FHSST Authors
The Free High School Science Texts: Textbooks for High School Students Studying the Sciences Mathematics Grades 10  12
Version 0 September 17, 2008
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FHSST Core Team
Mark Horner ; Samuel Halliday ; Sarah Blyth ; Rory Adams ; Spencer Wheaton
FHSST Editors
Jaynie Padayachee ; Joanne Boulle ; Diana Mulcahy ; Annette Nell ; Ren´ Toerien ; Donovan e Whitﬁeld
FHSST Contributors
Rory Adams ; Prashant Arora ; Richard Baxter ; Dr. Sarah Blyth ; Sebastian Bodenstein ; Graeme Broster ; Richard Case ; Brett Cocks ; Tim Crombie ; Dr. Anne Dabrowski ; Laura Daniels ; Sean Dobbs ; Fernando Durrell ; Dr. Dan Dwyer ; Frans van Eeden ; Giovanni Franzoni ; Ingrid von Glehn ; Tamara von Glehn ; Lindsay Glesener ; Dr. Vanessa Godfrey ; Dr. Johan Gonzalez ; Hemant Gopal ; Umeshree Govender ; Heather Gray ; Lynn Greeﬀ ; Dr. Tom Gutierrez ; Brooke Haag ; Kate Hadley ; Dr. Sam Halliday ; Asheena Hanuman ; Neil Hart ; Nicholas Hatcher ; Dr. Mark Horner ; Mfandaidza Hove ; Robert Hovden ; Jennifer Hsieh ; Clare Johnson ; Luke Jordan ; Tana Joseph ; Dr. Jennifer Klay ; Lara Kruger ; Sihle Kubheka ; Andrew Kubik ; Dr. Marco van Leeuwen ; Dr. Anton Machacek ; Dr. Komal Maheshwari ; Kosma von Maltitz ; Nicole Masureik ; John Mathew ; JoEllen McBride ; Nikolai Meures ; Riana Meyer ; Jenny Miller ; Abdul Mirza ; Asogan Moodaly ; Jothi Moodley ; Nolene Naidu ; Tyrone Negus ; Thomas O’Donnell ; Dr. Markus Oldenburg ; Dr. Jaynie Padayachee ; Nicolette Pekeur ; Sirika Pillay ; Jacques Plaut ; Andrea Prinsloo ; Joseph Raimondo ; Sanya Rajani ; Prof. Sergey Rakityansky ; Alastair Ramlakan ; Razvan Remsing ; Max Richter ; Sean Riddle ; Evan Robinson ; Dr. Andrew Rose ; Bianca Ruddy ; Katie Russell ; Duncan Scott ; Helen Seals ; Ian Sherratt ; Roger Sieloﬀ ; Bradley Smith ; Greg Solomon ; Mike Stringer ; Shen Tian ; Robert Torregrosa ; Jimmy Tseng ; Helen Waugh ; Dr. Dawn Webber ; Michelle Wen ; Dr. Alexander Wetzler ; Dr. Spencer Wheaton ; Vivian White ; Dr. Gerald Wigger ; Harry Wiggins ; Wendy Williams ; Julie Wilson ; Andrew Wood ; Emma Wormauld ; Sahal Yacoob ; Jean Youssef Contributors and editors have made a sincere eﬀort to produce an accurate and useful resource. Should you have suggestions, ﬁnd mistakes or be prepared to donate material for inclusion, please don’t hesitate to contact us. We intend to work with all who are willing to help make this a continuously evolving resource!
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Contents
I Basics 1
3 3
1 Introduction to Book 1.1 The Language of Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . .
II
Grade 10
5
7 7 7 7 8 9 9 9
2 Review of Past Work 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is a number? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Letters and Arithmetic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Addition and Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Multiplication and Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brackets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Negative Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.8.1 2.8.2 2.8.3 What is a negative number? . . . . . . . . . . . . . . . . . . . . . . . . 10 Working with Negative Numbers . . . . . . . . . . . . . . . . . . . . . . 11 Living Without the Number Line . . . . . . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.9
Rearranging Equations
2.10 Fractions and Decimal Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.11 Scientiﬁc Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.12 Real Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.12.1 Natural Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.12.2 Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.12.3 Rational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.12.4 Irrational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.13 Mathematical Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.14 Inﬁnity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.15 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3 Rational Numbers  Grade 10 3.1 3.2 3.3 23
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 The Big Picture of Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Deﬁnition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 vii
CONTENTS 3.4 3.5 3.6 3.7 3.8
CONTENTS
Forms of Rational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Converting Terminating Decimals into Rational Numbers . . . . . . . . . . . . . 25 Converting Repeating Decimals into Rational Numbers . . . . . . . . . . . . . . 25 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 29
4 Exponentials  Grade 10 4.1 4.2 4.3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Deﬁnition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Laws of Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 4.3.6 Exponential Law 1: a0 = 1 . . . . . . . . . . . . . . . . . . . . . . . . . 30 Exponential Law 3: a−n =
m
Exponential Law 2: am × an = am+n . . . . . . . . . . . . . . . . . . . 30
1 an , a
= 0 . . . . . . . . . . . . . . . . . . . . 31
Exponential Law 5: (ab)n = an bn . . . . . . . . . . . . . . . . . . . . . 32 Exponential Law 6: (am )n = amn . . . . . . . . . . . . . . . . . . . . . 33
Exponential Law 4: a ÷ a = am−n . . . . . . . . . . . . . . . . . . . 32
n
4.4
End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 37
5 Estimating Surds  Grade 10 5.1 5.2 5.3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Drawing Surds on the Number Line (Optional) . . . . . . . . . . . . . . . . . . 38 End of Chapter Excercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 41
6 Irrational Numbers and Rounding Oﬀ  Grade 10 6.1 6.2 6.3 6.4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Irrational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Rounding Oﬀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 45
7 Number Patterns  Grade 10 7.1
Common Number Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 7.1.1 Special Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
7.2 7.3
Make your own Number Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 7.3.1 Patterns and Conjecture . . . . . . . . . . . . . . . . . . . . . . . . . . 49
7.4
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 53
8 Finance  Grade 10 8.1 8.2
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Foreign Exchange Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 8.2.1 8.2.2 8.2.3 How much is R1 really worth? . . . . . . . . . . . . . . . . . . . . . . . 53 Cross Currency Exchange Rates . . . . . . . . . . . . . . . . . . . . . . 56
Enrichment: Fluctuating exchange rates . . . . . . . . . . . . . . . . . . 57
8.3
Being Interested in Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 viii
CONTENTS 8.4
CONTENTS
Simple Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 8.4.1 Other Applications of the Simple Interest Formula . . . . . . . . . . . . . 61
8.5
Compound Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 8.5.1 8.5.2 8.5.3 Fractions add up to the Whole . . . . . . . . . . . . . . . . . . . . . . . 65 The Power of Compound Interest . . . . . . . . . . . . . . . . . . . . . . 65 Other Applications of Compound Growth . . . . . . . . . . . . . . . . . 67
8.6
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 8.6.1 8.6.2 Deﬁnitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
8.7
End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 71
9 Products and Factors  Grade 10 9.1 9.2
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Recap of Earlier Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 9.2.1 9.2.2 9.2.3 Parts of an Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Product of Two Binomials . . . . . . . . . . . . . . . . . . . . . . . . . 71 Factorisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
9.3 9.4 9.5 9.6 9.7
More Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Factorising a Quadratic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Factorisation by Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Simpliﬁcation of Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 83
10 Equations and Inequalities  Grade 10
10.1 Strategy for Solving Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 10.2 Solving Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 10.3 Solving Quadratic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 10.4 Exponential Equations of the form ka(x+p) = m . . . . . . . . . . . . . . . . . . 93 10.4.1 Algebraic Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 10.5 Linear Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 10.6 Linear Simultaneous Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 10.6.1 Finding solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 10.6.2 Graphical Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 10.6.3 Solution by Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . 101
10.7 Mathematical Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 10.7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 10.7.2 Problem Solving Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . 104 10.7.3 Application of Mathematical Modelling . . . . . . . . . . . . . . . . . . 104
10.7.4 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . 106 10.8 Introduction to Functions and Graphs . . . . . . . . . . . . . . . . . . . . . . . 107 10.9 Functions and Graphs in the RealWorld . . . . . . . . . . . . . . . . . . . . . . 107 10.10Recap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 ix
CONTENTS
CONTENTS
10.10.1 Variables and Constants . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 10.10.2 Relations and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 10.10.3 The Cartesian Plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 10.10.4 Drawing Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 10.10.5 Notation used for Functions . . . . . . . . . . . . . . . . . . . . . . . . 110
10.11Characteristics of Functions  All Grades . . . . . . . . . . . . . . . . . . . . . . 112 10.11.1 Dependent and Independent Variables . . . . . . . . . . . . . . . . . . . 112 10.11.2 Domain and Range . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 10.11.3 Intercepts with the Axes . . . . . . . . . . . . . . . . . . . . . . . . . . 113 10.11.4 Turning Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 10.11.5 Asymptotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 10.11.6 Lines of Symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
10.11.7 Intervals on which the Function Increases/Decreases . . . . . . . . . . . 114 10.11.8 Discrete or Continuous Nature of the Graph . . . . . . . . . . . . . . . . 114 10.12Graphs of Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 10.12.1 Functions of the form y = ax + q . . . . . . . . . . . . . . . . . . . . . 116 10.12.2 Functions of the Form y = ax2 + q . . . . . . . . . . . . . . . . . . . . . 120 10.12.3 Functions of the Form y =
a x
+ q . . . . . . . . . . . . . . . . . . . . . . 125
10.12.4 Functions of the Form y = ab(x) + q . . . . . . . . . . . . . . . . . . . . 129 10.13End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 11 Average Gradient  Grade 10 Extension 135
11.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 11.2 StraightLine Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 11.3 Parabolic Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 11.4 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 12 Geometry Basics 139
12.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 12.2 Points and Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 12.3 Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 12.3.1 Measuring angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 12.3.2 Special Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 12.3.3 Special Angle Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 12.3.4 Parallel Lines intersected by Transversal Lines . . . . . . . . . . . . . . . 143 12.4 Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 12.4.1 Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 12.4.2 Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 12.4.3 Other polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 12.4.4 Extra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 12.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 12.5.1 Challenge Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 x
CONTENTS 13 Geometry  Grade 10
CONTENTS 161
13.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 13.2 Right Prisms and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 13.2.1 Surface Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 13.2.2 Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 13.3 Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 13.3.1 Similarity of Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 13.4 Coordinate Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 13.4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 13.4.2 Distance between Two Points . . . . . . . . . . . . . . . . . . . . . . . . 172 13.4.3 Calculation of the Gradient of a Line . . . . . . . . . . . . . . . . . . . . 173 13.4.4 Midpoint of a Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 13.5 Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 13.5.1 Translation of a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 13.5.2 Reﬂection of a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 13.6 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 14 Trigonometry  Grade 10 189
14.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 14.2 Where Trigonometry is Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 14.3 Similarity of Triangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 14.4 Deﬁnition of the Trigonometric Functions . . . . . . . . . . . . . . . . . . . . . 191 14.5 Simple Applications of Trigonometric Functions . . . . . . . . . . . . . . . . . . 195 14.5.1 Height and Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 14.5.2 Maps and Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 14.6 Graphs of Trigonometric Functions . . . . . . . . . . . . . . . . . . . . . . . . . 199 14.6.1 Graph of sin θ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 14.6.2 Functions of the form y = a sin(x) + q . . . . . . . . . . . . . . . . . . . 200 14.6.3 Graph of cos θ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 14.6.4 Functions of the form y = a cos(x) + q . . . . . . . . . . . . . . . . . . 202
14.6.5 Comparison of Graphs of sin θ and cos θ . . . . . . . . . . . . . . . . . . 204 14.6.6 Graph of tan θ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 14.6.7 Functions of the form y = a tan(x) + q . . . . . . . . . . . . . . . . . . 205 14.7 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 15 Statistics  Grade 10 211
15.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 15.2 Recap of Earlier Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 15.2.1 Data and Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . 211 15.2.2 Methods of Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . 212 15.2.3 Samples and Populations . . . . . . . . . . . . . . . . . . . . . . . . . . 213 15.3 Example Data Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 xi
. . . . . . . . . . . . . . . . . . . . . . 232 16 Probability . . . Probability . . . . . . . . .3 Exponentials in the RealWorld .5 Exercises . .2. . . . . . . . . . . . . . . 219 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 15. . . . . . . . . . 215 15.3 Probability Models . . . . . . . 214 15. . .1 Introduction . . . . . . . . . . . . . .5.4 Data Set 4: Global Temperature . . . 239 16. . 228 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . .3 Exercises . . . . . . . . . . . . . . .5. . . . .6 Probability Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 16. . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . 230 15. . . . . . . . . . . . . . 217 15. . . . . 229 15. . . . . . 253 17. . . . . . 238 16. . . . . . . . . 222 15. . . . . . . . . . .1 Data Set 1: Tossing a Coin .3. . . . . . .3 Data Set 3: Mass of a Loaf of Bread . . . . . . . .8 Summary of Deﬁnitions . . 242 16.7 Mutually Exclusive Events . . . . . . . . . . . . . . . . . . . 213 15. . . . . . .5. . . . . . . . . . .Misuse of Statistics . . . . . . . .6. . .1 Exercises . . . . . . 251 17. . 246 III Grade 11 249 251 17 Exponents . . . . . . .5.3. . . . . . 235 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Measures of Central Tendency . . . . . . . . . . . 225 15. .4. . . . . . . . . . .9 End of Chapter Exercises . . . . . . . .1 Exercises . . . .2 Laws of Exponents . . . . . . . . . . . 214 15. . . . . . . . . . . . . . . . .5 Data Set 5: Price of Petrol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Project Idea . . . . . . . . . . .1 Bar and Compound Bar Graphs . . . . . . . . . . . . . . . . . . .2 Random Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grouping Data . . . . . . . . . . . . . . . . . . . . . . .4 Grouping Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Classical Theory of Probability . . . . . . . .Graphical Representation of Data . .4 End of chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 15. . . . . .9 Exercises . . . .5 Graphical Representation of Data . . . . . . . 216 15. . . .1 Sample Space of a Random Experiment . .3. . . . . . .4 Relative Frequency vs. . . . . . . . . . . . . 222 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 16. . . . 235 16. .3 Pie Charts . . . . . . . . . . .8 Complementary Events . . . . . . . . . . . . . . .7. . . . 235 16. .2 Histograms and Frequency Polygons . . . . . 213 15. . . . .3. . . . . . 240 16. . . . . 251 √ m 17. . . . . . . . . . . . . .3. . . . . . . . . . . .5. 254 xii . . . . . . .4 Line and Broken Line Graphs . . . . . . . . . . . . . .7 Misuse of Statistics . . . . . .CONTENTS CONTENTS 15. . .Grade 10 235 16. . . . . . . . . . . . . 220 15. . . . 221 15. . . . . . . . . .2 Measures of Dispersion . 244 16. . . . . . . . . . 215 15. . . . . . . . . .6. . . . . . . . . . . 251 17. . . . . . . .Grade 11 17. . . . . . . . . . . . . . . . . . . .6. .6 Summarising Data . 217 15.1 Exponential Law 7: a n = n am . . . . . . . . . .2 Data Set 2: Casting a die . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Summarising Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 280 21. . . . . . . . . . . . . . 259 19 Error Margins . . . .2 Surd Law 2: 18.7 Finding n . . . . . . .8. . . .1. . . . . . . . . . . . . . 265 20. . . . . . . . . . . . . . . . . . . . . . . . . . .8 Nominal and Eﬀective Interest Rates . . . . . 285 21. .2 Equations . . .2 End of Chapter Exercises . . . . .Trial and Error . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . .2 Solution by Factorisation . . . . . . .2 Depreciation .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .Grade 11 271 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Solution by the Quadratic Formula . . . . . . .4 Like and Unlike Surds . . . .5 Finding an equation when you know its roots . . . . . . . .Grade 11 261 265 20. . . 269 21 Finance . . . . . . . . . . . . . . . . . . .5 Present Values or Future Values of an Investment or Loan . . . . . . . . . . . . . 281 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Simplest Surd form . . . . . . . . . . . . . .9. . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Deﬁnitions . . . . . . . . . . . . . . . . . . . . . . 284 21. . . 285 22 Solving Quadratic Equations . . . . . . . . . 296 22.8. . .1 The General Formula . . 256 18. . . . . . . . . . . . . . . . .9. . . . . . . . . . 258 18. . . . . . . .1 Surd Calculations . . . . . .Grade 11 CONTENTS 255 18. . . . . .10End of Chapter Exercises . . . . . .3 Simple Depreciation (it really is simple!) . . . . . . . . . . 271 21. . . . . . . . .1. . . . . 284 21. . . . . . . . . . . . . . . . . . . . . . . .CONTENTS 18 Surds .1. . . . . . . . . . . . . . . . . . . . . . . .Grade 11 287 22. . . . . . . . . . 265 20. . . . . . 299 xiii . . . . . . . . . . .5. . . . . . . . . .1. . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . 255 √ √ √ 18. . . . . . . . . . . . . . 257 18.6 Finding i . . . . . . . . . 276 21. . . . . . . . . . . . . . . . . .Grade 11 20 Quadratic Sequences . . . . . .4 Compound Depreciation . . . . . . . 274 21. . . . . . . . . . . . . . . . . . . . . . . . . . 256 √ n √a n b . . . . . . . . . . . . . .3 Surd Law 3: n a b = √ m n am = a n . . . . . . . . . . . . . . . 290 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 22. . . . .1 Surd Law 1: n a n b = n ab . 287 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 21. . . . . . 276 21. . . . . . . . 279 21. . . . . . 271 21. . .2 Decoding the Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 18. . . . . . . . . . . . . . . . 271 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 21. 287 22. . . . . . . . . . . . . . . . .2 What is a quadratic sequence? . .3 Solution by Completing the Square . . . . . . . . . . .1. . . . . .6 Rationalising Denominators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Formulae Sheet . . .3 End of chapter Exercises . 255 18. . . . . . .1 Now or Later . . .1. . . . . . . . . . . . . .6 End of Chapter Exercises . . . . . . .
. .1 Introduction . 304 24 Solving Simultaneous Equations . . . . . 329 27. . . . .1 Introduction . . . 307 24. . . . . 325 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Sketching Graphs of the Form f (x) = ab(x+p) + q . 309 25 Mathematical Models .2. . . . . . . . . . . . . . . . . .2 Intercepts . . . . . . . . 301 23. . . . . 335 28. . . 330 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . 335 28. . . . 329 +q . . . . . . . . . . . . . . . . . . . .2 Functions of the Form y = a(x + p)2 + q 321 .2. . . . . . . . . . . . . . . . 317 26 Quadratic Functions and Graphs . . . . . . . . . . . . . . . . . 336 28. . .4 Axes of Symmetry . . . . . . . .2.Grade 11 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 26. . . . . .2 Quadratic Inequalities . . 344 xiv . . . . . . . . . . . . . .2. . .Grade 11 307 24. . .3 Asymptotes . . . . . . . . . . . 327 26. . . . . . . .1 Domain and Range . . . . . . 323 26. . . . . . . . .Grade 11 335 28. . . . . . . . . . .Grade 11 CONTENTS 301 23. . . .2.3 Turning Points . . . . . . . . . . . . . . . . . . . .1 Graphical Solution . . . . . . .2 Functions of the Form y = a x+p 329 27. . . . . . . . . . . . . . . . . . . .2. .CONTENTS 23 Solving Quadratic Inequalities . . .2. .2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 27 Hyperbolic Functions and Graphs . . . . . . . . . . . . . .2 Intercepts . . . . . . . 337 28. . . . . . . . . . .3 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . . .2 Average Gradient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 29 Gradient at a Point . . . . . . . . . . . . . . . . . . . . 333 28 Exponential Functions and Graphs .3 End of Chapter Exercises . . . . . . . . . . . . . . . . .Grade 11 341 29. . 332 27. . .2. . . . . . . .2 Algebraic Solution . . . . . . . 324 26.5 Sketching Graphs of the Form f (x) = a(x + p)2 + q . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . . . .1 Introduction . . 301 23. . . . . . . . . . . . . .Grade 11 313 25. . . . . . .2. . . . . . .2 Functions of the Form y = ab(x+p) + q . . . . . . . . . .1 Introduction . .3 Asymptotes . . . . . . . . .1 Domain and Range . . . . . . . . . . . . . . . . . . . . .2 End of Chatpter Exercises . . . . . .6 Writing an equation of a shifted parabola . . . . . . . . 313 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 26. . . . . . 341 29.3 End of Chapter Exercises . . . . . . . . . . . . . . . . . 325 26. . . . . . 333 27. . . . .3 End of Chapter Exercises . . . . . .2. .1 Domain and Range . . . . . . . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 RealWorld Applications: Mathematical Models . . . 341 29. . . . . . . . . . .Grade 11 27. . 338 28. . . .4 Sketching Graphs of the Form f (x) = a x+p + q . . 321 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Intercepts . 331 27. . . . 338 28. . . . . . . . . . .
. . . . . . . . . . . . . . . . . 368 31. . . . . . 360 31. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Functions of the form y = sin(θ + p) . . . . . . . .3. . . . . . . . . .Grade 11 357 31. . . . . . . . . . . . . . . . . . . . . . 346 30. . . . . . 387 32. . . . . . . . . .1 Equation of a Line between Two Points . . . . . 347 30. . . . . . . . . . . . .5. 381 32. . . . . . . . . . . . . . . . . . . . . 384 32. . . . . . . . . . 391 xv . . . . . . . . . . . . . . . . . . . . .5 Functions of the form y = cos(θ + p) . . . . . . . . . . . 345 30. . . . . . . . . . . . . . . . . . . . . . . . . . . 357 31.2 Enlargement of a Polygon 1 . . . .1 Writing Constraint Equations . . . . . . . . . . . . . .2. . . . . . . . . .4 Feasible Region and Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Constraints . . . .1 Decision Variables . .3 Trigonometric Identities . . . . . . . . . . . . . . . .5. . .2 Right Pyramids.1 Introduction .2 Objective Function . . . . . . . . . . . . .CONTENTS 30 Linear Programming . . . . . . . . . . . . . . . 345 30. . . . . . . . . . . . . . . . . . . .5. . . . . . .4 Triangle Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . .6 Transformations . . 357 31. . . .2. . . . . . . . .2 Functions of the form y = cos(kθ) . . . .2 Terminology . . . . . . . . . . . . . . . 361 31. . . 381 32. . . . .3 Similarity of Polygons . . .1 Introduction . . . . . . . .2. . . . . . . . . . . .Grade 11 381 32. . . . . . . . . 389 32. . .2. . . . . . . . . . 348 30. . . . .2 Graphs of Trigonometric Functions . . . . . . . . . . . . . . . . . . . .Grade 11 CONTENTS 345 30. . . . . . . . . . . .3 Solving the Problem . . . . . . . . . .2. . . . 345 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. 373 31. . . . . . . . . . 347 30. . .2 Writing the Objective Function .2. .4. . 368 31. . . . . . . . . . . . . . . . . . . 345 30. .6. . . . . . . . . . . . . . . . . . . . . . . . . . .2 Alternate Deﬁnition for tan θ . . . . .6 End of Chapter Exercises . .1 Deriving Values of Trigonometric Functions for 30◦ . . . . . 346 30. . . . . . . . . .5. . . . . . . . . . . . . . . 385 32. .2. . . . . . .5 Skills you will need . . . . .3. . . . . . 381 32. . . . . . . .3 Inclination of a Line . 350 30. . . . . . 346 30.1 Proportion . . . . .4 Method of Linear Programming . . . . . . . . . . . . 371 31. . . . . . . . . . . . . .5.3 Example of a Problem . . 383 32. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Functions of the form y = tan(θ + p) . . 373 31. .3 Functions of the form y = tan(kθ) .5 Coordinate Geometry . . . . . . . .5. . . . . . . . . . .1 History of Trigonometry . . . . . . . . . . .6. . . . . . . . . . . . . . . . . . . 347 30. . 371 31. 352 31 Geometry . . . . . . . . . . 45◦ and 60◦ . . Right Cones and Spheres . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . . . . . . . 386 32. . . .2. . . . . . . . . . . . . 376 32 Trigonometry . . . . . . . .5 The Solution . . .2 Equation of a Line through One Point and Parallel or Perpendicular to Another Line . . . . . . . . . . . . . . . . 389 32. . . . . . . . . . . . . . . . . . .1 Rotation of a Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Functions of the form y = sin(kθ) . 347 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 31. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 32. .7 End of Chapter Exercises . . .6 Quadratic and Higher Order Trigonometric Equations .6 Misuse of Statistics . . 428 33. . .4 Reduction Formula . . . . . . . . . 419 33. . .5.3 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . 432 33. . . . . . . .Grade 11 437 34. . . . . . . . . . . . .6 Exercises . . .2 Standard Deviation and Variance . . . . . . . . . . . . . . . . . . . . . . . . .Grade 11 419 33. . . . . . . . . . . . . . .3. . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 33. . . .2 Box and Whisker Diagrams . . . .4. . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . .3 Interpretation and Application . . . . . . . . . . . . . . . . . . . . . .3. .3. . . . . . .CONTENTS CONTENTS 32. . . . .3 The Area Rule . . . . . . . . . . . . .3 A Trigonometric Identity . . . . . . . . . . . 437 34. . . . . . . . . . . . . 428 33. . . . . . . . . . . . . . 421 33. . . . . . . . . . . . . .5 Scatter Plots . . . . . . . . . . . . . . . . . . . . 392 32. . . . .Grade 12 35. .1 Variance . . . . . . . . . . . . . . . . . .5 Sine and Cosine Identities . . . . . . . . . . . . .3 Graphical Representation of Measures of Central Tendency and Dispersion . . . . . . . . . . .1 Deﬁnition of Logarithms . . . . . . . . . . . . . . . . . . 407 32. . . . . . . . . . . . . . . . . .4. . . .1 Symmetric and Skewed Data . . 424 33. . .3. . .4 Solving Trigonometric Equations . .3.2 Standard Deviation . . . . . . . . . . . . . . . . . . . . . . 426 33. . . . . . . . . . . . . . . .4. . . . . . . . . . . . 401 32. . . . . . . . . . . . . . . . . . . . . . . .2 Deﬁnitions . . . .2.4. . . . . . . . . . . . . . 424 33. . . 419 33. 428 33. . . . . . . . . . . . . . . . . . . . . . . .4 Relationship between Standard Deviation and the Mean . . . . .2. . . . . . . . . 419 33. . . . . . . . . .2. . . . . . 437 34. 416 33 Statistics . . . 406 32. . . . . . . . . . . . 399 32. 445 xvi . . . . and Mode . . . .2 Algebraic Solution . . . . . 429 33. . . . . . .1 Identiﬁcation of Independent and Dependent Events . . . . . . . . . . . . 409 32. . . . . . .2 The Cosine Rule . . . . . . . . . 423 33. . .3 Solution using CAST diagrams . .1 Five Number Summary . . . . . .4. . . 399 32.5 Linear Trigonometric Equations . . .3 Cumulative Histograms . . . . . . . . . . . . 405 32. . . . . . . . . . . . . . . . . . . . . . . . . 435 34 Independent and Dependent Events . 403 32. . . . . 425 33. . . . . . . . . . . . . . . . . . . . . . . . . . .4 Distribution of Data . . . . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . .4. . . . . .2. . Median. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. . .7 More Complex Trigonometric Equations . . . . . . . . . . . . . . . . 406 32. . . . . . . . . . . . . .4 General Solution Using Periodicity .1 Graphical Solution . . . . . . . . . . . 409 32. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.4. . .5. . 414 32. . . . . . . . . . . . . . . . . . 412 32. .1 Introduction . . . . . . . . . . . . . . . . . .4. . . . . . . . .2 Relationship of the Mean. . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 IV Grade 12 443 445 35 Logarithms . . . . . . . 438 34. .1 The Sine Rule . . . . . . . . . .
. . . . . . . . . . . . . 470 36. . . .2 Exercises . . .10End of Chapter Exercises . . .3. . . . . . . . . . . . .Grade 12 457 36. . . . . . . . . . . . . . . . . . . . . . . . . . 448 35. . . . . . . . 450 √ 35. . . . . . 454 35. . . . . . . . . . . . . . . . . . . . . . 450 b 35. . . 446 35. . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 36. . . . . . 478 37. . . . . . . . . . . . . .7 Finite Squared Series .7 Logarithm Law 4: loga x y = loga (x) − loga (y) . . . . . . . . .9. 457 36. . . .A Flu Epidemic . . . . . . . . . . . . . . . . 463 36. . . . . . . . . . . . . . . . . . . 477 37. . . . . . . . . .12End of Chapter Exercises . . . . . . . . 466 36. . . . .3 Geometric Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 36. . . . . . . . . . . . . . . . . . . .9. . . .3 A Series of Payments . . . . . . . .2 Finding the Length of the Investment or Loan . . . . . . . . . . . . . . . . . 448 35. . . . . .2 Exercises . . . . . 449 35. . . . .5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455 36 Sequences and Series . 452 35. . .9 Inﬁnite Series . . . . . . . . . . 463 36. . . . .3. . . . . . 463 36. . . . . . . . . . . . . . .1 General Formula for a Finite Arithmetic Series . . . . . . . . . . . . . . . . .6. . . 462 36. . . . . . . . . 455 35. . . . . . . . .2. . . . . . . . . .3. .1 General Equation for the nth term of an Arithmetic Sequence . . . . . . . . . . . . . . . . . . . . . .8 Logarithm Law 5: loga (xb ) = b loga (x) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . .6. . . . . . . . . . . . . . . . . . . . . . . . . 465 36. . . . . . . . . .3. . . . . . . . .2 General Equation for the nth term of a Geometric Sequence . .5. . . . . . . . . . . .2 Arithmetic Sequences . . . . . . . . . . . . . . . . . . . . .10Solving simple log equations .4 Recursive Formulae for Sequences . . . . . . . . . . . . . . . . . .2 Sigma Notation . . . . .9 Logarithm Law 6: loga ( b x) = loga (x) . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Exercises . . . . . . . . . . .2 Logarithm Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 36. . . . 447 35. . . . . . . . . . . .1 Example . . . .3 Exercises . . . . . . . . . . . . . . .1 Sequences and Series . . . . . . . . . . . 472 36. .1 Exercises . . . . . . . . . . . . . 454 35. . . . . .1 Inﬁnite Geometric Series . . . . . . . . . . . . . . . . . . . . 461 36. 472 37 Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467 36. . . . . . . 479 xvii . . . . . . . . . . . . . . . . .1 Introduction . .1 Some Basics . . . . . . .10. . . . .6 Logarithm Law 3: loga (x · y) = loga (x) + loga (y) . . . .11Logarithmic applications in the Real World . . . . . . . .8 Finite Geometric Series . . . . . . . . 468 36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Laws of Logarithms . . .11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Logarithm Law 2: loga (a) = 1 . . . 471 36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . . . . . . . . . . . . 447 35. 461 36. . . . . . . . . . . . . 471 36. . . . . . . . . . . . . . . 458 36. . . . . . . . .Grade 12 477 37. . . . 477 37. . . . . . . . . . .5 Series . .CONTENTS CONTENTS 35. . . . 457 36.4 Logarithm Law 1: loga 1 = 0 . . . . . . .6 Finite Arithmetic Series . . . .
. . . . . . . . . . . . . . . . . . . . 493 38. . . . . . . . . . . . . . . . 511 40. . . . . . . 507 40 Diﬀerential Calculus . . . . . . . . . . . . . . . . . . 485 37. 501 39. . . . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . . . .2 Present Values of a series of Payments . . . . . . 484 37. . . .5 Solving Cubic Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Investments and Loans . .2 Exercises . . . . . . . . . . . . . . . . . .2. . . . . . . . . . 479 37. . 506 39. 502 39. . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Equations . .4. . . . . . . . . . . . . . . . . Series and Functions . . .4 Exercises . . . . . . . . . . . . . . .3 Diﬀerentiation from First Principles . . . . . 501 39. . .3. . . . . . . . . . . . 501 39. . . . . . . .1 Introduction . .2. 510 40. . . . .2. . . . . . . . . . . . . . .2 Deﬁnition of a Function . . . . . . . . . . . . . . . . . . . . . . . . .2 The Factor Theorem . . . . 506 39. . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Average Gradient and Gradient at a Point . 489 37. . . . . . . 490 37. . . . . .3 Inverse Function of y = ax2 . . .4 Investments and Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489 37. . . .5 Inverse Function of y = ax . . . . . . . . . .3. . . . . 509 40. . . . . .4. . . .3 Limits . . . . . . . . . . . . . . . . . . . . . . . . 493 38. . . . . . . . . . . . . . . . . . . . . . . .3 Future Value of a series of Payments . . . . . .6 End of Chapter Exercises . . . . . . . .4 Graphs of Inverse Functions . . . . . . .3. .4 Exercises . . . . . . . . . .3 Calculating Capital Outstanding . . 510 40.4. . . . . . . . . . . . . . . . . .2 Exercises . 503 39. . . . . . .Using Factor Theorem . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . 485 37. 502 39. . . . . . . . . 494 38. . . . .2 Sequences. . . . . . 489 37.5. 512 40. . . . . . . . . . . . . . . . . . .4. . . . .1 A Tale of Achilles and the Tortoise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 37.Grade 12 493 38. . . . .5 Formulae Sheet . . . . . . . . . . . . 498 38. . 490 37. . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . 496 38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 38 Factorising Cubic Polynomials . . . . . . . . . . . . .3 Notation used for Functions . . . . . .1 Loan Schedules . . . . . .Present and Future Values .1 Why do I have to learn this stuﬀ? . . . . . . . . . . . . . . .CONTENTS CONTENTS 37. . . . . . . . . . . . .5. . . . . . . . . . . 504 39. . . 504 39. . . .5. . . . . . . . . . . . .1 Deﬁnitions . . . . . . . . . .5 End of Chapter Exercises . . . . .4. . . . . . . .6 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . .Solving of Cubic Equations . . . . . . . . . . . . . . . . . . . . . . . .Grade 12 501 39. . 498 39 Functions and Graphs . .1 Exercises . . . . . . . . . .1 Exercises . . . . . . . . . . 516 40. . . . . 504 39. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Exercises . . . . . . . . . .Grade 12 509 40. . . . . . . . . . . . 496 38. . . . . . .2 Limits .4. . . . . . .4. . . . . . . . . . . . . . . .2. . . . . . . . . . . .3 Factorisation of Cubic Polynomials . . . . . . . . . . . . .6 End of Chapter Exercises . . .1 Inverse Function of y = ax + q . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . . . . . . . . . . . . . . . 519 xviii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .3 Characteristics of Transformations .1 Compound Angle Identities . . . . . . . . . . . . . . .1 Introduction . . . . . . .1 Finding Equations of Tangents to Curves . . . . . 546 42 Geometry . . . . . . . . . . . . . . . . . .3. . .6. . . .3 Local minimum. 521 40. . . .6 Derivation of cos 2α . .1.4. . .3 Theorems of the Geometry of Circles . . . . . . . 539 41. . . . . . . . . . . . . . . . . . . . . . . .1 Equation of a Circle . . . . . . . . 540 41.2. . . 573 42. . . . .6 Using Diﬀerential Calculus to Solve Problems . . . . . . . . . . . . .4. . . . . . . . . . . . . . . . . . . .1. . . . . . . 582 43. .5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Rate of Change problems . . .Grade 12 549 42. . . . . . . . . 539 41. . . . . . . . . . . . . . . . 582 xix . .2. . . .1 Problems in Two Dimensions .4. . . . . . . . . . .4 End of Chapter Exercises . . . . . . . . . . . . . . . . 579 43. . . . . . . . . . . . . . . . . . .1 Derivation of sin(α + β) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1. . . . . . . . . . . . . . . . . . . . . 577 43. . . . . . . . . . 571 42.1. 530 40. . . . . . . . . . . . . . . . . . . . .1 Introduction . . .7 End of Chapter Exercises . . . . . . . . . . . . . . . . . . . 522 40. . .5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529 40. . . . . . . . . . . . . . .Grade 12 539 41. . . . . 539 41. . . . . . . . . . . . . . .4 Rules of Diﬀerentiation . . . . . . .1 Feasible Region and Points . . . . . . . . . .5 Derivation of sin 2α . . . . . . 566 42. . . . 573 42. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. . . . . . . . . . . . . . . . . . . . . . 566 42. . . . . .2.2 Terminology . . .CONTENTS CONTENTS 40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571 42. .2. . . . . . . . . . . . . . . 580 43. . . . . . . . . . . . . .2 Equation of a Tangent to a Circle at a Point on the Circle .3. . . . . . . . 524 40. . . . .1 Rotation of a Point about an angle θ . . .2. . . . . . . . . . . . . 549 42. 534 40. . . . . . . . . . . . . . . . . . .2 Circle Geometry . . . . . . . . . . . . . . . . 535 41 Linear Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 523 40.1. . .2 Applications of Trigonometric Functions . . . . . . . . . . . .2 Characteristics of Transformations . . . . . . . .2 Axioms . . . . . 578 43. . . . . . . 550 42. . .3 Linear Programming and the Feasible Region .1 Terminology .5 Applying Diﬀerentiation to Draw Graphs . . . . . . . . . . . . 550 42. . . . . . . .4 Transformations . . .2 Derivation of sin(α − β) . . . . . . . . . . . . . . .Grade 12 577 43. . . . . . . . . . . . . Local maximum and Point of Inﬂextion . 579 43. . . . . . . . .1. . . .4 Derivation of cos(α − β) . .3 Coordinate Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . 578 43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Curve Sketching . . . .1. . . . . . . 574 43 Trigonometry . . . . . . . .1 Summary of Diﬀerentiation Rules . . . . . . . . . . . . . . . . . . . . 549 42. . . . . . . . . . . 549 42. . . . . . . . . . . . . . .5.4. . . . . . . . . .7 Problemsolving Strategy for Identities . . . . . . . . . . . . . . . . . . . 579 43. .3 Derivation of cos(α + β) . . . . . . . . . . 577 43. . . . . . . . . . . . . . . . . . . . . . . 523 40. . . . . . . . . . . . . . . . . . . . . . . 569 42. . . .
. . . . .1 Counting Combinations . . . . . . . . . . . 589 44 Statistics . . . . . . .CONTENTS CONTENTS 43. . . . . .3 Notation .4 The Fundamental Counting Principle . . . 604 45. . . . . . .7 Applications . . . . . . . . . . .3 Spherical Geometry . . . . . . .4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . .4 End of Chapter Exercises . . . . 586 43. . . . . . . . . . . . . . . . . . . . .3. . . . . . . . . . . . . . . .5 Exercises . . . 604 45. . . . . . . . . . . .2. . . . . . .4 Fractal Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 A Normal Distribution . . . .2. . . . . . .Grade 12 591 44. . . . . . . . . . . . .2 Problems in 3 dimensions . . . . . . . . . . . . . . . . . . . 606 45. . .1 Introduction . . . . . . . . .Not covered in Syllabus A GNU Free Documentation License xx . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. . . 587 43. . .1 Taxicab Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 The Method of Least Squares . . . . . . . . . . . . . . . . 596 44.1 Counting Permutations . . . . . . . . .3. . . . . . . . . . . . . . . . . . . . . 599 44. . . .3 Other Geometries . . . 603 45. . . . . . . . . . . . . . . 586 43. .1 The Factorial Notation .4 Function Fitting and Regression Analysis . 606 45. 593 44. . . . . . . . . . . . . . . . . . . . . . . . . . .4. 604 45. . . .2 Combinatorics and Probability . 600 45 Combinations and Permutations . . . . . . . . . . . . . . . . 597 44. . . . 603 45. .5. . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . .3. . . . . . . . . . . . .2 Manhattan distance . . . . . . . . . . .5 Combinations . . . . . . . . . . . .2 Tree Diagrams . . . .3. . . . . . . . . . . .Grade 12 603 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586 43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Counting . . . . . . . . . . . . . . . .6 Permutations . . .3. . . . . . . . . . . . .3 Extracting a Sample Population . . . . . . . . . . . . . . . . . . . . .5. . . . . . 604 45. 591 44. . . . . . . . . . .1 Making a List . . . 608 45. . . . . . . . 603 45. . . . . . . . . . . . . . . . . . . . . 594 44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. . 588 43. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Using a calculator . . 584 43. . .8 Exercises . . . . . . . . . . . . . 610 V Exercises 613 615 617 619 46 General Exercises 47 Exercises . . . 605 45. . 591 44. . . . . . . . . . . . .3 Correlation coeﬃcients . . . . . . . . . . . . . . . .
Part I Basics 1 .
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is to make it possible for people to communicate.1 The Language of Mathematics The purpose of any language. The punctuation marks of mathematics are the diﬀerent signs and symbols that are used. This is needed because when a sentence is written.Chapter 1 Introduction to Book 1. All languages have an alphabet. speciﬁcally it is the language of Science. the equals sign (=) and so on. the multiplication sign (×). Like any language. Mathematics is a language. There are also rules of grammar which explain how words are supposed to be used to build up sentences. and sentences (known as equations). like English or Zulu. Punctuation marks (like a full stop or a comma) are used to further clarify what is written. the person reading the sentence understands exactly what the writer is trying to explain. mathematics has letters (known as numbers) that are used to make up words (known as expressions). the minus sign (). There are also rules that explain how the numbers should be used together with the signs to make up equations that express some meaning. for example. which is a group of letters that are used to make up words. the plus sign (+). 3 .
1. INTRODUCTION TO BOOK 4 .1 CHAPTER 1.
Part II Grade 10 5 .
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3 Sets A set is a group of objects with a welldeﬁned criterion for membership. It is still the same number. that there will be two apples left. A number can be written many diﬀerent ways and it is always best to choose the most appropriate way of writing the number. is that it must be an apple. You can never just touch three.12. A better way of writing “a half” is as a fraction 1 2 or as a decimal number 0.5. You can also try making up your own questions.Chapter 2 Review of Past Work 2. The set of apples can then be divided into red apples and green apples. All the red apples form another set which is a subset of the set of apples. 2. which simply means all of the real numbers. no matter which way you write it. In high school. “a half” may be spoken aloud or written in words. you can only touch three of something. you do not need to see three apples in front of you to know that if you take one apple away. Some of these real numbers can be written in a particular way and some cannot. solve them and try them out on your classmates to see if you get the same answers. Numbers are not something that you can touch or hold. That is your brain representing the apples in numbers and then performing arithmetic on them. A number represents quantity because we can look at the world around us and quantify it using numbers. and lays the foundation for the remainder of this book. three books. A subset is part of a set. the criterion for belonging to a set of apples. Diﬀerent types of numbers are described in detail in Section 1. but that makes mathematics very diﬃcult and also means that only people who speak the same language as you can understand what you mean. How many minutes? How many kilometers? How many apples? How much money? How much medicine? These are all questions which can only be answered using numbers to tell us “how much” of something we want to measure.1 Introduction This chapter describes some basic concepts which you have seen in earlier grades. However. all the numbers which you will see are called real numbers and mathematicians use the symbol R to stand for the set of all real numbers. but they are all still apples. three pencils. You should feel conﬁdent with the content in this chapter. 7 . before moving on with the rest of the book. For example.2 What is a number? A number is a way to represent quantity. You can just think about it. For example. But you can touch three apples. Practice is the only way to get good at maths! 2. So try out your skills on the exercises throughout this chapter and ask your teacher for more questions just like them. All the green apples form another subset. because they are not physical.
the following equation x+y =z (2.4 Letters and Arithmetic The simplest things that can be done with numbers is to add. you are performing arithmetic 1 . if x is a real number such that 1 < x ≤ 3 or 6 ≤ x < 10. Additionally. The speed of light in a vacuum is also a constant which has been deﬁned to be exactly 299 792 458 m·s−1 (read metres per second). letters can be used to describe a situation. So instead of: one plus one is equal to two mathematicians write 1+1=2 In earlier grades. mathematically. but x = 26 in 2 + x = 28. x represents the amount of change you should get back and z is the amount of money given to the cashier. The number 1 is a constant. For more advanced mathematical workings.3] ∪ [6. Such constants represented by letters occur most often in physics and chemistry. Therefore.1) where the ∪ sign means the union (or combination) of the two intervals. REVIEW OF PAST WORK Now we come to the idea of a union.4 CHAPTER 2. subtracted. x = 1 in Equation 2. x + 10 = 15 (2.3) We will learn how to “solve” this equation towards the end of this chapter. For example. We use the set and interval notation and the symbols described because it is easier than having to write everything out in words. subtract. it is accepted that the letter c represents the speed of light. In this equation. 1 Arithmetic is derived from the Greek word arithmos meaning number. 8 . place holders were used to indicate missing numbers in an equation. When two numbers are added. Here we use it to combine two or more intervals. letters are also used to represent some constants. which is used to combine things.2. multiply or divide them. A constant has a ﬁxed value.2) can be used to describe the situation of ﬁnding how much change can be expected for buying an item. Mathematics as a language uses special notation to write things down. then write R15 instead of z and R10 instead of y and the change is then x. 1+ 4− =2 =2 =2 +3−2 However. y represents the price of the item you are buying. The symbol for union is ∪. For example. 1+x=2 4−y =2 z + 3 − 2z = 2 These letters are referred to as variables. multiplied or divided. letters are usually used to represent numbers. if the price is R10 and you gave the cashier R15. For example. since they can take on any value depending on what is required.10) (2.2. These four basic operations can be performed on any two real numbers. 2. The speed of light is a big number and it takes up space to always write down the entire number. then the set of all the possible x values is (1. place holders only work well for simple equations. So. In the case of the speed of light.
This is important as you can get diﬀerent answers depending on the order in which you do things. 9 . neatest way possible. is known as the commutative property for addition. but 5 − 3 = 2 and 3 − 5 = −2. multiplication (×. −2 is a negative number. if we start with a and add b.CHAPTER 2. For 2 Sometimes people say “parenthesis” instead of “brackets”. its exactly the same thing. both addition and multiplication are described as commutative operations. which is explained in detail in Section 2.7) It is usually neater to write known numbers to the left. Extension: Commutativity for Addition The fact that a + b = b + a.5 Addition and Subtraction Addition (+) and subtraction () are the most basic operations between numbers but they are very closely related to each other. Mathematicians are lazy and like to write things in the shortest. abc = a·b·c = a×b×c a×b×c (2. ·) and division (÷. /) are opposites of each other. In this case. then subtract b.7 Brackets Brackets2 in mathematics are used to show the order in which you must do things. 2.6 Multiplication and Division Just like addition and subtraction. You can think of subtracting as being the opposite of adding since adding a number and then subtracting the same number will not change what you started with. but the order in which numbers are subtracted does matter. the “4” is a constant that is referred to as the coeﬃcient of x. and letters to the right.4) If we look at a number line. Multiplying by a number and then dividing by the same number gets us back to the start again: a×b÷b=a 5×4÷4=5 (2.6) Sometimes you will see a multiplication of letters as a dot or without any symbol. 2 + 3 = 5 and 3 + 2 = 5. then addition means that we move to the right and subtraction means that we move to the left.5) The sign = means “is not equal to”. it looks better to write 4x. Extension: Commutativity for Multiplication The fact that ab = ba is known as the commutative property of multiplication. So although 4x and x4 are the same thing. Therefore. we will just get back to a again a+b−b=a 5+2−2=5 (2. For example. For example. This means that: a+b a−b = b+a = b − a if a = b (2. Don’t worry. 2. The order in which numbers are added does not matter.5 2.8. REVIEW OF PAST WORK 2.
12) (2. These numbers are known as positive numbers.13) Extension: Distributivity The fact that a(b + c) = ab + ac is known as the distributive property.2.1 Negative Numbers What is a negative number? Negative numbers can be very confusing to begin with.14) (2.8. So. In fact. if we were to take a positive number a and subtract it from zero. the answer would be the negative of a. The numbers that are used most often are greater than zero. You can always put your own brackets into equations using this rule to make things easier for yourself. then you can do it one step at a time (a + b)(c + d) (a + 3)(4 + d) = a(c + d) + b(c + d) = ac + ad + bc + bd = a(4 + d) + 3(4 + d) = 4a + ad + 12 + 3d (2. A negative number is simply a number that is less than zero. If there are two brackets multiplied by each other. in the above example.9) If there are no brackets.11) 3(4 − 3) = 3 × 4 − 3 × 3 = 12 − 9 = 3 unless you can simplify everything inside the bracket into a single term. it would have been smarter to have done this 3(4 − 3) = 3 × (1) = 3 It can happen with letters too 3(4a − 3a) = 3 × (a) = 3a (2.10) If you see a multiplication outside a bracket like this a(b + c) 3(4 − 3) then it means you have to multiply each part inside the bracket by the number outside a(b + c) = ab + ac (2.15) 2.8) (2. but there is nothing to be afraid of. for example: a×b+c÷d = 5 × 5 + 20 ÷ 4 = (a × b) + (c ÷ d) (5 × 5) + (20 ÷ 4) (2. Likewise it doesn’t matter which order you do addition and subtraction. 0 − a = −a 3 Multiplying and dividing can be performed in any order as it doesn’t matter. Just as long as you do any ×÷ before any +−. 10 .8 example CHAPTER 2. you should always do multiplications and divisions ﬁrst and then additions and subtractions3 .8 2. REVIEW OF PAST WORK (5 × 5) + 20 = 45 whereas 5 × (5 + 20) = 125 (2.
1: On the number line. even though they are the same thing. The ﬁrst column shows the sign of the ﬁrst number. most people ﬁnd 12 − 3 a lot easier to work out than −3 + 12. Numbers are either positive or negative. and we call this their sign. and instead of writing a + (−b). numbers increase towards the right and decrease towards the left. Table 2. A positive number has positive sign (+).8. The ﬁrst column shows the sign of the ﬁrst number.8 On a number line. and the third column shows what sign the answer will be.1 shows how to calculate the sign of the answer when you multiply two numbers together. Likewise. 2 × 3 = 6 and −2 × −3 = 6.CHAPTER 2.2. 2. it is the same as subtracting that number if it were positive. we write a − b. if you subtract a negative number.2 Working with Negative Numbers When you are adding a negative number. Adding numbers works slightly diﬀerently. dividing a negative number by a positive number always gives you a negative number. negative numbers 3 2 1 0 1 positive numbers 2 3 Figure 2. 11 . Subtraction is actually the same as adding a negative number. a − b. and a negative number has a negative sign (). a + + b + + a+b + ? ?  Table 2. So. have a look at Table 2. In this example. the second column gives the sign of the second number. but −2 × 3 = −6 and 2 × −3 = −6. So multiplying or a + + b + + a × b or a ÷ b + + a − b = a + (−b) (2. this means that subtraction is simply a shortcut for adding a negative number. it is the same as adding the number if it were positive. which do you ﬁnd easier to work out? Most people ﬁnd that the ﬁrst way is a bit more diﬃcult to work out than the second way.1: Table of signs for multiplying or dividing two numbers. which looks neater and requires less writing. whereas multiplying or dividing numbers which have the same sign always gives a positive number. Now.2: Table of signs for adding two numbers. is the accepted way of writing subtractions. For example.16) Table 2. REVIEW OF PAST WORK 2. but −b is a negative number 5 − 3 = 5 + (−3) So. a and b are positive numbers. This also means that −b + a is the same as a − b. the second column gives the sign of the second number. a negative number appears to the left of zero and a positive number appears to the right of zero. and the third column shows what sign the answer will be. For example. Positive numbers appear to the right of zero and negative numbers appear to the left of zero.
but it can get very ineﬃcient to use it every time you want to add or subtract negative numbers. For example. a question like “What is −7 + 11?” looks a lot more complicated than “What is 11 − 7?”.1 is a good way to visualise what negative numbers are. To keep things simple. These tips will let you work out what the answer is when you add or subtract numbers which may be negative and will also help you keep your work tidy and easier to understand. then the sign of the answer depends on which one is bigger.19) −(11 − 2) = −9 You can even combine these tips together. −(c + d) −(7 + 2) = −9 (2. −c − d = −7 − 2 = Negative Numbers Tip 3 In Table 2. So. and then use Tip 3 to get −(10 − 3) = −7. For this case. Calculate: (a) (−5) − (−3) (d) 11 − (−9) (g) (−1) × 24 ÷ 8 × (−3) (j) 3 − 64 + 1 (m) −9 + 8 − 7 + 6 − 5 + 4 − 3 + 2 − 1 12 (b) (−4) + 2 (e) −16 − (6) (h) (−2) + (−7) (k) −5 − 5 − 5 (c) (−10) ÷ (−2) (f) −9 ÷ 3 × 2 (i) 1 − 12 (l) −6 + 25 . but if you add two negative numbers you will always get a negative number. If the numbers have diﬀerent sign. Negative Numbers Tip 1 If you are given an equation like −a + b. so for example you can use Tip 1 on −10 + 3 to get 3 − 10. F is bigger than e.2 we saw that the sign of two numbers added together depends on which one is bigger.17) −5 + 10 = 10 − 5 = 5 This makes equations easier to understand. This tip tells us that all we need to do is take the smaller number away from the larger one. Exercise: Negative Numbers 1. In this equation.8. Negative Numbers Tip 2 When you have two negative numbers like −3 − 7. we have seen that adding a negative number to a positive number is the same as subtracting the number from the positive number. we will write down three tips that you can use to make working with negative numbers a little bit easier.2.3 Living Without the Number Line The number line in Figure 2. you can calculate the answer by simply adding together the numbers as if they were positive and then putting a negative sign in front. 2.18) 2 − 11 = e−F = −(F − e) (2. even though they are exactly the same question. REVIEW OF PAST WORK If you add two positive numbers you will always get a positive number.8 CHAPTER 2. −a + b = b−a (2. then it is easier to move the numbers around so that the equation looks easier. and remember to put a negative sign before the answer if the bigger number was subtracted to begin with.
Method: Rearranging Equations You can add. So for our example we could subtract y from both sides x+y x+y−y = = z z−y (2.9 Rearranging Equations Now that we have described the basic rules of negative and positive numbers and what to do when you add. subtract. and a 13 . The equation is: x+y =z (2. In order to keep the scales balanced. multiply and divide them. whatever. how exactly do we go about ﬁnding what the change is? In mathematical terms. then write R15 instead of z and R10 instead of y. so that only x is on the left hand side of the = sign and everything else is on the right. it looks like it changed to a divide.CHAPTER 2. it looks just like you moved a positive number from one side and it became a negative on the other.22) x = x = = z−y 15 − 10 5 so now we can ﬁnd the change is the price subtracted from the amount handed over to the cashier. if the price is R10 and you gave the cashier R15. Say whether the sign of the answer is + or (a) −5 + 6 (d) −5 ÷ 5 (g) −5 × −5 (j) 5 × 5 (b) −5 + 1 (e) 5 ÷ −5 (h) −5 × 5 (c) −5 ÷ −5 (f) 5 ÷ 5 (i) 5 × −5 2. must be done to the other. as long as you always do it to both sides. multiply or divide both sides of an equation by any number you want. The most important thing to remember is that an equation is like a set of weighing scales.21) Now. REVIEW OF PAST WORK 2. When you subtract a number from both sides of an equation. This is because you really just divided both sides by that number. which is exactly what happened.9 2. this is known as solving an equation for an unknown (x in this case). is done to one side. In the example. we are ready to tackle some real mathematics problems! Earlier in this chapter. that we have written this equation down. In real life we can do this in our head. subtract. the human brain is very smart and can do arithmetic without even knowing it. the change should be R5. We want to rearrange the terms in the equation. x + 10 = 15 (2. Likewise if you move a multiplied number from one side to the other.20) So. we wrote a general equation for calculating how much change (x) we can expect if we know how much an item costs (y) and how much we have given the cashier (z).
subtract.23) However you must be careful when doing this. So.25) Exercise: Rearranging Equations 14 . if you add. In order to keep the scales balanced. as it is easy to make mistakes. you must do the same thing to both sides. multiply or divide the one side. you must add. The following is the wrong thing to do 5a + c 5+c = = 4 3a 3a ÷ a (2. REVIEW OF PAST WORK x+y z x+y−y z−y divide the other side too.9 CHAPTER 2. Figure 2.24) Can you see why it is wrong? It is wrong because we did not divide the c term by a as well.2.2: An equation is like a set of weighing scales. number divided by itself is just 1 a(5 + c) a(5 + c) ÷ a a × (5 + c) a 1 × (5 + c) 5+c c = 3a = 3a ÷ a a = 3× a = 3×1 = 3 = 3 − 5 = −2 (2. multiply or divide the other side too. subtract. The correct thing to do is 5a + c = 5+c÷a = c÷a = 3a 3 3 − 5 = −2 (2.
. We can ˙ write this decimal value by using a dot above the repeating number. .12 15 ..27) Extension: Deﬁnition . such as a ÷ b. . (2. such as 0. then 2r − 5 = . .2x + 11 3. There are several ways to write a number divided by another one. the reciprocal of 3 3 is 2 .3 lists some common fractions and their decimal forms.. Find the value for x if 0. A decimal number is a number which has an integer part and a fractional part. so 0. . . The integer and the fractional parts are separated by a decimal point.14.Multiplicative Inverse The reciprocal of a number is also known as the multiplicative inverse.Fraction The word fraction means part of a whole. REVIEW OF PAST WORK 1. All real numbers can be written as a decimal number.121212 . Solve for x: 1 ax 2. 5 or a bar.. The reciprocal of a fraction is the fraction turned upside down. Change the formula P = A + Akt to A = 5. the numerator and the number on the bottom the denominator. 1 5 numerator = 1 denominator = 5 (2. where there are an inﬁnite number of 3’s.3 = 0.33333 .26) Extension: Deﬁnition . If 3(2r − 5) = 27. in other words the numerator 2 becomes the denominator and the denominator becomes the numerator. a/b and a .121212 . We call the number on the top. so we will use only the other two. . The ﬁrst way of writing a fraction is very hard b to work with.10 Fractions and Decimal Numbers A fraction is one number divided by another number.. However. which is written as a comma in South 14 Africa.10 + 1 bx =1 2.5(x − 8) = 0. . then you can place dots5 on each of the ˙˙ repeated numbers 0. some numbers would take a huge amount of paper (and ink) to write out in full! Some decimal numbers will have a number which will repeat itself. For example the number 3 100 can be written much more cleanly as 3. Solve 9 − 2n = 3(n + 2) 4. So. Table 2. These kinds of repeating decimals are called recurring decimals.CHAPTER 2.. A fraction multiplied by its reciprocal is always equal to 1 and can be written b a × =1 b a This is because dividing by a number is the same as multiplying by its reciprocal. 2.33333 . For example. . like 0. If there are two repeating numbers such as 0.12 = 0.
REVIEW OF PAST WORK Decimal Form 0.35.11 Fraction 1 20 1 16 1 10 1 8 1 6 1 5 1 2 3 4 CHAPTER 2.166 0. irrational. √ 3.75 Table 2. which has the general form a × 10m (2. integer or natural.3: Some common fractions and their equivalent decimal forms.0625 0.2 × 103 represents 32000 and 3. where m = 8. If m is negative then it represents how many times the decimal place in a should be moved to the left.12 Real Numbers Now that we have learnt about the basics of mathematics. write the speed of light which is 299 792 458 ms−1 in scientiﬁc notation. For example 3. because there are 8 digits left after the decimal point. a = 3. the size of the HI virus is around 120 × 10−9 m.e. The m is an integer and if it is positive it represents how many zeros should appear to the right of a.00 × 10m . In this example. but since the number after the 9 is a 7. 10.28) where a is a decimal number between 0 and 10 that is rounded oﬀ to a few decimal places. First.2 0. If a number must be converted into scientiﬁc notation. 34 − 5. So the number is 3. − 6. 2.1. we can look at what real numbers are in a little more detail. 2. 56 .5 0. we need to work out how many times the number must be multiplied or divided by 10 to make it into a number between 1 and 10 (i.1 0. the decimal point must go after the ﬁrst 2. to two decimal places is 3. 16 .00.2.05 0.00 × 108 ms−1 . A set diagram of the diﬀerent number types is shown in Figure 2.2557878. The following are examples of real numbers and it is seen that each number is written in a diﬀerent way.11 Scientiﬁc Notation In science one often needs to work with very large or very small numbers. determine where the decimal point must go for two decimal places (to ﬁnd a) and then count how many places there are after the decimal point to determine m. For example. These can be written more easily in scientiﬁc notation.000000001 m which is 0. to two decimal places. We do this by counting the number of decimal places the decimal point must move. As another example. we need to work out the value of the exponent m) and what this number is (the value of a).29) Depending on how the real number is written.3. 2. − 1 90 (2.2 × 10−3 represents 0. 1.0032. So the speed of light in scientiﬁc notation. This is equal to 120 × 0.125 ˙ 0. it can be further labelled as either rational.00000012 m.
A rational number is any number which can be written as: a b where a and b are integers and b = 0. 2. if you see a number you can be sure it is a real one. 2. 0.1 Natural Numbers The ﬁrst type of numbers that are learnt about are the numbers that were used for counting. but what happens when you divide one apple into 4 equal pieces and share it among your friends? Then it is not a whole apple anymore and a diﬀerent type of number is needed to describe the apples. (2. 3. We√ not see will imaginary numbers in this book but you will see that they come from −1. 2 10 17 3 15 (2. (2. This type of number is known as a rational number.3 Rational Numbers The natural numbers and the integers are only able to describe quantities that are whole or complete. These numbers are called natural numbers and are the simplest numbers in mathematics. 2.3: Set diagram of all the real numbers R. The natural numbers are a subset of the real numbers since every natural number is also a real number. . Extension: NonReal Numbers All numbers that are not real numbers have imaginary components.2 Integers The integers are all of the natural numbers and their negatives . but not all rational numbers are integers.30) Mathematicians use the symbol N to mean the set of all natural numbers. −1. the rational numbers Q. . . Since we won’t be looking at numbers which are not real. . The following are examples of rational numbers: 20 . the integers Z and the natural numbers N. 9 −1 20 . 4 .12. 4 . 1. . −3. −2. . 1.31) Mathematicians use the symbol Z to mean the set of all integers.12. − 4. 0. REVIEW OF PAST WORK 2.33) (2. All of the integers are also rational numbers.12 N Z Q R Figure 2. The integers are a subset of the real numbers. since every integer is a real number.12. For example you can have 4 apples. 3. 2. 2. . The irrational numbers are the numbers not inside the set of rational numbers.CHAPTER 2.32) .
. b.4). The following numbers all have a factor of 3 3. 21. This can be achieved by dividing both the numerator and the denominator by the same integer. 12.35) Extension: Notation Tip The statement ”4 integers a.12 CHAPTER 2. b.2. then the rules for adding and multiplying rational numbers are c a + b d a c × b d = = ad + bc bd ac bd (2. 9. a. You can add and multiply rational numbers and still get a rational number at the end. Finding a lowest common denominator means ﬁnding the lowest number that both denominators are a factor 6 of. 2 of a pizza is the same as 12 (Figure 2. Extension: Rational Numbers All integers are rational numbers with denominator 1. c. 28 . d} ∈ Z because the ∈ symbol means in and we say that a. 6. b = 0 b which means “the set of numbers a when a and b are integers”. c and d. . b ∈ Z. REVIEW OF PAST WORK Extension: Notation Tip Rational numbers are any number that can be expressed in the form a . c and d are in the set of integers. 24. 18. 3 8 12 2 3 Figure 2. b Mathematicians use the symbol Q to mean the set of all rational numbers. which gives 8 1/10. the rational number 1000/10000 can be divided by 1000 on the top and the bottom. c Two rational numbers ( a and d ) represent the same number if ad = bc. It is always best b to simplify any rational number so that the denominator is as small as possible. For example. You can also add rational numbers together by ﬁnding a lowest common denominator and then adding the numerators. A factor of a number is an integer which evenly divides that number without leaving a remainder. 8. 18 . . The set of rational numbers contains all numbers which can be written as terminating or repeating decimals. which is very useful.4: 8 12 of the pizza is the same as 2 3 of the pizza. 12. 6 Some people say divisor instead of factor. 20.34) (2. c and d” can be written formally as {a. and the following all have factors of 4 4. 16. b. . If we have 4 integers. b. a. 15. 24 .
3 2 + 4 3 = = = = = 3 3 2 4 × + × 4 3 3 4 3×3 2×4 + 4×3 3×4 9 8 + 12 12 9+8 12 17 12 (2. . When expressed as decimals these numbers can never be fully written out as they have √ inﬁnite number of an decimal places which never fall into a repeating pattern. for example 2 = 1.14159265 . If you have trouble with long division. . . The lowest common denominator of 3 and 4 is the number that has both 3 and 4 as factors.41421356 .37) 2. Multiplying a number by 1 doesn’t change the number. like 12 and 24. as long as neither the numerator nor the denominator is zero: a c a d ad ÷ = . Since long division. you can simply divide the numerator by the denominator. which we know is 12. Improper fractions have a numerator that is larger than the denominator. . if we wish to add 4 + 2 . If you do not have a calculator. For example. −10 13 −53 .4 Irrational Numbers An irrational number is any real number that is not a rational number. 3 and 4 are really just complicated ways of 4 writing 1. (2. then you unfortunately have to use long division.36) Dividing by a rational number is the same as multiplying by its reciprocal. 2 15 −20 are improper fractions.. Improper fractions can always be written as the sum of an integer and a proper fraction.CHAPTER 2. Exercise: Real Numbers 19 . 2 15 −20 are proper fractions. . −1 3 −5 .. it will not be discussed here. . then please ask your friends or your teacher to explain it to you. Proper fractions have a numerator that is smaller than the denominator. which is 12. π = 3. For example. REVIEW OF PAST WORK 2. we ﬁrst need to write both fractions so that their 3 denominators are the same by ﬁnding the lowest common denominator. If you use a calculator.12 The common denominators between 3 and 4 are all the numbers that appear in both of these lists. 3 2 3 4 3 We can do this by multiplying 4 by 3 and 3 by 4 . π is a Greek letter and is pronounced “pie”. was ﬁrst taught in primary school.12. 3 For example. Converting Rationals into Decimal Numbers Converting rationals into decimal numbers is very easy. = b d b c bc A rational number may be a proper or improper fraction.
525 √ (e) 10 2. Sign or Symbol > < ≥ ≤ Meaning greater than less than greater than or equal to less than or equal to So if we write x > 5.14 Inﬁnity Inﬁnity (symbol ∞) is usually thought of as something like “the largest possible number” or “the furthest possible distance”. Is 4. 3 (b) 2 (c) 25 (d) 1. Instead of saying that x is between 6 and 10. we mean that x can be greater than or equal to y. In mathematics. Similarly.2. 20 . √ the following pair of numbers real and rational or real and irrational? Explain. Write the following in symbols: (a) (b) (c) (d) x is greater than 1 y is less than or equal to z a is greater than or equal to 21 p is greater than or equal to 21 and p is less than or equal to 25 2. Exercise: Mathematical Symbols 1. inﬁnity is often treated as if it were a number. < means ‘is less than’ and ≤ means ‘is less than or equal to’. Identify the number type (rational. This directly means ‘six is less than x which in turn is less than ten’. When talking about recurring decimals and irrational numbers. integer) of each of the following numbers: c (a) d if c is an integer and if d is irrational. real. 1 8 2.13 CHAPTER 2.13 Mathematical Symbols The following is a table of the meanings of some mathematical signs and symbols that you should have come across in earlier grades. REVIEW OF PAST WORK 1. but it is clearly a very diﬀerent type of “number” than the integers or reals. we say that x is greater than 5 and if we write x ≥ y. irrational. we often write 6 < 10. the term inﬁnite was used to describe neverending digits.
.CHAPTER 2. 3. then r = ..15 2. REVIEW OF PAST WORK 2..15 End of Chapter Exercises (a) 18 − 6 × 2 1.. Calculate (b) 10 + 3(2 + 6) (d) 2 × 9 − 3(6 − 1) + 1 (e) 8 + 24 ÷ 4 × 2 (f) 30 − 3 × 4 + 2 (c) 50 − 10(4 − 2) + 6 (h) 20 − 4 × 2 + 3 (g) 36 ÷ 4(5 − 2) + 6 (i) 4 + 6(8 + 2) − 3 (j) 100 − 10(2 + 3) + 4 2. If p = q + 4r. Solve x−2 3 =x−3 21 .
REVIEW OF PAST WORK 22 .2.15 CHAPTER 2.
3 Deﬁnition 10 . Whole Natural Irrationals 3. 3. and 0. Deﬁnition: Rational Number A rational number is any number which can be written as: a b where a and b are integers and b = 0. 3.. 20 −3 6 The following numbers are all rational numbers.Grade 10 3.2 The Big Picture of Numbers Real Numbers Rationals Integers All numbers inside the grey oval are rational numbers. The numbers that will be used in high school are all real numbers. . 2. −3 10 . 1 21 . 2. 3.).)... 7 −1 . 23 . but there are many diﬀerent ways of writing any single real number. (3..Chapter 3 Rational Numbers . . This chapter describes rational numbers. their opposites (1.1 Introduction As described in Chapter 2.1) You can see that all the denominators and all the numerators are integers1 .2) are the counting numbers (1. a number is a way of representing quantity. 1 Integers (3.
Exercise: Rational Numbers 1. because in each case. . −3 π . b is an integer and c is not an integer. 7 −1. while √ 2 . is there a repeating pattern to the numbers? You can write a rational number as a decimal number. RATIONAL NUMBERS . Activity :: Investigation : Decimal Numbers You can write the rational number 1 as the decimal number 0. which of the following are rational numbers: (a) 2. This means that all integers are rational numbers. 20 −3 6. If a is an integer. Write the 2 following numbers as decimals: 1.39 (3. for example the fraction 24 4 10 can be written as 0. Therefore. Two types of decimal numbers can be written as rational numbers: 1.33 . 5.1 (a) 1 (b) −10 (c) 2 3. 1 4 1 10 2 5 1 100 2 3 Do the numbers after the decimal comma end or do they continue? If they continue. because they can be written with a denominator of 1. 2. decimal numbers that end or terminate.3) are not examples of rational numbers.4 Forms of Rational Numbers All integers and fractions with integer numerators and denominators are rational numbers. 3.4 CHAPTER 3. 4. you should be able to write a decimal number as a rational number. either the numerator or the denominator is not an integer. Therefore. There are two more forms of rational numbers. If a 1 5 6 (b) a 3 (c) b 2 (d) 1 c is a rational number.3.5. which of the following are valid values for a? √ (d) 2.GRADE 10 Important: Only fractions which have a numerator and a denominator that are integers are rational numbers.4.
589 because 10 + 0.83333. RATIONAL NUMBERS .589 has an integer part of 10 and a fractional part of 0. 3. 1 the decimal number 0. with a numerator and a denominator that are integers.12 (c) 0. We will explain by means of an example. 10. Important: Notation for Repeating Decimals You can use a bar over the repeated numbers to indicate that the decimal is a repeating decimal. For example: • • 1 10 1 100 is 0.2589 3.589 = 10.1 (b) 0. . 3. Write the following as fractions: (a) 0.103 = 2 + 0 3 1 + + 10 100 1000 103 = 2 1000 2103 = 1000 Exercise: Fractions 1.589.GRADE 10 3. i. .4) from (3.25 can be written as a rational number as 4 .33333 . If we wish to write 0. for example the fraction can be written as 0. and similarly. . . 3 3 1 = 9 3 25 . For example.5 Converting Terminating Decimals into Rational Numbers A decimal number has an integer part and a fractional part.333333. a bit more work is needed to write the fractional part of the decimal number as a fraction.5 1 3 2.e.33333 .6 Converting Repeating Decimals into Rational Numbers When the decimal is a repeating decimal. Each digit after the decimal point is a fraction with denominator in increasing powers of ten.1 is 0.CHAPTER 3.5) 0.4) multiply by 10 on both sides subtracting (3.3 in the form follows x = 10x = 9x = x = a b (where a and b are integers) then we would proceed as (3.5) (3. decimal numbers that have a repeating pattern of numbers.58 (d) 0. 5 For example.01 This means that: 2. the rational number 6 can be written in decimal notation as 0. The fractional part can be written as a rational number.
Exercise: Repeated Decimal Notation 1.e.GRADE 10 And another example would be to write 5. . 432) that recurred. However. . using the repeated decimal notation: 2 (a) 3 3 (b) 1 11 5 (c) 4 6 1 (d) 2 9 . if you have two numbers recurring.999999 . . you should always use rational numbers or fractions instead of decimals. (c) 0.570571 . (b) 5. when possible. This is because for the ﬁrst example there was only one number (i. 3.7) subtracting (3. .6333 .11414541454145 . • Decimal numbers that repeat. 3.6) from (3. . .7 Summary The following are rational numbers: • Fractions with both denominator and numerator as integers. 5427 5427 201 = 999 37 multiply by 1000 on both sides (3. . because some decimal numbers not like 2 = 1. (b) 0. .. .e. Write the following decimals in fractional form: (a) 0. . then multiply by 10. .3. . • Decimal numbers that end.123123123123 . RATIONAL NUMBERS . In general. . Can you spot the pattern yet? The number of zeros after the 1 is the same as the number of recurring numbers. 3) that recurred. then multiply by 100. the decimal number was multiplied by 10 and for the second example. . But √ all decimal numbers can be written as rational numbers. 5432. 2. if you have three numbers recurring. • Integers. . Write the following in decimal form. .7 CHAPTER 3.. the decimal number was multiplied by 1000. . if you have one number recurring. . . then multiply by 1000.7) For the ﬁrst example.4142135.313131 (c) 11.6) (3.11111111 . . (d) 0. 26 .432432432 . (d) 0.1212121212 . Write the following using the repeated decimal notation: (a) 0. is an irrational number and cannot be written with an integer numerator and an integer denominator.432432432 .432 as a rational fraction x = 1000x = 999x = x = 5. while for the second example there were three numbers (i.
218 is a rational number.277 ˙˙ 3.CHAPTER 3. b is an integer and c is not an integer.GRADE 10 3.6 (d) 1. 27 . If a is an integer. express 0. Write each decimal as a simple fraction: (a) 0.59 (e) 12.8 End of Chapter Exercises 1.12 (c) 0. RATIONAL NUMBERS . b ∈ Z.78 as a fraction a b where a.8 3. Showing all working. Show that the decimal 3. which of the following are rational numbers: (a) (b) (c) (d) 5 6 a 3 b 2 1 c 2. ˙ 4.5 (b) 0.
GRADE 10 28 .8 CHAPTER 3.3. RATIONAL NUMBERS .
For example. We can also deﬁne what it means if we have a negative index. we write 53 to show that the number 5 is multiplied by itself 3 times and we say “5 to the power of 3”. .1 Introduction In this chapter. 4 29 .2) (n times) (4.1) Important: Exponentials If n is an even integer. (−2)2 = 1 × −2 × −2 = 4 is positive and so is (−2)−2 = 1 ÷ −2 ÷ −2 = 1 . −n. .Chapter 4 Exponentials . then an will always be positive for any nonzero real number a. a is called the base and n is called the exponent. 4. ÷ a (n times) (4. Deﬁnition: Exponential Notation Exponential notation means a number written like an when n is an integer and a can be any real number.Grade 10 4. . although −2 is negative. Then. instead of 5 × 5 × 5.2 Deﬁnition Exponential notation is a short way of writing the same number multiplied by itself many times. This is known as writing a number in exponential notation. . you will learn about the shortcuts to writing 2 × 2 × 2 × 2. The nth power of a is deﬁned as: an = 1 × a × a × . We will now have a closer look at writing numbers using exponential notation. × a with a multiplied by itself n times. a−n = 1 ÷ a ÷ a ÷ . For example. Likewise 52 is 5 × 5 and 35 is 3 × 3 × 3 × 3 × 3.
. 160 = 1 2.GRADE 10 4. so that you can understand them.5) (4. Exercise: Application using Exponential Law 1: a0 = 1.4) (4.1 Exponential Law 1: a0 = 1 Our deﬁnition of exponential notation shows that a0 = 1.. a0 a × an a−n am ÷ an (ab) (am )n n m = 1 = am+n 1 = an = am−n = a b = amn n n (4.4.3. and not only remember them.. .6) (4.3) (4. Some of these laws might have been seen in earlier grades. EXPONENTIALS . 16a0 = 16 3.10) Our deﬁnition of exponential notation shows that ×1 × a × .× a (m times) (n times) (m + n times) (4. (16 + a)0 = 1 4.9) For example. −160 = −1 4.7) (4.3 CHAPTER 4. but we will list all the laws here for easy reference. but we will explain each law in detail. × a = 1 × a× .8) 4.3. (a = 0) 1. (−16)0 = 1 5.2 Exponential Law 2: am × an = am+n am × an = 1 × a× .3 Laws of Exponents There are several laws we can use to make working with exponential numbers easier. x0 = 1 and (1 000 000)0 = 1.× a = am+n For example. (a = 0) (4.. 27 × 23 = (2 × 2 × 2 × 2 × 2 × 2 × 2) × (2 × 2 × 2) = 210 = 27+3 30 . .
1.3 teresting This simple law is the reason why exponentials were originally invented.] 4. This meant that for certain numbers. In the Interesting Fact Fact days before calculators. all multiplication had to be done by hand with a pencil and a pad of paper. EXPONENTIALS .32 = 36 ( 2 )−3 = ( 3 )3 = 27 3 2 8 31 . This saved mathematicians a lot of time. Multiplication takes a very long time to do and is very tedious. is very easy and quick to do. x2 . 2x3 y × 5x2 y 7 = 10x5 y 8 4.GRADE 10 4.. which they could use to do something more productive.3 Exponential Law 3: a−n = 1 . a =0 = 1 4 1 1 2−2 32 = 22 . 23 . 3.CHAPTER 4. 2−7 = = 1 2×2×2×2×2×2×2 1 27 Exercise: Application using Exponential Law 3: a−n = 1..a an =0 Our deﬁnition of exponential notation for a negative exponent shows that a−n = = = 1 ÷ a÷ .11) This means that a minus sign in the exponent is just another way of writing that the whole exponential number is to be divided instead of multiplied. Adding numbers however. 3 × 32a × 32 = 32a+3 2. For example.3.24 = 27 [Take note that the base (2) stays the same.x5 = x7 Exercise: Application using Exponential Law 2: am × an = am+n 3. If you look at what this law is saying you will realise that it means that adding the exponents of two exponential numbers (of the same base) is the same as multiplying the two numbers together.÷ a 1 1 × a× ···× a 1 an (n times) (n times) (4. 1 22 1 an . 2−2 = 2. there was no need to actually multiply the numbers together in order to ﬁnd out what their multiple was.
(ab)n = = a× b × a × b × .3.3. We can get this law by just multiplying law 3 by am on both sides and using law 2.. m n−4 CHAPTER 4...a5 a−3 .13) ×b × b × .× a (n times) (n times) (4. a6 a2 32 36 = a6−2 = a4 = 32−6 = 3−4 = 2 1 34 [Always give ﬁnal answer with positive index] 32a 4a8 a a4 3x = 8a −6 = 8 a6 = a3x−4 4.3 4. 27 ÷ 23 = 2×2×2×2×2×2×2 2×2×2 = 2×2×2×2 am a−n am−n (4.12) = 24 = 27−3 Exercise: Exponential Law 4: am ÷ an = am−n 1.. 2. Therefore. × b = an b n For example. 5.x−2 = x6 a8 4.GRADE 10 = mn4 = x4 .5 Exponential Law 5: (ab)n = an bn The order in which two real numbers are multiplied together does not matter. 4.x4 a5 . 3. .x2 a3 .× a× b (n times) a× a × . Law 4 is just a more general way of saying the same thing.4. . EXPONENTIALS . am an = = For example.4 Exponential Law 4: am ÷ an = am−n We already realised with law 3 that a minus sign is another way of saying that the exponential number is to be divided instead of multiplied. (2 · 3)4 = 24 34 = (24 ) × (34 ) = (2 · 3) × (2 · 3) × (2 · 3) × (2 · 3) = (2 × 2 × 2 × 2) × (3 × 3 × 3 × 3) 32 .
3. × a (m × n times) (4... (x3 )4 = x12 2. (2x2 y)3 = 23 x2×3 y 5 = 8x6 y 5 2. × am (n times) a× a× . . (5a 49a2 b6 n−4 3 ) = 125a3n−12 4.3 Exercise: Exponential Law 5: (ab)n = an bn 1. [(a4 )3 ]2 = a24 3. (am )n = = = For example.32x−3 Step 2 : Add and subtract the indices of the sam bases as per laws 2 and 4: 33 .CHAPTER 4. (22 )3 = = = = (22 ) × (22 ) × (22 ) am × am × .14) amn (2 × 2) × (2 × 2) × (2 × 2) (26 ) 2(2×3) Exercise: Exponential Law 6: (am )n = amn 1. EXPONENTIALS .6 Exponential Law 6: (am )n = amn We can ﬁnd the exponential of an exponential just as well as we can for a number.3)2x−3 52x−1 .(32 )x−2 (5. an exponential number is a real number. .32x−4 52x−3 . (3n+3 )2 = 32n+6 Worked Example 1: Simlifying indices .9 Question: Simplify: 5 152x−3 Answer Step 1 : Factorise all bases into prime factors: 2x−1 x−2 = = 52x−1 .GRADE 10 4. ( 7a )2 = b3 3. After all.
EXPONENTIALS .9n−3 27n−1 2a (d) ( 2x )3 y −b 34 .4 CHAPTER 4.32x−4−2x+3 = 52 . Simplify as far as possible: (a) 3020 (e) (2x)3 (b) 10 (f) (−2x)3 (c) (xyz)0 (g) (2x)4 (d) [(3x4 y 7 z 12 )5 (−5x9 y 3 z 4 )2 ]0 (h) (−2x)4 2.4. 1.GRADE 10 = 52x−1−2x−3 . showing all steps: (a) (b) (c) 2a−2 .4 End of Chapter Exercises 1. 8. (a) 3x−3 (3x)2 (b) 5x0 + 8−2 − ( 1 )−2 . Leave your answers with positive exponents.3−1 Step 3 : Write simpliﬁed answer with positive indices: = 25 3 Activity :: Investigation : Exponential Numbers Match the answers to the questions. 3. by ﬁlling in the correct answer into the Answer column. 2 Question 23 73−3 ( 2 )−1 3 87−6 (−3)−1 (−1)23 Answer 4. 1. Possible answers are: 3 .3a+3 6a a2m+n+p am+n+p .am 3n . Simplify. Simplify without using a calculator.1x 2 (c) 5b−3 5b+1 3.
8n−3 43n−2 35 .CHAPTER 4.4 4.32x 4. without using a calculator: (a) (−3)−3 . (−3)−4 (b) (3−1 + 2−1 )−1 (c) (d) 9n−1 .8x+1 42x−2 62x .273−2n 812−n 23n+2 .(−3)2 . Simplify. EXPONENTIALS .GRADE 10 (e) (f) 23x−1 .112x 222x−1 .
EXPONENTIALS .4.GRADE 10 36 .4 CHAPTER 4.
