REMOTE LEARNING ACTIVITY BOOK

(RELAB)

SUBJECT: MATHEMATICS

GRADE: 10

TEACHER GUIDE

TERM 1 – TERM 4

Iiiiiiiii

1
A. TABLE OF CONTENTS

PAGE

1 Introduction and Purpose 3

2 Term 1 4 – 45

3 Term 2 46 – 95

4 Term3 96 – 125

5 Term 4 126 - 135

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

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

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

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

RELAB further prepares learners for formal assessment.

3
 TERM 1

WEEK TOPIC SUBTOPIC

1 Algebraic 1. Understand that real numbers can be rational or irrational.

2. Establish between which two integers a given simple surd lies
Expression
2 3. Round real numbers to an appropriate degree of accuracy.
4. Multiplication of a binomial by a trinomial.
3 5. Factorization to include types taught in Grade 9 and:
• trinomials
• grouping in pairs
• sum and difference of two cubes
4 6. Simplifying, adding and subtracting algebraic fractions using factorization with
denominators of cubes (limited to sum and difference of cubes).

5 Exponents , Revise laws of exponents learnt in Grade 9 where

x, y  0; m, n  Z:
Equation,
and • x m  x n = x m+ n
• x m  x n = x m−n
Inequalities
(x )
n
•
m
= x mn

x m  y m = ( xy )
m 1
• x−n = , x  0 and x0 = 1 ,
Also, by definition: x n

x0
• Use the laws of exponents to simplify expressions and solve equations, accepting that
the rules also hold for m, n  Q.
1. Revise the solution of linear equations.
2. Solve quadratic equations (by factorisation).
6 Solve simultaneous linear equations in two unknowns.
Solve word problems involving linear, quadratic or simultaneous linear equations
7 Solve literal equations (changing the subject of a formula).
Solve linear inequalities (and show solution graphically). Interval notation must be
known.
8 Euclidean • Revise basic results established in earlier grades: lines, angles, congruency,
Geometry similarity.
• Revise theorem of Pythagoras and properties of Quadrilaterals
Define the following special quadrilaterals: the kite, parallelogram, rectangle, rhombus,
square and trapezium. Investigate and make conjectures about the properties of the
sides, angles, diagonals
9 PROVE THE FOLLOWING THEOREMS: Examinable
• The opposite sides and angles of a parallelogram are equal
The diagonals of a parallelogram bisect each other.
10 • If one pair of opposite sides of a quadrilateral are equal and parallel the quadrilateral
is a parallelogram.
The diagonals of a rectangle are equal.

4
 WEEK : ALGEBRAIC EXPRESSION

CONTENT
1. Understand that real numbers can be rational or irrational.
2. Establish between which two integers a given simple surd lies

SOLUTIONS

ACTIVITY: ONE

Number Real Non- Real Rational Irrational Whole Natural Integer

(ℝ) (ℝ’) (ℚ) (ℚ’) (ℕ𝟎 ) (ℕ) (ℤ)

0 ✓ ✓ ✓ ✓

−𝟗 ✓ ✓ ✓

√𝟑 ✓ ✓

𝟏𝟑 ✓ ✓
𝟏𝟔

−𝟏, 𝟒𝟓 ✓ ✓

√−𝟐𝟕 ✓

(√−𝟑)
𝟐 ✓ ✓ ✓

𝟐𝝅 ✓ ✓
𝟑
√−𝟑𝟒𝟑 ✓ ✓ ✓

ACTIVITY: TWO

QUESTION 1

1.1

1.1.1 -5,

1.1.2 -11 and 0

1.1.3 15

1.2

5
 1.2.1 Always natural number

1.2.2 Not always natural number. If the value of ‘a’ is smaller than value of
‘b’.

1.2.3 Always natural number

1.2.4 Not always natural number. If the value of ‘a’ is not the multiple of the
value of ‘b’.

1.3

1.3.1 36< 39 < 49

∴ √36 < √39 < √49

∴ 6 < √39 < 7

∴ √39 lies between the integers 6 and 7.

QUESTION 2

2.1 Irrational

2.2 Rational

2.3 Non-real

QUESTION 3
3.1 88 1
100
3.2 49 < 45 < 64 2

∴ √49 < √45 < √64

∴ 7 < √45 < 8

∴ √45 lies between the integers 7 and 8.

3.3 = 1+ 2+1 1

=4

[4]

6
QUESTION 4

4.1

4.1.1 4,3769 1

4.1.2 2,7 1

4.2

4.2.1 p =√62 + 4(2)(2) 2

=√52

= 2√13

4.2.1 Irrational. 1

4.2.3 p lies between 7 and 8 2

4.3

4.3.1 0,63̇ = 0,633333 … 2

Let 𝑥 = 0,63̇

10𝑥 = 6, 3̇ → 𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝟏

100𝑥 = 63, 3̇ → 𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝟐

𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2 - 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1

90𝑥 = 57
57
𝑥 = 90

19
𝑥 = 30

4.3.2 0,124̇ = 0,1244444 … 3

Let 𝑥 = 0,124̇

100𝑥 = 12, 4̇ → 𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝟏

1000𝑥 = 124, 4̇ → 𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝟐

7
𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 2 - 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛 1

900𝑥 = 112

112
𝑥=
900

28
𝑥=
225

[12]

8
 WEEK 2: TOPIC: ALGEBRAIC EXPRESSIONS

CONTENT:
Round real numbers to an appropriate degree of accuracy.
. Multiplication of a binomial by a trinomial.

SOLUTIONS

ACTIVITY: ONE

QUESTION 1

1.1 (3𝑥 + 2)(2𝑥 2 − 5𝑥 + 3) 3

= 6𝑥 3 − 15𝑥 2 + 9𝑥 + 4𝑥 2 − 10𝑥 + 6

= 6𝑥 3 − 11𝑥 2 − 𝑥 + 6

1.2 (2𝑥 + 3)(2𝑥 2 − 1) − 4𝑥 3 3

= 4𝑥 3 − 2𝑥 + 6𝑥 2 − 3 − 4𝑥 3

= 6𝑥 2 − 2𝑥 − 3

1.3 (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 ) 2

= 𝑥 3 − 𝑥 2 𝑦 + 𝑥𝑦 2 + 𝑥 2 𝑦 − 𝑥𝑦 2 + 𝑦 3

= 𝑥3 + 𝑦3

1.4 2 2
1
( − 𝑥)
3

1 1 1
= − 𝑥 − 𝑥 + 𝑥2
9 3 3

2 1
= 𝑥2 − 𝑥 +
3 9

[10]

9
QUESTION 2

2.1

2.1.1 (2𝑥 + 3)(𝑥 − 6) 2

= 2𝑥 2 − 12𝑥 + 3𝑥 − 18

= 2𝑥 2 − 9𝑥 − 18

2.1.2 (𝑥 2 − 6𝑥 + 9) (𝑥 + 2 ) 2

= 𝑥 3 + 2𝑥 2 − 6𝑥 2 − 12𝑥 + 9𝑥 + 18

= 𝑥 3 − 4𝑥 2 − 3𝑥 + 18

2.2

2.2.1 (𝑦 − 5)(7𝑦 2 − 6𝑦 − 8) 2

= 7𝑦 3 − 6𝑦 2 − 8𝑦 − 35𝑦 2 + 30𝑦 + 40

= 7𝑦 3 − 41𝑦 2 + 22𝑦 + 40

2.2.2 1 1 3 3
( − )
𝑥 𝑦

1 1 1 1 1 1
= ( − )( − )( − )
𝑥 𝑦 𝑥 𝑦 𝑥 𝑦

1 1 1 2 1
= ( − )( 2 − + 2)
𝑥 𝑦 𝑥 𝑥𝑦 𝑦

1 2 1 1 2 1
= − + − + −
𝑥 3 𝑥 2 𝑦 𝑥𝑦 2 𝑥 2 𝑦 𝑥𝑦 2 𝑦 3

10
 WEEK 3: TOPIC: ALGEBRAIC EXPRESSIONS

CONTENT
• trinomials
• grouping in pairs
• sum and difference of two cubes

SOLUTIONS

ACTIVITY: ONE

QUESTION 1

1.1

1.1.1 2𝑎2 + 9𝑎 − 5 2

= (2𝑎 − 1)(𝑎 + 5)

1.1.2 𝑎2 + 𝑎(4 + 𝑏) + 4𝑏 3

= 𝑎2 + 4𝑎 + 𝑎𝑏 + 4𝑏

= (𝑎2 + 4𝑎) + (𝑎𝑏 + 4𝑏)

= 𝑎(𝑎 + 4) + 𝑏(𝑎 + 4)

= (𝑎 + 𝑏)(𝑎 + 4)

1.1.3 𝑟 2 (𝑟 − 𝑠) − 𝑟 + 𝑠 3

= 𝑟 3 − 𝑟 2𝑠 − 𝑟 + 𝑠

= (𝑟 3 − 𝑟 2 𝑠) + (−𝑟 + 𝑠)

= 𝑟 2 (𝑟 − 𝑠) − (𝑟 − 𝑠)

= (𝑟 2 − 1)(𝑟 − 𝑠)

1.1.4 𝑥3 + 1 2
𝑥2 − 𝑥 + 1

(𝑥+1)(𝑥 2 −𝑥+1)
=
(𝑥 2 −𝑥+1)
=𝑥+1

11
1.2

1.2.1 𝑥 4 − 81

= (𝑥 2 − 9)(𝑥 2 + 9)

= (𝑥 − 3)(𝑥 + 3)(𝑥 2 + 9)

1.2.2 6𝑥 2 𝑦 − 10𝑥𝑦 + 15𝑥 − 25

= (6𝑥 2 𝑦 − 10𝑥𝑦) + (15𝑥 − 25)

= 2𝑥𝑦(3𝑥 − 5) + 5(3𝑥 − 5)

= (2𝑥𝑦 + 5)(3𝑥 − 5)

1.2.3 𝑥 2 + 9𝑥 + 8

= (𝑥 + 1)(𝑥 + 8)

1.2.4 (𝑡 − 1)2 + 9(𝑡 − 1) + 8

= [(𝑡 − 1) + 1][(𝑡 − 1) + 8] = (𝑡)(𝑡 + 7)

1.2.5 2𝑥 2 + 2𝑝𝑥 − 2𝑚𝑥 − 2𝑚𝑝

= (2𝑥 2 + 2𝑝𝑥) + (−2𝑚𝑥 − 2𝑚𝑝)

= 2𝑥(𝑥 + 𝑝) − 2𝑚(𝑥 + 𝑝)

= (2𝑥 − 2𝑚)(𝑥 + 𝑝)

= 2(𝑥 − 𝑚)(𝑥 + 𝑝)

QUESTION 2

2.1 5𝑥 2 − 13𝑥 − 6 2

= (5𝑥 + 2)(𝑥 − 3)

2.2 8𝑥 3 125 3
− 3
𝑎3 𝑏

2𝑥 5 4𝑥 2 10𝑥 25
=( − )( 2 + + )
𝑎 𝑏 𝑎 𝑎𝑏 𝑏2

12
2.3 𝑥 2 − 𝑦 − 𝑥𝑦 − 1 4

= (𝑥 2 − 1) + (−𝑥𝑦 − 𝑦)

= (𝑥 − 1)(𝑥 + 1) − 𝑦(𝑥 + 1)

= (𝑥 + 1)(𝑥 − 1 − 𝑦)

[9]

QUESTION 3

Area= 2𝑥 2 − 4𝑥 − 16

Length= 2𝑥 + 4

Breath=?

𝐴 = 𝑙×𝑏

∴ 2𝑥 2 − 4𝑥 − 16 = 𝑏(2𝑥 + 4)

∴ 2(𝑥 2 − 2𝑥 − 8) = 2𝑏(𝑥 + 2)

∴ 2[(𝑥 + 2)(𝑥 − 4)] = 2𝑏(𝑥 + 2)

∴ 𝑏𝑟𝑒𝑎𝑡ℎ = 𝑥 − 4

13
 WEEK 4: TOPIC: ALBEBRAIC EXPRSSION

CONTENT:
Simplifying, adding and subtracting algebraic fractions using factorization with denominators of
cubes (limited to sum and difference of cubes).

