shows progression from

Credibility, Quality and Efficiency Providing an education that is globally compara-

Curriculum requirements and objectives