For example. a perfect cube is a number which is the cube of an integer. where a is any positive number. 37 . We can use the same trick again.. check it for a few numbers to convince yourself it is true. so we can √ simplify 16 to 4.1231.Chapter 5 Estimating Surds . 27 is a perfect cube. So how √ do we know where surds lie on the number line? From a calculator we know that 3 is equal to √ 1. Instead we is write the surd as just a. because 33 = 27. Using our √ √ rule again. For example. But to see this for other surds like √ 18 without using a calculator. Using our rule. you must ﬁrst understand the following fact: teresting If a and b are positive whole numbers. √ How do we use this fact to help us √ guess what 18 is? Well..Grade 10 5. we also know that 16 < √18. For example. (Challenge: n Interesting n Fact Fact Can you explain why?) If you don’t believe this fact. It is sometimes useful to know the approximate value of a surd√ without having to use a calculator.. √ but 4 is not a surd because it can be simpliﬁed to the rational number 2. but this is only half the story. then √a < √b. and a < b. Now we have a better idea of what 18 is. It√ very common for n to be 2. we call it a surd. It is easy to see that 3 is above 1 and below 2. and we see that our idea was right! You will notice that our idea used perfect squares that were close to the number 18.73205. You will agree that 16 < 18... so we usually do not write 2 a. we also know that 18 < 25.1 Introduction You should known by now what the nth root of a number means. For example. But we know that 16 is a perfect square. you can easily see that √ < 25? 18 √ that 25 = 5. Here is a quick summary of what a perfect square or cube is: teresting A perfect square is the number obtained when an integer is squared. which was 42 = 16. But we know that 52 = 25 so√ √ Now it is easy to simplify to get 18 < 5. and the closest perfect square above 18. we can see that 18 = 4. √ Now we know that 18 is less than 5. we want to be able to guess where a surd like 3 is on the number line. which is much easier to read.. and so we get 4 < 18! √ Can you see now that we now have shown that 18 is between 4 and 5? If we check on our √ calculator. Similarly. but this time with 18 on the righthand side. We found the closest perfect square underneath 18. √ In this chapter we will only look at surds that look like n a. Interesting Fact Fact 9 is a perfect square since 32 = 9. If the √ root√ a number nth of cannot be simpliﬁed to a rational number. 2 and 3 6 are surds. for √ √ √ example 7 or 3 5. which was 52 = 25.
73 . So if we draw a triangle on the number line with sides of length b and c. we could use a calculator √ to ﬁnd 5 = 2.) Answer Step 1 : From the table ﬁnd √ largest perfect square below 26 the This is 52 = 25.5. The intersection will be the √ point b on the number line! teresting Not all numbers can be written as the sum of two squares. But for some surds. and measure the distance along the number line using a ruler. like 5 and 6 or 8 and 9...1: Some perfect squares and perfect cubes Integer Perfect Square Perfect Cube 0 0 0 1 1 1 2 4 8 3 9 27 4 16 64 5 25 125 6 36 216 7 49 343 8 64 512 9 81 729 10 100 1000 √ 3 Similarly. √ Let us call the surd we are working with a.1. (Remember that consecutive numbers that are two numbers one after the other. See if you can ﬁnd a Interesting Fact Fact pattern of the numbers that can. ESTIMATING SURDS . we can use a compass to draw a circle from the top of the hypotenuse down to the number line. . .2 Drawing Surds on the Number Line (Optional) √ How can we accurately draw a surd like 5 on the number line? Well.2 CHAPTER 5. 5. We know from Pythagoras’ theorem that a = b2 + c2 is the length of the hypotenuse of a triangle that has sides that have lengths of b and c. Table 5. which is indeed between 3 and 4. we can write a as the √ of two sum √ perfect squares. so a = b2 + c2 . Worked Example 2: Estimating Surds √ Question: Find the two consecutive integers such that 26 lies between them. The list is shown in Table 5. In fact 3 52 = 3.2360. because 27 = 3 and 64 = 4 and 52 is between 27 and 64. when given the surd √ 52 you should be able to tell that it lies somewhere between 3 √ √ 3 3 and 4. there is a much easier way. we will create a list of some of the perfect squares and perfect cubes.GRADE 10 To make it easier to use our idea. Sometimes. 38 . Therefore 5 < 26.
5. 5. 2. So 3 49 does not lie between 1 and 2. Therefore 26 < 6. 4. So 3 49 does not lie between 2 and 3. Step 2 : Consider (b) as the solution √ If 2 < 3 49 < 3 then cubing √ terms gives 23 < 49 < 33 . 8. ESTIMATING SURDS .3 1. End of Chapter Excercises √ √5 lies between √10 lies between √20 lies between √30 lies between 3 √5 lies between 3 √10 lies between 3 √20 lies between 3 30 lies between (a) (a) (a) (a) (a) (a) (a) (a) 1 1 2 3 1 1 2 3 and and and and and and and and 2 2 3 4 2 2 3 4 (b) (b) (b) (b) (b) (b) (b) (b) 2 2 3 4 2 2 3 4 and and and and and and and and 3 3 4 5 3 3 4 5 (c) (c) (c) (c) (c) (c) (c) (c) 3 3 4 5 3 3 4 5 and and and and and and and and 4 4 5 6 4 4 5 6 (d) (d) (d) (d) (d) (d) (d) (d) 4 4 5 6 4 4 5 6 and and and and and and and and 5 5 6 7 5 5 6 7 39 .GRADE 10 Step 2 : From the table ﬁnd smallest perfect square above 26 √ This is 62 = 36. Simplifying gives √ 1 < 49 < 8 which is false. 6.3 Worked Example 3: Estimating Surds √ Question: 3 49 lies between: (a) 1 and 2 (b) 2 and 3 (c) 3 and 4 (d) 4 and 5 Answer Step 1 : Consider (a) as the solution √ If 1 < 3 49 < 2 then cubing all terms gives 1 < 49 < 23 . Step 3 : Put the √ inequalities together Our answer is 5 < 26 < 6. Step 3 : Consider (c) as the solution √ If 3 < 3 49 < 4 then cubing all terms gives 33 < 49 < 43 . So 3 49 lies between 3 and 4. 5. Simplifying gives √ 27 < 49 < 64 which is true.CHAPTER 5. Simplifying gives all 8 < 49 < 27 which is false. 7. 3.
ESTIMATING SURDS .GRADE 10 40 .5.3 CHAPTER 5.
1. For this reason we often estimate the number to a certain number of decimal places or to a given number of signiﬁcant ﬁgures. π = 3.1 Introduction You have seen that repeating decimals may take a lot of paper and ink to write out. .Grade 10 6. Not only is that impossible. 4. . Examples of irrational numbers are: √ √ √ 3 2. 1. 3.Chapter 6 Irrational Numbers and Rounding Oﬀ . You should know that a rational number can be written as a fraction with the numerator and denominator as integers.618 033 989 .2 Irrational Numbers Activity :: Investigation : Irrational Numbers Which of the following cannot be written as a rational number? Remember: A rational number is a fraction with numerator and denominator as integers. π. √ 1+ 5 ≈ 1. 100 Irrational numbers are numbers that cannot be written as a rational number. Terminating decimal numbers or repeating decimal numbers are rational.4 3. This means that any number that is not a terminating decimal number or a repeating decimal number are irrational. 2. 1. 4. 41 . 6. but writing numbers out to many decimal places or a high accuracy is very inconvenient and rarely gives better answers. they go on forever and there is no repeated pattern of digits.618 033 989 2 Important: When irrational numbers are written in decimal form. . . which is even better.14159265358979323846264338327950288419716939937510 .
must be roundedup. 1. 3 = 1.21212121212 must be roundeddown.7321 rounded to 4 decimal places 42 . . 6.141592654 .21212121212 2. .6525272 rounded to three decimal places is 2. then look for a repeated pattern of digits. .1416 rounded to 4 decimal places √ 3.GRADE 10 Important: Irrational Numbers If you are asked to identify whether a number is rational or irrational.3 Rounding Oﬀ Rounding oﬀ or approximating a decimal number to a given number of decimal places is the quickest way to approximate a number. π = 3. .212 rounded to 3 decimal places 2. 1. If the number is terminated then it is rational. √ 3.21212121212 to 3 decimal places 99 2. 1.141592654 . . . 120 99 = 1. . 3 = 1. The last digit of π = 3.141592654 . to 4 decimal places Answer Step 1 : Determine the last digit that is kept and mark the cutoﬀ point with . π = 3. Step 3 : Write the ﬁnal answer. ﬁrst write the number in decimal form. if you wanted to roundoﬀ 2. However. many decimal places. If it goes on forever.7320508 .7320508 .7320508 . 3 = 1. When you write irrational numbers in decimal form. If there is no repeated pattern. must be roundedup. Step 2 : Determine whether the last digit is rounded up or down. The last digit of 3 = 1. 2. . π = 3.3 CHAPTER 6. 2. you may (if you have a lot of time and paper!) continue writing them for many. . For example. . The last digit of 120 99 ˙˙ = 1. √ 3. since the ﬁrst digit after the  is a 5. So. then the number is irrational. IRRATIONAL NUMBERS AND ROUNDING OFF . .6. 120 99 ˙˙ = 1. . You round up the ﬁnal digit if the ﬁrst digit after the  was greater or equal to 5 and round down (leave the digit alone) otherwise.6525272 to three decimal places then you would ﬁrst count three places after the decimal. to 4 decimal places √ 3. 120 = 1.6525272 All numbers to the right of  are ignored after you determine whether the number in the third decimal place must be rounded up or rounded down.653 Worked Example 4: RoundingOﬀ Question: Roundoﬀ the following numbers to the indicated number of decimal places: ˙˙ 1. we must round up the digit in the third decimal place to a 3 and the ﬁnal answer of 2. this is not convenient and it is often necessary to round oﬀ.
Write the following irrational numbers to 3 decimal places and then write √ them as a rational number to get an approximation to the irrational number.111111 (d) 0. .141592654 . (c) 1. For example.732.49 √ (e) 0. 3.71828182845904523536 . (b) 1. . . (d) 2. (a) 3.0036 √ (j) −8 0. .618 033 989 . Use your calculator (where necessary) and write the following irrational numbers to 5 decimal places: √ (a) 8 √ (b) 768 √ (c) 100 √ (d) 0.41421356 . .71828182845904523536 . . 3 is approximately 183 1 250 .. Use your calculator and write the following irrational numbers to 3 decimal places: √ (a) 2 √ (b) 3 √ (c) 5 √ (d) 6 4. . . 43 .141592654 .CHAPTER 6. Write the following rational numbers to 2 decimal places: (b) 1 (c) 0. (b) 1. . .0016 √ (f) 0. . IRRATIONAL NUMBERS AND ROUNDING OFF . Write the following irrational numbers to 2 decimal places: (a) 3.04 √ (k) 5 80 5.618 033 989 . . (c) 1. √ √ 732 183 To 3 decimal places.73205 . .999991 2. .41421356 .4 End of Chapter Exercises (a) 1 2 1. . .732 = 1 1000 = 1 250 .25 √ (g) 36 √ (h) 1960 √ (i) 0. (d) 2. 3 = 1. Therefore.GRADE 10 6. 3 = 1. . . 1.4 6.
IRRATIONAL NUMBERS AND ROUNDING OFF .6.GRADE 10 44 .4 CHAPTER 6.
Chapter 7
Number Patterns  Grade 10
In earlier grades you saw patterns in the form of pictures and numbers. In this chapter we learn more about the mathematics of patterns.Patterns are recognisable regularities in situations such as in nature, shapes, events, sets of numbers. For example, spirals on a pineapple, snowﬂakes, geometric designs on quilts or tiles, the number sequence 0, 4, 8, 12, 16,....
Activity :: Investigation : Patterns Can you spot any patterns in the following lists of numbers? 1. 2. 3. 4. 2; 1; 1; 5; 4; 6; 8; 10; . . . 2; 4; 7; 11; . . . 4; 9; 16; 25; . . . 10; 20; 40; 80; . . .
7.1
Common Number Patterns
Numbers can have interesting patterns. Here we list the most common patterns and how they are made. Examples: 1. 1, 4, 7, 10, 13, 16, 19, 22, 25, ... This sequence has a diﬀerence of 3 between each number. The pattern is continued by adding 3 to the last number each time. 2. 3, 8, 13, 18, 23, 28, 33, 38, ... This sequence has a diﬀerence of 5 between each number. The pattern is continued by adding 5 to the last number each time. 3. 2, 4, 8, 16, 32, 64, 128, 256, ... This sequence has a factor of 2 between each number. The pattern is continued by multiplying the last number by 2 each time. 4. 3, 9, 27, 81, 243, 729, 2187, ... This sequence has a factor of 3 between each number. The pattern is continued by multiplying the last number by 3 each time. 45
7.2
CHAPTER 7. NUMBER PATTERNS  GRADE 10
7.1.1
Special Sequences
Triangular Numbers 1, 3, 6, 10, 15, 21, 28, 36, 45, ... This sequence is generated from a pattern of dots which form a triangle. By adding another row of dots and counting all the dots we can ﬁnd the next number of the sequence. Square Numbers 1, 4, 9, 16, 25, 36, 49, 64, 81, ... The next number is made by squaring where it is in the pattern. The second number is 2 squared (22 or 2 × 2) The seventh number is 7 squared (72 or 7 × 7) etc Cube Numbers 1, 8, 27, 64, 125, 216, 343, 512, 729, ... The next number is made by cubing where it is in the pattern. The second number is 2 cubed (23 or 2 × 2 × 2) The seventh number is 7 cubed (73 or 7 × 7 × 7) etc Fibonacci Numbers 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ... The next number is found by adding the two numbers before it together. The 2 is found by adding the two numbers in front of it (1 + 1) The 21 is found by adding the two numbers in front of it (8 + 13) The next number in the sequence above would be 55 (21 + 34) Can you ﬁgure out the next few numbers?
7.2
Make your own Number Patterns
You can make your own number patterns using coins or matchsticks. Here is an example using dots: 3 Pattern 1 4 2
1 dot
6 dots
15 dots
28 dots
46
CHAPTER 7. NUMBER PATTERNS  GRADE 10
7.3
How many dots would you need for pattern 5 ? Can you make a formula that will tell you how many coins are needed for any size pattern? For example if the pattern 20? The formula may look something like dots = pattern × pattern + ...
Worked Example 5: Study Table Question: Say you and 3 friends decide to study for Maths, and you are seated at a square table. A few minutes later, 2 other friends join you and would like to sit at your table and help you study. Naturally, you move another table and add it to the existing one. Now six of you sit at the table. Another two of your friends join your table, and you take a third table and add it to the existing tables. Now 8 of you can sit comfortably.
Figure 7.1: Two more people can be seated for each table added.
Examine how the number of people sitting is related to the number of tables. Answer Step 1 : Tabulate a few terms to see if there is a pattern Number of Tables, n 1 2 3 4 . . . n Number of people seated 4=4 4+2=6 4+2+2=8 4 + 2 + 2 + 2 = 10 . . . 4 + 2 + 2 + 2 + ... + 2
Step 2 : Describe the pattern We can see for 3 tables we can seat 8 people, for 4 tables we can seat 10 people and so on. We started out with 4 people and added two the whole time. Thus, for each table added, the number of persons increases by two.
7.3
Notation
A sequence does not have to follow a pattern but when it does we can often write down a formula to calculate the nth term, an . In the sequence 1; 4; 9; 16; 25; . . . where the sequence consists of the squares of integers, the formula for the nth term is an = n 2 47 (7.1)
7.3 You can check this by looking at: a1 a2 a3 a4 a5 ...
CHAPTER 7. NUMBER PATTERNS  GRADE 10
= = = = =
12 = 1 22 = 4 32 = 9 42 = 16 52 = 25
Therefore, using (7.1), we can generate a pattern, namely squares of integers.
Worked Example 6: Study Table continued .... Question: As before, you and 3 friends are studying for Maths, and you are seated at a square table. A few minutes later, 2 other friends join you move another table and add it to the existing one. Now six of you sit at the table. Another two of your friends join your table, and you take a third table and add it to the existing tables. Now 8 of you sit comfortably as illustrated:
Figure 7.2: Two more people can be seated for each table added. Find the expression for the number of people seated at n tables. Then, use the general formula to determine how many people can sit around 12 tables and how many tables are needed for 20 people. Answer Step 1 : Tabulate a few terms to see if there is a pattern Number of Tables, n 1 2 3 4 . . . n Number of people seated 4=4 4+2=6 4+2+2=8 4 + 2 + 2 + 2 = 10 . . . 4 + 2 + 2 + 2 + ...+ 2 Formula = 4 + 2 · (0) = 4 + 2 · (1) = 4 + 2 · (2) = 4 + 2 · (3) . . . = 4 + 2 · (n − 1)
Step 2 : Describe the pattern The number of people seated at n tables is: an = 4 + 2 · (n − 1) Step 3 : Calculate the 12th term Using the general formula (36.1) and considering the example from the previous section, how many people can sit around, say, 12 tables? We are looking for a12 , that is, where n = 12: an a12 = = = = = a1 + d · (n − 1) 4 + 2 · (12 − 1) 4 + 2(11) 4 + 22 26 48
CHAPTER 7. NUMBER PATTERNS  GRADE 10 Step 4 : Calculate the number of terms if an = 20 an = a1 + d · (n − 1) 4 + 2 · (n − 1) 2 · (n − 1)
7.3
16 ÷ 2 = 8+1 = n =
20 = 20 − 4 =
n−1 n 9
Step 5 : Final Answer 26 people can be seated at 12 tables and 9 tables are needed to seat 20 people.
It is also important to note the diﬀerence between n and an . n can be compared to a place holder, while an is the value at the place “held” by n. Like our “Study Table”example above, the ﬁrst table (Table 1) holds 4 people. Thus, at place n = 1, the value of a1 = 4, and so on: n an 1 4 2 6 3 8 4 10 ... ...
Activity :: Investigation : General Formula 1. Find the general formula for the following sequences and then ﬁnd a10 , a50 and a100 : (a) 2, 5, 8, 11, 14, . . . (b) 0, 4, 8, 12, 16, . . . (c) 2, −1, −4, −7, −10, . . . 2. The general term has been given for each sequence below. Work out the missing terms. (a) 0; 3; ...; 15; 24 (b) 3; 2; 1; 0; ...; 2 (c) 11; ...; 7; ...; 3 −n + 4 n2 − 1
−13 + 2n
7.3.1
Patterns and Conjecture
In mathematics, a conjecture is a mathematical statement which appears to be true, but has not been formally proven to be true under the rules of mathematics. Other words that have a similar in meaning to conjecture are: hypothesis, theory, assumption and premise. For example: Make a conjecture about the next number based on the pattern 2; 6; 11; 17 : ... The numbers increase by 4, 5, and 6. Conjecture: The next number will increase by 7. So, it will be 17 + 7 or 24. 49
7.4
CHAPTER 7. NUMBER PATTERNS  GRADE 10
Worked Example 7: Number patterns Question: Consider the following pattern. 12 + 1 22 + 2 32 + 3 42 + 4 = = = = 22 − 2
32 − 3 42 − 4 52 − 5
1. Add another two rows to the end of the pattern. 2. Make a conjecture about this pattern. Write your conjecture in words. 3. Generalise your conjecture for this pattern (in other words, write your conjecture algebraically). 4. Prove that your conjecture is true. Answer Step 1 : The next two rows 52 + 5 = 62 − 6 62 + 6 = 72 − 7 Step 2 : Conjecture Squaring a number and adding the same number gives the same result as squaring the next number and subtracting that number. Step 3 : Generalise We have chosen to use x here. You could choose any letter to generalise the pattern. x2 + x = (x + 1)2 − (x + 1) Step 4 : Proof Lef t side : x2 + x
Right side : (x + 1)2 − (x + 1)
Right side
= x2 + 2x + 1 − x − 1 = x2 + x = lef t side
T heref ore x2 + x = (x + 1)2 − (x + 1)
7.4
Exercises
1. Find the nth term for: 3, 7, 11, 15, . . . 2. Find the general term of the following sequences: 50
CHAPTER 7. NUMBER PATTERNS  GRADE 10 (a) (b) (c) (d) (e) −2,1,4,7, . . . 11, 15, 19, 23, . . . x − 1,2x + 5,5x + 1, . . . sequence with a3 = 7 and a8 = 15 sequence with a4 = −8 and a10 = 10
7.4
3. The seating in a section of a sports stadium can be arranged so 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 row 25. 4. Consider the following pattern: 22 + 2 3 +3 42 + 4
2
= 42 − 4 = 52 − 5
= 32 − 3
(a) Add at least two more rows to the pattern and check whether or not the pattern continues to work. (b) Describe in words any patterns that you have noticed. (c) Try to generalise a rule using algebra i.e. ﬁnd the general term for the pattern. (d) Prove or disprove that this rule works for all values. 5. The proﬁts of a small company for the last four years has been: R10 000, R15 000, R19 000 and R23 000. If the pattern continues, what is the expected proﬁt in the 10 years (i.e. in the 14th year of the company being in business)? 6. A single square is made from 4 matchsticks. Two squares in a row needs 7 matchsticks and 3 squares in a row needs 10 matchsticks. Determine: (a) (b) (c) (d) the ﬁrst term the common diﬀerence the formula for the general term how many matchsticks are in a row of 25 squares
7. You would like to start saving some money, but because you have never tried to save money before, you have decided to start slowly. At the end of the ﬁrst week you deposit R5 into your bank account. Then at the end of the second week you deposit R10 into your bank account. At the end of the third week you deposit R15. After how many weeks, do you deposit R50 into your bank account? 8. A horizontal line intersects a piece of string at four points and divides it into ﬁve parts, as shown below. 1 3 5
2 51
4
7.4
CHAPTER 7. NUMBER PATTERNS  GRADE 10 If the piece of string is intersected in this way by 19 parallel lines, each of which intersects it at four points, ﬁnd the number of parts into which the string will be divided.
52
Chapter 8
Finance  Grade 10
8.1 Introduction
Should you ever ﬁnd yourself stuck with a mathematics question on a television quiz show, you will probably wish you had remembered the how many even prime numbers there are between 1 and 100 for the sake of R1 000 000. And who does not want to be a millionaire, right? Welcome to the Grade 10 Finance Chapter, where we apply maths skills to everyday ﬁnancial situations that you are likely to face both now and along your journey to purchasing your ﬁrst private jet. If you master the techniques in this chapter, you will grasp the concept of compound interest, and how it can ruin your fortunes if you have credit card debt, or make you millions if you successfully invest your hardearned money. You will also understand the eﬀects of ﬂuctuating exchange rates, and its impact on your spending power during your overseas holidays!
8.2
Foreign Exchange Rates
Is $500 (”500 US dollars”) per person per night a good deal on a hotel in New York City? The ﬁrst question you will ask is “How much is that worth in Rands?”. A quick call to the local bank or a search on the Internet (for example on http://www.xrates.com/) for the Dollar/Rand exchange rate will give you a basis for assessing the price. A foreign exchange rate is nothing more than the price of one currency in terms of another. For example, the exchange rate of 6,18 Rands/US Dollars means that $1 costs R6,18. In other words, if you have $1 you could sell it for R6,18  or if you wanted $1 you would have to pay R6,18 for it. But what drives exchange rates, and what causes exchange rates to change? And how does this aﬀect you anyway? This section looks at answering these questions.
8.2.1
How much is R1 really worth?
We can quote the price of a currency in terms of any other currency, but the US Dollar, British Pounds Sterling or even the Euro are often used as a market standard. You will notice that the ﬁnancial news will report the South African Rand exchange rate in terms of these three major currencies. So the South African Rand could be quoted on a certain date as 6,7040 ZAR per USD (i.e. $1,00 costs R6,7040), or 12,2374 ZAR per GBP. So if I wanted to spend $1 000 on a holiday in the United States of America, this would cost me R6 704,00; and if I wanted £1 000 for a weekend in London it would cost me R12 237,40. This seems obvious, but let us see how we calculated that: The rate is given as ZAR per USD, or ZAR/USD such that $1,00 buys R6,7040. Therefore, we need to multiply by 1 000 to get the 53
8.2
CHAPTER 8. FINANCE  GRADE 10 Table 8.1: Abbreviations and symbols for some common currencies. Currency Abbreviation Symbol South African Rand ZAR R United States Dollar USD $ British Pounds Sterling GBP £ Euro EUR e
number of Rands per $1 000. Mathematically, $1,00 = ∴ 1 000 × $1,00 = = R6,0740 1 000 × R6,0740 R6 074,00
as expected. What if you have saved R10 000 for spending money for the same trip and you wanted to use this to buy USD? How much USD could you get for this? Our rate is in ZAR/USD but we want to know how many USD we can get for our ZAR. This is easy. We know how much $1,00 costs in terms of Rands. $1,00 = $1,00 = ∴ 6,0740 1,00 $ = 6,0740 R1,00 = = R6,0740 R6,0740 6,0740 R1,00 1,00 6,0740 $0,164636 $
As we can see, the ﬁnal answer is simply the reciprocal of the ZAR/USD rate. Therefore, R10 000 will get: R1,00 = ∴ 10 000 × R1,00 = = We can check the answer as follows: $1,00 = 1 646,36 × $1,00 = = R6,0740 1 646,36 × R6,0740 R10 000,00 $ 1,00 6,0740 1,00 6,0740
10 000 × $ $1 646,36
∴
Six of one and half a dozen of the other So we have two diﬀerent ways of expressing the same exchange rate: Rands per Dollar (ZAR/USD) and Dollar per Rands (USD/ZAR). Both exchange rates mean the same thing and express the value of one currency in terms of another. You can easily work out one from the other  they are just the reciprocals of the other. If the South African Rand is our Domestic (or home) Currency, we call the ZAR/USD rate a “direct” rate, and we call a USD/ZAR rate an “indirect” rate. In general, a direct rate is an exchange rate that is expressed as units of Home Currency per 54
CHAPTER 8. FINANCE  GRADE 10 units of Foreign Currency, i.e., Domestic Currency / Foreign Currency.
8.2
The Rand exchange rates that we see on the news are usually expressed as Direct Rates, for example you might see: Table 8.2: Examples of Currency Abbreviation 1 USD 1 GBP 1 EUR exchange rates Exchange Rates R6,9556 R13,6628 R9,1954
The exchange rate is just the price of each of the Foreign Currencies (USD, GBP and EUR) in terms of our Domestic Currency, Rands. An indirect rate is an exchange rate expressed as units of Foreign Currency per units of Home Currency, i.e. Foreign Currency / Domestic Currency Deﬁning exchange rates as direct or indirect depends on which currency is deﬁned as the Domestic Currency. The Domestic Currency for an American investor would be USD which is the South African investor’s Foreign Currency. So direct rates from the perspective of the American investor (USD/ZAR) would be the same as the indirect rate from the perspective of the South Africa investor. Terminology Since exchange rates are simple prices of currencies, movements in exchange rates means that the price or value of the currency changed. The price of petrol changes all the time, so does the price of gold, and currency prices also move up and down all the time. If the Rand exchange rate moved from say R6,71 per USD to R6,50 per USD, what does this mean? Well, it means that $1 would now cost only R6,50 instead of R6,71. The Dollar is now cheaper to buy, and we say that the Dollar has depreciated (or weakened) against the Rand. Alternatively we could say that the Rand has appreciated (or strengthened) against the Dollar. What if we were looking at indirect exchange rates, and the exchange rate moved from $0,149 1 1 per ZAR (= 6,71 ) to $0,1538 per ZAR (= 6,50 ). Well now we can see that the R1,00 cost $0,149 at the start, and then cost $0,1538 at the end. The Rand has become more expensive (in terms of Dollars), and again we can say that the Rand has appreciated. Regardless of which exchange rate is used, we still come to the same conclusions. In general, • for direct exchange rates, the home currency will appreciate (depreciate) if the exchange rate falls (rises) • For indirect exchange rates, the home currency will appreciate (depreciate) if the exchange rate rises (falls) As with just about everything in this chapter, do not get caught up in memorising these formulae  that is only going to get confusing. Think about what you have and what you want  and it should be quite clear how to get the correct answer.
Activity :: Discussion : Foreign Exchange Rates In groups of 5, discuss: 1. Why might we need to know exchange rates? 2. What happens if one countries currency falls drastically vs another countries currency? 55
8.2 3. When might you use exchange rates?
CHAPTER 8. FINANCE  GRADE 10
8.2.2
Cross Currency Exchange Rates
We know that the exchange rates are the value of one currency expressed in terms of another currency, and we can quote exchange rates against any other currency. The Rand exchange rates we see on the news are usually expressed against the major currency, USD, GBP and EUR. So if for example, the Rand exchange rates were given as 6,71 ZAR/USD and 12,71 ZAR/GBP, does this tell us anything about the exchange rate between USD and GBP? Well I know that if $1 will buy me R6,71, and if £1.00 will buy me R12,71, then surely the GBP is stronger than the USD because you will get more Rands for one unit of the currency, and we can work out the USD/GBP exchange rate as follows: Before we plug in any numbers, how can we get a USD/GBP exchange rate from the ZAR/USD and ZAR/GBP exchange rates? Well, USD/GBP = USD/ZAR × ZAR/GBP. Note that the ZAR in the numerator will cancel out with the ZAR in the denominator, and we are left with the USD/GBP exchange rate. Although we do not have the USD/ZAR exchange rate, we know that this is just the reciprocal of the ZAR/USD exchange rate. USD/ZAR = Now plugging in the numbers, we get: USD/GBP = = = = USD/ZAR × ZAR/GBP 1 × ZAR/GBP ZAR/USD 1 × 12,71 6,71 1,894 1 ZAR/USD
Important: Sometimes you will see exchange rates in the real world that do not appear to work exactly like this. This is usually because some ﬁnancial institutions add other costs to the exchange rates, which alter the results. However, if you could remove the eﬀect of those extra costs, the numbers would balance again.
Worked Example 8: Cross Exchange Rates Question: If $1 = R 6,40, and £1 = R11,58 what is the $/£ exchange rate (i.e. the number of US$ per £)? Answer Step 1 : Determine what is given and what is required The following are given: • ZAR/USD rate = R6,40 • ZAR/GBP rate = R11,58 56
and other South Africans are importing goods from the United Kingdom.58 to buy £1 and that $ 1 = R6.8094 8. If there is a stamp that lots of people want (high demand) and few people own (low supply) then that stamp is going to be expensive. The exchange rate is the price you have to pay to buy those Pounds.40. Do you get the same answer as in the worked example? 8. which is a very important section in the study of Economics. Step 3 : Solve the problem USD/GBP = = = = Step 4 : Write the ﬁnal answer $1.2 Activity :: Investigation : Cross Exchange Rates .2. Pounds will start to become more expensive (compare this to the house price example at the start of this section if you are not convinced). then you have Rands but you need to “buy” Pounds. calculate how much R1 is worth in $.58 6. in other words how many dollars must you pay for a pound.40 1. and £1 = R11. FINANCE .e. and the 57 . This is all about supply and demand.58 is worth in $. USD/ZAR × ZAR/GBP 1 × ZAR/GBP ZAR/USD 1 × 11. And if you are starting to wonder why this is relevant .because the buyers will be competing to buy those houses.58 what is the $/£ exchange rate (i. If there is a suburb where all residents want to move out. Use this information to: 1.40. From the given information we know that it would cost you R11. So you need £1.8094 can be bought for £1. If you are going to visit London.CHAPTER 8.think about currencies.GRADE 10 The following is required: • USD/GBP rate Step 2 : Determine how to approach the problem We know that: USD/GBP = USD/ZAR × ZAR/GBP. the number of US$ per £)? Overview of problem You need the $/£ exchange rate. then there are lots of sellers and this will cause house prices in the area to fall because the buyers would not have to struggle as much to ﬁnd an eager seller. Think about a time where lots of South Africans are visiting the United Kingdom. 2. That means there are lots of Rands (high supply) trying to buy Pounds. then house prices are going to go up .3 Enrichment: Fluctuating exchange rates If everyone wants to buy houses in a certain suburb. like stampcollecting for example. You can think about this is many diﬀerent contexts. calculate how much R11.Alternate Method If $1 = R 6.
There are various factors aﬀect exchange rates. There would be a greater demand for Rands . to buy the same amount of Rands. If the bank looked after it for you. then they could spend it.8. I want to buy an IPOD that costs £100. and that more people were wanting to invest in South Africa . In England the same vehicle costs £12 200 and in the USA $ 21 900. this would cause the currency to fall in value . Sollie gets a £6 tip from a tourist and Arinda gets $ 12. trade deﬁcit information.a self fulﬁlling expectation). (a) How much will the MP3 player cost in Rands.3 Being Interested in Interest If you had R1 000. Study the following exchange rate table: Country Currency United Kingdom (UK) Pounds(£) United States (USA) Dollars ($) Exchange Rate R14. you could spend it any time you wanted.. Another context which might be useful for you to understand this: consider what would happen if people in other countries felt that South Africa was becoming a great place to live.3 CHAPTER 8. you could either keep it in your wallet. If it stayed in your wallet.04 (a) In South Africa the cost of a new Honda Civic is R173 400. some of which have more economic rationale than others: • economic factors (such as inﬂation ﬁgures. or political unrest) • market sentiments and market behaviour (for example if foreign exchange markets perceived a currency to be overvalued and starting selling the currency. with the exchange rate currently at £1 = R14. This payment is like a reward.whether in properties. In which country is the car the cheapest if you compare it to the South African Rand ? (b) Sollie and Arinda are waiters in a South African Restaurant attracting many tourists from abroad. or deposit it in a bank account. I believe the exchange rate will reach R12 in a month. with the plan of making proﬁt oﬀ it. or Pounds. rather than keeping the money in your wallet. monetary policy and ﬁscal policy) • political factors (such as uncertain political environment. it is interesting to think about what factors might aﬀect the supply (people wanting to “sell” a particular currency) and the demand (people trying to “buy” another currency). FINANCE . but let us look at some of the basic issues here..13 R7. In other words. Although it really does come down to supply and demand. This is covered in detail in the study of Economics. as a way of encouraging you to bank it with them. interest rates. In other words.and the “price of the Rand” would go up. How many South African Rand did each one get ? 8. which provides you with a reason to leave it with the bank for a while. if I buy it now? (b) How much will I save if the exchange rate drops to R12? (c) How much will I lose if the exchange rate moves to R15? 2. for R1 000 you will get fewer Pounds than you would have before the exchange rate moved.or just buying more goods from South Africa.GRADE 10 exchange rate will change. 58 . people would need to use more Dollars. businesses . or Euros . The bank usually “pays” you to deposit it into an account. This is seen as a movement in exchange rates. Exercise: Foreign Exchange 1.
At the end of the year. The best way to learn from this chapter is to do the examples yourself. The concept is simple. yet it is core to the world of ﬁnance. as you work your way through. could spend their entire working career dealing with the eﬀects of interest on ﬁnancial matters. for example. 8. As an easy example of simple interest. with an “opening balance” of R1 000 at the start of the year. you will get an interest of: Interest = R1 000 × 5% 5 = R1 000 × 100 = R1 000 × 0.and given the tools to cope with even advanced concepts and problems. and the interest amount (in Rand terms) is labelled I (R50 in the example).05 = R50 So. but from many diﬀerent angles. or a car dealership. you are eﬀectively lending money to the bank . So we can see that: I =P ×i and Closing Balance = = = = Opening Balance + Interest P +I P + (P × i) P (1 + i) 59 (8. Accountants.GRADE 10 We call this reward ”interest”. That is the price of borrowing money. your “closing balance” at the end of the year will therefore be: Closing Balance = = = Opening Balance + Interest R1 000 + R50 R1 050 We sometimes call the opening balance in ﬁnancial calculations Principal. if you borrow money from a bank (or from a department store. for example) then you can expect to have to pay interest on the loan. Similarly. Important: Interest The concepts in this chapter are simple . The interest rate is usually labelled i (5% in the example). In this chapter you will be introduced to the concept of ﬁnancial mathematics .4 Simple Interest Deﬁnition: Simple Interest Simple interest is where you earn interest on the initial amount that you invested.1) . consider how much you will get by investing R1 000 for 1 year with a bank that pays you 5% simple interest.we are just looking at the same idea. but not interest on interest.and you can expect to receive interest in return. FINANCE .4 If you deposit money into a bank account.CHAPTER 8. which is abbreviated as P (R1 000 in the example). actuaries and bankers. Do not just take our word for it! 8.
a. or 2. then. P = R1 000 • interest rate. FINANCE . The closing balance at the end of the three year period would be: Closing Balance = = P + 3 × (P × i) P × (1 + (3)i) If you look carefully at the similarities between the two answers above. Three months is 1/4 of a year.2) that: Closing Balance. using the symbol (A) for the Closing Balance: Closing Balance. if you invest your money (P ) in an account which pays a rate of interest (i) for a period of time (n years).(per annum) = per year Worked Example 9: Simple Interest Question: If I deposit R1 000 into a special bank account which pays a Simple Interest of 7% for 3 years. In other words. and p. Step 2 : Determine how to approach the problem We know from (8. this works when n is a fraction of a year and also when n covers several years. so you would only get 1/4 of a full year’s interest. It is not a complicated formula.4 CHAPTER 8. Important: Interest Calculation Annual Rates means Yearly rates.2) As we have seen.which is why they call it Simple Interest.8. how much will I get back at the end? Answer Step 1 : Determine what is given and what is required • opening balance. n = 3 years We are required to ﬁnd the closing balance (A). how much interest will you be paid if you only leave the money in the account for 3 months.GRADE 10 This is how you calculate simple interest.(A) = P (1 + i · n) (8. we can generalise the result. which is just as well because you are going to see a lot of it! Not Just One You might be wondering to yourself: 1. which is: 1/4 × (P × i). you would get three years’ worth of interest.(A) = P (1 + i · n) 60 . 1. what if you leave it there for 3 years? It is actually quite simple . i = 7% • period of time. For 3 years. The closing balance would therefore be: Closing Balance = P + 1/4 × (P × i) = P (1 + (1/4)i) 2. being: 3 × (P × i).
Worked Example 10: Calculating n Question: If I deposit R30 000 into a special bank account which pays a Simple Interest of 7.075 × n n n = = = P (1 + i · n) R30 000(1 + n × 7.5 − 1 0. i = 7. FINANCE . 8. P = R30 000 • closing balance.4. therefore n = 7.075 × n) = 0.2) that: Closing Balance (A) = P (1 + i · n) Step 3 : Solve the problem • interest rate.5%) 45000 30000 1. Step 2 : Determine how to approach the problem We know from (8.4 A = = = P (1 + i · n) R1 000(1 + 3 × 7%) R1 210 Step 4 : Write the ﬁnal answer The closing balance after 3 years of saving R1 000 at an interest rate of 7% is R1 210.5% .6666667 Step 4 : Write the ﬁnal answer n has to be a whole number.5% Closing Balance (A) = R45 000 = (1 + 0. The period is 7 years for R30 000 to generate R45 000 at a simple interest rate of 7.075 6.1 Other Applications of the Simple Interest Formula 61 .for how many years must I invest this amount to generate R45 000 Answer Step 1 : Determine what is given and what is required • opening balance.GRADE 10 Step 3 : Solve the problem 8.CHAPTER 8. A = R45 000 We are required to ﬁnd the number of years.5%.5 0.
P = R12 500 • period of time.81 P (1 + i · n) R2 250(1 + 2 × 7. There is an option of paying a 10% deposit then making 24 monthly payments using a hirepurchase agreement where interest is calculated at 7. for depreciation the formula will change to: Closing Balance.8.GRADE 10 Worked Example 11: HirePurchase Question: Troy is keen to buy an addisional hard drive for his laptop advertised for R 2 500 on the internet. i = 7.2) that: Closing Balance. A = R2 300 We are required to ﬁnd the rate(i). Tjad’s drum kit cost him R12 500.5%) R2 587. Answer Step 1 : Determine what is given and what is required A new opening balance is required.(A) = P (1 + i · n) Therefore. as the 10% deposit is paid in cash.2) that: Closing Balance. Step 2 : Determine how to approach the problem We know from (8.(A) = P (1 + i · n) Step 3 : Solve the problem A = = = Monthly payment = = Step 4 : Write the ﬁnal answer Troy’s monthly payments = R 107.a. n = 2 years We are required to ﬁnd the closing balance (A) and then the montly payments. • • • • 10% of R 2 500 = R250 new opening balance.5% = 0. n = 7 years • closing balance.5% p. simple interest.4 CHAPTER 8.50 ÷ 24 R107. What rate of simple depreciation does this represent ? Answer Step 1 : Determine what is given and what is required • opening balance. Calculate what Troy’s monthly payments will be. FINANCE .075pa period of time. P = R2 500 − R250 = R2 250 interest rate. It has now been valued at R2 300.50 2587. Step 2 : Determine how to approach the problem We know from (8.81 Worked Example 12: Depreciation Question: Seven years ago.(A) = P (1 − i · n) 62 .
5 Compound Interest To explain the concept of compound interest. if simple interest was calculated ? 4. He is charged simple interest at 17. An amount of R3 500 is invested in a savings account which pays simple interest at a rate of 7. and then take the principal and the interest and invest it back into the same account again.11657.5% for 6 years.66% Exercise: Simple Interest 1. (b) An investment of R225 at a rate of 12. 8..GRADE 10 Step 3 : Solve the problem A = P (1 − i · n) R2 300 = R12 500(1 − 7 × i) i = 0.. the following example is discussed: Worked Example 13: Using Simple Interest to lead to the concept Com pound Interest Question: If I deposit R1 000 into a special bank account which pays a Simple Interest of 7%. 2. At what rate was the money invested. Calculate the balance accumulated by the end of 2 years.5% per annum over 3 years. Bongani buys a dining room table costing R 8 500 on Hire Purchase. P = R1 000 • interest rate. Calculate the simple interest for the following problems. Then I take it all out at the end of the second year. and then put it all back in again? And then I take it all out at the end of 3 years? Answer Step 1 : Determine what is given and what is required • opening balance. 3.CHAPTER 8. i = 7% 63 .5 Step 4 : Write the ﬁnal answer Therefore the rate of depreciation is 11.5% per annum. (a) A loan of R300 at a rate of 8% for l year. (a) How much will Bongani pay in total ? (b) How much interest does he pay ? (c) What is his montly installment ? 8. FINANCE . I have given him the amount of R 18 000 on his birtday. What if I empty the bank account after a year. I made a deposit of R5 000 in the bank for my 5 year old son’s 21st birthday.
we end up with R1 225. though . Step 2 : Determine how to approach the problem We know that: Closing Balance = P (1 + i · n) Step 3 : Determine the closing balance at the end of the ﬁrst year Closing Balance = P (1 + i · n) = R1 000(1 + 1 × 7%) = R1 070 Step 4 : Determine the closing balance at the end of the second year After the ﬁrst year.the same in the ﬁrst. In the two worked examples using simple interest. i=7% and n=3 years for both problems. 1 year at a time.5 CHAPTER 8. when I took the money out and then reinvested it. because this is the balance after the ﬁrst year.90 Step 5 : Determine the closing balance at the end of the third year After the second year.04. Closing Balance = P (1 + i · n) = R1 070(1 + 1 × 7%) = R1 144. The opening balance for the third year is therefore R1 144. Deﬁnition: Compound Interest Compound interest is the interest payable on the principal and its accumulated interest. for 3 years We are required to ﬁnd the closing balance at the end of three years. It is this concept which underlies just about everything we do . I was actually earning interest in the second year on my interest (R70) from the ﬁrst year. but crippling if you are stuck having to pay interest on money you have borrowed! In the same way that we developed a formula for Simple Interest. let us ﬁnd one for Compound Interest. (And interest on the interest on my interest in the third year!) This more realistically reﬂects what happens in the real world.GRADE 10 • period of time.90(1 + 1 × 7%) = R1 225. But in the second situation.04 which is more than R1 210 from the ﬁrst example. The opening balance for the second year is therefore R1 070.so we will look at more closely next. we withdraw all the money and redeposit it.great if you are earning interest on cash you have invested. Except in the second situation. and is known as Compound Interest. Compound interest is a double edged sword. we withdraw all the money and redeposit it. second and third year. What has changed? In the ﬁrst example I earned R70 interest each year . Closing Balance = P (1 + i · n) = R1 144.8. because this is the balance after the ﬁrst year.04 Step 6 : Write the ﬁnal answer The closing balance after withdrawing the all the money and redepositing each year for 3 years of saving R1 000 at an interest rate of 7% is R1 225.90. we have basically the same problem because P =R1 000. FINANCE . 64 .
the balance becomes: Closing Balance after 3 years = [P (1 + i)2 ] × (1 + i) = P (1 + i)3 We can see that the power of the term (1 + i) is the same as the number of years. For example. and then ﬁnally we are taking the new balance after a total of 5 months. 8. Closing Balance after n years = P (1 + i)n (8. Look carefully at the long equation above.1 Fractions add up to the Whole It is easy to show that this formula works even when n is a fraction of a year. and adding interest for 7 more months.2 The Power of Compound Interest To see how important this “interest on interest” is.5 If our opening balance is P and we have an interest rate of i then. Does the ﬁnal formula look familiar? Correct . Then we are taking that new balance and adding interest for a further 4 months. Then. then adding interest for just 1 month. and check how easy it really is. This is exactly what we would expect. FINANCE . then invest it for another year. and assume we can earn interest of 9%.CHAPTER 8. the closing balance at the end of the ﬁrst year is: Closing Balance after 1 year = P (1 + i) This is the same as Simple Interest because it only covers a single year.GRADE 10 8.5.5. then for 4 months. then for 7 months.just as you saw us doing in the worked example above then the balance after the second year will be: Closing Balance after 2 years = = [P (1 + i)] × (1 + i) P (1 + i)2 And if we take that money out. Closing Balance after 1 month = Closing Balance after 5 months = = = = Closing Balance after 12 months = = = = = P (1 + i) 12 Closing Balance after 1 month invested for 4 months more 4 1 [P (1 + i) 12 ] 12 P (1 + i) 12 + 12 P (1 + i) 12 Closing Balance after 5 month invested for 7 months more [P (1 + i) 12 ] 12 P (1 + i) 12 + 12 P (1 + i) 12 P (1 + i)1 12 5 7 5 7 5 1 4 1 which is the same as investing the money for a year. It is not as complicated as it looks! All we are doing is taking the opening amount (P ). we shall compare the diﬀerence in closing balances for money earning simple interest and money earning compound interest. Take a look again. Can you see that? Do not move on until you have understood this point. Consider an amount of R10 000 that you have to invest for 10 years. if we take that out and reinvest it for another year . let us invest the money for 1 month.3) 8. How much would that be worth after 10 years? 65 .it is the same result as you would get for simply investing P for one full year. because: 1 month + 4 months + 7 months = 12 months. which is a year. Therefore.
8. He does not want to pay back more than R625 000 altogether on the loan. P = R350 000 • closing balance.785. Worked Example 14: Taking out a Loan Question: Mr Lowe wants to take out a loan of R 350 000.. the build up of the amount you owe will grow exponentially too. i = 13% peryear We are required to ﬁnd the time period(n). But if you have borrowed money. keep in mind that this is good news and bad news.3) that: Closing Balance. over what period should he take the loan Answer Step 1 : Determine what has been provided and what is required • opening balance. Step 3 : Solve the problem A = (1 + i)n P 625000 = (1 + 0. = (1. not only will you know what they mean . FINANCE ...64 So next time someone talks about the “magic of compound interest”.13)n 350000 1. When you are earning interest on money you have invested. Step 2 : Determine how to approach the problem We know from (8.13)3 = 1.13)5 = 1.. (1.(A) = P (1 + i)n We need to ﬁnd n. Step 4 : Write the ﬁnal answer Mr Lowe should take the loan over four years 66 ..44. If the interest rate he is oﬀered is 13%. (1. A = R625 000 • interest rate..but you will be able to prove it mathematically yourself! Again. compound interest helps that amount to increase exponentially.13)n Try n = 3 : Try n = 4 : Try n = 5 : (1.63...5 CHAPTER 8.13)4 = 1.GRADE 10 The closing balance for the money earning simple interest is: Closing Balance = = = P (1 + i · n) R10 000(1 + 9% × 10) R19 000 The closing balance for the money earning compound interest is: Closing Balance = = = P (1 + i)n ) R10 000(1 + 9%)10 R23 673. Therefore we covert the formula to: A = (1 + i)n P and then ﬁnd n by trial and error.84.
P = 43 000 000 • period of time.5. If the current population is 43 million. Initially.3) that: Closing Balance. n = 2 year • interest rate.CHAPTER 8.3) that: Closing Balance.(A) = P (1 + i)n Step 3 : Solve the problem A = = = P (1 + i)n 43 000 000(1 + 0. i = 2. 50m2 of the pool is covered by algae. i = 5% perday We are required to ﬁnd the closing balance(A).5% per year. What area is covered by algae after 30 days of treatment ? Answer Step 1 : Determine what has been provided and what is required • opening balance. P = 50m2 • period of time.GRADE 10 8. Step 2 : Determine how to approach the problem We know from (8.025)2 45 176 875 Step 4 : Write the ﬁnal answer There are 45 176 875 − 43 000 000 = 2 176 875 more people in 2 year’s time Worked Example 16: Compound Decrease Question: A swimming pool is being treated for a buildup of algae. the algae reduces by 5%. Step 2 : Determine how to approach the problem We know from (8.3 Other Applications of Compound Growth Worked Example 15: Population Growth Question: South Africa’s population is increasing by 2. With each day of treatment.(A) = P (1 + i)n 67 .5 8. n = 30 days • interest rate.5% peryear We are required to ﬁnd the closing balance(A). how many more people will there be in South Africa in two year’s time ? Answer Step 1 : Determine what has been provided and what is required • opening balance. FINANCE .
8. 2. normally the eﬀective rate per annum period for which the investment is made 8. they are paid a salary to use the right methods to solve ﬁnancial problems.2 Equations Closing Balance . FINANCE .GRADE 10 But this is compound decrease so we can use the formula: Closing Balance.6 CHAPTER 8. here are the key formulae that we derived and used during this chapter.5% per annum. If the average rate of inﬂation for the past few years was 7. what would you expect to pay in 6 years time ? 3.1 P i n Deﬁnitions Principal (the amount of money at the starting point of the calculation) interest rate.6. Calculate the balance accumulated by the end of 2 years.6 Summary As an easy reference. An amount of R3 500 is invested in a savings account which pays compound interest at a rate of 7.(A) = P (1 − i)n Step 3 : Solve the problem A = = = P (1 − i)n 50(1 − 0. it is the application that is useful. How much money (to the nearest rand) should he invest if he wants to reach a sum of R 100 000 in ﬁve year’s time ? 8.73m2 Exercise: Compound Interest 1. Financial experts are not paid a salary in order to recite formulae.3% and your water and electricity account is R 1 425 on average.8. Shrek wants to invest some money at 11% per annum compound interest.simple interest Solve for i = P (1 + i · n) Solve for n 68 . While memorising them is nice (there are not many).6.05)30 10.73m2 Step 4 : Write the ﬁnal answer Therefore the area still covered with algae is 10.
Calculate the compound interest for the following problems. (c) An R800 loan for l year at 16%.g.2287 and 1 AUD = R 5. 9. whereas Bank B oﬀers a savings account paying compound interest at a rate of 10. Which account would leave Bianca with the highest accumulated balance at the end of the 3 year period? 4. 2. determine the exchange rate between the Australian Dollar and the Japanese Yen.7 End of Chapter Exercises 1. if the exchange rate is e1 = R9.GRADE 10 8. How much will you need in Rands to cover your hotel bill. 8. both in years. Determine the simple rate of interest that was charged.00% compound interest 3. 8. if the interest rate is 10%? 6.5% per annum. Bank A oﬀers a savings account which pays simple interest at a rate of 11% per annum. Bonnie bought a stove for R 3 750. or both in months etc.compound interest Solve for i = P (1 + i)n Solve for n Important: Always keep the interest and the time period in the same units of time (e.85% simple interest (b) 4. How much compound interest is payable on a loan of R2 000 for a year. FINANCE . if the interest rate is 10%? 5. If the exchange rate 100 Yen = R 6. (b) A R1 500 investment for 3 years at 6%. (a) A R2 000 loan for 2 years at 5%. How much simple interest is payable on a loan of R2 000 for a year.25 interest that was charged for hirepurchase. 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? 7.7 Closing Balance . Bianca has R1 450 to invest for 3 years. After 3 years she paid for it and the R 956. Your hotel will cost e200 per night.CHAPTER 8. 69 .).1094 . You are going on holiday to Europe. Calculate how much you will earn if you invested R500 for 1 year at the following interest rates: (a) 6.20.
FINANCE .8.7 CHAPTER 8.GRADE 10 70 .
9. y a · xk + b · x + cm = 0 d · yp + e · y + f ≤ 0 expression with two terms expression with three terms 9. If these two binomials are multiplied. a · xk + b · x + cm = 0 d·y +e·y+f ≤0 p (9.2) Name term expression coeﬃcient exponent (or index) base constant variable equation inequality binomial trinomial Examples (separated by commas) a · xk . cm .1) (9. (ax + b) and (cx + d).2. c. e k. e. e · y. Examples are given as reminders.g. e. d.2.1 Parts of an Expression Mathematical expressions are just like sentences and their parts have special names. the following is the result: 71 . 9.1 Introduction In this chapter you will learn how to work with algebraic expressions.b · x. p x.Grade 10 9. y. You will recap some of the work on factorisation and multiplying out expressions that you learnt in earlier grades. b.2 Product of Two Binomials A binomial is a mathematical expression with two terms. You should be familiar with the following names used to describe the parts of an mathematical expression. d · y p + e · y + f a.Chapter 9 Products and Factors . f x. c a.2 Recap of Earlier Work The following should be familiar. d · y p . This work will then be extended upon for Grade 10. b. f a · xk + b · x + cm . d.
In previous grades you factorised based on common factors and on diﬀerence of squares.GRADE 10 (a · x + b)(c · x + d) = (ax)(cx) + (ax)d + b(cx) + b · d = (ax)(c · x + d) + b(c · x + d) Worked Example 17: Product of two Binomials Question: Find the product of (3x − 2)(5x + 8) Answer (3x − 2)(5x + 8) = = = (3x)(5x) + (3x)(8) + (−2)(5x) + (−2)(8) 15x2 + 24x − 10x − 16 15x2 + 14x − 16 The product of two identical binomials is known as the square of the binomials and is written as: (ax + b)2 = a2 x2 + 2abx + b2 If the two terms are ax + b and ax − b then their product is: (ax + b)(ax − b) = a2 x2 − b2 This is known as the diﬀerence of squares. 9kp (i) 24xyz. For example. 15xz (d) 18kl. 4su (h) 9xy. 6u (c) 3st.3 Factorisation Factorisation is the opposite of expanding brackets. 9. 45n 72 .2. 16yz (e) abc. 4xyz (b) 12mn. Factorisation would be to start with 2x + 2 and to end up with 2(x + 1). PRODUCTS AND FACTORS . 8n (g) 3uv.2 CHAPTER 9.9. ac (j) 3m. 18x (f) 2xy. For example expanding brackets would require 2(x + 1) to be written as 2x + 2. Common Factors Factorising based on common factors relies on there being common factors between your terms. 2x − 6x2 can be factorised as follows: 2x − 6x2 = 2x(1 − 3x) Activity :: Investigation : Common Factors Find the highest common factors of the following pairs of terms: (a) 6y.
2 (9.3 is an equation. a2 x2 − b2 = (ax + b)(ax − b) 9.GRADE 10 Diﬀerence of Squares We have seen that: (ax + b)(ax − b) = a2 x2 − b2 a2 x2 − b2 can be factorised to (ax + b)(ax − b) Therefore. both sides are always equal.CHAPTER 9. This means that an expression of the form: For example. x2 − 16 can be written as (x2 − 42 ) which is a diﬀerence of squares. Therefore the factors of x2 − 16 are (x − 4) and (x + 4). PRODUCTS AND FACTORS . Worked Example 18: Factorisation Question: Factorise completely: b2 y 5 − 3aby 3 Answer b2 y 5 − 3aby 3 = by 3 (by 2 − 3a) Worked Example 19: Factorising binomials with a common bracket Question: Factorise completely: 3a(a − 4) − 7(a − 4) Answer Step 1 : bracket (a − 4) is the common factor 3a(a − 4) − 7(a − 4) = (a − 4)(3a − 7) Worked Example 20: Factorising using a switch around in brackets Question: Factorise 5(a − 2) − b(2 − a) Answer Step 1 : Note that (2 − a) = −(a − 2) 5(a − 2) − b(2 − a) = 5(a − 2) − [−b(a − 2)] = 5(a − 2) + b(a − 2) 73 = (a − 2)(5 + b) .3) Since 9.
then the very ﬁrst step is to apply the distributive law: (A + B)(C + D + E) = A(C + D + E) + B(C + D + E) If you remember this. (2x + 1)(x2 + 2x + 1) 2x(x2 + 2x + 1) + 1(x2 + 2x + 1) (apply distributive law) [2x(x2 ) + 2x(2x) + 2x(1)] + [1(x2 ) + 1(2x) + 1(1)] 4x3 + 4x2 + 2x + x2 + 2x + 1 (expand the brackets) 4x3 + (4x2 + x2 ) + (2x + 2x) + 1 (group like terms to simplify) 4x3 + 5x2 + 4x + 1 (simplify to get ﬁnal answer) = = = = = Important: Multiplication of Binomial with Trinomial If the binomial is A + B and the trinomial is C + D + E. Fortunately. we use the same methods we used to multiply two binomials to multiply a binomial and a trinomial. you will never go wrong! 74 (9. Find the products of: (a) 2y(y + 4) (d) (y + 8)(y + 4) 2. For example.GRADE 10 Exercise: Recap 1.2.3 CHAPTER 9. multiply 2x + 1 by x2 + 2x + 1.9.3 More Products We have seen how to multiply two binomials in section 9.2. PRODUCTS AND FACTORS . In this section we learn how to multiply a binomial (expression with two terms) by a trinomial (expression with three terms).4) . Factorise: (a) (b) (c) (d) (e) 2l + 2w 12x + 32y 6x2 + 2x + 10x3 2xy 2 + xy 2 z + 3xy −2ab2 − 4a2 b (b) (y + 5)(y + 2) (e) (2y + 9)(3y + 1) (c) (y + 2)(2y + 1) (f) (3y − 2)(y + 6) 3. Factorise completely: (a) 7a + 4 (d) 12kj + 18kq (g) −6a − 24 (j) −a2 b − b2 a (m) 4(y − 3) + k(3 − y) (p) a2 (a + 7) + a(a + 7) (b) 20a − 10 (e) 16k 2 − 4k (h) −2ab − 8a (k) 12k 2 j + 24k 2 j 2 (n) a(a − 1) − 5(a − 1) (q) 3b(b − 4) − 7(4 − b) (c) 18ab − 3bc (f) 3a2 + 6a − 18 (i) 24kj − 16k 2 j (l) 72b2q − 18b3 q 2 (o) bm(b+4)−6m(b+4) (r) a2 b2 c2 − 1 9.
3 Worked Example 21: Multiplication of Binomial with Trinomial Question: Multiply x − 1 with x2 − 2x + 1. Step 2 : Determine how to approach the problem Apply the distributive law and then simplify the resulting expression. Step 3 : Solve the problem (x + y)(x2 − xy + y 2 ) = = = = = x(x2 − xy + y 2 ) + y(x2 − xy + y 2 ) (apply distributive law) [x(x2 ) + x(−xy) + x(y 2 )] + [y(x2 ) + y(−xy) + y(y 2 )] x3 − x2 y + xy 2 + yx2 − xy 2 + y 3 3 2 2 2 2 (expand the brackets) (group like terms to simplify) x + (−x y + yx ) + (xy − xy ) + y 3 x3 + y 3 (simplify to get ﬁnal answer) Step 4 : Write the ﬁnal answer The product of x + y and x2 − xy + y 2 is x3 + y 3 . We need to multiply them together. We need to multiply them together. x2 − 2x + 1. 75 . Answer Step 1 : Determine what is given and what is required We are given two expressions: a binomial.CHAPTER 9. and a trinomial. and a trinomial.GRADE 10 9. PRODUCTS AND FACTORS . x + y. Step 2 : Determine how to approach the problem Apply the distributive law and then simplify the resulting expression. Step 3 : Solve the problem (x − 1)(x2 − 2x + 1) = = = = = x3 − 3x2 + 3x − 1 x3 − 2x2 + x − x2 + 2x − 1 (expand the brackets) x3 + (−2x2 − x2 ) + (x + 2x) − 1 (group like terms to simplify) (simplify to get ﬁnal answer) x(x2 − 2x + 1) − 1(x2 − 2x + 1) (apply distributive law) [x(x2 ) + x(−2x) + x(1)] + [−1(x2 ) − 1(−2x) − 1(1)] Step 4 : Write the ﬁnal answer The product of x − 1 and x2 − 2x + 1 is x3 − 3x2 + 3x − 1. Answer Step 1 : Determine what is given and what is required We are given two expressions: a binomial. x2 − xy + y 2 . Worked Example 22: Sum of Cubes Question: Find the product of x + y and x2 − xy + y 2 . x − 1.
GRADE 10 (x + y)(x2 − xy + y 2 ) = x3 + y 3 This is known as a sum of cubes.9. PRODUCTS AND FACTORS . we can immediately write down what the factors are. The simplest quadratic has the form ax2 . Find the products of: (a) (−2y 2 − 4y + 11)(5y − 12) (c) (4y 2 + 12y + 10)(−9y 2 + 8y + 2) (e) (10y 5 + 3)(−2y 2 − 11y + 2) (g) (−10)(2y 2 + 8y + 3) (i) (6y 7 − 8y 2 + 7)(−4y − 3)(−6y 2 − 7y − 11) (k) (8y 5 + 3y 4 + 2y 3 )(5y + 10)(12y 2 + 6y + 6) (m) (4y 3 + 5y 2 − 12y)(−12y − 2)(7y 2 − 9y + 12) (o) (9)(8y 2 − 2y + 3) (q) (−6y 4 + 11y 2 + 3y)(10y + 4)(4y − 4) (s) (−11y 5 + 11y 4 + 11)(9y 3 − 7y 2 − 4y + 6) (b) (−11y + 3)(−10y 2 − 7y − 9) (d) (7y 2 − 6y − 8)(−2y + 2) (f) (−12y − 3)(12y 2 − 11y + 3) (h) (2y 6 + 3y 5 )(−5y − 12) (j) (−9y 2 + 11y + 2)(8y 2 + 6y − 7) (l) (−7y + 11)(−12y + 3) (n) (7y + 3)(7y 2 + 3y + 10) (p) (−12y + 12)(4y 2 − 11y + 11) (r) (−3y 6 − 6y 3 )(11y − 6)(10y − 10) (t) (−3y + 8)(−4y 3 + 8y 2 − 2y + 12) 2.4 Important: We have seen that: CHAPTER 9. The second simplest quadratic is of the form ax2 + bx. This is true for any values of a and b. and some are easier than others. and more importantly since it is an equality. ax2 + bx factorises to x(ax + b). We know that: (a + b)(a − b) = a2 − b2 . The third simplest quadratic is made up of the diﬀerence of squares. Therefore. we can also write: a2 − b2 = (a + b)(a − b). 8y 2 + 4y factorises to 4y(2y + 1). 76 . Remove the brackets and simplify:(2h + 3)(4h2 − 6h + 9) 9.4 Factorising a Quadratic Finding the factors of a quadratic is quite easy. which factorises to (x)(ax). 25x2 factorises to (5x)(5x) and 2x2 factorises to (2x)(x). This means that if we ever come across a quadratic that is made up of a diﬀerence of squares. For example. Activity :: Investigation : Diﬀerence of Cubes Show that the diﬀerence of cubes (x3 − y 3 ) is given by the product of x − y and 2 x + xy + y 2 . For example. Exercise: Products 1. We can see here that x is a common factor of both terms.
many quadratics do not fall into these categories.GRADE 10 9. these are: Factors of 6 1 6 2 3 1 6 2 3 Therefore. Answer Step 1 : Examine the quadratic We see that the quadratic is a diﬀerence of squares because: (3x)2 = 9x2 and 52 = 25. the middle term is the sum of two terms. For example. Firstly. how do we use this information to factorise the quadratic? Let us start with factorising x2 + 5x+ 6 and see if we can decide upon some general rules. Since the 6 is positive. We see that the x2 term in the quadratic is the product of the xterms in each bracket. the 6 in the quadratic is the product of the 2 and 3 the brackets. and we need a more general method to factorise quadratics like x2 − x − 2? We can learn about how to factorise quadratics by looking at how two binomials are multiplied to get a quadratic.4 Worked Example 23: Diﬀerence of Squares Question: Find the factors of 9x2 − 25. (x + 2)(x + 3) is multiplied out as: (x + 2)(x + 3) = x(x + 3) + 2(x + 3) = (x)(x) + 3x + 2x + (2)(3) = x2 + 5x + 6. So. However. PRODUCTS AND FACTORS . ( x )( x ) Next decide upon the factors of 6. Step 2 : Write the quadratic as the diﬀerence of squares 9x2 − 25 = (3x)2 − 52 Step 3 : Write the factors (3x)2 − 52 = (3x − 5)(3x + 5) Step 4 : Write the ﬁnal answer The factors of 9x2 − 25 are (3x − 5)(3x + 5). write down two brackets with an x in each bracket and space for the remaining terms. The three types of quadratic that we have seen are very simple to factorise. Finally.CHAPTER 9. Similarly. we have four possibilities: Option 1 (x + 1)(x + 6) Option 2 (x − 1)(x − 6) Option 3 (x + 2)(x + 3) 77 Option 4 (x − 2)(x − 3) .
and are both positive if b is positive. 4. Write down two brackets with an x in each bracket and space for the remaining terms. Expand all options to see which one gives you the correct answer.5) There are some tips that you can keep in mind: • If c is positive.9. PRODUCTS AND FACTORS . 2. The factors are both negative if b is negative. Write down a set of options for the possible factors for the quadratic using the factors of a and c.4 CHAPTER 9. The quadratic is in the required form. it means only one of the factors of c is negative.GRADE 10 Next we expand each set of brackets to see which option gives us the correct middle term. Write down a set of factors for a and c. multiply out your brackets again just to make sure it really works. Option 1 (x + 1)(x + 6) x2 + 7x + 6 Option 2 (x − 1)(x − 6) x2 − 7x + 6 Option 3 (x + 2)(x + 3) x2 + 5x + 6 Option 4 (x − 2)(x − 3) x2 − 5x + 6 We see that Option 3 (x+2)(x+3) is the correct solution. )( x ) (9. Step 2 : Write down two brackets with an x in each bracket and space for the remaining terms.3). If c is negative. The possible factors for c are: (1. • Once you get an answer. there are two possible options. Therefore. so as to obtain an equation of the form ax2 + bx + c = 0 where a.1). b and c have no common factors and a is positive.1) or (1. Worked Example 24: Factorising a Quadratic Question: Find the factors of 3x2 + 2x − 1. Option 1 (x − 1)(3x + 1) 3x2 − 2x − 1 Option 2 (x + 1)(3x − 1) 3x2 + 2x − 1 78 . 5. As you have seen that the process of factorising a quadratic is mostly trial and error. Answer Step 1 : Check whether the quadratic is in the form ax2 + bx + c = 0 with a positive. the other one being positive. however the is some information that can be used to simplify the process.6) Write down a set of factors for a and c. Write down a set of options for the possible factors for the quadratic using the factors of a and c. ( x 3. Method: Factorising a Quadratic 1. then the factors of c must be either both positive or both negative. The possible factors for a are: (1. First divide the entire equation by any common factor of the coeﬃcients. ( x )( x ) (9.
Factorise the following: (a) x2 − 2x − 15 (b) x2 + 2x − 3 (c) x2 + 2x − 8 (d) x2 + x − 20 (e) x2 − x − 20 3. This is called factorisation by grouping. 79 . the factors of 2x2 + 2x are 2x and (x + 1). Similarly.GRADE 10 Step 3 : Check your answer (x + 1)(3x − 1) = = = = x(3x − 1) + 1(3x − 1) (x)(3x) + (x)(−1) + (1)(3x) + (1)(−1) 3x2 − x + 3x − 1 x2 + 2x − 1. we can now write: (x + 1)(2x + 3). Therefore. We get this by taking out the x + 1 and see what is left over. Exercise: Factorising a Trinomial 1. We have a +2x from the ﬁrst term and a +3 from the second term. if we have an expression: 2x2 + 2x + 3x + 3 then we can factorise as: 2x(x + 1) + 3(x + 1). Therefore. 9.CHAPTER 9. PRODUCTS AND FACTORS . You can see that there is another common factor: x + 1.5 Step 4 : Write the ﬁnal answer The factors of 3x2 + 2x − 1 are (x + 1) and (3x − 1). Find the factors for the following trinomials: (a) 3x2 + 17x − 6 (b) 7x2 − 6x − 1 (c) 8x2 − 6x + 1 (d) 2x2 − 5x − 3 9. 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 + 13x + 36 2. We know that the factors of 3x + 3 are 3 and (x + 1). Find the factors for the following quadratic expressions: (a) 2x2 + 11x + 5 (b) 3x2 + 19x + 6 (c) 6x2 + 7x + 2 (d) 12x2 + 7x + 1 (e) 8x2 + 6x + 1 4.5 Factorisation by Grouping One other method of factorisation involves the use of common factors.
Step 3 : Rewrite expression taking the factors into account 7x + 14y + bx + 2by = 7(x + 2y) + b(x + 2y) Step 4 : Determine if there are more common factors x + 2y is a common factor.9.6 Simpliﬁcation of Fractions In some cases of simplifying an algebraic expression. Step 2 : Determine if there are factors in common between some terms 7 is a common factor of the ﬁrst two terms and b is a common factor of the second two terms. the expression will be a fraction. Step 5 : Rewrite expression taking the factors into account 7(x + 2y) + b(x + 2y) = (x + 2y)(7 + b) Step 6 : Write the ﬁnal answer The factors of 7x + 14y + bx + 2by are (7 + b) and (x + 2y). For example. Factorise by grouping: 5xy − 3y + 10x − 6 9. You can apply the diﬀerent factorisation methods to simplify the expression. x2 + 3x x+3 x(x + 3) x+3 x provided x = −3 80 = = . Factorise by grouping: 6x + 9 + 2ax + 3 2.GRADE 10 Worked Example 25: Factorisation by Grouping Question: Find the factors of 7x + 14y + bx + 2by by grouping Answer Step 1 : Determine if there are common factors to all terms There are no factors that are common to all terms. Factorise by grouping: x2 − 6x + 5x − 30 3. x2 + 3x x+3 has a quadratic in the numerator and a binomial in the denominator. Exercise: Factorisation by Grouping 1. Factorise by grouping: 5x + 10y − ax − 2ay 4. PRODUCTS AND FACTORS . Factorise by grouping: a2 − 2a − ax + 2x 5.6 CHAPTER 9.
Simplify: 81 . PRODUCTS AND FACTORS .CHAPTER 9.6 Worked Example 26: Simpliﬁcation of Fractions Question: Simplify: 2x−b+x−ab ax2 −abx Answer Step 1 : Factorise numerator and denominator Use grouping for numerator and common factor for denominator in this example. = = = (ax − ab) + (x − b) ax2 − abx a(x − b) + (x − b) ax(x − b) (x − b)(a + 1) ax(x − b) Step 2 : Cancel out same factors The simpliﬁed answer is: = a+1 ax Worked Example 27: Simpliﬁcation of Fractions x +x Question: Simplify: x x−x−2 ÷ x2 +2x 2 −4 Answer Step 1 : Factorise numerators and denominators 2 2 = (x + 1)(x − 2) x(x + 1) ÷ (x + 2)(x − 2) x(x + 2) Step 2 : Multiply by factorised reciprocal (x + 1)(x − 2) x(x + 2) × (x + 2)(x − 2) x(x + 1) = Step 3 : Cancel out same factors The simpliﬁed answer is = 1 Exercise: Simpliﬁcation of Fractions 1.GRADE 10 9.
9. PRODUCTS AND FACTORS .7 (a) (c) (e) CHAPTER 9. Show that (2x − 1)2 − (x − 3)2 can be simpliﬁed to (x + 2)(3x − 4) 3. What must be added to x2 − x + 4 to make it equal to (x + 2)2 82 . Factorise: 2. Simplify: x2 −1 3 × 1 x−1 − 1 2 9.7 End of Chapter Exercises (a) a2 − 9 (d) 16b6 − 25a2 (g) 16ba4 − 81b (j) 2a2 − 12ab + 18b2 (m) 125a3 + b3 (p) 64b3 + 1 (b) m2 − 36 (e) m2 − (1/9) (h) a2 − 10a + 25 (k) −4b2 − 144b8 + 48b5 (n) 128b7 − 250ba6 (q) 5a3 − 40c3 (c) 9b2 − 81 (f) 5 − 5a2 b6 (i) 16b2 + 56b + 49 (l) a3 − 27 (o) c3 + 27 (r) 2b4 − 128b 1.GRADE 10 3a 15 5a+20 a+4 3a2 −9a 2a−6 (g) 6ab+2a 2b (i) 4xyp−8xp 12xy 2 (k) a −5a ÷ 3a+15 2a+10 4a 2 +8x 16 (x) 2xp+4x ÷ 6x 12 2 (o) a +2a ÷ 2a+4 5 20 6b2 (q) 5ab−15b ÷ a+b 4a−12 2a+10 4 a2 −4a a−4 9a+27 9a+18 2 (h) 16x y−8xy 12x−6 (j) 3a+9 ÷ 7a+21 14 a+3 12p2 (l) 3xp+4p ÷ 3x+4 8p (y) 24a−8 ÷ 9a−3 12 6 2 +pq (p) p 7p ÷ 8p+8q 21q 2 a−f 2 (r) f f −aa (b) (d) (f) 2.
1 Strategy for Solving Equations This chapter is all about solving diﬀerent types of equations for one or two variables. When we solve equations. as long as you always do it to both sides. subtract.Grade 10 10. we need to keep in mind that what is done to one side must be done to the other. However. This means we need to subtract 5 and add 1 on the left hand side. 2 x 3 2 x÷2×3 3 2 3 × ×x 2 3 1×1×x x = 8 = 8÷2×3 8×3 2 = 12 = 12 = These are the basic rules to apply when simplifying any equation. 2 x = 8. However. we must also divide by 2 and multiply by 3 on the right hand side. an equation is like a set of weighing scales. As we saw in section 2.Chapter 10 Equations and Inequalities . in the equation x − 1 = 0. because we need to keep the equation balanced. In general. in order to keep the equation balanced. For example. we want to get x alone on the left hand side of the equation. that must always be balanced. in the equation x + 5 − 1 = −6. we must divide by 2 and multiply by 3 on the left hand side in 3 order to get x alone. x+5−1 = −6 x+5−5−1+1 x+0+0 x = −11 + 1 = −10 = −6 − 5 + 1 In another example. we also need to subtract 5 and add 1 on the right hand side. these rules have to be applied more than once. before we have the unknown variable on the left hand side 83 .9 (page 13). Method: Rearranging Equations You can add. we want to be able to write the equation as x = 1. For example. In most cases. multiply or divide both sides of an equation by any number you want. we want to get the unknown variable alone on the left hand side of the equation with all the constants on the right hand side of the equation.
what value of x makes both sides of the very simple equation.g. 2x + 2 2−x 3x + 1 4 x−6 3 = 1 = 2 = 7x + 2 In this section. 2x + 2 = 2x = 2x = 1 1 − 2 (like terms together) −1 (simpliﬁed as much a possible) 1 2 Now we see that 2x = −1. x + 1 = 1 true. there is at most one solution or root for the equation. The following are examples of linear equations.2 Solving Linear Equations The simplest equation to solve is a linear equation. CHAPTER 10. we will get: x=− 84 .2 of the equation. This section relies on all the methods we have already discussed: multiplying out expressions. Division by 0 is undeﬁned. Since the highest power on the variable is one(1) in a linear equation.10. because division by 0 is undeﬁned. then x = 0 and y = 0. 2. EQUATIONS AND INEQUALITIES .GRADE 10 We are now ready to solve some equations! Important: The following must also be kept in mind: 1. For example. Activity :: Investigation : Strategy for Solving Equations In the following. Make sure that you are comfortable with these methods. e. we will learn how to ﬁnd the value of the variable that makes both sides of the linear equation true. x) is 1(one). 4x − 8 4(x − 2) 4(x − 2) (x − 2) 4 = = = = 3(x − 2) 3(x − 2) 3(x − 2) (x − 2) 3 10. If x y = 0. A linear equation is an equation where the power on the variable(letter. before trying out the work in the rest of this chapter. grouping terms and factorisation. This means if we divide both sides by 2. identify what is wrong.
3. substitute the solution into the original equation. Important: Solving Equations When you have found the solution to an equation. we can start with grouping like terms and then simplifying.2 = = = 2x + 2 1 2(− ) + 2 2 −1 + 2 1 That is all that there is to solving linear equations. 6. Group all like terms together and simplify as much as possible. 4. 5. we get: 10. Step 2 : Determine how to approach the problem Since there are no brackets. ”Move” all terms with the variable to the left hand side of equation. 2.GRADE 10 1 If we substitute x = − 2 . Method: Solving Equations The general steps to solve equations are: 1. Substitute solution into original equation to check answer. as they ”cross over” the equal to sign. back into the original equation. Expand(Remove) all brackets. Worked Example 28: Solving Linear Equations Question: Solve for x: 4 − x = 4 Answer Step 1 : Determine what is given and what is required We are given 4 − x = 4 and are required to solve for x. to check your answer. and all constant terms (the numbers) to the right hand side of the equal tosign. Find the solution. Bearing in mind that the sign of the terms will chance(from (+) to () or vice versa.CHAPTER 10. Step 3 : Solve the problem 4−x = −x = −x = −x = 4 4 − 4 (move all constant terms (numbers) to the RHS (right hand side)) 0 (group like terms together) 0 (simplify grouped terms) 0 0 −x = ∴ x = Step 4 : Check the answer 85 . Factorise if necessary. EQUATIONS AND INEQUALITIES .
Worked Example 29: Solving Linear Equations Question: Solve for x: 4(2x − 9) − 4x = 4 − 6x Answer Step 1 : Determine what is given and what is required We are given 4(2x − 9) − 4x = 4 − 6x and are required to solve for x. then grouping like terms and then simplifying. the answer is correct.10. EQUATIONS AND INEQUALITIES .2 CHAPTER 10. Step 2 : Determine how to approach the problem We start with expanding the brackets. Worked Example 30: Solving Linear Equations Question: Solve for x: Answer 2−x 3x+1 =2 86 . Step 5 : Write the Final Answer The solution of 4(2x − 9) − 4x = 4 − 6x is x = 4. Step 5 : Write the Final Answer The solution of 4 − x = 4 is x = 0. the answer is correct. Step 3 : Solve the problem 4(2x − 9) − 4x = 4 − 6x 8x − 36 − 4x = 4 − 6x (expand the brackets) 8x − 4x + 6x = 4 + 36 (move all terms with x to the LHS and all constant terms to the RHS of the =) (8x − 4x + 6x) = (4 + 36) (group like terms together) 10x = 40 10 40 x = 10 10 x = 4 (simplify grouped terms) (divide both sides by 10) Step 4 : Check the answer Substitute solution into original equation: 4(2(4) − 9) − 4(4) = 4(8 − 9) − 16 = 4(−1) − 16 = −4 − 16 = −20 = 4 − 6(4) 4 − 24 −20 −20 −20 Since both sides are equal to −20.GRADE 10 Substitute solution into original equation: 4−0=4 4=4 Since both sides are equal.
But because division by 0 is not permissible. Step 2 : Determine how to approach the problem We start with multiplying each of the terms in the equation by 3.GRADE 10 Step 1 : Determine what is given and what is required 2−x We are given 3x+1 = 2 and are required to solve for x. (x = −1 ) 3 Step 3 : Solve the problem 2−x 3x + 1 (2 − x) 2−x 10. Step 3 : Solve the problem 4 x−6 = 3 4x − 18 = 4x − 21x = 7x + 2 21x + 6 (each term is multiplied by 3 6 + 18 (move all terms with x to the LHS and all constant terms to the RHS of the =) 24 24 −17 −24 17 (simplify grouped terms) (divide both sides by 17) −17x = −17 x = −17 x = 87 . then grouping like terms and then simplifying. we can start by multiplying both sides of the equation by (3x+1).) (simplify grouped terms) = 0 ÷ (−7) = 0 zero divide by any number is 0 Step 4 : Check the answer Substitute solution into original equation: 2 − (0) 3(0) + 1 2 1 = = 2 2 Since both sides are equal to 2. Step 5 : Write the Final Answer 2−x The solution of 3x+1 = 2 is x = 0. Step 2 : Determine how to approach the problem Since there is a denominator of (3x+1). Worked Example 31: Solving Linear Equations 4 Question: Solve for x: 3 x − 6 = 7x + 2 Answer Step 1 : Determine what is given and what is required 4 We are given 3 x − 6 = 7x + 2 and are required to solve for x.2 = 2 = 2(3x + 1) = 6x + 2 (remove/expand brackets) −x − 6x = 2 − 2 −7x = 0 theref ore x x (move all terms containing x to the LHS and all constant terms (numbers) to the RHS.CHAPTER 10. EQUATIONS AND INEQUALITIES . the answer is correct. there is a restriction on a value for x.
10. Solve for p: 18 − 2p = p + 9 12. Solve for w: −3w = 0 4. Solve for m: 6 = 6(m + 7) + 5m 88 . Solve for b: 12 − 6b + 34b = 2b − 24 − 64 11. = = 16 24 q 2 4 1 15. Solve for z: 4z = 16 2. Solve for c: 6c + 3c = 4 − 5(2c − 3). Solve for k: 10k + 5 + 0 = −2k + −3k + 80 20. Solve for q: 13. Solve for f : 3f − 10 = 10 17. Solve for x: 7 + 5x = 62 6. EQUATIONS AND INEQUALITIES . Step 5 : Write the Final Answer 4 The solution of 3 x − 6 = 7x + 2 is. Solve for z: 5z = 3z + 45 8. Exercise: Solving Linear Equations 1.2 CHAPTER 10. Solve for q: 4 q 10. = = = = = 7× −24 +2 17 7 × (−24) +2 17 −168 +2 17 (−168) + 34 17 −134 17 the answer is correct. Solve for y: 2y − 3 = 7 3. Solve for y: 55 = 5y + 3 4 7. Solve for d: 6d − 2 + 2d = −2 + 4d + 8 16. Solve for j: 8(j − 4) = 5(j − 4) 18. Solve for t: 12t + 0 = 144 5.GRADE 10 Step 4 : Check the answer Substitute solution into original equation: 4 −24 × −6 3 17 4 × (−8) −6 (17) (−32) −6 17 −32 − 102 17 −134 17 Since both sides are equal to −134 17 . x = −24 17 . Solve for a: 23a − 12 = 6 + 2a 9. Solve for r: −(−16 − r) = 13r − 1 19. Solve for v: 3v + 16 = 4v − 10 14.
b and c have no common factors. 89 . which gives x = 1 and x = 2 as the two solutions to the quadratic equation x2 − 3x − 2 = 0. we know that: (x + 1)(2x − 3) = 2x2 − x − 3. v Extension: Solutions of Quadratic Equations There are two solutions to a quadratic equation.GRADE 10 10. x2 + 1 + 2x 3. 3. In order to solve: we need to be able to write 2x2 − x − 3 as (x + 1)(2x − 3).CHAPTER 10. For example. For example. because any one of the values can solve the equation. For example. Method: Solving Quadratic Equations 1. We solve quadratic equations by factorisation. 4x2 + 4x + 1 Being able to factorise a quadratic means that you are one step away from solving a quadratic equation. it then follows that the two s solutions are x = − r or x = − u . There are some special situations when a quadratic equation only has one solution. This means that both x − 1 = 0 and x − 2 = 0. so as to obtain an equation of the form ax2 + bx + c = 0 where a. which we already know how to do. 2x2 + 2x = 1 2−x = 2x 3x + 1 4 x − 6 = 7x2 + 2 3 Quadratic equations diﬀer from linear equations by the fact that a linear equation only has one solution. EQUATIONS AND INEQUALITIES . 2x2 + 4x + 2 = 0 can be written as x2 + 2x + 1 = 0 by dividing by 2. 2. 2x2 − x − 3 = 0 Activity :: Investigation : Factorising a Quadratic Factorise the following quadratic expressions: 1. that is writing the quadratic as a product of two expressions in brackets. Write ax2 + bx + c in terms of its factors (rx + s)(ux + v).3 Solving Quadratic Equations A quadratic equation is an equation where the power on the variable is at most 2. x2 − 3x − 2 = 0 can be written as (x − 1)(x − 2) = 0.3 10. while a quadratic equation has at most two solutions. 16x2 − 9 5. First divide the entire equation by any common factor of the coeﬃcients. x2 − 4x + 5 4. Once writing the equation in the form (rx + s)(ux + v) = 0. This means (rx + s)(ux + v) = 0. The following are examples of quadratic equations. x + x2 2.