SOLUTIONS

𝑎
A fraction has a numerator and a denominator→ 𝑏

Adding and subtracting algebraic fractions

• First factorise
• Determine the Lowest Common Denominator
• Add the fractions

SOLUTIONS

QUESTION

1.1

1.1.1 4𝑥 + 12 3𝑥 + 16
−
3 4

4(4𝑥 + 12) − 3(3𝑥 + 16)

=
12

16𝑥 + 48 − 9𝑥 − 48
=
12

7𝑥
=
12

14
1.1.2 4𝑎 + 8 2𝑎 + 4
÷
6𝑥 − 12 3𝑥 − 3

4(𝑎 + 2) 3(𝑥 − 1)
= ×
6(𝑥 − 2) 2(𝑎 + 2)

12(𝑥 − 1)
=
12(𝑥 − 2)

(𝑥 − 1)
=
(𝑥 − 2)

1.1.3 3𝑥 2 − 17𝑥 − 6 9𝑥 2 − 1
−
3𝑥 − 18 9𝑥

(3𝑥 + 1)(𝑥 − 6) (3𝑥 − 1)(3𝑥 + 1)

= −
3(𝑥 − 6) 9𝑥

3𝑥+1 9𝑥 2 −1
= −
3 9𝑥

9𝑥(3𝑥 + 1) − 3(9𝑥 2 − 1)
=
21𝑥

27𝑥 2 + 9𝑥 − 27𝑥 2 + 3
=
21𝑥

9𝑥 + 3
=
21𝑥

3(3𝑥 + 1)
=
21𝑥

3𝑥 + 1
=
21𝑥

1.1.4 𝑥 3 + 3𝑥 2 + 3𝑥 + 1
𝑥 3 + 2𝑥 2 + 𝑥

(𝑥 3 + 1) + (3𝑥 2 + 3𝑥)
=
𝑥(𝑥 2 + 2𝑥 + 1)

15
 (𝑥 + 1)(𝑥 2 − 𝑥 + 1) + 3𝑥(𝑥 + 1)
=
𝑥(𝑥 2 + 2𝑥 + 1)

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

(𝑥 + 1)(𝑥 2 + 2𝑥 + 1)
=
𝑥(𝑥 2 + 2𝑥 + 1)

𝑥+1
=
𝑥

1.1.5 3𝑥 2𝑥 + 1
− 2
𝑥2 − 1 𝑥 − 2𝑥 + 1

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

3𝑥(𝑥 − 1) − (2𝑥 + 1)(𝑥 + 1)

=
(𝑥 + 1)(𝑥 − 1)2

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

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

𝑥 2 − 6𝑥 − 1
=
(𝑥 + 1)(𝑥 − 1)2

1.2

1.2.1 a 2 b 3 + 3ab 2
ab

𝑎𝑏 2 (𝑎𝑏 + 3)
=
𝑎𝑏

= 𝑏(𝑎𝑏 + 3)

16
1.2.2 x − 3 2x + 1
−
2 5

5(𝑥 − 3) − 2(2𝑥 + 1)
=
10

5𝑥 − 15 − 4𝑥 − 2
=
10

𝑥 − 17
=
10

1.2.3 (3𝑥 − 1)2 − (2𝑥 + 1)2

5𝑥 2 − 10𝑥

9𝑥 2 − 6𝑥 + 1 − (4𝑥 2 + 4𝑥 + 1)
=
5𝑥 2 − 10𝑥

9𝑥 2 − 6𝑥 + 1 − 4𝑥 2 − 4𝑥 − 1
=
5𝑥 2 − 10𝑥

5𝑥 2 − 10𝑥
= 2
5𝑥 − 10𝑥

=1

1.2.4 2𝑥 2 − 8 2𝑥 2 + 6𝑥
÷ 2
𝑥2 − 𝑥 − 6 𝑥 −9

2(𝑥 − 2)(𝑥 + 2) (𝑥 − 3)(𝑥 + 3)

= ×
(𝑥 − 3)(𝑥 + 2) 2𝑥(𝑥 + 3)

2(𝑥−2)
= 2𝑥

𝑥−2
=
𝑥

17
1.2.5 3 x−2
4
− 2  x3
x x

3 𝑥−2 1
= − 2 × 3
𝑥4 𝑥 𝑥

3 𝑥−2
= − 5
𝑥4 𝑥

3𝑥 − (𝑥 − 2)
=
𝑥5

3𝑥 − 𝑥 + 2
=
𝑥5

2𝑥 + 2
=
𝑥5

2(𝑥 + 1)
=
𝑥5

18
 WEEK 5: ALGEBRA

CONTENT:
Revise laws of exponents learnt in Grade 9 where
• . Use the laws of exponents to simplify expressions and solve equations, accepting that the rules
also hold for m, n  Q.
Revise the solution of linear equations.
Solve quadratic equations (by factorisation

SOLUTIONS

QUESTION 1

1.1 32𝑥 . 3−𝑥

3𝑥
= 32𝑥−𝑥−𝑥

= 30

=1

1.2 2 x +1.32 x −1
18 x

2𝑥+1 . 32𝑥−1
=
(2 × 32 )𝑥

2𝑥+1 . 32𝑥−1
=
2𝑥 . 32𝑥
= 2𝑥+1−𝑥 . 32𝑥−1−2𝑥

= 2. 3−1

1
= 2.
3
2
=
3
1.3 4 2 n+1.3n+1
2 4 n+ 2.3n−1

(22 )2𝑛+1 . 3𝑛+1

=
24𝑛+2 . 3𝑛−1

19
 24𝑛+2 . 3𝑛+1
= 4𝑛+2 𝑛−1
2 .3
= 24𝑛+2−4𝑛−2 . 3𝑛+1−𝑛+1

= 20 .32

=1×9

=9

QUESTION 2

2.1 (𝑥 − 3)(𝑥 − 1) = 0

𝑥 = 3 𝑜𝑟 𝑥 = 1

2.2 5𝑥 2 − 𝑥 = 0

𝑥(5𝑥 − 1) = 0

𝑥 = 0 𝑜𝑟 5𝑥 = 1
1
𝑥=5

QUESTION 3

3.1 8( x + 1) − 7 x = 7(3 − x)

8𝑥 + 8 − 7𝑥 = 21 − 7𝑥

8𝑥 = 13

13
𝑥=
8
3.2 5 x  25 x +1 = 1

5𝑥 × (52 )𝑥+1 = 50

5𝑥 × 52𝑥+2 = 50

5𝑥+2𝑥+2 = 50

53𝑥+2 = 50

3𝑥 + 2 = 0

20
 3𝑥 = −2

2
𝑥=−
3
3.3 ( x + 2)( x − 3) = 6

𝑥2 − 𝑥 − 6 − 6 = 0

𝑥 2 − 𝑥 − 12 = 0

(𝑥 − 4)(𝑥 + 3) = 0

𝑥 = 4 𝑜𝑟 𝑥 = −3

QUESTION 4

4.1 x(3x − 5) = −2

3𝑥 2 − 5𝑥 + 2 = 0

(3𝑥 − 2)(𝑥 − 1) = 0

3𝑥 = 2 𝑜𝑟 𝑥 = 1

2
𝑥=
3
4.2 x + 3 7 − 3x
=
2 3

L.C.D: [6]

3(𝑥 + 3) = 2(7 − 3𝑥)

3𝑥 + 9 = 14 − 6𝑥

9𝑥 = 5

5
𝑥=
9

21
QUESTION 5

5.1 6𝑥 2 = 3x

6𝑥 2 − 3𝑥 = 0

3𝑥(2𝑥 − 1) = 0

3𝑥 = 0 𝑜𝑟 2𝑥 = 1

1
𝑥 = 0 𝑜𝑟 𝑥 =
2
5.2 2( x + 4) x
= x +1−
3 3
2𝑥 + 8 𝑥 + 1 𝑥
= −
3 1 3
L.C.D: [3]

2𝑥 + 8 = 3(𝑥 + 1) − 𝑥

2𝑥 + 8 = 3𝑥 + 3 − 𝑥

2𝑥 − 3𝑥 + 𝑥 = 3 − 8

0 ≠ −5

No solution

QUESTION 6

6.1 2𝑥 + 3 = 3(𝑥 − 7)

2𝑥 + 3 = 3𝑥 − 21

−𝑥 = −24

𝑥 = 24

6.2 4𝑥 − 256 = 0

4𝑥 = 256

22𝑥 = 28

2𝑥 = 8

𝑥=4

22
 WEEK 6: TOPIC: ALGEBRA

CONTENT:
Solve simultaneous linear equations in two unknowns.
Solve word problems involving linear, quadratic or simultaneous linear equations

SOLUTIONS

QUESTION 1
Solve for x and y:

1.1

a
a) 𝑥 − 𝑦 = 2……………… (eqn 1)

2𝑥 + 𝑦 = 10………………. (eqn2)

From (eqn 1) 𝑥 = 2 + 𝑦 ……….(eqn3)

Substitute (eqn3) into (eqn 2)

2(2 + 𝑦) + 𝑦 = 10

4 + 2𝑦 + 𝑦 = 10

3𝑦 = 10 − 4

3𝑦 = 6……
3𝑦 6
= 3…………………….. (divide both sides by 3)
3

𝑦 = 2…………………….(eqn4)

Substitute eqn 4 into eqn3

𝑥 = 2+2

𝑥=4

23
b
y − 3x = −2 ………………1

7 x − 2 y = 8 ………………2

From 1: 𝑦 = 3𝑥 − 2 …………………3

Substitute 3 into 2

7𝑥 − 2(3𝑥 − 2) = 8

7𝑥 − 6𝑥 + 4 = 8

𝑥 = 8−4

𝑥 = 4 …………….4

Substitute 4 into 2

𝑦 = 3(4) − 2

𝑦 = 10

c
c) 3x + 5 y = 8 ………………1

x − 2 y = −1 ………………2

From 2

𝑥 = 2𝑦 − 1……………..3

Substitute 3 into 1

3(2𝑦 − 1) + 5𝑦 = 8

6𝑦 − 3 + 5𝑦 = 8

11𝑦 = 11……………. (Divide both sides by 11)

𝑦 = 1…………………4

Substitute 4 into 3

𝑥 = 2(1) − 1

𝑥=1

24
d
7 x − 3 y = 41 ……………..1

3x − y = 17 ………………..2

From 2

𝑦 = 3𝑥 − 17 … … … … … … … … … 3

𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 3 𝑖𝑛𝑡𝑜 1

7𝑥 − 3(3𝑥 − 17) = 41

7𝑥 − 9𝑥 + 51 = 41

−2𝑥 = 41 − 51

−2𝑥 = −10 … … . . ( 𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 − 2)

𝑥=5

Substitude 4 ino 3

𝑦 = 3(5) − 17

𝑦 = −2

e)
𝑥 − 𝑦 = 2 ………………………1

2 x + y = 10 ………………………..2

From 1: 𝑥 = 𝑦 + 2…………….3

Substitute 3 into 2

2(𝑦 + 2) + 𝑦 = 10

2𝑦 + 4 + 𝑦 = 10

3𝑦 + 4 = 10

3𝑦 = 10 − 4

3𝑦 = 6 (Divide both sides by 3)

𝑦 = 2……………………….4

25
 Sustitute 4 ino 3

:𝑥 =2+2

:𝑥=4

f)
f) 𝑥 + 𝑦 = −5 ………………………………….1

3x + y = −9 ………………………………….2

From 1: 𝑥 = −𝑦 − 5…………………….3

Substitute 3 into 2

3(−𝑦 − 5) + 𝑦 = −9

−3𝑦 − 15 + 𝑦 = −9

−2𝑦 = −9 + 15

−2𝑦 = −9 + 15

−2𝑦 = 6

𝑦 = −3……………………….4

Substitute 4 into 3

𝑥 = −(−3) − 5

𝑥 = −2

26
2.1 The second number is: 𝑥 + 2

The third number is : (𝑥 + 2)2

2.2 𝑥 + (𝑥 + 2) + (𝑥 + 2)2 = 33

2.3 𝑥 + 𝑥 + 2 + 𝑥 2 + 4𝑥 + 4 = 33

2𝑥 + 2 + 𝑥 2 + 4𝑥 + 4 − 33 = 0

𝑥 2 + 6𝑥 − 27 = 0

2.4 𝑥 2 + 6𝑥 − 27 = 0

(𝑥 + 9)(𝑥 − 3) = 0

𝑥 = −9 𝑜𝑟 𝑥 = 3

2.5 -9; -7; 49 or 3;5;25

27
 WEEK 7: TOPIC: ALGEBRA

CONTENT:
. Solve literal equations (changing the subject of a formula).
Solve linear inequalities (and show solution graphically). Interval notation must be known.

SOLUTIONS

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

1 −8 ≤ 3𝑥 − 2 < 10 where x is a Real Number

−8 + 2 ≤ 3𝑥 − 2 + 2 < 10 + 2

−6 ≤ 3𝑥 < 12

−2 ≤ 𝑥 < 4

-3 -2 -1 0 1 2 3 4 5 6

2 2. Solve for x: −5 ≤ 𝑥 − 2 < 10 , where 𝑥 ∈ℝ, (represent the answer on the

number line)

−5 + 2 ≤ 𝑥 − 2 + 2 < 10 + 2 ,

−3 ≤ 𝑥 < 12 ,

-3 -2 -1 0 3 6 9 12 15 18

28
3 3 Solve for x where −3 ≤ 4𝑥 − 2 < 10

−3 + 2 ≤ 4𝑥 − 2 + 2 < 10 + 2

−1 ≤ 4𝑥 < 12

−1 4𝑥 12
≤ <
4 4 4
−1
≤𝑥<3
4

3.1 Represent your answer on a number line. (4)

𝟏 𝟏 𝟏 𝟑 𝟒 𝟓 𝟑 𝟕 𝟗 𝟓 𝟏𝟏
−𝟒 0 𝟒 𝟐 𝟒 𝟒 𝟒 𝟐 𝟒
𝟐 𝟒 𝟐 𝟒
𝟑

4 4. Solve the following inequality. Illustrate the answer on a number line if x

is a real number.
3𝑥−2
−4 ≤ ≤8 (4)
2

3𝑥 − 2
−4 × 2 ≤ ×2≤8×2
2

−8 ≤ 3𝑥 − 2 < 16

−8 + 2 ≤ 3𝑥 − 2 + 2 < 16 + 2

−6 ≤ 3𝑥 < 18

6 3𝑥 18
− ≤ <
3 3 3

∴ −2 ≤ 𝑥 < 6

-3 -2 -1 0 3 6 9 12 15 18

29
QUESTION 2

2.1 1
𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
1 2
𝑠 − 𝑢𝑡 = 𝑎𝑡
2
2 1 2
(𝑠 − 𝑢𝑡) × = 2 𝑎𝑡 2 × 𝑡 2
𝑡2

2(𝑠 − 𝑢𝑡)
𝑎=
𝑡2

2.2 𝑝𝑉 = 𝑛𝑅𝑇
𝑝𝑉 𝑅𝑇
= 𝑛 𝑅𝑇
𝑅𝑇

𝑝𝑉
𝑛=
𝑅𝑇

2.3 1 2𝑏
+ =2
𝑏 𝑥

2𝑏 1
= 2−𝑏
𝑥

2𝑏 2𝑏−1
=
𝑥 𝑏

𝑥 𝑏
= 2𝑏−1
2𝑏

2𝑏 2
𝑥=
2𝑏 − 1

2.4 𝑉 = 𝜋𝑟 2 ℎ

𝑉 𝜋𝑟 2 ℎ
=
𝜋ℎ 𝜋ℎ
𝑉
= 𝑟2
𝜋ℎ

𝑉
𝑟 = √𝜋ℎ

30
2.5 ℎ𝑐
𝐸=
𝛾

ℎ𝑐
𝐸×𝛾 = ×𝛾
𝛾

𝐸𝛾 = ℎ𝑐

𝐸𝛾 ℎ𝑐
=
𝑐 𝑐
𝐸𝛾
ℎ=
𝑐

2.6 𝐴 = 2𝜋𝑟ℎ + 2𝜋𝑟

𝐴 − 2𝜋𝑟 = 2𝜋𝑟ℎ

𝐴 − 2𝜋𝑟 2𝜋𝑟ℎ
=
2𝜋𝑟 2𝜋𝑟
𝐴−2𝜋𝑟
ℎ= 2𝜋𝑟

2.7 1
𝐸 = 𝑚𝑔ℎ + 𝑚𝑣 2
2
1
𝐸 = 𝑚 (𝑔ℎ + 𝑣 2 )
2
1
𝐸 𝑚 (𝑔ℎ + 2 𝑣 2 )
=
1 1
(𝑔ℎ + 2 𝑣 2 ) (𝑔ℎ + 2 𝑣 2 )

𝐸
𝑚=
1
(𝑔ℎ + 2 𝑣 2 )

2.8 𝑐 = √𝑎 2 + 𝑏 2
2
𝑐 2 = (√ 𝑎 2 + 𝑏 2 )

𝑐 2 = 𝑎2 + 𝑏 2

31
 𝑏 2 = 𝑐 2 − 𝑎2

𝑏 = √𝑐 2 − 𝑎 2

2.9 1 1 1
= +
𝑣 𝑢 𝑤
1 1 1
= −
𝑢 𝑣 𝑤
1 1𝑤 − 1𝑣
=
𝑢 𝑣𝑤

𝑣𝑤
∴𝑢=
1𝑤 − 1𝑣

32
 WEEK 8: TOPIC: EUCLIDEAN GEOMETRY

CONTENT:
Lines , Triangles and Quadrilaterals

SOLUTIONS

1.1 C
1.2 D

1.3 A

1.4 D

1.5 F

1.6 E

Match each quadrilateral with the property that best describes it.
Property
2.1 F
2.2 C
2.3 D
2.4 B
2.5 G
2.6 E
2.7 A

33
EXERCISE 3

QUESTION 1

In RAV and VER:

RE = AV (given)

RA = EV (given)

RV common

 RAV ≡ VER (S, S, S)

 A = E (corresponding angles in congruent triangles are equal

34
1.2. Square ABCD has diagonals AC and BD intersecting at E.

1.2.1.

The opposite sides of a rectangle are parallel.

The opposite sides of a rectangle are equal.

All angles of a rectangle are equal to 90.

1.2.2. Use square ABCD to show that the diagonals of a square bisect at right angles. (7)

Learner needs to show that any two adjacent triangles are congruent.

In AEB and CEB:

AB = BC (given)

A1 = C1 (ABC isosceles)

BE common

 AEB ≡ CEB (S, , S)

 AE = EC and

AEB = CEB = 90 (equal angles on straight line AEC)

Similarly, in AEB and AED, BE = ED and AEB = AED = 90

 the diagonals of a square bisect at 90

35
 QUESTION 2

2.1.1 Diagonal OE is drawn. (Note that

learners can also draw diagonal

HM and proceed in the same way as

below).

In HOE and MEO:

O1 = E2 (alt. ’s; given OH || ME)

O2 = E1 (alt. ’s; given HE || OM)

OE common

 HOE ≡ MEO (,, corresp. S)

 HE = OM and OH = ME

(corresponding sides in congruent triangles are equal)

2.1.2 O1 + O2 = E1 + E2 (alt. ’s; shown above)

 E = O

2.1.3 A1 = A2, M = Z and E1 = E2

36
2.2. A kite is a quadrilateral with two pairs of adjacent sides equal. Kite AMEZ has

adjacent sides equal. Kite AMEZ has diagonals AE and MZ intersecting at D.

2.2.1 A1 = A2, M = Z and E1 = E2

2.2.2 In MAD and ZAD:

AM = AZ (given)

A1 = A2 (from above)

AD common

 MAD ≡ ZAD (S, included , S)

 D1 = D2 = 90 (equal angles on straight line MDZ)

and MD = DZ

 the diagonals of a kite intersect at 90 and at least one diagonal is bisected.

37
QUESTION 3

3.1. Parallelogram HOME has diagonals HM and OE intersecting at R.

3.1.1 The opposite sides of a parallelogram are parallel.

The opposite sides of a parallelogram are equal.

The opposite angles of a parallelogram are equal

3.1.2 In HOR and MER:

OH = ME (opposite sides of a parallelogram are equal)

O1 = E2 (alt. ’s; given OH || ME)

H2 = M1 (alt. ’s; given OH || ME)

 HOR ≡ MER (,, corres. S)

 HR = RM and OR = RE (corresponding sides in congruent triangles are equal)

38
3.2.1 In PLA and YAP

LPA = AYP = 90

PAL = APY (alternate angles equal, AL || PY)

 L = PAY (sum of angles in triangle = 180)

3.2.2 A kite has two disjoint adjacent pairs of sides equal.

A kite has one pair of opposite angles equal.

3.2.3 LPY = 90 + APY

LAY = 90 (co-interior angles equal, PY || LA)

 LPY  LAY

39
 WEEK 9: TOPIC: EUCLIDEAN GEOMETR

CONTENT:
I PROVE THE FOLLOWING THEOREMS: Examinable
• The opposite sides and angles of a parallelogram are equal
• The diagonals of a parallelogram bisect each other.

SOLUTION

STEPS OF SOLVING A GEOMETRIC RIDER

STEP 1

• Analyse the diagram

STEP 2

• Analyse the diagram by paying attention to key words

• Look for information the diagram which can be helpful and useful
• Use colours to mark off equal angles /sides
• Look for implied information

STEP 3

• Brainstorm and develop a rough proof

• Link information you have acquired

STEP 4

• Rewrite a formal proof

Examples of KEY words

• Parallel lines
• Triangle information
• parallelogram
• Intersecting lines
• square
• rectangle

40
1.

2 x − 30 2 x + 10

• Determine the sizes of the interior angles of parallelogram ABCD.

𝐴̂ + 𝐷
̂ = 180° co – inter angles supp
2𝑥 − 30° + 2𝑥 + 10° = 180°
4𝑥 − 20° = 180°
4𝑥 = 200°
𝑥 = 50°
𝐴̂ = 2𝑥 − 30°
𝐴̂ = 2(50) − 30°
𝐴̂ = 70°
∴𝐷 ̂ = 110°
𝐶̂ = 70°
̂ = 110°
𝐷

2. PQRS is a parallelogram with P̂ = 60 and PQ = PS .

60

Calculate the sizes of R̂ , Sˆ1 , Q

ˆ ,Q
1
ˆ and Ŝ .
2 2

𝑅̂ = 60° opp. Angles of a parm are equal

𝑆̂1 = 60° angles opp equal sides

𝑄̂1 = 60° angles opp equal sides

𝑆𝑅 = 𝑃𝑄 opp angles of a parm are equal

∴ 𝑄𝑅 = 𝑃𝑆 opp angles of a parm are equal

∆𝑆𝑄𝑅 is an equilateral triangle

∴ 𝑄̂2 = 60°

∴ 𝑆̂2 = 60°

41
3. KLMN is a parallelogram

5x −12

3x + 18

̂=𝑀
𝐾 ̂ opp angles of a parm are equal

5𝑥 − 12° = 3𝑥 + 18°

∴ 𝑥 = 15°

̂ = 5𝑥 − 12° = 5(15) − 12 = 63°

𝐾

̂ = 63°
𝑀

𝐿̂ + 𝑀
̂ = 180° co - interior angles suppl

63° + 𝐿̂ = 180°

𝐿̂ = 117°

⃛ = 117° opp angles of a parm are equal

𝑁

80

35

𝐴̂ + 𝐵̂ + 𝐶̂ 180 sum of angles of a tringle are supp.

80° + 35° + 𝐵̂ = 180°

∴ 𝐵̂ = 65°

𝐸̂2 = 65° opp angles of a parm are equal

𝐵̂ + 𝑀
̂2 = 180° co-interior angles are supp

̂2 = 180°
65° + 𝑀

̂2 = 115°
∴𝑀

∴ 𝐸̂2 = 115° opp angles of a parm are equal.

42
 WEEK 10: TOPIC: EUCLIDEAN GEOMETRY

CONTENT:
• If one pair of opposite sides of a quadrilateral are equal and parallel the quadrilateral
is a parallelogram.
• The diagonals of a rectangle are equal.

SOLUTIONS

P S

Q R

Prove that PQR  SQR .

1. In PQR and SQR

P̂ = Ŝ = 90 Given 
QR = QR Common side
PQ = SR Given 
 PQR  SQR 90, H, S

43
 Prove that BEDF is a parallelogram.

2. let AE = FC = x then :
AD = BC 
opp sides of a || m 
 DE = AD − x and BF = BC − x
 DE = BF
Also in AEB and FCD
AE = FC Given 
 = Ĉ Opp ' s of a || 
m

AB = DC Opp sides of a || m

 AEB  FCD S, A, S

 EB = DF from 
 BEDF is a || m opp ' s are equal

3. In rectangle ABCD, AB = 3x and BC = 4x . Determine the length of AC and BD in terms

of x.

3x

4x
3. B̂ = 90 int  of a rectangle 
 AC 2 = AB 2 + BC 2 pyth. theorem
AC = (3x )2 + (4 x )2
AC = 9 x 2 + 16 x 2
AC = 25 x 2
AC = 5 x
 AC = BD = 5 x diagonals of a rectangle are equal in length 

44
4. T̂2 + T̂3 = 180  adj. supplementary
T̂2 + 120  = 180 
T̂2 = 60
T̂2 = T̂1 = 60 ' s opp = sides  LM = LT, given 
L̂ 2 = 60 int ' s of LMT 
 LMT is an equilitera l  all int. ' s = 60
 LM = LT = MT sides of an equilitera l 
LT = TN and MT = TP 
Diagonals of a || m bisect each other 
Since LM = MT proved above then :
LM = TN = MT = TP
 LMNP is a rectange diagonals are equal in length 

45
 TERM 2
WEEK TOPIC CONTENT

1 Trigonometry 1. Define the trigonometric ratios 𝑠𝑖𝑛𝜃, 𝑐𝑜𝑠𝜃 𝑎𝑛𝑑 𝑡𝑎𝑛𝜃

Using the right – angled triangle.
2. Extend the definitions of sin  , cos and tan  for 0    360 .
3. Define the reciprocal of the trigonometric ratios 𝑐𝑜𝑠𝑒𝑐𝜃 , 𝑠𝑒𝑐𝜃 𝑎𝑛𝑑 𝑐𝑜𝑡𝜃, using
the right – angled triangles(these three reciprocals should be examined in grade
10 only)
4. Derive values of the trigonometric ratios for the special cases ( without using a
calculator 𝜃 ∈ {0°; 30°; 45°; 60°; 90°}

2 1. Solve simple trigonometric equations for angles between 0°and 90°

2. Use a diagram to determine the numerical values of ratios for angles from 0° to
360°
Solve two dimensional Problems involving right-angled triangles.
3 Number Patterns: Investigate number patterns leading to those where there is a constant difference
Patterns between consecutive terms, and the general term (without using a formula-see content
overview) is therefore linear.