3 1 3. 3x − 1 = 0 Worked Example 33: Solving Quadratic Equations √ Question: Solve for x: x + 2 = x Answer Step 1 : Square both sides of the equation Both sides of the equation should be squared to remove the square root sign. Step 4 : Write the equation with the factors (x − 2)(x + 1) = 0 Step 5 : Determine the two solutions We have x+1=0 or x−2=0 90 . Step 2 : Write the equation with the factors (x + 1)(3x − 1) = 0 Step 3 : Determine the two solutions We have x+1=0 or Therefore. EQUATIONS AND INEQUALITIES . x + 2 = x2 Step 2 : Write equation in the form ax2 + bx + c = 0 x+2 = x + 2 − x2 −x − 2 + x2 = = x2 0 0 0 (subtract x2 to both sides) (divide both sides by 1) x2 − x + 2 = Step 3 : Factorise the quadratic x2 − x + 2 The factors of x2 − x + 2 are (x − 2)(x + 1). x = −1 or x = Step 4 : Write the ﬁnal answer 3x2 + 2x − 1 = 0 for x = −1 or x = 1 .10.GRADE 10 Worked Example 32: Solving Quadratic Equations Question: Solve for x: 3x2 + 2x − 1 = 0 Answer Step 1 : Find the factors of 3x2 + 2x − 1 As we have seen the factors of 3x2 + 2x − 1 are (x + 1) and (3x − 1).3 CHAPTER 10.
Step 4 : Write the ﬁnal solution Therefore the solutions are x = 1 or x = −4. Step 2 : Factorise the quadratic You need the factors of 1 and 4 so that the middle term is +3 So the factors are: (x − 1)(x + 4) Step 3 : Solve the quadratic equation x2 + 3x − 4 = (x − 1)(x + 4) = 0 Therefore x = 1 or x = −4. (10. Answer Step 1 : Check if the equation is in the form ax2 + bx + c = 0 The equation is in the required form.3 Therefore LHS=RHS Therefore x = −1 √ Now substitute x = 2 into original equation x + 2 = x: LHS √ 2+2 = √ 4 = = 2 and RHS = 2 Therefore LHS = RHS Therefore x = 2 is the only valid solution Step 7 : Write the ﬁnal answer √ x + 2 = x for x = 2 only. with a = 1.CHAPTER 10. x = −1 or x = 2. Step 6 : Check whether solutions are valid √ Substitute x = −1into the original equation x + 2 = x: LHS = = = but RHS = (−1) + 2 √ 1 1 (−1) 10.GRADE 10 Therefore. Worked Example 34: Solving Quadratic Equations Question: Solve the equation: x2 + 3x − 4 = 0. EQUATIONS AND INEQUALITIES .1) 91 .
Solve for t: 2t2 − 2t = 12 20. we get x2 − 2x + 1. Solve for x: 2x2 − 5x − 12 = 0 2 10. Solve for x: x2 − 4x + 4 = 0 17. divide both sides of the equation by 2. Solve for θ: θ2 − 4θ = −4 13. with no common factors. Solve for x: (2x + 1)(2x − 9) = 0 6. Solve for y: 3y 2 + 2y − 6 = y 2 − y + 2 92 . Therefore. Solve for t: t2 = 3t 12. so there is only one solution for x: x = 1. Solve for x: (2x + 3)(2x − 3) = 0 2. Answer Step 1 : Determine whether the equation is in the form ax2 + bx + c = 0. Solve for y: 2y = 1 y 2 − 3y + 14 3 3 11. Exercise: Solving Quadratic Equations 1. EQUATIONS AND INEQUALITIES . Solve for x: (3x + 2)(3x − 4) = 0 3. −2x2 + 4x − 2 = 0 0 x2 − 2x + 1 = Step 2 : Factorise x2 − 2x + 1 The middle term is negative. Solve for x: (2x − 3)(2x − 3) = 0 7. Solve for q: −q 2 + 4q − 6 = 4q 2 − 5q + 3 14. There is a common factor: 2.10.GRADE 10 Worked Example 35: Solving Quadratic Equations Question: Find the roots of the quadratic equation 0 = −2x2 + 4x − 2. Solve for a: 4a2 − 17a − 77 = 0 9. Solve for x: 20x + 25x2 = 0 5. Solve for a: (5a − 9)(a + 6) = 0 4. Solve for b: −75b2 + 290b − 240 = 0 8.3 CHAPTER 10. Step 4 : Write the ﬁnal solution The root of 0 = −2x2 + 4x − 2 is x = 1. Solve for w: 3w2 + 10w − 25 = 0 15. Solve for v: v 2 − v + 3 16. Step 3 : Solve the quadratic equation x2 − 2x + 1 = (x − 1)(x − 1) = 0 In this case. the factors are (x − 1)(x − 1) If we multiply out (x − 1)(x − 1). Solve for t: t2 − 6t = 7 18. the quadratic is a perfect square. Solve for x: 14x2 + 5x = 6 19. Therefore.
This gives: x = 1. Therefore we can write: x + 1 = 2. EQUATIONS AND INEQUALITIES . Activity :: Investigation : Solving Exponential Equations Solve the following equations by completing the table: 2x = 2 3 2x 3x = 9 3 3x 2x+1 = 8 3 2x+1 2 1 x 0 2 1 x 0 2 1 x 0 1 2 3 1 2 3 1 2 3 10. This means that if we can write all terms in an equation with the same base. 93 . we can solve the exponential equations by equating the indices.4. we know that the exponents must also be equal. Since the bases are equal (to 3). if we remember how to apply the laws of exponentials.CHAPTER 10.4 Exponential Equations of the form ka(x+p) = m examples solved by trial and error) Exponential equations generally have the unknown variable as the power. then: ax = ay if and only if: x=y .1 Algebraic Solution Deﬁnition: Equality for Exponential Functions If a is a positive number such that a > 0. This can be written as: 3x+1 = 32 .GRADE 10 10.4 10. Solving exponential equations are simple. For example take the equation 3x+1 = 9. The following are examples of exponential equations: 2x 2 3x+1 4 −6 3 −x = = = 1 2 7x + 2 You should already be familiar with exponential notation.
2x = 21 Step 2 : Equate the indices x=1 Step 3 : Check your answer 2x = 2(1) = 21 Since both sides are equal. Activity :: Investigation : Exponential Numbers Write the following with the same base.625 4. Step 4 : Write the ﬁnal answer x=1 is the solution to 2 = 2. 3. All terms are written with the same base. 4x2 .4.16. in the list 2.81.10.512. 13.169 5. 8x3 . x Worked Example 37: Solving Exponential Equations Question: Solve: 2x+4 = 42x 94 .64. For example. 4. 2x.27. The base is the ﬁrst in the list.9. the base is two and we can write 4 as 22 . 8.128. the answer is correct. 49x8 Worked Example 36: Solving Exponential Equations Question: Solve for x: 2x = 2 Answer Step 1 : Try to write all terms with the same base. 1.125.8. 2.1024 2.25.32.243 3. 5. EQUATIONS AND INEQUALITIES .GRADE 10 Method: Solving Exponential Equations Try to write all terms with the same base.4 CHAPTER 10.
64x+1 = 162x+5 c. 65−x = 612 2. 2x+5 = 25 d. Step 5 : Write the ﬁnal answer x= is the solution to 2x+4 = 42x . 125x = 5 . 4 3 Exercise: Solving Exponential Equations 1. a. EQUATIONS AND INEQUALITIES . Solve: 39x−2 = 27 95 b. 52x+2 = 53 f.GRADE 10 Answer Step 1 : Try to write all terms with the same base.CHAPTER 10. 32x+1 = 33 e. the answer is correct.4 x − 4x = −4 −3x = −4 −4 x = −3 4 x = 3 Step 4 : Check your answer LHS = = = RHS = = = = = = = = 2x+4 4 2( 3 +4) 23 16 1 (216 ) 3 42x 42( 3 ) 8 43 (48 ) 3 ((22 )8 ) 3 (216 ) 3 LHS 1 1 1 4 Since both sides are equal. 2x+4 2x+4 2x+4 Step 2 : Equate the indices x + 4 = 4x Step 3 : Solve for x x+4 = 4x = = = 42x 22(2x) 24x 10. Solve the following exponential equations.
x = 4 2. x < 4 3. −4 is not greater than −3.5 CHAPTER 10. x ≥ 4 5. Find the value of t such that f (t) = 128? 5. we know that 8 > 6. The only diﬀerence occurs when there is a multiplication or a division that involves a minus sign. Therefore. x ≤ 4 4. EQUATIONS AND INEQUALITIES . For example. Solve for x: 25(1−2x) = 54 6. The following are examples of linear inequalities. the direction of the inequality changes. x > 4 A linear inequality is similar to a linear equation and has the power on the variable is equal to 1. Solve for k: 81k+2 = 27k+4 4. we get 96 . For example. Important: When you divide or multiply both sides of an inequality by any number with a minus sign. the inequality must switch around. making −4 < −3. The growth of an algae in a pond is can be modeled by the function f (t) = 2t . Activity :: Investigation : Inequalities on a Number Line Represent the following on number lines: 1.10. If both sides of the inequality are divided by −2.5 Linear Inequalities graphically. if x < 1.GRADE 10 3. then −x > −1. 2x + 2 = 1 2x = 1 − 2 2x = −1 1 x = − 2 If we represent this answer on a number line. Solve 2x + 2 = 1. In order to compare am inequality to a normal equation. we shall solve an equation ﬁrst. Solve for x: 27x × 9x−2 = 1 10. 2x + 2 2−x 3x + 1 4 x−6 3 ≤ 1 ≥ 2 < 7x + 2 The methods used to solve linear inequalities are identical to those used to solve linear equations.
there is only a single value of x for which the equation is true. we get 1 x ≤ −2 10. EQUATIONS AND INEQUALITIES . for the equation.CHAPTER 10. Worked Example 38: Linear Inequalities Question: Solve for r: 6 − r > 2 Answer Step 1 : Move all constants to the RHS −r > 2 − 6 −r > −4 Step 2 : Multiply both sides by 1 When you multiply by a minus sign. Answer Step 1 : Expand all brackets 4q + 3 4q + 3 < 2(q + 3) < 2q + 6 97 . there is a range of values for which the inequality is true. This is the main diﬀerence between an equation and an inequality.GRADE 10 x = −1 2 3 2 1 0 1 2 3 Now let us solve the inequality 2x + 2 ≤ 1.5 ≤ 1 3 2 1 0 1 2 3 As you can see. for the inequality. However. 2x + 2 2x ≤ 1 − 2 2x ≤ −1 1 x ≤ − 2 If we represent this answer on a number line. r<4 Step 3 : Represent answer graphically r<4 0 1 2 3 4 5 Worked Example 39: Linear Inequalities Question: Solve for q: 4q + 3 < 2(q + 3) and represent solution on a number line. the direction of the inequality changes.
10. EQUATIONS AND INEQUALITIES . Solve the following inequalities.5 CHAPTER 10.GRADE 10 Step 2 : Move all constants to the RHS and all unknowns to the LHS 4q + 3 4q − 2q 2q Step 3 : Solve inequality 2q q < 3 Divide both sides by 2 3 < 2 < < < 2q + 6 6−3 3 Step 4 : Represent answer graphically q< 0 1 3 2 2 3 4 5 Worked Example 40: Compound Linear Inequalities Question: Solve for x: 5 ≤ x + 3 < 8 and represent solution on a number line. Illustrate your answer on a number line if x is a real number. middle and right of inequalities 5−3≤ x+3−3 2≤ x Step 2 : Represent answer graphically 2≤x<5 0 1 2 3 4 5 <8−3 <5 Exercise: Linear Inequalities 1. Answer Step 1 : Subtract 3 from Left. (a) −2 ≤ x − 1 < 3 98 . Solve for x and represent the solution graphically: (a) 3x + 4 > 5x + 8 (b) 3(x − 1) − 2 ≤ 6x + 4 (c) x−7 > 2x−3 3 2 (d) −4(x − 1) < x + 2 1 5 (e) 2 x + 1 (x − 1) ≥ 6 x − 3 1 3 2.
that must be solved for. 10. EQUATIONS AND INEQUALITIES . Solve for x: 7(3x + 2) − 5(2x − 3) > 7. We solve simultaneous equations graphically and algebraically/ 10.3). two equations are required and these equations are known as simultaneous equations.6 10. that means at the same time.6 Linear Simultaneous Equations Thus far.2 Graphical Solution Simultaneous equations can also be solved graphically.CHAPTER 10. if there are n unknown variables. Illustrate this answer on a number line. all equations that have been encountered have one unknown variable. x = 2y y = 2x − 3 Draw the graphs of the two equations in (10.1).GRADE 10 (b) −5 < 2x − 3 ≤ 7 3. one must have at least as many independent equations as variables.2) 10.1) y= 1 x 2 The intersection of the two graphs is (2. then n equations are required to obtain a solution for each of the n variables. (10.3) is y = 1 and x = 2.3) 1 (2. then the solution to the system of simultaneous equations is the coordinate of the point at which both graphs intersect. An example of a system of simultaneous equations is: 2x + 2y = 1 2−x =2 3y + 1 (10. 99 y= −1 2x − −2 −1 1 2 3 3 .6. When two unknown variables need to be solved for.6. The solutions to the system of simultaneous equations.1 Finding solutions In order to ﬁnd a numerical value for an unknown variable. In general. are the values of the unknown variables which satisfy the system of equations simultaneously. If the graphs corresponding to each equation is drawn. So the solution to the system of simultaneous equations in (10.
6 CHAPTER 10. EQUATIONS AND INEQUALITIES .10.22). 4y + 3x = 4y − 19x = 100 12 Answer Step 1 : Draw the graphs corresponding to each equation. For the ﬁrst equation: 4y + 3x = 4y = y and for the second equation: 4y − 19x = 4y y = = 12 19x + 12 19 x+3 4 = 12 = 100 100 − 3x 3 25 − x 4 40 4y 4y + 3x = x 19 − 100 30 20 10 −8 −6 −4 −2 2 4 6 8 Step 2 : Find the intersection of the graphs. The graphs intersect at (4. x = y = 100 4 22 . Step 3 : Write the solution of the system of simultaneous equations as given by the intersection of the graphs.GRADE 10 This can be shown algebraically as: x = ∴ y y − 4y = = = = 2y 2(2y) − 3 −3 −3 1 −3y y Substitute into the ﬁrst equation: x = = 2(1) 2 Worked Example 41: Simultaneous Equations Question: Solve the following system of simultaneous equations graphically.
back substitution then yields the values for the other variables. then the system of equations should be solved algebraically.CHAPTER 10. thereby reducing the number of equations and the number of variables by 1.6. 101 . EQUATIONS AND INEQUALITIES . does not explicitly ask for a graphical solution.6 10. we ﬁrst solve the ﬁrst equation for x: x= 1 −y 2 and substitute this result into the second equation: 2−x 3y + 1 1 2 − ( 2 − y) 3y + 1 1 2 − ( − y) 2 1 2− +y 2 y − 6y −5y y = 2 = 2 = 2(3y + 1) = 6y + 2 = −2 + = 1 2 1 10 1 +2 2 = − ∴ x = = = = 1 −y 2 1 1 − (− ) 2 10 6 10 3 5 The solution for the system of simultaneous equations (??) is: x y = 3 5 1 10 = − Worked Example 42: Simultaneous Equations Question: Solve the following system of simultaneous equations: 4y + 3x = 4y − 19x = 100 12 Answer Step 1 : If the question.3 Solution by Substitution A common algebraic technique is the substitution method: try to solve one of the equations for one of the variables and substitute the result into the other equations. which (hopefully) can be solved.GRADE 10 10. Continue until you reach a single equation with a single variable. In the example (??).
if a bicycle has two wheels and a tricycle has three wheels. Determine how many of each there are.10.GRADE 10 Step 2 : Make x the subject of the ﬁrst equation. Answer Step 1 : Identify what is required The number of bicycles and the number of tricycles are required. Step 2 : Set up the necessary equations If b is the number of bicycles and t is the number of tricycles. 4(22) + 3(4) = 88 + 12 = 4(22) − 19(4) = 88 − 76 = 100 12 Worked Example 43: Bicycles and Tricycles Question: A shop sells bicycles and tricycles. 100 − 4y ) = 3 12y − 19(100 − 4y) = 4y − 19( 12y − 1900 + 76y 88y y Step 4 : Substitute into the equation for x. 4y + 3x = 3x = x = 100 100 − 4y 100 − 4y 3 Step 3 : Substitute the value obtained for x into the second equation. then: b+t = 2b + 3t = 7 19 Step 3 : Solve the system of simultaneous equations using substitution.6 CHAPTER 10. In total there are 7 cycles and 19 wheels. 100 − 4(22) 3 100 − 88 3 12 3 4 = = = 12 36 36 1936 22 x = = = = Step 5 : Substitute the values for x and y into both equations to check the solution. 102 . EQUATIONS AND INEQUALITIES .
Therefore. Tom picked up Jane’s Physics test paper. Solve algebraically: −18e − 18 + 3f = 0. We have two unknowns. Tom’s mark (which we shall call t) and Jane’s mark (which we shall call j). x + y = 0 10. but will not tell Jane what her marks are. 2+5 = 7 19 2(2) + 3(5) = 4 + 15 = Exercise: Simultaneous Equations 1.7.1 Mathematical Models Introduction Tom and Jane are friends.7 10. t=j+2 Also. Therefore. EQUATIONS AND INEQUALITIES . Solve graphically: x + 2y = 7.CHAPTER 10.7 b Into second equation: 2(7 − t) + 3t 14 − 2t + 3t t Into ﬁrst equation: b = = = = = = 7−t 19 19 5 7−5 2 Step 4 : Check solution by substituting into original system of equations. t + j = 14 The two equations make up a set of linear (because the highest power is one) simultaneous 103 . He knows that Jane hates maths so he decided to tease her. Tom has 2 more marks than Jane. both marks add up to 14. 2c + 3d − 59 = 0 3.GRADE 10 10. Tom says: “I have 2 marks more than you do and the sum of both our marks is equal to 14. Solve graphically and conﬁrm your answer algebraically: 3a − 2b7 = 0 . Solve algebraically: 15c + 11d − 132 = 0. e − 4f + 47 = 0 4. How much did we get?” Let’s help Jane ﬁnd out what her marks are. a − 4b + 1 = 0 2.
a mathematical sentence or model) to solve the required variable. 3.. Rewrite the information given in terms of x. mathematically. This problem is an example of a simple mathematical model. which we know how to solve! Substitute for t in the second equation to get: t+j j+2+j 2j + 2 = 14 = 14 = 14 2(j + 1) = 14 j+1 = 7 j = 7−1 = 6 Then. If three fruit shakes and 5 chocolate milkshakes cost R78.GRADE 10 equations. we see that Tom scored 8 on his test and Jane scored 6. Let the requested be a variable e.7. The general steps to follow are: 1.e.g.2 Problem Solving Strategy The purpose of this section is to teach you the skills that you need to be able to take a problem and formulate it mathematically. 10. We took a problem and we able to write a set of equations that represented the problem. translate the words into algebraic language.. Set up an equation (i. Find out what is requested. EQUATIONS AND INEQUALITIES . That is. in order to solve it.7 CHAPTER 10. 6.10. Solve the equation algebraically to ﬁnd the result. This is the reponse 5.00 more than a chocolate milkshake. Important: Follow the three R’s and solve the problem. determine the individual prices.Result 10.7. x.3 Application of Mathematical Modelling Worked Example 44: Mathematical Modelling: One variable Question: A fruit shake costs R2. Answer Step 1 : Summarise the information in a table Fruit Chocolate Price number x+2 3 x 5 104 Total 3(x + 2) 5x .Response . Request . t = j+2 = 6+2 = 8 So. 4. Read ALL of it ! 2.00. The solution of the equations then gave the solution to the problem.
00 Worked Example 45: Mathematical Modelling: Two variables Question: Three rulers and two pens cost R 21.00 105 .00 and one Pen costs R 3.GRADE 10 Step 2 : Set up an algebraic equation 3(x + 2) + 5x = 78 Step 3 : Solve the equation 3x + 6 + 5x = 78 8x = 72 x = 9 10.4) (10. EQUATIONS AND INEQUALITIES .7 Step 4 : Present the ﬁnal answer Chocolate milkshake costs R 9.00 and the Fruitshake costs R 11. One ruler and one pen cost R 8. Step 2 : Rewrite the information in terms of the variables 3x + 2y x+y = = 21 8 (10.00. Find the cost of one ruler and one pen Answer Step 1 : Translate the problem using variables Let the cost of one ruler be x rand and the cost of one pen be y rand.00.CHAPTER 10.5) Step 3 : Solve the equations simultaneously First solve the second equation for y: y =8−x and substitute the result into the ﬁrst equation: 3x + 2(8 − x) = 21 3x + 16 − 2x = 21 x = 5 therefore y y = 8−5 = 3 Step 4 : Present the ﬁnal answers one Ruler costs R 5.
Solve for a: 1−a 2 − 2−a 3 42 x >1 9. George owns a bakery that specialises in wedding cakes. Find how many CDs each person has.GRADE 10 Exercise: Mathematical Models 1. the result is 15 less than the square of the number. Solve the inequality and then answer the questions: x x 3 − 14 > 14 − 4 (a) If xǫR. (b) if xǫZ and x < 51. by formulating an equation and then solving it. Seveneighths of a certain number is 5 more than onethird of the number. which is a value of x when y = 0? 4. Solve for x and y: 7x + 3y = 13 and 2x − 3y = −4 chapterFunctions and Graphs . As a percentage of George’s costs. A man runs to a telephone and back in 15 minutes. The two smaller angles in a rightangled triangle are in the ratio of 1:2. 7. If 4 times a number is increased by 7.4 End of Chapter Exercises 1. 7.10. His speed on the way to the telephone is 5 m/s and his speed on the way back is 4 m/s. R50 for overhead. For each wedding cake. George’s wedding cakes cost R400 each. The perimeter of the rectangle is 20 cm. Find the length and the width of the rectangle. Solve for x: x − 1 = 10. The length of the rectangle is 17 cm more than its width. Stephen has 1 l of a mixture containing 69% of salt. write the solution in interval notation. What are the sizes of the two angles? 5. and R5 for advertising. EQUATIONS AND INEQUALITIES . Manuel has 5 more CDs than Pedro has. How much water must Stephen add to make the mixture 50% salt? Write your answer as a fraction. 10. how much proﬁt does he make for each cake sold? 6. write the solution as a set of integers.7 CHAPTER 10. What are the solutions to the equation x2 + x = 6? 3. it costs George R150 for ingredients. Find the distance to the telephone. The sum of 27 and 12 is 73 more than an unknown number. 5. 2. In the equation y = 2x2 − 5x − 18. What are the dimensions of the rectangle? 3. The diagonal of a rectangle is 25 cm more than its width. Find the numbers that satisfy this statement. The length of a rectangle is 2 cm more than the width of the rectangle. Altogether the boys have 63 CDs.7. 6. Find the unknown number. 8. What are the roots of the quadratic equation x2 − 3x + 2 = 0? 2. 4.Grade 10 106 . Find the number. Bob has twice as many CDs as Manuel has.
• the temperature is a very complicated function because it has so many inputs. where you are and many more. This idea is used in logistics. the season. curing diseases.4 (page 8). because you cannot be in two places at once! If you were to plot the graphs of where two people are as a function of time.1 Variables and Constants In section 2. Activity :: Investigation : Variables and Constants In the following expressions. the strength of the wind. • where you are is a function of time.8 10. a variable will be written as a letter. you can plan for the day. Despite their use in the problems facing humanity. predicting natural disasters. if the lines cross it means that the two people meet each other at that time. identify the variables and the constants: 107 . EQUATIONS AND INEQUALITIES . Most often. But the important thing is that there is only one temperature when you measure it. the time of day. functions also appear on a daytoday level. so they are worth learning about. an area of mathematics that tries to plan where people and items are for businesses. You never have more than one amount of money at any time because you can always add everything to give one number. unique to that function. a variable can take any value in some set of numbers. Such observations are not always obvious from looking at the numbers alone. as its easier to work with. but everybody has a diﬀerent function so that is why people are all diﬀerent sizes. The number 1 is a constant.10. Sometimes letters are used to represent constants. but always give the same answer. By understanding how the temperature is eﬀected by these things. which is what makes functions special.GRADE 10 10. • your weight is a function of how much you eat and how much exercise you do. Businesses ﬁnd it very useful to plot the graph of their money over time so that they can see when they are spending too much. It is the fact that you always get the same answer from a set of inputs. distance or a more abstract quantity. 10. Functions can take input from many variables. A graph is an accurate drawing of a function and is much easier to read than lists of numbers. A major advantage of functions is that they allow us to visualise equations in terms of a graph. like time. By understanding how your money changes over time.8 Introduction to Functions and Graphs Functions are mathematical building blocks for designing machines.9 Functions and Graphs in the RealWorld Some typical examples of functions you may already have met include:• how much money you have. 10. the amount of clouds in the sky. A function is always dependent on one or more variables.10 Recap The following should be familiar. including. you can plan to spend your money sensibly. To recap. how to read graphs and how to draw them. 10. so long is the equation is consistent. we were introduced to variables and constants. A constant has a ﬁxed value. understanding world economies and for keeping aeroplanes in the air. In this chapter we will learn how to understand and create real valued functions.CHAPTER 10. as a function of time.
Alan is two years older than Nathan. 3x + 4y = 7 3. as in Figure 10. Therefore the relationship between the ages of Alan and Nathan can be written as A = N + 2. Besides writing relations as equations. If we want to pick two numbers at the same time. but now we must use two dimensions. tables and graphs. and picking a number as putting a dot on that line.2 Relations and Functions In earlier grades. we can say “let x be 5 and y be 3”. In the ﬁrst place. y) = (5.10. a relation is an equation which relates two variables. you saw that variables can be related to each other. Instead of writing y = 5x. EQUATIONS AND INEQUALITIES . one for x and one for y. 2x2 = 1 2. our major tool is drawing graphs. we have the shorthand notation “let (x. For example.10 1. In general. y = 7 − 2 −5 x x CHAPTER 10. they can also be represented as words. 108 .3 The Cartesian Plane When working with real valued functions. we could also say “y is always ﬁve times as big as x”. Just as we write “let x = 5” for “let x be 5”. y = 4.1. For example. We usually think of the real numbers as an inﬁnitely long line.10. where A is Alan’s age and N is Nathan’s age. We call this the Cartesian plane. if we have two real variables. 3)” for “let x be 5 and y be 3”. That is. but for a given value of x the value of y will be very diﬀerent in each relation. and rotate the one for y.10. In both examples x and y are variables and 5 is a constant.GRADE 10 10. we can do something similar. What we do is use two lines. We could also give the following table: x 2 6 8 13 15 y = 5x 10 30 40 65 75 Activity :: Investigation : Relations and Functions Complete the following table for the given functions: x y = x y = 2x y = x + 2 1 2 3 50 100 10. x and y. then we can assign values to them simultaneously. y = 5x and y 2 + x2 = 5 are relations.
5) would not since 5 = 2 × 3.4 Drawing Graphs In order to draw the graph of a function.GRADE 10 y 10. y = 2x. The great beauty of doing this is that it allows us to “draw” functions. (1. (2. If we put a dot at each of those points. 6) would all be such points. 2).2) 2 1 x −4 −3 −2 −1 1 −1 −2 −3 −4 2 3 4 (2. We could then consider all the points (x. i.2: Graph of f (x) = 2x The form of this graph is very pleasing – it is a simple straight line through the middle of 109 . and then at every similar one for all possible values of x. in a very abstract way. we would obtain the graph shown in 5 4 3 2 1 1 2 3 4 5 Figure 10.2) Figure 10. 5). whereas (3. we need to calculate a few points.1: The Cartesian plane is made up of an x−axis (horizontal) and a y−axis (vertical). 10. Then we plot the points on the Cartesian Plane and join the points with a smooth line.e. and (3.5. EQUATIONS AND INEQUALITIES . Assume that we were investigating the properties of the function f (x) = 2x. y) such that y = f (x).CHAPTER 10.10 4 3 (−3.10. For example.
(2. is the key element in understanding functions. 8). Activity :: Investigation : Drawing Graphs and the Cartesian Plane Plot the following points and draw a smooth line through them.10. Answer Step 1 : Replace x with b f (b) = butf (b) = 110 b2 − 4 45 .10 CHAPTER 10. (6. 16) 10.5 Notation used for Functions Thus far you would have seen that we can use y = 2x to represent a function. 8). (6. For example. (2. which we have followed here. EQUATIONS AND INEQUALITIES .10. f (x) = 2x and g(t) = 2t + 1 are two functions. Answer Step 1 : Replace n with k − 1 f (n) = f (k − 1) = n2 − 6n + 9 (k − 1)2 − 6(k − 1) + 9 Step 2 : Remove brackets on RHS and simplify = = k 2 − 2k + 1 − 6k + 6 + 9 k 2 − 8k + 16 Worked Example 47: Function notation Question: If f (x) = x2 − 4. Both notations will be used in this book. 0). where f is the function name and x is the independent variable. This notation however gets confusing when you are working with more than one function. Worked Example 46: Function notation Question: If f (n) = n2 − 6n + 9. The technique of “plotting”. calculate b if f (b) = 45. ﬁnd f (k − 1) in terms of k.GRADE 10 the plane. A more general form of writing a function is to write the function as f (x).
On a Cartesian plane. Time (s) Distance (m) 0 0 1 10 2 20 5 10 20 Use the values in the table and draw a graph of distance on the yaxis and time on the xaxis. that has the values listed in the table.4).6). . that has the values listed in the table. Guess the function in the form y = .10). . The car is travelling 10 m every second. (2. that has the values listed in the table. . If g(x) = x and f (x) = 2x.8). Guess the function in the form y = . Complete the table below by ﬁlling in how far the car has travelled away from you after 5. Guess the function in the form y = . .10 b − 49 = b = 2 {ExerciseRecap 1. (4. 111 . write out: (a) f (t) + g(t) (b) f (a) − g(a) (c) f (1) + g(2) (d) f (3) + g(s) 7. (5. . A car drives by you on a straight highway.2). EQUATIONS AND INEQUALITIES . x y 1 2 2 4 3 6 40 80 50 100 600 1200 700 1400 800 1600 900 1800 1000 2000 3.CHAPTER 10. write out: (a) f (t) (b) f (a) (c) f (1) (d) f (3) 6. (3. x y 1 1 2 2 3 3 40 40 50 50 600 600 700 700 800 800 900 900 1000 1000 2. Join the points.GRADE 10 Step 2 : f(b) = f(b) b2 − 4 = 45 0 +7or − 7 10. If f (x) = x + x2 . . plot the following points: (1. 10 and 20 seconds. Do you get a straightline? 5. x y 1 10 2 20 3 30 40 400 50 500 600 6000 700 7000 800 8000 900 9000 1000 10000 4.
112 .GRADE 10 10. intercepts with axes 4. The calculated yvalue is known as the dependent variable. 10. because its value can be chosen freely.11 Characteristics of Functions . (b) Example graph showing asymptotes of a function. The given or chosen xvalue is known as the independent variable. domain and range 3. continuous nature of the function Some of these words may be unfamiliar to you. C.11. The yvalue is usually determined from some relation based on a given or chosen xvalue.All Grades There are many characteristics of graphs that help describe the graph of any function. Examples of these properties are shown in Figure 10. asymptotes 6. an xvalue and a yvalue. These values are given special names in mathematics.1 Dependent and Independent Variables Thus far. but each will be clearly described. These properties are: 1.3. F D. lines of symmetry 7.11 CHAPTER 10.10. E yintercept xintercept turning points Figure 10. turning points 5. E 3 2 1 B −3 −2 −1 −1 −2 −3 (a) D A F 1 2 f (x) 3 2 1 C 3 h −3 −2 −1 −1 −2 −3 (b) 1 2 3 g(x) A B. dependent and independent variables 2. intervals on which the function increases/decreases 8.3: (a) Example graphs showing the characteristics of a function. EQUATIONS AND INEQUALITIES . all the graphs you have drawn have needed two values. because its value depends on the chosen xvalue.
lower number. Both notations are used in mathematics. which can be obtained using at least one x value. Then for any value of x. Therefore the yintercept is yint = 3(0) + 5 = 5.11 10. square ones [. but only six billion of them (as many as there are people). The two most important things to remember is that at the xintercept. comma. more conditions} (10. no one alive is.GRADE 10 10. Therefore the xintercept is 5 found from 0 = 3xint + 5. 10. You will usually need to calculate the intercepts. x = 0. since x is greater than 2. and while strictly its not impossible to be taller than 3 metres. We can use two types of brackets. so the domain of this relation is the whole set of real numbers. These are two ways of writing the domain and range of a function.1 to 3 metres — no living person can have a height of 0m. As another example. set notation and interval notation. we know that no matter what value of x we choose. If the relation is of height to people. y = 0 and at the yintercept. It is important to note that this notation can only be used for all real numbers in an interval.1 and 3.3 Intercepts with the Axes The intercept is the point at which a graph intersects an axis. x = 0. and we have the relation y = 2x . ] or round ones (. An important aspect of this range is that it does not contain all the numbers between 0. and the square bracket means ’including 8’ as x is less than or equal to 8. For the xintercept. 2x can never be less than or equal to 0. The range is the set of all the y values. EQUATIONS AND INEQUALITIES . giving xint = − 3 . then the domain is all living people.11. the A is the yintercept and B.7) It is obvious that 2 is the lower number and 8 the upper number. x > 0} which reads as “the set of all x values where x is a real number and is greater than zero”. The xintercepts are the points at which the graph cuts the xaxis and the yintercepts are the points at which the graph cuts the yaxis. then x is any number in the interval (2. Hence the range of this function is all the real numbers strictly greater than zero. Set Notation A set of certain x values has the following form: {x : conditions. 113 . there is a value of y. C and F are xintercepts.11. the set of all positive real numbers can be written as {x : x ∈ R.6) We read this notation as “the set of all x values where all the conditions are satisﬁed”. ). upper number. It cannot be used to describe integers in an interval or rational numbers in an interval.2 Domain and Range The domain of a relation is the set of all the x values for which there exists at least one y value according to that relation. For example. For example. So if x is a real number greater than 2 and less than or equal to 8. Interval Notation Here we write an interval in the form ’lower bracket. In Figure 10.CHAPTER 10. A square bracket means including the number at the end of the interval whereas a round bracket means excluding the number at the end of the interval. However. For the yintercept. The round bracket means ’excluding 2’. suppose x and y are real valued variables. upper bracket’.3(a). so you should be familiar with each.8] (10. while the range would be about 0. y = 0. calculate the intercepts of y = 3x + 5.
4. We see that the graph increases (i. while the graph in Figure 10. we saw that the graph of a function can start or stop increasing or decreasing at a turning point. A minimal turning point is a point on the graph where the graph stops decreasing in value and starts increasing in value and a maximal turning point is a point on the graph where the graph stops increasing in value and starts decreasing.and yaxes. f (x) g(x) h(x) = 2x2 − 2 = x3 − 2x2 + x − 2 2 4 x −2 = 3 There are two types of turning points: a minimal turning point and a maximal turning point.4 Turning Points Turning points only occur for graphs of functions that whose highest power is greater than 1. These lines include the x.3(a) is examined. 10. E is a maximal turning point and D is a minimal turning point. then it decreases (i. but never touch. EQUATIONS AND INEQUALITIES . that the yvalues increase) from ∞ to point E. For example.11.3(b) has a 114 .7 Intervals on which the Function Increases/Decreases In the discussion of turning points. This is described as the axis of symmetry. 10.8 Discrete or Continuous Nature of the Graph A graph is said to be continuous if there are no breaks in the graph.3(a) can be described as a continuous graph.11 CHAPTER 10. which the graph of a function will approach. but never touches them. 10.GRADE 10 10. In Figure 10.10. the yvalues decrease) from point E to point D and then it increases from point D to +∞.e. If the graph in Figure 10.11.11.e.11. (b) Minimal turning point. These are shown in Figure 10.5 is symmetric about the yaxis. 10.3(b).11.3(a).5 Asymptotes An asymptote is a straight or curved line. In Figure 10. the graph in Figure 10. For example. in Figure 10. y 2 yvalues decreasing 1 0 −1 minimal turning point (a) −2 (b) yvalues increasing yvalues increasing y 2 maximal turning point 1 0 −1 −2 yvalues decreasing Figure 10. we ﬁnd that the values of the graph increase and decrease over diﬀerent intervals. the yaxis and line h are both asymptotes as the graph approaches both these lines. For example.4: (a) Maximal turning point. graphs of the following functions will have turning points.6 Lines of Symmetry Graphs look the same on either side of lines of symmetry.
If g(x) = −x2 + 5 and x is between . The yaxis is an axis of symmetry.5: Demonstration of axis of symmetry. Determine the range of f .CHAPTER 10. In Figure 10. determine: (a) the domain of g(x) (b) the range of g(x) (a) (b) (c) (d) 3. EQUATIONS AND INEQUALITIES . The domain of the function f (x) = 2x + 5 is 3. 3. Exercise: Domain and Range 1. break around the asymptotes. 2.3(b).3 and 3. Label. on the following graph: the xintercept(s) the yintercept(s) regions where the graph is increasing regions where the graph is decreasing 4 3 2 1 −3 −2 −1 1 −1 −2 −3 2 3 4. because the graph looks the same on both sides of the yaxis. 0.GRADE 10 10. 3.11 1 −2 −1 1 −1 2 Figure 10. it is clear that the graph does have a break in it around the asymptote. on the following graph: (a) the xintercept(s) (b) the yintercept(s) 115 . Label.
The general shape of the graph of functions of this form is shown in Figure 10. a and q are constants and have diﬀerent eﬀects on the graph of the function. On the same set of axes. plot the following graphs: (a) a(x) = x − 2 116 . y = ax + q.6: Graph of f (x) = 2x + 3 2 3 4 5 Activity :: Investigation : Functions of the Form y = ax + q 1.12 10.6 for the function f (x) = 2x + 3. In the equation.GRADE 10 (c) regions where the graph is increasing (d) regions where the graph is decreasing 3 2 1 −2 −1 1 −1 −2 2 10.10. 12 9 6 3 −3 2 −5 −4 −3 −2 −1 1 −3 −6 Figure 10.12. EQUATIONS AND INEQUALITIES .1 Graphs of Functions Functions of the form y = ax + q Functions with a general form of y = ax + q are called straight line functions.12 CHAPTER 10.
the details of calculating the intercepts with the x and y axis is given. If a > 0 then the graph increases from left to right (slopes upwards). a>0 a<0 q>0 q<0 Domain and Range For f (x) = ax + q. You should have also found that the value of q aﬀects where the graph passes through the yaxis. As a increases. The range of f (x) = ax + q is also {f (x) : f (x) ∈ R} because there is no value of f (x) ∈ R for which f (x) is undeﬁned. For example. plot the following graphs: (a) (b) (c) (d) (e) f (x) = −2 · x g(x) = −1 · x h(x) = 0 · x j(x) = 1 · x k(x) = 2 · x Use your results to deduce the eﬀect of a. 2.GRADE 10 (b) (c) (d) (e) b(x) = x − 1 c(x) = x d(x) = x + 1 e(x) = x + 2 10. the slope of the graph increases. y = ax + q. q is known as the yintercept. a is referred to as the slope or gradient of a straightline function. the domain is {x : x ∈ R} because there is no value of x ∈ R for which f (x) is undeﬁned. These diﬀerent properties are summarised in Table 10. You should have found that the value of a aﬀects the slope of the graph. If a < 0 then the graph increases from right to left (slopes downwards).1: Table summarising general shapes and positions of graphs of functions of the form y = ax + q. the domain of g(x) = x − 1 is {x : x ∈ R} because there is no value of x ∈ R for which g(x) is undeﬁned. Table 10.12 Use your results to deduce the eﬀect of q. 117 . Intercepts For functions of the form. On the same set of axes. For this reason. EQUATIONS AND INEQUALITIES .CHAPTER 10. The range of g(x) is {g(x) : g(x) ∈ R}.1. For this reason.
xintercept Only two points are needed to plot a straight line graph.11) (10. EQUATIONS AND INEQUALITIES .10.10) For example.8) (10. The yintercept is obtained by setting x = 0 and was calculated earlier to be yint = −1. Sketching Graphs of the Form f (x) = ax + q In order to sketch graphs of the form. The xintercept is obtained by setting y = 0 and was calculated earlier to be xint = 1. yintercept 3. Axes of Symmetry The graphs of straightline functions do not.12) (10. This means that the graph will have an upward slope.12 CHAPTER 10. sketch the graph of g(x) = x − 1. xint − 1 1 x−1 Worked Example 48: Drawing a straight line graph Question: Draw the graph of y = 2x + 2 118 . The easiest points to use are the xintercept (where the line cuts the xaxis) and the yintercept. For example.14) 0 = For example. have any axes of symmetry.GRADE 10 The yintercept is calculated as follows: y yint = = = ax + q a(0) + q q (10. we need to determine three characteristics: 1. f (x) = ax + q. Mark the intercepts. we determine that a > 0. sign of a 2. the xintercepts of g(x) = x − 1 is given by setting y = 0 to get: g(x) = 0 = xint = Turning Points The graphs of straight line functions do not have any turning points.13) (10. generally.9) (10. the yintercept of g(x) = x − 1 is given by setting x = 0 to get: g(x) yint = = = x−1 0−1 −1 The xintercepts are calculated as follows: y a · xint xint = = = ax + q a · xint + q −q q − a (10. Firstly.
CHAPTER 10.7: Graph of the function g(x) = x − 1 Answer Step 1 : Find the yintercept For the intercept on the yaxis.1) 2 3 4 Figure 10.0) −4 −3 −2 −1 −1 −2 −3 −4 1 (0. EQUATIONS AND INEQUALITIES .12 3 2 1 (1. let x = 0 y = = 2(0) + 2 2 Step 2 : Find the xintercept For the intercept on the xaxis. let y = 0 0 = 2x = x = 2x + 2 −2 −1 Step 3 : Draw the graph 3 2 1 −3 −2 +2 −1 1 −1 −2 2 3 y= 2x 119 .GRADE 10 10.
plot the following graphs: (a) (b) (c) (d) (e) a(x) = −2 · x2 + 1 b(x) = −1 · x2 + 1 c(x) = 0 · x2 + 1 d(x) = 1 · x2 + 1 e(x) = 2 · x2 + 1 Use your results to deduce the eﬀect of a.3) (4. clearly indicating the intercepts with the axes as well as the coordinates of the point of interception on the graph: x + 2y − 5 = 0 and 3x − y − 1 = 0 10.12. On the same set of axes. Give the equation of the illustrated graph below: y (0. Activity :: Investigation : Functions of the Form y = ax2 + q 1. List the yintercepts for the following straightline graphs: (a) (b) (c) (d) y=x y =x−1 y = 2x − 1 y + 1 = 2x 2.10. Sketch the following relations on the same set of axes. EQUATIONS AND INEQUALITIES .GRADE 10 Exercise: Intercepts 1. 2.8. plot the following graphs: (a) f (x) = x2 − 2 (b) g(x) = x2 − 1 120 .2 Functions of the Form y = ax2 + q The general shape and position of the graph of the function of the form f (x) = ax2 + q is shown in Figure 10.0) x 3. On the same set of axes.12 CHAPTER 10.
These diﬀerent properties are summarised in Table ??.12 9 8 7 6 5 4 3 2 1 −4 −3 −2 −1 −1 1 2 3 4 Figure 10. a > 0 (a positive smile) a < 0 (a negative frown) Figure 10. the graph makes a frown and if a > 0 then the graph makes a smile.8: Graph of the f (x) = x2 − 1.9. You should have also found that the value of q aﬀects whether the turning point is to the left of the yaxis (q > 0) or to the right of the yaxis (q < 0). This is shown in Figure 10. Complete the following table of values for the functions a to k to help with drawing the required graphs in this activity: x −2 −1 0 1 2 a(x) b(x) c(x) d(x) e(x) f (x) g(x) h(x) j(x) k(x) From your graphs.GRADE 10 10. 121 . you should have found that a aﬀects whether the graph makes a smile or a frown. (c) h(x) = x2 + 0 (d) j(x) = x2 + 1 (e) k(x) = x2 + 2 Use your results to deduce the eﬀect of q.CHAPTER 10.9: Distinctive shape of graphs of a parabola if a > 0 and a < 0. If a < 0. EQUATIONS AND INEQUALITIES .
The yintercept is calculated as follows: y yint = ax2 + q = a(0) + q = q 122 2 (10. If a > 0 then we have: x2 ax2 ax2 + q f (x) ≥ 0 ≥ 0 (The square of an expression is always positive) (Multiplication by a positive number maintains the nature of the inequality) ≥ q ≥ q This tells us that for all values of x.10.17) . y = ax2 + q.GRADE 10 Table 10. the domain of g(x) = x2 + 2 is {x : x ∈ R} because there is no value of x ∈ R for which g(x) is undeﬁned. 2 ≥ ≥ ≥ 0 2 2 Intercepts For functions of the form.15) (10. For example. The range of f (x) = ax2 + q depends on whether the value for a is positive or negative. Therefore if a > 0.16) (10.2: Table summarising general shapes and positions of functions of the form y = ax2 +q. the details of calculating the intercepts with the x and y axis is given. EQUATIONS AND INEQUALITIES . This is left as an exercise. We will consider these two cases separately. The range of g(x) can be calculated as follows: x2 x +2 g(x) Therefore the range is {g(x) : g(x) ∈ [2. the range of f (x) = ax2 + q is {f (x) : f (x) ∈ [q.12 CHAPTER 10.∞)}.∞)}. it can be shown that if a < 0 that the range of f (x) = ax2 + q is {f (x) : f (x) ∈ (−∞.q]}. the domain is {x : x ∈ R} because there is no value of x ∈ R for which f (x) is undeﬁned. f (x) is always greater than q. Similarly. a>0 a<0 q>0 q<0 Domain and Range For f (x) = ax2 + q.
the xintercepts of g(x) = x2 + 2 is given by setting y = 0 to get: g(x) = 0 = −2 = x2 + 2 x2 + 2 int x2 int which is not real. the yintercept of g(x) = x2 + 2 is given by setting x = 0 to get: g(x) = yint = = x2 + 2 02 + 2 2 10. we need to calculate determine four characteristics: 1.CHAPTER 10. Therefore. Solving for the value of x at which f (x) = q gives: q = ax2 + q tp ax2 tp x2 tp 0 0 = 0 = xtp = ∴ x = 0 at f (x) = q. Similarly. then − a is positive and the graph is hat shaped and should have two xintercepts. if a > 0. if q < 0 and a > 0 then − a is also positive. q > 0 q and a < 0. then the highest value that f (x) can take on is q and the coordinates of the (maximal) turning point is (0. The coordinates of the (minimal) turning point is therefore (0. Axes of Symmetry There is one axis of symmetry for the function of the form f (x) = ax2 + q that passes through the turning point.21) is only valid if − a > 0 which means that either q < 0 or a < 0.19) (10. if a < 0. This is q consistent with what we expect. If however. q Similarly.∞)} and if a < 0 then the range of f (x) = ax2 + q is {f (x) : f (x) ∈ (−∞. since if q > 0 and a > 0 then − a is negative and in this case the graph lies above the xaxis and therefore does not intersect the xaxis. EQUATIONS AND INEQUALITIES . Since the turning point lies on the yaxis. We know that if a > 0 then the range of f (x) = ax2 + q is {f (x) : f (x) ∈ [q. (10.21) 0 = ax2 = int xint = q However. q).18) (10. then the lowest value that f (x) can take on is q. Sketching Graphs of the Form f (x) = ax2 + q In order to sketch graphs of the form. the axis of symmetry is the yaxis. So. f (x) = ax2 + q. q). Turning Points The turning point of the function of the form f (x) = ax2 + q is given by examining the range of the function. sign of a 123 . For example.q]}.GRADE 10 For example.20) (10. the graph of g(x) = x2 + 2 does not have any xintercepts. and the graph should intersect with the xaxis.12 The xintercepts are calculated as follows: y = ax2 + q ax2 int −q ± − +q q a (10.
sketch the graph of g(x) = − 2 x2 − 3. Firstly. xintercept CHAPTER 10. Mark the intercepts. we determine that a < 0. The xcoordinate is determined as follows: 1 − x2 − 3 = 2 1 − x2 − 3 + 3 = 2 1 − x2 = 2 1 Divide both sides by − 2 : x2 = ∴ The coordinates of the turning point are: (0. Using the fact that the maximum value that f (x) achieves is 3. The range of the graph is determined as follows: x2 1 − x2 2 1 − x2 − 3 2 ∴ f (x) ≥ 0 ≤ 0 ≤ −3 ≤ −3 Therefore the range of the graph is {f (x) : f (x) ∈ (−∞. turning point 4. This gives: yint = = = 1 − (0)2 − 3 2 1 − (0) − 3 2 −3 x = −3 0 0 0 0 0 Take square root of both sides: x = The xintercept is obtained by setting y = 0. EQUATIONS AND INEQUALITIES . yintercept 5. 124 . This gives: 0 3 −3 · 2 −6 1 = − x2 − 3 2 int 1 = − x2 2 int = x2 int = x2 int which is not real. then the ycoordinate of the turning point is 3.GRADE 10 1 For example. We also know that the axis of symmetry is the yaxis. domain and range 3. − 3]}. Therefore. − 3).12 2. turning point and axis of symmetry.10. This means that the graph will have a maximal turning point. The yintercept is obtained by setting x = 0. there are no xintercepts. The domain of the graph is {x : x ∈ R} because f (x) is deﬁned for all x ∈ R.
For what values of x is g increasing ? 10. On the same set of axes. EQUATIONS AND INEQUALITIES .CHAPTER 10. 3.12 −4 −3 −2 −1 −1 −2 −3 −4 −5 −6 1 2 3 4 (0.12. 7) (4. (4.GRADE 10 10. Draw the graph of the function y = −x2 + 4 showing all intercepts with the axes. y 23 g 1. Activity :: Investigation : Functions of the Form y = 1. Find the values of x for which ax2 + p ≥ bx2 + q.3) Figure 10. plot the following graphs: (a) a(x) = −2 + 1 x (b) b(x) = −1 + 1 x 125 a x +q . The general form of the graph of this function is shown in Figure 10.11. 7) x 3 h 9 (a) (b) (c) (d) Find the values of a and p.3 Functions of the Form y = a x +q a Functions of the form y = x + q are known as hyperbolic functions. Two parabolas are drawn: g : y = ax2 + p and h : y = bx2 + q. Show that if a < 0 that the range of f (x) = ax2 +q is {f (x) : f (x) ∈ (−∞. Find the values of b and q.10: Graph of the function f (x) = − 1 x2 − 3 2 Exercise: Parabolas 2.q]}.
(c) c(x) = (d) d(x) = (e) e(x) = 0 x +1 +1 x +1 +2 x +1 Use your results to deduce the eﬀect of a. The axes of symmetry for each graph are shown as a dashed line. Domain and Range For y = a x + q. plot the following graphs: 1 (a) f (x) = x − 2 1 (b) g(x) = x − 1 1 (c) h(x) = x + 0 1 (d) j(x) = x + 1 1 (e) k(x) = x + 2 Use your results to deduce the eﬀect of q. EQUATIONS AND INEQUALITIES . You should have found that the value of a aﬀects whether the graph is located in the ﬁrst and third quadrants of Cartesian plane. a x We see that y = + q can be rewritten as: y y−q If x = 0 then: (y − q)(x) = = = a +q x a x a a y−q a x x = This shows that the function is undeﬁned at y = q.∞)}. Therefore the range of f (x) = {f (x) : f (x) ∈ (−∞. 2.10.11: General shape and position of the graph of a function of the form f (x) = a x 1 2 3 4 + q. the function is undeﬁned for x = 0.x = 0}.q) ∪ (q.3.GRADE 10 5 4 3 2 1 −4 −3 −2 −1 −1 −2 Figure 10. 126 + q is . On the same set of axes. You should have also found that the value of q aﬀects whether the graph lies above the xaxis (q > 0) or below the xaxis (q < 0). These diﬀerent properties are summarised in Table 10.12 CHAPTER 10. The domain is therefore {x : x ∈ R.
the yintercept of g(x) = 2 x + 2 is given by setting x = 0 to get: y = = 2 +2 x 2 +2 0 yint which is undeﬁned.CHAPTER 10.∞)}. 2 x + 2 is {x : x ∈ R. y = x + q. EQUATIONS AND INEQUALITIES .2) ∪ (2.12 a x + q. 127 .3: Table summarising general shapes and positions of functions of the form y = The axes of symmetry are shown as dashed lines.23) which is undeﬁned. Intercepts a For functions of the form. Therefore there is no yintercept. the intercepts with the x and y axis is calculated by setting x = 0 for the yintercept and by setting y = 0 for the xintercept. q>0 q<0 For example. Therefore the range is {g(x) : g(x) ∈ (−∞. the domain of g(x) = x = 0. The yintercept is calculated as follows: y yint = = a +q x a +q 0 (10. a>0 a<0 10.22) (10.GRADE 10 Table 10. For example. x = 0} because g(x) is undeﬁned at y = 2 +2 x 2 x 2 2 y−2 (y − 2) = If x = 0 then: x(y − 2) = x = We see that g(x) is undeﬁned at y = 2.
2) ∪ (2. Sketching Graphs of the Form f (x) = a x +q a x In order to sketch graphs of functions of the form. domain and range 2.24) (10. xintercept For example. x = 0} and the range to be {g(x) : g(x) ∈ (−∞.25) (10.27) (10.10. the xintercept of g(x) = 2 x + 2 is given by setting x = 0 to get: y 0 = = 2 +2 x 2 +2 xint 2 xint 2 2 −2 −1 −2 = −2(xint ) xint xint Asymptotes = = = There are two asymptotes for functions of the form y = the domain and range. There is no yintercept and the xintercept is xint = −1. f (x) = four characteristics: 1. asymptotes 3.∞)}.26) (10.∞)}.12 CHAPTER 10. x = 0} because g(x) is undeﬁned at x = 0. EQUATIONS AND INEQUALITIES . 2 For example. From this we deduce that the asymptotes are at x = 0 and y = 2. Therefore the asymptotes are at x = 0 and y = 2.2) ∪ (2.28) (10. We have determined the domain to be {x : x ∈ R. Mark the intercepts and asymptotes. 128 . Therefore the asymptotes are x = 0 and y = q. sketch the graph of g(x) = 2 x + q. yintercept 4.29) 0 = a xint a xint = = = For example. a x +q. They are determined by examining We saw that the function was undeﬁned at x = 0 and for y = q. We also see that g(x) is undeﬁned at y = 2. Therefore the range is {g(x) : g(x) ∈ (−∞.GRADE 10 The xintercepts are calculated by setting y = 0 as follows: y = a +q x a +q xint −q −q(xint ) a −q (10. we need to calculate determine + 2. the domain of g(x) = x + 2 is {x : x ∈ R.
Using grid paper. On the same set of axes. (a) Does the point (2. 10.GRADE 10 10. plot the following graphs: (a) a(x) = −2 · b(x) + 1 (b) b(x) = −1 · b(x) + 1 (c) c(x) = −0 · b(x) + 1 129 . Exercise: Graphs 1.12. what is the point symmetrical to (2.12: Graph of g(x) = 2 x 1 2 3 4 + 2. 8 (b) Draw the graph of y = 3 + 3 on the same set of axes.12 6 5 4 3 2 1 −4 −3 −2 −1 −1 −2 −3 Figure 10.13. draw the graph of xy = −6. 3) ? (a) How would the graph y = 8 + 3 compare with that of xy = 8? Explain 3 your answer fully. 3) lie on the graph ? Give a reason for your answer. what is the corresponding yvalue ? (d) What happens to the yvalues as the xvalues become very large ? (e) With the line y = −x as line of symmetry. 3) not on the graph ? (c) If the xvalue of a point on the drawn graph is 0. (b) Why is the point (2.CHAPTER 10. EQUATIONS AND INEQUALITIES .4 Functions of the Form y = ab(x) + q Functions of the form y = ab(x) + q are known as exponential functions.25. 2. Draw the graph of xy = 8. The general shape of a graph of a function of this form is shown in Figure 10. Activity :: Investigation : Functions of the Form y = ab(x) + q 1.
the function is deﬁned for all real values of x. Table 10. These diﬀerent properties are summarised in Table 10. 130 .13: General shape and position of the graph of a function of the form f (x) = ab(x) +q. On the same set of axes. a>0 a<0 q>0 q<0 Domain and Range For y = ab(x) + q. You should have found that the value of a aﬀects whether the graph curves upwards (a > 0) or curves downwards (a < 0).12 CHAPTER 10. plot the following graphs: (a) (b) (c) (d) (e) f (x) = 1 · b(x) − 2 g(x) = 1 · b(x) − 1 h(x) = 1 · b(x) + 0 j(x) = 1 · b(x) + 1 k(x) = 1 · b(x) + 2 (d) d(x) = −1 · b(x) + 1 (e) e(x) = −2 · b(x) + 1 Use your results to deduce the eﬀect of q. the domain is {x : x ∈ R}. Use your results to deduce the eﬀect of a. Therefore.4.10.GRADE 10 4 3 2 1 −4 −3 −2 −1 1 2 3 4 Figure 10.4: Table summarising general shapes and positions of functions of the form y = ab(x) + q. You should have also found that the value of q aﬀects the position of the yintercept. 2. EQUATIONS AND INEQUALITIES .
if a < 0.36) (10.30) (10. 2x 3 · 2x ≥ ≥ 0 0 2 3 · 2x + 2 ≥ Therefore the range is {g(x) : g(x) ∈ [2. the yintercept of g(x) = 3 · 2x + 2 is given by setting x = 0 to get: y yint = = = = 3 · 2x + 2 3 · 20 + 2 3+2 5 (10. the graph of the function of form y = ab(x) + q does not have any xintercepts. then the range is {f (x) : f (x) ∈ (−∞. EQUATIONS AND INEQUALITIES .12 a · b(x) + q f (x) ≥ q ≥ q Therefore.q]}. For example. For the range. then the range is {f (x) : f (x) ∈ [q.31) (10.GRADE 10 The range of y = ab(x) + q is dependent on the sign of a. the intercepts with the x and y axis is calculated by setting x = 0 for the yintercept and by setting y = 0 for the xintercept. If a > 0 then: b(x) a · b(x) ≥ 0 ≥ 0 10. 131 . The yintercept is calculated as follows: y yint = ab(x) + q = ab(0) + q = a(1) + q = a+q For example. Intercepts For functions of the form. y = ab(x) + q. the domain of g(x) = 3 · 2x + 2 is {x : x ∈ R}. Otherwise.37) = = Which only has a real solution if either a < 0 or q < 0.CHAPTER 10. if a > 0.33) The xintercepts are calculated by setting y = 0 as follows: y = 0 = ab(xint ) b (xint ) ab(x) + q ab(xint ) + q −q q − a (10.35) (10.34) (10.∞)}. If a < 0 then: b(x) a·b a · b(x) + q (x) f (x) ≤ q ≤ 0 ≤ q ≤ 0 Therefore.32) (10.∞)}.
We saw that the function was undeﬁned at x = 0 and for y = q. 132 . Asymptotes There are two asymptotes for functions of the form y = ab(x) + q. We have determined the domain to be {x : x ∈ R} and the range to be {g(x) : g(x) ∈ [2.GRADE 10 For example. They are determined by examining the domain and range. Sketching Graphs of the Form f (x) = ab(x) + q In order to sketch graphs of functions of the form. the domain of g(x) = 3 · 2x + 2 is {x : x ∈ R. we need to calculate determine four characteristics: 1. From this we deduce that the asymptotes are at x = 0 and y = 2. The yintercept is yint = 5 and there are no xintercepts. the xintercept of g(x) = 3 · 2x + 2 is given by setting y = 0 to get: y 0 = 3 · 2xint + 2 −2 = 3 · 2xint −2 2xint = 3 which has no real solution. Therefore the range is {g(x) : g(x) ∈ (−∞. f (x) = ab(x) + q. the graph of g(x) = 3 · 2x + 2 does not have any xintercepts.14: Graph of g(x) = 3 · 2x + 2.2) ∪ (2. Mark the intercepts. = 3 · 2x + 2 6 5 4 3 2 1 −4 −3 −2 −1 1 2 3 4 Figure 10. yintercept 3. domain and range 2. Therefore.12 CHAPTER 10. We also see that g(x) is undeﬁned at y = 2. EQUATIONS AND INEQUALITIES .10. Therefore the asymptotes are x = 0 and y = q. xintercept For example. x = 0} because g(x) is undeﬁned at x = 0. sketch the graph of g(x) = 3 · 2x + 2.∞)}.∞)}. For example.
He had 3 more R2coins than R5coins. (c) Solve the equation 2x = ( 1 )x graphically and check that your answer is 2 correct by using substitution. The equation y = 5(0. (c) Determine the range of h. 133 .13 Exercise: Exponential Functions and Graphs 1. 4) is on f . (c) Hence use your graphs and the points of intersection to solve for x when: i. After a ball is dropped.GRADE 10 10. (b) Which graph is represented by the equation y = 2−x ? Explain your answer. 2. EQUATIONS AND INEQUALITIES . 1) and B(2. 2.4) A(0. What is the approximate height of the ﬁfth bounce of this ball to the nearest tenth of a unit ? 3.2x on the same set of axes. (d) Predict how the graph y = 2. The curve of the exponential function f in the accompanying diagram cuts the f 4 3 2 1 B(2. (b) Determine the equation of h.13 End of Chapter Exercises 1. Then he solved the system by graphing. (a) Determine the equation of the function f . Marc had 15 coins in ﬁve rand and two rand pieces. for a certain ball. letting x represent the number of ﬁve rand coins and y represent the number of two rand coins. He wrote a system of equations to represent this situation. Given the functions f (x) = −2x2 − 18 and g(x) = −2x + 6 (a) Draw f and g on the same set of axes. and y. 2 (a) Is the xaxis and asymptote or and axis of symmetry to both graphs ? Explain your answer. (b) Calculate the points of intersection of f and g. f (x) > 0 ii. Draw the graphs of y = 2x and y = ( 1 )x on the same set of axes. the height of the bounce. the rebound height of each bounce decreases. f (x) g(x) ≤0 (d) Give the equation of the reﬂection of f in the xaxis. the function of which the curve is the reﬂection of the curve of f in the xaxis.8)x shows the relationship between x.2x will compare to y = 2x and then draw the graph of y = 2. the number of bounces.1) 0 1 2 x yaxis at the point A(0. 10.CHAPTER 10.
GRADE 10 (a) Write down the system of equations. EQUATIONS AND INEQUALITIES .13 CHAPTER 10. (b) Draw their graphs on the same set of axes.10. (c) What is the solution? 134 .
1 Introduction y2 − y1 x2 − x1 for two points (x1 .y2 ) on the graph.Grade 10 Extension 11.4) 135 −4 .Chapter 11 Average Gradient .2 StraightLine Functions Activity :: Investigation : Average Gradient .Straight Line Function Fill in the table by calculating the average gradient over the indicated intervals for the function f (x) = 2x − 2: x1 AB AC BC x2 y1 y2 y2 −y1 x2 −x1 y 2 1 C(2.1).y1 ) and (x2 . (x1 . we saw that the gradient of a straight line graph is calculated as: (11. We can now deﬁne the average gradient between any two points.y1 ) and (x2 . x2 − x1 This is the same as (11.7.4.1) 11.0) x A(1.2) In chapter 10. (11.y2 ) as: y2 − y1 .2) −1 1 −1 −2 −3 B(1.
11. A(3. 11. For example.1) E(1.7) B(2.2) F(2.1 the various points have been joined by straightlines.3 Parabolic Functions Activity :: Investigation : Average Gradient .2) The average gradient of a parabolic function depends on the interval and is the gradient of a straight line that passes through the points on the interval.2) F(2. in Figure 11.1) x E(1.7) y G(3.2) C(1. x2 ): 136 .1) D(0.2) x Figure 11. The average gradients between the joined points are then the gradients of the straight lines that pass through the points.7) y G(3.3 CHAPTER 11.7) B(2. AVERAGE GRADIENT . Method: Average Gradient Given the equation of a curve and two points (x1 .Parabolic Function Fill in the table by calculating the average gradient over the indicated intervals for the function f (x) = 2x − 2: x1 x2 y1 y2 AB BC CD DE EF FG What do you notice about the average gradient over each interval? What can you say about the average gradients between A and D compared to the average gradients between D and G? y2 −y1 x2 −x1 A(3.1: The average gradient between two points on a curve is the gradient of the straight line that passes through the points.1) D(0.GRADE 10 EXTENSION What do you notice about the gradients over each interval? The average gradient of a straightline function is the same over any two intervals on the function.2) C(1.
3. 4. . AVERAGE GRADIENT . Write the equation of the curve in the form y = . Calculate y2 by substituting x2 into the equation for the curve. Calculate the average gradient using: y2 − y1 x2 − x1 11. 2. Calculate y1 by substituting x1 into the equation for the curve.CHAPTER 11.GRADE 10 EXTENSION 1.3 Worked Example 49: Average Gradient Question: Find the average gradient of the curve y = 5x2 − 4 between the points x = −3 and x = 3 Answer Step 1 : Label points Label the points as follows: x1 = −3 x2 = 3 to make it easier to calculate the gradient. . 137 .. y1 = 5x2 − 4 1 = 5(−3)2 − 4 = 5(9) − 4 = 41 y2 = = = = 5(3)2 − 4 5(9) − 4 41 5x2 − 4 2 Step 3 : Calculate the average gradient y2 − y1 x2 − x1 41 − 41 3 − (−3) 0 = 3+3 0 = 6 = 0 = Step 4 : Write the ﬁnal answer The average gradient between x = −3 and x = 3 on the curve y = 5x2 − 4 is 0. Step 2 : Calculate the y coordinates We use the equation for the curve to calculate the yvalue at x1 and x2 .
Calculate the average speed of the object between 2 and 3 seconds. AVERAGE GRADIENT . Given: f (x) = x3 − 6x. where d is the distance in metres and t the time in seconds. An object moves according to the function d = 2t2 + 1 .4 CHAPTER 11. 2.GRADE 10 EXTENSION 11.4 End of Chapter Exercises 1. 138 . Determine the average gradient between the points where x = 1 and x = 4.11.
Theorem of Pythagoras which is used to calculate the lengths of sides of a rightangled triangle 12. Q. but are always continuous. angles.2 Points and Lines The two simplest objects in geometry are points and lines. parallel lines. Congruence 5. Examples of two lines are shown in Figure 12. Some examples of points are shown in Figure 12. 139 .1 Introduction The purpose of this chapter is to recap some of the ideas that you learned in geometry and trigonometry in earlier grades. This chapter revises: 1. obtuse.1. You should feel comfortable with the work covered in this chapter before attempting to move onto the Grade 10 Geometry Chapter (Chapter 13) or the Grade 10 Trigonometry Chapter (Chapter 14). Classiﬁcation of angles into acute. transversals 2. R and S) and some lines (labelled BC and DE). sides. vertices. Similarities and diﬀerences between quadrilaterals 3. perpendicular lines. right. diagonals. Points are usually labelled with a capital letter. Properties of triangles and quadrilaterals 4. A point is something that is not very wide or high and is usually used in geometry as a marker of a position.1. S R Q P Some points B D Some lines C E Figure 12. reﬂex or revolution 6.Chapter 12 Geometry Basics 12. Lines can be straight or curved. The endpoints of lines are labelled with capital letters. Terminology: quadrilaterals. straight. bisectors. A line is formed when many points are placed next to each other. This means that there are never any breaks in the lines.1: Examples of some points (labelled P .
with AB referring to the vector from the point A with length AB and in the direction from point A to point B. BA is the line segment with the same length but direction from point B to point A. The ∠ symbol is a short method of writing angle in geometry.3. in Figure 12. We call the line that starts at a point A and ends at a point B. Similarly. AB. For example.12. The length of the line between points A and B is AB. The point at which two lines meet is known as a vertex. Usually. for example. So if we say AB = CD we mean that the length of the line between A and B is equal to the length of the line between C and D. In science. Some common units of length are listed in Table 12. Unit of Length Abbreviation kilometre km metre m centimetre cm millimetre mm 12. Table 12. the angle is made up when line segments CB and BA meet. 140 .1. So. Angles are measured in degrees which is denoted by ◦ . Since the line from point B to point A is the same as the line from point A to point B. AB = BA. Angles are labelled with a ˆ on a letter. We label a vector in a similar manner to a line.3: Examples of angles. in Figure 12. the angle can be referred to as ∠CBA or ∠ABC. we sometimes talk about a vector and this is just a fancy way of saying the we are referring to the line that starts at one point and moves in the direction of the other point. ∠CBA or ∠ABC C F A (a) B E (b) G ˆ ˆ Figure 12. usually. Angles can also be labelled according to the line segments that make up the angle. A = E. So.3 Angles An angle is formed when two straight lines meet at a point. we have that AB=BA. C B A ˆ Figure 12. even though the lines making up the angles are of diﬀerent lengths.3.1: Some common units of length and their abbreviations.2: Angle labelled as B. the ˆ angle is at B. vectors are only equal if they have the same length and same direction.3 CHAPTER 12. GEOMETRY BASICS Lines are labelled according to the start point and end point. A line is measured in units of length.
CHAPTER 12.3. 2.4: Diagram of a protractor. This means that the idea of length cannot be used to measure angles. 3. then the smallest angle that can be drawn occurs when the two lines are pointing in the same direction.2 Special Angles What is the smallest angle that can be drawn? The ﬁgure below shows two lines (CA and AB) making an angle at a common vertex A. Make sure you start measuring at 0◦ .1 Measuring angles The size of an angle does not depend on the length of the lines that are joined to make up the angle. Place the bottom line of the protractor along one line of the angle. If line CA is rotated around the common vertex A. 141 .3 12.4.3. GEOMETRY BASICS 12. Follow the second line until it meets the marking on the protractor and read oﬀ the angle. down towards line AB. An angle is a rotation around the vertex. Move the protractor along the line so that the centre point on the protractor is at the vertex of the two lines that make up the angle. Activity :: Measuring Angles : Use a protractor to measure the following angles: 12. A picture of a protractor is shown in Figure 12. 90◦ 120 ◦ 60◦ 150◦ 30◦ 180◦ 0◦ Figure 12. Method: Using a protractor 1. but depends only on how both the lines are placed as can be seen in Figure 12.3. Using a Protractor A protractor is a simple tool that is used to measure angles. This gives an angle of 0◦ .
We call this a revolution. B and C lie on a straight line. • Revolution: An angle measuring 360◦ . • Right angle: An angle measuring 90◦ . continue subtracting 360◦ from the angle. Important: • Acute angle: An angle ≥ 0◦ and < 90◦ . and an obtuse angle will always be larger than an acute angle. then the points lie on a straight line. therefore all right angles are equal. C 90◦ A B 360◦ A C B Figure 12. all right angles are 90◦ . shown in Figure 12. If line CA and line AB point in opposite directions (the third case in the ﬁgure) then this forms an angle of 180◦ . Extension: Angles larger than 360◦ All angles larger than 360◦ also look like we have seen them before. These are simply labels for angles in particular ranges. • Straight angle: An angle measuring 180◦ . An angle measuring 360◦ looks identical to an angle of 0◦ .12.6. If you are given an angle that is larger than 360◦ . 142 . • Reﬂex angle: An angle > 180◦ and < 360◦ . • Obtuse angle: An angle > 90◦ and < 180◦ . Conversely. We say CA is perpendicular to AB or CA ⊥ AB. any other angle can be obtained. Once angles can be measured. they can then be compared. A right angle is half the size of the angle made by a straight line (180◦ ). Angles that measure more than 360◦ are largely for mathematical convenience. until you get an answer that is between 0◦ and 360◦ .3 C swing point C down towards AB CHAPTER 12. An angle twice the size of a straight line is 360◦ . except for the labelling. An angle of 90◦ is called a right angle. Important: If three points A. GEOMETRY BASICS 0◦ A B A C B C A 180◦ B If line CA is now swung upwards. if the angle between three points is 180◦ . then the angle between them is 180◦ .5: An angle of 90◦ is known as a right angle. For example.
(X2 .CHAPTER 12.X1 ) ˆ ˆ X1 + X2 ˆ2 + X3 ˆ X ˆ ˆ X3 + X4 ˆ4 + X1 ˆ X = 180◦ = 180◦ = 180◦ = 180◦ linear pair (adjacent angles on a straight line) vertically opposite angles ˆ ˆ X1 = X3 ˆ2 = X4 ˆ X supplementary angles complementary angles two angles whose sum is 180◦ two angles whose sum is 90◦ Important: The vertically opposite angles formed by the intersection of two straight lines are equal.X3 ).6: Three types of angles deﬁned according to their ranges. forming four angles: X1 .3 C reﬂex C obtuse B A B A B acute A C Figure 12. Adjacent angles on a straight line are supplementary. ˆ X C 3 A 2 X 4 1 D B ˆ ˆ ˆ ˆ Figure 12. at a traﬃc intersection. For example.3.4 Parallel Lines intersected by Transversal Lines Two lines intersect if they cross each other at a point. two or more streets intersect. Special Angle adjacent angles Property share a common vertex and a common side adjacent angles formed by two intersecting straight lines that by deﬁnition add to 180◦ angles formed by two intersecting straight lines that share a vertex but do not share any sides Example ˆ ˆ ˆ ˆ (X1 .X2 ). straight lines AB and CD intersect at point X. 143 .X4 ).3 Special Angle Pairs ˆ ˆ In Figure 12. 12. ˆ ˆ ˆ ˆ (X3 . The table summarises the special angle pairs that result. GEOMETRY BASICS 12. the middle of the intersection is the common point between the streets. X2 .7: Two intersecting straight lines with vertical angles X1 . ˆ3 and X4 . 12.X3 and X2 .3.X4 . (X4 .7.
For example in Figure 12. teresting A section of the Australian National Railways TransAustralian line is perhaps Interesting Fact Fact one of the longest pairs of manmade parallel lines.com) The Australian National Railways TransAustralian line over the Nullarbor Plain. The properties of the angles formed by these intersecting lines are summarised in the table below. is 478 km (297 miles) dead straight. We wouldn’t want the tracks to intersect as that would be catastrophic for the train! All these lines are parallel to each other. to Mile 793. GEOMETRY BASICS Parallel lines are lines that never intersect.3 CHAPTER 12.8. will meet on that side. We say AB CD. South Australia. between Nurina and Loongana.12. A transversal of two or more lines is a line that intersects these lines.guinnessworldrecords. the two straight lines. between Ooldea and Watson.8: Parallel lines intersected by a transversal c g D B Extension: Euclid’s Parallel Line Postulate If a straight line falling on two straight lines makes the two interior angles on the same side less than two right angles (180◦ ). Longest Railroad Straight (Source: www. F h C a b d A e f E Figure 12. 144 . Notice the arrow symbol for parallel. if produced indeﬁnitely. This postulate can be used to prove many identities about the angles formed when two parallel lines are cut by a transversal. AB and CD are two parallel lines and EF is a transversal. Western Australia. For example the tracks of a railway line are parallel. from Mile 496.
the corresponding angles are equal. 2.3 the word interior means inside the word exterior means outside exterior angles alternate interior angles Z shape cointerior angles on the same side C shape corresponding angles F shape Important: 1. GEOMETRY BASICS Name of angle interior angles Deﬁnition the angles that lie inside the parallel lines the angles that lie outside the parallel lines the interior angles that lie on opposite sides of the transversal cointerior angles that lie on the same side of the transversal the angles on the same side of the transversal and the same side of the parallel lines Examples a.CHAPTER 12. c = g. If two parallel lines are intersected by a transversal. If two lines are intersected by a transversal such that any pair of cointerior angles on the same side is supplementary. If two lines are intersected by a transversal such that a pair of alternate interior angles are equal.e).c) are interior angles on the same side. Exercise: Angles a c 30◦ 1. 3. a = e.f ).g) and (d.d) and (b. cointerior and alternate angles to ﬁll in all the angles labeled with letters in the diagram alongside: g 145 d f b e . 4. b. d = h Notes 12. g and h are exterior angles (a. corresponding. c and d are interior angles e. Use adjacent. 6. then the lines are parallel. a = c. (b.h) are pairs of corresponding angles. b = f . If two lines are intersected by a transversal such that a pair of alternate corresponding angles are equal. 5. the alternate interior angles are equal. the sum of the cointerior angles on the same side of the transversal is 180◦ . If two parallel lines are intersected by a transversal.c) and (b. a + d = 180◦. b + c = 180◦ (a. then the two lines are parallel. then the lines are parallel. b = d (a. If two parallel lines are intersected by a transversal.d) are pairs of alternate interior angles. f . (c.
Determine whether there are pairs of parallel lines in the following ﬁgures. Find all the unknown angles in the ﬁgure alongside: B C 1 30◦ 1 2 3 2 F 3 1 2 G 3 100 ◦ D A D 1 H X 4x 3.3 CHAPTER 12. M O S 1 B C O Q 115◦ 3 A 2 Q 35◦ 55◦ 2 K 1 3 2 1 2 3 45◦ L R P B1 3 T R K N a) b) P T 85◦ U 3 2 1 Y M V 2 3 1 N 85 ◦ c) L C 5. If AB is parallel to CD and AB is parallel to A EF. prove that CD is parallel to EF: E D B F 146 .12. GEOMETRY BASICS E A 1 2. Find the value of x in the ﬁgure alongside: x Y x+20◦ Z 4.
CHAPTER 12. isosceles.9. The properties of these triangles are summarised in Table 12. * Figure 12. The number of sides of a polygon equals the number of interior angles. Cut it out and label the angles A. B and C on both sides of the paper 3. Draw dotted lines as shown and cut along these lines to get three pieces of paper ˆ ˆ ˆ 4. GEOMETRY BASICS 12. A polygon has interior angles.2.4 12.4.4 Polygons If you take some lines and join them such that the end point of the ﬁrst line meets the starting point of the last line.1 Triangles A triangle is a threesided polygon. Some examples of polygons are shown in Figure 12. These are the angles that are inside the polygon. Properties of Triangles Activity :: Investigation : Sum of the angles in a triangle 1. If a polygon has equal length sides and equal interior angles then the polygon is called a regular polygon. rightangled and scalene.9: Examples of polygons. Each line that makes up the polygon is known as a side. Place them along your ruler as shown to see that A + B + C = 180◦ A B C A B C Important: The sum of the angles in a triangle is 180◦ . Draw on a piece of paper a triangle of any size and shape ˆ ˆ ˆ 2. 147 . you will get a polygon. They are all regular. There are four types of triangles: equilateral. except for the one marked * 12.
The angles opposite the equal sides are equal. A B rightangled B This triangle has one right angle.4 CHAPTER 12. po hy te nu se A scalene (nonsyllabus) 148 . GEOMETRY BASICS Name Table 12. C All sides and angles are diﬀerent. The side opposite this angle is called the hypotenuse.12.2: Types of Triangles Diagram Properties C 60◦ 60◦ A C 60◦ B equilateral All three sides are equal in length and all three angles are equal. isosceles Two sides are equal in length.
ˆ ˆ ˆ BAC + BCA = CBD D B ˆ ˆ ˆ BAC + CBA = BCD B ˆ ˆ ˆ ABC + BAC = ACD B A A C C D A D C Figure 12. An exterior angle is formed by extending any one of the sides.4 A C Figure 12.10: In any triangle.CHAPTER 12. any exterior angle is equal to the sum of the two opposite interior angles. ∠A + ∠B + ∠C = 180◦ Important: Any exterior angle of a triangle is equal to the sum of the two opposite interior angles. 149 . GEOMETRY BASICS B 12.11: In any triangle.
If one side and two angles of one triangle are equal to the same one side and two angles of another triangle. x y p q z r x p = y q = z r 150 . Diagram a a c b c b If all pairs of corresponding sides of two triangles are in proportion. then the two triangles are congruent. then the triangles are similar. then the two triangles are congruent. then the triangles are similar. AAS Similar Triangles Description If all three pairs of corresponding angles of two triangles are equal.4 Congruent Triangles Label Description If the hypotenuse and one side of a rightangled triangle are equal to the hypotenuse and the respective side of another triangle then the triangles are congruent. GEOMETRY BASICS RHS SSS SAS If two sides and the included angle of one triangle are equal to the same two sides and included angle of another triangle. If three sides of a triangle are equal in length to the same sides of another triangle then the two triangles are congruent Diagram CHAPTER 12.12.
Calculate the unknown variables in each of the following ﬁgures. a) N x b) N 30o c) N x y P N d) 19 P 36o O P 68o x O N 68o P y O 68o x O 116 R 76 e) 15 x f) N R 12 14 x S g) P N 5 T y P 20 O R x 15 9 P O S 21 O 2. Exercise: Triangles 1.4 b A c c B a a C b ˆ If △ABC is rightangled (B = 90◦ ) then 2 2 2 b =a +c Converse: If b2 = a2 + c2 . All lengths are in mm. Give reasons for your answers. say why. If there is not enough information to make a descision. 151 .CHAPTER 12. State whether or not the following pairs of triangles are congruent or not. then ˆ △ABC is rightangled (B = 90◦ ). GEOMETRY BASICS The theorem of Pythagoras 12.
rectangle. The basic quadrilaterals are the trapezium.4. 152 .16 Figure 12. rhombus. It may also be called a trapezoid. where one pair of opposite sides is parallel.12 Figure 12.17 Table 12. Trapezium A trapezium is a quadrilateral with one pair of parallel opposite sides. parallelogram. An isosceles trapezium has one line of symmetry and its diagonals are equal in length. square and kite. isosceles trapezium Figure 12.2 Quadrilaterals A quadrilateral is any polygon with four sides. A special type of trapezium is the isosceles trapezium. the other pair of sides is equal in length and the angles at the ends of each parallel side are equal. Name of quadrilateral trapezium parallelogram rectangle rhombus square kite Figure Figure 12.15 Figure 12.13 Figure 12.12: Examples of trapeziums.14 Figure 12.3: Examples of quadrilaterals.12.4 B a) E CHAPTER 12. GEOMETRY BASICS b) B C A D B c) d) E B A C D E C A B e) A C A D C D D 12.
they cut each other in half). Rhombus A rhombus is a parallelogram that has all four side of equal length. • Both diagonals bisect each other. • Both pairs of opposite angles are equal. A summary of the properties of a parallelogram is: • Both pairs of opposite sides are parallel. • Both diagonals bisect each other (i.4 A trapezium with both sets of opposite sides parallel is called a parallelogram. • Both pairs of opposite sides are equal in length.CHAPTER 12. • All sides are equal in length. • Diagonals are equal in length.14: Example of a rectangle. Rectangle A rectangle is a parallelogram that has all four angles equal to 90◦ . A summary of the properties of a rectangle is: • Both pairs of opposite sides are parallel. 153 / / / / / / // / // B C B / . D C A Figure 12. A summary of the properties of a rhombus is: • Both pairs of opposite sides are parallel. GEOMETRY BASICS Parallelogram 12. D A Figure 12.13: An example of a parallelogram. • All angles are right angles. • Both pairs of opposite sides are of equal length equal.e.
154 . CHAPTER 12. Square A square is a rhombus that has all four angles equal to 90◦ . • All sides are equal in length.12. • Both diagonals bisect each other at 90◦ . A rhombus is a parallelogram with all sides equal. • Diagonals are equal in length. Kite A kite is a quadrilateral with two pairs of adjacent sides equal.4 • Both pairs of opposite angles equal. A summary of the properties of a kite is: • Two pairs of adjacent sides are equal in length. • Both pairs of opposite angles equal. GEOMETRY BASICS • Diagonals of a rhombus bisect both pairs of opposite angles. • Diagonals bisect both pairs of opposite angles (ie. A square is a rhombus with all angles equal to 90◦ . • All angles are equal to 90◦ . • Both diagonals bisect each other at 90◦ . all 45◦ ).16: An example of a square. A summary of the properties of a rhombus is: • Both pairs of opposite sides are parallel. D C • • / / • • A • / / • • • B Figure 12.15: An example of a rhombus. D • x / // • x C x A / // / • • B / x Figure 12.
155 / B decagon heptagon .18: Examples of other polygons. Sides 5 6 7 8 10 15 Name pentagon hexagon heptagon octagon decagon pentadecagon Table 12. 12. some of which are given in the table below. • Diagonals intersect at rightangles. • One diagonal bisects the other diagonal and one diagonal bisects one pair of opposite angles. octagon nonagon pentagon hexagon Figure 12. C x x A / •• D Figure 12.17: An example of a kite.3 Other polygons There are many other polygons.4.4 • One pair of opposite angles are equal where the angles must be between unequal sides.4: Table of some polygons and their number of sides.CHAPTER 12. GEOMETRY BASICS 12.
4 CHAPTER 12.4. For each case below. Area of trapezium: 1 2× h (sum of sides) × perpendicular height h 3. Area of rectangle: length × breadth l s 5. For false statements. say whether the statement is true or false. (12. Find the areas of each of the given ﬁgures . Area of square: length of side × length of side s r 6. Area of triangle: 1 2× base × perpendicular height h 2.remember area is measured in square units (cm2 . Area of circle: π x radius2 Exercise: Polygons 1. m2 . GEOMETRY BASICS 12. give a counterexample to prove it: (a) All squares are rectangles (b) All rectangles are squares (c) All pentagons are similar (d) All equilateral triangles are similar (e) All pentagons are congruent (f) All equilateral triangles are congruent 2.1) Areas of Polygons 1. Area of parallelogram and rhombus: base × perpendicular height b 4. 156 .4 Extra Angles of regular polygons You can calculate the size of the interior angle of a regular polygon by using: ˆ n − 2 × 180◦ A= n ˆ where n is the number of sides and A is any angle.12. mm2 ).
b.5 Exercises 1.CHAPTER 12. giving reasons. A 62 ◦ B N M 137◦ 57◦ 62◦ (a) D G C 123◦ P H 120◦ (b) O 60◦ K 60◦ L (c) 2. GEOMETRY BASICS 12. P b a d c Q S (a) 73◦ R 157 . Find all the pairs of parallel lines in the following ﬁgures. giving reasons in each case. Find a. c and d in each case.5 a) 5cm 10cm d) 7cm b) 5cm c) 10cm 10cm 3cm 5cm 12cm 8cm 5cm e) 10cm f) 6cm g) 10cm h) 15cm 16cm 9cm 21cm 12.
5 K A C E (b) 100 a ◦ CHAPTER 12. i. All rectangles with the same area are similar. (b) Say which of the following pairs of triangles are congruent with reasons. H N I K P iii. All rightangled isosceles triangles with perimeter 10 cm are congruent. M R O Q U R V S iv. iv. ii. In any △ABC with ∠ABC = 90◦ we have AB 3 + BC 3 = CA3 . All equilateral triangles are similar.12. v. iii. Q (c) For each pair of ﬁgures state whether they are similar or not. Give reasons. GEOMETRY BASICS W B T D F (c) X 50◦ L b 45◦ c d a M c d N U b V O (a) Which of the following claims are true? Give a counterexample for those that are incorrect. A D F C i. 158 T . All regular quadrilaterals are similar. B G J E L ii.
GEOMETRY BASICS (a) A √ 2 2 45◦ B C Q (b) 5 H 7.5.5 P 45◦ 2 L K Z Y 12.5 J W 5 3 R X 3 12. D A d a e E B b c C 159 . Line DE is parallel to BC. Using the ﬁgure below.CHAPTER 12.1 Challenge Problem 1. show that the sum of the three angles in a triangle is 180◦ .
GEOMETRY BASICS 160 .12.5 CHAPTER 12.
E.C. 300 B.) (a) Euclid (b) Archimedes 13.) (a) Harappan geometry (b) Vedic geometry 2. It is relatively simple to calculate the surface areas and volumes of prisms. A square prism has a base that is a square and a triangular prism has a base that is a triangle.2 Right Prisms and Cylinders In this section we study how to calculate the surface areas and volumes of right prisms and cylinders. 3000 . Hellenistic geometry (c. Activity :: Researchproject : History of Geometry Work in pairs or groups and investigate the history of the foundation of geometry. the other being the study of numbers. 600 .Grade 10 13. A right prism is a polygon that has been stretched out into a tube so that the height of the tube is perpendicular to the base.300 B.C.500 B.C . In modern times. Ancient Indian geometry (c.500 C.) (a) Thales and Pythagoras (b) Plato 3. geometric concepts have become very complex and abstract and are barely recognizable as the descendants of early geometry.Chapter 13 Geometry . 161 . 1. It was one of the two ﬁelds of premodern mathematics. Classical Greek geometry (c. Describe the various stages of development and how the following cultures used geometry to improve their lives.1 Introduction Geometry (Greek: geo = earth. metria = measure) arose as the ﬁeld of knowledge dealing with spatial relationships.
Explain to your partner. while the curved surface ﬂattens into a rectangle. This is easier to understand if you imagine the prism as a solid object. in order to calculate the surface area of a prism you simply have to calculate the area of each face and add it up. GEOMETRY . Therefore. the triangular prism has two faces that are triangles and three faces that are rectangles.1.GRADE 10 square prism triangular prism cylinder Figure 13. you will see that each face of a prism is a simple polygon.2 CHAPTER 13. If you examine the prisms in Figure 13. 162 . In the case of a cylinder the top and bottom faces are circles. Activity :: Discussion : surface areas Study the following prisms. For example. a right triangular prism and a cylinder. how each relates to the other.1: Examples of a right square prism. nets and formulae.13.1 Surface Area The term surface area refers to the total area of the exposed or outside surfaces of a prism.2. 13. Surface Area of Prisms Calculate the area of each face and add the areas together to get the surface area.
= 2[(L × b) + (b × h) + (L × b)] Triangular Prism H H h S b S S H H S h b H 1 S.A. Calculate the surface area in each of the following: 163 .A. = 2πr2 + 2πrh Exercise: Surface areas 1.GRADE 10 13.CHAPTER 13.2 L h h L L L h b h h b Rectangular Prism h b L b L S. = 2( 2 b × h) + 2(H × S) + (H × b) Cylinder r h r h 2π r S.A. GEOMETRY .
paints 2m2 . inside walls and ﬂoor only. 7 cm 2. Write down the formula for each of the following volumes: 164 . (b) The inside walls and ﬂoor of a circular reservoir with diameter 4m and height 2. for a square prism of side length a and height h the volume is a × a × h = a2 h.2.2 CHAPTER 13. 10 cm 6 cm 8 cm 8 cm hint: diameter = 2 × radius 3. how much paint is needed to paint: (a) A rectangular swimming pool with dimensions 4m × 3m × 2.5m. 10 cm 2. So. If a litre of paint. Volume of Prisms Calculate the area of the base and multiply by the height to get the volume of a prism.2 Volume The volume of a right prism is calculated by multiplying the area of the base by the height. 10 cm 20 cm 8 cm hint: use Pythagoras to ﬁnd height of triangular face. GEOMETRY .5m 2.GRADE 10 1.5m 4m 13. Exercise: Volume 1.13.
2 a) h b L b) H h b c) h r 2. what happens to the surface area if one dimension is multiplied by a constant? For example. Calculate the following volumes: a) 10 cm 7 cm 6 cm b) 20 cm 5 cm 10 cm c) 10 cm 5 cm 3. the surface area is 6a2 and the volume is a3 .GRADE 10 13. A cube is a special prism that has all edges equal. how does the surface area change when the height of a rectangular prism is divided by 2? Worked Example 50: Scaling the dimensions of a prism 165 . GEOMETRY .CHAPTER 13. This means that each face is a square. Show that for a cube with side length a. a Now. An example of a cube is a die.
a) In the same way as above now consider the case. Calculate the volume and surface area of the enlarged prism as a function of the factor x and the volume of the original volume. Answer Step 1 : Identify The volume of a prism is given by: V =L×b×h The surface area of the prism is given by: A = 2 × (L × b + L × h + b × h) Step 2 : Rescale If all the sides of the prism get rescaled. b and h. the new sides will be: L′ b′ h′ = = = x×L x×b x×h The new volume will then be given by: 166 . h L b a) Consider enlarging all sides of the prism by a constant factor x.2: Rectangular prisms Question: The size of a prism is speciﬁed by the length of its sides. where 0 < x < 1.GRADE 10 1 h 2 b b l l b b l l h 1 h 2 h l l b b 1 h 2 Surface Area = Volume = 2(l × h + l × b + b × h) l×b×h Surface Area = Volume = = 1 1 2(l × 2 h + l × b + b × 2 h) 1 l × b × 2h 1 2 (l × b × h) Figure 13.13. The prism in the diagram has sides of lengths L.2 h CHAPTER 13. Now calculate the reduction factor in the volume and the surface area. Where x > 1. GEOMETRY .
... since here 0 < x < 1.1 Similarity of Polygons Activity :: Discussion : Similar Triangles Fill in the table using the diagram and then answer the questions that follow. the volume will de reduced by a factoe of x3 and the surface area will be decreased by a factor of x2 When the length of one of the sides is multiplied by a constant the eﬀect is to multiply the original volume by that constant.cm DE = ...cm EF = .. In analogy..◦ ˆ B=...3 Polygons Polygons are all around us.GRADE 10 13. since x > 1. = . as for the example in Figure 13.CHAPTER 13.cm BC .◦ ˆ E=.. GEOMETRY ... ˆ A=. AB . the volume of the prism will be increased by a factor of x3 .2.. The honeycomb of a beehive consists of hexagonal cells.cm DF = ..◦ .3.. = .◦ 167 ˆ D..cm AC . the surface area will be increased by a factor of x2 ....◦ ˆ C. 13.. The surface area of the rescaled prism was given by: A′ = x2 × A Again.... b) The answer here is based on the same ideas as above...3 V′ = = = = x×L×x×b×x×h x3 × L × b × h x3 × V L ′ × b ′ × h′ The new surface area of the prism will be given by: A′ = 2 × (L′ × b′ + L′ × h′ + b′ × h′ ) = 2 × (x × L × x × b + x × L × x × h + x × b × x × h) = x2 × 2 × (L × b + L × h + b × h) = x2 × A Step 3 : Interpret a) We found above that the new volume is given by: V ′ = x3 × V Since x > 1. an eightsided polygon. In this section.. A stop sign is in the shape of an octagon..cm = . you will learn about similar polygons. 13....◦ ˆ F =.
What can you say about B and E? ˆ ˆ 4. We use the symbol ≡ to mean is similar to. Worked Example 51: Similarity of Polygons Question: Show that the following two polygons are similar. Deﬁnition: Similar Polygons Two polygons are similar if: 1. one is an enlargement of the other. C B D H A G F E Answer Step 1 : Determine what is required We are required to show that the pair of polygons is similar.13. What can you say about the numbers you calculated for: ˆ ˆ 2. DF ? 1. We can do this by showing that the ratio of corresponding sides is equal or by showing that corresponding angles are equal.5 2 cm 5c m cm B 3 cm C E 1.GRADE 10 4 cm D 2. What can you say about A and D? ˆ ˆ 3. What can you say about C and F ? If two polygons are similar. This means that the two polygons will have the same angles and their sides will be in the same proportion.3 A CHAPTER 13.5 cm F AB BC AC DE . GEOMETRY . or 2. Step 2 : Decide how to approach the problem 168 . their corresponding angles are equal. the ratios of corresponding sides are equal. EF .
5 120◦ 98 ◦ J 3 C b c K f 92 d g 1.CHAPTER 13. determine the lengths of the sides and angles labelled with letters: D 6 4.GRADE 10 We are not given the lengths of the sides. a.3 Step 4 : Final answer Since corresponding angles are equal. b. GEOMETRY . Step 5 : Comment on result This result shows that all rectangles are similar to each other. because all rectangles will always have corresponding angles equal to each other. This means that: AB BC CD DE EA = = = = GH HJ JK KL LG and ˆ A = ˆ B = ˆ C = ˆ = D ˆ E = ˆ G ˆ H ˆ J ˆ K ˆ L Step 2 : Determine what is required We are required to determine the following lengths: 1. the polygons ABCD and EFGH are similar.5 ◦ H E a 40◦ e A 3 B L 2 G Answer Step 1 : Determine what is given We are given that ABCDE and GHJKL are similar. we can show that corresponding angles are equal. So. Step 3 : Show that corresponding angles are equal All angles are given to be 90◦ and ˆ A ˆ B ˆ C ˆ D ˆ = E ˆ = F ˆ = G ˆ = H 13. but we are given the angles. Important: All rectangles and squares are similar. c and d and the following angles: 169 . Worked Example 52: Similarity of Polygons Question: If two pentagons ABCDE and GHJKL are similar.
5 = 1.25 4 2 92◦ 120◦ 40◦ Activity :: Similarity of Equilateral Triangles : Working in pairs. We are given one pair of sides DC and KJ that correspond DC = 4. so no calculation is needed.5 = 2.5 × 1. Step 4 : Calculate lengths a 2 b 1. GEOMETRY . show that all equilateral triangles are similar. e.5 = 3 = 1.5 ∴ c = 6 ÷ 1.5 ∴ d = 2 Step 5 : Calculate angles = 92◦ (corresponds to H) = 120◦ (corresponds to D) = 40◦ (corresponds to E) e f g Step 6 : Write the ﬁnal answer a = b = c = d = e = f = g = 3 2.5 ∴ b = 1.25 = 1.GRADE 10 Step 3 : Decide how to approach the problem The corresponding angles are equal.13. 170 . f and g CHAPTER 13. Exercise: Polygonsmixed 1. Give reasons.3 1.5 times smaller than ABCDE.5 so we know that all sides KJ 3 of KJHGL are 1.5 6 c 3 d = 1. Find the values of the unknowns in each case.5 ∴ a = 2 × 1.5 = 4 = 1.
4 13.CHAPTER 13.4 A x y B 30 m m a E y I F 160◦ a J 65◦ b D b 95◦ 15◦ C H G L c K Q y x y x y x 50◦ c M a b N T 45◦ b a a b 20 m m 45◦ R y x x y P O c U x 30◦ 210◦ 25◦ A V a 25 mm a B S b Z D W C 2. Find the angles and lengths marked with letters in the following ﬁgures: a) b) c) a a 70 b a W 35 b Z 120◦ d c X Y WY=130 XZ=60 10◦ d) 5 4 a e) f) a 15 6 9 b 100 b−2 a+3 13. and the Cartesian coordinate system. GEOMETRY .GRADE 10 13. also called coordinate geometry and earlier referred to as Cartesian geometry. Some consider that the introduction of analytic geometry was the beginning of modern mathematics. is the study of geometry using the principles of algebra.4. It is concerned with deﬁning geometrical shapes in a numerical way. 171 . and extracting numerical information from that representation.1 Coordinate Geometry Introduction Analytical geometry.
(x2 . Therefore.2 Distance between Two Points One of the simplest things that can be done with analytical geometry is to calculate the distance between two points.1) P −2 −1 1 −1 −2 2 Q (2.13. BC = y2 − y1 AC = x2 − x1 Therefore. it can be seen that the length of the line P R is 3 units and the length of the line QR is four units. y1 ) and B is any other point with coordinates (x2 . In order to generalise the idea. However. the △P QR. The distance between the points A and B is the length of the line AB.4. the length of AB is given by: AB = However. point P has coordinates (2. AB = = AC 2 + BC 2 (x1 − x2 )2 + (y1 − y2 )2 172 AC 2 + BC 2 . GEOMETRY . assume A is any point with coordinates (x1 . y2 ) B (x1 . How far apart are points A and B? In the ﬁgure. y2 ).4 CHAPTER 13. According to the Theorem of Pythagoras. Distance is a number that describes how far apart two point are.2) R In the ﬁgure. this means how long is the dashed line? 2 1 (2.GRADE 10 13. For example. the length of the side P Q can be obtained by using the Theorem of Pythagoras: P Q2 ∴ P Q2 ∴ PQ = P R2 + QR2 = 32 + 42 = 32 + 42 = 5 The length of AB is the distance between the points A and B. 1) and point Q has coordinates (−2. y1 ) A C The formula for calculating the distance between two points is derived as follows. has a right angle at R. −2).
This can be understood by looking at the line as the hypotenuse of a rightangled triangle.4 Distance = Using the formula. In the ﬁgure. for any two points.CHAPTER 13. and line P R is steeper than P Q. Let the coordinates of point P be (x1 . (x1 . distance between the points P and Q with coordinates (2.4. line P T is the steepest.2) (Figure 13. Then the gradient is the ratio of the length of the vertical side of the triangle to the horizontal side of the triangle. the formula is: (x1 − x2 )2 + (y1 − y2 )2 13.GRADE 10 Therefore. y1 ) and the coordinates of point Q be (x2 . y1 ) A C Gradient = y2 −y1 x2 −x1 For example the gradient of the line between the points P and Q. y1 ) and a point B with coordinates (x2 . y2 ). T S R Q P The gradient of a line is deﬁned as the ratio of the vertical distance to the horizontal distance. Line P S is less steep than P T but is steeper than P R.2) is: 173 . y1 ) and (x2 . y2 ).1) and (2. y2 ).4. Consider a line between a point A with coordinates (x1 .3 Calculation of the Gradient of a Line The gradient of a line describes how steep the line is. Then the distance is: Distance = = = = = = (x1 − x2 )2 + (y1 − y2 )2 (2 + 2)2 + (1 + 2)2 √ 16 + 9 √ 25 5 (2 − (−2))2 + (1 − (−2))2 13.2) is then found as follows. GEOMETRY .1) and (2. with coordinates (2. (x2 . y2 ) B (x1 .
174 . −2) is: x1 + x2 2 −2 + 2 2 0 y1 + y2 2 −2 + 1 2 1 − 2 X = = = Y = = = 1 ∴ S(0. The coordinate of the midpoint S is (0. (x2 . GEOMETRY .5). y2 ). Y ) S A (x1 . Y ). y2 ). is generally calculated as follows. knowing the coordinates of the middle point or midpoint of a line is useful. S 2 2 Then the coordinates of the midpoint (S) of the line between point P with coordinates (2. y1 ) and (x2 . what is the midpoint of the line between point P with coordinates (2. The aim is to calculate X and Y in terms of (x1 . − ) 2 It can be conﬁrmed that the distance from the each end point to the midpoint is equal. For example.4 Midpoint of a Line Sometimes.GRADE 10 Gradient = = = = y2 − y1 x2 − x1 −2 − 1 −2 − 2 −3 −4 3 4 13. Let the midpoint of AB be at point S with coordinates (X. The coordinates of the midpoint of any line between any two points A and B with coordinates (x1 .4.4 CHAPTER 13. 1) and point Q with coordinates (−2. −2). 1) and point Q with coordinates (−2. y2 ) B (X. −0.13. y1 ) and (x2 . y1 ) X Y ∴ = = x1 + x2 2 y1 + y2 2 x1 + x2 y1 + y2 .
5)2 √ 4 + 2.2) Exercise: Coordinate Geometry 1.5 − (−2))2 (0 + 2))2 + (−0.25 It can be seen that P S = QS as expected.5 − 1)2 and QS = = = = = = (x1 − x2 )2 + (y1 − y2 )2 (0 − (−2))2 + (−0.1) 1 P −2 −1 S −1 −2 1 midpoint 2 Q (2. G(1.25 √ 6.5).CHAPTER 13.7) 175 . H(3.5 + 2))2 (2))2 + (−1.25 (0 − 2)2 + (−0. 2 (2. In the diagram given the vertices of a quadrilateral are F(2. GEOMETRY .0).4 PS = = = = = (x1 − x2 )2 + (y1 − y2 )2 (−2)2 + (−1.5))2 √ 4 + 2.25 √ 6.GRADE 10 13.
GRADE 10 H(3. 4. ﬁnd them. a) b) c) d) What are the lengths of the opposite sides of FGHI? Are the opposite sides of FGHI parallel? Do the diagonals of FGHI bisect each other? Can you state what type of quadrilateral FGHI is? Give reasons for your answer. Q.5) 4 3 2 I(7. a) Show that: (i) AD = BC (ii) AB DC b) What name would you give to ABCD? c) Show that the diagonals AC and BD do not bisect each other.1).3).3).3). a) Show that: (i) SR = 2PQ (ii) SR PQ b) Calculate: (i) PS (ii) QR c) What kind of a quadrilateral is PQRS? Give reasons for your answers.7).1) and G(2. (2. b) Find the lengths of the sides of the quadrilateral.2). (5.7) 6 5 G(1. 3. T(1.0).4 7 CHAPTER 13. A quadrialteral ABCD with vertices A(3. (3.3) is given.13. B(1. S(1. ABCD is a quadrilateral with verticies A(0.4). C(5. B(4. 6.1) are the vertices of a pentagon.3).2). a) Draw the qaudrilateral.0) 2 3 4 5 6 7 and I(7. ﬁnd them. 176 .2) 1 0 1 1 0 1 F(2. R and S are the points (2.5) and D(1. C(4. Find the coordinates of H by using the fact that the diagonals of a parallelogram bisect each other. 2.1) and D(1. P.1) and V(4.3) respectively. 5. F(2.2). GEOMETRY . a) Are two of the sides of this pentagon parallel? If yes. U(0. EFGH is a parallelogram with verticies E(1. b) Are two of the sides of this pentagon of equal length? If yes.0).2).
by ﬁlling in the coordinates of the points shown in the ﬁgure. GEOMETRY .CHAPTER 13. 13. Point x coordinate y coordinate A B C D E F G What do you notice about the x coordinates? What do you notice about the y coordinates? What would happen to the coordinates of point A. but the y coordinate changes by the amount that the point was moved up or down.2). if it was moved to the position of point G? 3 2 1 1 −1 −2 −3 2 C B A G F E D When a point is moved vertically up or down on the Cartesian plane. What happens to the coordinates of a point that is translated horizontally or vertically? Activity :: Discussion : Translation of a Point Vertically Complete the table. the new y coordinate is given by subtracting the shift from the old y coordinate. Important: If a point is shifted upwards. You will also learn about what happens to the coordinates of a point when it is reﬂected on the xaxis.5). Activity :: Discussion : Translation of a Point Horizontally Complete the table. If a point is shifted downwards. Similarly. but the new y coordinate is shifted in the positive y direction 4 units and becomes y=2+4=2. by ﬁlling in the coordinates of the points shown in the ﬁgure. the x coordinate of the point remains the same. the new y coordinate is given by adding the shift to the old y coordinate. we say that it is translated. the x coordinate is the same (x = −2. yaxis and the line y = x.GRADE 10 13. in Figure 13.1 Translation of a Point When something is moved in a straight line. for point B that is moved downwards by 5 units.3 Point A is moved 4 units upwards to the position marked by G. 177 .5 13.5.5. but the y coordinate is shifted in the negative ydirection by 5 units. The new y coordinate is therefore y=2. For example.5 Transformations In this section you will learn about how the coordinates of a point change when the point is moved horizontally and vertically on the Cartesian plane. The new x coordinate of point A is the same (x=1). The new coordinates of point A are therefore G(1.5 5=2.
5 5=2.2) Figure 13. in Figure 13.GRADE 10 3 B (2. for point B that is moved left by 5 units. but the x coordinate is shifted in the negative xdirection by 5 units.5.1). the y coordinate is the same (y = −2.13. Similarly. but the new x coordinate is shifted in the positive x direction 4 units and becomes x=2+4=2.5). but the x coordinate changes by the amount that the point was moved left or right. For example. The new y coordinate of point A is the same (y=1). GEOMETRY . Point B is 5 units downwards to the position marked by H.3: Point A is moved 4 units upwards to the position marked by G.5 CHAPTER 13. the y coordinate of the point remains the same. B C 2 1 D E F G −2 −1 1 2 3 x coordinate y coordinate What do you notice about the x coordinates? What do you notice about the y coordinates? What would happen to the coordinates of point A.5. The new x coordinate is therefore x=2.5) 2 1 4 units 5 units H A −3 Point A B C D E F G G −2 −1 1 2 −1 −2 −3 A (1.2.4 Point A is moved 4 units right to the position marked by G. if it was moved to the position of point G? When a point is moved horizontally left or right on the Cartesian plane. The new coordinates of point B at H is therefore (2.1). The new coordinate of point A at G is therefore (2.5. 178 .
2. Point B is 5 units to the left to the position marked by H. only the y coordinate of the point changes. Reﬂection on the xaxis If a point is reﬂected on the xaxis.2 Reﬂection of a Point When you stand in front of a mirror your reﬂection is located the same distance (d) behind the mirror as you are standing in front of the mirror.1) 4 units 1 G −3 −2 −1 1 −1 −2 5 units 2 3 H B (2.GRADE 10 13.CHAPTER 13.4: Point A is moved 4 units to the right to the position marked by G. Important: If a point is shifted to the right.5) Figure 13. the new x coordinate is given by subtracting the shift from the old x coordinate. Important: When a point is reﬂected about the xaxis. then the reﬂection must be the same distance below the xaxis as the point is above the xaxis and viceversa. the new x coordinate is given by adding the shift to the old x coordinate. GEOMETRY .5 2 A (2.5. 179 . 13. d d you mirror your reﬂection We can apply the same idea to a point that is reﬂected on the xaxis. If a point is shifted to the left. the yaxis and the line y = x.5.
Answer Step 1 : Determine what is given and what is required 180 .5: Points A and B are reﬂected on the xaxis. y=10. For a reﬂection on the xaxis.2) 2 1 B’ (2. then the reﬂection must be the same distance to the left of the yaxis as the point is to the right of the yaxis and viceversa.13. The y coordinate remains unchanged.5). Therefore.2) Figure 13.10). GEOMETRY .1) A’ (1. Worked Example 53: Reﬂection on the xaxis Question: Find the coordinates of the reﬂection of the point P.GRADE 10 A (1. therefore its reﬂection will be the same distance below the xaxis as the point P is above the xaxis.1) −3 −2 −1 1 −1 −2 2 3 B (2. Step 3 : Write the ﬁnal answer The coordinates of the reﬂected point are (5. x=5.5 CHAPTER 13. Step 2 : Determine how to approach the problem The point P is above the xaxis. The coordinates of Q are (15. only the x coordinate of the point changes. Worked Example 54: Reﬂection on the yaxis Question: Find the coordinates of the reﬂection of the point Q. Reﬂection on the yaxis If a point is reﬂected on the yaxis. if P is reﬂected on the xaxis. Answer Step 1 : Determine what is given and what is required We are given the point P with coordinates (5. Therefore. The original points are shown with • and the reﬂected points are shown with ◦.10) and need to ﬁnd the coordinates of the point if it is reﬂected on the xaxis. The coordinates of P are (5.10). Important: When a point is reﬂected on the yaxis. the x coordinate remains unchanged. if Q is reﬂected on the yaxis.
5).2) −3 −2 A’ (2.2) 2 1 B’ (1.1) −3 −2 −1 1 −1 A (2. Step 2 : Determine how to approach the problem The point Q is to the right of the yaxis.2) 2 1 C (1.6: Points A and B are reﬂected on the yaxis. therefore its reﬂection will be the same distance to the left of the yaxis as the point Q is to the right of the yaxis.3) Study the information given and complete the following table: 181 . y=5. Step 3 : Write the ﬁnal answer The coordinates of the reﬂected point are (15. Therefore. Activity :: Casestudy : Reﬂection of a point on the line y = x 3 A’ (1. For a reﬂection on the yaxis.2) −3 D (2.1) 2 3 1 B’ (2. The original points are shown with • and the reﬂected points are shown with ◦. GEOMETRY . Reﬂection on the line y = x The ﬁnal type of reﬂection you will learn about is the reﬂection of a point on the line y = x. We are given the point Q with coordinates (15.1 2 ) −2 1 B (1 2 . x=15. the y coordinate remains unchanged. Therefore.CHAPTER 13.GRADE 10 13.1) 3 Figure 13.1) −1 1 −1 −2 2 A (2.5) and need to ﬁnd the coordinates of the point if it is reﬂected on the yaxis.5 B (1.
The coordinates of R are (5.5 Point (2. Step 3 : Write the ﬁnal answer The coordinates of the reﬂected point are (5.1) 1 (1 2 . The original points are shown with • and the reﬂected points are shown with ◦. The y coordinate of the reﬂected point is the x coordinate of the original point.7: Points A and B are reﬂected on the line y = x. 182 .3) A (3. if R is reﬂected on the line y = x.1) −1 −2 B’ (1.1) (2.2) −3 Figure 13. Answer Step 1 : Determine what is given and what is required We are given the point R with coordinates (5. Therefore. Important: The x and y coordinates of points that are reﬂected on the line y = x are interchanged. y=5.1) 1 2 3 −3 −2 −1 B (2. Therefore. This means that the x coordinate of the original point becomes the y coordinate of the reﬂected point and the y coordinate of the original point becomes the x coordinate of the reﬂected point. GEOMETRY .GRADE 10 Reﬂection (1. or interchanged. x=5.2) 1 (2.3) CHAPTER 13.13. Step 2 : Determine how to approach the problem The x coordinate of the reﬂected point is the y coordinate of the original point.5). 3 2 1 A’ (1.2) (1.1 2 ) A B C D What can you deduce about the coordinates of points that are reﬂected about the line y = x? The x and y coordinates of points that are reﬂected on the line y = x are swapped around. Worked Example 55: Reﬂection on the line y = x Question: Find the coordinates of the reﬂection of the point R.5).5) and need to ﬁnd the coordinates of the point if it is reﬂected on the line y = x.
y + b) means translate point (x.1) AA (3.y) by moving a units horizontally and b units vertically. y) (x. y + 2) (1. −y) (x. y) → (x + 4. Find the coordinates of each of the points ( S . y − 3) (x. we translate each point in the region. GEOMETRY .2) (2.CHAPTER 13. y) (x. x) Column 2 a reﬂection on xy line a reﬂection on the x axis a shift of 3 units left a shift of 3 units down a reﬂection on the yaxis Exercise: Transformations 1. For example (x.2) by the rule (x.1) (2.GRADE 10 13.0) (2. y) → (x + 3. y) → (x − 3. y) → (x.3) B (1.Z) if they are reﬂected about the given lines: a) yaxis (x=0) 183 . Example Region A has been translated to region B by the rule: (x.3) Activity :: Discussion : Rules of Transformations Work with a friend and decide which item from column 1 matches each description in column 2. y) → (x. Column 1 (x. y) → (−x. We have moved 3 units right and 1 unit down.0) (2. y) → (x + a. y) → (y.1).2) (3. Translating a Region To translate a region. So if we translate (1. y − 1) it becomes (4.5 Rules of Translation A quick way to write a translation is to use a ’rule of translation’.
3). Let 10≤x≤10.8). b) Identify the line of reﬂection in each case (some may not exist): (i) H(4.3). W’(4.9).3).9) d) W(4. (x. GEOMETRY .y) (v) H(4. copy the diagram given. (x. (x.x) (iv) H(4.y) → (y.3).3). 184 .y) 6 5 4 3 2 1 (5.y) → (y. (x.6).x) (iii) H(4.y)→ (x. 5 ). (x.3).5 b) xaxis (y=0) c) y=x d) y=x yaxis 6 5 4 CHAPTER 13. −3 ) 7 3 3 7 3. 10≤y≤10.y) → (x.13. Y’(1. Z’(3. V’( 5 . a) Reﬂect the given points using the rules that are given.8) c) X(5.y) (ii) H(4.GRADE 10 S Z Y 3 2 1 0 T U 0 1 2 3 4 5 6 6 5 4 3 2 1 1 2 3 xaxis V W X 4 5 6 2.6) e) V( −3 . X’(5. 0 1 2 3 4 5 6 Using squared paper.7) b) Y(1.1) 0 4.y) → (x. Write down the rule used for each of the following reﬂections: a) Z(7.
What is the volume of the tin given on its label? 8. the circles) (c) the total surface area of the tin 5. calculate the following (in cm2 . how much does it cost to make the tin? 6. −y) 13. y) (x.GRADE 10 i) Identify the transformation. y) (x. 3. Write a rule that will give the following transformations of DEFG to D’E’F’G in each case.) 9. y) → (y. rounded oﬀ to 2 decimal places). y) → (x. Look around the house or school and ﬁnd a can or a tin of any kind (e. Measure the height of the tin and the diameter of its top or bottom. x) (x.CHAPTER 13.) 2. soup etc. paint etc. the rectangle) (b) the area of the top and bottom of the tin (i. a) b) c) d) e) (x. Surface Area and scale factors of objects 1. cooldrink. but now the radius is doubled. Why do you think space is left for air in the tin? 10. beans. Find the volume of your tin (in cm3 . but keep the radius the same. Using your measurements. If the tin metal costs 0.6 Activity :: Investigation : Calculation of Volume.e. by what scale factor will the: (a) area of the side surface of the tin increase? (b) area of the bottom/top of the tin increase? 13. y) → (−x. 185 . y) → (x + 5.17 cents/cm2 . cooldrink. If you wanted to double the volume of the tin. Compare the volume you calculated with the value given on the label. 7. If the height of the tin is kept the same. y) → (x. ii) Draw the image of the ﬁgure according the rules given.e.e. y − 3) (x.6 End of Chapter Exercises 1. soup. rounded oﬀ to 2 decimal places): (a) the area of the side of the tin (i. GEOMETRY .g. How much air is contained in the tin when it contains the product (i. Write down the values you measured on the diagram below: side top bottom 4. by how much would you need to increase the height? 11.
y)→(y.x) 6 186 . Using the rules given. identify the type of transformation and draw the image of the shapes. GEOMETRY .y3) 6 5 4 3 2 1 0 6 5 4 3 2 1 1 0 1 2 3 4 5 6 b) (x.y)→(x+3. 6 5 4 3 2 1 0 6 5 4 3 2 1 1 0 1 2 3 4 5 6 a) (x.GRADE 10 G’ 4 3 F’ 2 1 D’ 0 6 5 4 3 2 1 1 0 1 2 E’ 3 4 5 6 2 G 3 4 F 5 a) D 6 E F’ E’ 5 F E 4 3 2 1 D’ 0 6 5 4 3 2 1 1 0 D 1 2 3 4 5 6 G’ 2 b) G 3 2.13.y) 1 0 6 5 4 3 2 1 1 0 1 2 3 4 5 6 2 3 4 5 c) (x.6 5 CHAPTER 13.y)→(x4.
y) 6 187 .GRADE 10 1 13. GEOMETRY .CHAPTER 13.y)→(x.6 0 6 5 4 3 2 1 1 0 1 2 3 4 5 6 2 3 4 5 d) (x.
GEOMETRY .GRADE 10 188 .6 CHAPTER 13.13.
Describe the various stages of development and how the following cultures used trigonometry to improve their lives. There are 360 degrees in a circle because the ancient 189 .Grade 10 14. Trigonometry (pronounced: trigohnomehtree) deals with the relationship between the angles and the sides of a rightangled triangle.1 Introduction In geometry we learn about how the sides of polygons relate to the angles in the polygons. The works of the following people or cultures can be investigated: 1. We will learn about trigonometric functions. People (a) (b) (c) (d) (e) (f) (g) (h) (i) Lagadha (circa 13501200 BC) Hipparchus (circa 150 BC) Ptolemy (circa 100) Aryabhata (circa 499) Omar Khayyam (10481131) Bhaskara (circa 1150) Nasir alDin (13th century) alKashi and Ulugh Beg (14th century) Bartholemaeus Pitiscus (1595) teresting You should be familiar with the idea of measuring angles from geometry but Interesting Fact Fact have you ever stopped to think why there are 360 degrees in a circle? The reason is purely historical. which form the basis of trigonometry. but we have not learned how to calculate an angle if we only know the lengths of the sides.Chapter 14 Trigonometry . Activity :: Investigation : History of Trigonometry Work in pairs or groups and investigate the history of the foundation of trigonometry. Cultures (a) Ancient Egyptians (b) Mesopotamians (c) Ancient Indians of the Indus Valley 2.
on the oceans. optics. statistics. phonetics. mechanical engineering. such as the following: AB BC= DE EF AB AC= DE DF 190 . pharmacy. which is used in astronomy to measure the distance to nearby stars. number theory (and hence cryptology). and in space). in geography to measure distances between landmarks. economics. 14. then this is written as: △ABC ∼ △DEF C F B E A D Then. 14.14. electronics. chemistry. A base is the number you count up to before you get an extra digit. civil engineering. GPSs (global positioning systems) would not be possible without trigonometry.GRADE 10 Babylonians had a number system with base 60. in aircraft. oceanography. analysis of ﬁnancial markets. meteorology. seismology. music theory. many physical sciences. but computers use the binary system (the base is 2). TRIGONOMETRY . and in satellite navigation systems. architecture. biology.2 CHAPTER 14. computer graphics. Of particular value is the technique of triangulation. Activity :: Discussion : Uses of Trigonometry Select one of the uses of trigonometry from the list given and write a 1page report describing how trigonometry is used in your chosen ﬁeld.2 Where Trigonometry is Used There are many applications of trigonometry. 360 = 6 × 60 so for them it made sense to have 360 degrees in a circle.3 Similarity of Triangles If △ABC is similar to △DEF . it is possible to deduce proportionalities between corresponding sides of the two triangles. probability theory. electrical engineering. medical imaging (CAT scans and ultrasound). crystallography and game development. The number system that we use everyday is called the decimal system (the base is 10). cartography. land surveying and geodesy. Other ﬁelds which make use of trigonometry include astronomy (and hence navigation. acoustics.
In trigonometry. such as a.4 AB DE= BC = AC The most important fact about similar triangles ABC and DEF is that the EF DF angle at vertex A is equal to the angle at vertex D. the angle at B is equal to the angle at E. 14. B = 90◦ and C = 60◦ . sine 191 . we often use the letter x for our unknown variable (although we can use any other letter too.4 Deﬁnition of the Trigonometric Functions We are familiar with a function of the form f (x) where f is the function and x is the argument. ∠A = ∠B ∠C = = ∠D ∠E ∠F Activity :: Investigation : Ratios of Similar Triangles In your exercise book. β . There are three basic trigonometric functions: 1. γ etc). TRIGONOMETRY . we often use the Greek symbol θ for an unknown angle (we also use α . b. but each ˆ ˆ ˆ with A = 30◦ . etc). A′′ A′ A 30 30 30 60 60 60 C AB BC ′= A′ B ′C B′′ ′′′= A B B ′′ C ′′ = B C′ B ′ C ′′ B ′′ Dividing lengths of sides (Ratios) AB CB AC ′= AC = ′ AB C ′B′ A′ C ′ = A′ C ′ = A′′ B ′′ C ′′ B ′′ = A′′ C ′′ A′′ C ′′ = What observations can you make about the ratios of the sides? These equal ratios are used to deﬁne the trigonometric functions. draw three similar triangles of diﬀerent sizes. Examples are: f (x) = g(x) = h(x) = 2x x+2 2x2 (exponential function) (linear function) (parabolic function) The basis of trigonometry are the trigonometric functions. Note: In algebra.GRADE 10 AC BC= DF EF 14. k.CHAPTER 14. Measure angles and lengths very accurately in order to ﬁll in the table below (round answers to one decimal place). and the angle at C is equal to the angle at F.
Consider a rightangled triangle. the side next to θ is labelled adjacent and the side opposite the rightangle is labelled the hypotenuse. sin 2. We will ﬁnd ways of using our knowledge of rightangled triangles to deal with the trigonometry of non rightangled triangles in Grade 11. tan CHAPTER 14. The side opposite to θ is labelled opposite.14. tangent These are abbreviated to: 1. we refer to the lengths of the three sides according to how they are placed in relation to the angle θ.4 2. cos 3. Activity :: Investigation : Deﬁnitions of Trigonometric Functions 192 . adjacent and hypotenuse only make sense when you are working with rightangled triangles! Always check to make sure your triangle has a rightangle before you use them. B opposite hy po te n us e θ A adjacent C In the rightangled triangle. TRIGONOMETRY .GRADE 10 These functions are deﬁned from a rightangled triangle. otherwise you will get the wrong answer. One way of remembering the deﬁnitions is to use the following mnemonic that is perhaps easier to remember: Silly Old Hens Cackle And Howl Till Old Age Opposite Sin = Hypotenuse Adjacent Cos = Hypotenuse Opposite Tan = Adjacent Important: The deﬁnitions of opposite. We deﬁne: sin θ cos θ tan θ = = = opposite hypotenuse adjacent hypotenuse opposite adjacent These functions relate the lengths of the sides of a triangle to its interior angles. cosine 3.
the ﬁrst has been done for you A a) b) c) C B ˆ sin A = ˆ cos A = ˆ tan A = CB opposite = hypotenuse AC d) e) f) ˆ sin C = ˆ cos C = ˆ tan C = 3. opposite or adjacent sides of the triangle. cos θ and tan θ. it is very diﬃcult to calculate the values of sin θ. 14. However. state whether a. Some of these angles are listed in the table below. we saw in the above Activity that we could work these values out for some special angles.GRADE 10 1. 0◦ 1 0 0 30◦ √ 3 2 1 2 1 √ 3 45◦ 1 √ 2 1 √ 2 60◦ 1 2 √ 3 2 √ cos θ sin θ tan θ 90◦ 0 1 − 180◦ −1 0 0 1 3 These values are useful when asked to solve a problem involving trig functions without using a calculator.4 c a c a a θ b b θ b c θ a b a c θ a b c b θ θ c 2.CHAPTER 14. along with the values of the trigonometric functions at these angles. b and c are the hypotenuse. Complete each of the following: 45o 30o 2 √ 2 60o sin 60 = cos 30 = tan 60 = √ 2 1 sin 45 = cos 45 = tan 45 = 45o 1 For most angles θ. Complete each of the following. Worked Example 56: Finding Lengths Question: Find the length of x in the following triangle. In each of the following triangles. TRIGONOMETRY . One usually needs to use a calculator to do so. 193 .
So you should use tan 50 100 Step 2 : Calculate the fraction as a decimal number tan θ = ⇒ tan θ = 0.6m Worked Example 57: Finding Angles Question: Find the value of θ in the following triangle.4 CHAPTER 14.5 Step 3 : Use your calculator to ﬁnd the angle Since you are ﬁnding the angle. use tan−1 on your calculator Don’t forget to set your calculator to ‘deg’ mode! ⇒ θ = 26. TRIGONOMETRY .6◦ 194 .GRADE 10 100m x 50◦ Answer Step 1 : Identify the trig identity that you need In this case you have an angle (50◦ ). 50m θ 100m Answer Step 1 : Identify the trig identity that you need In this case you have the opposite side and the hypotenuse to the angle θ. the opposite side and the hypotenuse. So you should use sin x 100 Step 2 : Rearrange the question to solve for x sin 50◦ = ⇒ x = 100 × sin 50◦ Step 3 : Use your calculator to ﬁnd the answer Use the sin button on your calculator ⇒ x = 76.14.
This angle is found to be 38. Give answers correct to 2 decimal places. Figure 14.7◦ .1 shows a building whose height we do not know.5 Exercise: Finding Lengths Find the length of the sides marked with letters. We call 195 .CHAPTER 14. TRIGONOMETRY .1 Height and Depth One simple task is to ﬁnd the height of a building by using trigonometry. a) a 37◦ b) b 62 23◦ 21 c) d) 49◦ c 19 55 ◦ 33 d e) 12 f) e 31 17◦ 22◦ f g) h) 30◦ 32 20 23◦ h g 14. It is much more sensible to measure a distance along the ground and use trigonometry to ﬁnd the height of the building.5 Simple Applications of Trigonometric Functions Trigonometry was probably invented in ancient civilisations to solve practical problems involving constructing buildings and navigating their ships by the stars. We have walked 100 m away from the building and measured the angle up to the top. 14. We could just use a tape measure lowered from the roof but this is impractical (and dangerous) for tall buildings.GRADE 10 14. In this section we will show how trigonometry can be used to solve some other practical problems.5.
What is the height of the cellphone tower correct to 1 decimal place? E B 62◦ 34◦ D A 100m C Answer Step 1 : Identify a strategy To ﬁnd the height of the tower.7◦ = = 80 m Worked Example 58: Height of a tower Question: A block of ﬂats is 100m away from a cellphone tower. we have an angle and we have the length AD. We see that △ACD and △AED are both rightangled. TRIGONOMETRY .GRADE 10 38.7◦ tan 38.1: Determining the height of a building using trigonometry. we see that we have the opposite and the adjacent of the angle of elevation and we can write: opposite adjacent height = 100 m ⇒ height = 100 m × tan 38. we now have a rightangled triangle. For each of the triangles. we can calculate the height of the triangle. all we have to do is ﬁnd the length of CD and DE. Step 2 : Calculate CD 196 .7◦ 100m Figure 14. this angle the angle of elevation. As you can see from Figure 14.14. Thus we can calculate the sides of the triangles.5 CHAPTER 14. Someone at A measures the angle of elevation to the top of the tower E to be 62◦ . which is the height of the building we are trying to ﬁnd.1. If we examine the ﬁgure. As we know the length of one side and an angle. and the angle of depression to the bottom of the tower C to be 34◦ .
5 ˆ tan(C AD) = =⇒ CD = = CD AD ˆ AD × tan(C AD) 100 × tan 34◦ Use your calculator to ﬁnd that tan 34◦ = 0. but are usually smaller. and hence ﬁnd the scale of the map. due South of Pretoria and due East of Cape Town. This means that they are an exact copy of the real thing.07 m = 255.5 m. we ﬁnd that CD = 67. We can use this idea to make use of maps and plans by adding information from the real world. Using this. use trigonometry to ﬁnd out how far East the ship is to Cape Town. If the distance from Cape Town to Pretoria is 1000km.07 m Step 4 : Combine the previous answers We have that the height of the tower CE = CD + DE = 67. Worked Example 59: Scale Drawing Question: A ship approaching Cape Town Harbour reaches point A on the map.6745.CHAPTER 14. only lengths are changed.2 Maps and Plans Maps and plans are usually scale drawings.5.45m Step 3 : Calculate DE ˆ tan(DAE) = =⇒ DE = = = DE AD ˆ AD × tan(DAE) ◦ 100 × tan 62 188. 14. TRIGONOMETRY .GRADE 10 14. Pretoria Cape Town A 197 . but all angles are the same.45 m + 188. So.
and his sheet for the roof is 5m long. The height of the wall is then the height of the garage minus AC.GRADE 10 Answer Step 1 : Identify what happens in the question We already know the distance between Cape Town and A in blocks from the given map (it is 5 blocks).4358 m = 4. Step 3 : Carry out the calculation CA = = = To work out the scale. Thus it is an isoceles triangle. 198 . and thus we have the scale of the map.14. We can see that triangle AP C is a rightangled triangle. The garage is 4m high.5 CHAPTER 14. Step 2 : Identify given information Let us denote Cape Town with C and Pretoria with P . C 5m 5◦ A 4m Garage Wall Roof B D Answer Step 1 : Set out strategy We see that the triangle ABC is a rightangled triangle. and so ACP = AP C = 45◦ .4358 m Thus we have that the height of the wall BD = 5 m − 0. we can calculate how many kilometers each block represents. we can calculate AC. Thus if we work out how many kilometers this same distance is. If he wants the roof to be at an angle of 5◦ . then AC = = = = ˆ BC × sin(ABC) 5 × sin 5◦ 5 × 0. Furthermore.56 m. and angle ABC = 5◦ . we see that 5 blocks = =⇒ 1 block = 1000 √ km 2 200 √ km 2 ˆ CP × cos(ACP ) 1000 × cos(45◦ ) 1000 √ 2 km Worked Example 60: Building plan Question: Mr Nkosi has a garage at his house. how high must he build the wall BD. we see that the distance AC and distance ˆ ˆ AP are both 5 blocks. TRIGONOMETRY . As we have one side and an angle of this triangle. Step 2 : Execute strategy ˆ If BC=5m. which is holding up the roof? Give the answer to 2 decimal places. and he decides that he wants to add a corrugated iron roof to the side of the garage.0871 0.
and its minimum amplitude is 1.GRADE 10 14. using your calculator to calculate the values. 199 . Putting all this together we can start to picture the full extent of the sine graph.6 Graphs of Trigonometric Functions This section describes the graphs of trigonometric functions. Notice the wave shape. Its value then smoothly increases until θ = 90◦ when its value is 1. 14. θ sin θ θ sin θ 1 0 30 60 90 120 150 180 210 240 270 300 330 360 −1 0◦ 180◦ 30◦ 210◦ 60◦ 240◦ 90◦ 270◦ 120◦ 300◦ 150◦ 330◦ 360◦ Let us look back at our values for sin θ θ sin θ 0◦ 0 30◦ 1 2 45◦ 1 √ 2 60◦ √ 3 2 90◦ 1 180◦ 0 As you can see. ﬁnd the angle of elevation of the kite. The sine graph is shown in Figure 14.1 m long? 14. The height of the wave above (or below) the xaxis is called the waves’ amplitude. We then know that it later decreases to 0 when θ = 180◦ . the function sin θ has a value of 0 at θ = 0◦ . If the string to the kite is 50 m. with each wave having a length of 360◦.6 Exercise: Applications of Trigonometric Functions 1. We say the graph has a period of 360◦ . Round answers to 1 decimal place. TRIGONOMETRY . Thus the maximum amplitude of the sinewave is 1. long. What is the angle of elevation of the sun when a tree 7. 2. Then plot the values with sin θ on the yaxis and θ on the xaxis.2.CHAPTER 14. A boy ﬂying a kite is standing 30 m from a point directly under the kite.6.15 m tall casts a shadow 10.1 Graph of sin θ Activity :: Graph of sin θ : Complete the following table.
Activity :: Functions of the Form y = a sin(θ) + q : 1. plot the following graphs: (a) (b) (c) (d) (e) a(θ) = sin θ − 2 b(θ) = sin θ − 1 c(θ) = sin θ d(θ) = sin θ + 1 e(θ) = sin θ + 2 Use your results to deduce the eﬀect of q.3: Graph of f (θ) = 2 sin θ + 3 14. TRIGONOMETRY . 2. The general shape of the graph of functions of this form is shown in Figure 14. On the same set of axes. a and q are constants and have diﬀerent eﬀects on the graph of the function.6.2 Functions of the form y = a sin(x) + q In the equation. plot the following graphs: (a) f (θ) = −2 · sin θ (b) g(θ) = −1 · sin θ (c) h(θ) = 0 · sin θ 200 .14. On the same set of axes.3 for the function f (θ) = 2 sin θ + 3.GRADE 10 1 −360 −180 180 −1 360 Figure 14. y = a sin(x) + q.2: The graph of sin θ. 5 4 3 2 1 −270 −180 −90 90 180 270 −1 Figure 14.6 CHAPTER 14.
1: Table summarising general shapes and positions of graphs of functions of the form y = a sin(x) + q. If q = −1. This is left as an exercise.6 (e) k(θ) = 2 · sin θ Use your results to deduce the eﬀect of a. the whole sine graph shifts down 1 unit. As the magnitude of a increases.CHAPTER 14. Table 14. then the whole sine graph shifts up 2 units. the range of f (θ) = a sin θ + q is {f (θ) : f (θ) ∈ [a + q. the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned. Important: The easiest way to ﬁnd the range is simply to look for the ”bottom” and the ”top” of the graph. f (θ) is always between −a + q and a + q. q is called the vertical shift. If q = 2. a>0 a<0 q>0 q<0 Domain and Range For f (θ) = a sin(θ) + q. We will consider these two cases separately. As it decreases. Therefore if a > 0. the peaks get higher. These diﬀerent properties are summarised in Table 14. TRIGONOMETRY . it can be shown that if a < 0. 201 . the range of f (θ) = a sin θ + q is {f (θ) : f (θ) ∈ [−a + q. the peaks get lower. − a + q]}.GRADE 10 (d) j(θ) = 1 · sin θ 14. Similarly.1. If a > 0 we have: 1 ≤ sin θ ≤ 1 a ≤ a sin θ ≤ a (Multiplication by a positive number maintains the nature of the inequality) a+q ≤ a sin θ + q ≤ a + q a+q ≤ f (θ) ≤ a + qThis tells us that for all values of θ.a + q]}. You should have found that the value of a aﬀects the height of the peaks of the graph. The range of f (θ) = a sin θ + q depends on whether the value for a is positive or negative.
plot the following graphs: 202 . y = a cos(x) + q. Activity :: Functions of the Form y = a cos(θ) + q : 1.6. cos 60◦ = 1 = sin 30◦ = sin (90◦ − 60◦ ) 2 This tells us that in order to create the cosine graph. TRIGONOMETRY . As the cosine graph is simply a shifted sine graph. On the same set of axes. 14. yint = = = = f (0◦ ) a sin(0◦ ) + q a(0) + q q 14. a and q are constants and have diﬀerent eﬀects on the graph of the function. you will notice that the cosine of an angle θ is the same as the sine of the angle 90◦ − θ.4 Functions of the form y = a cos(x) + q In the equation.GRADE 10 The yintercept.3 Graph of cos θ Activity :: Graph of cos θ : Complete the following table. The graph of cos θ is shown in ﬁgure 14. all we need to do is to shift the sine graph 90◦ to the left. Then plot the values with cos θ on the yaxis and θ on the xaxis. it will have the same period and amplitude as the sine graph.6. The general shape of the graph of functions of this form is shown in Figure 14.5 for the function f (θ) = 2 cos θ + 3.6 Intercepts CHAPTER 14.6. Take for example. using your calculator to calculate the values correct to 1 decimal place. yint . of f (θ) = a sin(x) + q is simply the value of f (θ) at θ = 0◦ . θ cos θ θ cos θ 1 0 30 60 90 120 150 180 210 240 270 300 330 360 −1 0◦ 180◦ 30◦ 210◦ 60◦ 240◦ 90◦ 270◦ 120◦ 300◦ 150◦ 330◦ 360◦ Let us look back at our values for cos θ θ cos θ 0◦ 1 30◦ √ 3 2 45◦ 1 √ 2 60◦ 1 2 90◦ 0 180◦ −1 If you look carefully.14.
5 4 3 2 1 −270 −180 −90 90 180 270 −1 Figure 14.CHAPTER 14. TRIGONOMETRY .4: The graph of cos θ. On the same set of axes.GRADE 10 14. 2. You should have also found that the value of q shifts the cosine graph in the same way as it did the sine graph. 203 .2.5: Graph of f (θ) = 2 cos θ + 3 (a) a(θ) = cos θ − 2 (b) b(θ) = cos θ − 1 (c) c(θ) = cos θ (d) d(θ) = cos θ + 1 (e) e(θ) = cos θ + 2 Use your results to deduce the eﬀect of q.6 1 −360 −180 180 −1 360 Figure 14. These diﬀerent properties are summarised in Table 14. plot the following graphs: (a) f (θ) = −2 · cos θ (b) g(θ) = −1 · cos θ (c) h(θ) = 0 · cos θ (d) j(θ) = 1 · cos θ (e) k(θ) = 2 · cos θ Use your results to deduce the eﬀect of a. You should have found that the value of a aﬀects the amplitude of the cosine graph in the same way it did for the sine graph.
This is because the maximum and minimum values of a cos(θ) + q will be the same as the maximum and minimum values of a sin(θ) + q.5 Comparison of Graphs of sin θ and cos θ 1 90◦ shift −360 −180 180 −1 360 Figure 14. Intercepts The yintercept of f (θ) = a cos(x) + q is calculated in the same way as for sine. the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned.2: Table summarising general shapes and positions of graphs of functions of the form y = a cos(x) + q.6. It is easy to see that the range of f (θ) will be the same as the range of a sin(θ) + q. TRIGONOMETRY .GRADE 10 Table 14.6. yint = f (0◦ ) = a cos(0◦ ) + q = a(1) + q = a+q 14. 14. a>0 a<0 q>0 q<0 Domain and Range For f (θ) = a cos(θ) + q.6: The graph of cos θ (solidline) and the sine graph (dashedline). using your calculator to calculate the values correct to 1 decimal place.6 CHAPTER 14.6 Graph of tan θ Activity :: Graph of tan θ : Complete the following table. 204 . Then plot the values with tan θ on the yaxis and θ on the xaxis.14.
sin θ = cos θ opposite hypotenuse adjacent hypotenuse = opposite = tan θ adjacent This is the ﬁrst of an important set of equations called trigonometric identities. 14. we must also have tan θ = 0.CHAPTER 14. So we know that for values of θ for which sin θ = 0. which holds true for any value. Let us look back at our deﬁnitions of sin θ and cos θ for a right angled triangle.7 Functions of the form y = a tan(x) + q In the ﬁgure below is an example of a function of the form y = a tan(x) + q.7: The graph of tan θ. 4 2 −360 −180 180 −2 −4 360 Figure 14. which is put into it.GRADE 10 θ tan θ θ tan θ 1 0 30 60 90 120 150 180 210 240 270 300 330 360 −1 0◦ 180◦ 30◦ 210◦ 60◦ 240◦ 90◦ 270◦ 120◦ 300◦ 150◦ 330◦ 360◦ 14. Also. The dashed vertical lines are at the values of θ where tan θ is not deﬁned.6 Let us look back at our values for tan θ θ tan θ 0◦ 0 30◦ 1 √ 3 45◦ 1 60◦ √ 3 90◦ ∞ 180◦ 0 Now that we have graphs for sin θ and cos θ. In this case we have shown that sin θ tan θ = cos θ for any value of θ. TRIGONOMETRY .6. 205 . if cos θ = 0 our value of tan θ is undeﬁned as we cannot divide by 0. there is an easy way to visualise the tangent graph. The graph is shown in Figure 14. An identity is an equation.7.
plot the following graphs: (a) (b) (c) (d) (e) a(θ) = tan θ − 2 b(θ) = tan θ − 1 c(θ) = tan θ d(θ) = tan θ + 1 e(θ) = tan θ + 2 Use your results to deduce the eﬀect of q. 2.8: The graph of 2 tan θ + 1.14. These diﬀerent properties are summarised in Table 14.3. On the same set of axes. Table 14.3: Table summarising general shapes and positions of graphs of functions of the form y = a tan(x) + q. You should have also found that the value of q aﬀects the vertical shift as for sin θ and cos θ.6 CHAPTER 14. a>0 a<0 q>0 q<0 206 .GRADE 10 10 5 −360 −180 −5 −10 180 360 Figure 14. TRIGONOMETRY . Activity :: Functions of the Form y = a tan(θ) + q : 1. plot the following graphs: (a) (b) (c) (d) (e) f (θ) = −2 · tan θ g(θ) = −1 · tan θ h(θ) = 0 · tan θ j(θ) = 1 · tan θ k(θ) = 2 · tan θ Use your results to deduce the eﬀect of a. You should have found that the value of a aﬀects the steepness of each of the branches. On the same set of axes.
We sin have already seen that when cos θ = 0. as we have division by zero. without using a table of values. θ can only approach 90◦ . except the values θ = 90◦ + 180◦ n.GRADE 10 Domain and Range 14. of f (θ) = a tan(x) + q is again simply the value of f (θ) at θ = 0◦ . The range of f (θ) = a tan θ + q is {f (θ) : f (θ) ∈ (−∞. TRIGONOMETRY . tan θ = cos θ is undeﬁned.6 The domain of f (θ) = a tan(θ) + q is all the values of θ such that cos θ is not equal to 0. So the domain of f (θ) = a tan(θ) + q is all values of θ. but never equal it. without ever touching it. Give the equations of each of the following graphs: 2 a) 180 −2 360 x 10 c) 5 y b) 2 0 y −90 90 −5 90 −2 180 270 360 x −10 207 . Intercepts The yintercept. for θ ∈ [0◦ . sketch each of the following graphs. Using your knowldge of the eﬀects of a and q.∞)}. θ ◦ ◦ We know that cos θ = 0 for all θ = 90 + 180 n. tan θ also has asymptotes at θ = 90◦ + 180◦ n. where n is an integer. But as θ is undeﬁned at 90◦ . yint = = = = f (0◦ ) a tan(0◦ ) + q a(0) + q q Asymptotes As θ approaches 90◦ . where n is an integer. tan θ approaches inﬁnity. yint . Thus the tan θ curve gets closer and closer to the line θ = 90◦ .CHAPTER 14. 360◦] (a) y = 2 sin θ (b) y = −4 cos θ (c) y = −2 cos θ + 1 (d) y = sin θ − 3 (e) y = tan θ − 2 (f) y = 2 cos θ − 1 2. Thus the line θ = 90◦ is an asymptote of tan θ. Exercise: Graphs of Trigonometric Functions 1.
TRIGONOMETRY . C(0. 4). In the following triangle ﬁnd the angle ABC A 9 41◦ D 17 C B 6. A ladder of length 15 m is resting against a wall.7 CHAPTER 14.14. P R = 20 cm. E(5. Calculate A the length XR. 10. the ladder makes an angle 37◦ to the wall. 14). A(5. −2). 8.7 End of Chapter Exercises c 50 b a 20 ◦ ◦ 1. QR = 22 cm and P RQ = 30◦ . What is the angle the ladder makes with the wall? 208 . and ˆ C the angle QP X 3. In the following triangle ﬁnd the length of side CD A 15◦ 9 35◦ D C B 7.GRADE 10 14. 0) and B(11. ˆ 9. 0). A 5 m ladder is placed 2 m from the wall. Find the angle between the line through C and D and the yaxis. Find the angle F EG. A ladder of length 25 m is resting against a wall. 2) and G(8. The perpendicular line from P to QR intersects QR at X. Calculate the unknown lengths 5m e 60◦ 25◦ 30◦ 16 cm d g 80◦ f ˆ 2. Find the angle between the line through A and B and the xaxis. B the length P X. F (6. In the triangle P QR. −13) and D(−12. Find the distance between the wall and the base of the ladder? ˆ 5. the base of the ladder is 5 m from the wall. Find the angle between the wall and the ladder? 4.
One of the angles of a rhombus (rhombus .A foursided polygon. 209 . what is the angle of elevation of the boat to the nearest integer? B If the boat moves another 7 m towards the lighthouse. Captain Hook was sailing towards a lighthouse of height 10 m. 13. 40◦ and 100◦ has a perimeter of 20 cm. Find the size of the smallest angle of the triangle. what is the new angle of elevation of the boat to the nearest integer? 15. A rightangled triangle has hypotenuse 13 mm Find the length of the other two sides if one of the angles of the triangle is 50◦ . (Tricky) A triangle with angles 40◦ . B Find the length of both diagonals.GRADE 10 14.7 11. TRIGONOMETRY .CHAPTER 14. A If the top of the lighthouse is 30 m away. 12. An isosceles triangle has sides 9 cm. 14. A Find the sides of the rhombus. 9 cm and 2 cm. Find the length of each side of the triangle. each of whose sides is of equal length.) with perimeter 20 cm is 30◦ .
14.GRADE 10 210 .7 CHAPTER 14. TRIGONOMETRY .
There are two types of data: primary and secondary.1 Data Data and Data Collection Deﬁnition: Data Data refers to the pieces of information that have been observed and recorded. rainfall. government spending. The word ”data” is the plural of the word ”datum”. and therefore one should say. on the radio or in the newspaper. 15. We are exposed to crime rates. organisation. Quantitative data is information that can be written as numbers. Skills relating to the collection. population growth and economic growth.1 summarises the classiﬁcations of data. graphs and tables is all around us. 211 . rate of HIV/AIDS infection.Grade 10 15. sports results. display.1 Introduction Information in the form of numbers. from an experiment or a survey. Data can be classiﬁed as primary or secondary. 15. to represent or misrepresent trends and patterns and to provide solutions that are directly applicable to the world around us. and primary data can be classiﬁed as qualitative or quantitative. This chapter demonstrates how Mathematics can be used to manipulate data. Qualitative data is information that cannot be written as numbers.2. Figure 15. on television. analysis and interpretation of information that were introduced in earlier grades are developed further. Primary data describes the original data that have been collected. This work will be brieﬂy reviewed. ”the data are” and not ”the data is”. This type of data is also known as raw data. Secondary data is primary data that has been summarised or processed. Often the primary data set is very large and is therefore summarised or processed to extract meaningful information.2 Recap of Earlier Work The collection of data has been introduced in earlier grades as a method of obtaining answers to questions about the world around us.Chapter 15 Statistics .
magazines and the Internet) The most important aspect of each method of data collecting is to clearly formulate the question that is to be answered.15. to decide whether a robot should be installed. interviews or surveys would be most appropriate for the list of questions in Section 15. independent supply of electricity?” • A supermarket manager might ask the question: “What ﬂavours of soft drink should be stocked in my supermarket?” The question asked of customers might be “What is your favourite soft drink?” Based on the customers’ responses. Other sources (friends. and might ask their customers: “How can we improve our customer service?” • A cell phone manufacturing company might collect data about how often people buy new cell phones and what factors aﬀect their choice. 212 . However. • A motor car company might want to improve their customer service. Questionnaires. the company learns how eﬀective their product is. For example. newspapers. Some examples of data collecting methods are: 1. 15.2 Methods of Data Collection The method of collecting the data must be appropriate to the question being asked. questionnaires.GRADE 10 secondary qualitative quantitative Figure 15. surveys and interviews 2.1: Classes of data. • A town councillor might want to know how many accidents have occurred at a particular intersection. The councillor would visit the local police station to research their records to collect the appropriate data. The details of the data collection should therefore be structured to take your question into account. so that the cell phone company can focus on those features that would make their product more attractive to buyers. family.2 data primary CHAPTER 15. For example: • The local government might want to know how many residents have electricity and might ask the question: ”Does your home have a safe. the manager can make an informed decision as to what soft drinks to stock.2. but you were getting your electricity from a neighbour. STATISTICS . it is important to note that diﬀerent questions reveal diﬀerent features of a situation. books. For example. Purpose of Data Collection Data is collected to provide answers that help with understanding a particular situation. and that this aﬀects the ability to understand the situation.1.2. Experiments 3. then this would give the wrong impression that you did not need an independent supply of electricity. if the ﬁrst question in the list was rephrased to be: ”Does your home have electricity?” then if you answered yes. • A company manufacturing medicines might ask “How eﬀective is our pill at relieving a headache?” The question asked of people using the pill for a headache might be: “Does taking the pill relieve your headache?” Based on responses.
compared to if only girls were interviewed. The most accurate results are obtained if the entire population is sampled for the survey. So.3. for the survey on winter ﬂu.1 Data Set 1: Tossing a Coin A fair coin was tossed 100 times and the values on the top face were recorded. compared to both boys and girls being interviewed. if we wanted to determine whether peer pressure aﬀects the decision to start smoking.CHAPTER 15. For example.3 Example Data Sets The remainder of this chapter deals with the mathematical details that are required to analyse the data collected. maybe one from each class. if you had a total population of 1 000 learners in your school and you randomly selected 100. The concepts of populations and samples is vital to minimising eﬀort. are randomly selected then it does not matter too much how many interviews are conducted. If the subjects for the interviews. This means that whatever the method used to select subjects for the interviews.GRADE 10 15. For example. Choosing a representative sample is crucial to obtaining results that are unbiased. Therefore questions like: ”How many interviews are needed?” and ”How do I select the subjects for the interviews?” must be asked during the design stage of the interview process. if you wanted to know how many learners in your school got the ﬂu each winter.3. Sample describes a group chosen to represent the population under consideration in a study. Then names can be picked out of a hat or can be selected by using a random number generator.2. 15. Most modern scientiﬁc calculators have a random number generator or you can ﬁnd one on a spreadsheet program on a computer. the study should be designed to maximise the amount of information collected while minimising the eﬀort. is how much data is needed to make sure that the results give an accurate reﬂection to the answers that are required for the study. 15. The next best method is to randomly select a sample of subjects for the interviews. then your population would be all the learners in your school. STATISTICS . 213 .2 Data Set 2: Casting a die A fair die was cast 100 times and the values on the top face were recorded. each subject has an equal chance of being selected. 15. The following are some example sets of data which can be used to apply the methods that are being explained.2. then that would be the sample that is used to conduct your survey. but this is expensive and timeconsuming. Ideally.3 15. Random sample describes a sample chosen from a population in such a way that each member of the population has an equal chance of being chosen. The data are recorded in Table 15. The following terms should be familiar: Population describes the entire group under consideration in a study. you might select a sample of learners. then the results would be diﬀerent if only boys were interviewed. an important point to decide upon. For example.3 Samples and Populations Before the data collecting starts. There are various methods of doing this but all start with a complete list of each member of the population.3.
61 792. with the leeway of ﬁve percent under or 10 percent over.99 808.edu/stats/Data/Climate/.50 819. ”The Trade Metrology Act requires that if a loaf of bread is not labelled.39 796.24 792.stat. measured at the same store over a period of 1 week.08 801.68 815.74 809.65 Sunday 799.99 799.65 805. obtained from http://www.23 Table 15.39 799.87 776. it must weigh 800g.cmu.28 806.15.54 802.67 802.76 819. The masses of 10 diﬀerent loaves of bread were measured at a store for 1 week.05 795.4.64 789.30 791.93 793.69 801.13 820.35 806.84 790.35 801. STATISTICS .80 802.3 Data Set 3: Mass of a Loaf of Bread A loaf of bread should weigh 800g.89 Saturday 786. However.63 807.45 817.ucar.20 Tuesday 787.37 796.37 809. an average of 10 loaves must be an exact match to the mass stipulated. .80 791.05 801.3.68 785.01 805.62 795.71 812.43 799.38 790. The data is shown in Table 15.78 798.24 825.edu/DASL/ 214 . was converted to mean temperature in degrees Celsius.3: Masses (in g) of 10 diﬀerent loaves of bread. from the same manufacturer.96 Friday 801.3 H H T H T H T H T T T H T H H T T T H T T H H T H T H T T T H H T T H T T H T H H T T H T T T T H H T H H T T H H T H T CHAPTER 15.59 789.41 798.19 799.48 818.05 Thursday 807.00 788.45 803.20 807.72 780.32 809.3.3.63 812.cgd.82 789. 15.01 796.33 797.21 787. The data.23 780.72 809.59 801. http://lib.83 817.16 784.76 802.Sunday Tribune of 10 October 2004 on page 10” Monday 802.2: Results of 200 casts of a fair die.57 Wednesday 815.26 787. H means that the coin landed headsup and T means that the coin landed tailsup.1: Results of 100 tosses of a fair coin.4 Data Set 4: Global Temperature The mean global temperature from 1861 to 1996 is listed in Table 15.GRADE 10 H H T T H T T T H T H T H H T T T T T T H T T T T H H H H H H T H T H H T T T T Table 15.21 789. 3 1 4 2 5 1 1 2 6 5 5 4 2 6 4 3 1 6 1 2 3 3 6 3 1 2 6 6 1 1 6 2 4 2 3 3 4 3 2 4 2 6 5 4 1 6 5 5 4 2 6 6 4 5 3 3 1 4 5 5 6 4 3 3 5 1 6 1 2 2 5 6 5 2 1 6 5 4 5 2 5 2 5 2 3 3 3 5 3 1 6 6 4 6 6 6 2 1 4 5 6 5 6 3 5 6 6 4 3 4 4 1 1 4 3 1 2 1 4 5 2 5 1 3 4 4 3 3 5 1 1 1 4 2 3 5 2 4 3 5 5 2 6 6 4 2 5 3 3 3 3 4 6 4 5 2 6 6 3 2 2 4 4 5 1 6 3 2 1 2 4 2 5 2 2 3 5 4 1 5 5 4 3 1 1 5 5 3 4 1 4 4 5 5 2 3 6 6 3 1 Table 15. 15.86 796.
787 12.133 13.594 12.237 13.269 13.601 12.092 12.124 13.93 12.GRADE 10 Year 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900 Temperature 12.733 12.935 13.678 12.385 13.041 12.183 13.993 13.332 13.28 13.4 Grouping Data One of the ﬁrst steps to processing a large set of raw data is to arrange the data values together into a smaller number of groups.964 13.922 12.783 12.192 12.68 12.3.864 12.982 12.845 12.187 13.703 12.208 13.064 12.957 13. (Frequency means “how many times”) 215 .004 13.CHAPTER 15.719 12.759 12.09 13.881 12.156 13.857 12.006 13.992 12. so data values that fall into a speciﬁc interval.575 12.031 13.148 13.031 13.094 13.853 12.912 12.107 13.718 12.596 12.821 12.631 12.671 12.154 13.796 12.669 12.902 12.871 12.147 13.728 12.055 Year 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 Temperature 13.323 13.092 13. The groups are usually based on some sort of interval of data values.145 13.904 12.825 12.787 12.944 12.764 12.5 Data Set 5: Price of Petrol The price of petrol in South Africa from August 1998 to July 2000 is shown in Table 15. Is there a warming of the planet? 15.767 12.868 13.111 13.836 13.687 12.802 12.437 13.015 13.868 12.66 12.483 13. and then count how many of each data value there are in each group.709 12.139 13.726 12.874 12.7 12. 15.754 12.34 13.869 13.152 13.857 12.015 13.195 Year 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 15.31 13.611 12. would be grouped together.635 12.799 12.5.943 12.783 12.857 12.79 12.4 Temperature 13.727 12.129 13.962 12.959 Year 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 Temperature 12.792 12.005 12.16 12.355 13.314 Table 15.4: Global temperature changes over the past x years.044 13.113 13.057 13.871 12.228 13.975 12.175 12.752 12.647 12.035 13.826 12.584 12.117 13. STATISTICS .903 13. The grouped data is often presented graphically or in a frequency table.811 12.723 12.619 12.936 12.898 13.671 12.85 12.58 12.73 12.935 12.781 12.014 12.153 13.
22 March 1999 R 2.85 January 2000 R 2.62 September 1999 R 2. (Tally is a convenient way to count in 5’s. Therefore there are two groups.75 October 1999 R 2.49 June 1999 R 2.4.4 CHAPTER 15. We use llll to indicate 5.61 August 1999 R 2.5: Petrol prices Date Price (R/l) August 1998 R 2.18 June 2000 R 3. Step 2 : Count how many data values fall into each group. Data Value H T Frequency 44 56 Step 3 : Check that the total of the frequency column is equal to the total number of data values.03 May 2000 R 3.29 December 1998 R 2. The height of 30 learners are given below.89 April 2000 R 3.81 November 1999 R 2.25 April 1999 R 2.15.86 December 1999 R 2.22 July 2000 R 3. STATISTICS .35 November 1998 R 2. Answer Step 1 : Identify the groups There are two unique data values: H and T.Grouping Data 1. one for the Hdata values and one for the Tdata values.31 January 1999 R 2. Fill in the grouped data below.31 May 1999 R 2.25 February 1999 R 2.GRADE 10 Table 15.38 October 1998 R 2.) 142 161 141 163 132 170 169 162 156 132 172 155 139 146 169 216 140 152 138 152 150 142 168 132 160 139 157 164 150 133 168 .86 February 2000 R 2. There are 100 data values and the total of the frequency column is 44+56=100.37 September 1998 R 2.61 July 1999 R 2.81 March 2000 R 2. 15.36 Worked Example 61: Grouping Data Question: Group the elements of Data Set 1 to determine how many times the coin landed headsup and how many times the coin landed tailsup.1 Exercises .
GRADE 10 Group ≤h< ≤h< ≤h< ≤h< ≤h< Tally 140 150 160 170 180 Frequency 15.1 Bar and Compound Bar Graphs A bar chart is used to present data where each observation falls into a speciﬁc category and where the categories are unrelated. One method of organisation is to display the data in the form of graphs. with group sizes of 1 and 2. and similar techniques will be used here. except the pair of data values are plotted as a point and the points are joined with straight lines.4. If percentages are used for various components of a compound bar. a lot of information can be quickly shown in an attractive fashion.5. The choice of the groups should be such that they help highlight features in the data. it must be organised in a manner that allows for the information to be extracted most eﬃciently. The frequencies (or percentages) are listed along the yaxis and the categories are listed along the xaxis.5. with a group size of 1. An experiment was conducted in class and 50 learners were asked to guess the number of sweets in a jar.CHAPTER 15. If these grouped values are plotted in a manner similar to a bar graph. Examples of a bar and a compound bar graph.5 130 140 150 160 170 2. The heights of the bars correspond to the frequencies. histograms and pie charts will be drawn directly from the data.6: Frequency table for Data Set 2.5 Graphical Representation of Data Once the data has been collected. A compound bar chart (also called component bar chart) is a variant: here the bars are cut into various components depending on what is being shown. etc. then the resulting graph is known as a histogram. The following guesses were recorded.3 are shown in Figure 15.3 for Data Set 2. The frequency polygons for the histograms in Figure 15. 217 . Functions and graphs have been studied in Chapter ??. Groups Frequency 0 < n ≤1 30 1 < n ≤2 32 2 < n ≤3 35 3 < n ≤4 34 4 < n ≤5 37 5 < n ≤6 32 Table 15. Examples of histograms are shown in Figure 15. the coin landed headsup 44 times and tailsup 56 times.2. 2130. The same data used to plot a histogram are used to plot a frequency polygon. STATISTICS . The bars are of equal width and should not touch neighbouring bars. 3140. 56 21 42 47 36 49 16 15 23 35 40 38 48 27 40 11 44 33 47 23 33 38 51 13 45 33 52 44 25 39 37 22 33 53 32 29 24 17 57 58 30 30 19 28 22 59 34 44 23 40 A Draw up a grouped frequency table using intervals 1120. The compound bar chart is a little more complex but if this method is used sensibly. 15. are shown in Figure 15. for Data Set 1 Table 15. then the total bar height must be 100%.2 Histograms and Frequency Polygons It is often useful to look at the frequency with which certain values fall in preset groups or classes of speciﬁed sizes. 15. instead of drawing graphs from equations as was done in Chapter ??. However. 15. According to the frequency table for Data Set 1. bar graphs.1.
7: Frequency table for Data Set 2. 60 50 40 30 20 10 0 0 1 2 3 4 5 6 Histogram .2: Examples of a bar graph (left) and compound bar graph (right) for Data Set 1.group size=1 Frequency 60 50 40 30 20 10 0 0 2 4 6 Histogram .group size=2 Frequency Figure 15. with a group size = 1 (left) and a group size = 2 (right).group size=2 Frequency Figure 15. Groups Frequency 0 < n ≤2 62 2 < n ≤4 69 4 < n ≤6 69 Table 15. Unlike histograms. with a group size of 2. The compound bar graph extends from 0% to 100%.group size=1 60 50 40 30 20 10 0 0 2 4 6 Histogram .4: Examples of histograms for Data Set 2.3: Examples of histograms for Data Set 2.5 100 90 80 70 60 50 40 30 20 10 0 CHAPTER 15.GRADE 10 100 90 80 70 60 50 40 30 20 10 0 Total Relative Frequency (%) Relative Frequency (%) Heads Tails Bar Graph Compound Bar Graph Figure 15. many frequency polygons can be plotted together to compare several fre218 Frequency Tails Heads . The scales on the yaxis for each graph are the same. with a group size = 1 (left) and a group size = 2 (right). STATISTICS . 60 50 40 30 20 10 0 0 1 2 3 4 5 6 Histogram . The scales on the yaxis for each graph are the same. and the values in the graph on the right are higher than the values of the graph on the left. and the values in the graph on the right are higher than the values of the graph on the left.15.
6◦ Total Frequency 32 × 360◦ = 200 × 360 = 57.5 15.6◦ Total Frequency 35 ◦ ◦ Total × 360 = 200 × 360 = 63 Frequency 34 × 360◦ = 200 × 360 = 61.6◦ Total 219 . 4. Pie charts show what contribution each group makes to the total data set.5. Heads Tails Figure 15. 2.CHAPTER 15. 15. showing the relative proportions of each data value to the total.3 Pie Charts A pie chart is a graph that is used to show what categories make up a speciﬁc section of the data. STATISTICS . A pie chart is based on a circle. Data Value Frequency 1 30 2 32 3 35 4 34 5 37 6 32 Total – 200 Step 2 : Calculate the angular size of the wedge for each data value Data Value 1 2 3 4 5 6 Angular Size of Wedge Frequency 30 × 360◦ = 200 × 360 = 54◦ Total Frequency 32 × 360◦ = 200 × 360 = 57. The wedges are usually shown in diﬀerent colours to make the distinction between the diﬀerent categories easier.2◦ Total Frequency 37 × 360◦ = 200 × 360 = 66. Check that the total degrees for the diﬀerent wedges adds up to close to 360◦. Calculate what proportion of 360◦ each category corresponds to according to Angular Size = Frequency × 360◦ Total 3. Worked Example 62: Pie Chart Question: Draw a pie chart for Data Set 2. Answer Step 1 : Determine the frequency table for Data Set 2.5: Example of a pie chart for Data Set 1. The area of each wedge is proportional to the ratio of that speciﬁc category to the total number of data values in the data set.GRADE 10 quency distributions. provided that the data has been grouped in the same way. Method: Drawing a piechart 1. Draw a circle that represents the entire data set. and what the contribution each category makes to the entire set of data. Draw a wedge corresponding to the angular contribution. and each category is represented as a wedge of the circle or alternatively as a slice of the pie.