4 Functions and 1. The concept of a function, where a certain quantity (output value) uniquely depends on
Graphs another quantity (input value). Work with relationships between variables using tables,
graphs, words and formulae. Convert flexibly between these representations.
Algebraic
Note: that the graph defined by y = x should be known from Grade 9.

5 1
2. Point by point plotting of basic graphs defined by y = x2 , y= and y = b x ; b  0
x
and b  1 to discover shape, domain (input values), range (output values), asymptotes, axes
of symmetry, turning points and intercepts on the axes (where applicable).

6 1
Point by point plotting of basic graphs defined y = x2 , y= and y = b x ; b  0 and
x
b  1 to discover shape, domain (input values), range (output values), asymptotes, axes of
symmetry, turning points and intercepts on the axes (where applicable).
7 3. Investigate the effect of a and q on the graphs defined by y = a. f ( x ) + q , where

f ( x ) = x , f ( x ) = x2 , f ( x ) = and f ( x ) = b , b  0, b  1 .
1 x

x
Sketch graphs find the equations of given graphs and interpret graphs.
Note: Sketching of the graphs must be based on the observation of the effect of a and q
8 3. Investigate the effect of a and q on the graphs defined by y = a. f ( x ) + q , where

f ( x ) = x , f ( x ) = x2 , f ( x ) = and f ( x ) = b , b  0, b  1 .
1 x

x
Sketch graphs find the equations of given graphs and interpret graphs.
Note: Sketching of the graphs must be based on the observation of the effect of a and q
9 Study the effect of a and q on the graphs defined by:
• y = a sin  + q ;

46
 Functions and • y = a cos + q ; and
Graphs
• y = a tan  + q
where a and q  Q and   [0;360] .
Trigonometric
10 3. Sketch graphs find the equations of given graphs and interpret graphs.
Note: Sketching of the graphs must be based on the observation of the effect of a and q

47
 WEEK 1 : TRIGONOMETRY

CONTENT
1. Trigonometric ratios and reciprocals
2. Extending to all 4 quadrants
3. Special angles

SOLUTIONS

SOLUTIONS

Use the definitions of the three trigonometrical ratios to complete the statements below:Type equation here.

1.

C D f E

H
b a e d g
t

G T
A B h
F
c

𝑏 𝑓 𝑔
sin B =𝑎 cos D = 𝑒 tan G = 𝑡

𝑐 𝑑 𝑡
cos B =𝑎 sin D = 𝑒
cos G =ℎ

𝑏 𝑑 𝑔
tan B = 𝑐
tan D = 𝑓
sin G = 𝑡

𝑐 𝑑 𝑡
sin C = 𝑎 cos F = 𝑒 tan T = 𝑔

𝑏 𝑓 𝑡
cos C= 𝑎 sin F = 𝑒
sin T = ℎ

𝑐 𝑓 𝑔
tan C = 𝑏
tan F = 𝑑 cos T = ℎ

48
2.

Use the definitions of the three trigonometrical ratios to complete the statements below:
mABC = 90.21

C
E

8 6

A 15 B D 10 F

𝐴𝐶 2 = 𝐴𝐵2 + 𝐵𝐶 2 𝐷𝐹 2 − 𝐸𝐹 2 = 𝐷𝐸 2

𝐴𝐶 2 = 152 + 82 102 − 62 = 𝐷𝐸 2

∴ 𝐴𝐶 = 17 ∴ 𝐷𝐸 = 8
8 6
tan A =15 sin D =10

15 8
tan C = 8
sin F =10

15 6
cos A = 17
sin D = 10

8 8
cos C = cos D =
17 18

8 6
sin A =17 cos F = 10

3. Use the definitions of the three trigonometrical ratios to complete the statements below:

B F

25
16

A C
24 E

𝐵𝐶 2 = 𝐴𝐵2 + 𝐴𝐶 2 𝐷𝐸 = 𝐸𝐹 = 16 given

252 − 242 = 𝐴𝐵2 𝐷𝐹 2 = 𝐸𝐹 2 + 𝐷𝐸 2

∴ 𝐴𝐵 = 7 𝐷𝐹 2 = 162 + 162

∴= 16√2

49
 7 7 16 16
Sin C = 25 cos B = 25 tan D = 16
=1 tan F =16 = 1

24 24 16 1 16 1
Cos C = 25 sin B =25 sin D = 16√2
= cos F =16 =
√2 √2 √2

7 24 16 1 16 1
Tan C = tan B = cos D = = sin F = =
24 7 16√2 √2 16√2 √2

Exercise 2

1. Determine the trigonometrical ratios of angles shown in the diagrams below.

(a) (b)

HINT

Drop perpendiculars to form right-angled triangles as shown in the diagrams below

Determine the value of the ratios Without the use of a calculator

𝑂𝑃2 = (−4)2 + (3)2 𝑂𝑃2 = (8)2 + (−6)2

∴ 𝑂𝑃 = 5 𝑂𝑃 = 10
3 10
𝑠𝑖𝑛𝜃 = 5 𝑐𝑜𝑠𝑒𝑐𝜃 = −6
−4 −6
𝑐𝑜𝑠 𝜃 = 𝑠𝑖𝑛𝜃 =
5 10
3 8
𝑡𝑎𝑛𝜃 = −4 𝑐𝑜𝑠𝜃 = 10
−4 8
𝑐𝑜𝑡𝜃 = 𝑐𝑜𝑡𝜃 = −6
3

50
Exercise 3.

1. Use a calculator to determine the values of the following, giving answers correct to two decimal places.

a) sin 23 =0,39
b) cos 23 cos56 = 1,48
c) cos 23 56 = 0,19
d) 4 tan107 = −13,08

2. If A 43 and B 68 , determine the value of

A B
a) sin
2 2
43 68
= 𝑠𝑖𝑛 ( 2 + 2
)
= 0,82

1
b) sin A B
2
1
= 2 𝑠𝑖𝑛(43 + 68)
= 0,47

c) sin 2 A cos 2 A
= 𝑠𝑖𝑛2 (43) + 𝑐𝑜𝑠 2 (43)
=1
Exercise 4

The third side can be calculated using Phythagoras. Then use other ratios to determine 𝜃

8 4,5 3,2
𝑠𝑖𝑛𝜃 = 𝑠𝑖𝑛𝜃 = 𝑐𝑜𝑠𝜃 =
10 9 7,5
8 4,5 3,2
𝜃 = 𝑠𝑖𝑛−1 ( ) 𝜃 = 𝑠𝑖𝑛−1 ( ) 𝜃 = 𝑐𝑜𝑠 −1 ( )
10 9 7,5
𝜃 = 53,13° 𝜃 = 30° 𝜃 = 64.74°

51
 3. In triangle MNT, angle M = 90o, MN= 55 cm and MT = 45 cm. Calculate angles N and T
T

45

M 55 N

̂ = 45
𝑡𝑎𝑛𝑁 55

̂ = 𝑡𝑎𝑛−1 (45)
𝑁 55

̂ = 39,29°
𝑁

55
𝑡𝑎𝑛𝑇̂ = 45

55
𝑇̂ = 𝑡𝑎𝑛−1 (45)

𝑇̂ = 50,71°

4. In triangle XYZ, angle X is 90o, ZY =780 mm and XY = 350 mm. Find angles Y and Z.
Y

350 780

X Z
350
cos 𝑌̂ = 780

350
𝑌̂ = 𝑐𝑜𝑠 −1 (780)

𝑌̂ = 63,34°
350
𝑠𝑖𝑛𝑍 = 780

350
𝑍̂ = 𝑠𝑖𝑛−1 (780)

𝑍̂ = 26,66°

52
Exercise 5

F
a
e

82  32 
A B D E
20m 170 cm
𝑎 𝟏𝟕𝟎
𝑡𝑎𝑛82° = 𝒄𝒐𝒔𝟑𝟐 =
20 𝒆
𝑎 = 142,31𝑚 𝒆 = 𝟐𝟎𝟎, 𝟒𝟔𝒄𝒎

Exercise 6

Calculate, giving answers correct to two decimal places.

1. sec 72 cot17
1 1
= 𝑐𝑜𝑠72° + 𝑡𝑎𝑛17°

= 6,51

2. cosec 22 cot 7
1 1
= 𝑠𝑖𝑛22° + 𝑡𝑎𝑛7°

= 10,81

3. cot 2 55 sec2 25

1 2 1 2
= (𝑡𝑎𝑛55°) + (𝑐𝑜𝑠25°)

= 1,71

53
WITHOUT the use of the Calculator( Leave the answer in surd Form)

tan 60
4.
cos ec 30
√3
= 2

5co t 60 sin 60
5.
3cos ec 30 cos 60
1 √3
5( )
√3 2
= 2 + 1
3( ) 2
1

1
5( )
√3
= + √3
6

23
=6
√3

54
 EXERCISE 7

1.1

1.1.1

1.1.2(a)

1.1.2(b)

1.1.3

55
1.2.1

1.2.2

1.2.3

56
 WEEK 2: TOPIC: RIGONOMETRY

CONTENT:
1.Trigonometric Equations
2. diagram to determine the numerical values of ratios for angles from 0° to 360°
3.Solve two dimensional Problems involving right-angled triangles.

NOTES & EXAM TIPS

SOLVING TRIG. EQUATIONS

• Remember is to isolate the trig term

• Remind learners that 𝑠𝑖𝑛𝜃 ≠ 𝑠𝑖𝑛 × 𝜃
•
Remember that : 𝒄𝒐𝒔(𝜽 + 𝟐𝟒°) ≠ 𝒄𝒐𝒔𝜽 + 𝒄𝒐𝒔𝟐𝟒°

Solve two dimensional Problems involving right-angled triangles.

57
1.1 Complete the triangle above and indicate the following the following
a) Horizontal line
b) Line of sight
c) Angle of elevation
d) Tower
e) Right angle

Easy Tips & Tricks to solve questions.

How to solve word problems that involve angle of elevation or depression

Step 1: Draw a diagram of the situation given if sketch not given.

Step 2: Mark in the given angle of elevation or depression and other information.

Step 3: Use trigonometry to find the required missing length (Identify hypotenuse, opposite side and adjacent angle.

58
The difference between distance and height

Distance is the length of space between two points, usually geographical points, usually (but not necessarily)
measured along a straight line.

Height is the distance from the base of something or someone to the top.

59
60
Exercise 1

1. sin𝜃 = 0,4538

𝜃 = 26,99°

2. cos𝜃 = 0,5

𝜃 = 60°

3. 3tan𝜃 = 1,5
1.5
𝑡𝑎𝑛𝜃 = 3

𝜃 = 26,57°

4. tan𝜃 − 1 = 1,5

𝑡𝑎𝑛𝜃 = 1,5 + 1

𝑡𝑎𝑛𝜃 = 2,5

𝜃 = 68,20°
1
5. 2
sin𝜃 = 0,275

𝑠𝑖𝑛𝜃 = 0,55

𝜃 = 33,37°
1
6. sin 2 𝜃 = 0,275

1
2
𝜃 = 15,96201417

𝜃 = 31.92°

7. If cos(3𝜃) = 0,275, what is the value of

a) 3

3𝜃 = 74,0347 … … … …

b) 𝜃

3𝜃 = 74,0347 … … … …

𝜃 = 24,68°

8. If sin(𝜃 − 15∘ ) = 0,4500, what is the value of 𝜃, if 𝜃 ∈ [0°; 90°]

𝜃 − 15° = 26,74368 … … … … ….
𝜃 = 41,74°

61
EXERCISE 2

1.1 1.1.1

sin 2x + cos y = sin 2(155) + cos 130 ✓ substitution

= sin 310 + cos 130

= – 0,766 – 0,643 ✓answer with correct two

decimals
= – 0,123 (2)

1.1.2 tan2 (x – y) = tan2 (155 – 130) ✓ substitution

= tan2 25

= 0,22 (2) ✓ answer correct decimals

1.2 5 sin  – 4 = 0, therefore sin  = 4

5

✓ value of sin 
5 4
x = 25 – 16 = 9
2

 ✓ value of 3rd side / x-value

x=3

✓ value of cos 
tan  + cos  = 4
3
+ 53
✓ value of tan 
20+ 9
= 15

= 29
15
= 1 14
15 (5) ✓ answer

1.3 1.3.1 sin𝑥 = cos27,5° x = 90 – 27,5

✓
= 0,887 ✓ value of sin x
= 62,5
x = 62,5 ✓
(2) ✓ answer

1.3.2 3 cos x = 4,056

cos x = 1,352 ✓ value of cos x

No solution since ✓ answer

– 1 < cos x < 1 (3) ✓ reason

62
 1.3.3 tan (x – 25) = 0,865
✓ x – 25 = 40,9
x – 25 = 40,9 (2)
✓ answer
x = 65,9

1.4 sin (A + 10) = 68

sin  is a ratio (sin  is not an angle) (1) ✓ answer / correct reason

63
 SECTION B

PAST PAPERS

Question 1

1.1 Write down the size of θ

(1)

1.2 Calculate the length of RQ (3)

64
1.3 Hence, calculate the size of 𝑆̂.