5 CHAPTER 15. not necessarily straight lines. Her mass is measured once a month and is tabulated 220 August 1998 April 1999 April 2000 June 2000 . STATISTICS . compound bar. Petrol Price (R/l) 3 2 1 0 June 1999 August 1999 December 1998 February 1999 December 1999 February 2000 October 1998 October 1999 Figure 15. and between these points.5. histogram.15. or the average rainfall in a country as a function of season. frequency polygon and pie) are drawn from grouped data. Many other line graphs exist.g. Worked Example 63: Line Graphs Question: Clawde the cat is overweight and her owners have decided to put her on a restricted eating plan.4 Line and Broken Line Graphs All graphs that have been studied until this point (bar. they all CONNECT the points by LINES. are used to describe approximately the basic relationship between the given pairs of variables. e.6: Example of a line graph for Data Set 5. each of the pairs results in a speciﬁc point on the graph. Sometimes polynomials. and being a LINE graph these points are connected to one another by a LINE. Line and broken line graphs are plots of a dependent variable as a function of an independent variable. with the size of each wedge as calculated above.GRADE 10 Step 3 : Draw the pie.y) graphs. Usually a line graph is plotted after a table has been provided showing the relationship between the two variables in the form of pairs. The graphs that will be studied in this section are drawn from the ungrouped or raw data. Just as in (x. 2 3 4 5 Pie Chart for Data Set 2 1 6 Note that the total angular size of the wedges may not add up to exactly 360◦ because of rounding. the average global temperature as a function of time. for example. 15.
but very slowly.CHAPTER 15. Step 2 : Plot the graph 4 3 Mass (kg) 2 1 0 May September Step 3 : Analyse Graph There is a slight decrease of mass from March to October.53 4.5 Answer Step 1 : Determine what is required We are required to plot a line graph to determine whether the restricted eating plan is helping Clawde the cat lose weight.36 4.43 4.Graphical Representation of Data 1.51 4. Represent the following information on a pie chart.5 17 221 10h00 19 11h00 20 12h00 24 October June August March April July .37 15.41 4.56 4. 15. We are given all the information that we need to plot the graph. so the restricted eating plan is working. STATISTICS .5 Exercises . Represent the following information using a broken line graph. Month March April May June July August September October Mass (kg) 4. Draw a line graph of the data to determine whether the restricted eating plan is working. Time Temp (◦ C) 07h00 16 08h00 09h00 16.41 4. Walk Cycle Train Bus Car Total 15 24 18 8 35 100 2.5.GRADE 10 below.
is the average of the data values.65 66 .75 76 . ¯ pronounced ”xbar”.GRADE 10 3. Mean The mean. denoted by x. ungrouped data. represent this information using a suitable graph. 15. is simply the arithmetic average of a group of numbers (or data set) and is shown using the bar symbol ¯ So the mean of the variable x is x . The maths marks of a class of 30 learners are given below.55 56 .6 CHAPTER 15. Use a compound bar graph to illustrate the following information Year Girls Boys 2003 18 15 2004 15 11 2005 13 18 2006 12 16 2007 15 10 15. it is a measure of central tendency which means that it gives an indication of the main tendency of the set of data.6. Speciﬁcally. The mean of a set of values is calculated by adding up all the values in the set and dividing by the number of items in that set.1) x= ¯ number of values Method: Calculating the mean 222 . Using a coloured pen. especially when sets of diﬀerent sizes are being compared. Averages are useful for comparing data. x. The mean is calculated from the raw. STATISTICS . it is useful to be able to summarise the data set by calculating a few quantities that give information about how the data values are spread and about the central values in the data set.85 Frequency 5 10 26 30 15 12 10 4. 82 43 51 75 48 32 66 90 62 54 61 42 79 45 49 78 60 62 29 82 81 55 63 49 68 72 61 91 53 60 5. Other common types of average are the median and the mode.45 46 . Perhaps the simplest and most commonly used average is the mean of a set of data.35 36 .6 Summarising Data If the data set is very large. Time in seconds 16 .25 26 . Deﬁnition: Mean The mean of a data set.15.1 Measures of Central Tendency An average is simply a number that is representative of a set of data. There are several types of average. (also known as arithmetic mean). and is calculated ¯ as: sum of all values (15. draw a frequency polygon on this histogram. Represent the following information on a histogram.
1}? Answer Step 1 : Order the data set from lowest to highest 1.86.30.6 Worked Example 64: Mean Question: What is the mean of x = {10. 150 ÷ 5 = 30 Step 4 : Answer ∴ the mean of the data set x = {10. 2.85.2. 3. Step 3 : Divide the total by the number of data values. 15.99.2. Divide the total by the number of data values. Find the data value in the central position of the set.10. as follows.68.14.2. STATISTICS .10. 14 is in the central position of the data set.GRADE 10 1.68.50}? Answer Step 1 : Find the total of the data values 10 + 20 + 30 + 40 + 50 = 150 Step 2 : Count the number of data values in the data set There are 5 values in the data set. Median Deﬁnition: Median The median of a set of data is the data value in the central position. Step 4 : Find the data value in the central position of the ordered data set. 3. when the data set has been arranged from highest to lowest or from lowest to highest. Worked Example 65: Median Question: What is the median of {10.30.50} is 30.20.40.99}. Order the data from smallest to largest or from largest to smallest. The median is calculated from the raw.14.CHAPTER 15. There are an equal number of data values on either side of the median value. Step 5 : Answer ∴ 14 is the median of the data set {1.68. Step 3 : Find the central position of the data set The central position of the data set is 4. Count how many data values there are in the data set.14.99 Step 2 : Count the number of data values in the data set There are 7 points in the data set. 223 . ungrouped data. Find the total of the data values in the data set.85. 2. Count how many data values there are in the data set.40. Method: Calculating the median 1.20.
it is the most frequent value or most common value in a set. 8.68.68.14.68. Step 3 : Find the central position of the data set The central position of the data set is between positions 4 and 5. 224 .10.99. 2.e. 5.2. 9. If the number you get is a fraction.10.2. and then divide by 2. 7.11. It is very easy to determine the median of a data set with an odd number of data values. 11 is in position 4 and 14 is in position 5.85.86.99} is (11 + 14) ÷ 2 = 12. 8.99 Step 2 : Count the number of data values in the data set There are 8 points in the data set. Worked Example 66: Median Question: What is the median of {11. The mode is calculated from grouped data. 6.15.11. Important: Finding the Central Position of a Data Set An easy way to determine the central position or positions for any ordered data set is to take the total number of data values.1}? Answer Step 1 : Order the data set from lowest to highest 1.85. i. 4.GRADE 10 This example has highlighted a potential problem with determining the median. STATISTICS . Step 4 : Find the data values around the central position of the ordered data set.10. The mode is the data value that occurs the most.6 CHAPTER 15. 4.5 Mode Deﬁnition: Mode The mode is the data value that occurs most often. or single data items. 3. as the positions of the data values that must be averaged to obtain the median.10. the median is the mean of the two middle points. take the two whole numbers on either side of the fraction. Step 5 : Answer ∴ the median of the data set {1. but what happens when there is an even number of data values in the data set? When there is an even number of data values.14. 4.2.14. Method: Calculating the mode Count how many times each data value occurs. add 1. Worked Example 67: Mode Question: Find the mode of the data set x = {1.10} Answer Step 1 : Count how many times each data value occurs. then that is the central position. If the number you get is a whole number.
8. 7.10. Step 2 : Subtract the lowest value from the highest value to calculate the range. 8. 3. Some measures of dispersion are range.GRADE 10 data value 1 2 3 4 5 frequency 1 1 1 3 1 data value 6 7 8 9 10 frequency 1 1 2 1 2 15. 6. 8. 2. i.6 Step 2 : Find the data value that occurs most often. 4 occurs most often. A data set can have more than one mode. percentiles and quartiles. Step 3 : Answer The mode of the data set x = {1. 4.6. 8. 4. The diﬀerence is the range. 4.10} is 4. 2. 6. 15. 2. Find the lowest value in the data set. they provide information on the central data values in a set. 7. If all points in a data set occur with equal frequency. 4. 3. Subtract the lowest value from the highest value. Method: Calculating the range 1. Range Deﬁnition: Range The range of a data set is the diﬀerence between the lowest value and the highest value in the set. Worked Example 68: Range Question: Find the range of the data set x = {1. 10 − 1 = 9 Step 3 : Answer For the data set x = {1.10. 6. 7. 4. STATISTICS . Measures of dispersion provide information on how the data values in a set are distributed around the mean value. 4. When describing data it is sometimes useful (and in some cases necessary) to determine the spread of a distribution. 3. 3. 2. both 2 and 3 are modes in the set 1. the range is 9. 9.10}. 4. Find the highest value in the data set. 3. 10 is the highest value and 1 is the lowest value. median and mode are measures of central tendency. 225 .2 Measures of Dispersion The mean.10. 9. 5.e. 5. 4.10} Answer Step 1 : Find the highest and lowest values. 3. 8. 2. 9. 2. 4.CHAPTER 15. 8. For example. 5. it is equally accurate to describe the data set as having many modes or no mode.
or second quartile divides the set into two equal sections. The second quartile occurs between positions 6 and 7 and is the average of data values 12 and 24. Count how many data values there are in the data set. 12 ÷ 4 = 3 Step 4 : Find the data values corresponding to the quartiles. 4. 2. 28. 25. Worked Example 69: Quartiles Question: What are the quartiles of {3. Step 3 : Divide the number of data values by 4 to ﬁnd the number of data values per quartile. 3.5. also called the lower quartile. (Q2 ) The third quartile = 29. The lowest 75% of the data set should be found below the third quartile.1. Order the data from smallest to largest or from largest to smallest.41. 1 3 5 Q1 8 9 12 Q2 24 25 28 Q3 30 41 50 The ﬁrst quartile occurs between data position 3 and 4 and is the average of data values 5 and 8. 30. The median is the second quartile. (Q1 ) The second quartile = 18. 12.25. For example: Data Items 22 24 48 51 ↓ Lower quartile (Q1 ) 60 72 73 ↓ Median (Q2 ) 75 80 88 ↓ Upper quartile (Q3 ) 90 Method: Calculating the quartiles 1.6 Quartiles CHAPTER 15. 5. 8. 3.24. The median.50}? Answer Step 1 : Order the data set from lowest to highest {1. also called the upper quartile. The result is the number of data values per group. 41. Determine the data values corresponding to the ﬁrst. 50} Step 2 : Count the number of data values in the data set There are 12 values in the data set. STATISTICS .GRADE 10 Deﬁnition: Quartiles Quartiles are the three data values that divide an ordered data set into four groups containing equal numbers of data values. (Q3 ) 226 . The quartiles of a data set are formed by the two boundaries on either side of the median. 9.5.28.15. The lowest 25% of the data being found below the ﬁrst quartile value.9. which divide the set into four equal sections. The third quartile occurs between positions 9 and 10 and is the average of data values 28 and 30.12.30. Step 5 : Answer The ﬁrst quartile = 6. 24.8. second and third quartiles using the number of data values per quartile. Divide the number of data values by 4.
GRADE 10 Interquartile Range 15. Find the range.e. Step 3 : The median lies between the 6th and 7th mark i. Answer Step 1 : 20 39 40 Q1 43 43 46 M 53 58 63 Q3 70 75 91 Step 2 : The Range The range = 91 . quartiles and the Interquartile Range. Q1 = 40+43 = 83 = 41.e. Order the data from smallest to largest or from largest to smallest.5 2 2 Step 6 : Analysing the quartiles The quartiles are 41. 46. and is calculated by subtracting the ﬁrst quartile from the third quartile.5 2 2 Step 4 : The lower quartile lies between the 3rd and 4th mark i.5. Q3 = 63+70 = 133 = 66.5 and 66.5. 75.5 and 66. 50% of the marks are less than 49. This tells us that the marks are quite widely spread.5 = 25. 53.e. giving the range of the middle half of the data set.5. 70. 2. 43.5.20 = 71. Q3 − Q1 . Quartiles and the Interquartile Range Question: A class of 12 students writes a test and the results are as follows: 20.CHAPTER 15.e. Step 7 : The Interquartile Range The Interquartile Range = 66. 49. except the aim is to divide the data values into 100 groups instead of the 4 groups required by quartiles. i.5 and 75% of the marks are less than 66. 43. STATISTICS . The calculation of percentiles is identical to the calculation of quartiles. Step 8 : The Semiinterquatile Range The Semiinterquartile Range = 25 = 12.41.5 2 Percentiles Deﬁnition: Percentiles Percentiles are the 99 data values that divide a data set into 100 groups. These quartiles tell us that 25% of the marks are less than 41.e. Count how many data values there are in the data set. The semiinterquartile range is half the interquartile range. M = 46+53 = 99 = 49. 91. Q3 −Q1 2 Worked Example 70: Medians.5.5 . This tells us that the width of the middle 50% of the data values is 25. 58.6 Deﬁnition: Interquartile Range The inter quartile range is a measure which provides information about the spread of a data set. Method: Calculating the percentiles 1. They also tell us that 50% of the marks lie between 41. 40. i.5 2 2 Step 5 : The upper quartile lies between the 9th and 10th mark i. 39. 63. trimming oﬀ the lowest and highest quarters. 227 .
vi. 4. the the the the the the range lower quartile interquartile range semiinterquartile range median upper quartile 2. Three sets of data are given: A Data set 1: 9 12 12 14 16 22 24 B Data set 2: 7 7 8 11 13 15 16 16 C Data set 3: 11 15 16 17 19 19 22 24 27 For each one ﬁnd: i.55 56 . This is show in the table below.65 Frequency 7 10 15 12 6 Total = 50 Answer Step 1 : Calculating the mean To calculate the mean we need to add up all the masses and divide by 50. 228 . the modal age is 2 and the median age is 3 years. Four friends each have some marbles. ii.GRADE 10 3. the modal group and the median group.Summarising Data 1. She has 4 marbles. A If the mean number in the ﬁrst three jars is 3.60 61 . Determine the data values corresponding to the ﬁrst. iii. 15. 4.3 Exercises . how many are there in the n jar? 3. how many are there in the third jar? B If the mean number in the ﬁrst four jars is 4. how many are there in the fourth jar? C If the mean number in the ﬁrst n jars is n. Then we add these numbers together to ﬁnd the approximate total of the masses.6 CHAPTER 15.15. Median and Mode for Grouped Data Question: Consider the following grouped data and calculate the mean.45 46 .50 51 . iv. and 3 in the second jar. The mean number of sweets in the ﬁrst two jars is 2. second and third quartiles using the number of data values per quartile. so we approximate by choosing the midpoint of each group. Find a set of ﬁve ages for which the mean age is 5. One of them leaves. STATISTICS . They work out that the mean number of marbles they have is 10. We do not know actual masses. The result is the number of data values per group. There is 1 sweet in one jar. How many marbles do the remaining friends have together? Worked Example 71: Mean. Divide the number of data values by 100. Mass (kg) 41 . v.6. We then multiply those midpoint numbers by the frequency.
the modal group and the median group.75 76 . The following data were collected from a group of learners.65 66 .65 Midpoint (41+45)/2 = 43 48 53 58 63 Frequency 7 10 15 12 6 Total = 50 Midpt × Freq 43 × 7 = 301 480 795 696 378 Total = 2650 15.53 because it has the highest frequency. 50 The modal group is the group 51 .7 Misuse of Statistics In many cases groups can gain an advantage by misleading people with the misuse of statistics. modal and median group exercises. The median group is the group 51 . 229 .CHAPTER 15.GRADE 10 Mass (kg) 41 . Exercise: More mean. Times recorded when learners played a game.60 61 . • Axes that do not start at zero. 1.45 46 . Time in seconds 36 .53.55 56 . since the 25th and 26th terms are contained within this group.50 51 .55 56 . In each data set given.45 46 .85 86 .105 Frequency 5 11 15 26 19 13 6 2. ﬁnd the mean. Mass in kilograms 41 46 51 56 61 66 71 76 45 50 55 60 65 70 75 80 Frequency 3 5 8 12 14 9 7 2 15. Common techniques used include: • Three dimensional graphs.7 Step 2 : Answer The mean = 2650 = 53.95 96 . STATISTICS .
In a study conducted on a busy highway. • Using misconceptions of mathematical concepts For example. CHAPTER 15. 2006 2007 2. • Using statistics that are not truly representative of the entire population. and are presented in a table and pie chart below. Does the graph below convince you? Critically analyse the graph. Explain why. • Assumption that a correlation shows a necessary causality. A company has tried to give a visual representation of the increase in their earnings from one year to the next.Misuse of Statistics 1. STATISTICS .15.7. White Colour of car White Blue Red Frequency of drivers speeding 22 10 8 Blue Red 230 . 20 15 10 5 0 J F M A Months M J J 20 15 10 5 0 J J M A Months M F J 10 8 6 4 2 0 Option 1 Option 2 10 9 8 7 Option 1 Option 2 15. The data were collected during a 20 minute time interval during the middle of the day.1 Exercises .GRADE 10 • Graphic images that convey a negative or positive mood.7 • Axes without scales. the following pairs of graphs show identical information but look very diﬀerent. data was collected about drivers breaking the speed limit and the colour of the car they were driving.
A record label produces a graphic. Explain. Identify at least three devices they have used to inﬂuence and mislead the readers impression. To test a theory. 15.CHAPTER 15. The caption from a newspaper article quoted below. showing their advantage in sales over their competitors. demonstrates a misuse of statistical concepts.” Do you agree with these conclusions? Explain.GRADE 10 Conclusions made by a novice based on the data are summarised as follows: “People driving white cars are more likely to break the speed limit. 50 million copies 40 million copies Our sales Competitor’s sales 4. “More than 40% of learners in South Africa are below average in mathematics. Noise Level vs Productivity × Productivity × × × × × × Noise Level 231 . Can you think of a better explanation? 2400 Number of tourist passengers 2000 1600 1200 800 400 0 O N D J F M A M J Months of 2006/2007 5. In an eﬀort to discredit their competition. STATISTICS .” “Drivers in blue and red cars are more likely to stick to the speed limit.7 3. 8 diﬀerent oﬃces were monitored for noise levels and productivity of the employees in the oﬃce. The results are graphed below.” 6. Their claim is that the competitor is losing business. a tour bus company prints the graph shown below.
0 50. and 47.9 58. 3. The students in Bjorn’s class have the following ages: 5.8 Summary of Deﬁnitions mean The mean of a data set.00 1.7 47. The two diﬀerent motorbikes are tested for the time it takes (in seconds) for them to accelerate from 0 km/h to 60 km/h.4 72.6 63.1 69.7 49. An engineering company has designed two diﬀerent types of engines for motorbikes.0 75. 4.4 74.0 ≤ m < 65. Find the median of their heights. 44.49 1.0 60.9 67.GRADE 10 The following statement was then made: “If an oﬃce environment is noisy. this leads to poor productivity. Test 1 1.9 63. Calculate the mean.8 CHAPTER 15.9 Test 8 0.0 ≤ m < 75. C What can you conclude from looking at the graph? 6.9 Exercises 1. you would be able to ﬁt four 1 cent coins and a car into a match box.6 49.5 66.2) number of values median The median is the centre data value in a data set that has been ordered from lowest to highest mode The mode is the data value that occurs most often in a data set.1 Average Bike 1 Bike 2 A What kind of average should be used for this information? B Calculate the average you chose in the previous question for each motorbike.0 B Draw a frequency polygon for this information.0 ≤ m < 50. 60. 9. 1.1 kg) of thirty people were measured as follows: 45. 15.0 55. 42. 7. is the average of the data values.0 ≤ m < 60.1 Test 4 0.1 59. x.80 1.68 1. denoted by x.92 1.8 A Copy the frequency table below.0 65. The masses (in kg. 4.5 60.87 0.0 70.4 56. 42.7 52.71 0. The tallest 7 trees in a park have heights in metres of 41.0 ≤ m < 70.9 Test 10 1.3 50.9 57. 3.9 Test 2 1.” Explain the ﬂaws in this thinking.1 57.0 Test 5 1.5 71.9 54. “Using the median size as a reference.7 59.1 68. Find the mode of their ages.9 60.0 Test 9 0.7 78. 15.0 ≤ m < 55. and is ¯ calculated as: sum of values x= ¯ (15. and complete it.8 67.1 61.06 0. correct to the nearest 0.9 Test 7 1.09 1. and mode of Data Set 3.2 54. median.” Explain why this statement is true.15.0 Test 3 0.0 70. STATISTICS . 3.0 ≤ m < 80. 5.0 Test 6 0. 232 . 47.7 51. Mass (in kg) Tally Number of people 45.55 0. 2. 6. 6. 6.
less than 16 km? ii.CHAPTER 15. 154 141 168 142 140 132 166 150 145 169 151 161 159 173 152 138 150 139 132 170 132 161 142 131 149 163 170 145 150 156 162 146 138 157 146 147 152 171 152 160 A Set up a frequency table using 6 intervals. D How far will a motorbike travelling at 60 km/h travel in 1 second? 7. In a traﬃc survey. D Of these three ﬁgures. Trained Untrained 121 128 129 135 156 144 137 130 120 142 152 134 131 126 118 126 153 139 135 132 125 148 149 140 130 127 134 145 145 142 A Draw a backtoback stem and leaf diagram to show the two sets of data. C Determine the mode. STATISTICS .GRADE 10 15. B Find the modal class. C What percentage of samples drove i. which would you use for negotiating salary increases if you were a trade union oﬃcial? Why? 233 R250 000 R100 000 R90 000 R200 000 R100 000 R80 000 . E How many learners are taller than your approximate average in (b)? 8. B Calculate the approximate mean. between 16 km and 30 km daily? 9. D Determin the modal class. The heights of 40 learners are given below. A small ﬁrm employs nine people. They gave the same task to trained and untrained employees and timed each one in seconds. The annual salaries of the employers are: R600 000 R120 000 R100 000 A Find the mean of these salaries. C Find the Interquartile Range for both sets of data. Distance in km Frequency 15 4 610 5 1115 9 1620 10 2125 7 2630 8 3135 3 3640 2 4145 2 A Find the approximate mean. more than 30 km? iii. D Comment on the results. B Find the medians and quartiles for both sets of data. B Find the mode.9 C Which motorbike would you choose based on this information? Take note of accuracy of the numbers from each set of tests. A company wanted to evaluate the training programme in its factory. This information is shown in the table below. C Find the median. a random sample of 50 motorists were asked the distance they drove to work daily. 10.
9 CHAPTER 15.GRADE 10 11.15. Class 3039 4049 5059 6069 7079 8089 9099 Tally Frequency 34. The marks for a particular class test are listed here: 67 31 69 58 67 62 91 96 60 67 64 73 58 78 60 82 71 87 71 87 71 51 78 49 60 89 84 38 A Complete the frequency table using the given class intervals.5 44.5 Midpoint Freq × Midpt Sum = Sum = 234 . STATISTICS .
(We say one die. 5. with individual experiments having one of a set of outcomes or results.Grade 10 16. The letter S is used to indicate the sample space. heads should occur for 2 of the number of tosses and for a fair die. A simple example of a statistical outcome is observing a head or tail when tossing a coin. or • certain that they will not happen. In general.Chapter 16 Probability .2.2 Random Experiments The term random experiment or statistical experiment is used to describe any repeatable experiment or situation.4. With the results of either a heads or tails or one of {1. These experiments are repeatable and yield diﬀerent outcomes each time. and describes how probability is used to assign a number describing the level of chance or the odds associated with aspects of life. The meanings of statements like: ‘The HIV test is 85% reliable. Many branches of mathematics touch and interact with one another. or 6 when rolling a die. the idea has been introduced that diﬀerent situations have diﬀerent probabilities of occurring and that for many situations there are a ﬁnite number of diﬀerent possible outcomes. 2. 6 In earlier grades. 4. Therefore. and the ﬁelds of probability and statistics are no diﬀerent. events from daily life can be classiﬁed as either: • certain that they will happen. A basic understanding of probability is vital in grasping basic statistics. or • uncertain. For example.2.) 1 For a fair coin.3. A set of outcomes is known as an event. and probability is largely abstract without statistics to determine the ”real world” probabilities.’ will also be explained. the probability of observing a head on one 1 toss of a fair coin is 2 and that for obtaining a four on one roll of a fair die is 1 . 235 . the act of tossing a coin or rolling a die can be considered to be simple random experiments.6} being the outcomes. 16. 3. This chapter builds on earlier work and describes how to calculate the probability associated with diﬀerent situations.1 Introduction Very little in mathematics is truly selfcontained.1 Sample Space of a Random Experiment The set of all possible outcomes in a random experiment plays an important role in probability theory and is known as the sample space. Probability theory is concerned with predicting statistical outcomes. each number 1 should occur for 6 of the number of rolls.5. many dice. Another simple example of a statistical outcome is obtaining the numbers 1. 16.
Venn diagrams can also be used to indicate the union and intersection between events in a sample space (Figure 16.tails}. when tossing a coin the sample space S is made up of {heads. the sample space and events associated with the outcomes. 3. 4. The Venn diagram in Figure 16. 2.1 shows the diﬀerence between the universal set.e. the sample space is S = {1.4. Answer Step 3 : Determine all the possible outcomes The possible outcomes when rolling a die are: 1. 6. {2. 5 and 6. 5. S. A set of outcomes is referred to as an event.6}) would be referred to as an event. S For rolling a die. 8. 7. 7} 236 . Universal set Sample space. 4.6}.2). For example. 2. S Event B Event A Figure 16. the elements of S are then the outcomes of the random experiment. PROBABILITY . a sample space and events and outcomes as subsets of the sample space. The sample space is made up of all possible outcomes of a statistical experiment and an event is a subset of the sample space. when rolling a die the outcomes that are an even number (i. 3.2. Step 4 : Deﬁne the sample space.4.2 CHAPTER 16. 9} Answer Step 1 : Consider the events: • Drawing a prime number.GRADE 10 Using the terminology of set theory. 3. 5. For example. It is clear that outcomes and events are subsets of the sample space. Worked Example 73: Random Experiments Question: In a box there are pieces of paper with the numbers from 1 to 9 written on them.16.3. Worked Example 72: Sample Space Question: What outcomes make up the sample space S when rolling a die. S = {1. A Venn diagram can be used to show the relationship between the outcomes of a random experiment.5.1: Diagram to show diﬀerence between the universal set and the sample space. P = {2.
in the sample space S and (right) intersection of two events A and B. 7.CHAPTER 16. P and E = 2. P or E = 2. 5. S Sample Space S Event. A Event. P or E is also written P ∪ E. E = {2. 8} Step 2 : Draw a diagram S P 5 9 2 7 3 4 6 8 1 E Step 3 : Find the union The union of P and E is the set of all elements in P or in E (or in both). P and E is also written as P ∩ E.2: Venn diagram to show (left) union of two events.GRADE 10 16. ∴ n(S) = n(P ) = n(E) = n(P ∪ E) = n(P ∩ E) = 9 4 4 7 2 237 .2 Sample space. 8. B Event A Event B Figure 16. in the sample space S. etc. Step 5 : Find the number in each set We use n(S) to refer to the number of elements in a set S. Step 4 : Find the intersection The intersection of P and E is the set of all elements in both P and E. A and B. 6. 4. • Drawing an even number. 6. n(X) for the number of elements in X. 3. The crosshatched region indicates the intersection. 4. PROBABILITY .
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. A What is the sample space. in selecting a number uniformly between 0 and 1. However. 0. S? B Write down the set A. A probability is a real number between 0 and 1. and bet are other words expressing similar ideas. The odds of an event is deﬁned as the ratio of the probability that the event occurs to the probability that it does not occur. The number who take Geography is 41. representing the event of taking a piece of paper labelled with a factor 12. 2. usually written ”1 to 1” or ”1:1”. n(X ∩ Y ). being closely related in meaning to likely. Chance. X and Y . hazardous. n(B) iv. D Represent A. but it is not logically impossible. B and S by means of a Venn diagram. those who take History is 36. E Write down i. The number who take Maths and History is 16. A probability of 100% means that an event is certain. there is a distinction between logically impossible and occurring with zero probability.3 Exercise: Random Experiments CHAPTER 16. probabilities are usually given as a percentage between 0% and 100%. This means that in 6 of every 10 times when the world is in the current state. probability theory formulates incomplete knowledge pertaining to the likelihood of an occurrence. but exactly which one might not be known. n(X ∪ Y ). n(Y ). the outcomes that occur may be known. n(X). it will rain. Mathematically. All of these take either Maths. n(A ∩ B) v. A Draw a Venn diagram to illustrate all this information. a meteorologist might say there is a 60% chance that it will rain tomorrow. B Write down n(S).3 Probability Models The word probability relates to uncertain events or knowledge. For example. One piece of paper is taken out and then replaced.5 the odds of a coin landing on a given side are 0. odds.5 = 1. For example. and there are 8 who take Maths only and 16 who take only History. This means that on average. n(A ∪ B) F Is n(A ∪ B) = n(A) + n(B) − n(A ∩ B)? 16. and 30 take Maths. it is certain that whichever number is selected will have had a probability of 0 of being selected. representing the event of taking a piece of paper labelled with a prime number. the coin will land on that side as many times as it will land on the other side. 238 .GRADE 10 1. for example. n(A) iii. risky. Further. Geography or History. X = {even numbers from 1 to 16} and Y = {prime numbers from 1 to 16} A Draw a Venn diagram S. S = {whole numbers from 1 to 16}. In any statistical experiment. C Write down the set B. There are 79 Grade 10 learners at school. n(S) ii. whereas a probability of 0% is often taken to mean the event is impossible. the number who take Geography and History is 6. In everyday speech. the probability of selecting 1/2 is 0. PROBABILITY . Pieces of paper labelled with the numbers 1 to 12 are placed in a box and the box is shaken. and doubtful. Probability is connected with uncertainty. Another way of referring to probabilities is odds.16.
Equally likely outcomes are outcomes which have an equal chance of happening. The correct answer is 52 .5.6} i. Out of the 52 cards. there are 13 favourable outcomes. 2. What is the probability that it is: 239 .3 16. if the event of interest is drawing a club.e the total number of possible outcomes n(S)=6. 3. Probability of getting a 4 = P(4)=n(E)/n(S)=1/6. when you throw a fair dice the possible outcomes are S = {1. you can calculate the probability of an event happening by using the following deﬁnition: P(E)=number of favourable outcomes/total number of possible outcomes P(E)=n(E)/n(S) For example.2. 2 green and 1 white balls. Event 1: get a 4 The only possible outcome is a 4. Therefore. When all the outcomes are equally likely (in any activity). A card is selected randomly from a pack of 52. PROBABILITY . there are 13 clubs.6} Number of favourable outcomes: n(E)=3 Probability of getting a number more than 3 = P(more than 3) = n(E)/n(S)=3/6=1/2 Worked Example 74: Classical Probability Question: Various probabilities relating to a deck of cards Answer A standard deck of cards (without jokers) has 52 cards.4. A ball is picked at random.CHAPTER 16.5. there are 52 total outcomes. We cannot simply add together the number of number of outcomes for each event separately (4 + 13 = 17) as this inadvertently counts 16 one of the outcomes twice (the king of clubs). A bag contains 6 red. 2.3.e number of favourable outcomes: n(E)=1.GRADE 10 16. tails is equally likely to occur. There are 4 kings (one of each suit). Exercise: Probability Models 1. and the probability of this 13 1 event is 52 = 4 . 3 blue.1 Classical Theory of Probability 1. each outcome in the sample space S = heads. i.3. What is the probablity that it is: A B C D red blue or white not green not green or red? 2. We can now look at various events and calculate their probabilities: 1.e E=4 i. The probability of drawing a king is 4 1 52 = 13 . we can think of each card as a possible outcome. What is the probability of drawing a king OR a club? This example is slightly more complicated. If we randomly draw a card from the deck. Therefore. Event 2: get a number greater than 3 Favourable outcomes: E = {4. For example when a fair coin is tossed.
4 A B C D E the 2 of hearts a red card a picture card an ace a number less than 4? CHAPTER 16. determining the total number of possible outcomes and calculating the probability of each outcome using the deﬁnition of probability 2. Relative frequency should therefore be seen as an approximation to probability. What is the probability of selecting a multiple of 5. Probability There are two approaches to determining the probability associated with any particular event of a random experiment: 1. Answer Step 1 : Identify the diﬀerent outcomes There are two unique outcomes: H and T.1.e. H means that the coin landed headsup and T means that the coin landed tailsup. For example. Even numbers from 2 100 are written on cards.GRADE 10 3. The following two worked examples show that the relative frequency of an event is not necessarily equal to the probability of the same event. i. Step 2 : Count how many times each outcome occurs.16.4 Relative Frequency vs.1: Results of 100 tosses of a fair coin. performing the experiment and calculating the relative frequency of each outcome Relative frequency is deﬁned as the number of times an event happens in a statistical experiment divided by the number of trials conducted. tossing a coin 100 times.1 represent the outcomes of repeating 100 trials of a statistical experiment 100 times. It takes a very large number of trials before the relative frequency of obtaining a head on a toss of a coin approaches the probability of obtaining a head on a toss of a coin. Worked Example 75: Relative Frequency and Probability Question: Determine the relative frequencies associated with each outcome of the statistical experiment detailed in Table 16. H H T H T H T H T T T H T H H T T T H T T H H T H T H T T T H H T T H T T H T H H T T H T T T T H H T H H T T H H T H T H H T T H T T T H T H T H H T T T T T T H T T T T H H H H H H T H T H H T T T T Table 16. if a card is drawn at random? 16. the data in Table 16. PROBABILITY . 240 .
there were 100 trials.44 and the relative frequency of the coin landing tailsup is 0.5. 241 . There are two possible outcomes.CHAPTER 16.44 = = frequency of outcome number of trials 56 = 100 = 0. Therefore. Answer Step 1 : Identify the diﬀerent outcomes There are two unique outcomes: H and T.4 Step 3 : Determine the total number of trials. Step 4 : Calculate the relative frequency of each outcome frequency of outcome number of trials 44 = 100 = 0.56. The statistical experiment of tossing the coin was performed 100 times.5 number of favourable outcomes total number of outcomes 1 = 2 = 0.56 Probability of H Relative Frequency of T The relative frequency of the coin landing headsup is 0. PROBABILITY .5 = Relative Frequency of H = Relative Frequency of T The probability of an evenly weighted coin landing on either face is 0. in total. Step 2 : Determine the total number of outcomes. Worked Example 76: Probability Question: Determine the probability associated with an evenly weighted coin landing on either of its faces.GRADE 10 Outcome H T Frequency 44 56 16. Step 3 : Calculate the probability of each outcome number of favourable outcomes total number of outcomes 1 = 2 = 0.
5 CHAPTER 16. the relative frequency approaches the probability of a coin toss.6 Probability Identities The following results apply to probabilities. for the sample space S and two events A and B. because all cards are black or red! Worked Example 78: Probabilty identitys Question: What is the probability of drawing a club or an ace with one single pick from a pack of 52 cards Answer Step 1 : Identify the identity which describes the situation P (club ∪ ace) = P (club) + P (ace) − P (club ∩ ace) Step 2 : Calculate the answer 1 + 4 1 + 4 16 52 4 13 1 1 1 − × 13 4 13 1 1 − 13 52 = = = = Notice how we have used P (C ∪ A) = P (C) + P (A) − P (C ∩ A).2) (16. P (S) = 1 (16. 20.GRADE 10 16. 50.3) Worked Example 77: Probabilty identitys Question: What is the probability of selecting a black or red card from a pack of 52 cards Answer P(S)=n(E)/n(S)=52/52=1.1) P (A ∩ B) = P (A) × P (B) P (A ∪ B) = P (A) + P (B) − P (A ∩ B) (16. PROBABILITY . within S.5 Project Idea Perform an experiment to show that as the number of trials increases.16. 16. 242 . Perform 10. 200 trials of tossing a coin. 100.
Sarah: 0. What is the probability that: A all four pass? B all four fail? C at least one passes? 5.7. If she ﬁres three arrows. A Draw a sample space diagram to show all outcomes. B only one of the arrows hit the bullseye? 3.7 Exercise: Probability Identities Answer the following questions 1. Four children take a test. Heather: 0. A tossed coin landing on heads or landing on tails This means that if we examine the elements of the sets that make up A and B there will be no elements in common. The probability that an arrow hits the bullseye is 0.5. which cannot be true at the same time. Rory is target shooting.9.5. He ﬁres ﬁve shots. What is the probability that: A All ﬁve shots miss the center? B At least 3 shots hit the center? 2.4. The probability of each one passing is as follows. Wendy: 0.3.CHAPTER 16. PROBABILITY . Also a fair coin is tossed.11 on it is rolled. A student passing or failing an exam 3.8. Examples of mutually exclusive events are: 1. Therefore.3 becomes: P (A ∪ B) = P (A) + P (B) for mutually exclusive events.GRADE 10 16. B What is the probability that: i. what is the probability that: A All the arrows hit the bullseye. A dice with the numbers 1.9. His probability of hitting the target is 0. A head is tossed and a 3 rolled? 4. Since. 243 . With a single pick from a pack of 52 cards what is the probability that the card will be an ace or a black card? 16. 2. A die landing on an even number or landing on an odd number. equation 16.7.7 Mutually Exclusive Events Mutually exclusive events are events. P (A ∩ B) = 0. Kosma: 0. An archer is shooting arrows at a bullseye. A ∩ B = ∅ (where ∅ refers to the empty set). A tail is tossed and a 9 rolled? ii.6.
A box contains coloured blocks. then the probability of A not occurring is the probability associated with all other events in S occurring less the probability of A occurring.25. if P (A) = 0. the probability of ‘not A’ is equal to one minus the probability of A. The number of each colour is given in the following table. What is the probability that the block will be: A purple B purple or white C pink and orange D not orange? 2.GRADE 10 1. PROBABILITY . Fiona has 85 labeled discs.8 Exercise: Mutually Exclusive Events Answer the following questions CHAPTER 16.16. which are numbered from 1 to 85. 244 . The table gies the number of pupils of each age in the class. 3 years female 6 3 years male 2 4 years female 5 4 years male 7 5 years female 4 5 years male 6 If a pupil is selceted 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. This means that P (A′ ) = 1 − P (A) where A’ refers to ‘not A’ In other words. For example. A small private school has a class with children of various ages. If a disc is selected at random what is the probability that the disc number: A ends with 5 B can be multiplied by 3 C can be multiplied by 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? 16.8 Complementary Events The probability of complementary events refers to the probability associated with events not occurring. Colour Number of blocks Purple 24 Orange 32 White 41 Pink 19 A block is selected randomly.
ﬁve white balls. if two mutually exclusive events are assumed equally probable. Calculate the probability that a ball which is not red will be drawn Answer Step 1 : Find event 1 Let R be the event that a red ball is drawn: • P(R)n(R)/n(S)=3/14 • R and R’ are complementary events Step 2 : Find the probabilitys ∴ P(R’) = 1 .8 Worked Example 79: Probability Question: If you throw two dice. 245 . or. Worked Example 80: Probability Question: A bag contains three red balls.P(R) = 1 3/14 = 11/14 Step 3 : Alternate way to solve it • Alternately P(R’) = P(B) + P(W) + P(G) • P(R’) = 4/14 + 5/14 + 2/14 = 11/14 Extension: Interpretation of Probability Values The probability of an event is generally represented as a real number between 0 and 1. Step 4 : Probability of one So the probability that at least one will be a six is 1 − 25/36 = 11/36. but the converses are not always true: probability 0 events are not always impossible. ”50%” or ”1/2”. Step 3 : Probability of neither So the probability that neither will be a six is 5/6 × 5/6 = 25/36. two green balls and four blue balls: 1. PROBABILITY . Calculate the probability that a red ball will be drawn from the bag. Step 2 : Work out probability of event 2 The probability that the red dice will not be a six is 5/6. nor probability 1 events certain. and that the blue one will not be a six is also 5/6. work out the probability that there will be no six. The rather subtle distinction between ”certain” and ”probability 1” is treated at greater length in the article on ”almost surely”. The closer an event’s probability is to 1. such as a ﬂipped or spun coin landing headsup or tailsup.GRADE 10 16. the more likely it is to occur. An impossible event has a probability of exactly 0. 2. what is the probability that at least one of them will be a six? Answer Step 1 : Work out probability of event 1 To solve that kind of question. Most probabilities that occur in practice are numbers between 0 and 1.CHAPTER 16. one red and one blue. equivalently. we can express the probability of each event as ”1 in 2”. and a certain event has a probability of 1. indicating the event’s position on the continuum between impossibility and certainty. For example. inclusive.
what is the probability that one pupil chosen at random has: A Both chips and Fanta B has only Fanta? 3. 4 ginger biscuits. but is odd. This is expressed as ”1 to 1 odds” and often written ”1:1”.16.GRADE 10 Probabilities are equivalently expressed as odds. Tamara has 18 loose socks in a drawer. for the tossed/spun coin. 31 eat both and 6 eat only Frosties.9 End of Chapter Exercises 1. In a car park with 300 cars. what is the probability that: A it is either a ginger biscuit of a Jambo? B it is NOT a shortbread cookie. In a group of 42 pupils. and 3:2 odds are equivalent to probability 3/5. What is the probability that Ingrid: A Wins the prize B Does not win the prize? 246 . Ingrid bought 15 tickets. A group of 45 children were asked if they eat Frosties and/or Strawberry Pops. A packet has yellow and pink sweets. Odds a:b for some event are equivalent to probability a/(a+b). PROBABILITY . If 23 had a packet of chips and 7 of these also had a Fanta.9 CHAPTER 16. how many sweets are pink? 5. which is equal to 1/1. For example. Eight of these are orange and two are pink. A plate contains 9 shortbread cookies. 11 chocolate chip cookies and 18 Jambos. 280 tickets were sold at a raﬄe. 16. If a biscuit is selected at random. What is the probability that the ﬁrst car to leave the car park is: A an Opal B not an Opal 6. What is the probability that a child chosen at random will eat only Strawberry Pops? 2. which is the ratio of the probability of one event to the probability of all other events. there are 190 Opals. 4. 8. The odds of headsup.1/2). all but 3 had a packet of chips or a Fanta or both. 1:1 odds are equivalent to probability 1/2. 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 not orange or pink 7. The probability of taking out a pink sweet is 7/12. are (1/2)/(1 . Use a Venn diagram to work out the following probabilities from a die being rolled: 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. A What is the probability of taking out a yellow sweet B If 44 if the sweets are yellow.
The probability that a sweet. P? C Write down a set. purple or blue ii. O or B.CHAPTER 16. A What is the sample space for this experiment? B What is the set describing the event of drawing a pink block. A How many children were in the school B What is the probility that a child chosen at random has: i. The remaining cards are then shuﬄed and one card chosen. will be purple is 1/7 and the probability that it will be black is 3/5. Red hair C A child with brown eyes is chosen randomly. 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 N in P. P. The colour of the block is noted and the block is replaced. 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. the card is replaced before the next card is chosen. blue and black sweets in it. 247 . purple B If there are 70 sweets in the jar how many purple ones are there? C 1/4 if the purple sweets in b) have streaks on them and rest do not.P(A and B) 13. Brown eyes ii. PROBABILITY .9 9. A If I choose a sweet at random what is the probability that it will be: i. All the clubs are taken out of a pack of cards. of drawing a picture card. The children in a nursery school were classiﬁed by hair and eye colour. of drawing a numbered card. Use a Venn diagram to prove that the probability of either event A or B occuring is given by: (A and B are not exclusive) P(A or B) = P(A) + P(B) . For each of the following. How many purple sweets have streaks? 11. to represent the event of drawing either a orange or a purple block. 44 had red hair and not brown eyes. The bag is shaken and a block is withdrawn. Black iii. N. draw a Venn diagram to represent the situation and ﬁnd an example to illustrate the situation. Thuli has a bag containing ﬁve orange. 5 had brown eyes but not red hair and 40 did not have brown eyes or red hair. D Draw a Venn diagram to show the above information.GRADE 10 16. After being chosen. A What is the sample space? B Find a set to represent the event. three purple and seven pink blocks. What is the probability that this child will have red hair 10. A jar has purple. C Find a set for the event.) 14. 12. chosen at random. 14 had brown eyes and red hair.
PROBABILITY .16.9 CHAPTER 16.GRADE 10 248 .
Part III Grade 11 249 .
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Grade 11 17.3) √ 3 22 A number may not always have a real nth root. For example. (−2)2 = 4 and 22 = 4. Using law 6.2) therefore a n must be an nth root of am . Usually if there is more than one root. an = m √ n am (17.1 Introduction In Grade 10 we studied exponential numbers and learnt that there were six laws that made working with exponential numbers easier. This will be described here. we notice that m m (a n )n = a n ×n = am (17. (−1)4 = 1. 23 = 2 m (17. then there is no real number such that x2 = −1 because x2 can never be a negative number. 251 . so both 2 and 2 are 2nd (square) roots of 4. There is one law that we did not study in Grade 10. It is also possible for more than one nth root of a number to exist. What happens when the index is not an integer. For example. For example.Chapter 17 Exponents . so −1 is a 4th root of 1. we worked only with indices that were integers. we choose the positive real solution and move on. but they are beyond the scope of this book. Extension: Complex Numbers There are numbers which can solve problems like x2 = −1.2.2 Laws of Exponents In Grade 10.1 Exponential Law 7: a n = m √ n am We say that x is an nth root of b if xn = b. 17. They are called complex numbers. We can therefore say √ m a n = n am √ where n am is the nth root of am (if it exists). but is a rational number? This leads us to the ﬁnal law of exponents.1) 17. if n = 2 and a = −1. For example.
EXPONENTS .GRADE 11 Worked Example 81: Rational Exponents Question: Simplify without using a calculator: 5 4−1 − 9−1 1 2 Answer Step 1 : Rewrite negative exponents as numbers with postive indices 5 − 1 2 = 1 4 1 9 Step 2 : Simplify inside brackets 5 9−4 ÷ 1 36 5 36 × 1 5 (62 ) 2 1 1 2 1 2 = = = Step 3 : Apply exponential law 6 = 6 Worked Example 82: More rational Exponents Question: Simplify: (16x4 ) 4 Answer Step 1 : Covert the number coeﬃcient to indexform with a prime base = (24 x4 ) 4 3 3 Step 2 : Apply exponential laws = 24× 4 .x4× 4 = 23 .2 CHAPTER 17.17.x3 = 8x3 3 3 252 .
8)n . where n = number of hours Step 2 : In 5 hours P opulation = 10(1.GRADE 11 17. Worked Example 84: More Exponentials in the Real world Question: A species of extremely rare. in this case: P opulation = 10(1. for example on a savings account or on a loan and compound growth.3 Exponentials in the RealWorld In Chapter 8.687 × 1043 Note this answer is given in scientiﬁc notation as it is a very big number. If there are a total 821 of this type of ﬁsh and their growth rate is 2% each month. Simplify: (a) (x0 ) + 5x0 − (0. Rewrite the expression as a power of x: x x √ x x x 17.8)168 = 7.8)5 = 188 Step 3 : In 1 day = 24 hours P opulation = 10(1. you used exponentials to calculate diﬀerent types of interest. deep water ﬁsh has an extremely long lifespan and rarely have children. how many will there be in half of a year? What will be the population be in 10 years and in 100 years ? Answer Step 1 : P opulation = Initial population×(1+growth percentage)time period in months 253 .5 + 8 3 7 12m 9 11 8m− 9 2 (c) (b) s 2 ÷ s 3 1 1 (d) (64m6 ) 3 2 2. EXPONENTS . Worked Example 83: Exponentials in the Real world Question: A type of bacteria has a very high exponential growth rate at 80% every hour.8)24 = 13 382 588 Step 4 : in 1 week = 168 hours P opulation = 10(1.3 Exercise: Applying laws Use all the laws to: 1.CHAPTER 17. If there are 10 bacteria.25)−0. in 1 day and in 1 week? Answer Step 1 : P opulation = Initial population×(1+growth percentage)time period in hours Therefore. determine how many there will be in 5 hours.
02)1 200 = 1.GRADE 11 Therefore. 17.02)n.4 CHAPTER 17.02)120 = 8 838 Step 4 : in 100 years = 1 200 months P opulation = 821(1.17. EXPONENTS . Rewrite the expression as a power of x: x √ x x x x √ 3 x 254 . where n = number of months Step 2 : In half a year = 6 months P opulation = 821(1.716 × 1013 Note this answer is also given in scientiﬁc notation as it is a very big number. Simplify as much as you can: a2 b4 6. Simplify: (a) (x3 ) 3 5 (c) (m5 ) 3 4 (e) −(m2 ) 3 3.02)6 = 924 Step 3 : In 10 years = 120 months P opulation = 821(1.4 End of chapter Exercises A 8− 3 √ 2 B 16 + 8− 3 2 1. Simplify as far as possible: 2. Simplify: √ 3 x4 b5 8. Simplify as much as you can: 4 (b) (s2 ) 2 4 (d) (−m2 ) 3 4 (f) (3y 3 )4 3a−2 b15 c−5 (a−4 b3 c) −5 2 1 4. in this case: P opulation = 821(1. Simplify as much as you can: 9a6 b4 1 2 5. Simplify: √ x3 x 3 3 16 7.
n a = a n and n b = b n .Chapter 18 Surds .2) n b b √ m n am = a n (18.1 Surd Calculations There are several laws that make working with surds easier. √ √ 16 × 3 4 = 3 64 = 4 √ √ √ 2.1 Surd Law 1: √ √ √ n a n b = n ab It is often useful to look at a surd in exponential notation as it allows√ to use the exponential us √ 1 1 laws we learnt in section ??.Grade 11 18.5) Some examples using this law: 255 .1.2 Surd Law 2: n n a b = √ na √ n b If we look at a b in exponential notation and applying the exponential laws then. √ √ √ n n n a b = ab (18.1. 2 × 32 = 64 = 8 √ √ √ 3.4) = = Some examples using this law: 1. a2 b3 × b5 c4 = a2 b8 c4 = b4 c2 √ 3 (ab) n √ n ab 1 18. √ √ 1 1 n n a b = an bn (18. n a b = = = a b an bn √ n a √ n b 1 1 1 n (18. In exponential notation.1) √ n a a n = √ (18. Then. We will list them all and then explain where each rule comes from in detail.3) 18.
3 Surd Law 3: √ n am = a n m If we look at √ n am in exponential notation and applying the exponential laws then.53 √ 243 × 125 √ 15 30375 15 = = = √ 15 256 .GRADE 11 √ √ 3 3= 38=2 √ √ √ a2 b13 ÷ b5 = a2 b8 = ab4 18. √ √ √ 12 ÷ 3 = 4 = 2 √ 3 24 ÷ CHAPTER 18.1. For √ √ √ example 2 and 3 are like surds. √ 6 23 = = = 26 3 1 22 √ 2 18. however 2 and 3 2 are unlike surds. showing all steps: Answer Step 1 : Find the common root 15 √ √ 3 3× 55 = √ √ 15 35 × 53 Step 2 : Use surd law 1 35 . 2. √ 1 n am = (am ) n m = an (18. An important thing to realise about the surd laws we have just learnt is that the surds in the laws are all like surds.1. otherwise they are called unlike surds.18.6) For example. 3. then we must ﬁrst convert them into like surds. In order to do this we use the formula √ √ bn n (18.7) am = abm to rewrite the unlike surds so that bn is the same for all the surds. If we wish to use the surd laws on unlike surds.1 1. SURDS .4 Like and Unlike Surds √ √ m Two surds m a and n b are called like surds if √ = n. Worked Example 85: Like and Unlike Surds Question: Simplify to like surds as far as possible.
GRADE 11 18.1 18.5 Simplest Surd form In most cases. answers are given in simplest surd form. √ √ 50 = 25 × 2 √ √ 25 × 2 = √ = 5 2 √ √ 5 2 is the simplest surd form of 50.CHAPTER 18. when working with surds. Worked Example 86: Simplest surd form √ Question: Rewrite 18 in the simplest surd form: Answer Step 1 : Break the number 18 into its lowest factors √ 18 = = = = = √ 2×9 √ 2×3×3 √ √ 2× 3×3 √ √ 2 × 32 √ 3 2 Worked Example 87: Simplest surd form √ √ Question: Simplify: 147 + 108 Answer Step 1 : Simplify each square root seperately √ √ √ √ 147 + 108 = 49 × 3 + 36 × 3 = 72 × 3 + 62 × 3 Step 2 : Take the values that have square root sign = 2 under the surd to the outside of the √ √ 7 3+6 3 Step 3 : The exact same surds can be treated as ”like terms” and may be added = √ 13 3 257 .1. For example. SURDS .
) √ √ 5x x − 16 x x √ ( x)(5x − 16) x Worked Example 89: Rationalising the Denominator Question: Rationalise the following: 5x−16 √ y−10 258 . √ √ c a− b c √ √ ×√ √ = √ (18.18. SURDS . then we can simply √ multiply both top and bottom by a − b achieving a rational denominator.10) which is rational (since a and b are rational). √ x 5x − 16 √ ×√ x x Step 2 : There is no longer a surd in the denominator.1 CHAPTER 18. (That’s why denominators get rationalised. which has a surd in the denominator as a fraction which has a rational denominator.9) √ a+ b a− b a+ b √ √ c a−c b = a−b or similarly c √ √ a− b = = √ √ c a+ b √ ×√ √ √ a+ b a− b √ √ c a+c b a−b (18.8) √ √ If we have a fraction which has a √ denominator which looks like a + b. √ √ Any expression of the form √ a + √b (where a and b are rational) can be changed into a rational √ √ number by multiplying by a − b (similarly a − b can be rationalised by multiplying by √ √ a + b).1. This is because √ √ √ √ ( a + b)( a − b) = a − b (18.GRADE 11 18.6 Rationalising Denominators It is useful to work with fractions. It is possible to rewrite any fraction. This √ ”rationalises” the surd in the denominator. which have rational denominators instead of surd denominators. The surd is expressed in the numerator which is the prefered way to write expressions. you can multiply it out by another x. Note that √x = 1. thus the equation x becomes rationalised by multiplying by 1 and thus still says the same thing. We will now see how this can be achieved. Worked Example 88: Rationalising the Denominator √ Question: Rationalise the denominator of: 5x−16 x Answer Step 1 : Get√ of the square root sign in the denominator rid √ To get rid of x in the denominator.
Write in simplest surd form: 259 .2 Worked Example 90: Rationalise the denominator y−25 Question: Simplify the following: √y+5 Answer Step 1 : Multiply this equations by a clever form of ”1” that would rationalise this denominator √ y−5 y − 25 ×√ √ y+5 y−5 Step 2 : Multiply out the numerators and denominators √ √ y y − 25 y − 5y + 125 y − 25 √ y(y − 25) − 5(y − 25) = (y − 25) √ (y − 25)( y − 25) = (y − 25) √ y − 25 = 18.CHAPTER 18. Write as a single fraction: √ 3 √ + x 2 x 4. Rationalise the denominator: 1 x 3.GRADE 11 Answer Step 1 : Rationalise this denominator by using a clever form of ”1” √ y + 10 5x − 16 ×√ √ y − 10 y + 10 Step 2 : Multiply out the numerators and denominators √ √ 5x y − 16 y + 50x − 160 y − 100 Step 3 : There is no next step in this case. All the terms in the numerator are diﬀerent and cannot be simpliﬁed and the denominator does not have any surds in it anymore. 18.2 End of Chapter Exercises √ √ √ √ ( x − 2)( x + 2) 10 √ x− 1. SURDS . Expand: 2.
. Evaluate without using a calculator: √ 7 . Simplify... Simplify: √ √ 98x6 + 128x6 √ 7 2− 2 1 2 5 − 3 13 1 = 6 2 2 3 15. without use of a calculator: √ √ √ 5( 45 + 2 80) 13. Rationalise the denominator: 10. Write the following with a rational denominator: √ 5+2 √ 5 14. Rationalise the denominator: y−4 √ y−2 2x − 20 √ √ y − 10 9.. 2+ 2 1 2 16. Proof(without the use of a calculator) that: 8 +5 3 11. without use of a calculator: √ √ 98 − 8 √ 50 12..2 (a) (c) (e) √ 72 √ (b) (d) (f) √ 2 2) CHAPTER 18.. 260 . The use a calculator is not permissible in this question..18. Expand and simplify: (1 + √ √ 2)(1 + 8) √ √ √ 3)(1 + 8 + 3) 8. Simplify. Expand and simplify: (2 + 7. Fill√ the blank surdform numberwhich will make the following equation a true statement: in √ √ −3 6 × −2 24 = − 18 × .. SURDS .GRADE 11 √ √ 45 + 80 √ √ √48 12 √ 4√ ( 8÷ 2) 18÷ 72 √ 8 √ 16√ ( 20÷ 12) 5.. Expand and simplify: (2 + 6. Simplify completely by showing 1 √ √ 12 + 3 (3 3) all your steps: 3− 2 17..
66 as an answer while Method 2 gives 8. . in a calculation that has many steps. This maintains the accuracy of your answer.1: Two methods of writing 3 3 + 12 as Method 1 √ √ √ √ √ √ 3 3 + 12 = 3√3 + √ · 3 4 3 3 + 12 = 3√3 + 2 3 = 5 3 = 5 × 1. For example.19 + 3. = 8. it is best to leave the rounding oﬀ right until the end.1. = 8. . if you were asked to write √ √ 3 3 + 12 as a decimal number correct to two decimal places. .46 5.Grade 11 We have seen that numbers are either rational or irrational and we have see how to roundoﬀ numbers.65 as an answer.46 8.732050808 . The answer of Method 1 is more accurate because the expression was simpliﬁed as much as possible before the answer was roundedoﬀ. Write the answer to three decimal places. Answer Step 1 : Simplify the expression 261 .Chapter 19 Error Margins . it is best to simplify any expression as much as possible. . before using your calculator to work out the answer in decimal notation.66 a decimal number. √ √ Table 19. there are two ways of doing this as described in Table 19. However.660254038 .73 + 3. In general.65 In the example we see that Method 1 gives 8. Worked Example 91: Simpliﬁcation and Accuracy √ √ Question: Calculate 3 54 + 3 16. Important: Simpliﬁcation and Accuracy It is best to simplify all expressions as much as possible before roundingoﬀ answers. Method 2 = = = 3 × 1.
∴ Worked Example 92: Simpliﬁcation and Accuracy 2 √ Question: Calculate x + 1 + 1 (2x + 2) − (x + 1) if x = 3. × 4 ÷ 3 = = = = 2.6.25992105 . .6 3 2. .300 to three decimal places √ √ 3 3 54 + 16 = 6. . Answer Step 1 : Simplify the expression √ 1 x+1+ 3 √ 1√ x+1+ 2x + 2 − x − 1 3 √ 1√ x+1+ x+1 3 4√ x+1 3 (2x + 2) − (x + 1) = = = Step 2 : Substitute the value of x into the simpliﬁed expression 4√ x+1 3 4 3.25992105 . = 6. = 2.299605249 . . = 6. ERROR MARGINS .300 to three decimal places. .6. 6.859681412 . .299605249 . . Step 2 : Convert any irrational numbers to decimal numbers √ 3 5 2 = 5 × 1.86 (to two decimal places) if x = 3. = 6.86 To two decimal places √ ∴ x+1+ 1 3 (2x + 2) − (x + 1) = 2. .GRADE 11 √ √ 3 3 54 + 16 = = = = = √ √ 3 3 27 · 2 + 8 · 2 √ √ √ √ 3 3 3 3 27 · 2 + 8 · 2 √ √ 3 3 3 2+2 2 √ 3 5 2 5 × 1. .144761059 .300 Step 3 : Write the ﬁnal answer to the required number of decimal places. 2. .6 + 1 3 4 4. . . Write the answer 3 to two decimal places.CHAPTER 19.859681412 . Step 3 : Write the ﬁnal answer to the required number of decimal places. . 262 . .
83.GRADE 11 Extension: Signiﬁcant Figures In a number. ERROR MARGINS . 263 . If it is necessary to approximate a number in the middle of a calculation. so it would be 6. approximating them only at the very end of a calculation. and to instead use symbols to represent certain irrational numbers (such as π). Zeroes are only counted if they are between two nonzero digits or are at the end of the decimal part. For example.CHAPTER 19. For example 6. Estimating a number works by removing signiﬁcant ﬁgures from your number (starting from the right) until you have the desired number of signiﬁcant ﬁgures.827 has 4 signiﬁcant ﬁgures.0 has 5 signiﬁcant ﬁgures. rounding as you go. then it is often good enough to approximate to a few decimal places. but 2000. It is usually good practise to only estimate numbers when it is absolutely necessary. but if you wish to write it to 3 signiﬁcant ﬁgures it would mean removing the 7 and rounding up. the number 2000 has 1 signiﬁcant ﬁgure (the 2). each nonzero digit is a signiﬁcant ﬁgure. It is important to know when to estimate a number and when not to.
CHAPTER 19.GRADE 11 264 . ERROR MARGINS .
. 20. 4. . . the ﬁrst diﬀerences) of a quadratic sequence form a sequence where there is a constant diﬀerence between consecutive terms. For example.1) is a quadratic sequence. Note that the diﬀerences between consecutive terms (that is.. 1. . has a linear formula of the kind ax + b. . In the above example. 265 .. 2. the sequence of {1. 4.1). Thus.1 Introduction In Grade 10..Chapter 20 Quadratic Sequences .. 2. 4. 3. In this chapter we learn about quadratic sequences.} obtained above: 3−2 = 4−3 = . then: a2 − a1 a3 − a2 =2−1 =4−2 =1 =2 (20. 3. 7. called a common second diﬀerence. . (20. Let us see why . which is simply obtained by taking the diﬀerence between the consecutive diﬀerences {1. .}. is a quadratic sequence. 2−1 = 1 1 1 We then see that the second diﬀerences are equal to 1. which is formed by taking the diﬀerences between consecutive terms of (20. .1) a4 − a3 a5 − a4 =7−4 =3 = 11 − 7 = 4 We then work out the second diﬀerences. . where the diﬀerence between consecutive terms was constant. you learned about arithmetic sequences.Grade 11 20.2 What is a quadratic sequence? Deﬁnition: Quadratic Sequence A quadratic sequence is a sequence of numbers in which the second diﬀerences between each consecutive term diﬀer by the same amount. If we take the diﬀerence between consecutive terms. 11. 2.
12. 36. Then 2n2 = 8.. If n = 1. 27. 16. We know that the ﬁrst diﬀerence is 4. . Answer Step 1 : Find the ﬁrst diﬀerences between the terms. 15 Step 2 : Find the 2nd diﬀerences between the terms.2 CHAPTER 20. you have to get the value of term 1. Step 5 : We now need to work out the next part of the sequence. . 49.e. . The start of the formula will therefore be 2n2 .. 7. . 57. 17.. QUADRATIC SEQUENCES . 22. 23. . which leads to n + 2. which is 5 in this particular sequence. 50. 38. the formula for the nt h term is 2n2 + n + 2. 25. 38. 80 Step 4 : We now need to ﬁnd the formula for this sequence. 7. the 2nd diﬀerence is 2a. 12. 15. 71. 21. 10. 4.. The diﬀerence between term 2( 12) and 8 is 4. 12. So continuing the sequence. So the next two terms in the sequence willl be: 38 + 19 = 57 57 + 23 = 80 So the sequence will be: 5. . when n = 2. 10. 23. . . 266 . . 30.e. .. 6. . then b then c. 23. 82. 26. The diﬀerence between 2n2 = 2 and original number (5) is 3. i. the second diﬀerence is 4. . 31.. Check is it works for the second term. 38.. 31. Can you calculate the common second diﬀerence for each of the above examples? Worked Example 93: Quadratic sequence Question: Write down the next two terms and ﬁnd a formula for the nth term of the sequence 5. . 2. the diﬀerences between each term will be: 15 + 4 = 19 19 + 4 = 23 Step 3 : Finding the next two terms. General Case If the sequence is quadratic. 9. i. .. the nt h term should be Tn = an2 + bn + c TERMS 1st diﬀerence 2nd diﬀerence a+b+c 3a + b 2a 4a + 2b + c 5a + b 2a 9a + 3b + c 7a + b In each case. ..20.. So for the sequence 5. 11. 15. .GRADE 11 Exercise: Quadratic Sequences The following are also examples of quadratic sequences: 3. which is can be written as n + 2. This fact can be used to ﬁnd a.
1st term = 3(1)2 + 5(1) = 8 = 2. 42. b and c T hen 2a = 6 which gives a = 3 And And 3a + b = 14 → 9 + b = 14 → b = 5 a+b+c=8→3+5+c=8→c=0 Step 3 : Find the rule The rule is therefore: nt h term = 3n2 + 5n Step 4 : Check answer For n n n = 1. Answer Step 1 : Assume that the rule is an2 + bn + c TERMS 1st diﬀerence 2nd diﬀerence 8 14 6 22 20 6 42 26 6 68 Step 2 : Determine values for a.7) ⇒ B = d − 3A The common second diﬀerence is obtained from D = (a3 − a2 ) − (a2 − a1 ) = (5A + B) − (3A + B) ⇒A= Therefore.8) (20.2 Worked Example 94: Quadratic Sequence Question: The following sequence is quadratic: 8.3) (20. 68.CHAPTER 20. B and C are some constants to be determined. 2nd term = 3(2)2 + 5(2) = 22 = 3. B = d− 267 D 2 3 ·D 2 = 2A (20.6) A(1) + B(1) + C = A + B + C A(2)2 + B(2) + C = 4A + 2B + C A(3)2 + B(3) + C = 9A + 3B + C Let d ∴d ≡ a2 − a1 = 3A + B (20..9) . an a1 a2 a3 = = = = A · n2 + B · n + C 2 (20. 3rd term = 3(3)2 + 5(3) = 42 Extension: Derivation of the nth term of a Quadratic Sequence Let the nth term for a quadratic sequence be given by an = A · n 2 + B · n + C where A.2) (20.GRADE 11 20. QUADRATIC SEQUENCES .. .4) (20. 22. from (20. Find the rule.5) (20.7).
Use variables to write an algebraic statement to generalise the pattern. What will the 100th term of the sequence be ? Answer Step 1 : The next number in the sequence The numbers go up in multiples of 6 1 + 6 = 7.16) (20.14) eqn(3) − eqn(2) : 5a + b = 12 eqn(5) − eqn(4) : 2a = 6 T heref ore a = 3. 3.. .. 37..GRADE 11 C = a1 − (A + B) = a1 − D 3 −d+ ·D 2 2 (20. 61. CHAPTER 20.20.18) = = = 1 7 19 (20.17) (20. What is the next number in the sequence ? 2. QUADRATIC SEQUENCES . Step 2 : Generalising the pattern TERMS 1st diﬀerence 2nd diﬀerence 1 6 6 7 12 6 19 18 6 37 24 6 61 The pattern will yield a quadratic equation since second diﬀerence is constant Therefore an2 + bn + c = y For the ﬁrst term: n = 1. the general equation for the n term of a quadratic sequence is given by an = 3 D 2 · n + (d − D) · n + (a1 − d + D) 2 2 (20. then y = 19 etc. then y = 7 For the third term: n = 3.2 From (20. 19.. 7.13) (20.4).12) (20.11) Worked Example 95: Using a set of equations Question: Study the following pattern: 1. then y = 1 For the second term: n = 2. 268 .15) (20. Step 3 : Setting up sets of equations a+b+c 4a + 2b + c 9a + 3b + c Step 4 : Solve the sets of equations eqn(2) − eqn(1) : 3a + b = 6 (20.. 1. then 7 + 12 = 19 Therefore 61 + 6 × 6 = 97 The next number in the sequence is 97.10) ∴ C = a1 + D − d th Finally. b = −3 and c = 1 Step 5 : Final answer The general formula for the pattern is 3n2 − 3n + 1 Step 6 : Term 100 Substitude n with 100: 3(100)2 − 3(100) + 1 = 29 701 The value for term 100 is 29 701.
. the corresponding index. 24. . 269 . 14. 8. . 71. .GRADE 11 20. . 21. . . 92. 31. . . 16. QUADRATIC SEQUENCES . If we plot each of the terms vs. . G 2. 41. 21. 17. 21. 18. .5. a10 a9 Term. . 19. .CHAPTER 20. K 2. B 1. Find the ﬁrst 5 terms of the quadratic sequence deﬁned by: 2. 10. .3 Extension: Plotting a graph of terms of a quadratic sequence Plotting an vs.5. 9. . 84. I 10. 49. 26. we obtain a graph of a parabola. Given the quadratic sequence. . .3 End of chapter Exercises an = n2 + 2n + 1 1. . a1 2 3 4 5 Index. 22. 109. .5. 3. 9. C 8. 7. . F 5. . . 2. 17. 6. an a8 a7 a6 a5 a4 a3 a2 a1 1 yintercept. . 80. 20. 6. D 9.5. E 2. n for a quadratic sequence yields a parabolic graph. 14. 125. 13. 6. J 1. . . 44. 50. . . 146. n 6 7 8 9 10 20. H 3. 10. 30. . 27. . 70. . 10. 32. 51. . .5. . 15. 53. 102. . . . 5. Determine which of the following sequences is a quadratic sequence by calculating the common second diﬀerence: A 6. 15.
.125. . Given an = 2n2 .27.64.17. 35. . I 6.13.14. D 5.18. . Given an = (n − 4)2 . . Given an = n2 + 4.8.8.130. . .29. .3 L 0. J 2. . ﬁnd a11 ? 7.77.12. .69. ﬁnd for which value of n. . the formula for the general term and then use the formula to ﬁnd a100 . . . Given an = 1. H 1. .5. ﬁnd the common second diﬀerence. an = 36? 5. . 20.82.37.19.47.20.9.28.21.127.7.13. A 4. ﬁnd for which value of n. . C 7. Given an = 3n2 . . .39. Given an = 4n2 + 3n − 1. QUADRATIC SEQUENCES .36.23. an = 242? 4.5.55. . . ﬁnd a5 ? 9.GRADE 11 3. E 7. 52. 270 . . ﬁnd a10 ? 10. G 3. . .50. 9. . Given an = 7n2 + 4n.55. For each of the quadratic sequences. .7.5n2 .32. .50. CHAPTER 20.13. ﬁnd a9 ? 8.21.31. .10. F 3. . an = 85? 6. . ﬁnd for which value of n. .5. .32. .27. B 2.22. .
In the straightline method the value of the asset is reduced by the same constant amount each year. If you buy a second hand (or should we say preowned!) car from a dealership. and thereby reduce their taxable income. but the decrease is most in the ﬁrst year. One way of calculating a depreciation amount would be to assume that the car has a limited useful life.3 Simple Depreciation (it really is simple!) Let us go back to the second hand cars. the two methods of calculating depreciation are simple and compound methods. In this chapter we will be extending those ideas. 21. it loses 20% of its value.Grade 11 21. or depreciating. Simple depreciation assumes that the value of 271 . but there is also a more ﬁnancial reason for calculating depreciation . because it is now “secondhand”. the ideas of simple and compound interest was introduced. The terminology used for simple depreciation is straightline depreciation and for compound depreciation is reducingbalance depreciation. they will base the price on something called book value. and the older the car. The book value of the car is the value of the car taking into account the loss in value due to wear. This means that the value of an asset does not decrease by a constant amount each year. We call this loss in value depreciation. Extension: Depreciation You may be wondering why we need to calculate depreciation. and in this section we will look at two ways of how this is calculated. In the compound depreciation method the value of the asset is reduced by the same percentage each year.Chapter 21 Finance .1 Introduction In Grade 10. then by a smaller amount in the second year and by even a smaller amount in the third year. and so on. And from there on the value keeps falling. usually the cheaper it is.tax! Companies can take depreciation into account as an expense. Second hand cars are cheaper than new cars. A lower taxable income means that the company will pay less income tax to the Revenue Service. so it is a good idea to go back to Chapter 8 and revise what you learnt in Grade 10. Just like interest rates. If you master the techniques in this chapter.2 Depreciation It is said that when you drive a new car out of the dealership. 21. Determining the value of assets (as in the example of the second hand cars) is one reason. you will understand about depreciation and will learn how to determine which bank is oﬀering the better interest rate. age and use.
4) R60 000(0. What we are saying is that after 5 years you will have to buy a new car. If we replace the word interest with the word depreciation and the word principal with the words initial value we can use the same formula: Total depreciation after n years = n × (P × i) Then the book value of the asset after n years is: Initial Value . Note that the diﬀerence between the simple interest calculations and the simple depreciation calculations is that while the interest adds value to the principal amount. the depreciation amount reduces value! P (1 − n × i) R60 000(1 − 2 × 20%) R60 000(1 − 0.21.15 5 required 272 .GRADE 11 the car decreases by an equal amount each year. which means that the old one will be valueless at that point in time. on a staightline depreciation.a.6) R36 000 Worked Example 96: Simple Depreciation method Question: A car is worth R240 000 now. and the cost of the car today is R60 000. FINANCE . For example. If it depreciates at a rate of 15% p.3 CHAPTER 21. Therefore. let us say the limited useful life of a car is 5 years. 5 years The value of the car is then: End End End End End of of of of of Year Year Year Year Year 1 2 3 4 5 R60 R60 R60 R60 R60 000 000 000 000 000 1×(R12 2×(R12 3×(R12 4×(R12 5×(R12 000) 000) 000) 000) 000) = = = = = R48 R36 R24 R12 R0 000 000 000 000 This looks similar to the formula for simple interest: Total Interest after n years = n × (P × i) where i is the annual percentage interest rate and P is the principal amount. what is it worth in 5 years’ time ? Answer Step 1 : Determine what has been provided and what is required P i n A = = = is R240 000 0. the book value of the car after two years can be simply calculated as follows: Book Value after 2 years = = = = = as expected.Total depreciation after n years = = P − n × (P × i) P (1 − n × i) For example. the amount of depreciation is calculated: R60 000 = R12 000 per year.
15 × 5) 21.3 Step 4 : Write the ﬁnal answer In 5 years’ time the car is worth R60 000 Worked Example 97: Simple Depreciation Question: A small business buys a photocopier for R 12 000. Step 2 : Value of the photocopier after 1 year 12 000 − 4 000 = R8 000 Step 3 : Value of the machine after 2 years 8 000 − 4 000 = R4 000 Step 4 : Write the ﬁnal answer 4 000 − 4 000 = 0 After 3 years the photocopier is worth nothing Extension: Salvage Value Looking at the same example of our car with an initial value of R60 000. FINANCE . R60 000 . The annual depreciation amount is then calculated as (R60 000 . For the tax return the owner depreciates this asset over 3 years using a straightline depreciation method. What amount will he ﬁll in on his tax form after 1 year. the for simple (straight line) depreciation: Annual Depreciation = Initial Value .75) 240 000 × 0. i.R10 000) / 5 = R10 000 In general. but now instead of depreciating the full value of the asset. after 2 years and then after 3 years ? Answer Step 1 : Understanding the question The owner of the business wants the photocopier to depreciates to R0 after 3 years.CHAPTER 21.e.GRADE 11 Step 2 : Determine how to approach the problem A Step 3 : Solve the problem A = = = 240 000(1 − 0.R10 000 = R50 000. we will take into account the salvage value. Thus. what if we suppose that we think we would be able to sell the car at the end of the 5 year period for R10 000? We call this amount the “Salvage Value” We are still assuming simple depreciation over a useful life of 5 years.25 60 000 = 240 000(1 − 0.Salvage Value Useful Life 273 . and will only apply the depreciation to the value of the asset that we expect not to recoup. the value of the photocopier will go down by 12 000 ÷ 3 = R4 000 per year.
00 608.00 720.2) = R60 000(0. Shrek wants to buy his grandpa’s donkey for R800. After 1 year. What did grandpa pay for the donkey then ? 3.80 We can now write a general formula for the book value of an asset if the depreciation is compounded. A business buys a truck for R560 000. the car is now worth R48 000.GRADE 11 Exercise: Simple Depreciation 1. its value depreciates simply at 15% per annum. so after two years. Fiona buys a DsTV satellite dish for R3 000.00 576. After how long will the satellite dish be worth nothing ? 21. FINANCE . the car is worth: Book Value after second year = P (1 − n × i) = R48 000(1 − 1 × 20%) = R48 000(1 − 0. Grandpa bought the donkey 5 years ago. seeing that it only depreciated at a rate of 3% per year using the straightline method. is the book value of the asset at the end of last year.2) = R48 000(0. What rate of simple depreciation does this represent ? 4. His grandpa is quite pleased with the oﬀer. but that the initial value of the asset this year. Over a period of 10 years the value of the truck depreciates to R0 (using the straightline method). Rocco’s drum kit cost him R 12 500. It has now been valued at R2 300. What is the value of the truck after 8 years ? 2. if our second hand car has a limited useful life of 5 years and it has an initial value of R60 000. Seven years ago.4 CHAPTER 21. End End End End End of of of of of ﬁrst year second year third year fourth year ﬁfth year R60 R48 R38 R30 R24 000(1 − 1 × 20%)=R60 000(1 − 1 × 20%)=R60 400(1 − 1 × 20%)=R60 720(1 − 1 × 20%)=R60 576(1 − 1 × 20%)=R60 000(1 − 1 × 20%)1 000(1 − 1 × 20%)2 000(1 − 1 × 20%)3 000(1 − 1 × 20%)4 000(1 − 1 × 20%)5 = = = = = R48 R38 R30 R24 R19 000.1) 274 .4 Compound Depreciation The second method of calculating depreciation is to assume that the value of the asset decreases at a certain annual rate. then the interest rate of depreciation is 20% (100%/5 years).21. the car is worth: Book Value after ﬁrst year = P (1 − n × i) = R60 000(1 − 1 × 20%) = R60 000(1 − 0. Initial Value .8) = R38 400 We can tabulate these values. Due to weathering. For example.Total depreciation after n years = P (1 − i)n (21.8) = R48 000 At the beginning of the second year.00 400.
Worked Example 99: Compound Depreciation Question: Farmer Brown buys a tractor for R250 000 and depreciates it by 20% per year using the compound depreciation method. = R60 000(1 − 20%)2 = R60 000(1 − 0.a.527731916 1688.742134 3 200(1 − 0.88)5 3 200 × 0.2)2 Note that the diﬀerence between the compound interest calculations and the compound depreciation calculations is that while the interest adds value to the principal amount.12 5 required Step 2 : Determine how to approach the problem A = Step 3 : Solve the problem A = = = 3 200(0.GRADE 11 For example.CHAPTER 21. the depreciation amount reduces value! Worked Example 98: Compound Depreciation Question: The Flamingo population of the Bergriver mouth is depreciating on a reducing balance at a rate of 12% p.4 = R60 000(0. What is the depreciated value of the tractor after 5 years ? Answer Step 1 : Determine what has been provided and what is required 275 . the book value of the car after two years can be simply calculated as follows: Book Value after 2 years = P (1 − i)n 21. Answer Step 1 : Determine what has been provided and what is required P i n A = = = is R3 200 0. FINANCE .12)5 Step 4 : Write the ﬁnal answer There would be approximately 1 690 ﬂamingos in 5 years’ time.8)2 = R38 400 as expected. how many will there be in 5 years’ time ? Answer to three signiﬁcant numbers. If there is now 3 200 ﬂamingos in the wetlands of the Bergriver mouth.
Four years ago the value of the computer was R10 000 and is now worth R4 520. 2008 the value of my Kia Sorento is R320 000. How much does in weigh after a month of 31 days ? 4.5.2)5 Exercise: Compound Depreciation 1. A computer depreciates at x% per annum using the reducingbalance method. What is the value of the car on January 1. FINANCE . 2.32768 = 81 920 Step 4 : Write the ﬁnal answer Depreciated value after 5 years is R 81 920 250 000(1 − 0. A 20 kg watermelon consists of 98% water.GRADE 11 P i n A = = = is R250 000 0. 21. We call these future values.2 5 required Step 2 : Determine how to approach the problem A = Step 3 : Solve the problem A = 250 000(0. On January 1. 3.21. Calculate the value of x correct to two decimal places. Each year after that. Whether the money was borrowed or invested. The population of Bonduel decreases at a rate of 9. and calculating what it will be worth in the future.5 CHAPTER 21.5 21.8)5 = 250 000 × 0. the calculations examined what the total money would be at some future date. Calculate the decrease in population over a period of 5 years if the initial population was 2 178 000. 2012.1 Present Values or Future Values of an Investment or Loan Now or Later When we studied simple and compound interest we looked at having a sum of money now. 276 . If it is left outside in the sun it loses 3% of its water each day. the cars value will decrease 20% of the previous years value.5% per annum as people migrate to the cities.
however. FINANCE . which relates the open balance (P ). and a bank account pays Simple Interest of 7%. we start oﬀ with a sum of money and we let it grow for n years. For example.is what we started oﬀ with. if I know I have to have R1 610.5 It is also possible.4) (21. In Equation 21.in other words.CHAPTER 21.if you think about it for a moment . How much would you need to invest in this bank account today? P = = = A 1+n·i R1 210 1 + 3 × 7% R1 000 Does this look familiar? Look back to the simple interest worked example in Grade 10.3) Now think about what is happening here. I will have: A = = = P · (1 + i)n R1 000(1 + 10%)5 R1 610. However. to look at a sum of money in the future. BUT. then the present value can be found by working backwards . and we “unwind” the interest . and work out what it is worth now.in other words we take oﬀ interest for n years. We can test this as follows. but the ﬁrst approach is usually preferred. and come up with: P = A · (1 + i)−n This can also be written as follows.2) Using simple algebra. the closing balance (A).51 in 5 years time. the interest rate (i as a rate per annum) and the term (n in years) is: A = P · (1 + i)n (21.GRADE 11 21. This is called a present value.2. until we see what it is worth right now. P = A/(1 + i)n (21. I need to invest: P = = = A · (1 + i)−n R1 610. If I have R1 000 now and I invest it at 10% for 5 years. A = P (1 + i × n) Solving for P gives: P = A/(1 + i × n) (21. In Equation 21. if R1 000 is deposited into a bank account now.51 at the end. Do you see that? Of course we could apply the same techniques to calculate a present value amount under simple interest rate assumptions . if R1 000 is needed at some future time.51(1 + 10%)−5 R1 000 We end up with R1 000 which . the future value is what that amount will accrue to by some speciﬁed future date.6) Let us say you need to accumulate an amount of R1 210 in 3 years time. we can solve for P instead of A.we just need to solve for the opening balance using the equations for simple interest. how much must be invested to ensure the money grows to R1 000 at that future date? The equation we have been using so far in compound interest. There we started with an amount of R1 000 and looked at what it would grow 277 .5) (21.3 we have a sum of money which we know in n years time.
So unless you are explicitly asked to calculate a present value (or opening balance) using simple interest rates. But here are other questions you might ask: 1. compounded quarterly for the next ﬁve years and 7. make sure you use the compound interest rate formula! Exercise: Present and Future Values 1. A=R3 000. however. How much did he invest if his money earned interest at a rate of 13. you should be able to show that: A/P = (1 + i)n (1 + i) = (A/P )1/n i = (A/P )1/n − 1 You do not need to memorise this equation. you have always known what interest rate to use in the calculations.666667 − 1 31. ﬁnd the sum borrowed.2% p. What interest rate do I need to earn to meet this goal? Each time that you see something diﬀerent from what you have seen before. If the rate of interest is 16% per annum. or taken a known future value and calculated a present value.a. n=8/12=0. who said I could pay back R3 000 in 8 months time.666667. compounded semiannually and each instalment is R1 458. it is easy to derive any time you need it! So let us look at the two examples mentioned above. Check that you agree that P =R2 500. This means that: i = = (R3 000/R2 500)1/0.a.a. I will need R450 for some university textbooks in 1. and you were told to “solve for i”.6 CHAPTER 21. 8. and how long the investment or loan will last.compounded half yearly for the ﬁrst 10 years. A loan has to be returned in two equal semiannual instalments. 21. What interest is she charging me? 2. start oﬀ with the basic equation that you should recognise very well: A = P · (1 + i)n If this were an algebra problem.GRADE 11 to in 3 years’ time using simple interest rates.6 Finding i By this stage in your studies of the mathematics of ﬁnance. present values are usually always calculated assuming compound interest. 278 . I currently have R400. You have then either taken a known starting point and calculated a future value.65% p.45% Ouch! That is not a very generous neighbour you have.21.4% p. 1. In practice. FINANCE . I want to borrow R2 500 from my neighbour. Now we have worked backwards to see what amount we need as an opening balance in order to achieve the closing balance of R1 210. compounded monthly for the remaining period ? 2.5 years time. After a 20year period Josh’s lump sum investment matures to an amount of R313 550.