(2)

1.4 If P, Q and S lie in a straight line, how far apart are the anchors of (4)
the wire cables

[10]

65
QUESTION 2

2.1 Calculate the ration of 𝐿𝑀 ∶ 𝑇𝑁.

(4)

66
2.2 A cable car, C, travelling from the top of Table Mountain, T, follows a path along
𝑇𝐶𝑀.

2.2.1 Calculate the angle formed ( 𝑀𝑇̂ 𝑁 ) between the cable and the vertical height 𝑇𝑁.

(2)

2.2.2 If the cable car, C, travels along the cable, such that 𝑇𝐶 = 400 𝑚, calculate the height of
the cable car above sea level at that instant.

(5)

[11]

67
QUESTION 3

3.1 Length of 𝐴𝐶.

3.2 Size of 𝐶𝐴̂𝐷.

68
3.3 Length of 𝐷𝐸.

69
QUESTION 4

4.1 size of 𝐶𝐴̂𝐵.

(2)

70
4.2 Length of 𝐴𝐸 (5)

4.3 Length of 𝐷𝐸.

(4)

71
QUESTION 5

5.1

If 𝐸𝐵̂𝐶 = 79° , 𝐹𝐶̂ 𝐷 = 64° and 𝐺𝐷

̂ 𝐴 = 127° , calculate the value of 𝐵𝐴̂𝐷. (4)

72
5.2

If 𝐴̂ = 𝑥 , showing all calculations, determine the size of 𝐷𝐸̂ 𝐹 in terms of 𝑥. (4)

[8]

73
 WEEK 3: TOPIC: NUMBER PATTERNS

CONTENT
• Linear Number Pattern

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

1.1 𝑇7 = −20

𝑑 = −3 ✓ −20
✓ −3
𝑇1 = −2 ✓ −3𝑛
✓ 1
𝑇 2 = −2 − 3 = −2 − 3 × 1

𝑇3 = −2 − 6 = −2 − 3 × 2

𝑇4 = −2 − 9 = −2 − 3 × 3

𝑇𝑛 = −2 − 3(𝑛 − 1)

𝑇𝑛 = −3𝑛 + 1
(4)
OR

𝑑 = −3

𝑇𝑛 = 𝑑𝑛 + 𝑞

𝑇𝑛 = −3𝑛 + 1

1.2.1 −2 ✓ −2
✓ −4
−4 ✓ −5

−5 (3)

1.2.2 −1 ✓ answer

[8]

74
QUESTION 2

2.1 ✓ 𝑥 − 3 & 11 − 𝑥
✓ Equating
𝑥 − 3 = 11 − 𝑥 ✓ Simplification
✓ Answer
𝑥 + 𝑥 = 11 + 3
(4)
2𝑥 = 14

𝑥=7

2.2 15 ✓ 15
✓ 19
19 (2)

[6]

QUESTION 3

3.1 7 ; 12 ; 17 ✓ 7
✓ 12
✓ 17

(3)

3.2 𝑑=5 ✓ 5n
✓ 2

𝑇𝑛 = 5𝑛 + 2
(2)

3.3 7 + 12 + 17 + 22 + 27 + 32 = 117 ✓ Adding the terms

✓ Answer

(2)

3.4 Yes .She will run a total of 117km in six weeks. ✓ Conclusion
✓ Reason
She will reach her target.
(2)

[9]

75
QUESTION 4

4.1 𝑑=3

𝑇𝑛 = 𝑑𝑛 + 𝑐

𝑇𝑛 = 3𝑛 + 𝑐

5 = 3(2) + 𝑐

𝑐 = −1

𝑇𝑛 = 3𝑛 − 1

4.2 𝑇250 = 3(250) − 1

∴ 𝑇250 = 749

4.3 302 = 3𝑛 − 1

303 = 3𝑛

∴ 𝑛 = 101

QUESTION 5

5.1 1 – p ; 2p – 3 ; p + 5 ; ...

2𝑝 − 3 − (1 − 𝑝) = 𝑝 + 5 − (2𝑝 − 3)

2𝑝 − 3 − 1 + 𝑝 = 𝑝 + 5 − 2𝑝 + 3

4𝑝 = 12

𝑝=3

5.2.1 𝑇1 = 1 − 𝑝 = 1 − 3 = −2

5.2.2 −2 ; 3 ; 8

𝑑=5

76
 WEEK 4 - 8: TOPIC: FUNCTIONS AND GRAPHS

CONTENT
• 𝑓(𝑥) = 𝒂𝑥 + 𝒒 , 𝑓(𝑥) = 𝒂𝑥 2 + 𝒒,
𝒂
• 𝑓(𝑥) = 𝑥 + 𝒒 and 𝑓(𝑥) = 𝒂𝑏 𝑥 + 𝒒; 𝑏 > 0; 𝑏 ≠ 1

EXERCISE 1
3
(a)(i) 𝑦 = 2 𝑥 thr slope is bigger that the other two gradients

(a)(ii)
3
𝑦= 𝑥
2

𝑦=𝑥

1
𝑦= 𝑥
4

3
(b)(i) 𝑦 = −2𝑥

77
(b)(ii)

3
𝑦=− 𝑥
2

𝑦 = −𝑥

1
𝑦=− 𝑥
4

(c)(i) Reflection about the y – axis and shifted 4 units upward

(c)(ii) The line is steep by 3 units and shifted 6 units downwards
c(iii)

78
 1 3
1. Given: 𝑦 = 4 𝑥2 𝑦 = 2 𝑥2 𝑦 = 4𝑥 2

a) Which parabola has arms that are closest to the y-axis?

b) Sketch the graphs of these parabolas on the same set of axes.
c) Are the parabolas concave up or down? Explain
1(a) 𝑦 = 4𝑥 2
1(b)

1(c) concave up

79
2(a)

2(b) : 𝑦 = 𝑥 2 − 4 and 𝑦 = 𝑥 2 + 3
: 𝑦 = 𝑥2 − 4 𝑦 = 𝑥2 + 3
y - intercept y – intercept
𝑦 = −4 𝑦=3
x – intercepts x intercepts
𝑥2 − 4 = 0 𝑥2 + 3 = 0
𝑥2 = 4 𝑥 2 = −3
𝑥 = ±2 𝑥 = ±√−3
No Real roots

80
3(a) : 𝑦 = −4𝑥 2 + 4 and 𝑦 = −𝑥 2 − 2

3(b) 𝑦 = −4𝑥 2 + 4 𝑦 = −𝑥 2 − 2
y – intercept y – intercept
𝑦=4 𝑦 = −2
x-intercepts x-intercepts
0 = −4𝑥 2 + 4 −𝑥 2 − 2 = 0
𝑥 = ±1 𝑥 = ±√−2
No Real Roots

1
4. Given: 𝑦 = − 2 𝑥 2 + 8
1
a) Sketch the graph of 𝑦 = − 2 𝑥 2 + 8

b) Determine algebraically the coordinates of the intercepts of this parabola with the
axes.

81
4(a)

4(b) 1
𝑦 = − 2 𝑥2 + 8

y – intercepts x – intercepts
𝑦=8 1
0 = − 𝑥2 + 8
2
1
−8 = − 𝑥 2
2
16 = 𝑥 2
𝑥 = ±4

82
 SOLUTIONS

Activity 1

2 Domain:𝑥 ∈ 𝑅
Range:𝑦 ≥ −1
3 ℎ(𝑥) = 𝑥 2 + 2
𝑇𝑃(0; 2)
4 𝑝(𝑥) = −𝑥 2 − 2
Maximum value = −2
5

6 𝑦 = −𝑥 + 1
𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡
𝑦=1
7 𝑦 =𝑥+2−1
𝑦 =𝑥+1
𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡
𝑥 = −1

83
Activity 2

1 −3𝑥 2 + 12 = 0
−3𝑥 2 = −12
∴ 𝑥 = ±2
−2 ≤ 𝑥 ≤ 2
2 −3𝑥 2 + 12 = −3𝑥 + 6
−3𝑥 2 + 3𝑥 + 12 − 6 = 0
−3𝑥 2 + 3𝑥 + 6 = 0
−3(𝑥 2 − 𝑥 − 2) = 0
(𝑥 − 2)(𝑥 + 1) = 0
𝑥 = 2 or 𝑥 = −1

𝑦 = −3(2) + 6 𝑦 = −3(−1) + 6
𝑦=0 𝑦=9
−1 < 𝑥 < 2
3 −3𝑥 2 + 12 ≥ 9
−3𝑥 2 + 12 − 9 ≥ 0
−3𝑥 2 + 3 ≥ 0
𝑥2 − 1 ≤ 0
(𝑥 + 1)(𝑥 − 1) ≤ 0
−1 ≤ 𝑥 ≤ 1
4 𝑥 < −1
5 𝑥 ≥ −1
6(i) 𝑡 > 12
6(ii) 𝑡 < −12

Activity 3

1 −1−4
𝑚= 4+1

𝑚 = −1

𝑦 = 𝑚𝑥 + 𝑐

4 = −1(−1) + 𝑐

𝑓: 𝑦 = −1𝑥 + 3

2 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑠

0 = −𝑥 + 3

𝑥=3

𝐴(3; 0)

84
 𝐶(−3; 0)

3 𝑦 = 𝑎𝑥 2 + 𝑏

𝐺(1; −8)

−8 = 𝑎(1)2 + 𝑏

−8 = 𝑎 + 𝑏

𝐴(3: 0)

𝑦 = 𝑎𝑥 2 + 𝑏

0 = 𝑎(3)2 + 𝑏

0 = 9𝑎 + 𝑏

−8 = 𝑎 + 𝑏

0 = 9𝑎 + 𝑏

−8 = −8𝑎

𝑎=1

𝑏 = −9

𝑔(𝑥) = 𝑥 2 − 9

4 𝐴𝐶 = 6

𝑂𝐵 = 9

5 𝑦 = −𝑥 + 3

𝑦 = 𝑥2 − 9

−𝑥 + 3 = 𝑥 2 − 9

𝑥 2 + 𝑥 − 12 = 0

(𝑥 + 4)(𝑥 − 3) = 0

𝑥 = −4 or 𝑥 = 3

𝑦 = −(−4) + 3

𝑦=7

𝐷(−4; 7)

𝐷𝐸 = 7

85
 𝐷𝐹 = 4

6 𝑦 = 42 − 9

𝑦=7

𝑦 = −(4) + 3

𝑦 = −1

𝑆𝑇 = 7 + 1 = 8

7 TOP – BOTTOM

𝑄𝑅 = −𝑥 + 3 − (𝑥 2 − 9)

𝑄𝑅 = −𝑥 2 − 𝑥 + 12
45
= −𝑥 2 − 𝑥 + 12
4

4𝑥 2 + 4𝑥 − 3 = 0

(2𝑥 + 3)(2𝑥 − 1) = 0
3 1
𝑥=− or 𝑥=
2 2

𝑂𝑀 = 1,5

8 𝑥 ≤ −3 or 𝑥 ≥ 3

9 −4 < 𝑥 < 3

ACTIVITY 4

1.1 y = –5k – 3

7 = −5𝑚 − 3

10 = −5𝑚

𝑚 = −2

1.2 The function defined by n(x) = 3x2 – 2 has a minimum or maximum value? (underline the
correct answer)

1.3 The coordinates of the turning points of the function n(x) = – 2 + 3x2 is

(𝟎 ; −𝟐 )

1.4 The gradient of the straight line joining B( 3 ; 5) and P( – 2 ; – 5) is 2

86
 1.5 𝑥𝑦 = −12

OR
−12
𝑦= 𝑥

1.6 Domain𝑥 ∈ 𝑅 ; 𝑥 ≠ 0

1.7 If the hyperbola in QUESTION.1.5 is translated 1 unit down, the new equation will be
−𝟏𝟐
f(x) = 𝒙
− 𝟏

2.

2.1 𝐴(0; 1)

2.2 1−0
𝑚 = 0−3

1
∴ 𝑚 = −3

1
∴ 𝑦 = −3𝑥 + 1

2.3 𝑦=0

2.4 𝑦>0

87
3.1 f (x) = 9 – x2 and k(x) = – 3x + 9.