CHAPTER 21.Trial and Error By this stage you should be seeing a pattern. P (in section 21.Trial and Error Question: If we invest R3 500 into a savings account which pays 7. Worked Example 100: Term of Investment . Refer to Table 5. This time we are going to solve for n. Determine the annual rate of depreciation if it is calculated on the reducing balance method. Check that P =R400. This section will calculate n by trial and error and by using a calculator. After 5 years an investment doubled in value. and if we know what interest rate applies .5 i = = (R450/R400)1/1. which has a number of variables: A = P · (1 + i)n We have solved for A (in section 8. How long did we invest the money? Answer Step 1 : Determine what is given and what is required 279 .5% compound interest for an unknown period of time. we expressed n as a number of years ( 12 years. Solving for n.6). FINANCE . you should have the money you need! 8 Note that in both examples. Always keep this in mind keep years with years to avoid making silly mistakes. 2.7 This means that as long as you can ﬁnd a bank which pays more than 8. n=1. at the end of which our account is worth R4 044.17% 21. The proper algebraic solution will be learnt in Grade 12. not 8 because that is the number of months) which means i is the annual interest rate.then we can work out how long the money needs to be invested for all those other numbers to tie up. In other words. Exercise: Finding i 1. A=R450. We have our standard formula.5 − 1 8. At what annual rate was interest compounded ? 21.GRADE 11 2.1 (on page 38) for some ideas as to how to go about ﬁnding n.17% interest. we can write: A = A = P P (1 + i)n (1 + i)n Now we have to examine the numbers involved to try to determine what a possible value of n is.5).5) and i (in section 21.69. A machine costs R45 000 and has a scrap value of R9 000 after 10 years.7 Finding n . if we know what the starting sum of money is and what it grows to.
may be paid more than just once a year.21.5 We see that n is close to 2.Trial and Error 1.075 1.0 1. A company buys two typs of motor cars: The Acura costs R80 600 and the Brata R101 700 VAT included. So how do we compare a monthly interest rate.198 Exercise: Finding n . also compunded annually. where the interest is quoted as a per annum amount.075n 1. we have assumed that when the interest is quoted as a per annum amount it means that the interest is once a year.GRADE 11 • i=7. Step 4 : Write ﬁnal answer The R3 500 was invested for about 2 years.69 = R3 500 1.5% of the amount in the tank at that point in time.0 2.5 2. FINANCE .5% We are required to ﬁnd n.8 Nominal and Eﬀective Interest Rates So far we have discussed annual interest rates. Possible n 1. say.7&.5%)n (1. The fuel in the tank of a truck decreases every minute by 5. for example we could receive interest on a monthly basis. The Acura depreciates at a rate.115 1. Although it has not been explicitly stated.e.156 = (1 + 7. 280 .8 • P =R3 500 • A=R4 044. Interest however. Calculate after how many minutes there will be less than 30l in the tank if it originally held 200l. per year.3% per year and the Brata at 19. 21. to an annual interest rate? This brings us to the concept of the eﬀective annual interest rate. 12 times per year.075)n P (1 + i)n (1 + i)n We now use our calculator and try a few values for n. compunded annually of 15. 1. Step 2 : Determine how to approach the problem We know that: A = A = P Step 3 : Solve the problem R4 044. i.156 1.69 CHAPTER 21. After how many years will the book value of the two models be the same ? 2.
Note that this is greater than simply multiplying the monthly rate by 12 (12 × 1% = 12%) due to the eﬀects of compounding.83. We have seen this before.83 Note that because we are using a monthly time period. The eﬀective annual interest rate is an annual interest rate which represents the equivalent per annum interest rate assuming compounding. but it is an important point! 21. This way.GRADE 11 21.CHAPTER 21.83 which is the same as the answer obtained for 12 months. way is to calculate and compare the “eﬀective annual interest rate” on each option. FINANCE . or a semiannual interest rate or an interest rate of any frequency for that matter into an eﬀective annual interest rate. We can calculate the accumulated balance at the end of the year using the formulae from the previous section. For example. we have used n = 12 months to calculate the balance at the end of one year. the trick to using the formulae is to deﬁne the time period. we can convert a quarterly interest. R1 000 × (1 + 1%)12 R1 126. The diﬀerence is due to interest on interest. we can compare appleswithapples. Similarly. we need to solve for i in the following equation: P × (1 + i)1 = P × (1 + i12)12 (1 + i) = (1 + i12)12 divide both sides by P i = (1 + i12)12 − 1 subtract 1 from both sides For the example. Speciﬁcally.683%)1 R1 126. It is the annual interest rate in our Compound Interest equation that equates to the same accumulated balance after one year.8. regardless of the diﬀerences in how frequently the interest is paid.683% If we recalculate the closing balance using this annual rate we get: Closing Balance after 1 year = = = P × (1 + i)n R1 000 × (1 + 12. So we need to solve for the eﬀective annual interest rate so that the accumulated balance is equal to our calculated amount of R1 126. i.8 One way to compare diﬀerent rates and methods of interest payments would be to compare the Closing Balances under the diﬀerent options. this means that the eﬀective annual rate for a monthly rate i12 = 1% is: i = = = = (1 + i12)12 − 1 (1 + 1%)12 − 1 0. We have introduced this notation here to distinguish between the annual interest rate. and use the interest rate relevant to the time period. So we can calculate the amount that would be accumulated by the end of 1year as follows: Closing Balance after 12 months = = = P × (1 + i)n Remember.12683 12. more widely used. for a given Opening Balance. a savings account with an opening balance of R1 000 oﬀers a compound interest rate of 1% per month which is paid at the end of every month. But be careful our interest rate has been given as a monthly rate. so we need to use the same units (months) for our time period of measurement. 281 .1 The General Formula So we know how to convert a monthly interest rate into an eﬀective annual interest. We use i12 to denote the monthly interest rate. Another.
This is the eﬀective annual interest rate. In general. (21. monthly interest rate = Nominal interest Rate per annum number of periods per year (21. Calculate (a) the interest amount that is paid each quarter. So (1 + i) = (1. and so i = 12. and the diﬀerence is due to the eﬀects of interestoninterest. We can calculate the eﬀective annual interest rate by solving for i: P (1 + i) = P (1 + i4)4 where i4 is the quarterly interest rate. FINANCE .03)4 .8. we ﬁrst need to calculate the actual interest paid per period in order to calculate the eﬀective annual interest rate. i Step 2 : Determine how to approach the problem We know that: quarterly interest rate = Nominal interest Rate per annum number of quarters per year 282 . So if you are given an interest rate expressed as an annual rate but paid more frequently than annual.GRADE 11 For a quarterly interest rate of say 3% per quarter. the follow equation holds: P (1 + i) = P (1 + iT )T where iT is the interest rate paid T times per annum. equates to an eﬀective annual interest rate of 12. that a nominal interest rate of 12% per annum paid monthly. We know from a previous example.68%.8 CHAPTER 21.8) For example. paid quarterly. The market convention is to quote a nominal interest rate of “12% per annum paid monthly” instead of saying (an eﬀective) 1% per month.2 Decoding the Terminology Market convention however. i4 • the eﬀective annual interest rate. but rather to express this amount as an annual amount which in this example would be paid monthly. We are required to ﬁnd: • the quarterly interest rate. is: monthly interest rate = = = Nominal interest Rate per annum number of periods per year 12% 12 months 1% per month The same principle apply to other frequencies of payment. for interest paid at a frequency of T times per annum. is not to state the interest rate as say 1% per month. the interest will be paid four times per year (every three month). Answer Step 1 : Determine what is given and what is required We are given that a savings account has a nominal interest rate of 8% paid quarterly. This annual amount is called the nominal amount.55%.7) 21. and (b) the eﬀective annual interest rate. Worked Example 101: Nominal Interest Rate Question: Consider a savings account which pays a nominal interest at 8% per annum.21. the monthly interest rate on 12% interest per annum paid monthly.
paid monthly. so n = 3.GRADE 11 and P (1 + i) = P (1 + iT )T where T is 4 because there are 4 payments each year. There are 12 months in a year. Step 3 : Calculate the monthly interest rate Nominal interest Rate per annum number of periods per year 8% 4 quarters 2% per quarter 21. how much would the amount have accumulated to in 3 years’ time? Answer Step 1 : Determine what is given and what is required Interest rate is 18% nominal paid monthly. A. so i12 = = = Nominal annual interest rate 12 18% 12 1.24%. we have 1 + i = (1 + iT )T and for cacluating accumulated value. Step 2 : Recall relevant formulae We know that monthly interest rate = Nominal interest Rate per annum number of periods per year for converting from nominal interest rate to eﬀective interest rate.8 quarterly interest rate = = = Step 4 : Calculate the eﬀective annual interest rate The eﬀective annual interest rate (i) is calculated as: (1 + i) = (1 + i4)4 (1 + i) = (1 + 2%)4 i = (1 + 2%)4 − 1 = 8. The amount we have saved is R100. If you save R100 in such an account now. we have A = P × (1 + i)n Step 3 : Calculate the eﬀective interest rate There are 12 month in a year.CHAPTER 21. so P = 100.5% per month 283 . We are working with a yearly time period. FINANCE . for a nominal interest rate of 8% paid quarterly.24% Step 5 : Write the ﬁnal answer The quarterly interest rate is 2% and the eﬀective annual interest rate is 8. We need the accumulated value. Echo Bank oﬀers an interest rate of 18% nominal. Worked Example 102: Nominal Interest Rate Question: On their saving accounts.
21.e. here are the key formulae that we derived and used during this chapter. Calculate the eﬀective rate equivalent to a nominal interest rate of 8.1 P i n iT Deﬁnitions Principal (the amount of money at the starting point of the calculation) interest rate.9. 21.15% per annum compounded every four months on her investment of R 85 000. (Remember to round oﬀ to the the nearest cent. Financial experts are not paid a salary in order to recite formulae. 2.015)1 2 − 1 19.91 = 100 × (1 + 19.9 Formulae Sheet As an easy reference. it is the application that is useful. compounded monthly. i.5%)1 2 − 1 (1. While memorising them is nice (there are not many).91.7091 Step 5 : Write the ﬁnal answer The accumulated value is R170. Calculate the eﬀective rate per annum. FINANCE . we have 1+i = i = = = = Step 4 : Reach the ﬁnal answer = P × (1 + i)n CHAPTER 21. they are paid a salary to use the right methods to solve ﬁnancial problems.GRADE 11 (1 + i12)1 2 (1 + i12)1 2 − 1 (1 + 1.56%)3 = 100 × 1. iT = Nominal Interest Rate T 284 .a.56% A = 170. normally the eﬀective rate per annum period for which the investment is made the interest rate paid T times per annum.) Exercise: Nominal and Eﬀect Interest Rates 1.75% p. 21. Cebela is quoted a nominal interest rate of 9.9 and then.
9.GRADE 11 21. She owes Hilton Fashion world R5 000 and the shop agrees to let Paris pay the bill at a nominal interest rate of 24% compounded monthly. What will the value of the Mercedes be at the end of 2013 if A the car depreciates at 6% p. B Use the eﬀective rate to calculate the value of Tintin’s investment if he invested the money for 3 years. How much will Maggie receive in total after 5 years? 5. 2.00 for 5 years at 12% per annum compounded monthly for the ﬁrst 2 years and 14% per annum compounded semiannually for the next 3 years. C Suppose Tintin invests his money for a total period of 4 years. 4. A Calculate the eﬀective rate per annum correct to THREE decimal places. Calculate the required monthly payment for this contract. A How much money will she owe Hilton Fashion World after two years ? B What is the eﬀective rate of interest that Hilton Fashion World is charging her ? 285 .a.10 21. Shrek buys a Mercedes worth R385 000 in 2007. B Find the rate. but after 18 months makes a withdrawal of R20 000. It depreciates at 15% per annum. The interest rate is quoted as 11% per annum based on simple interest. She gets heself into terrible debt and she cannot pay oﬀ her accounts. He is quoted a nominal interest rate of 7. A Determine the book value of the computer after 3 years if depreciation is calculated according to the straightline method. Paris opens accounts at a number of clothing stores and spends freely.a. reducingbalance depreciation. according to the reducingbalance method. that would yield the same book value as in 3a after 3 years.2% per annum compounded monthly. straightline depreciation B the car depreciates at 12% p. Tintin invests R120 000.10 End of Chapter Exercises 1. FINANCE . A computer is purchased for R16 000.CHAPTER 21. how much will he receive at the end of the 4 years? 6. Greg enters into a 5year hirepurchase agreement to buy a computer for R8 900. Maggie invests R12 500.2 Equations Simple Increase : A = Compound Increase : A = Simple Decrease : A = Compound Decrease : A = Ef f ective Annual Interest Rate(i) : (1 + i) = P (1 + i × n) P (1 + i)n P (1 − i × n) P (1 − i)n (1 + iT )T 21. 3.
21.GRADE 11 286 .10 CHAPTER 21. FINANCE .
Here is an example to remind you of what is involved.Chapter 22 Solving Quadratic Equations Grade 11 22. We look at diﬀerent methods of solving quadratic equations. the basics of solving linear equations. exponential equations and linear inequalities were studied. with a = 2. 22. Step 2 : Determine if the equation is in the form ax2 + bx + c with a > 0 The equation is in the required form. Worked Example 103: Solution of Quadratic Equations Question: Solve the equation 2x2 − 5x − 12 = 0. This is a set of simultaneous equations in s and v. Step 3 : Factorise the quadratic 2x2 − 5x − 12 has factors of the form: (2x + s)(x + v) with s and v constants to be determined. All the options for s and v are considered below. b = −5 and c = −12. but it is easy to solve numerically. This chapter extends on that work. 287 . Answer Step 1 : Determine whether the equation has common factors This equation has no common factors. quadratic equations.1 Introduction In grade 10.2 Solution by Factorisation The solving of quadratic equations by factorisation was discussed in Grade 10. This multiplies out to 2x2 + (s + 2v)x + sv We see that sv = −12 and s + 2v = −5.
Step 4 : Write the equation with factors (2x + 3)(x − 4) = 0 Step 5 : Solve the equation If two brackets are multiplied together and give 0. x = − 2 or x = 4 Step 6 : Write the ﬁnal answer 3 The solutions to 2x2 − 5x − 12 = 0 are x = − 2 or x = 4. a = −2 or a = 5 288 . then one of the brackets must be 0. Step 4 : Write the ﬁnal answer Therefore. x−4=0 It is important to remember that a quadratic equation has to be in the form ax2 + bx + c = 0 before one can solve it using these methods.2 CHAPTER 22. SOLVING QUADRATIC EQUATIONS . Worked Example 104: Solving quadratic equation by factorisation Question: Solve for a: a(a − 3) = 10 Answer Step 1 : Rewrite the equation in the form ax2 + bx + c = 0 Remove the brackets and move all terms to one side.GRADE 11 s 2 2 3 3 4 4 6 6 v 6 6 4 4 3 3 2 2 s + 2v 10 10 5 5 2 2 2 2 We see that the combination s = 3 and v = −4 gives s + 2v = −5.22. a2 − 3a − 10 = 0 Step 2 : Factorise the trinomial (a + 2)(a − 5) = 0 Step 3 : Solve the equation a+2=0 or a−5=0 Solve the two linear equations and check the solutions in the original equation. therefore 2x + 3 = 0 or 3 Therefore.
CHAPTER 22. 16y 2 − 400 = 0 11. y 2 + 5y − 36 = 0 13. 7y 2 + 14y = 0 8. 2y 2 − 8 = 28 3. y 2 + 2y = 8 9. therefore the numerators must be the same. SOLVING QUADRATIC EQUATIONS . 13y − 42 = y 2 289 . However.2 Worked Example 105: Solving fractions that lead to a quadratic equation 4 3b Question: Solve for b: b+2 + 1 = b+1 Answer Step 1 : Put both sides over the LCM 3b(b + 1) + (b + 2)(b + 1) 4(b + 2) = (b + 2)(b + 1) (b + 2)(b + 1) Step 2 : Determine the restrictions The denominators are the same. b = −2 and b = −1 Step 3 : Simplify equation to the standard form 3b2 + 3b + b2 + 3b + 2 = 4b2 + 2b − 6 = 2b2 + b − 3 = 4b + 8 0 0 Step 4 : Factorise the trinomial and solve the equation (2b + 3)(b − 1) = 2b + 3 = 0 or −3 or b= 2 0 b−1=0 b=1 Step 5 : Check solutions in original equation Both solutions are valid Therefore. y 2 − 5y + 6 = 0 12. 7y 2 = 28 4. y 2 + 28 = 100 7. Some answers may be left in surd form. y 2 − 4 = 10 6. 2. b = −3 or b = 1 2 Exercise: Solution by Factorisation Solve the following quadratic equations by factorisation. 2y 2 − 61 = 101 5.GRADE 11 22. −y 2 − 11y − 24 = 0 14. 12y 2 + 24y + 12 = 0 10. 2y 2 − 10 = 0 1.
3 CHAPTER 22. We demonstrate with a simple example. This example demonstrates the use of completing the square to solve a quadratic equation.GRADE 11 15. we can cheat and create a perfect square by adding 2 to both sides of the equation in (22.1) We cannot easily ﬁnd factors of this term. but the ﬁrst two terms look similar to the ﬁrst two terms of the perfect square: (x − 1)2 = x2 − 2x + 1. y(2y + 1) = 15 18. (22. 19.1) as: x2 − 2x − 1 = 0 0+2 2 2 0 x − 2x − 1 + 2 = x2 − 2x + 1 = (x − 1)2 = (x − 1)2 − 2 = √ 2 = ( 2)2 (x − 1)2 − 2 2 Now we know that: which means that: is a diﬀerence of squares.22. 5y y−2 y−2 y+1 + = 3 y +2= −6 y 2 −2y 2y+1 y−7 22. y 2 − 5ky + 4k 2 = 0 17. However. Therefore we can write: √ √ (x − 1)2 − 2 = [(x − 1) − 2][(x − 1) + 2] = 0. √ √ This means x = 1 + 2 or x = 1 − 2. 290 . The solution to x2 − 2x − 1 = 0 is then: (x − 1) − or √ 2=0 √ (x − 1) + 2 = 0. by trying to solve for x in: x2 − 2x − 1 = 0.3 Solution by Completing the Square We have seen that expressions of the form: a2 x2 − b2 are known as diﬀerences of squares and can be factorised as follows: (ax − b)(ax + b). This simple factorisation leads to another technique to solve quadratic equations known as completing the square. y 2 + 9y + 14 = 0 16. SOLVING QUADRATIC EQUATIONS .
3 3. square it and add it to both sides The coeﬃcient of the x term is 10. e. Take the constant over to the right hand side of the equation. x2 + 2x − 3 = 0 2. by dividing through by the existing coeﬃcient. Write the left hand side as a perfect square: (x + 1)2 − 4 = 0 6. make the coeﬃcient of the x2 term = 1. 4. Take half the coeﬃcient of the x term. 5.GRADE 11 Method: Solving Quadratic Equations by Completing the Square 1. (−5)2 = 25. SOLVING QUADRATIC EQUATIONS . x2 + 2x = 3 22. Therefore we add 1 to both sides to get: x2 + 2x + 1 = 3 + 1. in x2 + 2x = 3. Write the equation in the form ax2 + bx + c = 0.g. 11 = 1. (−10) = −5. half of the x term is 1. square it and add it to both sides of the equation. Therefore: 2 x2 − 10x + 25 = 11 + 25 Step 5 : Write the left hand side as a perfect square (x − 5)2 − 36 = 0 Step 6 : Factorise equation as diﬀerence of squares (x − 5)2 − 36 = 0 [(x − 5) + 6][(x − 5) − 6] = 0 Step 7 : Solve for the unknown value [x + 1][x − 11] ∴ x = −1 = or 0 x = 11 291 .g. Step 4 : Take half the coeﬃcient of the x term. If necessary. e. You should then be able to factorise the equation in terms of diﬀerence of squares and then solve for x: (x + 1 − 2)(x + 1 + 2) = 0 Worked Example 106: Square Question: Solve: Solving Quadratic Equations by Completing the x2 − 10x − 11 = 0 by completing the square Answer Step 1 : Write the equation in the form ax2 + bx + c = 0 x2 − 10x − 11 = 0 Step 2 : Take the constant over to the right hand side of the equation x2 − 10x = 11 Step 3 : Check that the coeﬃcient of the x2 term is 1. The coeﬃcient of the x2 term is 1.CHAPTER 22.g. e.
GRADE 11 Worked Example 107: Square Question: Solve: Solving Quadratic Equations by Completing the 2x2 − 8x − 16 = 0 by completing the square Answer Step 1 : Write the equation in the form ax2 + bx + c = 0 2x2 − 8x − 16 = 0 Step 2 : Take the constant over to the right hand side of the equation 2x2 − 8x = 16 Step 3 : Check that the coeﬃcient of the x2 term is 1. SOLVING QUADRATIC EQUATIONS . The coeﬃcient of the x2 term is 2. Therefore. (−4) = −2. (−2)2 = 4. square it and add it to both sides The coeﬃcient of the x term is 4.3 CHAPTER 22.22. Exercise: Solution by Completing the Square Solve the following equations by completing the square: 292 . Therefore: 2 x2 − 4x + 4 = 8 + 4 Step 5 : Write the left hand side as a perfect square (x − 2)2 − 12 = 0 Step 6 : Factorise equation as diﬀerence of squares [(x − 2) + √ √ 12][(x − 2) − 12] = 0 Step 7 : Solve for the unknown value [x − 2 + √ √ 12][x − 2 − 12] = 0 √ √ ∴ x = 2 − 12 or x = 2 + 12 Step 8 : The last three steps can also be done in a diﬀerent the way Leave left hand side written as a perfect square (x − 2)2 = 12 Step 9 : Take the square root on both sides of the equation √ x − 2 = ± 12 Step 10 : Solve for x √ √ Therefore x = 2 − 12 or x = 2 + 12 Compare to answer in step 7. divide both sides by 2: x2 − 4x = 8 Step 4 : Take half the coeﬃcient of the x term.
2z 2 − 11z = 0 7. you can use the quadratic formula that gives the solutions to any quadratic equation. z 2 + 8z − 6 = 0 9. x2 + 5x + 9 = 0 6. nothing has changed. 2x2 + 12x + 4 = 0 5.3) 2 − b 2a +c− b 2a 2 2 + c a c a (22.2) f (x) = a(x2 + x + ).4 2. Consider the general form of the quadratic function: f (x) = ax2 + bx + c. 5 + 4z − z 2 = 0 22. we know b b that the ﬁrst term is x so 2× the second term is a . This b 2 means if we add and subtract 2a from the right hand side of (22. a a Now we need to do some detective work to ﬁgure out how to turn (22. (x + b b b 2 ) = x2 + 2 x + ( )2 .4) (22. which is 2× the ﬁrst term × the second term. We know that for a perfect square: (m + n)2 = m2 + 2mn + n2 and (m − n)2 = m2 − 2mn + n2 The key is the middle term. This means that the second term is 2a . c b (22. SOLVING QUADRATIC EQUATIONS . x2 + 10x − 2 = 0 22. which yields: a(x + b 2 b2 ) = −c 2a 4a 293 (22.GRADE 11 1. x2 + 4x + 3 = 0 3. 2a 2a 2a Factor out the a to get: In general if you add a quantity and subtract the same quantity.5) (22. So.4 Solution by the Quadratic Formula It is not always possible to solve a quadratic equation by factorising and it is lengthy and tedious to solve a quadratic equations by completing the square.6) − 2 + b2 4a We set f (x) = 0 to ﬁnd its roots.2). x2 + 8x − 5 = 0 4.2) we will get: f (x) c b = a(x2 + x + ) a a b b = a x2 + x + a 2a = a = a x+ x+ b 2a b 2a 2 (22. 3x2 + 6x − 2 = 0 10.2) into a perfect square plus some extra terms. In (22. x2 + 16x + 10 = 0 8.7) . In these situations.CHAPTER 22.
GRADE 11 Now dividing by a and taking the square root of both sides gives the expression x+ Finally.12) = 4 √ −3 ± 2 14 = (22.9) These are the solutions to the quadratic equation. 4 Worked Example 109: Using the quadratic formula but no solution Question: Solve for the solutions to the quadratic equation x2 − 5x + 8 = 0. solving for x implies that x = − b ± 2a b = − ± 2a c b2 − 2 4a a b2 − 4ac 4a2 b =± 2a c b2 − 2 4a a (22. the general quadratic formula must be used. but these may not always exists (depending on the sign of the expression b2 − 4ac under the square root).10) 2a −(3) ± (3)2 − 4(2)(−7) = (22. 294 . Answer Step 1 : Determine whether the equation can be factorised The expression cannot be factorised. Step 2 : Identify the coeﬃcients in the equation for use in the formula From the equation: a=2 b=3 c = −7 Step 3 : Apply the quadratic formula Always write down the formula ﬁrst and then substitute the values of a. Notice that there are two solutions in general.11) 2(2) √ −3 ± 56 (22. These solutions are also called the roots of the quadratic equation.4 CHAPTER 22. b and c. Worked Example 108: Using the quadratic formula Question: Solve for the roots of the function f (x) = 2x2 + 3x − 7. √ −b ± b2 − 4ac x = (22. SOLVING QUADRATIC EQUATIONS . Therefore.13) 4 Step 4 : Write the ﬁnal answer The two roots of f (x) = 2x2 + 3x − 7 are x = √ −3+2 14 4 and √ −3−2 14 .22.8) which can be further simpliﬁed to: x= −b ± √ b2 − 4ac 2a (22.
or in decimal form to an appropriate number of decimal places.16) (22. Answers can also be given in decimal form. Read the instructions when answering questions in a test or exam whether to leave answers in surd form. 5.4 x = = = (22. 7.15) (22. 3. SOLVING QUADRATIC EQUATIONS .14) (22. 1. Therefore. 8. Exercise: Solution by the Quadratic Formula Solve for t using the quadratic formula. 9. 295 . 10. 6. 2.GRADE 11 Answer Step 1 : Determine whether the equation can be factorised The expression cannot be factorised. • Completing the square as a method to solve a quadratic equation is only done when speciﬁcally asked. but that the entire graph lies above the xaxis. Therefore there are no real solutions to the quadratic equation x2 − 5x + 8 = 0. using the calculator. the general quadratic formula must be used.CHAPTER 22.17) Step 4 : Write the ﬁnal answer Since the expression under the square root is negative these are not real solutions √ ( −7 is not a real number). Step 2 : Identify the coeﬃcients in the equation for use in the formula From the equation: a=1 b = −5 c=8 Step 3 : Apply the quadratic formula √ b2 − 4ac 2a −(−5) ± (−5)2 − 4(1)(8) 2(1) √ 5 ± −7 2 −b ± 22. 3t2 + t − 4 = 0 t2 − 5t + 9 = 0 2t2 + 6t + 5 = 0 4t2 + 2t + 2 = 0 −3t2 + 5t − 8 = 0 −5t2 + 3t − 3 = 0 t2 − 4t + 2 = 0 9t2 − 7t − 9 = 0 2t2 + 3t + 2 = 0 t2 + t + 1 = 0 Important: • In all the examples done so far. 4. the solutions were left in surd form. This means that the graph of the quadratic function f (x) = x2 − 5x + 8 has no xintercepts.
14y 2 − 81y + 81 = 0 21.5 Finding an equation when you know its roots We have mentioned before that the roots of a quadratic equation are the solutions or answers you get from solving the quadatic equation. x2 − 70 = 11 34. Worked Example 110: Find an equation when roots are given Question: Find an equation with roots 13 and 5 Answer Step 1 : Write down as the product of two brackets The step before giving the solutions would be: (x − 13)(x + 5) = 0 Notice that the signs in the brackets are opposite of the given roots. 9y 2 − 13y − 10 = 0 18. 2y 2 − 98 = 0 2. 296 . −5y 2 − 26y + 63 = 0 33. 6y 2 + 7y − 24 = 0 13. 2y 2 − 5y − 3 = 0 14.5 CHAPTER 22. −5y 2 + 0y + 5 = 0 7. 42y 2 + 104y + 64 = 0 24. 16y 2 + 20y − 36 = 0 23. −8y 2 − 16y + 42 = 0 5. −54y 2 + 21y + 3 = 0 26. 64y 2 + 96y + 36 = 0 28. x2 − 16 = 2 − x2 36. 5y 2 − 10 = 115 3. 35y 2 − 8y − 3 = 0 19. Step 2 : Remove brackets x2 − 8x − 65 = 0 Of course. −18y 2 − 55y − 25 = 0 15. 12y 2 − 22y − 14 = 0 29. −32y 2 + 24y + 8 = 0 17. −24y 2 + 37y + 72 = 0 12. 36y 2 + 44y + 8 = 0 27. −9y 2 + 24y − 12 = 0 6. Working back from the answers. will take you to an equation. 9y 2 − 76y + 32 = 0 25. 5y 2 − 5 = 19 − y 2 22. −40y 2 + 58y − 12 = 0 11. −12y 2 + 66y − 72 = 0 10.22. 49y 2 + 0y − 25 = 0 9. completing the square or by using the quadratic formula: • Always try to factorise ﬁrst. SOLVING QUADRATIC EQUATIONS . there would be other possibilities as well when each term on each side of the equal to sign is multiplied by a constant. 2x2 − 30 = 2 35. −3y 2 + 15y − 12 = 0 8. 16y 2 + 0y − 81 = 0 30. 3y 2 + 10y − 48 = 0 31. 1. • Do some of them by completing the square and then compare answers to those done using the other methods. −81y 2 − 99y − 18 = 0 20. −4y 2 − 41y − 45 = 0 22.GRADE 11 Exercise: Mixed Exercises Solve the quadratic equations by either factorisation. −4y 2 + 8y − 3 = 0 32. 24y 2 + 61y − 8 = 0 4. −25y 2 + 25y − 4 = 0 16. then use the formula if the trinomial cannot be factorised.
19) 2a 2a Since the square roots exists (the expression under the square root is nonnegative. but it gives one a good understanding about some of the solutions of the quadratic equations. What is the Discriminant of a Quadratic Equation? Consider a general quadratic function of the form f (x) = ax2 + bx + c. We have already seen that whether the roots exist or not depends on whether this factor ∆ is negative or positive.CHAPTER 22. In this case there are solutions to the equation f (x) = 0 given by the formula √ √ −b ± b2 − 4ac −b ± ∆ x= = (22.5 Worked Example 111: Fraction roots 3 Question: Find an equation with roots − 2 and 4 Answer Step 1 : Product of two brackets Notice that if x = − 3 then 2x + 3 = 0 2 Therefore the two brackets will be: (2x + 3)(x − 4) = 0 Step 2 : Remove brackets The equation is: 2x2 − 5x − 12 = 0 Extension: Theory of Quadratic Equations .GRADE 11 22. There various possibilities are summarised in the ﬁgure below. The discriminant is deﬁned as: ∆ = b2 − 4ac.Advanced This section is not in the syllabus. (22.rational roots 297 ∆ not a perfect square irrational roots . ∆ ∆ < 0 .18) This is the expression under the square root in the formula for the roots of this function.imaginary roots ∆ ≥ 0 . SOLVING QUADRATIC EQUATIONS . The Nature of the Roots Real Roots (∆ ≥ 0) Consider ∆ ≥ 0 for some quadratic function f (x) = ax2 + bx + c.real roots ∆>0 unequal roots ∆=0 equal roots ∆ a perfect square .) These are the roots of the function f (x).
Imaginary Roots (∆ < 0) If ∆ < 0. b 2a (22. ﬁnd the value(s) of k for which the roots are equal. 2003. if ∆ is not a perfect square. [IEB. Nov. B Find one rational value of k. ∆ is rational. 2003. these are given by x=− Unequal Roots (∆ > 0) There will be 2 unequal roots if ∆ > 0. HG] In the quadratic equation px2 + qx + r = 0. determine all pairs (b. HG] If b and c can take on only the values 1. Discuss the nature of the roots.20) Extension: Theory of Quadratics . b and p. B Find an integer k for which the roots of the equation will be rational and unequal. 6. HG] A Prove that the roots of the equation x2 − (a + b)x + ab − p2 = 0 are real for all real values of a. for which the above equation has rational roots. in this √ case. [IEB. [IEB. A Find a value of k for which the roots are equal. c) such that x2 + bx + c = 0 has real roots. p. Otherwise. 5. Nov. We therefore say that the roots of f (x) are imaginary (the graph of the function f (x) does not intersect the xaxis). HG] Show that k 2 x2 + 2 = kx − x2 has nonreal roots for all real values for k. [IEB. 2 or 3.advanced exercises Exercise: From past papers 1. Nov. since. [IEB. 298 . Nov. 3. then the solution to f (x) = ax2 + bx + c = 0 contains the square root of a negative number and therefore there are no real solutions.5 CHAPTER 22. SOLVING QUADRATIC EQUATIONS . from the formula. 2002. [IEB. Nov. The roots of f (x) are rational if ∆ is a perfect square (a number which is the square of a rational number).22. Nov. HG] Consider the equation: k= x2 − 4 2x − 5 where x = 5 2 2. discuss the nature of the roots of the equation. q and r are positive real numbers and form a geometric sequence. 2001. Nov. [IEB. 2004. 2005. then the roots are equal and. 2005. HG] Given: x2 + bx − 2 + k(x2 + 3x + 2) = 0 (k = −1) A Show that the discriminant is given by: ∆ = k 2 + 6bk + b2 + 8 B If b = 0.GRADE 11 Equal Roots (∆ = 0) If ∆ = 0. HG] The equation x2 + 12x = 3kx2 + 2 has real roots. A Find the largest integral value of k. B When will the roots of the equation be equal? 7. 4. then the roots are irrational. C If b = 2.
Solve for x: A x(x − 9) + 14 = 0 B x2 − x = 3 (Show your answer correct to ONE decimal place. . An equation of the form x2 + bx + c = 0 is written on the board. Solve: 16(x + 1) = x (x + 1) y2 12 =7 +3 (Hint: Let y 2 + 3 = k and solve for k ﬁrst and use the answer to solve y. 2c √ x= −b ± b2 − 4ac A Use this formula to solve the equation: 2x2 + x − 3 = 0 B Solve the equation again. Find one set of possible 9. to see if the formula works for this equation. Solve for x by completing the square: x2 − px − 4 = 0 7. C Trying to derive this formula to prove that it always works. Solve: y 2 + 3 + 2. SOLVING QUADRATIC EQUATIONS . 299 = = = = = + 0 0 0 0 − a c Divided by x2 where x = 0 Rearranged Divided by c where c = 0 Subtracted Got stuck a from both sides c 8. Solve: x2 − x − 1 = 0 3. and x = −4. Bjorn stumbled across the following formula to solve the quadratic equation ax2 +bx+c = 0 in a foreign textbook.) 4.. The equation ax2 + bx + c = 0 has roots x = values for a. 10. Determine the correct equation that was on the board. Solve for x: 2x4 − 5x2 − 12 = 0 5.) 6 C x+2= (correct to 2 decimal places) x 2x 1 + =1 D x+1 x−1 2 3 6.) 2 1. Sven has a mistake in the coeﬃcient of x and obtains the solutions 1 and 15. Bjorn got stuck along the way. Saskia and Sven copy it down incorrectly.. Saskia has a mistake in the constant term and obtains the solutions 4 and 2.GRADE 11 22. Calculate the value of p.6 22. b and c. His attempt his shown below: ax2 + bx + c c b a+ + 2 x x b c + +a x2 x b a 1 + + x2 cx c b 1 + x2 cx 1 b ∴ 2+ x cx Complete his derivation. The two roots of the equation 4x2 + px − 9 = 0 diﬀer by 5. . using factorisation.CHAPTER 22.6 End of Chapter Exercises (Give your answer correct to two decimal places.
6 CHAPTER 22.GRADE 11 300 .22. SOLVING QUADRATIC EQUATIONS .
Chapter 23 Solving Quadratic Inequalities Grade 11 23. Factorising this quadratic function gives f (x) = (2x − 1)2 .2 Quadratic Inequalities A quadratic inequality is an inequality of the form ax2 + bx + c > 0 ax2 + bx + c ≥ 0 ax2 + bx + c < 0 ax2 + bx + c ≤ 0 Solving a quadratic inequality corresponds to working out in what region the graph of a quadratic function lies above or below the xaxis. but there are no regions where the graph is below the xaxis. Step 5 : Graphical interpretation of solution x= 1 2 2 1 0 301 1 2 . 2 Step 4 : Write the ﬁnal answer 1 This means that the graph of f (x) = 4x2 − 4x + 1 touches the xaxis at x = 2 . Step 2 : Rewrite the original equation with factors (2x − 1)2 ≤ 0 Step 3 : Solve the equation which shows that f (x) = 0 only when x = 1 . 23. you are ready to learn how to solve quadratic inequalities. Answer Step 1 : Factorise the quadratic Let f (x) = 4x2 − 4x + 1.1 Introduction Now that you know how to solve quadratic equations. Worked Example 112: Quadratic Inequality Question: Solve the inequality 4x2 −4x+1 ≤ 0 and interpret the solution graphically.
Answer Step 1 : Determine how to approach the problem Let f (x) = −x2 − 3x + 5.GRADE 11 Worked Example 113: Solving Quadratic Inequalities Question: Find all the solutions to the inequality x2 − 5x + 6 ≥ 0. 1 2 3 4 Worked Example 114: Solving Quadratic Inequalities Question: Solve the quadratic inequality −x2 − 3x + 5 > 0. use the quadratic formula to determine the roots of f (x). choose any point in the region and evaluate the function.23. f (x) cannot be factorised so. Answer Step 1 : Factorise the quadratic The factors of x2 − 5x + 6 are (x − 3)(x − 2). The xintercepts are solutions to the quadratic 302 . From the answers we have ﬁve regions to consider. Step 5 : Write the ﬁnal answer and represent on a number line We see that x2 − 5x + 6 ≥ 0 is true for x ≤ 2 and x ≥ 3.5 f (3) = 0 f (4) = 2 sign of f (x) + + + + We see that the function is positive for x ≤ 2 and x ≥ 3. Region A Region B Region C Region D Region E x<2 x=2 2<x<3 x=3 x>3 f (x) f (1) = 2 f (2) = 0 f (2. A 1 B C D 2 3 E 4 Step 4 : Determine whether the function is negative or positive in each of the regions Let f (x) = x2 −5x+6. SOLVING QUADRATIC INEQUALITIES .2 CHAPTER 23. For each region.5) = −2. Step 2 : Write the inequality with the factors x2 − 5x + 6 ≥ 0 0 (x − 3)(x − 2) ≥ Step 3 : Determine which ranges correspond to the inequality We need to ﬁgure out which values of x satisfy the inequality.
a diﬀerent approach is needed.GRADE 11 equation −x2 − 3x + 5 = x + 3x − 5 = ∴x = = x1 x2 = = 2 23. by drawing a rough sketch of the graph of the function. 7 6 5 4 3 2 1 x1 −4 −3 −2 −1 −1 1 x2 It is clear that g(x) > 0 for x1 Step 4 : Write the ﬁnal answer and represent the solution graphically −x2 − 3x + 5 > 0 for x1 x1 x2 When working with an inequality where the variable is in the denominator. Let g(x) = −x2 − 3x + 5. From the answers we have ﬁve regions to consider.CHAPTER 23.2 0 0 −3 ± (3)2 − 4(1)(−5) 2(1) √ −3 ± 29 2√ −3 − 29 2√ −3 + 29 2 Step 2 : Determine which ranges correspond to the inequality We need to ﬁgure out which values of x satisfy the inequality. We can see that this is a parabola with a maximum turning point that intersects the xaxis at x1 and x2 . We know that the roots of the function correspond to the xintercepts of the graph. 303 . A B C D x1 x2 E Step 3 : Determine whether the function is negative or positive in each of the regions We can use another method to determine the sign of the function over diﬀerent regions. SOLVING QUADRATIC INEQUALITIES .
23.3
CHAPTER 23. SOLVING QUADRATIC INEQUALITIES  GRADE 11
Worked Example 115: nominator Question: Solve
Nonlinear inequality with the variable in the de
Answer Step 1 : Subtract
1 2 ≤ x+3 x−3
1 x−3
from both sides
2 1 − ≤0 x+3 x−3 Step 2 : Simplify the fraction by ﬁnding LCD 2(x − 3) − (x + 3) ≤0 (x + 3)(x − 3) x−9 ≤0 (x + 3)(x − 3) Step 3 : Draw a number line for the inequality

undef 3
+
undef 3

0 9
+
We see that the expression is negative for x < −3 or 3 < x ≤ 9. Step 4 : Write the ﬁnal answer x < −3 or 3<x≤9
23.3
End of Chapter Exercises
Solve the following inequalities and show your answer on a number line. 1. Solve: x2 − x < 12. 2. Solve: 3x2 > −x + 4 3. Solve: y 2 < −y − 2 4. Solve: −t2 + 2t > −3 5. Solve: s2 − 4s > −6 6. Solve: 0 ≥ 7x2 − x + 8 7. Solve: 0 ≥ −4x2 − x 8. Solve: 0 ≥ 6x2 9. Solve: 2x2 2 + x + 6 ≤ 0 10. Solve for x if: 11. Solve for x if: x < 2 and x = 3. x−3 4 ≤ 1. x−3 304
CHAPTER 23. SOLVING QUADRATIC INEQUALITIES  GRADE 11 12. Solve for x if: 13. Solve for x: 14. Solve for x: 4 < 1. (x − 3)2
23.3
2x − 2 >3 x−3
−3 <0 (x − 3)(x + 1) 15 − x x x2 + 3 ≤0 3x − 2 3 x
15. Solve: (2x − 3)2 < 4 16. Solve: 2x ≤ 17. Solve for x: 18. Solve: x − 2 ≥ 19. Solve for x:
x2 + 3x − 4 ≤0 5 + x4 x−2 ≥1 3−x
20. Determine all real solutions:
305
23.3
CHAPTER 23. SOLVING QUADRATIC INEQUALITIES  GRADE 11
306
Chapter 24
Solving Simultaneous Equations Grade 11
In grade 10, you learnt how to solve sets of simultaneous equations where both equations were linear (i.e. had the highest power equal to 1). In this chapter, you will learn how to solve sets of simultaneous equations where one is linear and one is a quadratic. As in Grade 10, the solution will be found both algebraically and graphically. The only diﬀerence between a system of linear simultaneous equations and a system of simultaneous equations with one linear and one quadratic equation, is that the second system will have at most two solutions. An example of a system of simultaneous equations with one linear equation and one quadratic equation is: y − 2x = −4 x +y =4
2
(24.1)
24.1
Graphical Solution
The method of graphically ﬁnding the solution to one linear and one quadratic equation is identical to systems of linear simultaneous equations.
Method: Graphical solution to a system of simultaneous equations with one linear and one quadratic equation 1. Make y the subject of each equation. 2. Draw the graphs of each equation as deﬁned above. 3. The solution of the set of simultaneous equations is given by the intersection points of the two graphs. For the example, making y the subject of each equation, gives: y = 2x − 4 y = 4 − x2 Plotting the graph of each equation, gives a straight line for the ﬁrst equation and a parabola for the second equation. The parabola and the straight line intersect at two points: (2,0) and (4,12). Therefore, the solutions to the system of equations in (24.1) is x = 2, y = 0 and x = −4, y = 12 307
24.1
CHAPTER 24. SOLVING SIMULTANEOUS EQUATIONS  GRADE 11
4
6 4 2 −6 −4 −2 −2
(1,0) 2
=
y
4
x
2
−
6
− x2
(4,12)
−4 −6 −8 −10 −12 −14
Worked Example 116: Simultaneous Equations Question: Solve graphically: y − x2 + 9 y + 3x − 9 = 0 = 0
Answer Step 1 : Make y the subject of the equation For the ﬁrst equation: y − x2 + 9 = y = and for the second equation: y + 3x − 9 = y = 0 −3x + 9 0 x2 − 9
Step 2 : Draw the graphs corresponding to each equation.
y= 4
40 30
−3 x+
9
(6,27)
y=
−8
−6
−4
−2
2 (3,0) 4
y=
10
x2
−9
20
6
8
Step 3 : Find the intersection of the graphs. The graphs intersect at (−6,27) and at (3,0). Step 4 : Write the solution of the system of simultaneous equations as given by the intersection of the graphs. The ﬁrst solution is x = −6 and y = 27. The second solution is x = 3 and y = 0. 308
CHAPTER 24. SOLVING SIMULTANEOUS EQUATIONS  GRADE 11
24.2
Exercise: Graphical Solution Solve the following systems of equations algebraically. Leave your answer in surd form, where appropriate. 1. b2 − 1 − a = 0, a + b − 5 = 0 2. x + y − 10 = 0, x2 − 2 − y = 0
4. x + 2y − 14 = 0, x2 + 2 − y = 0
3. 6 − 4x − y = 0, 12 − 2x2 − y = 0
5. 2x + 1 − y = 0, 25 − 3x − x2 − y = 0
24.2
Algebraic Solution
The algebraic method of solving simultaneous equations is by substitution. For example the solution of y − 2x = −4 x2 + y = 4 is: y = x + (2x − 4) =
2
2x − 4 4 0 0
into second equation
∴ the 2 solutions for x are: x = −4 and x = 2
x2 + 2x − 8 = Factorise to get: (x + 4)(x − 2) =
The corresponding solutions for y are obtained by substitution of the xvalues into the ﬁrst equation y = 2(−4) − 4 and: y = 2(2) − 4 = −12 for x = −4 = 0 for x = 2
As expected, these solutions are identical to those obtained by the graphical solution.
Worked Example 117: Simultaneous Equations Question: Solve algebraically: y − x2 + 9 y + 3x − 9 = 0 = 0
Answer Step 1 : Make y the subject of the linear equation 309
24.2
CHAPTER 24. SOLVING SIMULTANEOUS EQUATIONS  GRADE 11
y + 3x − 9 = y =
0 −3x + 9
Step 2 : Substitute into the quadratic equation
(−3x + 9) − x2 + 9 Factorise to get:
= 0
∴ the 2 solutions for x are: x = −6 and x = 3
x2 + 3x − 18 = 0 (x + 6)(x − 3) = 0
Step 3 : Substitute the values for x into the ﬁrst equation to calculate the corresponding yvalues.
and: y = −3(3) + 9 =
y = −3(−6) + 9 =
27 for x = −6 0 for x = 3
Step 4 : Write the solution of the system of simultaneous equations. The ﬁrst solution is x = −6 and y = 27. The second solution is x = 3 and y = 0.
Exercise: Algebraic Solution Solve the following systems of equations algebraically. Leave your answer in surd form, where appropriate. 310
CHAPTER 24. SOLVING SIMULTANEOUS EQUATIONS  GRADE 11 1. a + b = 5 2. a − b + 1 = 0 3. a −
(2b+2) 4
24.2
a − b2 + 3b − 5 = 0 =0
a − 2b2 + 3b + 5 = 0 a − 9 + b2 = 0 a − b2 = 0
a − b2 + 5b − 6 = 0
4. a + 2b − 4 = 0 5. a − 2 + 3b = 0 6. a − b − 5 = 0 7. a − b − 4 = 0 8. a + b − 9 = 0 9. a − 3b + 5 = 0 10. a + b − 5 = 0 11. a − 2b − 3 = 0 12. a − 2b = 0 13. a − 3b = 0 14. a − 2b − 10 = 0 15. a − 3b − 1 = 0 16. a − 3b + 1 17. a + 6b − 5 = 0 18. a − 2b + 1 = 0 19. 2a + b − 2 = 0 20. a + 4b − 19 = 0 21. a + 4b − 18 = 0
a − 2b2 − 5b + 3 = 0
a + 2b2 − 12 = 0 a + b2 − 4b = 0 a − b2 + 1 = 0 a + b2 − 18 = 0
a − 3b2 + 4 = 0 a − b2 + 4 = 0
a − b2 − 2b + 3 = 0 a − b2 − 5b = 0 a − b2 = 0
a − 2b2 − b + 3 = 0 a − b2 − 8 = 0
a − 2b2 − 12b + 4 8a + 5b2 − 101 = 0 2a + 5b2 − 57 8a + b2 − 8 = 0
311
24.2
CHAPTER 24. SOLVING SIMULTANEOUS EQUATIONS  GRADE 11
312
Chapter 25
Mathematical Models  Grade 11
Up until now, you have only learnt how to solve equations and inequalities, but there has not been much application of what you have learnt. This chapter builds introduces you to the idea of a mathematical model which uses mathematical concepts to solve realworld problems.
Deﬁnition: Mathematical Model A mathematical model is a method of using the mathematical language to describe the behaviour of a physical system. Mathematical models are used particularly in the natural sciences and engineering disciplines (such as physics, biology, and electrical engineering) but also in the social sciences (such as economics, sociology and political science); physicists, engineers, computer scientists, and economists use mathematical models most extensively.
A mathematical model is an equation (or a set of equations for the more diﬃcult problems) that describes are particular situation. For example, if Anna receives R3 for each time she helps her mother wash the dishes and R5 for each time she helps her father cut the grass, how much money will Anna earn if she helps her mother 5 times to wash the dishes and helps her father 2 times to wash the car. The ﬁrst step to modelling is to write the equation, that describes the situation. To calculate how much Anna will earn we see that she will earn :
5 + 2
= R15 +R10 = R25
×R5 for cutting the grass
×R3 for washing the dishes
If however, we say, what is the equation if Anna helps her mother x times and her father y times. Then we have: Total earned = x × R3 + y × R5
25.1
RealWorld Applications: Mathematical Models
Some examples of where mathematical models are used in the realworld are: 1. To model population growth 2. To model eﬀects of air pollution 3. To model eﬀects of global warming 4. In computer games 313
25.1
CHAPTER 25. MATHEMATICAL MODELS  GRADE 11
5. In the sciences (e.g. physics, chemistry, biology) to understand how the natural world works 6. In simulators that are used to train people in certain jobs, like pilots, doctors and soldiers 7. In medicine to track the progress of a disease
Activity :: Investigation : Simple Models In order to get used to the idea of mathematical models, try the following simple models. Write an equation that describes the following realworld situations, mathematically: 1. Jack and Jill both have colds. Jack sneezes twice for each sneeze of Jill’s. If Jill sneezes x times, write an equation describing how many times they both sneezed? 2. It rains half as much in July as it does in December. If it rains y mm in July, write an expression relating the rainfall in July and December. 3. Zane can paint a room in 4 hours. Billy can paint a room in 2 hours. How long will it take both of them to paint a room together?
1 4. 25 years ago, Arthur was 5 more than 3 as old as Lee was. Today, Lee is 26 less than twice Arthur’s age. How old is Lee?
5. Kevin has played a few games of tenpin bowling. In the third game, Kevin scored 80 more than in the second game. In the ﬁrst game Kevin scored 110 less than the third game. His total score for the ﬁrst two games was 208. If he wants an average score of 146, what must he score on the fourth game? 6. Erica has decided to treat her friends to coﬀee at the Corner Coﬀee House. Erica paid R54,00 for four cups of cappuccino and three cups of ﬁlter coﬀee. If a cup of cappuccino costs R3,00 more than a cup of ﬁlter coﬀee, calculate how much each type of coﬀee costs? 7. The product of two integers is 95. Find the integers if their total is 24.
Worked Example 118: Mathematical Modelling of Falling Objects Question: When an object is dropped or thrown downward, the distance, d, that it falls in time, t is described by the following equation: s = 5t2 + v0 t In this equation, v0 is the initial velocity, in m·s−1 . Distance is measured in meters and time is measured in seconds. Use the equation to ﬁnd how far an object will fall in 2 s if it is thrown downward at an initial velocity of 10 m·s−1 ? Answer Step 1 : Identify what is given for each problem We are given an expression to calculate distance travelled by a falling object in terms of initial velocity and time. We are also given the initial velocity and time and are required to calculate the distance travelled. Step 2 : List all known and unknown information • v0 = 10 m · s−1 • t = 2s 314
CHAPTER 25. MATHEMATICAL MODELS  GRADE 11 • s =? m Step 3 : Substitute values into expression s = = = = = 5t2 + v0 t 5(2)2 + (10)(2) 5(4) + 20 20 + 20 40
25.1
Step 4 : Write the ﬁnal answer The object will fall 40 m in 2 s if it is thrown downward at an initial velocity of 10 m·s−1 .
Worked Example 119: Another Mathematical Modelling of Falling Objects Question: When an object is dropped or thrown downward, the distance, d, that it falls in time, t is described by the following equation: s = 5t2 + v0 t In this equation, v0 is the initial velocity, in m·s−1 . Distance is measured in meters and time is measured in seconds. Use the equation ﬁnd how long it takes for the object to reach the ground if it is dropped from a height of 2000 m. The initial velocity is 0 m·s−1 ? Answer Step 1 : Identify what is given for each problem We are given an expression to calculate distance travelled by a falling object in terms of initial velocity and time. We are also given the initial velocity and time and are required to calculate the distance travelled. Step 2 : List all known and unknown information • t =? s • v0 = 0 m · s−1 • s = 2000 m
Step 3 : Substitute values into expression s = 2000 = 2000 = t2 ∴ t = = = 5t2 + v0 t 5t2 + (0)(2) 5t2 2000 5 400 20 s
Step 4 : Write the ﬁnal answer The object will take 20 s to reach the ground if it is dropped from a height of 2000 m.
315
How long does it take the car to travel 300 m? Worked Example 120: More Mathematical Modelling Question: A researcher is investigating the number of trees in a forest over a period of n years. 32 .GRADE 11 Activity :: Investigation : Mathematical Modelling The graph below shows the how the distance travelled by a car depends on time. will continue indeﬁnitely? Give a reason for your answer. How far does the car travel in 20 s? 2.. 316 .25. 400 Distance (m) 300 200 100 0 0 10 20 30 Time (s) 40 1. MATHEMATICAL MODELS . are there in the SIXTH year if this pattern is continued? 2. three to the power one less than the year. which determines the number of trees in the forest. Use the graph to answer the following questions. Answer Step 1 : Find the pattern The pattern is 30 . 3. After investigating numerous data. . How many trees. 31 .1 CHAPTER 25. 33 . the following data model emerged: Year 1 2 3 4 Number of trees in hundreds 1 3 9 27 1. Therefore. Step 2 : Trees in year 6 year6 = hundreds = 243hundreds = 24300 Step 3 : Algebraic expression for year n number of trees = 3n−1 hundreds Step 4 : Conclusion No The number of trees will increase without bound to very large numbers. in hundreds. Determine an algebraic expression that describes the number of trees in the nt h year in the forest. Do you think this model.. thus the forestry authorities will if necessary cut down some of the trees from time to time.
v0 is the initial velocity. If the relationship between the distances and times are linear. Distance is measured in meters and time is measured in seconds.CHAPTER 25.GRADE 11 25. The table below lists the times that Sheila takes to walk the given distances. using any two points.2 Worked Example 121: Setting up an equation Question: Currently the subsription to a gym for a single member is R1 000 annually while family membership is R1 500. If this is done then the single membership will cost 7 of the family membership. in m·s−1 . Then use the equation to answer the following questions: 317 5 1 10 2 15 3 20 4 25 5 30 6 . = 7 500 + 5x 500 250 25. Answer Step 1 : Summarise the information in a table Let the proposed increase be x. t is described by the following equation: s = 5t2 + v0 t In this equation. The gym is considering raising all member5 shipfees by the same amount.2 End of Chatpter Exercises 1. MATHEMATICAL MODELS . When an object is dropped or thrown downward. Determine the proposed increase. Use the equation to ﬁnd how long it takes a tennis ball to reach the ground if it is thrown downward from a hotair balloon that is 500 m high. 2. Time (minutes) Distance (km) Plot the points. Single Family Step 2 : Set up an equation Now 1 000 1 500 After increase 1 000+x 1 500+x 1 000 + x = Step 3 : Solve the equation 5 (1 500 + x) 7 7 000 + 7x = 2x = x Step 4 : Write down the answer Therefore the increase is R250. that it falls in time. the distance. d. The tennis ball is thrown at an initial velocity of 5 m·s−1 . ﬁnd the equation of the straight line.
There is a fascinating relationship between the number of ﬂoors in the building.2 CHAPTER 25. then the lift can be expected to stop F −F times. A Since both power and current must be greater than 0. The ends are rightangled triangles having sides 3x.GRADE 11 A How long will it take Sheila to walk 21 km? B How far will Sheila walk in 7 minutes? If Sheila were to walk half as fast as she is currently walking.5I 2 and use your answer to the ﬁrst question. read oﬀ how much power is supplied to the circuit when the current is 10 amperes? Use the equation to conﬁrm your answer. how many times is the lift expected to stop? B How many people would you expect in a lift. ﬁnd the limits of the current that can be drawn by the circuit. The total surface area of the block is 3 600 cm2 . You are late for a meeting and wonder if it will be quicker to take the stairs. A If the building has 16 ﬂoors and there are 9 people who get into the lift. The power P (in watts) supplied to a circuit by a 12 volt battery is given by the formula P = 12I − 0. MATHEMATICAL MODELS . C What is the maximum current that can be drawn? D From your graph. A wooden block is made as shown in the diagram. to deﬁne the extent of the graph. The length of the block is y. You are in the lobby of a business building waiting for the lift. 4x and 5x. B Draw a graph of P = 12I − 0. what would the graph of her distances and times look like? 3.5I 2 where I is the current in amperes. F −1 F N 3x 4x y Show that y= 300 − x2 x 318 . E At what value of current will the power supplied be a maximum? 4.25. the number of people in the lift and how often it will stop: If N people get into a lift at the lobby and the number of ﬂoors in the building is F . if it stopped 12 times and there are 17 ﬂoors? 5.
a transport company has determined that the rate at which petrol is consumed by one of its large carriers.00 per hour (travelling time). During an experiment the temperature T (in degrees Celsius). a breadth of 4 cm and a length of x cm. by drawing a graph. A stone is thrown vertically upwards and its height (in metres) above the ground at time t (in seconds) is given by: h(t) = 35 − 5t2 + 30t Find its initial height above the ground.00 per litre and the driver earns R18. B During which time interval was the temperature dropping? 9. 10.16t where t ∈ [0.GRADE 11 25.008t3 − 0. C.2 6. a cooling system is allowed to operate for 10 minutes. In order to reduce the temperature in a room from 28◦ C. The box has a volume of 480 cm3 . A washing powder box has the shape of a rectangular prism as shown in the diagram below. 10] A Determine an expression for the rate of change of temperature with time. Now deduce that the total cost. Washing powder Show that the total surface area of the box (in cm2 ) is given by: A = 8x + 960x−1 + 240 Extension: Simulations A simulation is an attempt to model a reallife situation on a computer so that it 319 . travelling at an average speed of x km per hour. MATHEMATICAL MODELS . 7. varies with time t (in hours). The room temperature. according to the formula: 1 T (t) = 30 + 4t − t2 2 t ∈ [1. T after t minutes is given in ◦ C by the formula: T = 28 − 0.CHAPTER 25. in Rands. is given by: x 55 + litres per kilometre P (x) = 2x 200 Assume that the petrol costs R4. 10] A At what rate (rounded oﬀ to TWO decimal places) is the temperature falling when t = 4 minutes? B Find the lowest room temperature reached during the 10 minutes for which the cooling system operates. for a 2 000 km trip is given by: C(x) = 256000 + 40x x 8. After doing some research.
testing. In the past. 320 . They focus on speciﬁc tasks. ANVs are cartoonlike video narratives of hypothetical and realitybased stories involving classroom teaching and learning. Simulation can be used to show the eventual real eﬀects of alternative conditions and courses of action. ANVs have been used to assess knowledge. problem solve and role play. By changing variables. Simulation in education Simulations in education are somewhat like training simulations.2 CHAPTER 25. however.25. Other contexts include simulation of technology for performance optimization. video has been used for teachers and education students to observe. including the modeling of natural systems or human systems in order to gain insight into their functioning. and preservice and inservice teachers. Simulation is used in many contexts.GRADE 11 can be studied to see how the system works. predictions may be made about the behaviour of the system. training and education. problem solving skills and dispositions of children. safety engineering. MATHEMATICAL MODELS . a more recent use of simulations in education include animated narrative vignettes (ANV).
plot the following graphs: A B C D a(x) = (x − 2)2 b(x) = (x − 1)2 c(x) = x2 d(x) = (x + 1)2 321 . you studied graphs of many diﬀerent forms. 3 2 1 −5 −4 −3 −2 −1 1 −1 −2 −3 2 3 4 5 Figure 26.1 Introduction In Grade 10. 26. On the same set of axes. In this chapter.1. The general shape and position of the graph of the function of the form f (x) = a(x + p)2 + q is shown in Figure 26.1: Graph of f (x) = 1 (x + 2)2 − 1 2 Activity :: Investigation : Functions of the Form y = a(x + p)2 + q 1. y = ax2 + q.Chapter 26 Quadratic Functions and Graphs Grade 11 26. you will learn a little more about the graphs of functions.2 Functions of the Form y = a(x + p)2 + q This form of the quadratic function is slightly more complex than the form studied in Grade 10.
GRADE 11 E e(x) = (x + 2)2 Use your results to deduce the eﬀect of p. choose your own values of p and q to plot 5 diﬀerent graphs (on the same set of axes) of y = a(x+ p)2 + q to deduce the eﬀect of a.2 CHAPTER 26. 3. On the same set of axes. Following the general method of the above activities. The axes of symmetry are shown as dashed lines. If a > 0 then we have: (x + p)2 a(x + p)2 a(x + p)2 + q f (x) ≥ 0 ≥ 0 (The square of an expression is always positive) (Multiplication by a positive number maintains the nature of the inequality) ≥ q ≥ q 322 . the domain is {x : x ∈ R} because there is no value of x ∈ R for which f (x) is undeﬁned. the graph makes a frown and if a > 0 then the graph makes a smile. This is shown in Figure 10.1. 2. You should have also found that the value of q aﬀects whether the turning point is to the left of the yaxis (q > 0) or to the right of the yaxis (q < 0). If a < 0.1 Domain and Range For f (x) = a(x + p)2 + q. Table 26. you should have found that a aﬀects whether the graph makes a smile or a frown.26. These diﬀerent properties are summarised in Table 26.1: Table summarising general shapes and positions of functions of the form y = a(x + p)2 + q.2. We will consider these two cases separately. The range of f (x) = a(x + p)2 + q depends on whether the value for a is positive or negative. The axes of symmetry for each graph is shown as a dashed line. QUADRATIC FUNCTIONS AND GRAPHS . From your graphs. You should have also found that the value of p aﬀects whether the turning point of the graph is above the xaxis (p < 0) or below the xaxis (p > 0). p<0 p>0 a>0 a<0 a>0 a<0 q≥0 q≤0 26.9. plot the following graphs: A f (x) = (x − 2)2 + 1 B g(x) = (x − 1)2 + 1 C h(x) = x2 + 1 D j(x) = (x + 1)2 + 1 E k(x) = (x + 2)2 + 1 Use your results to deduce the eﬀect of q.
8) q ± − −p a 323 . Give the range of f (x). y = a(x + p)2 + q. For example.GRADE 11 26.4) (26.3) The xintercepts are calculated as follows: y = 0 = a(xint + p)2 xint + p xint = = = a(x + p)2 + q a(xint + p)2 + q −q − q a (26. What is the domain the equation y = 2x2 − 5x − 18 ? 26. Given the function f (x) = (x − 4)2 − 1.2) (26. The range of g(x) can be calculated as follows: (x + p) + 2 g(x) Therefore the range is {g(x) : g(x) ∈ [2.5) (26.∞)}.CHAPTER 26. This tells us that for all values of x.7) (26. (x − p)2 2 ≥ 0 2 2 ≥ ≥ Exercise: Domain and Range 1. then yint = q.q]}. 2. f (x) is always greater than q.1) (26.2 Intercepts For functions of the form. The yintercept is calculated as follows: y yint = = = If p = 0. the yintercept of g(x) = (x − 1)2 + 2 is given by setting x = 0 to get: g(x) yint = (x − 1)2 + 2 = (0 − 1)2 + 2 = (−1)2 + 2 = 1+2 = 3 a(x + p)2 + q a(0 + p)2 + q ap2 + q (26.2. the domain of g(x) = (x − 1)2 + 2 is {x : x ∈ R} because there is no value of x ∈ R for which g(x) is undeﬁned. QUADRATIC FUNCTIONS AND GRAPHS .6) (26.2 Similarly. it can be shown that if a < 0 that the range of f (x) = a(x + p)2 + q is {f (x) : f (x) ∈ (−∞. Therefore if a > 0. the details of calculating the intercepts with the x and y axis is given. the range of f (x) = a(x + p)2 + q is {f (x) : f (x) ∈ [q. For example. This is left as an exercise.∞)}.
Calculate the coordinates of the turning point of f . 2. the graph of g(x) = (x − 1)2 + 2 does not have any xintercepts. Exercise: Turning Points 1. If however. Determine the turning point of the graph of f (x) = x2 − 6x + 8 .and yintercepts of the graph of f . 2.q).2. and the graph should intersect with the xaxis.8) is only valid if − a > 0 which means that either q < 0 or a < 0. For example. Find the intercepts with both axes of the graph of f (x) = x2 − 6x + 8.26.3 Turning Points The turning point of the function of the form f (x) = a(x + p)2 + q is given by examining the range of the function. 3. 3. q Similarly. 26. So. We know that if a > 0 then the range of f (x) = a(x + p)2 + q is {f (x) : f (x) ∈ [q. if a > 0. if q < 0 and a > 0 then − a is also positive. = (x − 1)2 + 2 Exercise: Intercepts 1. then the highest value that f (x) can take on is q and the coordinates of the (maximal) turning point is (−p. q > 0 q and a < 0. Therefore.∞)} and if a < 0 then the range of f (x) = a(x + p)2 + q is {f (x) : f (x) ∈ (−∞. then the lowest value that f (x) can take on is q. QUADRATIC FUNCTIONS AND GRAPHS . (26.2 CHAPTER 26. Find the turning point of the following function by completing the square: y = 1 (x + 2)2 − 1. the xintercepts of g(x) = (x − 1)2 + 2 is given by setting y = 0 to get: g(x) 0 = (xint − 1)2 + 2 −2 = (xint − 1)2 which is not real. since if q > 0 and a > 0 then − a is negative and in this case the graph lies above the xaxis and therefore does not intersect the xaxis. Calculate the x.and yintercepts of the function f (x) = (x − 4)2 − 1. Find the x. 2 324 . Given: f (x) = −x2 + 4x − 3.q). The coordinates of the (minimal) turning point is therefore (−p. Given: f (x) = −x2 + 4x − 3.GRADE 11 q However.q]}. Solving for the value of x at which f (x) = q gives: q 0 0 0 x = a(x + p)2 + q = a(x + p)2 = (x + p)2 = x+p = −p ∴ x = −p at f (x) = q. if a < 0. then − a is positive and the graph is hat shaped and should have two xintercepts. This is q consistent with what we expect. Similarly.
Find the equation of the axis of symmetry of the graph y = 2x2 − 5x − 18 2. Exercise: Axes of Symmetry 1. f (x) = a(x + p)2 + q.5 Sketching Graphs of the Form f (x) = a(x + p)2 + q In order to sketch graphs of the form. This means that the graph will have a maximal turning point.GRADE 11 26.CHAPTER 26. yintercept 5. turning point 2 and axis of symmetry. Since the xcoordinate of the turning point is x = −p. we determine that a < 0. − 3]}.4 Axes of Symmetry There is one axis of symmetry for the function of the form f (x) = a(x + p)2 + q that passes through the turning point and is parallel to the yaxis. we need to calculate determine four characteristics: 1. The xcoordinate is determined as follows: 1 − (x + 1)2 − 3 2 1 − (x + 1)2 − 3 + 3 2 1 − (x + 1)2 2 1 Divide both sides by − 2 : (x + 1)2 = −3 = 0 = 0 = 0 = 0 = −1 Take square root of both sides: x + 1 ∴ x 325 . Using the fact that the maximum value that f (x) achieves is 3. The domain of the graph is {x : x ∈ R} because f (x) is deﬁned for all x ∈ R. QUADRATIC FUNCTIONS AND GRAPHS . this is the axis of symmetry. domain and range 3. sketch the graph of g(x) = − 1 (x + 1)2 − 3. then the ycoordinate of the turning point is 3. Mark the intercepts. xintercept For example. Firstly.2 26. The range of the graph is determined as follows: (x + 1)2 1 − (x + 1)2 2 ≥ ≤ 0 0 −3 −3 1 − (x + 1)2 − 3 ≤ 2 ∴ f (x) ≤ Therefore the range of the graph is {f (x) : f (x) ∈ (−∞.2. sign of a 2. 26. Write down an example of an equation of a parabola where the yaxis is the axis of symmetry. turning point 4. Write down the equation of the axis of symmetry of the graph of y = 3(x − 2)2 + 1 3.2.
2.GRADE 11 The coordinates of the turning point are: (−1. there are no xintercepts. QUADRATIC FUNCTIONS AND GRAPHS . Draw a neat sketch graph of the function deﬁned by y = ax2 + bx + c if a > 0. This gives: 0 = 3 = −3 · 2 = −6 = 1 − (xint + 1)2 − 3 2 1 − (xint + 1)2 2 (xint + 1)2 (xint + 1)2 which is not real.2: Graphs of the function f (x) = − 2 (xint + 1)2 − 3 Exercise: Sketching the Parabola 1.5) 1 Figure 26. Therefore.3) −2 −3 −4 −5 −6 −7 1 2 3 4 (0. This gives: yint 1 = − (0 + 1)2 − 3 2 1 = − (1) − 3 2 1 = − −3 2 1 = − −3 2 7 = − 2 The xintercept is obtained by setting y = 0. −4 −3 −2 −1 −1 (1. b < 0.3. 326 . The yintercept is obtained by setting x = 0. b2 = 4ac. − 3).2 CHAPTER 26. We also know that the axis of symmetry is parallel to the yaxis and passes through the turning point.26. Draw the graph of y = 3(x − 2)2 + 1 showing all the relative intercepts with the axes as well as the coordinates of the turning point.
If (2. the new equation will become: (Notice the xaxis then moves 3 units upwards) y+3 = y = x2 − 2x − 3 x2 − 2x − 6 26.3 End of Chapter Exercises 1.7) is the turning point of f (x) = −2x2 − 4ax + k.9) 4. then the range of f (x) = a(x + p)2 + q is {f (x) : f (x) ∈ (−∞. Given: f : x = x2 − 2x3. ﬁnd the values of the constants a and k.2.6 Writing an equation of a shifted parabola Given a parabola with equation y = x2 − 2x − 3. (3. The graph of the parabola is shifted one unit to the right. 3.CHAPTER 26. Show that if a < 0. Therefore the new equation will become: y = (x − 1)2 − 2(x − 1) − 3 = x2 − 2x + 1 − 2x + 2 − 3 = x2 − 4x If the given parabola is shifted 3 units down. Show that a = −1 and b = 6. B The x . QUADRATIC FUNCTIONS AND GRAPHS . The coordinates of the turning point are (3. Give the equation of the new graph originating if: A The graph of f is moved three units to the left. The graph in the ﬁgure is represented by the equation f (x) = ax2 + bx.q]}. What are the coordinates of the turning point of the shifted parabola ? 327 .GRADE 11 26. 5.3 26.axis is moved down three. 2.9). A parabola with turning point (1. 4) is shifted vertically by 4 units upwards. Or else the yaxis shifts one unit to the left.
26. QUADRATIC FUNCTIONS AND GRAPHS .GRADE 11 328 .3 CHAPTER 26.
plot the following graphs: 329 a x+p +q . On the same set of axes. a x+p 1 2 3 4 5 + q.1: General shape and position of the graph of a function of the form f (x) = The asymptotes are shown as dashed lines. you studied graphs of many diﬀerent forms. In this chapter.Chapter 27 Hyperbolic Functions and Graphs Grade 11 27. 5 4 3 2 1 −5 −4 −3 −2 −1 −1 −2 −3 −4 −5 Figure 27. you will learn a little more about the graphs of functions.2 Functions of the Form y = +q This form of the hyperbolic function is slightly more complex than the form studied in Grade 10. a x+p 27. Activity :: Investigation : Functions of the Form y = 1.1 Introduction In Grade 10.
The axes of symmetry for each graph is shown as a dashed line. You should have found that the value of a aﬀects whether the graph is located in the ﬁrst and third quadrants of Cartesian plane.27. Domain and Range a x+p + q. choose your own values a of a and p to plot 5 diﬀerent graphs of y = x+p + q to deduce the eﬀect of q. On the same set of axes. HYPERBOLIC FUNCTIONS AND GRAPHS . the function is undeﬁned for x = −p. You should have also found that the value of p aﬀects whether the xintercept is negative (p > 0) or positive (p < 0). You should have also found that the value of q aﬀects whether the graph lies above the xaxis (q > 0) or below the xaxis (q < 0). 2. q>0 q<0 27. 3. The domain is therefore {x : x ∈ R. p<0 p>0 a>0 a<0 a>0 a<0 a x+p +q. These diﬀerent properties are summarised in Table 27.x = 330 .1 For y = −p}.1.1: Table summarising general shapes and positions of functions of the form y = The axes of symmetry are shown as dashed lines. Following the general method of the above activities.2.GRADE 11 A a(x) = B b(x) = C c(x) = D d(x) = E e(x) = −2 x+1 −1 x+1 0 x+1 +1 x+1 +2 x+1 +1 +1 +1 +1 +1 Use your results to deduce the eﬀect of a.2 CHAPTER 27. Table 27. plot the following graphs: A f (x) = B g(x) = C h(x) = D j(x) = E k(x) = 1 x−2 + 1 1 x−1 + 1 1 x+0 + 1 1 x+1 + 1 1 x+2 + 1 Use your results to deduce the eﬀect of p.
Exercise: Domain and Range Determine the range of y = Given:f (x) = 8 x−8 1 x + 1. HYPERBOLIC FUNCTIONS AND GRAPHS . + 4. y = x+p + q.3) . Therefore the range is {g(x) : g(x) ∈ (−∞.CHAPTER 27. For example.GRADE 11 We see that y = a x+p 27. The yintercept is calculated as follows: y yint a +q x+p a = +q 0+p a +q = p 331 = (27.q) ∪ (q. the domain of g(x) = at x = −1.∞)}. Write down the domain of f . the intercepts with the x and y axis is calculated by setting x = 0 for the yintercept and by setting y = 0 for the xintercept.2 + q can be rewritten as: a +q x+p a y−q = x+p If x = −p then: (y − q)(x + p) = a a x+p = y−q y = This shows that the function is undeﬁned at y = q. 8 Determine the domain of y = − x+1 + 3 27. x = −1} because g(x) is undeﬁned y = 2 +2 x+1 2 x+1 2 2 y−2 (y − 2) = (y − 2)(x + 1) = (x + 1) = We see that g(x) is undeﬁned at y = 2.2) ∪ (2.1) (27. 2 x+1 a x+p + q is + 2 is {x : x ∈ R.∞)}.2. Therefore the range of f (x) = {f (x) : f (x) ∈ (−∞.2 Intercepts a For functions of the form.2) (27.
4) (27.2 CHAPTER 27.6) (27. Give a reason why there is 27.7) (27. 5 x + 2. the yintercept of g(x) = + 2 is given by setting x = 0 to get: = = = = = 2 +2 x+1 2 +2 0+1 2 +2 1 2+2 4 y yint The xintercepts are calculated by setting y = 0 as follows: y= a +q x+p 0 = a xint + p a = = a +q xint + p −q −q(xint + p) a −q a −p −q (27.5) (27.and yaxes.9) xint + p = xint For example.27. the xintercept of g(x) = 2 x+1 = + 2 is given by setting x = 0 to get: = = 2 +2 x+1 2 +2 xint + 1 2 xint + 1 2 2 −2 −1 − 1 y 0 −2 = −2(xint + 1) = xint + 1 xint xint = = = −2 Exercise: Intercepts 1 Given:h(x) = x+4 − 2.GRADE 11 2 x+1 For example. Determine the coordinates of the intercepts of h with the x. Determine the xintercept of the graph of y = no yintercept for this function.3 Asymptotes a x+p There are two asymptotes for functions of the form y = examining the domain and range.2.8) (27. HYPERBOLIC FUNCTIONS AND GRAPHS . 332 + q. They are determined by .
2) ∪ (2. We have determined the domain to be {x : x ∈ R. the domain of g(x) = x+1 + 2 is {x : x ∈ R. 27. determine the equation of the graph with asymptotes y = 2 and x = 1 and passing through the point (2.Determine the equations of the asymptotes of h.∞)}. HYPERBOLIC FUNCTIONS AND GRAPHS .CHAPTER 27. 3). 8 1 3. Therefore the asymptotes are at x = −1 and y = 2. From this we deduce that the asymptotes are at x = −1 and y = 2. 333 . Explain your method. Indicate the new horizontal asymptote.3 We saw that the function was undeﬁned at x = −p and for y = q. The yintercept is yint = 4 and the xintercept is xint = −2. Draw the graph of y = x + 2. we need to calculate In order to sketch graphs of functions of the form. x = −1} and the range to be {g(x) : g(x) ∈ (−∞. Therefore the range is {g(x) : g(x) ∈ (−∞. What is the new equation then ? 1 2. x = −1} because g(x) is undeﬁned at x = −1. Sketch the graph of h showing clearly the asymptotes and ALL intercepts with the axes. Given:h(x) = x+4 − 2. 5. 8 x−8 +4. Exercise: Graphs 1 1. Therefore the asymptotes are x = −p and y = q. Draw the graph of the function deﬁned by y = and intercepts with the axes. domain and range 2. 2 For example. 1 x−1 . Indicate the asymptotes 27.5 + 2. asymptotes 3.2. Plot the graph of the hyperbola deﬁned by y = x for −4 ≤ x ≤ 4. We also see that g(x) is undeﬁned at y = 2. Suppose the hyperbola is shifted 3 units to the right and 1 unit down. yintercept 4.∞)}. Draw the graph of y = 5 x−2. Mark the intercepts and asymptotes. 4. f (x) = determine four characteristics: 1. Draw the graph of y = x and y = − x+1 + 3 on the same system of axes. xintercept For example. 1 2.3 End of Chapter Exercises 2 1. Exercise: Asymptotes Given:h(x) = 1 x+4 Write down the equation of the vertical asymptote of the graph y = − 2. sketch the graph of g(x) = 2 x+1 a x+p + 2.GRADE 11 27.2) ∪ (2.4 Sketching Graphs of the Form f (x) = a x+p +q + q. Based on the graph of y = x .
2: Graph of g(x) = 2 x+1 1 2 3 4 + 2. HYPERBOLIC FUNCTIONS AND GRAPHS .GRADE 11 6 5 4 3 2 1 −4 −3 −2 −1 −1 −2 −3 Figure 27. 334 .27.3 CHAPTER 27.
On the same set of axes.1 Introduction In Grade 10.Grade 11 28. In this chapter. plot the following graphs: 335 .1: General shape and position of the graph of a function of the form f (x) = ab(x+p) +q. 2. you will learn a little more about the graphs of exponential functions.2 Functions of the Form y = ab(x+p) + q This form of the exponential function is slightly more complex than the form studied in Grade 10.Chapter 28 Exponential Functions and Graphs . 28. you studied graphs of many diﬀerent forms. 4 3 2 1 −4 −3 −2 −1 1 2 3 4 Figure 28. plot the following graphs: A B C D E a(x) = −2 · b(x+1) + 1 b(x) = −1 · b(x+1) + 1 c(x) = −0 · b(x+1) + 1 d(x) = −1 · b(x+1) + 1 e(x) = −2 · b(x+1) + 1 Use your results to deduce the eﬀect of a. On the same set of axes. Activity :: Investigation : Functions of the Form y = ab(x+p) + q 1.
336 . You should have also found that the value of p aﬀects the position of the xintercept.∞)}. The axes of symmetry for each graph is shown as a dashed line.GRADE 11 f (x) = 1 · b(x+1) − 2 g(x) = 1 · b(x+1) − 1 h(x) = 1 · b(x+1) 0 j(x) = 1 · b(x+1) + 1 k(x) = 1 · b(x+1) + 2 Use your results to deduce the eﬀect of q. 3. choose your own values of a and q to plot 5 diﬀerent graphs of y = ab(x+p) + q to deduce the eﬀect of p. then the range is {f (x) : f (x) ∈ [q.2 A B C D E CHAPTER 28. if a > 0. You should have also found that the value of q aﬀects the position of the yintercept. Following the general method of the above activities.2.1 Domain and Range For y = ab(x+p) + q. These diﬀerent properties are summarised in Table 28.1. If a > 0 then: b(x+p) a · b(x+p) a · b(x+p) + q ≥ 0 0 q q f (x) ≥ ≥ ≥ Therefore. p<0 a>0 a<0 a>0 p>0 a<0 q>0 q<0 28. You should have found that the value of a aﬀects whether the graph curves upwards (a > 0) or curves downwards (a < 0). Therefore. Table 28. EXPONENTIAL FUNCTIONS AND GRAPHS .28. the function is deﬁned for all real values of x. The range of y = ab(x+p) + q is dependent on the sign of a. the domain is {x : x ∈ R}.1: Table summarising general shapes and positions of functions of the form y = ab(x+p) + q.
For the range.4) (28. the domain of g(x) = 3 · 2x+1 + 2 is {x : x ∈ R}.GRADE 11 If a < 0 then: b(x+p) a·b (x+p) 28. 3 · 2x+1 + 2 ≥ Therefore the range is {g(x) : g(x) ∈ [2. EXPONENTIAL FUNCTIONS AND GRAPHS . Determine the domain and range of y = (1.∞)}. 2x+1 3 · 2x+1 ≥ ≥ 0 0 2 Therefore.1) (28.3) +q abp + q For example.2 Intercepts For functions of the form.5) (28. 2.2) (28. The yintercept is calculated as follows: y yint = = = ab(x+p) + q ab (0+p) (28. the yintercept of g(x) = 3 · 2x+1 + 2 is given by setting x = 0 to get: y yint = = = = = 3 · 2x+1 + 2 3 · 20+1 + 2 3 · 21 + 2 3·2+2 8 The xintercepts are calculated by setting y = 0 as follows: y ab (xint +p) = ab(x+p) + q (xint +p) (28. Exercise: Domain and Range 1.q]}.2.2 a·b (x+p) +q f (x) ≤ ≤ ≤ ≤ 0 0 q q For example. 28. y = ab(x+p) + q.6) (28.CHAPTER 28. then the range is {f (x) : f (x) ∈ (−∞. Give the domain of y = 3x .5)x+3 . if a < 0. the intercepts with the x and y axis is calulated by setting x = 0 for the yintercept and by setting y = 0 for the xintercept.7) 0 = = b(xint +p) ab −q q = − a 337 +q . What is the domain and range of f (x) = 2x ? 3.
2.GRADE 11 Which only has a real solution if either a < 0 or Q < 0.∞)}. Exercise: Asymptotes 1.2. 2 28. Give the equation of the asymptote of the graph of y = 3x − 2. For example. For example. the graph of g(x) = 3 · 2x+1 + 2 does not have any xintercepts. Therefore the range is {g(x) : g(x) ∈ (−∞. the domain of g(x) = 3 · 2x+1 + 2 is {x : x ∈ R. the xintercept of g(x) = 3 · 2x+1 + 2 is given by setting x = 0 to get: y 0 = 3 · 2x+1 + 2 = 3 · 2xint +1 + 2 −2 = 3 · 2xint +1 −2 2xint +1 = 2 which has no real solution. x = −1} because g(x) is undeﬁned at x = −1.4 Sketching Graphs of the Form f (x) = ab(x+p) + q In order to sketch graphs of functions of the form.28. f (x) = ab(x+p) + q.2. yintercept 338 . we need to calculate determine four characteristics: 1. the graph of the function of form y = ab(x+p) + q does not have any xintercepts.2) ∪ (2. We also see that g(x) is undeﬁned at y = 2. Therefore. Exercise: Intercepts 1. Give the yintercept of the graph of y = bx + 2. domain and range 2. Give the x. We saw that the function was undeﬁned at x = −p and for y = q. 2. Otherwise. What is the equation of the horizontal asymptote of the graph of y = 3(0. From this we deduce that the asymptotes are at x = −1 and y = 2. EXPONENTIAL FUNCTIONS AND GRAPHS . Therefore the asymptotes are x = −p and y = q.and yintercepts of the graph of y = 1 (1.2 CHAPTER 28.8)x−1 − 3 ? 28. They are determined by examining the domain and range.75.3 Asymptotes There are two asymptotes for functions of the form y = ab(x+p) + q.5)x+3 − 0.