3.2.1 𝑥=3

3.2.2 −3 < 𝑥 < 3

3.2.3 𝑥≤0

3.3 Translated 18 units down

3.4 −𝑦 = 9 − 𝑥 2

𝑦 = −9 + 𝑥 2

88
4. 𝒌
The graphs of g (x) = 𝒙
, 𝒙 > 𝟎 𝒂𝒏𝒅 𝒇(𝒙) = 𝟐𝒙 are represented alongside. The graphs
intersect at A(1 ; 2). Use the graphs to answer the following questions.

g
f

4.1 𝑥∈𝑅

4.2 𝑘
𝑦=𝑥

𝑘
2= 1

𝑘=2

4.3 𝑦 = −2

4.4 No x values

89
5.
y

R N

D E x
M O

A
C
B

5.1.1 −2+3
𝑚= 3
−1
2

𝑚=2

𝑦 + 3 = 2(𝑥 − 1)

𝑦 = 2𝑥 − 2 − 3

𝑦 = 2𝑥 − 5

5.1.2 .
𝑘
−3 = 1

𝑘 = −3
−3
𝑦= 𝑥

5.1.3 𝑦 = ±𝑥

5.2.1 SM= √3

5.2.2 OS= √6

5.2.3 3
CA= 2

90
5.3.1 D and E
y = 2x2 – 2

0 = 2𝑥 2 − 2

𝑥 = ±1

𝐷(−1; 0) and 𝐸(1; 0)

5.3.2 𝑇(−3; 1)

5.3.3 3 5
(− 2 ; 2)

5.4 𝑦 ∈ [−2; ∞)

5.5 𝑥 ≤ −1 or 𝑥 ≥ 1

5.6 5
𝑦=
2

6.1 f(x) = –x2 + 4 and g(x) = 4 –

6.2.1 𝑦≤4

6.2.2(a) 𝑥=2

6.2.2(b) 𝑥≤0

6.2.2(c) 𝑥 < −2 or 𝑥 > 2

6.3 𝑦 = −𝑥 2 + 4 − 2

𝑦 = −𝑥 2 + 2

91
 WEEK 9 - 10: FUNCTIONS AND GRAPHS

CONTENT:
Trigonometric graphs

1.1 Given :f(x) = 2 sin x – 3 and g(x) = - 2 cos x + 4 where 𝑥 ∈ [90°; 270°]
On the same set of axis sketch the graphs of f and g
1.2 Period = 360°
1.3 𝑦 ∈ [2; 6]
1.4 ℎ(𝑥) = 2𝑐𝑜𝑠𝑥 + 4 − 2
ℎ(𝑥) = 2𝑐𝑜𝑠𝑥 + 2

1.5 𝑦 = 2𝑠𝑖𝑛𝑥 − 3 + 3
𝑦 = 2𝑠𝑖𝑛𝑥
2 The sketch of the function f (x) = a sin x is given; x  [ 0  ; 360 ].

2 .A
f

( 0° ; 0 ) . .C .360° x

–1
–2 .B
2.1 𝑎 = 2.

2.2 𝐴(90°; 2) and 𝑏(270°; −2)

2.3 Period = 360°

2.4 𝐶(180°; 0)

2.5 𝑔(𝑥) = 2𝑠𝑖𝑛𝑥 + 1

2.6 𝑦 ∈ [−1; 3]

92
3 The diagram below represents the graphs of the functions defined by f (x) = a.cosx and
. g(x) = sin x + q , for 𝒙 ∈ [𝟎°; 𝟑𝟔𝟎°]

3.1.1 𝑎=1

3.1.2 𝑞=1

3.2 𝑦 ∈ [0; 2]

3.3 𝑥 = 90°

3.4.1 −𝑦 = 𝑐𝑜𝑠𝑥

𝑦 = −𝑐𝑜𝑠𝑥

3.4.2 𝑦 = 𝑠𝑖𝑛𝑥 + 1 − 2

𝑦 = 𝑠𝑖𝑛𝑥 − 1

93
4.1
4.2

4.3

4.4.1

4.4.2

4.5.1

4.5.2

94
5.1 Consider the function 𝑓(𝑥) = −3𝑡𝑎𝑛𝑥

5.1.1

5.1.2(a)

5.1.2(b)

5.2

5.2.1

5.2.2

95
5.2.3

5.2.4

96
 C. TERM 3
WEEK TOPIC CONTENT

WEEK 1 NOT REGARDED AS FUNDAMENTALS

1.Revise the volume and surface areas of right-prisms and cylinders.
Measurement 2. Study the effect on volume and surface area when multiplying any dimension by a
constant factor k.
3. Calculate the volume and surface areas of spheres, right pyramids, right cones and
WEEK 2 combination of those objects (figures).

NOT FUNDAMENTAL IN GRADE 9 NOT TAUGHT

WEEK 3 1. Revise measures of central tendency in ungrouped data.
2. Measures of central tendency in grouped data: calculation of mean estimate of grouped
and ungrouped data and identification of modal interval and interval in which the median
lies.
Statistics 3. Revision of range as a measure of dispersion and extension to
include percentiles, quartiles, inter-quartile and semi-inter-quartile range.
WEEK 4
4. Five number summary (maximum, minimum and quartiles) and box and whisker
diagram.
5. Use the statistical summaries (measures of central tendency and dispersion), and graphs
to analyse and make meaningful comments on the context associated with the given data.
WEEK 5
NOT REGARDED AS FUNDAMENTALS
1. The use of probability models to compare the relative frequency of events with the
theoretical probability.

Probability 2. The use of Venn diagrams to solve probability problems, deriving and applying the
WEEK 6 following for any two events in a sample space S:
P( A or B) = P( A) + P( B) − P( A and B) ;
A and B are Mutually exclusive if P( A and B) = 0 ;
A and B are complementary if they are mutually exclusive; and P( A ) + P( B) = 1.
Then P( B ) = P(not ( A)) = 1 − P( A)

Finance and 1. Use the simple and compound growth formulae [ A = P(1 + in) and
WEEK 7
growth A = P(1 + i) n ] to solve problems, including interest, hire purchase, inflation,
population growth and other real-life problems.
WEEK 8 2. Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol
price, imports, exports, overseas travel).
Represent geometric figures on a Cartesian co-ordinate system.
( x1 ; y1 ) and ( x2 ; y2 ) the formulae for calculating
WEEK 9
Derive and apply for any two points
Analytical
the:
geometry 1. distance between the two points;
WEEK 10 2. gradient of the line segment connecting the two points (and from that identify parallel
and perpendicular lines); and
3. Coordinates of the mid-point of the line segment joining the two points.

97
 WEEK 1 - 2: TOPIC: MEASUREMENT

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

SOLUTION

QUESTION 1
7cm

9 cm

1.1 V =  r 2h ✓ substitution of r & h

✓ answer (CA from value of

Vtin =  (3,5)2 9
r)

= 346,36 cm3 (2)

1.2 Vbox = l  b  h ✓ volume of box

✓ calculating the ratio

= (28 cm)(7 cm)(18 cm) = 3 528 cm3
✓ number of tins (whole
V 3528
No of tins = box = = 10 tins number)
Vtin 346,36
OR
OR
✓ reasoning / interpretation
Length can accommodate 4 tins ; breadth
✓ calculating the number of
accommodates 1 tin and height 2 tins; therefore
tins
Number = 4  1  2 = 8 tins
(3) ✓ answer

98
1.3 Length can accommodate 8 tins ; breadth ✓ reasoning / interpretation
accommodates 2 tin and height 4 tins; therefore
✓ calculating the number of
Number = 8  2  4 = 64 tins tins

OR ✓ answer

✓ new volume of tin

Vtin =  (1,75)2 4,5 = 43,30 cm 3
✓ calculating the ratio
Vbox 3528
No of tins = = = 81 tins ✓ number of tins (whole
Vtin 43,30
(3) number)

QUESTION 2

15cm

20cm
70cm

5cm
50cm

2.1.1 Surface Area= 2ℎ𝑙 + 2𝑙𝑏 + 2𝑏ℎ ✓ formula

✓ substitution
=2(15 × 70) + 2(70 × 50) + 2(50 × 15) ✓ answer

= 10600𝑐𝑚2 (3)

2.1.2 V.of cone =1 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡 ✓ formula

3
✓ substitution
1 ✓ answer
= 3 (𝜋)(5)2 (20)

= 523,60 𝑐𝑚3
(3)

2.2 Percentage =
523,60
× 100 ✓ 523,6
52500
✓ percentage
(2)
=1.00%

99
QUESTION 3

6cm

30cm

✓ Formula
3.1 𝑉 = 𝜋𝑟 2 ℎ ✓ Substitution
✓ Answer
= 𝜋(6)2 (24) ✓ Rounding
=2714,336 𝑐𝑚3

= 2714,34 𝑐𝑚3 (4)

✓ Formula
3.2 TSA= 2𝜋𝑟 2 + 2𝜋𝑟ℎ ✓ Substation
✓ answer
= 2𝜋(6)2 + 2𝜋(6)(24)

=1130.97 𝑐𝑚2 (3)

✓ 4(1244,07)
3.3 TSA=4(1130.97 ) ✓ answer
= 4523.88 𝑐𝑚2 (2)

100
 WEEK 3 - 4: TOPIC: STATISTICS

CONTENT
Measure of central tendency for ungrouped and grouped data
Measure of dispersion
Five number summary
Frequency polygons, Histograms and bar graph

SOLUTIONS

QUESTION 1
a)

Class Interval Frequency (𝑭𝒊 ) Mid-value (𝒙𝒊 ) 𝑭𝒊× 𝒙𝒊

0 - 10 7 5 35
10 – 20 5 15 75
20 – 30 6 25 150
30 - 40 12 35 420
40 – 50 8 45 360
50 - 60 2 55 110
∑ 𝐹𝑖 = 40 ∑ 𝐹𝑖× 𝑥𝑖 = 1150

∑ 𝐹𝑖× 𝑥𝑖 1150
Mean = ∑ 𝐹𝑖
= = 28, 75
40

b)

Class Interval Frequency (𝑭𝒊 ) Mid-value (𝒙𝒊 ) 𝑭𝒊× 𝒙𝒊

0 - 10 3 5 15
10 – 20 4 15 60
20 – 30 P 25 25p
30 - 40 3 35 105
40 – 50 2 45 90
∑ 𝐹𝑖 = 40 ∑ 𝐹𝑖× 𝑥𝑖 = 270 + 25𝑝

∑ 𝐹𝑖× 𝑥𝑖
Mean = ∑ 𝐹𝑖

270 + 25𝑝
24 =
12 + 𝑝
24(12 + 𝑝) = 270 + 25𝑝
288 + 24𝑝 = 270 + 25𝑝
∴ 𝑝 = 18

101
 c)

Class Interval Mid-value Frequency Midpoint ×

Frequency

140 ≤ ℎ < 150 145 6 145 X 6 = 870

150 ≤ ℎ < 160 155 16 155 X 16 = 2480

160 ≤ ℎ < 170 165 21 165 X 21 = 3465

170 ≤ ℎ < 180 175 8 175 X 8 = 1400

Total 51 8215

8215
i) 𝑀𝑒𝑎𝑛 = = 161 (to the nearest cm)
51

ii) The median is the 26th value. In this case it lies in the 160 ≤ ℎ < 170 class
interval.
4
The 4th value in the interval is needed. It is estimated as 160 + 21 = 162 (to
the nearest cm).
iii) The modal class is 160 ≤ ℎ < 170 as it contains the most values.

QUESTION 2

a)

Stem Leaves
2 6 8
3 2 3 7
4 5 6 6
5 1 4 8

b)

Stem Leaves
3 5
4 2 7 9
5 2 2 2 3 3 6 8
6 3 4 5 8 9
7 4 4 4 7
8 5 6

102
Solution:

a) i) Mode = 46 (most frequent value)

ii) Mean = 45, 45 (sum of all scores/total number of scores)
b) i) Mode = 52 and 74 (most frequent value)
ii) Mean = 61, 27 (sum of all scores/total number of scores)

QUESTION 3:

3.1 a) i) Range = 13 – 2 = 11
ii) Median = 7
3+5
iii) 𝑄1 = 2 = 4
9+10
iv) 𝑄3 = = 9, 5
2

b) i) Range = 14 – 3 = 11
8+9
ii) Median 2 = 8, 5
iii) 𝑄1 = 6
iv) 𝑄3 = 11

3.2
a) 34 37 43 46 48 48 52 54 58 62 68 73 78 84 90 median = 54

b) Range = 90 – 34 =56

c) IQR = Q3 - Q1 = 73 – 46 = 27

d)

3.3

a)

103
b)

c) (1) 53kg
(2) 47kg
(3) 56kg
(4) ½(56 – 47) = 4, 5

104
QUESTION 4

10
SCORE

7
0 1 2 3 4 5 6 7 8 9 10 11 12
NUMBER OF LEARNERS
4.1 4.1.1 9 ✓ answer

(1)

4.1.2 9 (1) ✓ answer

4.1.3 8 + 5 + 11 + 6 = 30 ✓ addition of number of

learners

(2) ✓ answer

4.1.4 ∑ 𝑓.𝑥𝑖
𝑥̅ = 𝑛
✓ numerator
7  8 + 8  5 + 9  11 + 10  6
=
30

56 + 40 + 99 + 60 ✓ denominator
=
30

255
 = ✓ answer
30

= 8,5 (3)

4.2 4 7 8 9 10 10 12 13 13 17 18 18 19 19 24 26 30

4.2.1 9 + 10 ✓ formula + substitution

Q1 = = 9,5
2
✓ answer for Q1
19 + 19
Q2 = = 19 ✓ answer for Q2
2
(3)

105
 4.2.2 IQR = Q2 – Q1 ✓ formula and substitution

= 19 – 9,5

= 9,5 (2) ✓ answer

4.3

RECYCLED
BURNT

USED FOR
LANDFILL

4.3.1 90 1 ✓ answer

=
360 4 (1)

4.3.2 2 ✓ apply exp. laws

 360 = 144
5 numerator

(2) ✓ answer

4.3.3 1 2 ✓ calculation of landfill

Landfill = 1 −  + 
4 5 fraction

13 7 ✓ simplification
= 1− =
20 20 ✓ calculating %
7 ✓ answer
 % of landfill = 20  100 %

= 35% (4)

4.4 Height h (cm) Frequency

120 ≤ ℎ < 125 2
125 ≤ ℎ < 130 5
130 ≤ ℎ < 135 8
135 ≤ ℎ < 140 14
140 ≤ ℎ < 145 11
145 ≤ ℎ < 150 9
150 ≤ ℎ < 155 3
155 ≤ ℎ < 160 1

106
4.4.1 ✓7

Height h (cm) Frequency ✓ 22

120 ≤ ℎ < 130 7
✓ 20
130 ≤ ℎ < 140 22
✓4
140 ≤ ℎ < 150 20

150 ≤ ℎ < 160 4 (4)

4.4.2 1. There are gaps between the bars ✓ answer/reason

2. The height of the 130 < h < 140 class

interval is 24 instead of 22.
(2) ✓ answer/reason

4.4.3 150 ≤ ℎ < 160 (1) ✓ answer

107
 WEEK 5 – 6 : TOPIC: PROBABILITY

CONTENT:
Mutually Exclusive Events
Complementary Events
Venn Diagrams
Calculating Probability

SOLUTIONS

QUESTION 1

1.1.1 The activity is throw a dice.

The sample space is 1; 2; 3; 4; 5 and 6

The event you are interested in is get a 6.