2: Graph of g(x) = 3 · 2x+1 + 2. xintercept For example. Match a graph to a column. Label the horizontal aymptotes and yintercepts clearly.3 We have determined the domain to be {x : x ∈ R} and the range to be {g(x) : g(x) ∈ [5. Draw the graphs of the following on the same set of axes.∞)}. 11 10 9 8 7 6 5 4 3 2 1 −4 −3 −2 −1 1 2 3 4 Figure 28. The yintercept is yint = 8 and there are no xintercepts. Mark the intercepts. 28. The following table of values has columns giving the yvalues for the graph y = ax . EXPONENTIAL FUNCTIONS AND GRAPHS . 339 .3 End of Chapter Exercises 1. Exercise: Sketching Graphs 1. A B C D y y y y = bx + 2 = bx+2 = 2bx = 2bx+2 + 2 A Draw the graph of f (x) = 3x .GRADE 11 3. sketch the graph of g(x) = 3 · 2x+1 + 2. B Explain whre a solution of 3x = 5 can be read oﬀ the graph. 28.CHAPTER 28. y = ax+1 and y = ax + 1.
25 3. write down the equation of h. if P (x.5 1 0.16 B 6. C Determine the value of x. EXPONENTIAL FUNCTIONS AND GRAPHS . 340 . 3.75. B Determine the value of f (−15) correct to FIVE decimal places.25 2.5 1 0.4 0.16 C 2. calculate the value of a.4 1.bx (a = 0) has the point P(2.16 0. The graph of f (x) = 1 + a. D Describe the transformation of the curve of f to h if h(x) = f (−x).144) on f .5 2 1. the value of f (13). A Determine the value of a. correct to TWO decimal places.064 2.28.2x (a is a constant) passes through the origin. A If b = 0. B Hence write down the equation of f . 0. C Determine. D If the graph of f is shifted 2 units to the right to give the function h.5) lies on the graph of f .3 CHAPTER 28.GRADE 11 x 2 1 0 1 2 A 7.4 0. The graph of f (x) = a.
we investigated the idea of average gradient and saw that the gradient of some functions varied over diﬀerent intervals. What happens to the gradient if we ﬁx the position of one point and move the second point closer to the ﬁxed point? Activity :: Investigation : Gradient at a Single Point on a Curve The curve shown is deﬁned by y = −2x2 − 5. 341 . 29. and are introduced to the idea of a gradient of a curve at a point.1 Introduction In Grade 10. The position of point A varies. Point B is ﬁxed at coordinates (0. A(3. In Grade 11.2 Average Gradient We saw that the average gradient between two points on a curve is the gradient of the straight line passing through the two points.1) x Figure 29.Grade 11 29. we further look at the idea of average gradient.5).Chapter 29 Gradient at a Point . Complete the table below by calculating the ycoordinates of point A for the given xcoordinates and then calculate the average gradient between points A and B.1: The average gradient between two points on a curve is the gradient of the straight line that passes through the points.7) y C(1.
2: The gradient of the straight line between A and C changes as the point A moves along the curve towards C.5 1 1. g(a+h)) on a curve g(x) = x2 .2 xA 2 1.5 1 0. Such a line is known as a tangent to the curve.2. g(2)) 342 .5 0 0. The gradient at a point on a curve is simply the gradient of the tangent to the curve at the given point. There comes a point when A and C overlap (as shown in (c)).29.5 2 yA average gradient CHAPTER 29. At the point when A and C overlap. Worked Example 122: Average Gradient Question: Find the average gradient between two points P(a. We therefore introduce the idea of a gradient at a single point on a curve. At this point the line is a tangent to the curve. Then ﬁnd the average gradient between P(2. g(a)) and Q(a + h. the gradient of the straight line that passes through points A and C changes as A moves closer to C. GRADIENT AT A POINT . A y (a) y (b) A C x C x (c) y y (d) C A x C A x Figure 29.GRADE 11 y B x A What happens to the average gradient as A moves towards B? What happens to the average gradient as A away from B? What is the average gradient when A overlaps with B? In Figure 29. the straight line only passes through one point on the curve.
343 . f (a)) and Q(a + h. Then the average gradient is: 2a + h = 2(2) + (2) = 6 Step 5 : When P moves closer to Q..GRADE 11 and Q(4. g(a+ h)) on the curve g(x) = x2 is 2a + h. but we have to determine what is a and h.2 = = = = = (29. The x coordinate of P is a and the x coordinate of Q is a + h therefore if we assume that a = 2 then if a + h = 4.1). we can determine: y1 = g(a) = a2 y2 = g(a + h) = (a + h)2 = a2 + 2ah + h2 Step 3 : Calculate average gradient y2 − y1 x2 − x1 (a2 + 2ah + h2 ) − (a2 ) (a + h) − (a) 2 a + 2ah + h2 − a2 a+h−a 2ah + h2 h h(2a + h) h 2a + h 29. g(4)) We can use the result in (29.1) The average gradient between P(a. We now see that we can write the equation to calculate average gradient in a slightly diﬀerent manner. This means that the average gradient also gets smaller. g(2)) and Q(4. If we have a curve deﬁned by f (x) then for two points P and Q with P(a. GRADIENT AT A POINT . Answer Step 1 : Label x points x1 = a x2 = a + h Step 2 : Determine y coordinates Using the function g(x) = x2 . g(a)) and Q(a+ h. Step 4 : Calculate the average gradient between P(2. Finally. f (a + h)). We do this by looking at the deﬁnitions of P and Q. When point P moves closer to point Q.CHAPTER 29. explain what happens to the average gradient if P moves closer to Q.. which gives h = 2. g(4)). When the point Q overlaps with the point P h = 0 and the average gradient is given by 2a. h gets smaller. then the average gradient between P and Q on f (x) is: y2 − y1 x2 − x1 = = f (a + h) − f (a) (a + h) − (a) f (a + h) − f (a) h This result is important for calculating the gradient at a point on a curve and will be explored in greater detail in Grade 12.
29.3
CHAPTER 29. GRADIENT AT A POINT  GRADE 11
29.3
1.
End of Chapter Exercises
A Determine the average gradient of the curve f (x) = x(x + 3) between x = 5 and x = 3. B Hence, state what you can deduce about the function f between x = 5 and x = 3.
2. A(1;3) is a point on f (x) = 3x2 . A Determine the gradient of the curve at point A. B Hence, determine the equation of the tangent line at A. 3. Given: f (x) = 2x2 . A Determine the average gradient of the curve between x = −2 and x = 1. B Determine the gradient of the curve of f where x = 2.
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Chapter 30
Linear Programming  Grade 11
30.1 Introduction
In everyday life people are interested in knowing the most eﬃcient way of carrying out a task or achieving a goal. For example, a farmer might want to know how many crops to plant during a season in order to maximise yield (produce) or a stock broker might want to know how much to invest in stocks in order to maximise proﬁt. These are examples of optimisation problems, where by optimising we mean ﬁnding the maxima or minima of a function. We have seen optimisation problems of one variable in Chapter 40, where there were no restrictions to the answer. You were then required to ﬁnd the highest (maximum) or lowest (minimum) possible value of some function. In this chapter we look at optimisation problems with two variables and where the possible solutions are restricted.
30.2
Terminology
There are some basic terms which you need to become familiar with for the linear programming chapters.
30.2.1
Decision Variables
The aim of an optimisation problem is to ﬁnd the values of the decision variables. These values are unknown at the beginning of the problem. Decision variables usually represent things that can be changed, for example the rate at which water is consumed or the number of birds living in a certain park.
30.2.2
Objective Function
The objective function is a mathematical combination of the decision variables and represents the function that we want to optimise (i.e. maximise or minimise) is called the objective function. We will only be looking at objective functions which are functions of two variables. For example, in the case of the farmer, the objective function is the yield and it is dependent on the amount of crops planted. If the farmer has two crops then the objective function f (x,y) is the yield, where x represents the amount of the ﬁrst crop planted and y represents the amount of the second crop planted. For the stock broker, assuming that there are two stocks to invest in, the objective function f (x,y) is the amount of proﬁt earned by investing x rand in the ﬁrst stock and y rand in the second. 345
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CHAPTER 30. LINEAR PROGRAMMING  GRADE 11
30.2.3
Constraints
Constraints, or restrictions, are often placed on the variables being optimised. For the example of the farmer, he cannot plant a negative number of crops, therefore the constraints would be: x≥0
y ≥ 0. Other constraints might be that the farmer cannot plant more of the second crop than the ﬁrst crop and that no more than 20 units of the ﬁrst crop can be planted. These constraints can be written as: x≥y
x ≤ 20 Constraints that have the form ax + by ≤ c or ax + by = c are called linear constraints. Examples of linear constraints are: x+y ≤0 −2x = 7 √ y≤ 2
30.2.4
Feasible Region and Points
Constraints mean that we cannot just take any x and y when looking for the x and y that optimise our objective function. If we think of the variables x and y as a point (x,y) in the xyplane then we call the set of all points in the xyplane that satisfy our constraints the feasible region. Any point in the feasible region is called a feasible point. For example, the constraints x≥0
y ≥ 0. mean that only values of x and y that are positive are allowed. Similarly, the constraint x≥y means that only values of x that are greater than or equal to the y values are allowed. x ≤ 20 means that only x values which are less than or equal to 20 are allowed.
Important: The constraints are used to create bounds of the solution.
30.2.5
The Solution
Important: Points that satisfy the constraints are called feasible solutions.
Once we have determined the feasible region the solution of our problem will be the feasible point where the objective function is a maximum / minimum. Sometimes there will be more 346
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than one feasible point where the objective function is a maximum/minimum — in this case we have more than one solution.
30.3
Example of a Problem
A simple problem that can be solved with linear programming involves Mrs. Nkosi and her farm. Mrs Nkosi grows mielies and potatoes on a farm of 100 m2 . She has accepted orders that will need her to grow at least 40 m2 of mielies and at least 30 m2 of potatoes. Market research shows that the demand this year will be at least twice as much for mielies as for potatoes and so she wants to use at least twice as much area for mielies as for potatoes. She expects to make a proﬁt of R650 per m2 for her mielies and R1 500 per m2 on her sorgum. How should she divide her land so that she can earn the most proﬁt? Let m represent the area of mielies grown and let p be the area of potatoes grown. We shall see how we can solve this problem.
30.4
Method of Linear Programming
Method: Linear Programming 1. Identify the decision variables in the problem. 2. Write constraint equations 3. Write objective function as an equation 4. Solve the problem
30.5
30.5.1
Skills you will need
Writing Constraint Equations
You will need to be comfortable with converting a word description to a mathematical description for linear programming. Some of the words that are used is summarised in Table 30.1. Table 30.1: Phrases and mathematical equivalents. Words Mathematical description x equals a x=a x is greater than a x>a x is greater than or equal to a x≥a x is less than a x<a x is less than or equal to a x≤a x must be at least a x≥a x must be at most b x≤a
Worked Example 123: Writing constraints as equations Question: Mrs Nkosi grows mielies and potatoes on a farm of 100 m2 . She has accepted orders that will need her to grow at least 40 m2 of mielies and at least 347
30.5
CHAPTER 30. LINEAR PROGRAMMING  GRADE 11 30 m2 of potatoes. Market research shows that the demand this year will be at least twice as much for mielies as for potatoes and so she wants to use at least twice as much area for mielies as for potatoes. Answer Step 1 : Identify the decision variables There are two decision variables: the area used to plant mielies (m) and the area used to plant potatoes (p). Step 2 : Identify the phrases that constrain the decision variables • grow at least 40 m2 of mielies • area of farm is 100 m2
• grow at least 30 m2 of potatoes • demand is twice as much for mielies as for potatoes
Step 3 : For each phrase, write a constraint • m ≥ 40
• m + p ≤ 100 • m ≥ 2p
• p ≥ 30
Exercise: constraints as equation Write the following constraints as equations: 1. Michael is registering for courses at university. Michael needs to register for at least 4 courses. 2. Joyce is also registering for courses at university. She cannot register for more than 7 courses. 3. In a geography test, Simon is allowed to choose 4 questions from each section. 4. A baker can bake at most 50 chocolate cakes in 1 day. 5. Megan and Katja can carry at most 400 koeksisters.
30.5.2
Writing the Objective Function
If the objective function is not given to you as an equation, you will need to be able to convert a word description to an equation to get the objective function. You will need to look for words like: • most proﬁt • least cost • largest area 348
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Worked Example 124: Writing the objective function Question: The cost of hiring a small trailer is R500 per day and the cost of hiring a big trailer is R800 per day. Write down the objective function that can be used to ﬁnd the cheapest cost for hiring trailers for 1 day. Answer Step 1 : Identify the decision variables There are two decision variables: the number of big trailers (nb ) and the number of small trailers (ns ). Step 2 : Write the purpose of the objective function The purpose of the objective function is to minimise cost. Step 3 : Write the objective function The cost of hiring ns small trailers for 1 day is: 500 × ns The cost of hiring nb big trailers for 1 day is: 800 × nb Therefore the objective function, which is the total cost of hiring ns small trailers and nb big trailers for 1 day is: 500 × ns + 800 × nb
Worked Example 125: Writing the objective function Question: Mrs Nkosi expects to make a proﬁt of R650 per m2 for her mielies and R1 500 per m2 on her potatoes. How should she divide her land so that she can earn the most proﬁt? Answer Step 1 : Identify the decision variables There are two decision variables: the area used to plant mielies (m) and the area used to plant potatoes (p). Step 2 : Write the purpose of the objective function The purpose of the objective function is to maximise proﬁt. Step 3 : Write the objective function The proﬁt of planting m m2 of mielies is: 650 × m The proﬁt of planting p m2 of potatoes is: 1500 × p Therefore the objective function, which is the total proﬁt of planting mielies and potatoes is: 650 × m + 1500 × p
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CHAPTER 30. LINEAR PROGRAMMING  GRADE 11
Exercise: Writing the objective function 1. The EduFurn furniture factory manufactures school chairs and school desks. They make a proﬁt of R50 on each chair sold and of R60 on each desk sold. Write an equation that will show how much proﬁt they will make by selling the chairs and desks? 2. A manufacturer makes small screen GPS’s and wide screen GPS’s. If the proﬁt on small screen GPS’s is R500 and the proﬁt on wide screen GPS’s is R250, write an equation that will show the possible maximum proﬁt.
30.5.3
Solving the Problem
The numerical method involves using the points along the boundary of the feasible region, and determining which point has the optimises the objective function.
Activity :: Investigation : Numerical Method Use the objective function 650 × m + 1500 × p to calculate Mrs. Nkosi’s proﬁt for the following feasible solutions: m 60 65 70 2 66 3 p 30 30 30 1 33 3 Proﬁt
The question is How do you ﬁnd the feasible region? We will use the graphical method of solving a system of linear equations to determine the feasible. We draw all constraints as graphs and mark the area that satisﬁes all constraints. This is shown in Figure 30.1 for Mrs. Nkosi’s farm. Now we can use the methods we learnt previously to ﬁnd the points at the vertices of the feasible region. In Figure 30.1, vertex A is at the intersection of p = 30 and m = 2p. Therefore, the coordinates of A are (30,60). Similarly vertex B is at the intersection of p = 30 and m = 100−p. Therefore the coordinates of B are (30,70). Vertex C is at the intersection of m = 100 − p and 1 2 m = 2p, which gives (33 3 ,66 3 ) for the coordinates of C. If we now substitute these points into the objective function, we get the following: m 60 70 2 66 3 p 30 30 1 33 3 Proﬁt 81 000 87 000 89 997
2 2 Therefore Mrs. Nkosi makes the most proﬁt if she plants 66 3 m2 of mielies and 66 3 m2 of potatoes. Her proﬁt is R89 997. 350
CHAPTER 30. LINEAR PROGRAMMING  GRADE 11 m 100 90 80 70 60 50 40 30 20 10 p 10 20 30 40 50 60 70 80 90 100 B A C
30.5
Figure 30.1: Graph of the feasible region
Worked Example 126: Prizes! Question: As part of their opening specials, a furniture store has promised to give away at least 40 prizes with a total value of at least R2 000. The prizes are kettles and toasters. 1. If the company decides that there will be at least 10 of each prize, write down two more inequalities from these constraints. 2. If the cost of manufacturing a kettle is R60 and a toaster is R50, write down an objective function C which can be used to determine the cost to the company of both kettles and toasters. 3. Sketch the graph of the feasibility region that can be used to determine all the possible combinations of kettles and toasters that honour the promises of the company. 4. How many of each prize will represent the cheapest option for the company? 5. How much will this combination of kettles and toasters cost? Answer Step 1 : Identify the decision variables Let the number of kettles be xk and the number of toasters be yt and write down two constraints apart from xk ≥ 0 and yt ≥ 0 that must be adhered to. Step 2 : Write constraint equations Since there will be at least 10 of each prize we can write: xk ≥ 10 and yt ≥ 10 Also the store has promised to give away at least 40 prizes in total. Therefore: xk + yt ≥ 40 Step 3 : Write the objective function 351
30.6
CHAPTER 30. LINEAR PROGRAMMING  GRADE 11 The cost of manufacturing a kettle is R60 and a toaster is R50. Therefore the cost the total cost C is: C = 60xk + 50yt Step 4 : Sketch the graph of the feasible region yt 100 90 80 70 60 50 40 30 20 10 10 20 A xk 30 40 50 60 70 80 90 100 B
Step 5 : Determine vertices of feasible region From the graph, the coordinates of vertex A is (3,1) and the coordinates of vertex B are (1,3). Step 6 : Calculate cost at each vertex At vertex A, the cost is: C = = = = At vertex B, the cost is: C = = = = 60xk + 50yt 60(10) + 50(30) 600 + 1500 2100 60xk + 50yt 60(30) + 50(10) 1800 + 500 2300
Step 7 : Write the ﬁnal answer The cheapest combination of prizes is 10 kettles and 30 toasters, costing the company R2 100.
30.6
End of Chapter Exercises
1. You are given a test consisting of two sections. The ﬁrst section is on Algebra and the second section is on Geometry. You are not allowed to answer more than 10 questions from any section, but you have to answer at least 4 Algebra questions. The time allowed 352
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30.6
is not more than 30 minutes. An Algebra problem will take 2 minutes and a Geometry problem will take 3 minutes each to solve. If you answer xA Algebra questions and yG Geometry questions, A Formulate the constraints which satisfy the above constraints. B The Algebra questions carry 5 marks each and the Geometry questions carry 10 marks each. If T is the total marks, write down an expression for T . 2. A local clinic wants to produce a guide to healthy living. The clinic intends to produce the guide in two formats: a short video and a printed book. The clinic needs to decide how many of each format to produce for sale. Estimates show that no more than 10 000 copies of both items together will be sold. At least 4 000 copies of the video and at least 2 000 copies of the book could be sold, although sales of the book are not expected to exceed 4 000 copies. Let xv be the number of videos sold, and yb the number of printed books sold. A Write down the constraint inequalities that can be deduced from the given information. B Represent these inequalities graphically and indicate the feasible region clearly. C The clinic is seeking to maximise the income, I, earned from the sales of the two products. Each video will sell for R50 and each book for R30. Write down the objective function for the income. D Determine graphically, by using a search line, the number of videos and books that ought to be sold to maximise the income. E What maximum income will be generated by the two guides? 3. A patient in a hospital needs at least 18 grams of protein, 0,006 grams of vitamin C and 0,005 grams of iron per meal, which consists of two types of food, A and B. Type A contains 9 grams of protein, 0,002 grams of vitamin C and no iron per serving. Type B contains 3 grams of protein, 0,002 grams of vitamin C and 0,005 grams of iron per serving. The energy value of A is 800 kilojoules and the of B 400 kilojoules per mass unit. A patient is not allowed to have more than 4 servings of A and 5 servings of B. There are xA servings of A and yB servings of B on the patients plate. A Write down in terms of xA and yB i. The mathematical constraints which must be satisﬁed. ii. The kilojoule intake per meal. B Represent the constraints graphically on graph paper. Use the scale 1 unit = 20mm on both axes. Shade the feasible region. C Deduce from the graphs, the values of xA and yB which will give the minimum kilojoule intake per meal for the patient. 4. A certain motorcycle manufacturer produces two basic models, the ’Super X’ and the ’Super Y’. These motorcycles are sold to dealers at a proﬁt of R20 000 per ’Super X’ and R10 000 per ’Super Y’. A ’Super X’ requires 150 hours for assembly, 50 hours for painting and ﬁnishing and 10 hours for checking and testing. The ’Super Y’ requires 60 hours for assembly, 40 hours for painting and ﬁnishing and 20 hours for checking and testing. The total number of hours available per month is: 30 000 in the assembly department, 13 000 in the painting and ﬁnishing department and 5 000 in the checking and testing department. The above information can be summarised by the following table: Department Assembley Painting and Finishing Checking and Testing Hours for ‘Super X’ 150 50 10 Hours for Super ‘Y’ 60 40 20 Maximum hours available per month 30 000 13 000 5 000
Let x be the number of ’Super X’ and y be the number of ’Super Y’ models manufactured per month. 353
30.6
CHAPTER 30. LINEAR PROGRAMMING  GRADE 11 A Write down the set of constraint inequalities. B Use the graph paper provided to represent the constraint inequalities. C Shade the feasible region on the graph paper. D Write down the proﬁt generated in terms of x and y. E How many motorcycles of each model must be produced in order to maximise the monthly proﬁt? F What is the maximum monthly proﬁt?
5. A group of students plan to sell x hamburgers and y chicken burgers at a rugby match. They have meat for at most 300 hamburgers and at most 400 chicken burgers. Each burger of both types is sold in a packet. There are 500 packets available. The demand is likely to be such that the number of chicken burgers sold is at least half the number of hamburgers sold. A Write the constraint inequalities. B Two constraint inequalities are shown on the graph paper provided. Represent the remaining constraint inequalities on the graph paper. C Shade the feasible region on the graph paper. D A proﬁt of R3 is made on each hamburger sold and R2 on each chicken burger sold. Write the equation which represents the total proﬁt, P, in terms of x and y. E The objective is to maximise proﬁt. How many, of each type of burger, should be sold to maximise proﬁt? 6. Fashioncards is a small company that makes two types of cards, type X and type Y. With the available labour and material, the company can make not more than 150 cards of type X and not more than 120 cards of type Y per week. Altogether they cannot make more than 200 cards per week. There is an order for at least 40 type X cards and 10 type Y cards per week. Fashioncards makes a proﬁt of R5 for each type X card sold and R10 for each type Y card. Let the number of type X cards be x and the number of type Y cards be y, manufactured per week. A One of the constraint inequalities which represents the restrictions above is x ≤ 150. Write the other constraint inequalities. B Represent the constraints graphically and shade the feasible region. C Write the equation that represents the proﬁt P (the objective function), in terms of x and y. D Calculate the maximum weekly proﬁt. 7. To meet the requirements of a specialised diet a meal is prepared by mixing two types of cereal, Vuka and Molo. The mixture must contain x packets of Vuka cereal and y packets of Molo cereal. The meal requires at least 15 g of protein and at least 72 g of carbohydrates. Each packet of Vuka cereal contains 4 g of protein and 16 g of carbohydrates. Each packet of Molo cereal contains 3 g of protein and 24 g of carbohydrates. There are at most 5 packets of cereal available. The feasible region is shaded on the attached graph paper. A Write down the constraint inequalities. B If Vuka cereal costs R6 per packet and Molo cereal also costs R6 per packet, use the graph to determine how many packets of each cereal must be used for the mixture to satisfy the above constraints in each of the following cases: i. The total cost is a minimum. ii. The total cost is a maximum (give all possibilities). 354
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6 6 Number of packets of Molo 5 5 4 4 3 3 2 2 1 1 0 0
00
11 22 33 44 55 Number of packets of Vuka
66
8. A bicycle manufacturer makes two diﬀerent models of bicycles, namely mountain bikes and speed bikes. The bicycle manufacturer works under the following constraints: No more than 5 mountain bicycles can be assembled daily. No more than 3 speed bicycles can be assembled daily. It takes one man to assemble a mountain bicycle, two men to assemble a speed bicycle and there are 8 men working at the bicycle manufacturer. Let x represent the number of mountain bicycles and let y represent the number of speed bicycles. A Determine algebraically the constraints that apply to this problem. B Represent the constraints graphically on the graph paper. C By means of shading, clearly indicate the feasible region on the graph. D The proﬁt on a mountain bicycle is R200 and the proﬁt on a speed bicycle is R600. Write down an expression to represent the proﬁt on the bicycles. E Determine the number of each model bicycle that would maximise the proﬁt to the manufacturer.
355
30.GRADE 11 356 . LINEAR PROGRAMMING .6 CHAPTER 30.
2 Right Pyramids. The works of the following people or cultures can be investigated: 1. Geometry in the 17th . Islamic geometry (c.1500) 31. Figure 31.20th centuries (c.1: Examples of a square pyramid. a triangular pyramid and a cone.1500) A Thabit ibn Qurra B Omar Khayyam C Sharafeddin Tusi 2.1 Introduction Activity :: Extension : History of Geometry Work in pairs or groups and investigate the history of the development of geometry in the last 1500 years.1. 700 . Describe the various stages of development and how diﬀerent cultures used geometry to improve their lives. 700 . Right Cones and Spheres A pyramid is a geometric solid that has a polygon base and the base is joined to an apex.Chapter 31 Geometry .Grade 11 31. Examples of pyramids are shown in Figure 31. Method: Surface Area of a Pyramid The surface area of a pyramid is calculated by adding the area of each face together. 357 .
The area of these triangles will add up to 1 ×base×height 2 which is 1 × 2πr × a = πra 2 Step 3 : Calculate a a can be calculated by using the Theorem of Pythagoras. The base is a circle of radius r and the walls can be opened out to a sector of a circle. 358 .GRADE 11 Question: If a cone has a height of h and a base of radius r.2 Worked Example 127: Surface Area CHAPTER 31. GEOMETRY . Therefore: a= r 2 + h2 Step 4 : Calculate the area of the circular base Ab = πr2 Step 5 : Calculate the area of the curved walls Aw = πra = πr Step 6 : Calculate surface area A A = = Ab + Aw πr2 + πr r 2 + h2 r 2 + h2 Method: Volume of a Pyramid The volume of a pyramid is found by: V = 1 A·h 3 where A is the area of the base and h is the height. show that the surface √ area is πr2 + πr r2 + h2 .31. a 2πr = circumference This curved surface can be cut into many thin triangles with height close to a (a is called a slant height). Answer Step 1 : Draw a picture h a h r r Step 2 : Identify the faces that make up the cone The cone has two faces: the base and the walls.
so the volume of a cone is given by V = A square pyramid has volume V = where a is the side length. 1 2 πr h. 3cm high with a side length of 2cm? Answer Step 1 : Determine the correct formula The volume of a pyramid is 1 V = A · h. 3 3cm 2cm 2cm Step 2 : Substitute the given values 1 ·2·2·3 3 1 · 12 3 4 cm3 = = = We accept the following formulae for volume and surface area of a sphere (ball). 3 1 2 a h 3 31. 3 which for a square base means V = 1 a · a · h. Surface area = Volume = 4πr2 4 3 πr 3 Exercise: Surface Area and Volume 359 .CHAPTER 31. GEOMETRY .2 Worked Example 128: Volume of a Pyramid Question: What is the volume of a square pyramid.GRADE 11 A cone is a pyramid.
3 Similarity of Polygons In order for two polygons to be similar the following must be true: 1. ABCDE and Worked Example 129: Similarity of Polygons Question: 360 . The prism has an equilateral triangle of side length 20 cm as a base. GEOMETRY . 31. A right triangular pyramid is placed on top of a right triangular prism. C = R. what is the total area of land (area not covered by water)? 3. ˆ=T ˆ E and 2. B Find the area of each face of the pyramid. A = P .31.GRADE 11 1. D = S. A If P E T Q B ˆ ˆ ˆ ˆ ˆ ˆ ˆ ˆ 1. B = Q. and has a height of 42 cm. a) b) c) d) 3 6 4 14 5 13 e) 24 7 a sphere a hemisphere a cone a hemisphere on top of a cone 24 a pyramid with a square base 2. The pyramid has a height of 12 cm. Water covers approximately 71% of the Earth’s surface. All corresponding angles must be congruent. A Find the total volume of the object. All corresponding sides must be in the same proportion to each other. AB PQ = BC QR = CD RS = DE ST = EA TP S D R C then the polygons PQRST are similar. Calculate the volumes and surface areas of the following solids: *Hint for (e): ﬁnd the perpendicular height using Pythagoras. Taking the radius of the Earth to be 6378 km. C Find the total surface area of the object.3 CHAPTER 31. 2.
1 Triangle Geometry Proportion Two line segments are divided in the same proportion if the ratios between their parts are equal. 361 . 3.GRADE 11 R Q 31. P U 3 T 1 S Answer Step 1 : Identify corresponding sides Since the polygons are similar. AC · F E = CB · DF 2. the following also hold 1. CB AC AB BC AB AC A F = = = FE DF DE FE DE DF and and BC AB AC AB = = FE DE DF DE • Triangles with equal heights have areas which are in the same proportion to each other as the bases of the triangles.4 x 3 x Polygons PQTU and PRSU are similar. AB x kx DE = = = BC y ky EF ∴ the line segments are in the same proportion C B x y D kx E ky If the line segments are proportional. 4.4.CHAPTER 31. Find the value of x.4 31. GEOMETRY . PQ PR ∴ = TU SU 3 1 3 9 x = x + (3 − x) x = ∴ 3 ∴x = 31.
with equal areas. Proportion Theorem:A line drawn parallel to one side of a triangle divides the other two sides proportionally. If area △ ABC = area △ BDC. E A A A h1 h2 D D B D C E 362 E B C B C . D B C Theorem 1.4 CHAPTER 31.GRADE 11 h1 area △ABC ∴ area △DEF = h2 1 BC × h1 BC = = 2 1 EF EF × h2 2 A D h1 h2 B C E F • A special case of this happens when the bases of the triangles are equal: Triangles with equal bases between the same parallel lines have the same area.31. lie between parallel lines. area △ABC = A 1 · h · BC = area △DBC 2 D h B C • Triangles on the same side of the same base. GEOMETRY . then AD A BC.
Proof: This is a special case of the Proportionality Theorem (Theorem 1). we can prove the midpoint theorem. C = F 363 .P. GEOMETRY . area △ADE area △BDE = = 1 2 AD · h1 1 2 DB · h1 1 2 AE · h2 1 2 EC · h2 = = AD DB AE EC but area △BDE = area △ADE ∴ = area △BDE AD = ∴ DB ∴ DE divides AB and AC proportionally. B C D E Theorem 3.GRADE 11 Given:△ABC with line DE R.4 Proof: Draw h1 from E perpendicular to AD. Midpoint Theorem: A line joining the midpoints of two sides of a triangle is parallel to the third side and equal to half the length of the third side.: Theorem 2.: BC AD AE = DB EC 31. A D G H E B C F ˆ ˆ ˆ ˆ ˆ ˆ Given:△ABC and △DEF with A = D. and h2 from D perpendicular to AE. Similarity Theorem 1:Equiangular triangles have their sides in proportion and are therefore similar. Draw BE and CD.T. then DE BC and BC = 2DE. Similarly.CHAPTER 31. B = E. A If AB = BD and AC = AE. AD AB AB BD = = area △ADE area △CED area △CED (equal base and height) area △ADE area △CED AE EC AE AC AC CE Following from Theorem 1.
△ADE  △ABC Draw h1 from E perpendicular to AD. so that AH = DF Proof: In △’s AGH and DEF AG = DE.T. GEOMETRY .GRADE 11 AB AC = DE DF Construct: G on AB. so that AG = DE H on AC.) (given) (SAS) (corres. AH = DF ˆ ˆ A=D ∴ ∴ ∴ ∴ ∴ ∴ ˆ ˆ ˆ AGH = E = B GH BC AH AG = AB AC DF DE = AB AC △ABC  △DEF △AGH ≡ △DEF (const. A h1 h2 D E B C Given:△ABC with line DE such that AD AE = DB EC R. ∠’s equal) (proportion theorem) (AG = DE. 364 . and h2 from D perpendicular to AE. Draw BE and CD. Similarity Theorem 2:Triangles with sides in proportion are equiangular and therefore similar.:DE Proof: BC.: CHAPTER 31. AH = DF) Important:  means “is similar to” Theorem 4.P.4 R.P.31.T.
T.4 = = AD DB AE EC area △ADE area △CED AD but DB area △ADE ∴ area △BDE ∴ area △BDE ∴ DE BC ˆ ∴ ADE ˆ and AED (same side of equal base DE.CHAPTER 31.e.GRADE 11 area △ADE area △BDE = = = = = 1 2 AD · h1 1 2 DB · h1 1 2 AE · h2 1 2 EC · h2 31. BC 2 Worked Example 130: Triangle Geometry 1 Question: In △ GHI. same area) ˆ = ABC (corres ∠’s) ˆ = ACB AE (given) EC area △ADE area △CED area △CED ∴ △ADE and △ABC are equiangular Theorem 5. ˆ Given:△ ABC with A = 90◦ A 1 2 ∴ △ADE  △ABC (AAA) B 1 2 C R. .:BC 2 = AB 2 + AC 2 Proof: ˆ Let C ˆ ∴ A2 ˆ ∴ A1 ˆ B ˆ D1 = x = 90◦ − x (∠ ’s of a △ ) = x = 90◦ − x (∠ ’s of a △ ) ˆ ˆ = D2 = A = 90◦ ∴ △ABD △CBA and △CAD △ CBA (AAA) ∴ AB BD = = CB BA AD CA and CA CD = = CB CA AD BA ∴ AB 2 = CB × BD and AC 2 = CB × CD ∴ AB 2 + AC 2 = = = = CB(BD + CD) CB(CB) CB 2 AB 2 + AC 2 i. GEOMETRY . GH LJ.P. Determine HJ KI . GJ LK and 365 JK KI 5 = 3 . Pythagoras’ Theorem:The square on the hypotenuse of a right angled triangle is equal to the sum of the squares on the other two sides.
∠s) (Equiangular △s) = =  △GIJ (Corres. with PQ P 1 2 1 2 RS.GRADE 11 I K J H Answer Step 1 : Identify similar triangles ˆ LIJ ˆ J LI ∴ △LIJ ˆ LIK ˆ K LI ∴ △LIK = ˆ GIH ˆ H GI =  △GIH ˆ GIJ ˆ J GI (Corres. Q T 2 1 R 2 1 S 366 .31. Prove that PT · TR = ST · TQ. GEOMETRY .4 G L CHAPTER 31. ∠s) (Equiangular △s) Step 2 : Use proportional sides HJ JI GL and LI HJ JI GL LI JK KI 5 3 5 3 = = = (△LIJ  △GIH) (△LIK  △GIJ) ∴ = Step 3 : Rearrange to ﬁnd the required ratio HJ KI HJ JI × JI KI 5 8 × 3 3 40 9 = = = Worked Example 131: Triangle Geometry 2 Question: PQRS is a trapezium.
KL = 13 m. HI = 26 m. ∠s) (Alt.GRADE 11 Answer Step 1 : Identify similar triangles ˆ P1 ˆ Q1 = ˆ S1 ˆ R1 (Alt. D A S X Z C Y B 3. C A E D B 4. ﬁnd IJ and KJ. BC = 15 cm. ﬁnd AE. Calculate SV S 10 V 20 U 35 T 2. Using the following ﬁgure and lengths. 367 . AB = 4 cm. and ED = 9 cm. GEOMETRY .4 = ∴ △P T Q  △ST R Step 2 : Use proportional sides PT = TQ ∴ PT · TR = ST TR ST · T Q (△ PTQ  △ STR) Exercise: Triangle Geometry 1. CD = 18 cm. EC and BE. CB YB = 2 . ∠s) (Equiangular △s) 31. Find 3 DS SB . Given the following ﬁgure with the following lengths. JL = 9 m and HJ = 32 m.CHAPTER 31.
5 K CHAPTER 31. y1 ) and (x2 .5.1 Coordinate Geometry Equation of a Line between Two Points There are many diﬀerent methods of specifying the requirements for determining the equation of a straight line. AB = 13 m.31. D B C E F 7. CD. If LM JK. GEOMETRY . AD = 9 m.5 31. when two points are given. Calculate the lengths of BC. y2 ). Find FH in the following ﬁgure. CF. CE and EF. and we know that the general form of the equation for a straight line is: 368 . calculate y. J 2 L y M 7 I K y2 31. One option is to ﬁnd the equation of a straight line. and ﬁnd the ratio A DE AC .GRADE 11 J H L I 5. DF = 18m. BF = 25 m. Assume that the two points are (x1 . E 36 42 D G 21 F H 6.
8) Now.5 y = mx + c (31.7) into (31. 3 y2 − y1 x2 − x1 2−1 2 − (−1) 1 3 369 .4) We now have two equations. because we can write: y1 y2 = = mx1 + c mx2 + c (31. 2) is given by ﬁrst calculating m m = = = and then substituting this value into y − y1 = m(x − x1 ) to obtain y − y1 = 1 (x − x1 ).6) (31. use: y2 − y1 m= x2 − x1 y − y1 = m(x − x1 ) For example.4) y2 − y1 ∴ Rearrange (31. GEOMETRY .5) (31.11) to calculate m and then use: to determine the equation.7) (31.3) to obtain c m y1 c = mx2 − mx1 y2 − y1 = x2 − x1 = mx1 + c = y1 − mx1 (31.1): y which can be rearranged to: y − y1 = = = mx + c mx + (y1 − mx1 ) m(x − x1 ) (31. substitute (31.10) (31. Subtract (31. 1) and (2. with two unknowns.3) (31. we need to determine values for m (the gradient of the line) and c (the yintercept of the line). y1 ) are the coordinates of either given point.9) (31. m and c.GRADE 11 31.3) from (31. Extension: Finding the second equation for a straight line This is an example of a set of simultaneous equations. The resulting equation is y − y1 = m(x − x1 ) (31. to make things a bit easier to remember. to determine the equation of the line passing through our two points. the equation of the straight line passing through (−1.1) So. Important: If you are asked to calculate the equation of a line passing through two points.2) where (x1 .CHAPTER 31.
2).2: The equation of the line passing through (−1. 2) (5.5 Then substitute (−1.1) 1 1 y = 3x + 4 3 −3 −2 −1 1 2 3 Figure 31. 8). y1 ) = (x2 . 3 3 Worked Example 132: Equation of Straight Line Question: Find the equation of the straight line passing through (−3. 3 (2. 1) and (2. Answer Step 1 : Label the points (x1 .31. GEOMETRY . y = 1 x + 3 4 3 CHAPTER 31. y2 ) = Step 2 : Calculate the gradient (−3. 2) and (5.GRADE 11 = = = 1 (x − (−1)) 3 1 1 x+ 3 3 1 1 x+ +1 3 3 1 4 x+ 3 3 passes through (−1. 1) to obtain y − (1) = y−1 y y So.2) 2 (1. 1) and (2. 8) m = = = = = y2 − y1 x2 − x1 8−2 5 − (−3) 6 5+3 6 8 3 4 Step 3 : Determine the equation of the line 370 . 2) is y = 1 x + 4 .
GEOMETRY . (x1 . 1). then m × m0 = m0 = −1 (31. First we determine m. ﬁnd the equation of the line that is parallel to y = 2x − 1 and that passes through (−1. Since the line we are looking for is parallel to y = 2x − 1.5.12) (31. we can then use the given point together with: y − y1 = m(x − x1 ) to determine the equation of the line. then m If the lines are perpendicular. This angle is known as the inclination of the line and it is sometimes interesting to know what the value of θ is. 1) into: y − y1 y−1 = m(x − x1 ) = 2(x − (−1) = 2(x + 1) = 2x + 2 y−1 y−1 y y = 2x + 2 + 1 = 2x + 3 31.13) Once we have determined a value for m. and to be told that the line is parallel or perpendicular to another line. then we know the following: If the lines are parallel.5 y − y1 = y − (2) = y = = = = m(x − x1 ) 3 (x − (−3)) 4 3 (x + 3) + 2 4 3 3 x+ ·3+2 4 4 9 8 3 x+ + 4 4 4 17 3 x+ 4 4 Step 4 : Write the ﬁnal answer The equation of the straight line that passes through (−3. y1 ). 2) and (5.3 Inclination of a Line In Figure 31.CHAPTER 31. m=2 The equation is found by substituting m and (−1. If the equation of the unknown line is y = mx + c and the equation of the second line is y = m0 x + c0 .5. we see that the line makes an angle θ with the xaxis. For example. 8) is y = 3 17 4x + 4 .2 Equation of a Line through One Point and Parallel or Perpendicular to Another Line Another method of determining the equation of a straightline is to be given one point. 371 . 31.GRADE 11 31.4(a).
1) and parallel to y = 2x − 1 is y = 2x + 3. GEOMETRY .31.4: (a) A line makes an angle θ with the xaxis.1) 1 y = 2x − 1 1 −1 −2 2 3 y = 2x + 3 −3 −2 −1 Figure 31. You can test this by using your ruler and measuring the distance between the lines at diﬀerent points.3: The equation of the line passing through (−1. It can be seen that the lines are parallel to each other. f (x) = 4x − 4 3 2 1 θ 1 (a) 2 3 1 ∆y 3 2 1 θg θf 2 (b) 3 4 g(x) = 2x − 2 ∆x Figure 31.5 CHAPTER 31. (b) The angle is dependent on the gradient. 372 .GRADE 11 3 2 (1. If the gradient of f is mf and the gradient of g is mg then mf > mg and θf > θg .
GEOMETRY . We know that the gradient is a ratio of a change in the ydirection to a change in the xdirection. (Hint: Show that the inclination of this line is 0◦ . Find the equations of the following lines A B C D E A B C D E through points (−1. What happens to the coordinates of a point that is rotated by 90◦ or 180◦ around the origin? Activity :: Investigation : Rotation of a Point by 90◦ 373 .) 31.6. m= But. Find the inclination of the following lines 3.4(a) we see that tan θ ∴m = = ∆y ∆x tan θ ∆y ∆x For example. 4) 1 parallel to y = 2 x + 3 passing through (−1. 2) perpendicular to 2y + x = 6 passing through the origin y = 2x − 3 y = 1x − 7 3 4y = 3x + 8 y = − 2 x + 3 (Hint: if m is negative θ must be in the second quadrant) 3 3y + x − 3 = 0 2. 4) through points (7. to ﬁnd the inclination of the line y = x.4(b)).GRADE 11 31.6 Firstly. Show that the line x = k for any constant k is parallel to the yaxis. we note that if the gradient changes. we know m = 1 ∴ tan θ ∴θ = = 1 45◦ Exercise: Coordinate Geometry 1. 3) and (1. we say that it is rotated. −3) and (0. so we suspect that the inclination of a line is related to the gradient. (Hint: Show that the inclination of this line is 90◦ .CHAPTER 31. Show that the line y = k for any constant k is parallel to the xaxis.) 4.6 31. 3) 1 perpendicular to y = − 2 x + 3 passing through (−1. in Figure 31. then the value of θ changes (Figure 31.1 Transformations Rotation of a Point When something is moved around a ﬁxed point.
Point xcoordinate ycoordinate A B C D E F G H What do you notice about the xcoordinates? What do you notice about the ycoordinates? What would happen to the coordinates of point A.31. Point xcoordinate ycoordinate A B C D E F G H What do you notice about the xcoordinates? What do you notice about the ycoordinates? What would happen to the coordinates of point A. if it was rotated to the position of point C? What about point B rotated to the position of D? D E F C B A H G Activity :: Investigation : Rotation of a Point by 180◦ Complete the table.6 CHAPTER 31. GEOMETRY . if it was rotated to the position of point E? What about point F rotated to the position of B? C B A F G H D E From these activities you should have come to the following conclusions: 374 .GRADE 11 Complete the table. by ﬁlling in the coordinates of the points shown in the ﬁgure. by ﬁlling in the coordinates of the points shown in the ﬁgure.
Give the coordinates of X′′ . y) → (y. −x).GRADE 11 y P(x.4) B OB is rotated to OB′ with B(2. We write the rotation as (x. Y′′ and Z′′ . y) rotated anticlockwise through 90◦ around the origin is P’(−y. y) • 90◦ anticlockwise rotation: The image of a point P(x. x P”’(x. Copy ∆XYZ onto squared paper. −y). y) • 180◦ rotation: The image of a point P(x. A Rotate ∆XYZ anticlockwise through an angle of 90◦ about the origin to give ∆X′ Y′ Z′ .4) and C′ (1. y) 31. GEOMETRY . x) y P(x. Give the coordinates of X′ . The coordinates are given on the picture. B Rotate ∆XYZ through 180◦ about the origin to give ∆X′′ Y′′ Z′′ .CHAPTER 31.2) C OC is rotated to OC′ with C(1.2) and A′ (2. y) → (−y. −x). A OA is rotated to OA′ with A(4. x) x y P(x. 375 . We write the rotation as (x.4) 2. We write the rotation as (x. y) → (−x. For each of the following rotations about the origin: (i) Write down the rule. P’(y. y) rotated clockwise through 90◦ around the origin is P’(y.6 • 90◦ clockwise rotation: The image of a point P(x. Y′ and Z′ . x). x P”(y. y) Exercise: Rotation 1. (ii) Draw a diagram showing the direction of rotation. y) rotated through 180◦ around the origin is P’(−x. −y). x).5) and B′ (5.
1) Y(1. we say that it is enlarged. by ﬁlling in the coordinates of the points shown in the ﬁgure.6.2 Enlargement of a Polygon 1 When something is made larger.GRADE 11 X(4. What happens to the coordinates of a polygon that is enlarged by a factor k? Activity :: Investigation : Enlargement of a Polygon Complete the table.4) 31.6 CHAPTER 31. if the square ABCD was enlarged by a factor 2? F 1 B −1 C −1 G A 1 D H E Activity :: Investigation : Enlargement of a Polygon 2 376 . Point xcoordinate ycoordinate A B C D E F G H What do you notice about the xcoordinates? What do you notice about the ycoordinates? What would happen to the coordinates of point A. GEOMETRY .31.4) Z(4.
OT’ = cOT and OU’ = cOU. △S’T’U’ is an enlargement through the origin of △STU by a factor of c (c > 0).cy2 ). 9 8 T’ 7 6 5 4 S’ T 3 2 U’ S U 1 0 0 1 2 3 4 5 6 7 8 9 10 11 377 . y1 ). U’(cx3 . • △S’T’U’ can alternatively be seen as an reduction through the origin of △STU by a factor of 1 . GEOMETRY . y2 ).cy3 ).) K = (. • △STU is a reduction of △S’T’U’ by a factor of c. cy1 ). T’(cx2 .GRADE 11 7 31.) K’ + (. • The distances from the origin are OS’ = cOS. y3 ).) Length OH = OI = OJ = OK = Length’ OH’ = OI’ = OJ’ = OK’ = What conclusions can you draw about 1.6 6 I’ 5 4 H’ I H K’ J’ 3 2 1 K 0 0 1 2 3 J 4 5 6 7 8 9 In the ﬁgure quadrilateral HIJK has been enlarged by a factor of 2 through the origin to become H’I’J’K’.) I’ = (.) I = (.) J’ = (. Coordinate H = (. Complete the following table. c c • The vertices of △S’T’U’ are S’(cx1 . (Note that a reduction by 1 is the same as an enlargement by c).) Coordinate’ H’ = (. the lengths when we enlarge by a factor of 2? We conclude as follows: Let the vertices of a triangle have coordinates S(x1 . T(x2 .CHAPTER 31.) J = (. the coordinates 2. U(x3 .
calculate the value of k.31. GEOMETRY .GRADE 11 Exercise: Transformations 1. △ABC is an enlargement of △A’B’C’ by a constant factor of k through the origin. A What are the coordinates of the vertices of △ABC and △A’B’C’ ? B Giving reasons. 3 2 S T 1 0 3 2 1 1 0 1 2 3 4 5 V 2 U 3 A What are the coordinates of polygon STUV? B Enlarge the polygon through the origin by a constant factor of c = 2.6 CHAPTER 31. what is m? 5 A 4 3 A’ 2 B B’ 1 0 5 4 3 2 1 1 0 1 2 3 4 5 2 C’ 3 4 C 5 378 . Label it S’T’U’V’. C What are the coordinates of the vertices of S’T’U’V’ ? 2. 1) Copy polygon STUV onto squared paper and then answer the following questions. C If the area of △ABC is m times the area of △A’B’C’. Draw this on the same grid.
379 . Draw this on the same set of axes. GEOMETRY .CHAPTER 31. E Find the inclination of OM”. obtaining polygon M’N’P’Q’. 2 A What are the coordinates of the vertices of polygon MNPQ? B Enlarge the polygon through the origin by using a constant factor of c = 3.GRADE 11 5 31. C What are the coordinates of the new vertices? D Now draw M”N”P”Q” which is an anticlockwise rotation of MNPQ by 90◦ around the origin.6 4 M 3 2 P 1 N Q 0 2 1 1 0 1 2 3 4 5 3.
GEOMETRY .31.6 CHAPTER 31.GRADE 11 380 .
The general shape of the graph of functions of this form is shown in Figure 32. plot the following graphs: 1. Describe the various stages of development and how diﬀerent cultures used trigonometry to improve their lives. Exercise: Functions of the Form y = sin(kθ) On the same set of axes.5θ 381 . y = sin(kθ). a(θ) = sin 0.1 for the function f (θ) = sin(2θ).1 Graphs of Trigonometric Functions Functions of the form y = sin(kθ) In the equation.2. k is a constant and has diﬀerent eﬀects on the graph of the function. Cultures A Ancient Egyptians B Mesopotamians C Ancient Indians of the Indus Valley 2.Grade 11 32. People A Lagadha (circa 13501200 BC) B Hipparchus (circa 150 BC) C Ptolemy (circa 100) D Aryabhata (circa 499) E Omar Khayyam (10481131) F Bhaskara (circa 1150) G Nasir alDin (13th century) H alKashi and Ulugh Beg (14th century) I Bartholemaeus Pitiscus (1595) 32. The works of the following people or cultures can be investigated: 1.1 History of Trigonometry Work in pairs or groups and investigate the history of the development of trigonometry.Chapter 32 Trigonometry .2 32.
The curve y = sin(x) is shown in gray.1: Table summarising general shapes and positions of graphs of functions of the form y = sin(kx).5θ Use your results to deduce the eﬀect of k. e(θ) = sin 2. d(θ) = sin 2θ 5. The yintercept is calculated by setting θ = 0: y yint = sin(kθ) = sin(0) = 0 382 .1]}.2 CHAPTER 32. There are many xintercepts. k These diﬀerent properties are summarised in Table 32. the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned. y = sin(kθ). The range of f (θ) = sin(kθ) is {f (θ) : f (θ) ∈ [−1. k>0 k<0 Domain and Range For f (θ) = sin(kθ). Intercepts For functions of the form. TRIGONOMETRY . Table 32. 2. the period (length of one wave) is given by 360 .32. Notice that in ◦ the case of the sine graph.1: Graph of f (θ) = sin(2θ) with the graph of g(θ) = sin(θ) superimposed in gray. c(θ) = sin 1. the details of calculating the intercepts with the y axis are given. b(θ) = sin 1θ 3.1. You should have found that the value of k aﬀects the periodicity of the graph.GRADE 11 1 −270 −180 −90 90 180 270 −1 Figure 32.5θ 4.
The period of ◦ the cosine graph is given by 360 .2: Graph of f (θ) = cos(2θ) with the graph of g(θ) = cos(θ) superimposed in gray. d(θ) = cos 2θ 5. Table 32.GRADE 11 32.5θ 2.2 32. 1 −270 −180 −90 90 180 270 −1 Figure 32. c(θ) = cos 1.2: Table summarising general shapes and positions of graphs of functions of the form y = cos(kx). y = cos(kθ). a(θ) = cos 0.2.2 Functions of the form y = cos(kθ) In the equation. You should have found that the value of k aﬀects the periodicity of the graph.5θ 4.5θ Use your results to deduce the eﬀect of k. 383 . k is a constant and has diﬀerent eﬀects on the graph of the function. k These diﬀerent properties are summarised in Table 32.2. The curve y = cos(x) is shown in gray.2 for the function f (θ) = cos(2θ). the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned. The range of f (θ) = cos(kθ) is {f (θ) : f (θ) ∈ [−1.CHAPTER 32. plot the following graphs: 1. The general shape of the graph of functions of this form is shown in Figure 32. e(θ) = cos 2. b(θ) = cos 1θ 3. k>0 k<0 Domain and Range For f (θ) = cos(kθ).1]}. Exercise: Functions of the Form y = cos(kθ) On the same set of axes. TRIGONOMETRY .
3: The graph of tan(2θ) superimposed on the graph of g(θ) = tan(θ) (in gray). Exercise: Functions of the Form y = tan(kθ) On the same set of axes. TRIGONOMETRY . the value of k aﬀects the periodicity of the graph.5θ 2. k These diﬀerent properties are summarised in Table 32. the graph is more spread out.5θ 4. the details of calculating the intercepts with the y axis are given. As k decreases. The ◦ period of the tan graph is given by 180 . the domain of one branch is {θ : θ ∈ (− 90 . once again. The yintercept is calculated as follows: y yint = cos(kθ) = cos(0) = 1 32. The general shape of the graph of functions of this form is shown in Figure 32. The asymptotes are shown as dashed lines. As k increases. plot the following graphs: 1. 384 ◦ ◦ . k is a constant and has diﬀerent eﬀects on the graph of the function. e(θ) = tan 2. 5 −360 −270 −180 −90 90 180 270 360 −5 Figure 32.3 Functions of the form y = tan(kθ) In the equation. d(θ) = tan 2θ 5. Domain and Range For f (θ) = tan(kθ). a(θ) = tan 0.5θ Use your results to deduce the eﬀect of k.2.GRADE 11 For functions of the form. You should have found that. the graph is more tightly packed. c(θ) = tan 1. b(θ) = tan 1θ 3. k k The range of f (θ) = tan(kθ) is {f (θ) : f (θ) ∈ (−∞.2 Intercepts CHAPTER 32. y = tan(kθ). y = cos(kθ).32.∞)}.3 for the function f (θ) = tan(2θ).3. 90 )} because the function is k k ◦ ◦ undeﬁned for θ = 90 and θ = 90 .
4 for the function f (θ) = sin(θ + 30◦ ).GRADE 11 32. tan kθ approaches inﬁnity. d(θ) = sin(θ + 90◦ ) 5. c(θ) = sin θ 4. TRIGONOMETRY . p is a constant and has diﬀerent eﬀects on the graph of the function. There are many xintercepts. 1 −270 −180 −90 90 180 270 −1 Figure 32. 385 . b(θ) = sin(θ − 60◦ ) 1. y = sin(θ + p). each one is halfway between the asymptotes.CHAPTER 32.2. k>0 k<0 Intercepts For functions of the form. the details of calculating the intercepts with the x and y axis are given.4 Functions of the form y = sin(θ + p) In the equation. The general shape of the graph of functions of this form is shown in Figure 32. plot the following graphs: 2. y = tan(kθ). In other words.4: Graph of f (θ) = sin(θ + 30◦ ) with the graph of g(θ) = sin(θ) in gray. e(θ) = sin(θ + 180◦ ) Use your results to deduce the eﬀect of p.3: Table summarising general shapes and positions of graphs of functions of the form y = tan(kθ). Exercise: Functions of the Form y = sin(θ + p) On the same set of axes. The yintercept is calculated as follows: y yint = = = Asymptotes The graph of tan kθ has asymptotes because as kθ approaches 90◦ . there is no deﬁned value of the function at the asymptote values. a(θ) = sin(θ − 90◦ ) 3.2 Table 32. tan(kθ) tan(0) 0 32.
If p is positive.4: Table summarising general shapes and positions of graphs of functions of the form y = sin(θ + p). Table 32. TRIGONOMETRY . y = sin(θ + p). p>0 p<0 Domain and Range For f (θ) = sin(θ + p). These diﬀerent properties are summarised in Table 32.1]}. plot the following graphs: 386 . The yintercept is calculated as follows: set θ = 0◦ y yint = sin(θ + p) = sin(0 + p) = sin(p) 32.2 CHAPTER 32. the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned. p is a constant and has diﬀerent eﬀects on the graph of the function.5 for the function f (θ) = cos(θ + 30◦ ). 1 −270 −180 −90 90 180 270 −1 Figure 32.5 Functions of the form y = cos(θ + p) In the equation. Intercepts For functions of the form.4. y = cos(θ + p). The general shape of the graph of functions of this form is shown in Figure 32.2. The range of f (θ) = sin(θ + p) is {f (θ) : f (θ) ∈ [−1. the graph shifts left and if p is negative tha graph shifts right. the details of calculating the intercept with the y axis are given. The p value shifts the graph horizontally.5: Graph of f (θ) = cos(θ + 30◦ ) with the graph of g(θ) = cos(θ) shown in gray. Exercise: Functions of the Form y = cos(θ + p) On the same set of axes.32.GRADE 11 You should have found that the value of p aﬀects the yintercept and phase shift of the graph.
These diﬀerent properties are summarised in Table 32.5.2 3. p is a constant and has diﬀerent eﬀects on the graph of the function.5: Table summarising general shapes and positions of graphs of functions of the form y = cos(θ + p). The yintercept is calculated as follows: set θ = 0◦ y yint = = = cos(θ + p) cos(0 + p) cos(p) 32. As in the case of the sine graph. You should have found that the value of p aﬀects the yintercept and phase shift of the graph. c(θ) = cos θ 2. the domain is {θ : θ ∈ R} because there is no value of θ ∈ R for which f (θ) is undeﬁned. b(θ) = cos(θ − 60◦ ) 4. The range of f (θ) = cos(θ + p) is {f (θ) : f (θ) ∈ [−1. Exercise: Functions of the Form y = tan(θ + p) On the same set of axes. The curve y = cos θ is shown in gray. a(θ) = cos(θ − 90◦ ) 32. the details of calculating the intercept with the y axis are given. Intercepts For functions of the form. The general shape of the graph of functions of this form is shown in Figure 32. a(θ) = tan(θ − 90◦ ) 387 .6 for the function f (θ) = tan(θ + 30◦ ). p>0 p<0 Domain and Range For f (θ) = cos(θ + p). Table 32.6 Functions of the form y = tan(θ + p) In the equation. plot the following graphs: 1. y = tan(θ + p).GRADE 11 1. e(θ) = cos(θ + 180◦ ) Use your results to deduce the eﬀect of p.CHAPTER 32.1]}. d(θ) = cos(θ + 90◦ ) 5. positive values of p shift the cosine graph left while negative p values shift the graph right.2. y = cos(θ + p). TRIGONOMETRY .
d(θ) = tan(θ + 60◦ ) 5. You should have found that the value of p once again aﬀects the yintercept and phase shift of the graph. e(θ) = tan(θ + 180◦ ) Use your results to deduce the eﬀect of p.∞)}.2 CHAPTER 32. b(θ) = tan(θ − 60◦ ) 4. Table 32. tan(θ + p) approaches inﬁnity.6: Table summarising general shapes and positions of graphs of functions of the form y = tan(θ + p).32. These diﬀerent properties are summarised in Table 32. There is a horizontal shift to the left if p is positive and to the right if p is negative. c(θ) = tan θ 2. The range of f (θ) = tan(θ + p) is {f (θ) : f (θ) ∈ (−∞. there is no deﬁned value of the function at the asymptote values. Intercepts For functions of the form. the domain for one branch is {θ : θ ∈ (−90◦ − p. Thus.GRADE 11 5 −360 −270 −180 −90 90 180 270 360 −5 Figure 32. The yintercept is calculated as follows: set θ = 0◦ y yint Asymptotes The graph of tan(θ + p) has asymptotes because as θ + p approaches 90◦ . y = tan(θ + p). TRIGONOMETRY . the details of calculating the intercepts with the y axis are given. 388 = tan(θ + p) = tan(p) . 3.6: The graph of tan(θ + 30◦ ) with the graph of g(θ) = tan(θ) shown in gray. k>0 k<0 Domain and Range For f (θ) = tan(θ + p).6.90◦ − p} because the function is undeﬁned for θ = −90◦ − p and θ = 90◦ − p.
TRIGONOMETRY . So we have an isosceles rightangled triangle as shown in Figure 32. If the two equal sides are of length a. we can derive values of trigonometric functions for 30◦ .3 32.3. y = − cos 2x 4. Take any rightangled triangle with one angle 45◦ . y = cos(x + 45◦ ) 7. then the hypotenuse. because one angle is 90◦ . y = sin(x − 45◦ ) 5. 45◦ and 60◦ Keeping in mind that trigonometric functions apply only to rightangled triangles. the third angle is also 45◦ . h.1 Trigonometric Identities Deriving Values of Trigonometric Functions for 30◦ . y = tan(x − 45◦ ) 8. y = sin 3x 3. Then.GRADE 11 32. We shall start with 45◦ as this is the easiest. y = 2 sin 2x 6. C 45◦ A B Figure 32.7: An isosceles right angled triangle. 1.7.CHAPTER 32. we have: sin(45◦ ) opposite(45◦ ) hypotenuse a = √ 2a 1 = √ 2 389 = h = a2 + a2 = 2a2 √ = 2a . 45◦ and 60◦ .3 Exercise: Functions of various form Using your knowledge of the eﬀects of p and k draw a rough sketch of the following graphs without a table of values. can be calculated as: h2 ∴ So. y = tan 1 x 2 2. y = sin(x + 30◦ ) + 1 32.
with one angle of 30◦ and one angle of 60◦ . v.8. TRIGONOMETRY . 1 If the equal sides are of length a.32.8: An equilateral triangle with one angle bisected. then the base is 2 a and the length of the vertical side.GRADE 11 cos(45◦ ) = = = adjacent(45◦ ) hypotenuse a √ 2a 1 √ 2 tan(45◦ ) opposite(45◦ ) adjacent(45◦ ) a = a = 1 = We can try something similar for 30◦ and 60◦ . we have: 390 .3 CHAPTER 32. B 30◦ 60◦ C A D Figure 32. can be calculated as: v2 = = = ∴ v = 1 a2 − ( a)2 2 1 a2 − a2 4 3 2 a 4 √ 3 a 2 So. This gives us the rightangled triangle that we need. We start with an equilateral triangle and we bisect one angle as shown in Figure 32.
we also know that sin θ is deﬁned as: sin θ = and that cos θ is deﬁned as: cos θ = opposite hypotenuse adjacent hypotenuse 391 .GRADE 11 opposite(30◦ ) hypotenuse a 2 32. TRIGONOMETRY . Important: Two useful triangles to remember 2 30 ◦ 60◦ 1 √ 2 45 ◦ 45◦ 1 √ 3 1 32.3 sin(30◦ ) = = = sin(60◦ ) = = = opposite(60◦ ) hypotenuse √ 3 2 a a 1 2 adjacent(30◦ ) hypotenuse √ 3 2 a √a 3 2 adjacent(60◦ ) hypotenuse a 2 cos(30◦ ) = = = cos(60◦ ) = = = √a 3 2 opposite(30◦ ) adjacent(30◦ ) a √2 3 2 a a 1 2 opposite(60◦ ) adjacent(60◦ ) √ 3 2 a a 2 tan(30◦ ) = = = tan(60◦ ) = = = 1 √ 3 √ 3 You do not have to memorise these identities if you know how to work them out.3.2 Alternate Deﬁnition for tan θ opposite adjacent We know that tan θ is deﬁned as: tan θ = This can be written as: tan θ = = opposite hypotenuse × adjacent hypotenuse hypotenuse opposite × hypotenuse adjacent But.CHAPTER 32.
C θ A We see that: sin θ = and cos θ = B AC BC AB .32. Similarly.3 A Trigonometric Identity One of the most useful results of the trigonometric functions is that they are related to each other. TRIGONOMETRY . BC We also know from the Theorem of Pythagoras that: AB 2 + AC 2 = BC 2 .3 Therefore. We have seen that tan θ can be written in terms of sin θ and cos θ. we can write tan θ = = = CHAPTER 32.GRADE 11 opposite hypotenuse × hypotenuse adjacent 1 sin θ × cos θ sin θ cos θ Important: tan θ can also be deﬁned as: tan θ = sin θ cos θ 32. we shall show that: sin2 θ + cos2 θ = 1 We shall start by considering △ABC. So we can write: sin2 θ + cos2 θ = = = = = AB AC + BC BC AB 2 AC 2 + BC 2 BC 2 AC 2 + AB 2 BC 2 BC 2 (from Pythagoras) BC 2 1 392 2 2 .3.
1.GRADE 11 32. tan2 θ · cos2 θ 1 cos2 θ Answer Step 1 : Use known identities to replace tan θ = = = tan2 θ · cos2 θ sin2 θ · cos2 θ cos2 θ sin2 θ − tan2 θ Step 2 : Use known identities to replace tan θ 1 − tan2 θ cos2 θ sin2 θ 1 − cos2 θ cos2 θ 1 − sin2 θ cos2 θ cos2 θ =1 cos2 θ = = = = Worked Example 134: Trigonometric Identities B Question: Prove: Answer 1−sin x cos x = cos x 1+sin x LHS = = = = = 1 − sin x cos x 1 − sin x 1 + sin x × cos x 1 + sin x 2 1 − sin x cos x(1 + sin x) cos2 x cos x(1 + sin x) cos x = RHS 1 + sin x Exercise: Trigonometric identities 393 .3 Worked Example 133: Trigonometric Identities A Question: Simplify using identities: 2.CHAPTER 32. TRIGONOMETRY .
C Using the coordinates for P’ determine sin(180◦ − θ). cos θ and tan θ. sin2 θ − cos2 θ cos θ 1−sin θ 2.3. OP makes an angle θ = 30◦ with the xaxis. use symmetry to write down the coordinates of P’. sin2 θ D 1 − sin θ. cos θ. P thus has coordinates √ ( 3.GRADE 11 1. 270◦ ± θ and 360◦ ± θ (hence −θ) can be written simply in terms of θ. (d) From your results try and determine a relationship between the function values of (180◦ − θ) and θ. Function Values of 180◦ ± θ Activity :: Investigation : Reduction Formulae for Function Values of 180◦ ± θ 1.3 CHAPTER 32. Function Values of (180◦ − θ) A In the ﬁgure P and P’ lie on the circle with radius 2. you may have noticed that the cosine graph is identical to the sine graph except for a phase shift of 90◦ . 1). Function values of (180◦ + θ) . B Write down values for sin θ. tan2 θ + tan2 θ.32. If P’ is the reﬂection of P about the yaxis (or the line x = 0). Simplify the following using the fundamental trigonometric identities: A B cos θ. 180◦ ± θ. From this we may expect that sin(90◦ + θ) = cos θ. tan θ E 1 − sin2 θ F 1−cos2 θ cos2 θ cos θ tan θ 2 C 1 − tan2 θ. Prove the following: A C D E F B sin θ + (cos θ − tan θ)(cos θ + tan θ) = 1 − tan2 θ (2 cos2 θ−1) 1 1+sin θ cos θ 2 = + 1 (1+tan2 θ) = 1−tan2 θ 1+tan2 θ 1 cos θ tan2 θ =1 cos θ − 1 2 sin θ cos θ 1 sin θ+cos θ = sin θ + cos θ − sin θ+cos θ 1 cos θ sin θ + tan θ · cos θ = sin θ 32. For example. TRIGONOMETRY .4 Reduction Formula Any trigonometric function whose argument is 90◦ ± θ. 394 y P’ 2 θ 180◦ − θ P 2 θ x 0 2. cos(180◦ − θ) and tan(180◦ − θ).
C From your results try and determine a relationship between the function values of (180◦ + θ) and θ.CHAPTER 32. We get the following results: sin(360◦ + θ) = cos(360 + θ) = tan(360◦ + θ) = Note also. P’ is the reﬂection of P about the xaxis or the line y = 0. Write down the coordinates of P’. TRIGONOMETRY . B Using the coordinates for P’ determine sin(360◦ − θ). write down the coordinates of P’. θ y 32. Using symmetry. OP makes an angle θ = 30◦ with the xaxis.and yaxes) and lies at an angle of 180◦ + θ with the xaxis. P thus has coordinates √ ( 3.3 180◦ + θ 2 θ 0 2 P’ P x B Using the coordinates for P’ determine sin(180◦ + θ). then sin(360◦ · k + θ) = ◦ ◦ sin θ cos θ tan θ sin θ cos θ tan θ cos(360 · k + θ) = tan(360◦ · k + θ) = 395 . OP makes an angle θ = 30◦ with the xaxis. The angle completes one revolution to give 360◦ and then continues to give the required angle. P thus has co√ ordinates ( 3. cos(360◦ − θ) and tan(360◦ − θ). that if k is any integer. 1).GRADE 11 A In the ﬁgure P and P’ lie on the circle with radius 2. 1). Function values of (360◦ − θ) A In the ﬁgure P and P’ lie on the circle with radius 2. y 360◦ − θ 0 P 2 θ θ 2 P’ x It is possible to have an angle which is larger than 360◦ . cos(180◦ + θ) and tan(180◦ + θ). P’ is the inversion of P through the origin (reﬂection about both the x. C From your results try and determine a relationship between the function values of (360◦ − θ) and θ. Activity :: Investigation : Reduction Formulae for Function Values of 360◦ ± θ 1.
TRIGONOMETRY . Check.. Answer We note that 293◦ = 360◦ − 67◦ thus sin 293◦ = = − sin 67◦ sin(360◦ − 67◦ ) where we used the fact that sin(360◦ − θ) = − sin θ. that these values are in fact equal: sin 293◦ − sin 67◦ = = −0. using your calculator. then ﬁnd the actual angle with your calculator: A sin 163◦ 396 .3 CHAPTER 32.92 · · · −0.. Question: Evaluate without using a calculator: tan2 210◦ − (1 + cos 120◦) sin2 225◦ Answer tan2 210◦ − (1 + cos 120◦ ) sin2 225◦ = [tan(180◦ + 30◦ )]2 − [1 + cos(180◦ − 60◦ )] · [sin(180◦ + 45◦ )]2 = (tan 30◦ )2 − [1 + (− cos 60◦ )] · (− sin 45◦ )2 = = = 1 √ 3 2 − 1− 1 2 1 · −√ 2 2 1 1 1 − 3 2 2 1 1 1 − = 3 4 12 Exercise: Reduction Formulae 1. Write these equations as a function of θ only: A B C D E F sin(180◦ − θ) cos(180◦ − θ) cos(360◦ − θ) cos(360◦ + θ) tan(180◦ − θ) cos(360◦ + θ) 2.92 · · · Worked Example 136: More complicated.32.GRADE 11 Worked Example 135: Basic use of a reduction formula Question: Write sin 293◦ as the function of an acute angle. Write the following trig functions as a function of an acute angle.
TRIGONOMETRY . Determine the following by reducing to an acute angle and using special angles. B Using the coordinates for P’ determine sin(90◦ −θ).3 4. OP makes an angle θ = 30◦ with the xaxis. tan 420◦ 32. P’ is the reﬂection of P about the line y = x. cos(90◦ −θ) and tan(90◦ −θ). Thus for sine and cosine sin(−θ) = sin(360◦ − θ) = − sin θ cos(−θ) = cos(360◦ − θ) = cos θ Function Values of 90◦ ± θ Activity :: Investigation : Reduction Formulae for Function Values of 90◦ ± θ 1. write down the coordinates of P’. Do not use a calculator: A B C D E F G H I J K L cos 300◦ sin 135◦ cos 150◦ tan 330◦ sin 120◦ tan2 225◦ cos 315◦ sin2 420◦ tan 405◦ cos 1020◦ tan2 135◦ 1 − sin2 210◦ Function Values of (−θ) When the argument of a trigonometric function is (−θ) we can add 360◦ without changing the result. sin 30◦ + cos 330◦ tan 300◦. cos 120◦ (1 − cos 30◦ )(1 − sin 210◦ ) cos 780◦ + sin 315◦. 1). Determine the following without the use of a calculator: A B C D tan 150◦.CHAPTER 32. Function values of (90◦ − θ) y P’ θ 90◦ − θ 2 2 θ 0 x P A In the ﬁgure P and P’ lie on the circle with radius 2. Using symmetry. 397 .GRADE 11 B cos 327◦ C tan 248◦ D cos 213◦ 3. P thus has coordinates √ ( 3. C From your results try and determine a relationship between the function values of (90◦ − θ) and θ.
cos 230◦ = cos(180◦ + 50◦ ) = − cos 50◦ = − cos(90◦ − 40◦ ) = − sin 40◦ Function Values of (θ − 90◦ ) sin(θ − 90◦ ) = − cos θ and cos(θ − 90◦ ) = sin θ. The other cofunctions are secant and cosecant. Using symmetry. e. P thus has coordinates √ ( 3. TRIGONOMETRY . The function value of an angle is equal to the cofunction of its complement (the coco rule). sin 320◦ = sin(360◦ − 40◦ ) = − sin 40◦ 3. These results may be proved as follows: sin(θ − 90◦ ) = − cos θ and likewise for cos(θ − 90◦ ) = sin θ 398 = sin[−(90◦ − θ)] = − sin(90◦ − θ) . cos(90◦ +θ) and tan(90◦ +θ). cos 50◦ = cos(90◦ − 40◦ ) = sin 40◦ 2. Thus for sine and cosine we have sin(90◦ − θ) cos(90◦ − θ) = cos θ = sin θ Worked Example 137: Coco rule Question: Write each of the following in terms of 40◦ using sin(90◦ − θ) = cos θ and cos(90◦ − θ) = sin θ. 1). cos 50◦ 2. C From your results try and determine a relationship between the function values of (90◦ + θ) and θ. y P’ θ 2 90◦ + θ 2 θ 0 P x Complementary angles are positive acute angles that add up to 90◦ .g. OP makes an angle θ = 30◦ with the xaxis. cos 230◦ Answer 1. sin 320◦ 3.3 CHAPTER 32. Function values of (90◦ + θ) A In the ﬁgure P and P’ lie on the circle with radius 2. and tangent and cotangent. 1. Sine and cosine are known as cofunctions.32. write down the coordinates of P’. P’ is the rotation of P through 90◦ . 20◦ and 70◦ are complementary angles. (Hint: consider P’ as the reﬂection of P about the line y = x followed by a reﬂection about the yaxis) B Using the coordinates for P’ determine sin(90◦ +θ).GRADE 11 2.
1) As explained in Chapters ?? and ??.e. consider sin θ = 0. TRIGONOMETRY . 0◦ < θ < 90◦ . 3. Similar rules to the above apply. 2.GRADE 11 Summary The following summary may be made second quadrant (180◦ − θ) or (90◦ + θ) sin(180◦ − θ) = + sin θ cos(180◦ − θ) = − cos θ tan(180◦ − θ) = − tan θ sin(90◦ + θ) = + cos θ cos(90◦ + θ) = − sin θ third quadrant (180◦ + θ) sin(180◦ + θ) = − sin θ cos(180◦ + θ) = − cos θ tan(180◦ + θ) = + tan θ ﬁrst quadrant (θ) or (90◦ − θ) all trig functions are positive sin(360◦ + θ) = sin θ cos(360◦ + θ) = cos θ tan(360◦ + θ) = tan θ sin(90◦ − θ) = sin θ cos(90◦ − θ) = cos θ fourth quadrant (360◦ − θ) sin(360◦ − θ) = − sin θ cos(360◦ − θ) = + cos θ tan(360◦ − θ) = − tan θ 32.5 399 .4 Important: 1. sin and cos). The methods described in Chapters ?? and ?? also apply here. These reduction formulae hold for any angle θ. i. trigonometric identities will be used to simplify equations.5 (32. Extension: Function Values of (270◦ ± θ) Angles in the third and fourth quadrants may be written as 270◦ ± θ with θ an acute angle. 32.4. For convenience. The ﬁnal solution can be found either graphically or using inverse trigonometric functions. to introduce the methods of solving trigonometric equations. before ﬁnding the ﬁnal solution. We get third quadrant (270◦ − θ) sin(270◦ − θ) = − cos θ cos(270◦ − θ) = − sin θ fourth quadrant (270◦ + θ) sin(270◦ + θ) = − cos θ cos(270◦ + θ) = + sin θ 32.CHAPTER 32. When determining function values of 90◦ ± θ and θ − 90◦ the functions changes to its cofunction (coco rule). the solution of trigonometric equations will be discussed. the solution of Equation 32. In this section. we usually work with θ as if it is acute. When determining function values of 180◦ ± θ. In most cases.1 Graphical Solution As an example.e.1 is obtained by examining the intersecting points of the graphs of: y y = sin θ = 0.4 Solving Trigonometric Equations Chapters ?? and ?? focussed on the solution of algebraic equations and excluded equations that dealt with trigonometric functions (i. 360◦ ± θ and −θ the functions never change.
5. 30◦ . there are 8 possible solutions for the equation sin θ = 0.5. if tan θ + 0. hence the solutions to the equation sin θ = 0.5 showing the points of intersection. −330◦. −210◦. y = sin θ 1 y = 0. Determine the solution graphically.9 and the intersection points of the graphs are shown by the dots.32. over the required domain and identify the intersection point.5 1 Step 2 : Identify the two functions which are intersecting. 390◦ . 400 .GRADE 11 Both graphs. are shown in Figure 32.5.5 −720 −630 −540 −450 −360 −270 −180 −90 90 180 270 360 450 540 630 720 −1 Figure 32. tan θ + 0.5 = 1. 510◦] Worked Example 138: Question: Find θ. In the domain for θ of −720◦ < θ < 720◦. These are θ = [−690◦. TRIGONOMETRY . θ) are on one side of the equation. with 0◦ < θ < 90◦ . y y = = tan θ 1 Step 3 : Draw graphs of both functions.9: Plot of y = sin θ and y = 0. 150◦. −570◦.4 CHAPTER 32. Answer Step 1 : Write the equation so that all the terms with the unknown quantity (i.e. for −720◦ < θ < 720◦. y = tan θ 1 0 −1 y=1 45 90 The graphs intersect at θ = 45◦ .5 = tan θ = 1.
5 = tan θ = ∴ θ = = 1. with 0◦ < θ < 90◦ .7). As you can see from ﬁgure 32.10: The sine graph. TRIGONOMETRY . Using inverse trigonometric functions. Answer Step 1 : Write the equation so that all the terms with the unknown quantity (i.GRADE 11 32. y 1 x −360 −180 180 −1 360 Figure 32.7. tan θ + 0.7) = 44.10.CHAPTER 32. Consider solving the equation sin θ = 0.5. there are four possible angles with a sine of 0.5 = arcsin 0. arccos and arctan can also be used to solve trigonometric equations. it does not tell the whole story.2 Algebraic Solution The inverse trigonometric functions arcsin.5 1 arctan 1 45◦ Trigonometric equations often look very simple. These are shown as second functions on most calculators: sin−1 . 401 . if tan θ + 0.e.4. Then solve for the angle using the inverse function.7.5 is solved as sin θ ∴ θ = 0. thus four solutions to sin θ = 0.4 32. The dotted line represents y = 0.5 = 1. This is true.7. There are four points of intersection on this interval. If we put this into a calculator we ﬁnd that sin−1 (0. however.7 between −360◦ and 360◦.42◦ . If we were to extend the range of the sine graph to inﬁnity we would in fact see that there are an inﬁnite number of solutions to this equation! This diﬃculty (which is caused by the periodicity of the sine function) makes solving trigonometric equations much harder than they may seem to be. cos−1 and tan−1 .5 = 30◦ Worked Example 139: Question: Find θ. Determine the solution using inverse trigonometric functions. the equation sin θ = 0. θ) are on one side of the equation. We can take the inverse sine of both sides to ﬁnd that θ = sin−1 (0.
4 CHAPTER 32. −210◦.2) (32.GRADE 11 Any problem on trigonometric equations will require two pieces of information to solve. Your calculator will always give you the smallest answer (i. Worked Example 140: Question: Find the values of x for which sin x = 0. TRIGONOMETRY . The hard part is making sure you ﬁnd all of the possible answers within the range.4) (32. This means that there are four solutions to the equation. Step 3 : Read oﬀ the x values of those intercepts from the graph as x = −330◦. sin x 2 x 2 x 2 = = = 0.5 30◦ 60◦ (32.5 if it is given that x < 90◦ . 360◦ ].5) ⇒ ⇒ ∴x = We can. Worked Example 141: Question: For what values of x does sin x = 0. 2 Answer Because we are told that x is an acute angle. 30◦ and 150◦. We want to know when the y value of the graph is 0. the one that lies between −90◦ and 90◦ for tangent and sine and one between 0◦ and 180◦ for cosine).5 arcsin 0. we can simply apply an inverse trigonometric function to both sides. y 1 x −360 −180 180 −1 360 Step 2 : Notice that this line touches the graph four times. so we draw in a line at y = 0.5. of course. when −360◦ ≤ x ≤ 360◦ ? Answer Step 1 : Draw the graph We take a look at the graph of sin x = 0. solve trigonometric equations in any range by drawing the graph.5 on the interval [−360◦. Bearing this in mind we can already solve trigonometric equations within these ranges.e.5.5.3) (32. The ﬁrst is the equation itself and the second is the range in which your answers must lie.32. 402 .
11 that the sine graph is positive in the 1st and 2nd quadrants and negative in the 3rd and 4th . 32. only sine is positive in the 2nd .7: The signs of the three basic trigonometric functions in each quadrant.11: The graph and unit circle showing the sign of the sine function. We notice from ﬁgure 32. only tangent in the 3rd and only cosine in the 4th . TRIGONOMETRY .11 we have split the sine graph into four quadrants. Figure 32. y 1 x −360 −270 −180 −90 90 180 270 360 −1 This method can be time consuming and inexact. We shall now look at how to solve these problems algebraically. We express 403 .12 shows similar graphs for cosine and tangent.CHAPTER 32. each 90◦ wide. In ﬁgure 32. We call them quadrants because they correspond to the four quadrants of the unit circle.4 1 1st 2nd 3rd 4th 90◦ 2nd +VE 1st +VE 0◦ /360◦ 3rd VE 4th VE 270◦ 0 90 ◦ 180 ◦ 270 ◦ 360 ◦ 180◦ −1 +VE +VE VE VE Figure 32.GRADE 11 32. We shall do this for the sine function ﬁrst and do the same for the cosine and tangent.7 shows which trigonometric functions are positive and which are negative in each quadrant.4.3 Solution using CAST diagrams The Sign of the Trigonometric Function The ﬁrst step to ﬁnding the trigonometry of any angle is to determine the sign of the ratio for a given angle. 1st +VE +VE +VE 2nd +VE VE VE 3rd VE VE +VE 4th VE +VE VE sin cos tan Table 32. All of this can be summed up in two ways. Table 32. A more convenient way of writing this is to note that all functions are positive in the 1st quadrant.