The favourable outcome is 6.

1.1.2 The activity is throw a dice

The sample space is 1; 2; 3; 4; 5 and 6

The event you are interested in is get an even number

The favourable outcomes are 2; 4 and 6.

1.1.3 The activity is toss a coin

The sample space is heads (H) and tails (T)

The event you are interested in is get a head (H)

The favourable outcome is H.

108
QUESTION 2

2.1

The total number of possible outcomes in the sample space = n (S) = 2.

The favourable outcome is heads (H). The number of favourable outcomes = n (H)
= 1.

n( H )
We use the formula: P( H ) =
n( S )

1
=
2
= 0,5
= 50 %

2.2 n( 3)
P( 3) =
n( S )

4
=
6
2
=
3
= 0,6666 ...
= 0,67
= 66,67%

2.3.1 7
P( R) =
12

2.3.2 0
P(Y ) =
12

2.3.3 12
P( RorG) =
12

=1

2.3.4 5
P( NotR) =
12

109
QUESTION 3

3.1 The 3 most popular ways of getting to school are walk/foot, car and taxi

3.2 443 590 learners responded so n(S) = 443 590

3.3.1 n( walk )
P( walk ) =
n( S )

399220
=  100
443590
= 90.00%

3.3.2 n(helicopter )
P(helicopter ) =
n( S )

0
=  100
443590
= 0,00%

3.3.3 𝑛(𝐶𝑎𝑟 𝑎𝑛𝑑 𝑇𝑎𝑥𝑖)

𝑃(𝐶𝑎𝑟 𝑎𝑛𝑑 𝑇𝑎𝑥𝑖) =
𝑛(𝑆)

0
=  100
443590
= 0,00%

3.3.4 𝑛(𝐶𝑎𝑟 𝑜𝑟 𝑇𝑎𝑥𝑖)

𝑃(𝐶𝑎𝑟 𝑜𝑟 𝑇𝑎𝑥𝑖) = 𝑛(𝑆)

38825
=  100
443590
= 8,75%

QUESTION 4

4.1 n(S)= 1 729 483

4.2.1 n( English)
P( English) =
n( S )

445492
=  100
1729483
= 25,8%

110
4.2.2 𝑛(𝑍𝑢𝑙𝑢 𝑜𝑟 𝐴𝑓𝑟𝑖𝑘𝑎𝑎𝑛𝑠)
𝑃(𝑍𝑢𝑙𝑢 𝑜𝑟 𝐴𝑓𝑟𝑖𝑘𝑎𝑎𝑛𝑠) = 𝑛(𝑆)

472632
=
1729483
= 27,2%

4.3 Census 2011 give better estimation because of the bigger sample.

QUESTION 5

5.1.1 a.

- The sample space is labelled S

- Values may be written in any order.

b.

Draw a circle inside S.

- Label the circle P and write the outcomes of event P inside it.

- The values outside of P are those values in the sample space that are not
multiples of 3.

111
 c.

P = {3; 6; 9} and Q = {2; 3; 6}. 3 and 6 belong to both sets. So draw two
intersecting circles, P and Q.

- The outcomes common to events P and Q are written in the intersection.

- The values outside of P and Q are those values in the sample space that are
not multiples of 3 and are not factors of 6.

d.

- P = {3; 6; 9} and R = {4; 8}. These two events have no common values so
draw 2 separate circles P and R.

- Write 3, 6 and 9 in P and 4 and 8 in R.

-The values outside of P and R are those values in the sample space that are
not multiples of 3 and are not multiples of 4.

5.2.1 P ∩ 𝑀 = {𝐴; 𝐼}

112
5.2.2

5.3.1 Values in P and Q = {3; 6}

5.3.2 Values in P or Q = {2; 3; 6; 9}

5.3.3 Values in P only = {9}

113
5.3.4 Values in Q only = {2}

5.3.5 Values in neither P nor Q = {4; 5; 7; 8}

QUESTION 6

6.1 Steps:

- Because there are some people who like Action (A) and Comedy (C), we draw 2
intersecting circles in the sample space

- Fill in 23 where the circles overlap (in the intersection of A and B) because 23
people like both Action and Comedy.

-The number of people who like A only = 80 − 23 = 57.

- The number of people who like C only = 55 − 23 = 32.

- The number of people who like neither = 150 – (57 + 23 + 32) = 38.

- Fill these values in on the Venn diagram.

114
 Check:

- Are there 80 people altogether in A?

- Are there 55 altogether in C?

- Does 38 + 57 + 23 + 32 give 150?

6.2.1 P consists of the elements 3, 6 and 9.

So n( P) = 3

6.2.2 Q consists of the elements 2, 3 and 6

So n(Q) = 3

6.2.3 P and Q consists of the elements in the intersection of P and Q.

So 𝑛(𝑃 𝑎𝑛𝑑 𝑄) = 2

6.2.4 P or Q consists of the elements 2, 3, 6 and 9 and 𝑛(𝑃 𝑜𝑟 𝑄) = 4

6.2.5 𝑛(𝑃) + 𝑛(𝑄) − 𝑛(𝑃 𝑎𝑛𝑑 𝑄) = 4

(𝑃 𝑜𝑟 𝑄) = 4

∴So 𝑛(𝑃) + 𝑛(𝑄) − 𝑛(𝑃 𝑎𝑛𝑑 𝑄) = 𝑛(𝑃 𝑜𝑟 𝑄)

115
6.3. 1 𝑛(𝑛𝑜 𝑜𝑓 𝑠𝑖𝑏𝑙𝑖𝑛𝑔) = 100 − (44 + 25 + 16)

= 15

6.3.2 a. 69
𝑝(𝑜𝑙𝑑𝑒𝑟 𝑠𝑖𝑏𝑙𝑖𝑛𝑔) = 100

= 0.69

b. 41
𝑝(𝑦𝑜𝑢𝑛𝑔𝑒𝑟 𝑠𝑖𝑏𝑙𝑖𝑛𝑔) = 100

= 0.41

c. 25
𝑝(𝑜𝑙𝑑𝑒𝑟 𝑠𝑖𝑏𝑙𝑖𝑛𝑔 𝑎𝑛𝑑 𝑦𝑜𝑢𝑛𝑔𝑒𝑟 𝑠𝑖𝑏𝑙𝑖𝑛𝑔) = 100

= 0.25

d. 15
𝑝(𝑛𝑜 𝑠𝑖𝑏𝑙𝑖𝑛𝑔) = 100

= 0.15

QUESTION 7

7.1.1 Events P and R are mutually exclusive – they have no elements that are the same.

7.1.2 Sets P and R are disjoint – mutually exclusive events are represented as disjoint sets
on a Venn diagram.
7.1.3 n(S) = 8

7.1.4 n( P ) 3
P( P) = =
n( S ) 8

n( R ) 2
P( R) = =
n( S ) 8

n( PandR) 0
P( PandR) = = =0
n( S ) 8

S0 𝑃(𝑃 𝑜𝑟 𝑅) = 𝑃(𝑃) + 𝑃(𝑅) − 𝑃(𝑃 𝑎𝑛𝑑 𝑅 )

3 2
= + −0
8 8
5
=
8

116
QUESTION 8

8.1 You either pass English or you do not pass English, so the events are complementary.
𝑃(𝑁𝑜𝑡 𝑝𝑎𝑠𝑠 𝐸𝑛𝑔𝑙𝑖𝑠ℎ) = 1 − 𝑃(𝑃𝑎𝑠𝑠 𝐸𝑛𝑔𝑙𝑖𝑠ℎ)
100% − 80% = 20%.
This learner has a 20% chance of not passing English.
8.2 𝑃(𝑏𝑎𝑙𝑙 𝑖𝑠 𝑛𝑜𝑡 𝑤ℎ𝑖𝑡𝑒) = 1 − 𝑃(𝑏𝑎𝑙𝑙 𝑖𝑠 𝑊ℎ𝑖𝑡𝑒)
1
=1−
4
3
=
4
8.3 Taking a red card and taking a blue card from a bag of red and blue cards are
complementary events.
𝑃(𝐵𝑙𝑢𝑒 𝑐𝑎𝑟𝑑) = 1 − 𝑃(𝑅𝑒𝑑 𝑐𝑎𝑟𝑑)
2
=1−
5
3
=
5

117
 WEEK 7 – 8 : TOPIC: FINANCIAL MATHEMATICS

CONTENT:
Use the simple and compound growth formulae [ A = P(1 + in) and A = P(1 + i ) ] to solve problems,
n

including interest, hire purchase, inflation, population growth and other real-life problems
Understand the implication of fluctuating foreign exchange rates (e.g. on the petrol price, imports, exports,
overseas travel).

SOLUTIONS

1 A = P(1 + in )
A = 10 000(1 + 0,15  18 )
A = R37 000
2 A = P(1 + in )
A = 15 000(1 + 0,12  3)
A = R2040
3i 10% of R17 000
10
=  R17 000
100
= R1 700
ii monthly instalment = R800  24
= R19 200
iii Amount paid for the smart TV = R1 700 + R19 200
= R20 900
iv Balance = R17 000 − R1 700
= R15 300
Payments = 24  800
= R19 200
A = P(1 + in )
19 200 = 15 300 (1 + 2i )
2i = 0,2549
i = 0,1275
r = 12,3%
 r = 12% interest
A = P(1 + i )
n
4
A = 400 000(1 + 0,05 )
8

A = R590 982, 18

118
5 A = P(1 + i )
n

7 500 = 6 000 (1 + i )
3

7 500
i=3 −1
6 000
i = 0,07722
i = 7,72%
A = P(1 + i )
n
6
A = 4,8(1 + 0,078 )
4

A = R6,48
7 A = P(1 + i )
n

42 500 = 40 000 (1 + i )
3

42 500
i=3 −1
40 000
i = 0,02041377 .....
i = 2,04%
8 A = P1 (1 + i1 ) 1 (1 + i2 ) 2 + P2 (1 + i2 ) 3
n n n

A = 12 000(1 + 0,09 ) (1 + 0,07 ) + 6 000(1 + 0,07 )

3 5 4

A = R29 660,92
9 A = P1 (1 + i1 ) 1 (1 + i2 ) 2 − P2 (1 + i1 ) 3 (1 + i2 ) 4 + P3 (1 + i2 ) 5
n n n n n

A = 45 000(1 + 0,065 ) (1 + 0,042 ) − 23 000(1 + 0,065 ) (1 + 0,042 ) + 11 000(1 + 0,042 )

5 5 2 5 4

A = R56 657,76
10 $3,06 = 3,06  6,928
= R21,20
R21,20  R14,55
 It is cheapest in South Africa
11 1 1
Euro = R1 and Pound = R1
8,1671 12,1668
1 1
Euro = Pound
8,1671 12,1668
1 8,1671 1 8,1671
 Euro =  Pound
8,1671 1 12,1668 1
1Euro = 0,6713 Pound

119
 WEEK 9 - 10: ANALYTICAL GEOMETRY

CONTENT:
Represent geometric figures on a Cartesian co-ordinate system.
Derive and apply for any two points ( x1 ; y1 ) and ( x2 ; y2 ) the formulae for calculating the:
1. distance between the two points;
2. gradient of the line segment connecting the two points (and from that identify parallel and perpendicular lines); and
3. Coordinates of the mid-point of the line segment joining the two points.

NOTES & EXAM TIPS

USEFUL HINTS

N.B. Mathematical language and terminology must be learnt in more detail

NB “Only Analytical methods must be used:”
1. Learners must learn which formula is to be used to prove the most basic aspects of Analytical
Geometry.
E.g. Bisect is mid-points
Perpendicular is the product of 2 gradients = - 1
2. Learners should then follow the method laid out below:
• Select the correct formula
• Label the ordered pairs using the correct two points, eg A and C.
• Substitute correctly and accurately into your chosen formula
• Perform the arithmetic, preferably without a calculator
3. Often Analytical Geometry questions follow on, (scaffolding). Look out for that, as you might
have already proven an aspect above, that you will require for the next sub-question
4. Use the diagram more effectively.
E.g. Highlight the sides you are going to use for proving perpendicular, so you can see
clearly which points you are going to use for the substitution.
5. You must answer the question, and remember to conclude, exactly what you were asked to
show / prove / conclude. Use wording to do this.
6. Learners need to remember that the product of gradients equals 1, is accepted to prove ⊥ . If
asked to prove ⊥ , every effort must be made to show that this product = -1. Repetition of exam
type questions such as this must be practised with learners.

120
1.1 The length of AB A( – 4 ; – 3 ) and B ( –2 ; 5 )
AB = (x2 − x1 )2 + ( y2 − y1 )2

= (− 2 + 4)2 + (5 + 3)2 ✓ formula

✓ substitution
= 68 = 2 7
(3) ✓ 68 or 2 7

1.2 y 2 − y1 ✓ formula
m AB =
x2 − x1
✓ substitution
5 − (−3) ✓ answer
=
− 2 − (−4)

=4 (3)

1.3  x + x 2 y1 + y 2  ✓ substitution
M 1 ; 
 2 2 
✓ x-coordinate / – 3

 − 4− 2 −3+5 ✓ y-coordinate / 1
= M ; 
 2 2 

= M (− 3;1) (3)

1.4 m AB = 4 ✓ gradient (CA from

2.2)
y = 4x + c.

substitution of A : − 3 = 4(−4) + c
✓ substitution of A
c = 13, therefore
✓ value of c
y = 4x + 13

OR substitution of B: 5 = 4(–2) + c
✓ equation
c = 13, therefore
✓ substitution of A
y = 4x + 13
✓ value of c
OR ✓ equation
m AB = 4 ✓ gradient (CA from
2.2)
y − y1 = mAB ( x − x1 )
(4) ✓ formula

121
 y − (−3) = 4(x − (− 4)) ✓ substitution of A and
gradient
y = 4x + 13
✓ equation
OR

m AB = 4
✓ gradient
y − y2 = mAB ( x − x21 )
✓ formula
y − 5 = 4(x − (− 2)) ✓ substitution of A and
gradient
y = 4x + 13
✓ equation

1.5 Substitute y = 0: 4x + 13 = 0 ✓ x-coordinate

x = − 134 = −3 14 ✓ y-coordinate

D(− 134 ; 0) (2)

1.6 p−0 ✓ gradient = 4

mOC = =4
2−0
✓ formula
p = 8
✓ substitution

(4) ✓ value of p

QUESTION 2

𝑦 −𝑦
2.1 𝑚𝑃𝑄 = 𝑥2−𝑥1 ✓ Correct
2 1
formula
2−0 ✓ Substitut
= 0−4 ion
✓ answer
1
= −2
(3)

𝑥2 +𝑥1 𝑦2 +𝑦1
2.2 𝐴( ; ✓ Correct
2 2
formula
0+4 0+2 ✓ x - value
( ; ) ✓ y-
2 2
value (3)
(2; 1):

122
2.3 PB = BQ Given ✓ PB =
BQ
(𝑦 − 2)2 = (0 − 4)2 + (𝑦 − 0)2 ✓ Correct
substitut
𝑦 2 − 4𝑦 + 4 = 16 + 𝑦 2 ion
✓ For 𝑦 =
∴ 𝑦 = −3 −3
✓ Coordin
B( 0 − 3)
ates of B

OR
OR

✓ 𝑚𝐴𝐵 =
𝑚𝐴𝐵 = 2 AB⊥PQ
2
1−𝑦 ✓ Correct
=2 substitut
2−0
ion
1−𝑦 =4 ✓ For 𝑦 =
−3
∴ 𝑦 = −3 ✓ Coordin
ates of B (4)
B(0; −3)

2.4 A is a midpoint of BR ✓ A
midpoin
A(2;1) t
✓ Formula
𝑥2 + 𝑥1 ✓ Substitut
𝑥=
2 ion of x
0 + 𝑥1 ✓ Substitut
2= ion of y
2
𝑥1 = 4

𝑦2 +𝑦1
And 𝑦 = 2

−3 + 𝑦1
1=
2 (4)
𝑦1 = 5

R(4 ; 5)

[14]

123
QUESTION 3

T (-3; 3) y
K (1; 4)

2
1
O
𝑥
E (-4;-1)

F (2;-2)

3.1
TK=√(𝑥𝑘 − 𝑥𝑡 2 + (𝑦𝑘 − 𝑦𝑡 )2

= √(1 + 3)2 + (4 − 3)2

= √17

ET=√(−4 + 3)2 + (−1 − 3)2

=√17

KF=√(1 − 2)2 + (4 + 2)2

=√37

EF=√(−1 + 2)2 + (−4 − 2)2

=√37

3.2 KFET is a kite …… Adjacent sides equal

3.3 𝑋𝐸 +𝑋𝐾 𝑌𝐸 +𝑌𝐾

𝑀𝐸𝐾 ( ; )
2 2

−4+1 −1+4
𝑀𝐸𝐾 ( ; )
2 2

−2 3
𝑀𝐸𝐾 ( 2 ; 2)

−3+2 3−2
𝑀𝑇𝐹 ( ; )
2 2

124
 1 1
𝑀𝑇𝐹 (− 2 ; 2)

Different midpoints of diagonals of a kite .

3.4 𝑌 −𝑌
𝑀𝐾𝐸 = 𝑋𝐸 −𝑋𝐾
𝐸 𝐾

−1−4
=−4−1

=1
3+2
𝑀𝑇𝐹 =
−3−2

= -1

Product = -1 – Diagonals are perpendicular

3.5
1
Area of KFET = 2 . 𝑇𝐾. 𝐸𝐾

5√2.5√2
=
2

= 25 Square unit

125
 TERM 4

WEEK TOPIC CONTENT PAGE

PROVE

The line segment joining the midpoints of two sides of a

Euclidean triangle is parallel to the third side and equal to half the length
WEEK 1
Geometry of the third side

Solve problems and prove riders using the properties of

parallel lines, triangles and quadrilaterals

WEEK 2
Euclidean
Geometry Solve problems and prove riders using the properties of
parallel lines, triangles and quadrilaterals

126
 WEEK 1 - 2: TOPIC: EUCLIDEAN GEOMETRY

CONTENT
PROVE
The line segment joining the midpoints of two sides of a triangle is parallel to the third
equal to half the length of the third side
Solve problems and prove riders using the properties of parallel lines, triangles and
quadrilaterals

SOLUTION

QUESTION 1

40°

60° R
Q
14

y
S T
x

1.1 1
𝑄𝑅 = 2 𝑆𝑇 midpoint theorem
1
14 = 2 𝑥
∴ 𝑥 = 28
1.2 𝑇̂ = 60°………..midpoint theorem
𝑦 + 𝑇̂ + 𝑃̂ = 180°
𝑦 + 40° + 60° = 180°
∴ 𝑦 = 80°

127
QUESTION 2

A C H E
1 1
75

25
1 y z 𝑥x
B F D

2.1.1 𝐶̂1 = 25° angles opp equal sides

𝐴̂ = 180° − 50° Sum of angles of triangle

𝐴̂ = 130°

2𝑥 = 130° opp. Angles of parm equal

𝑥 = 65°

OR

𝐶̂1 = 𝐵̂1 = 25° Alt angles AE//BD

̂1 = 𝑥
𝐻 Alt angles Ae//BD

𝐸̂ = 50° Opp. Angles of a parm equal

2𝑥 = 130°

𝑥 = 65°

2.1.2 𝑦 = 180° − 100° sum of angles of a triangle

𝑦 = 80°

128
2.2

SR = 3cm Opp sides of a rec =

𝑃𝐴̂𝑄 = 60° sum of angles of a triangle

𝑅𝐴̂𝑆 = 45° Adjecent angles on a str line

𝑆𝑅̂ 𝐴 = 45° Angles of a triangle

∴ 𝑆𝐴 = 𝑆𝑅 = 3
𝑃𝐴
𝑡𝑎𝑛 30° = 3

𝑃𝐴 =√3

∴ 𝑃𝑆 = 3 + √3

Area of PQRS = 𝑃𝑆 × 𝑃𝑄

= (3 + √3) × 3

= 14,20𝑐𝑚2

129
QUESTION 3

OK = KP O midpoint

In OPS

OL = OS Midpoint theorem

In OSR

OM = MR Midpoint theorem

In ORQ

ON = NQ Midpoint theorem

Then KN//PQ Midpoint theorem

130
QUESTION 4

T W
𝑥 + 50°

y 𝑥 − 5°
U V

4.1.1 Trapezium

4.1.2 . 𝑥 + 50° + 𝑥 − 5° = 180° … co-inter 𝑎𝑛𝑔𝑙𝑒𝑠 𝑆 𝑇𝑊//𝑈𝑉

𝑥 = 67,5

𝑦 = 90° Co- interior angles

C
1 2
D
2
1

P 24°

1
2
3
1
2 B
3
1 2
2 1
A R

4.2 . DC=AB …………….. Opp side of a pram

DC = BR ……………. Given

𝑃̂ = 𝐵
̂2 ……… alt< 𝐴𝐵//𝑃𝐶

𝐵̂2 = 𝐴̂2 + 𝑅̂1 …….. EXT angle OF∆ 𝐴𝐵𝑅

𝐴̂2 = 𝑅̂1 …………… BR =AB

∴ 𝐵̂2 = 2 𝑅̂1

∴ 𝑅̂1 = 12°

131
QUETSION 5

5.1 Bisect the third side

5.2

5.2.1 𝐶𝑅 = 𝑃𝑆 given

𝑃𝑆 = 𝑄𝑅 opp. Sides of a parm

𝐶𝑅 = 𝑄𝑅

𝑄̂1 = 𝐶̂1 = 50° angles opp = sides

𝑅̂3 = 100° ext angle of a triangle

𝐴̂ = 100°

5.2.2 𝐴𝑃 = 𝑃𝑆 line from midpoint parallel to one side of triangle

𝑅𝑆 = 120 midpoint theorem

𝑄𝑃 = 120 opp. Sides of a parm are =

OR

In ∆𝑄𝐵𝑅 and ∆𝑃𝐵𝐴

𝑅̂3 = 𝐴̂ proven

𝐵̂1 = 𝐵̂3 … .vert opp angles

𝐵𝑅 = 𝐵𝐴 given

∴ ∆𝑄𝐵𝑅 ≡ ∆𝑃𝐵𝐴 AAS

𝑄𝐵 = 𝐵𝑃 = 60 ≡ ∆′𝑠

∴ 𝑄𝑃 = 120

132
QUESTION 6

O is the centre of the circle. ABDC are points on the circumference of the circle .AB = CD

C
A

B D
O

Prove that AOB  COD

In ∆𝐴𝑂𝐵 and ∆𝐶𝑂𝐷

𝐴𝐵 = 𝐶𝐷 given

𝐵𝑂 = 𝑂𝐷……. radii

𝐴𝑂 = 𝐶𝑂 radii

∆𝐴𝑂𝐵 ≡ ∆𝐶𝑂𝐷 SSS

133
QUESTION7

7.1 𝐹𝐸 ∥ 𝐷𝐶 opp sides of a parm

∴𝐹 is the midpoint converse of midpoint theorem

𝐹𝐷 ∥ 𝐶𝐸 opp. Sides of a parm

∴ 𝐷 is the midpoint converse of midpoint theorem

In BDF  FEA

1. 𝐵𝐹 = 𝐹𝐴 F midpoint

𝐹𝐷 = 𝐸𝐶 opp sides of a parm

𝐸𝐶 = 𝐸𝐴 E is the midpoint

2.𝐷𝐹 = 𝐸𝐴 both = EC

𝐵𝐷 = 𝐷𝐶 D is the midpoint

𝐷𝐶 = 𝐹𝐸 opp. Sides of a parm

3.𝐵𝐷 = 𝐹𝐸

∴ ∆𝐵𝐷𝐹 ≡ ∆𝐹𝐸𝑆 SSS

7.2 BFA is a straight line(Hint: prove that Fˆ1 + Fˆ2 + Fˆ3 = 180 )

𝐹̂2 = 𝐶̂ opp angles of a parm are =

̂1 = 𝐶̂
𝐷 corr. angles; 𝐹𝐷 ∥ 𝐸𝐶

∴ 𝐹̂2 = 𝐷
̂1

𝐹̂1 = 𝐵̂ corr. angles; ; 𝐹𝐸 ∥ 𝐵𝐶

̂1 + 𝐹̂3 +𝐷
Then 𝐷 ̂1 = 180° sum if angles of a triangle

∴ 𝐹̂1 + 𝐹̂2 + 𝐹̂3 = 180°

∴ 𝐵𝐹𝐴 is a straight line

134
135