Another useful diagram shown in ﬁgure 32. For example. The simpler version on the right is useful for ranges between 0◦ and 360◦ .13).13 gives the formulae to use in each quadrant when solving a trigonometric equation. if we wish to solve sin θ = 0. The letter in each quadrant tells us which trigonometric functions are positive in that quadrant.4 CHAPTER 32. TRIGONOMETRY . ‘C’ and ‘T’ .GRADE 11 1 0 −1 8 6 4 2 0 90◦ 180◦ 270◦ 360◦ −2 −4 −6 −8 +VE +VE VE VE 1st 2nd 3rd 4th 1st 2nd 3rd 4th 90 ◦ 180 ◦ 270 ◦ 360 ◦ +VE VE +VE VE Figure 32.3 we can apply the inverse sine function to both sides of the equation to ﬁnd– θ = = arcsin 0. cosine and tangent are all positive in this quadrant). 90◦ S 180 ◦ A 0 /360 ◦ ◦ S T A C 180◦ − θ 180◦ + θ θ 360◦ − θ T 270◦ C Figure 32. The version on the left shows the CAST diagram including the unit circle.32. The ‘A’ in the 1st quadrant stands for all (meaning sine. remembering that sine. n ∈ Z. To do this we use our small angle θ as a reference angle. and answers in other quadrants.of course. 404 . for the tangent. taken anticlockwise from the bottom right. To add multiples of the period we use 360◦ · n (where n is an integer) for sine and cosine and 180◦ · n.3 17. The diagram is shown in two forms.13: The two forms of the CAST diagram and the formulae in each quadrant. we need to know which angles in these quadrants satisfy our equation. We then look at the sign of the trigonometric function in order to decide in which quadrants we need to work (using the CAST diagram) and add multiples of the period to each. This diagram is known as a CAST diagram as the letters. We get the rest of the answers by ﬁnding relationships between this small angle. Calculators give us the smallest possible answer (sometimes negative) which satisﬁes the equation. we know that this is just one of inﬁnitely many possible answers. read CAST. θ. This version is useful for equations which lie in large or negative ranges. this using the CAST diagram (ﬁgure 32. cosine and tangent. ‘S’.46◦ However.12: Graphs showing the sign of the cosine and tangent functions. cosine and tangent are periodic (repeating) functions. stand for sine. Magnitude of the trigonometric functions Now that we know in which quadrants our solutions lie.
2◦ + 180◦ · n 78. If n = 0. θ = 377. This is also divided by 2 in the last step to keep the equation balanced. θ = −342. We therefore use θ and 180◦ − θ.5 [68. has been θ.5 in the range −360◦ ≤ x ≤ 360◦ . So to ﬁnd the general solution we proceed as follows: tan(2x − 10◦ ) = I : 2x − 10◦ = 2x = x = 2.3 Answer Step 1 : Determine in which quadrants the solution lies We look at the sign of the trigonometric function. n ∈ Z = 17.1◦ + 90◦ · n.54◦ If n = 1.3 arcsin 0. − 1.g.2◦ + 180◦ · n 39.4 General Solution Using Periodicity Up until now we have only solved trigonometric equations where the argument (the bit after the function. e.54◦ If n = −1.46◦ + 360◦ · n. sin θ is given as a positive amount (0.0.46◦ + 360◦ · n. 32. . TRIGONOMETRY . Reference to the CAST diagram shows that sine is positive in the ﬁrst and second quadrants. the θ in cos θ or the (2x − 7) in tan(2x − 7)). Notice that we added the 10◦ and divided by 2 only at the end. and add the 360◦ · n for the periodicity of sine.54◦ + 360◦ · n. 162.46◦ We can ﬁnd as many as we like or ﬁnd speciﬁc solutions in a given interval by choosing more values for n.4 Worked Example 142: Question: Solve for θ: sin θ = 0.GRADE 11 32. −197. . We chose quadrants I and III because tan 405 . 1. 522.2◦ ] 68. n ∈ Z = 162.3).2◦. .3 17. Let us try to solve tan(2x − 10◦ ) = 2. Notice that we added 180◦ · n because the tangent has a period of 180◦ .etc. This is our reference angle.CHAPTER 32. I: θ II : θ = 180◦ − 17. .54◦. Our calculator tells us that arctan(2. Step 4 : Find the speciﬁc solutions We can then ﬁnd all the values of θ by substituting n = . For example. Step 2 : Determine the reference angle The small angle θ is the angle returned by the calculator: sin θ ⇒θ ⇒θ = = = 0.4.46◦. If there is anything more complicated than this we need to be a little more careful.46◦ 180◦ − θ 180◦ + θ θ 360◦ − θ S T A C Step 3 : Determine the general solution Our solution lies in quadrants I and II. . n ∈ Z This is called the general solution. θ = 17. We want solutions for positive tangent so using our CAST diagram we know to look in the 1st and 3rd quadrants. . 2.46◦ .5) = 68. n ∈ Z This is the general solution.
x = −140. TRIGONOMETRY .1◦.2◦ + 360◦ · n.1◦. 129.6 Quadratic and Higher Order Trigonometric Equations The simplest quadratic trigonometric equation is of the form sin2 x − 2 = −1.GRADE 11 was positive and we used the formulae θ in quadrant I and (180◦ + θ) in quadrant III.1◦ • n = −2.4.9◦ • n = −4. x = 129. x = 219.1◦. Worked Example 143: Question: Write down the general solution isf 3 cos(θ − 15◦ ) − 1 = −2.5 This type of equation can be easily solved by rearranging to get a more familiar linear equation sin2 x ⇒ sin x = 0.2◦ ] = 180◦ + 58. −50.583 = −1. −50. n ∈ Z = −0.5 406 . x = 309.5 √ = ± 0.583 III : θ − 15◦ θ = 180◦ − 58. n ∈ Z 32.1◦ • n = 3. 39.9◦. 309.1◦ (too big!) • n = −1.8◦ + 360◦ · n. −140. x = −50..1◦ • n = 2. 129.5276.9◦.5 Linear Trigonometric Equations Just like with regular equations without trigonometric functions. 219. x = −320.9◦ Solution: x = −320. [58. −230◦. −140.1◦ .9◦ • n = −3.9◦. You should solve these just like normal equations to isolate a single trigonometric ratio. −230. n ∈ Z = 136.2◦ + 360◦ · n.4.1◦ • n = 1..32.1◦. 39.2◦ + 360◦ · n. n ∈ Z = 253. 399. solving trigonometric equations can become a lot more complicated.4 CHAPTER 32. Then you follow the strategy outlined in the previous section.583 Answer 3 cos(θ − 15◦ ) − 1 3 cos(θ − 15◦ ) II : θ − 15◦ θ cos(θ − 15◦ ) = −2.1◦ .1◦.9◦.9◦.9◦.1◦ 32. x = −230.1◦ and 309. x = 39. To ﬁnd solutions where −360◦ < x < 360◦ we substitue integers for n: • n = 0. 219.
So. TRIGONOMETRY .CHAPTER 32. We must.5 or cos x = 1 Both equations are valid (i. hence we let y = tan(2x + 1) and rewrite: y 2 + 3y + 2 = 0 That should look rather more familiar. The solutions to either of these equations will satisfy the original quadratic. The next level of complexity comes when we need to solve a trinomial which contains trigonometric functions.e. reject the second equation. They require using everything that you have learnt in this chapter.4. Only solutions to the ﬁrst equation will be valid.GRADE 11 32. lie in the range of cosine). It is much easier in this case to use temporary variables. Then we have 2y 2 − y − 1 = 0 Note that with practice you may be able to leave out this step. We can immediately write down the factorised form and the solutions: (y + 1)(y + 2) = 0 ⇒ y = −1 OR y = −2 Next we just substitute back for the temporary variable: tan (2x + 1) = −1 or tan (2x + 1) = −2 And then we are left with two linear trigonometric equations. General solution: 407 . Step 2 : Solve the quadratic equation Factorising yields (2y + 1)(y − 1) = 0 ∴ y = −0. let y = cos x. 360◦ ] Answer Step 1 : Use a temporary variable We note that cos x occurs twice in the equation. In that case you need to discard that solution. Consider solving tan2 (2x + 1) + 3 tan (2x + 1) + 2 = 0 Here we notice that tan(2x + 1) occurs twice in the equation.7 More Complex Trigonometric Equations Here are two examples on the level of the hardest trigonometric equations you are likely to encounter. therefore. For example consider the same equation with cosines instead of tangents cos2 (2x + 1) + 3 cos (2x + 1) + 2 = 0 Using the same method we ﬁnd that cos (2x + 1) = −1 or cos (2x + 1) = −2 The second solution cannot be valid as cosine must lie between −1 and 1. If you can solve these. you should be able to solve anything! Worked Example 144: Question: Solve 2 cos2 x − cos x − 1 = 0 for x ∈ [−180◦. 32.5 or y=1 Step 1 : Substitute back and solve the two resulting equations We thus get cos x = −0. Be careful: sometimes one of the two solutions will be outside the range of the trigonometric function.4 This gives two linear trigonometric equations.
−26. n ∈ Z = 120◦ + 360◦ · n.57◦. sin θ = −0. n ∈ Z Now we ﬁnd the speciﬁc solutions in the interval [−180◦.375 iv. n ∈ Z = 360◦ · n.GRADE 11 cos x II : x III : x = 180◦ + 60◦ + 360◦ · n. A Find the general solution of each of the following equations. 120◦.231 iii. 240◦ . 360◦ = 180◦ − 60◦ + 360◦ · n. n ∈ Z Worked Example 145: Question: Solve for x in the interval [−360◦. III : x = 1 2 = cos x cos x = cos x = 1 = 1 2 [26. 360◦ ]. Give answers to one decimal place. Appropriate values of n yield x = −120◦. 360◦ Exercise: Solving Trigonometric Equations 1.57◦ + 180◦ · n.57◦. n ∈ Z x = −360◦ .57◦] ∴ x = 180◦ · n. 180◦ .327 ii. 0◦ . B Find all solutions in the interval θ ∈ [−180◦.5 [60◦ ] cos x I. 360◦ ]: 26.57◦. 360◦ ].25◦. sin θ = 2. 206. −206. TRIGONOMETRY . 26. tan θ = −1.4 CHAPTER 32. n ∈ Z = −0. 0◦ . i. IV : x = = 1 [90◦ ] 0◦ + 360◦ · n. n ∈ Z Speciﬁc solution in the interval [−360◦.32.439 408 . 360◦ ]: 2 sin2 − sin x cos x = 0 Answer Step 2 : Factorise Factorising yields sin x(2 sin x − cos x) = 0 which gives two equations sin x = 0 2 sin x 2 sin x cos x 2 tan x tan x Step 3 : Solve the two trigonometric equations General solution: sin x = 0 [0◦ ] tan x = I. n ∈ Z = 240◦ + 360◦ · n. −180◦. cos θ = 0.
0. cos θ = 0 √ ii.5 = 1. Give answers to one decimal place. 360◦ ] 32.CHAPTER 32.7 A Write down the general solution for x if tan x = −1. 720◦].53 B Write down the values of A∈ [0◦ . 2 cos θ + 1.5 3. B Find all solutions in the interval θ ∈ [0◦ . 32. B Hence determine values of θ ∈ [0◦ . the area rule and will be described and applied in this section. 32. A Solve for A if sin(A + 20◦ ) = 0. the cosine rule 3. 3 sin θ = −1.5 sin θ = 0 B Write down the values of θ ∈ [0◦ . 180◦]. 5. These are: 1. 360◦ ] A Solve for x if cos(x + 30◦ ) = 0.5. A Write down the general solution for θ if sin θ = −0. 360◦ ] A Solve for θ if sin2 (θ) + 0.3 = 0 viii. tan θ = −1 v. 2 cos θ − 3 = 0 iv. sin θ = 23 √ iii.5 vii.1 The Sine Rule Deﬁnition: The Sine Rule The sine rule applies to any triangle: ˆ ˆ ˆ sin B sin C sin A = = a b c ˆ ˆ ˆ where a is the side opposite A.5 Sine and Cosine Identities There are a few identities relating to the trigonometric functions that make working with triangles easier. 6.5 tan θ + 2.12.61. 4. b is the side opposite B and c is the side opposite C.32 B Write down the values of x ∈ [−180◦. i. TRIGONOMETRY . 360◦]. B Hence determine values of x ∈ [−180◦ . 409 . the sine rule 2. 7. A Find the general solution of each of the following equations.GRADE 11 2. Consider △ABC. 5 cos θ = −2 vi.
we get: 2 ˆ ˆ ˆ sin B sin C sin A = = a b c This is known as the sine rule and applies to any triangle.32. h can be calculated in terms of A or B as: ˆ sin A = ∴ and ˆ sin B ∴ Therefore the area of △ABC is: 1 1 ˆ 1 ˆ c · h = c · b · sin A = c · a · sin B 2 2 2 Similarly. one on either side of a beach. 2 Worked Example 146: Lighthouses Question: There is a coastline with two lighthouses. These bearings are shown. h = = h a ˆ a · sin B h h b ˆ = b · sin A 1 c · h. TRIGONOMETRY . The lighthouses tell how close a boat is by taking bearings to the boat (remember – a bearing is an angle measured clockwise from north). 410 . by drawing the perpendicular between point B and line AC we can show that: 1 ˆ 1 ˆ c · b · sin A = a · b · sin C 2 2 Therefore the area of △ABC is: 1 1 ˆ 1 ˆ ˆ c · b · sin A = c · a · sin B = a · b · sin C 2 2 2 If we divide through by 1 a · b · c.5 CHAPTER 32.GRADE 11 C b h a A c B The area of △ABC can be written as: area △ABC = ˆ ˆ However. The two lighthouses are 0. Use the sine rule to calculate how far the boat is from each lighthouse.67 km apart and one is exactly due east of the other.
the distance of the boat from the two lighthouses.67km) sin(15◦ ) sin(128◦ ) 0.22 km Exercise: Sine Rule 1.51 km AC ˆ sin B AC = = = = AB ˆ sin C ˆ AB · sin B ˆ sin C (0.67km) sin(37◦ ) = sin(128◦ ) = 0.67 km 15 ◦ B C We need to know the lengths of the two sides AC and BC. We can use the sine rule to ﬁnd our missing lengths.5 A 127◦ B 255◦ C Answer We can see that the two lighthouses and the boat form a triangle.GRADE 11 32. TRIGONOMETRY . Since we know the distance between the lighthouses and we have two angles we can use trigonometry to ﬁnd the remaining two sides of the triangle. BC ˆ sin A BC AB ˆ sin C = = ˆ AB · sin A ˆ sin C (0. Show that ˆ ˆ ˆ sin A sin B sin C = = a b c 411 .CHAPTER 32. A 37◦ 128◦ 0.
The cosine rule relates the length of a side of a triangle to the angle opposite it and the lengths of the other two sides. In △ABC. Find the length of the side ST. M = 50◦ and m = 1 ˆ B △KLM in which K ◦ ˆ ˆ C △ABC in which A = 32. a2 = (c − d)2 + h2 (32. Find all the unknown sides and angles of the following triangles: ˆ ˆ A △PQR in which Q = 64◦ . In △RST.2 The Cosine Rule Deﬁnition: The Cosine Rule The cosine rule applies to any triangle and states that: a2 b2 c2 = = = ˆ b2 + c2 − 2bc cos A 2 2 ˆ c + a − 2ca cos B 2 2 ˆ a + b − 2ab cos C ˆ ˆ ˆ where a is the side opposite A. In △ACD: from the theorem of Pythagoras.5. C b h a A d D c cd B In △DCB: from the theorem of Pythagoras. b is the side opposite B and c is the side opposite C. ˆ ˆ ˆ sin A sin B sin C Note: either of these two forms can be used. C = 32◦ and AC = 23 m. ˆ ˆ 4. A = 116◦.6) b2 = d2 + h2 412 (32. In △KMS. R = 19◦ . C = 70. 32. K = 20◦ . ˆ ˆ 5.GRADE 11 b c = = .7) . ˆ = 43◦ . R = 24◦ and r = 3. Find the length of the side AB.32. S = 30◦ and RT = 120 km. Consider △ABC which we will use to show that: ˆ a2 = b2 + c2 − 2bc cos A. TRIGONOMETRY .3 ˆ = 56◦ .5 is equivalent to: CHAPTER 32.5◦ and a = 52. Z = 40◦ and x = 50 ˆ D △XYZ in which X a ˆ ˆ 3.7 . Find the length of the side m. M = 100◦ and s = 23 cm. 2.
ST= 3 and RT= 5 D △KLM in which KL= 5. Substituting this into (32.9) ˆ d = b cos A.5 arccos 0.CHAPTER 32. we get: ˆ a2 = b2 + c2 − 2bc cos A The other cases can be proved in an identical manner. TRIGONOMETRY . LM= 10 and KM= 7 413 . x = 2 and y = 3 C △RST in which RS= 2.8) In order to eliminate d we look at △ACD. Worked Example 147: ˆ Question: Find A: A 8 5 B Answer Applying the cosine rule: a2 ∴ = ˆ b2 + c2 − 2bd cos A 2 2 2 b +c −a 2bc 82 + 52 − 72 2·8·5 0.GRADE 11 We can eliminate h2 from (32.6) and (32.5 a2 b2 + c2 − 2cd b2 + (c2 − 2cd + d2 ) − d2 b2 + c2 − 2cd + d2 − d2 (32.5 = 60◦ 7 C ˆ cos A = = ∴ = ˆ = A Exercise: The Cosine Rule 1. ﬁnd all unknown sides and angles ˆ A △ABC in which A = 70◦ . (32.e. Solve the following triangles i.7) to get: b2 − d2 = = = = a2 − (c − d)2 32. where we have: ˆ d cos A = .8). b = 4 and c = 9 ˆ B △XYZ in which Y = 112◦ . b So.
5 CHAPTER 32. Y = 20. the area rule can be shown for the other two angles. 2 A= Using an identical method. e = 5 and f = 7 2. consider △ABC. 2 ˆ as: However. C b h a A c B The area of any triangle is half the product of the base and the perpendicular height. this is: 1 A = c · h.4◦ . That means that in the △DEF . q = 70 and r = 60 32. the area is given by: A= 1 1 1 ˆ ˆ ˆ DE · EF sin E = EF · F D sin F = F D · DE sin D 2 2 2 F E D In order show that this is true for all triangles. 414 . HK= 4 and JK= 3 B △PQR where p = 50.GRADE 11 ˆ E △JHK in which H = 130◦. Find the length of the third side of the △XYZ where: ˆ A X = 71.5. the area of △ABC is: 1 ˆ c · b sin A.2 cm. h can be written in terms of A ˆ h = b sin A So.42 km and z = 4. JH= 13 and HK= 8 F △DEF in which d = 4. x = 103. y = 3.59 cm 3. Determine the largest angle in: A △JHK in which JH= 6. For △ABC.32.03 km ˆ B .8◦ and z = 44. TRIGONOMETRY .3 The Area Rule Deﬁnition: The Area Rule The area rule applies to any triangle and states that the area of a triangle is given by half the product of any two sides with the sine of the angle between them.
5 cm. EG= 7. Find the area of △PQR in which: ˆ A P = 40◦ .GRADE 11 32. Determine the area of a parallelogram in which two adjacent sides are 10 cm and 13 cm and the angle between them is 55◦ .9 cm and G = 125◦ 3. therefore AB=AC= 7 and C = B = 50◦ . XZ= 7 cm and Z = 28◦ ˆ B △PQR with PR= 52 cm. 4.CHAPTER 32. what are the ˆ two possible sizes of C? 415 . p = 8 and q = 9 2.9◦ ˆ C △EFG with FG= 2. Find the area of: ˆ A △XYZ with XY= 6 cm. r = 10 and p = 7 ˆ C R = 110◦ . q = 9 and r = 25 ˆ B Q = 30◦ . Hence A = 180◦ − 50◦ − 50◦ = 80◦ . TRIGONOMETRY . 1.13 Exercise: The Area Rule Draw sketches of the ﬁgures you use in this exercise. PQ= 29 cm and P = 58.5 Worked Example 148: The Area Rule Question: Find the area of △ABC: A 50◦ B C Answer ˆ ˆ ˆ △ABC is isosceles. If the area of △ABC is 5000 m2 with a = 150 m and b = 70 m. Now we can use the area rule to ﬁnd the area: A = = = 1 ˆ cb sin A 2 1 · 7 · 7 · sin 80◦ 2 24.
5 m.5 m 3m Y X 3. a. TRIGONOMETRY . The direct distance between Cape Town and Johannesburg airports is 1 552 km. Determine. to the plane’s heading (or direction). AB= x. to one hundredth of a degree.e. R is a ˆ ˆ lighthouse on the coast such that P = Q = 50◦ . Q is a ship at a point 10 km due South of another ship P.GRADE 11 Summary of the Trigonometric Rules and Identities Pythagorean Identity cos2 θ + sin2 θ = 1 Odd/Even Identities sin(−θ) = − sin θ cos(−θ) = cos θ Sine Rule sin A a sin B b sin C c Ratio Identity tan θ = sin θ cos θ Periodicity Identities sin(θ ± 360◦ ) = sin θ cos(θ ± 360◦ ) = cos θ Area Rule 1 Area = 2 bc cos A 1 Area = 2 ac cos B 1 Area = 2 ab cos C Cofunction Identities sin(90◦ − θ) = cos θ cos(90◦ − θ) = sin θ Cosine Rule a2 = b2 + c2 − 2bc cos A b2 = a2 + c2 − 2ac cos B c2 = a2 + b2 − 2ab cos C = = 32.6 CHAPTER 32. to the nearest km: A The distance the plane has to travel to get to Cape Town and hence the extra distance that the plane has had to travel due to the pilot’s error. Find an expression for the length of CD in terms of x. At this point the plane is 500 km from Johannesburg. Determine: A the distance QR B the shortest distance from the lighthouse to the line joining the two ships (PQ). YZ= 1. B The correction. 10 km ˆ 2. 416 c D b C .6 Exercises P 50 R 50◦ Q W 30◦ ◦ 1. the pilot discovers that he has been ﬂying 3◦ oﬀ course. b and c. On a ﬂight from Johannesburg to Cape Town. ˆ ˆ ˆ BAD = a. A x a B 4. ABCD is a trapezium (i. AB CD). BCD = b and BDC = c.Z = ˆ 120◦ and W = 30◦ A Determine the distances XZ and XY ˆ B Find the angle C Z 120◦ 1. WXYZ is a trapezium (WX XZ) with WX= 3 m.32.
5 W 120◦ 32.GRADE 11 5. β.6 x Y θ Z 3 Z 4 Y 7. θ and φ: A x φ B θ E D β α C 417 . A surveyor is trying to determine the distance between points X and Z. show that XZ= X x 2(1 − cos θ) B Calculate XZ (to the nearest kilometre) if x = 240 km and θ = 132◦ 6. Find the area of WXYZ (to two decimal places): X 3. From a point Y which is equidistant from X ˆ and Z. However the distance cannot be determined directly as a ridge lies between the two points. he measures the angle XYZ ˆ A If XY= x and XYZ = θ.CHAPTER 32. α. Find the area of the shaded triangle in terms of x. TRIGONOMETRY .
6 CHAPTER 32.GRADE 11 418 .32. TRIGONOMETRY .
You will also learn how to interpret data.1 Introduction This chapter gives you an opportunity to build on what you have learned in previous Grades about data handling and probility.xn }. Of course. 419 . organising. The two important measures that are used are called the variance and the standard deviation of the data set. . The work done will be mostly of a practical nature. ranges) provide information on the data values at the centre of the data set and provide information on the spread of the data. .Grade 11 33. 33. variance and standard deviation) will be investigated.Chapter 33 Statistics . percentiles.2 Standard Deviation and Variance The measures of central tendency (mean.1. The mean of the results is 50. e. denoted by σ 2 . . The graph represents the results of 100 tosses of a fair coin. The squared distance between the heads value and the mean is (45 − 50)2 = 25 and the squared distance between the tails value and the mean is (55 − 50)2 = 25. interquartile.2. The behaviour of the entire data set is therefore not examined. which is 1 (25 + 25) = 25. The average of these two squared distances gives the variance. is the average of the square of the distance of each data value from the mean value. because data are sometimes unscrupulously misused and abused in order to try to prove or support a viewpoint. you have played dice games or card games even before you came to school. percentiles. An example of what this means is shown in Figure 33. Measures of central tendency (mean. . semiinterquartile range. The information on the spread of the data is however based on data values at speciﬁc points in the data set. Your basic understanding of probability and chance gained so far will be deepened to enable you to come to a better understanding of how chance and uncertainty can be measured and understood. the activities involving probability will be familiar to most of you .x2 . quartiles. the end points for range and data points that divide the data set into 4 equal groups for the quartiles. median and mode) and measures of dispersion (quartiles. which resulted in 45 heads and 55 tails.1 Variance The variance of a data set is the average squared distance between the mean of the data set and each data value. displaying and analysing data. with mean x (read as ”x bar”). you will end up mastering further methods of collecting. 33. and not always to accept the data at face value. 2 Population Variance Let the population consist of n elements {x1 . median and mode) and dispersion (range.for example. The ¯ variance of the population.g. Through problem solving and activities. A method of determining the spread of data is by calculating a measure of the possible distances between the data and the mean.
When dealing with the complete population the (population) variance is a constant. a parameter which helps to describe the population. taken from the population. A common question at this point is ”Why is the numerator squared?” One answer is: to get rid of the negative signs. σ2 = ( (x − x))2 ¯ . Properties of Variance If the variance is deﬁned. it is not directly comparable with the mean and the data themselves.xn }. When dealing with a sample from the population the (sample) variance varies from sample to sample. Sample Variance Let the sample consist of the n elements {x1 .GRADE 11 TailsMean HeadsMean Frequency (%) Heads Tails Face of Coin Figure 33. Numbers are going to fall above and below the mean and. denoted by s2 . it would be counterproductive if those distances factored each other out. n−1 (33. STATISTICS . we can conclude that it is never negative because the squares are positive or zero.x2 . with mean x.33. with 45 heads and 55 tails. The variance of the sample. . . The diﬀerence between the mean value and each data value is shown. For example. it is also not directly comparable with the mean and the data themselves. is the average of the squared deviations from the ¯ sample mean: s2 = (x − x)2 ¯ . the 420 . . n (33. s2 of a sample extracted from the population. Its value is only of interest as an estimate for the population variance.1: The graph shows the results of 100 tosses of a fair coin. . Diﬀerence between Population Variance and Sample Variance As seen a distinction is made between the variance.2 60 55 50 45 40 35 30 25 20 15 10 5 0 CHAPTER 33. of a whole population and the variance.2) Since the sample variance is squared. The unit of variance is the square of the unit of observation.1) Since the population variance is squared. since the variance is looking for distance. The mean value of the tosses is shown as a vertical dotted line. σ 2 .
Population Standard Deviation Let the population consist of n elements {x1 .xn }. then the standard deviation will be low (closer to zero). you could set it out in the following way: sum of items number of items x n 448 6 56 mean = = = = Note: To get the deviations. 66. if the data are distance measurements in metres. . it cannot be directly compared to the data values or the mean value of a data set. . 53. is the square root of the average of the square of the distance of each data value from the mean value. .2 variance of a set of heights measured in centimeters will be given in square centimeters.2 Standard Deviation Since the variance is a squared quantity. (x − x)2 ¯ n σ= (33.2. ¯ The standard deviation of the sample. 65. . For example to calculate the standard deviation of 57. In statistics. It is therefore more useful to have a quantity which is the square root of the variance. 421 . is the square root of the average of the squared deviations from the sample mean: (x − x)2 ¯ n−1 s= (33.3) Sample Standard Deviation Let the sample consist of n elements {x1 . . the standard deviation is the most common measure of statistical dispersion. For example. then the standard variation is high (further from zero). This quantity is known as the standard deviation.CHAPTER 33.4) It is often useful to set your data out in a table so that you can apply the formulae easily. denoted by σ. with mean x. with mean x. The standard deviation ¯ of the population. . The standard deviation is always a positive number and is always measured in the same units as the original data.GRADE 11 33. 51.xn }. 50. If the data values are highly variable. 58. . If the data values are all similar. 33. subtract each number from the mean.x2 . 48. Standard deviation measures how spread out the values in a data set are. . it is a measure of the average distance between the values of the data in the set. More precisely. taken from the population. the standard deviation will also be measured in metres. as a summary of dispersion. STATISTICS . denoted by s. This fact is inconvenient and has motivated many statisticians to instead use the square root of the variance. known as the standard deviation.x2 .
Calculate the mean value x. When dealing with a sample from the population the (sample) standard deviation varies from sample to sample. Calculate the variance (add the squared results together and divide this total by the number of items). ¯ 2.2 ¯ X 57 53 58 65 48 50 66 51 X = 448 ¯ Deviation (X − X) 1 3 2 9 8 6 10 5 x=0 CHAPTER 33. Calculate the squares of these diﬀerences. the standard deviation can be calculated as follows: 1. Take the square root of the variance to obtain the standard deviation. 4. a parameter which helps to describe the population.σ. When dealing with the complete population the (population) standard deviation is a constant. ¯ ¯ 3. of sample extracted from the population. of a whole population and the standard deviation.33. This quantity is the variance. that ¯ is (X − X) = 0. STATISTICS . s.GRADE 11 ¯ Deviation squared (X − X)2 1 9 4 81 64 36 100 25 ¯ (X − X)2 = 320 Note: The sum of the deviations of scores about their mean is zero. there is a distinction between the standard deviation. 5. Variance = ¯ (X − X)2 n 320 = 8 = 40 Standard deviation = = = = = √ variance ¯ (X − X)2 n 320 8 √ 40 6. Why is this? Find out.32 Diﬀerence between Population Variance and Sample Variance As with variance. In other words. for any set of data. σ. For each data value xi calculate the diﬀerence xi − x between xi and the mean value x. σ 2 . This always happens. Worked Example 149: Variance and Standard Deviation 422 . Find the average of the squared diﬀerences.
25 0. 8.2.5 2. The value of the standard deviation can be considered ’large’ or ’small’ only in relation to the sample that is being measured. Their standard deviations are 7.25 + 2.25) 6 2. (0.5 1. the population consists of 6 possible outcomes.4. Step 2 : Calculate the population mean The population mean is calculated by: x = ¯ = 1 (1 + 2 + 3 + 4 + 5 + 6) 6 3.3.917 1. The data set is therefore x = {1. STATISTICS . a standard deviation of 7 might be considered small. and n=6.5 Step 5 : Calculate the standard deviation The (population) standard deviation is calculated by: σ = = 2.25 + 0.25 2. The third set has a much smaller standard deviation than the other two because its values are all close to 7. Standard deviation may be thought of as a measure of uncertainty. respectively. In this case. For example.25 6. 6.25 + 6. Given a diﬀerent sample. each of the three samples (0.GRADE 11 Question: What is the variance and standard deviation of the population of possibilities associated with rolling a fair die? Answer Step 1 : Determine how many outcomes make up the population When rolling a fair die. 8) has a mean of 7.5 1. When deciding whether measurements agree with a theoretical prediction.5 0.CHAPTER 33.25 0.5 x=0 ¯ (X − X)2 6.708. Notice how this standard deviation is somewhere in between the possible deviations.25 + 2. 8. 33. 5 and 1.2 Step 3 : Calculate the population variance The population variance is calculated by: σ2 = = = (x − x)2 ¯ n 1 (6. the reported standard deviation of a group of repeated measurements should give the precision of those measurements. a standard deviation of 7 may be considered large. the standard deviation of those measurements is of crucial importance: if the mean of the measurements is too far away from the prediction (with the distance measured in standard 423 . and (6. 14). In physical science for example. 6.3 Interpretation and Application A large standard deviation indicates that the data values are far from the mean and a small standard deviation indicates that they are clustered closely around the mean.5 33.25 2.2.6}. 14).25 ¯ (X − X)2 = 17.917 Step 4 : Alternately the population variance is calculated by: ¯ X 1 2 3 4 5 6 X = 21 ¯ (X − X) 2.25 + 0. 14.5. 0.5 0.
33. median.08 3. 270.68 A Find the mean price in each city and then state which city has the lowest mean. mode) and the measures of dispersion (range.72 3. ﬁrst quartile.76 3. A When is the data seen as a population? B When is the data seen as a sample? 33. Exercise: Means and standard deviations 1.97 3. 150. Consider a set of data that gives the weights of 50 cats at a cat show. 420. This section presents methods of representing the summarised data using graphs.3.1 Five Number Summary One method of summarising a data set is to present a ﬁve number summary. third quartile and maximum. 500.2. Bridget surveyed the price of petrol at petrol stations in Cape Town and Durban. Consider a set of data that gives the results of 20 pupils in a class. 130. What is the standard deviation? 3.GRADE 11 deviations). 220.81 4.00 3. C Assuming the data is a sample ﬁnd the standard deviation of each city’s prices. A When is the data seen as a population? B When is the data seen as a sample? 4. are given below: Cape Town Durban 3. STATISTICS . 80. interquartile range) are numerical methods of summarising data. 110. the standard deviation is a ”natural” measure of statistical dispersion if the center of the data is measured about the mean. B Assuming that the data is a population ﬁnd the standard deviation of each city’s prices. 700.88 3. D Giving reasons which city has the more consistently priced petrol? 2.4 Relationship between Standard Deviation and the Mean The mean and the standard deviation of a set of data are usually reported together. This is because the standard deviation from the mean is smaller than from any other point. semiinterquartile range. then we consider the measurements as contradicting the prediction. 424 .96 3. in rands per litre.91 4. quartiles.33. This makes sense since they fall outside the range of values that could reasonably be expected to occur if the prediction were correct and the standard deviation appropriately quantiﬁed. In a certain sense. See prediction interval. percentiles. The ﬁve numbers are: minimum. 250. 33. 320.69 3. 140.52 3. The following data represents the pocket money of a sample of teenagers. The raw data. median.3 Graphical Representation of Measures of Central Tendency and Dispersion The measures of central tendency (mean. 300. 200.3 CHAPTER 33.
The whiskers which extend to the sides reach the minimum and maximum values. centered in the box in the vertical direction. The main features of the box and whisker diagram are shown in Figure 33.2. Step 2 : Draw a box and whisker diagram and mark the positions of the minimum.8) = 4. Answer Step 1 : Determine the ﬁve number summary Minimum = 1. The box can lie horizontally (as shown) or vertically.5 2 Data value between 6 and 7 = 1 (3.65 2 Data value between 9 and 10 = 1 (4. 4.1.GRADE 11 33. 4.5) = 2.3.75. 4. The height of the box is arbitrary.95.8. 4.5.CHAPTER 33. with the median shown with a vertical line dividing the box into two. 4.5. 5.3 33.1) = 3. STATISTICS . graphically.5. the left edge of the box is placed at the ﬁrst quartile and the right edge of the box is placed at the third quartile. Inside the box there is some representation of central tendency. 3.775 2 The ﬁve number summary is therefore: 1.95 Position of ﬁrst quartile = between 3 and 4 Position of second quartile = between 6 and 7 Position of third quartile = between 9 and 10 Data value between 3 and 4 = 1 (2. ﬁrst quartile minimum data value 4 2 0 Data Values 2 median third quartile maximum data value 4 Figure 33.1}. maximum and quartiles.95. 1. a star or asterix is placed at the mean value.1. 3.25 Maximum = 4.2 + 4.25.75 + 4. 2.2. 2.5 + 2.5. 3. For a horizonatal diagram. 2. ﬁrst quartile median third quartile minimum 1 2 3 4 Data Values maximum 5 425 .775.65.2 Box and Whisker Diagrams A box and whisker diagram is a method of depicting the ﬁve number summary. as there is no yaxis.2: Main features of a box and whisker diagram Worked Example 150: Box and Whisker Diagram Question: Draw a box and whisker diagram for the data set x = {1. 4.25. 4. Additionally.25.
5.33. are a plot of cumulative frequency and are used to determine how many data values lie above or below a particular value in a data set. 11. Exercise: Intervals 426 . 2. 11. 11. This is diﬀerent from the frequency polygon where we plot frequencies at the midpoints of the intervals. 15. 27. 12. 3. 3. 60. 7 A What is the ﬁvenumber summary of the data? B Since there is an odd number of data points what do you observe when calculating the ﬁvenumbers? 33. 43. 6. 5. since all frequencies will already have been added to the previous total. 6.3). 14. 43. 45. also known as ogives. 35.1) (62.2) (97. Calculate the ﬁve number summary and make a box and whisker plot. The data below show how much she sells each month.2 and is drawn in Figure 33. 9 12. Rose has worked in a ﬂorists shop for nine months. STATISTICS .GRADE 11 1. Find the median. The cumulative frequency is plotted at the upper limit of the interval. 3. 1. 26.3. The cumulative frequency is calculated from a frequency table. 3. She keeps a record of the number of sales she makes each month. Lisa works as a telesales person. 24. 2. 34. etc have been plotted. 18. 7. 13. He sells the following number of computers each month: 27. 54. 49. Where are 95% of the results expected to lie? 4.3 Exercise: Box and whisker plots CHAPTER 33. 1. 9. 17. 8. For example. 65. 23. 15. The last value for the cumulative frequency will always be equal to the total number of data values. 2. 12. What is the variance and standard deviation? Comment on the data’s spread. She sold the following number of wedding bouquets: 16. so the points (30. 45.3. 31. 2. 2 25.3 Cumulative Histograms Cumulative histograms. The number of rugby matches attended by 36 season ticket holders is as follows: 15. 16. Notice the frequencies plotted at the upper limit of the intervals. 19. 12 Give a ﬁve number summary and a box and whisker plot of her sales. 16 Give a ﬁve number summary and a box and whisker plot of his sales. 13. Using an appropriate graphical method (give reasons) represent the data. 40 A B C D E F G Sum the data. 5. 20. 23. by adding each frequency to the total of the frequencies of all data values before it in the data set. 48. 22. 3. 19. 39. mode and mean. 22. Jason is working in a computer store. 12. the cumulative frequencies for Data Set 2 are shown in Table 33. 5. 8. 17 14.
3: Example of a cumulative histogram for Data Set 2. 80. 22. 63. 65.CHAPTER 33. 35.2.1 A B C D E F G Decide on an interval width and state what you observe about your choice. 5. Give your highest interval.1.GRADE 11 Intervals Frequency Cumulative Frequency 0 < n≤1 30 30 1 < n≤2 32 30 + 32 2 < n≤3 35 30 + 32 + 35 3 < n≤4 34 30 + 32 + 35 + 34 4 < n≤5 37 30 + 32 + 35 + 34 + 37 168 5 < n≤6 32 30 + 32 + 35 + 34 + 37 + 32 200 33. 34. 56 A B C D Using an interval width of 8 construct a cumulative frequency distribution How many are below 30? How many are below 60? Giving an explanation state below what value the bottom 50% of the ages fall E Below what value do the bottom 40% fall? F Construct a frequency polygon and an ogive. 50. 38 4.4.4. G Compare these two plots 2.3. 54. 1. 54.1.3. 28. Below what value do 53% of the cases fall? Below what value fo 60% of the cases fall? 427 .3.5 60. 43.4. 45. 31.1. 48.3 30 62 97 131 Table 33. 40. 36. 15. 34.5.5.3.2. 73. 58. 160 120 f 80 40 0 0 1 2 3 4 5 Intervals Figure 33. 49. 43.1. 1.2. 5. 5. Construct a cumultative frequency graph and a frequency polygon. 37.1: Cumulative Frequencies for Data Set 2. 63.6.9. 45. Give your lowest interval. 49. 2. 29. 55. STATISTICS . 43. The weights of bags of sand in grams is given below (rounded to the nearest tenth): 50. 53. 23. 45. Compare the cumulative frequency graph and frequency polygon. 17. 76. Use the following data of peoples ages to answer the questions.
A Make a stem and leaf plot for each set. • Symmetrical data sets are balanced on either side of the median. B For each of the sets calculate the mean and the ﬁve number summary. • (mean . It does not have to be exactly equal to be symmetric • Skewed data is spread out on one side more than on the other. Use the given data to answer the following questions.4.median) ≈ 0 then the data is symmetrical • (mean . median. skewed right skewed left 33. It can be skewed right or skewed left. and mode to each other can provide some information about the relative shape of the data distribution. With both the mean and median known the following can be concluded: • (mean . Exercise: Distribution of Data 1. and Mode The relationship of the mean.4.GRADE 11 33.4 CHAPTER 33. median. The test was out of 50.median) < 0 then the data is negatively skewed (skewed to the left). This means that the median is close to the end of the data set.2 Relationship of the Mean.median) > 0 then the data is positively skewed (skewed to the right). Deﬁnition: Shape of a data set This describes how the data is distributed relative to the mean and median.1 Distribution of Data Symmetric and Skewed Data The shape of a data set is important to know. Median.33. If the mean. and mode are approximately equal to each other. C For each of the classes ﬁnd the diﬀerence between the mean and the median and then use that to make box and whisker plots on the same set of axes. the distribution can be assumed to be approximately symmetrical. 428 . STATISTICS . This means that the median is close to the start of the data set. Three sets of 12 pupils each had test score recorded.4 33.
3: Values of current and voltage measured in a wire.6 0. E Is set A skewed or symmetrical? F Is set C symmetrical? Why or why not? 2.4 0. We say this is bivariate data and we plot the data from two diﬀerent sets using ordered pairs.6 1 4 2.7 3.6 1.3.6 0.6 2.1 1. If we are to come up with a function that best describes the data. Two data sets have the same range and interquartile range.8 2.3 2.1 4.4 2.8 1.9 3.6 2. we would have to say that a straight line best describes this data.5 Table 33.4 3.5 2. Sketch the box and whisker plots and then invent data (6 points in each set) that meets the requirements.9 1. Current Voltage Current Voltage 0 0.8 0.4 1. Ohm’s law describes the relationship between current and voltage in a conductor.4 0.4 1.6 2. we get the data points as shown in Table 33.GRADE 11 Set 1 25 47 15 17 16 26 24 27 22 24 12 31 Set 2 32 34 35 32 25 16 38 47 43 29 18 25 Set 3 43 47 16 43 38 44 42 50 50 44 43 42 33.3 4.4 1.2 1. When we measure the voltage (dependent variable) that results from a certain current (independent variable) in a wire.6 3 1.9 0.4 0. STATISTICS . like a piece of wire.4 2. we could have mass on the horizontal axis (ﬁrst variable) and height on the second axis (second variable).2: Cumulative Frequencies for Data Set 2.5 Scatter Plots A scatterplot is a graph that shows the relationship between two variables.9 0.4. but one is skewed right and the other is skewed left.1 4.2 0. 429 . we get the scatter plot shown in Figure 33.2 2 1 1 3.2 2.1 1. Table 33. For example. Ohm’s Law is an important relationship in physics.4 2 1. or we could have current on the horizontal axis and voltage on the vertical axis.2 0.CHAPTER 33.5 When we plot this data as points.8 1. 33. D State which of the three are skewed (either right or left).
STATISTICS . 2.5 3 3.9 88.5 160 180 59 72 163 183 60 74 165 61 1.5 x 2.9 y 5 3.2 7.5 2 1.5 27.5 1 0.5 2 x 0 0.5 53 43.5 5 150 170 53 64 x 2.GRADE 11 Voltage 2 1 1 2 3 Current 4 Figure 33.5 4 4. The type of function can either be quadratic or exponential. Plot the following sets of data as scatter plots and deduce the type of function that best describes the data.5 3 3.5 y 75 63.5 2 1.5 157 178 57 70 y 49.5 3 y 9.5 4 3.5 1 0.9 6.5 x 2.4 117.9 8. 430 .5 152 173 54 66 y 11.5 41.8 4.5 4 3.5 1 1.5 155 175 56 68 x 2. that is.5 21 27. linear.5 htb CHAPTER 33.5 2 147 168 52 63 y 14. Height (cm) 3.5 3 3.2 151.33.3 68.5 21 15. current is known as the resistance of the conductor.5 1 1.5 3 x 5 4. Activity :: Research Project : Scatter Plot The function that best describes a set of data can take any form. The gradient of the graph of voltage vs.5 11 7.5 11 15.2 22. x 5 4.9 7.4 y 7.4: Example of a scatter plot Extension: Ohm’s Law Ohm’s Law describes the relationship between current and voltage in a conductor.6 7.5 21.4 y 27.4 7. We will restrict ourselves to the forms already studied.5 35 x 0 0. quadratic or exponential. Weight (kg) Deﬁnition: outlier A point on a scatter plot which is widely separated from the other points or a result diﬀering greatly from others in the same sample is called an outlier.8 14.5 4 4.
5 8 8. The rankings of eight tennis players is given along with the time they spend practising. Practice time (min) 154 390 130 70 240 280 175 103 Ranking 5 1 6 8 3 2 4 7 A Construct a scatter plot and explain how you chose the dependent (cause) and independent (eﬀect) variables. The results are given below.5 A Draw a diagram labelling horizontal and vertical axes. Score (percent) 67 55 70 90 45 75 50 60 84 30 66 96 Time spent studying (minutes) 100 85 150 180 70 160 80 90 110 60 96 200 33. Eight childrens sweet consumption and sleep habits were recorded. C Plot the data pairs D What do you observe about the plot? E Is there any pattern emerging? 2. B State with reasons. Number of sweets (per week) 15 12 5 3 18 23 11 4 A B C D Average sleeping time (per day) 4 4.5 3 2 5 8 What is the dependent (cause) variable? What is the independent (eﬀect) variable? Construct a scatter plot of the data.GRADE 11 Exercise: Scatter Plots 1. the cause or independent variable and the eﬀect or dependent variable. A class’s results for a test were recorded along with the amount of time spent studying for it. STATISTICS . What trend do you observe? 431 .CHAPTER 33. B What pattern or trend do you observe? 3. The data is given in the following table.
Selection of groups Activity :: Investigation : Misuse of statistics 1. 16 14 12 10 earnings 8 6 4 2 0 2002 2003 2004 432 .33.6 CHAPTER 33.GRADE 11 33. Graphs need to be carefully analysed and questions must always be asked about ’the story behind the ﬁgures. Omissions and biased selection of data 3. Changing the scale to change the appearence of a graph 2.’ Common manipulations are: 1.6 Misuse of Statistics Statistics can be manipulated in many ways that can be misleading. Focus on particular research questions 4. Examine the following graphs and comment on the eﬀects of changing scale. STATISTICS .
6 80 70 60 50 earnings 40 30 20 10 0 2002 2003 2004 year 2. STATISTICS . selection and bias.CHAPTER 33.GRADE 11 33. Hint: What is wrong with the data and what is missing from the bar and pie charts? Activity Sleep Sports School Visit friend Watch TV Studying 433 Hours 8 2 7 1 2 3 . Examine the following three plots and comment on omission.
GRADE 11 visit friend Exercise: Misuse of Statistics The bar graph below shows the results of a study that looked at the cost of food compared to the income of a household in 1994. STATISTICS .33. 434 school watch TV studying sports school sleep sleep stu d yin g TV ch wat visit friend sports .6 10 9 8 7 6 5 4 3 2 1 0 CHAPTER 33.
STATISTICS . What conclusions can be drawn? 5.CHAPTER 33. Many accidents occur during the holidays between Durban and Johannesburg. What is the dependent variable? Why? 2. Use the results given to answer the following questions. What else is observed? Does this aﬀect the fairness of the results? Food bill (in thousands of rands) 2 0 ¡5 1520 1015 3040 2030 4050 Income in 1994(in thousands of rands) Income (thousands of rands) <5 510 1015 1520 2030 3040 4050 >50 Food bill (thousands of rands) 2 2 4 4 8 6 10 12 510 ¿50 33. Construct this bar graph using a table. What conclusion can you make about this variable? Why? Does this make sense? 3.7 End of Chapter Exercises 1.GRADE 11 33.7 12 10 8 6 4 1. A study was done to see if speeding was a factor in the high accident rate. Speed (km/h) 60 < x ≤ 70 70 < x ≤ 80 80 < x ≤ 90 90 < x ≤ 100 100 < x ≤ 110 110 < x ≤ 120 120 < x ≤ 130 130 < x ≤ 140 140 < x ≤ 150 150 < x ≤ 160 435 Frequency 3 2 6 40 50 30 15 12 3 2 . What would happen if the graph was changed from food bill in thousands of rands to percentage of income? 4. Why do the two graphs diﬀer despite showing the same information? 6.
33. STATISTICS . how many salaries are within one standard deviation of the mean. A What is the mean income and the standard deviation? B How many of the salaries are within one standard deviation of the mean? C If each teacher gets a bonus of R500 added to their pay what is the new mean and standard deviation? D If each teacher gets a bonus of 10% on their salary what is the new mean and standard deviation? E Determine for both of the above.00 3. R15 000.GRADE 11 A Draw a graph to illustrate this information. R12 140. R11 990. Explain how they are misleading and redraw them so that they are not misleading. B Use your graph to ﬁnd the median speed and the interquartile range. F Using the above information work out which bonus is more beneﬁcial for the teachers. R9 800.00 R100 R100 R100 R200. The monthly income of eight teachers are given as follows: R10 050.7 CHAPTER 33. C What percent of cars travel more than 120km/h on this road? D Do cars generally exceed the speed limit? 2. R14 300. R12 900. The following two diagrams (showing two schools contribution to charity) have been exaggerated. R200. R13 800. 436 .
Deﬁnition: Independent Events Two events A and B are independent if when one of them happens.1 to determine the probability of the two events occurring together.1 Introduction In probability theory an event is either independent or dependent. Step 2 : Determine the probability of the speciﬁc outcomes occurring. The probability of two independent events occurring. 437 .Grade 11 34. 6 6 Therefore. is given by: P (A ∩ B) = P (A) × P (B) (34.Chapter 34 Independent and Dependent Events . the events are independent.1) Worked Example 151: Independent Events Question: What is the probability of rolling a 1 and then rolling a 6 on a fair die? Answer Step 1 : Identify the two events and determine whether the events are independent or not Event A is rolling a 1 and event B is rolling a 6. Since the outcome of the ﬁrst event does not aﬀect the outcome of the second event. for each event The probability of rolling a 1 is 1 and the probability of rolling a 6 is 1 . P (A) = 1 and P (B) = 1 . This chapter describes the diﬀerences and how each type of event is worked with. 6 6 Step 3 : Use equation 34. For example. P (A ∩ B). the event of getting a ”1” when a die is rolled and the event of getting a ”1” the second time it is thrown are independent. it doesn’t aﬀect the other one happening or not. 34.2 Deﬁnitions Two events are independent if knowing something about the value of one event does not give any information about the value of the second event.
Step 2 : Determine the probability of the speciﬁc outcomes occurring.34. 1 Therefore. Worked Example 152: Dependent Events Question: A cloth bag has 4 coins.GRADE 11 P (A ∩ B) = P (A) × P (B) 1 1 = × 6 6 1 = 36 1 36 . The probability of rolling a 1 and then rolling a 6 on a fair die is Consequently. for each event The probability of ﬁrst selecting a R1 coin is 1 and the probability of next selecting 4 a R2 coin is 2 (because after the R1 coin has been selected. but the probabilities are calculated diﬀerently. Since the outcome of the ﬁrst event aﬀects the outcome of the second event (because there are less coins to choose from after the ﬁrst coin has been selected). P (A ∩ B) = P (A) × P (B) 1 2 = × 4 3 2 = 12 1 = 6 1 The probability of ﬁrst selecting a R1 coin followed by selecting a R2 coin is 6 . 3 Step 3 : Use equation 34. P (A) = 4 and P (B) = 2 . 1 R1 coin.1 to determine the probability of the two events occurring together. two events are dependent if the outcome of the ﬁrst event aﬀects the outcome of the second event. INDEPENDENT AND DEPENDENT EVENTS .2.2 CHAPTER 34.1 Identiﬁcation of Independent and Dependent Events Use of a Contingency Table A twoway contingency table (studied in an earlier grade) can be used to determine whether events are independent or dependent. 2 R2 coins and 1 R5 coin. the events are dependent. there are only three 3 coins to choose from). The same equation as for independent events are used. What is the probability of ﬁrst selecting a R1 coin followed by selecting a R2 coin? Answer Step 1 : Identify the two events and determine whether the events are independent or not Event A is selecting a R1 coin and event B is next selecting a R2. 34. 438 .
P(positive result) is the expected probability. The gender ratio is: 120:90. Give a table for the independent of gender results.CHAPTER 34. so the number in the male and positive column would have to be 4 of the total number of patients responding positively 7 which gives 22. Deﬁnition: Independent events Events are said to be independent if the result or outcome of the event does not aﬀect the result or outcome of another event.P(positive result)= 210 = 0. 439 . So P(A/C)=P(A). INDEPENDENT AND DEPENDENT EVENTS .GRADE 11 34. where P(A/C) represents the probability of event A after event C has occured.24 Step 3 : Draw conclusion P(male and positive result) is the observed probability and P(male). Answer Step 1 : Draw a contingency table Male 50 70 120 Female 40 50 90 Totals 90 120 210 Positive result No Positive result Totals Step 2 : Work out probabilities 120 P(male).2 Deﬁnition: twoway contingency table A twoway contingency table is used to represent possible outcomes when two events are combined in a statistical analysis. 2. These two are quite diﬀerent. This leads to the following table: Positive result No Positive result Totals Male 22 98 120 Female 68 22 90 Totals 90 120 210 Use of a Venn Diagram We can also use Venn diagrams to check whether events are dependent or independent.43 50 P(male and positive result)= 210 = 0. or 4:3. Worked Example 153: Contingency Tables Question: A medical trial into the eﬀectiveness of a new medication was carried out.57 90 P(female). For example we can draw and analyse a twoway contingency table to solve the following problem. Out of these 50 males and 40 females responded positively to the medication. Step 4 : Genderindependent results To get gender independence we need the positve results in the same ratio as the gender. So there is no evidence that the medications success is independent of gender. 1. Was the medication’s succes independent of gender? Explain.P(positive result)= 210 = 0. 120 males and 90 females responded.
Are the two events independent? Answer Step 1 : Draw a Venn diagram S Beige Blue 0.20 Probability of choosing beige after blue is: P (Beige ∩ Blue) P (Blue) 0.25 0.4.34. 40% of the school wanted beige.2 0.4 0.2 CHAPTER 34. Worked Example 154: Venn diagrams and events Question: A school decided that it’s uniform needed upgrading.4 0.15 0.55 = 0.40 Not Beige 0. 55% wanted blue and 15% said a combination would be ﬁne. P(Neither)=0.15 = 0.GRADE 11 Deﬁnition: Dependent events If the outcome of one event is aﬀected by the outcome of another event such that P (A/C) = P (A) (A∩C) Also note that P (A/C) = P P (C) For example.25 0.55. 440 .15 0. The colours on oﬀer were beige or blue or beige and blue. P(Beige)=0. we can draw a Venn diagram and a contingency table to illustrate and analyse the following example. INDEPENDENT AND DEPENDENT EVENTS . P(Both)=0.27 P (Beige/Blue) = Step 4 : Solve the problem Since P (Beige/Blue) = P (Beige) the events are statistically independent.15.2 Step 2 : Draw up a contingency table Blue Not Blue Totals Beige 0.6 Totals 0.35 1 Step 3 : Work out the probabilities P(Blue)=0.55 0.
Black hair Red hair Totals Brown eyes 50 70 120 Not Brown eyes 30 80 110 Point B 40 20 60 Totals 80 150 230 Totals 55 35 100 Totals 160 340 500 Totals 700 260 960 A B Busses left late Busses left on time Totals Point A 15 25 40 Durban 130 140 270 C Liked living there Did not like living there Totals Bloemfontein 30 200 230 D Improvement in health No improvement in health Totals Multivitamin A 400 140 540 Multivitamin B 300 120 420 2.CHAPTER 34. it may be of some importance to most citizens to understand how odds and probability assessments are made. which makes probability measures a political matter. A law of small numbers tends to apply to all such choices and perception of the eﬀect of such choices. and how they contribute to reputations and to decisions.GRADE 11 Extension: Applications of Probability Theory Two major applications of probability theory in everyday life are in risk assessment and in trade on commodity markets. Also there is a 0. as typically the assessments of risk are onetime and thus require more fundamental probability models. ”the probability of another 9/11”. Accordingly. and on peace and conﬂict. 34. A good example is the eﬀect of the perceived probability of any widespread Middle East conﬂict on oil prices . especially in a democracy. utilize reliability theory in the design of the product in order to reduce the probability of failure.3 34. It is not correct to say that statistics are involved in the modelling itself.3 End of Chapter Exercises 1.which have ripple eﬀects in the economy as a whole. Governments typically apply probability methods in environmental regulation where it is called ”pathway analysis”. A good example is the application of game theory.10 chance of not meeting their quota on time. It can reasonably be said that the discovery of rigorous methods to assess and combine probability assessments has had a profound eﬀect on modern society. such as automobiles and consumer electronics. and signals other traders of that opinion. the probabilities are not assessed independently nor necessarily very rationally. on policy. 441 . e. A company has a probability of 0. less likely sends prices up or down. An assessment by a commodity trade that a war is more likely vs. Accordingly. itself based strictly on probability. The theory of behavioral ﬁnance emerged to describe the eﬀect of such groupthink on pricing.g. Another signiﬁcant application of probability theory in everyday life is reliability. and are often measuring wellbeing using methods that are stochastic in nature. Many consumer products. and choosing projects to undertake based on statistical analyses of their probable eﬀect on the population as a whole.25 of meeting their quota late. In each of the following contingency tables give the expected numbers for the events to be perfectly independent and decide if the events are independent or dependent. INDEPENDENT AND DEPENDENT EVENTS .4 of meeting their quota on time and a probability of 0. Use a Venn diagram and a contingency table to show the information and decide if the events are independent. The probability of failure is also closely associated with the product’s warranty. to the Cold War and the mutual assured destruction doctrine.
20 take Computer Science and Typing and 35 take English and Typing. If D and F are mutually exclusive events. with P(D’)=0. P(H)=0. INDEPENDENT AND DEPENDENT EVENTS . Jane invested in the stock market.34. Event E is picking a consonant and Evetn F is picking the last four letters. Calculate the following probabilities: A P(F’) B P(F or D) C P(neither E nor F) D P(D and E) E P(E and F) F P(E and D’) 10.3 and P(D or F)=0. All those doing Computer Science do English. but not Typing or Computer Science B English but not Typing C English and Typing but not Computer Science D English or Typing 442 .62. 25% owned a Toyota and 60% owned a Volkswagen.31. 3% owned both.39 and P(H and J)=0. Calculate: A P(H’) B P(H or J) C P(H’ or J’) D P(H’ or J) E P(H’ and J’) 9. 4. The probability that she will not lose all her money is 1.3 CHAPTER 34. The last ten letters of the alphabet were placed in a hat and people were asked to pick one of them. A study was undertaken to see how many people in Port Elizabeth owned either a Volkswagen or a Toyota. ﬁnd P(F).43. Using a Venn diagram calculate the probability that a pupil drawn at random will take: A English.24. What is the probability that she will lose all her money? Explain. Event D is picking a vowel. What is the probability that X or Y will occur (this inculdes X and Y occuring simultaneously)? 8. At Dawnview High there are 400 Grade 12’s.32. Draw a contingency table to show all events and decide if car ownership is independent. 5. One dark night a thief steals a car.GRADE 11 3. P(J)=0. A car sales person has pink.94. limegreen and purple models of car A and purple. Event X’s probability is 0. Event Y’s probability is 0. 300 do English and 50 do Typing. A What is the experiment and sample space? B Draw a Venn diagram to show this. 6. orange and multicolour models of car B. 270 do Computer Science. C What is the probability of stealing either model A or model B? D What is the probability of stealing both model A and model B? 7. The probability of both occuring together is 0.10.
Part IV Grade 12 443 .
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Logarithms. The ﬁrst one is done for you. exponentials and logarithms are related. 1. 445 . Activity :: Logarithm Symbols : Write the following out in words. 4. So. log10 (100) is “log to the base 10 of 100”. commonly referred to as logs. log2 (4) = 2 (35.” The mathematical symbol for logarithm is loga (x) and it is read “log to the base a of x”. in the equation ab = x the “question” is “what is a raised to the power b. 3.1 Deﬁnition of Logarithms The logarithm of a number is the index to which the base must be raised to give that number. Similarly. The logarithm of a number x in the base a is deﬁned as the number n such that an = x.Grade 12 In mathematics many ideas are related. then: loga (x) = n (35.” The inverse function would be loga x = b or “by what power must we raise a to obtain x.” The answer is “x.Chapter 35 Logarithms . 5. 2. log2 (4) is log to the base 2 of 4 log10 (14) log16 (4) logx (8) logy (x) 35. We saw that addition and subtraction are related and that multiplication and division are related. are the inverse of exponentials.1) Extension: Inverse Function When we say “inverse function” we mean that the answer becomes the question and the question becomes the answer. For example.” The answer is “b. From the ﬁrst example of the activity log2 (4) (read log to the base 2 of 4) means the power of 2 that will give 4.2) The indexform is then 22 = 4 and the logarithmicform is log2 4 = 2. For example. Therefore. if an = x.
if irrational. where a > 0. it means log10 . LOGARITHMS . also have a base and log2 (2) is not the same as log10 (2). log4 1 64 4. number. The number e is an irrational number between 2. It comes up surprisingly often in Mathematics.35. or it may be algebraically convenient to have two logs in the same base.GRADE 12 Deﬁnition: Logarithms If an = x. e. For example.3) where b is any base you ﬁnd convenient. log10 1 000 35. therefore logb a is normally a known. but for now suﬃce it to say that it is one of the two common bases.2 Logarithm Bases Logarithms. like exponentials.72. 10. Normally a and b are known. then: loga (x) = n. An engineer might need an approximate solution to a log in a base for which he does not have a table or calculator function.. a = 1 and x > 0. log2 8 3. So. We generally use the “common” base. It is often necessary or convenient to convert a log from one base to another. The natural logarithm is to the base e which is approximately 2.2 CHAPTER 35. While the notation log10 (x) and loge (x) may be used.71 and 2. by using the change of base formula: loga x = logb x logb a (35. change log2 12 in base 10 is: log2 12 = log10 12 log10 2 446 .. Logarithms can be changed from one base to another..71828183. Activity :: Applying the deﬁnition : Find the value of: 1. log7 343 = 3 2. e is like π and is another example of an irrational number. log10 (x) is often written log(x) in Science and loge (x) is normally written as ln(x) in both Science and Mathematics. Extension: Natural Logarithm The natural logarithm (symbol ln) is widely used in the sciences. if you see the log symbol without a base. log7 343 Reasoning : 73 = 343 theref ore. or the natural base.
3 35.CHAPTER 35.5) (35. logx (8) to base y 5. logy (x) to base x 35. log2 (4) to base 8 2. a0 = 1 loga (a0 ) 0 by deﬁnition of logarithm in Equation 35. logx (1) + 2xy 5. loga (1) = loga (a) = loga (x · y) = x = loga y loga (xb ) = √ loga b x = 0 1 loga (x) + loga (y) loga (x) − loga (y) b loga (x) loga (x) b (35. log2 1 = 0 and log2 51 = 0 Activity :: Logarithm Law 1: loga 1 = 0 : Simplify the following: 1.4 Logarithm Law 1: loga 1 = 0 Since Then. log10 (14) to base 2 3.3 Laws of Logarithms Just as for the exponents.6) (35. log10 (1) × 100 4.9) 35.8) (35.1 loga (1) = = For example.GRADE 12 Activity :: Change of Base : Change the following to the indicated base: 1.4) (35. 3 × log16 (1) logy (1) x 2.7) (35. LOGARITHMS . logarithms have some laws which make working with them easier. log16 (4) to base 10 4. log2 (1) + 5 3. These laws are based on the exponential laws and are summarised ﬁrst and then explained in detail. 447 .
4 ) From Equation 35. log2 (2) + 5 2. Then from Equation 35. log10 (10) × 100 4.1. we need to relate x and y to the base a. we do not need to state it.1 loga (a) = = For example. logy (y) x 3. = a loga (a1 ) 1 by deﬁnition of logarithm in Equation 35. it is also useful to summarise the following facts: 1.6 Logarithm Law 3: loga (x · y) = loga (x) + loga (y) The derivation of this law is a bit trickier than the ﬁrst two. assume that x = am and y = an . log 1000 = 3 35.1 448 loga (a loga (x) + loga (y) loga (x)+loga (y) . From the work done up to now.11) Exponential Law Equation 4.11 From Equation 35. log2 2 = 1 and log25 25 = 1 Activity :: Logarithm Law 2: loga (a) = 1 : Simplify the following: 1. logx (x) + 2xy 5.10 and Equation 35. log 1 = 0 2.5 Logarithm Law 2: loga (a) = 1 Since a1 Then.35.5 CHAPTER 35. 3 × log16 (16) Important: Useful to know and remember When the base is 10. we have that: loga (x) and This means that we can write: loga (x · y) = = = = loga (am · an ) loga (am+n ) loga (y) = m = n (35. Firstly. LOGARITHMS .GRADE 12 35. log 100 = 2 4. log 10 = 1 3. So.10) (35.
Activity :: Logarithm Law 4: loga seperate logs: 1.7 Logarithm Law 4: loga x y = loga (x) − loga (y) The derivation of this law is identical to the derivation of Logarithm Law 3 and is left as an exercise. log2 (8 × 4) 3. LOGARITHMS . log16 ( x ) y 449 x y = loga (x) − loga (y) : Write as . log( 100 ) = log 10 − log 100. show that log(10 · 100) = log 10 + log 100. Start with calculating the left hand side: log(10 · 100) = log(1000) = log(103 ) = 3 The right hand side: log 10 + log 100 = = 1+2 3 Both sides are equal. 10 For example. logz (2xy) 35.GRADE 12 35. show that log( 100 ) = log 10 − log 100.CHAPTER 35. log16 (xy) 5. Therefore. log8 ( 100 ) 3 3. logx (y 2 ) 2. Therefore. Activity :: Logarithm Law 3: loga (x · y) = loga (x) + loga (y) : Write as seperate logs: 1. log2 ( 8 ) 5 2.7 For example. log8 (10 × 10) 4. Start with calculating the left hand side: log( 10 ) = 100 = = 1 ) 10 log(10−1 ) −1 log( The right hand side: log 10 − log 100 = = 1−2 −1 10 Both sides are equal. log(10 · 100) = log 10 + log 100.
So. √ 3 log2 ( 5) = log( 5 3 ) 1 log2 5 (∵ loga (xb ) = b loga (x)) = 3 log2 5 = 3 1 √ Therefore. Activity :: Logarithm Law 5: loga (xb ) = b loga (x) : Simplify the following: 1.9 √ Logarithm Law 6: loga ( b x) = loga (x) b The derivation of this law is identical to the derivation of Logarithm Law 5 and is left as an exercise. logz (y x ) 5. logz ( 2 ) y 5. log16 (xy ) 4. logx ( y ) 2 CHAPTER 35.8) loga (x) (Assumption that x = am ) loga (ab·loga (x) ) b · loga (x) (Deﬁnition of logarithm in Equation 35. √ log 5 For example. we can show that log2 ( 3 5) = 32 . log2 ( 3 5) = log2 5 3 . m = loga (xb ) = = loga ((am )b ) loga (am·b ) (Exponential Law in Equation 4.8 4. log2 (84 ) 2. log8 (1010 ) 3. logx (y 2x ) 35.8 Logarithm Law 5: loga (xb) = b loga (x) loga (xb ) = = ∴ But.35. 450 . LOGARITHMS .GRADE 12 35. Then. log2 (53 ) = log( 5 · 5 · 5) (∵ loga (x · y) = loga (am · an )) = log2 5 + log2 5 + log2 5 = 3 log2 5 Therefore. For example. we need to relate x to the base a. log2 (53 ) = 3 log2 (5). we can show that log2 (53 ) = 3 log2 (5). we let x = am .1) Once again.
without use of a calculator: 3 log 2 + log 125 Answer Step 1 : Try to write any quantities as exponents 125 can be written as 53 . Step 3 : Final Answer We cannot simplify any further. log8 ( 10 10) √ 3. log2 ( 4 8) √ 2. without use of a calculator: 8 3 + log2 32 Answer Step 1 : Try to write any quantities as exponents 8 can be written as 23 . 32 can be written as 25 . LOGARITHMS . 451 2 2 2 2 2 . Step 2 : Simplify 3 log 2 + log 125 = = 3 log 2 + log 53 3 log 2 + 3 log 5 ∵ loga (xb ) = b loga (x) The ﬁnal answer does not have to be that simple. logx ( 2x y) loga (x) b 35.CHAPTER 35. The ﬁnal answer is: 3 log 2 + 3 log 5 Worked Example 156: Simpliﬁcation of Logs Question: Simplify.9 : Simplify the following: Worked Example 155: Simpliﬁcation of Logs Question: Simplify. logz ( x y) √ 5.GRADE 12 √ Activity :: Logarithm Law 6: loga ( b x) = √ 1. We can use: loga (xb ) = b loga (x) Step 4 : Apply log laws to simplify (23 ) 3 + log2 25 = (2)3 3 + 5 log2 2 Step 5 : Determine which laws can be used. Step 2 : Rewrite the question using the exponential forms of the numbers 8 3 + log2 32 = (23 ) 3 + log2 25 Step 3 : Determine which laws can be used. log16 ( y x) √ 4.
35.10 Solving simple log equations In grade 10 you solved some exponential equations by trial and error. LOGARITHMS . you will be able to use your calculator to solve for x.. For example to solve x in 25x = 50 correct to two decimal places you simply apply the following reasoning. Answer Step 1 : Taking the log of both sides log 25x = log 50 Step 2 : Use Law 5 x log 25 = log 50 Step 3 : Solve for x x = log 50 ÷ log 25 x = 1. because you did not know the great power of logarithms yet.21533. Worked Example 158: Solving Log equations Question: Solve for x: 25x = 50 correct to two decimal places..GRADE 12 (2)3 3 + 5 log2 2 = (2)2 + 5(1) = 4 + 5 = 9 Step 7 : Final Answer The ﬁnal answer is: 2 8 3 + log2 32 = 9 2 Worked Example 157: Simplify to one log Question: Write 2 log 3 + log 2 − log 5 as the logarithm of a single number. Answer Step 1 : Reverse law 5 2 log 3 + log 2 − log 5 = log 32 + log 2 − log 5 Step 2 : Apply laws 3 and 4 = log 32 × 2 ÷ 5 Step 3 : Write the ﬁnal answer = log 3. By applying Law 5.10 We can now use loga a = 1 Step 6 : Apply log laws to simplify CHAPTER 35. If the LHS = RHS then the logarithm of the LHS must be equal to the logarithm of the RHS. Now it is much easier to solve these equations by using logarithms.. Step 4 : Round oﬀ to required decimal place x = 1.6 35.22 452 .
the exponential equation should be simpliﬁed as much as possible. take the logarithm of each side. 453 . log (2x ) = x log (2) = x log (2) = ∴ x = 1 ) 22 − log (22 ) log ( −2 log (2) Divide both sides by log (2) −2 Substituting into the original equation. For example. Then the aim is to make the unknown quantity (i. Step 2 : Eliminate the base with no x In order to eliminate 7. LOGARITHMS . the equation 2(x+2) = 1 is solved by moving all terms with the unknown to one side of the equation and taking all constants to the other side of the equation 2x · 22 2 x = 1 1 = 22 Then. yields 9(1−2( −1 2 )) = 9(1+1) = 32(2) = 34 Worked Example 159: Exponential Equation Question: Solve for x in 7 · 5(3x+3) = 35 Answer Step 1 : Identify the base with x as an exponent There are two possible bases: 5 and 7. divide both sides of the equation by 7 to give: 5(3x+3) = 5 Step 3 : Take the logarithm of both sides log(5(3x+3) ) = log(5) Step 4 : Apply the log laws to make x the subject of the equation.10 In general.CHAPTER 35. yields 2−2+2 = 20 = 1 Similarly. x) the subject of the equation. x is an exponent of 5.GRADE 12 35. 9(1−2x) = 34 is solved as follows: 9(1−2x) 3 32 3−4x 2(1−2x) = = = = = 34 34 34 34 · 3−2 32 take the logarithm of both sides log(32 ) 2 log(3) 2 − 1 2 divide both sides by log(3) 3−4x 3−4x log(3−4x ) = −4x log(3) = −4x = ∴x = Substituting into the original equation.e.
034 n Step 3 : Final answer So it will take approximately 45 years for the population to triple in size.GRADE 12 (3x + 3) log(5) = 3x + 3 = 3x = x = log(5) divide both sides of the equation by log(5) 1 −2 2 − 3 Step 5 : Substitute into the original equation to check answer.11 CHAPTER 35. log3 x = 2 2. There are formulae that deal with earthquakes. therefore the n is halved for this purpose. LOGARITHMS . logs are used to solve the particular equation. then A = 3x.05 (usinglaw5) 2 2 log 3 ÷ log 1.05 45.35. 454 .1 Solve for x: Exercises 1. How long will it take for the city to triple its size? Answer Step 1 : Use the formula A = P (1 + i)n Assume P = x.10. Worked Example 160: Using the growth formula Question: A city grows 5% every 2 years. For this example n represents a period of 2 years. with sound.11 Logarithmic applications in the Real World Logarithms are part of a number of formulae used in the Physical Sciences. To work out time periods is growth or decay. 32x−1 = 272x−1 35. Step 2 : Substitute information given into formula 3 log 3 n n = = = = (1. 10log27 = x 3. and pHlevels to mention a few. 7 · 5(−3 3 +3) = 7 · 5(−2+3) = 7 · 51 = 35 2 35.05) 2 n × log 1.
. for how long (in full years) does my investment need to grow ? Answer Step 1 : The formula to use A = P (1 + i)n Step 2 : Substitute and solve for n 30 000 < 1.13 > Step 3 : Determine the ﬁnal answer In this case we round up. I need the money to grow to at least R30 000.13)n 5 2 log 2. without the use of a calculator: 455 . Plus Bank is oﬀering a savings account with an interest rate if 10 % per annum compounded monthly. how long will it take for the population to reach 100 000 ? 2. Show that 2.GRADE 12 35. Simplify.13 7. The population of a certain bacteria is expected to grow exponentially at a rate of 15 % every hour. Without using a calculator show that: log 75 5 32 − 2 log + log = log 2 16 9 243 4. If the initial population is 5 000.13n n n > > > 12 000(1 + 0. 35. You can aﬀord to save R 300 per month..5 ÷ log 1.. Show that loga 3. n log 1. because 7 years will not yet deliver the required R 30 000.12 End of Chapter Exercises loga x y = loga (x) − loga (y) √ loga (x) b x = b 1. LOGARITHMS .11. The investment need to stay in the bank for at least 8 years.5 log 2. If it is invested at a compound interest rate of 13% per annum.1 Exercises 1.12 35.CHAPTER 35.4972. Given that 5n = x and n = log2 y A Write y in terms of n B Express log8 4y in terms of n C Express 50n+1 in terms of x and y 5. How long will it take you to save up R 20 000 ? (Answer to the nearest rand) Worked Example 161: Logs in Compound Interest Question: I have R12 000 to invest.
Write log 4500 in terms of a and b if 2 = 10a and 9 = 10b . without using a calculator: A log2 5 B 10−1. Solve the following equation for x: 66x = 66 (Give answer correct to 2 decimal places.7. if necessary. If log 5 = 0.35. LOGARITHMS . Solve: x3 = 10x2 (Answer(s) may be left in surd form. Simplify By using a calculator: log4 8 + 2 log3 27 15. ﬁnd log3 10 in terms of a and b. Simplify to a single number. determine. Find the value of (log27 3)3 without the use of a calculator. or otherwise.) 456 . Given: Prove: pq k = qp−1 k = 1 − 2 logq p 1 125 − 13 log9 1 9. Given: M = log2 (x + 3) + log2 (x − 3) A Determine the values of x for which M is deﬁned. 16.4 11.GRADE 12 √ 5 1 2 + log3 92. Calculate: 52006 − 52004 + 24 52004 + 1 17. Evaluate without using a calculator: (log7 49)5 + log5 10. log x 12.16 : 6 2 log(x + 1) = −1 log(x + 1) 18. B Solve for x if M = 4.12 A 8 3 + log2 32 B log3 9 − log5 C 4−1 5 − 9−1 2 CHAPTER 35.) 13. 8. √ Solve the following equation for x without the use of a calculator and using the fact that 10 ≈ 3. B Hence.12 6. √ 14. without use of a calculator: A log5 125 + log 32 − log 8 log 8 B log 3 − log 0. Given: A Express log3 2 in terms of a.3 log3 6 = a and log6 5 = b 7.
. 1. . − 3.18. 36.4. .3.10.2.1. .54.32. . −1. −5.14. − 1. . nth term: 1 2=1+1 3=2+1 n = (n − 1) + 1 Activity :: Common Diﬀerence : Find the constant value that is added to get the following sequences and write out the next 5 terms.6.2 Arithmetic Sequences The simplest type of numerical sequence is an arithmetic sequence. .21. 3. . − 6.0.10. to geometric sequences.1 Introduction In this chapter we extend the arithmetic and quadratic sequences studied in earlier grades.6.7. .Chapter 36 Sequences and Series . is an arithmetic sequence because you add 1 to the current term to get the next term: ﬁrst term: second term: third term: .5. which is the summing of the terms in a sequence. 2.22. . . .4.16. 4. − 12. 1.13. . Deﬁnition: Arithmetic Sequence An arithmetic (or linear ) sequence is a sequence of numbers in which each new term is calculated by adding a constant value to the previous term For example. 5. − 9.10. . 2. . . We also look at series. − 3. .Grade 12 36. . 1. .3. .43. 3. 457 .
3) This is quite an important equation. n results in: 458 . the (n − 1)th term.2.1) Given a1 and the common diﬀerence. the number we start out with is called a1 (the ﬁrst term). plotting an vs.36. the entire set of numbers belonging to an arithmetic sequence can be generated. Deﬁnition: Arithmetic Sequence An arithmetic (or linear ) sequence is a sequence of numbers in which each new term is calculated by adding a constant value to the previous term: an = an−1 + d where • an represents the new term. the sequence is not an arithmetic sequence. SEQUENCES AND SERIES .. The general arithmetic sequence looks like: a1 a2 a3 a4 . Extension: Plotting a graph of terms in an arithmetic sequence Plotting a graph of the terms of sequence sometimes helps in determining the type of sequence involved. (36.2 CHAPTER 36. d.2) Important: Arithmetic Sequences A simple test for an arithmetic sequence is to check that the diﬀerence between consecutive terms is constant: a2 − a1 = a3 − a2 = an − an−1 = d (36.1 General Equation for the nth term of an Arithmetic Sequence More formally. the nth term.GRADE 12 36. • d represents some constant. • an−1 represents the previous term. an = a1 = a1 + d = a2 + d = (a1 + d) + d = a1 + 2d = a3 + d = (a1 + 2d) + d = a1 + 3d = a1 + d · (n − 1) Thus. and is the deﬁnitive test for an arithmetic sequence. For an arithmetic sequence. and the diﬀerence between each successive term is denoted d. called the common diﬀerence. that is calculated. the equation for the nth term will be: an = a1 + d · (n − 1) (36.. If this condition does not hold.
lungs). SEQUENCES AND SERIES .CHAPTER 36. throat. (This is called “droplet spread”. up to a metre) through the air and deposited on the mouth or nose of people nearby.3 a9 a8 a7 Term. It is good practise to cover your mouth when you cough or sneeze so as not to infect others around you when you have the ﬂu. which infects the respiratory tract (nose. and you forgot to cover your mouth when two friends came to visit while you were sick in bed.3.) This can happen when droplets from a cough or sneeze of an infected person are propelled (generally. It can cause mild to severe illness that most of us get during winter time. 36. Let’s assume that they in turn spread the virus to two of their friends by the same droplet spread the following day. This means that the ratio between consecutive numbers in the geometric sequence is a constant.3 Geometric Sequences Deﬁnition: Geometric Sequences A geometric sequence is a sequence in which every number in the sequence is equal to the previous number in the sequence. Assume that you have the ﬂu virus. We will explain what we mean by ratio after looking at the following example.GRADE 12 36. we can represent these events in the following manner: Again we can tabulate the events and formulate an equation for the general case: 459 .1 Example . a1 1 2 3 4 5 6 Index. an a6 a5 a4 a3 a2 a1 yintercept. n an = a1 + d(n − 1) gradient d 7 8 9 36. They leave. multiplied by a constant number. Assuming this pattern continues and each sick person infects 2 other friends. The main way that the inﬂuenza virus is spread is from person to person in respiratory droplets of coughs and sneezes. and the next day they also have the ﬂu.A Flu Epidemic Extension: What is inﬂuenza? Inﬂuenza (commonly called “the ﬂu”) is caused by the inﬂuenza virus.
Note the common factor (2) between the events. = 2 × 2 × 2 × 2 × . . . SEQUENCES AND SERIES . 18. . by a3 a2 = =r a1 a2 Or. 54. 8. . In the geometric sequence we can determine the common ratio. These events can be written as a geometric sequence: 2. 4. . and so on. 28. Now 4 people are newlyinfected. . You sneeze and the virus is carried over to 2 people who start the chain (a1 = 2). more general. . 6. 3.5) Activity :: Common Factor of Geometric Sequence : Determine the common factor for the following geometric sequences: 1.8. . 7.1: Each person infects two more people with the ﬂu virus. Day. . . . . each one then infects 2 of their friends. Recall from the linear arithmetic sequence how the common diﬀerence between terms were established.4) (36. 112. . . an =r an−1 (36. n Number of newlyinfected people 2 =2 4 = 2 × 2 = 2 × 21 8 = 2 × 4 = 2 × 2 × 2 = 2 × 22 16 = 2 × 8 = 2 × 2 × 2 × 2 = 2 × 23 32 = 2 × 16 = 2 × 2 × 2 × 2 × 2 = 2 × 24 . . 460 . . The next day. 448. 1 1 1 2. r. 2. . 16.GRADE 12 Figure 36. 80. 20. . Each of them infects 2 people the third day. × 2 = 2 × 2n−1 The above table represents the number of newlyinfected people after n days since you ﬁrst infected your 2 friends.36. 10. 5. 32. . 2.4. . . n 1 2 3 4 5 .3 CHAPTER 36. 4. and 8 people are infected. 40.
. 20. 40. 448.3. So. Activity :: General Equation of Geometric Sequence : Determine the formula for the following geometric sequences: 1. . . 3000. 36. 18. 112. −3. 3.3 36. Thus. 5. . . 5.6) That is.8. Or. .2 General Equation for the nth term of a Geometric Sequence From the above example we know a1 = 2 and r = 2. .CHAPTER 36. after 10 days. 2. 1 1 1 2. we need to work out a10 : an a10 = = = = = a1 · rn−1 2 × 210−1 2 × 29 2 × 512 1024 (36.4. how many days would pass before 16 384 people become newly infected with the ﬂu virus? an = a1 · rn−1 16 384 = 2 × 2n−1 16 384 ÷ 2 = 2n−1 8 192 = 2n−1 213 = 2n−1 13 = n − 1 n = 14 That is. 4. if we want to know how many people are newlyinfected after 10 days.3 Exercises 1. . 3000. 10. 14 days pass before 16 384 people are newlyinfected. 54. 30. there are 1 024 newlyinfected people. . 36. . 6. 30.3.GRADE 12 5. . 7. . . SEQUENCES AND SERIES . −300. . 2. −300. 28. an = a1 · rn−1 where a1 is the ﬁrst term and r is called the common ratio. . −3. and we have seen from the table that the nth term is given by an = 2 × 2n−1 . 80. . What is the important characteristic of an arithmetic sequence? 461 . . . in general.
Recursive equations are extremely powerful: you can work out every term in the series just by knowing previous terms. A single square is made from 4 matchsticks. working out an using the previous term an−1 can be a much simpler computation than working out an from scratch using a general formula. For quadratic sequences.4 CHAPTER 36. Calculate the values of x and y. we noticed the diﬀerence between consecutive terms is given by (??): an − an−1 = D · (n − 2) + d Therefore. SEQUENCES AND SERIES . we noticed that the diﬀerence between two consecutive terms in the sequence could be written in a general way.4 Recursive Formulae for Sequences When discussing arithmetic and quadratic sequences. D. Two squares in a row needs 7 matchsticks and 3 squares in a row needs 10 matchsticks.36.8) which is then a recursive equation for a quadratic sequence with common second diﬀerence. d: an = an−1 + d The above equation is an example of a recursive equation since we can calculate the nth term only by considering the previous term in the sequence.1). we rewrite the equation as an = an−1 + D · (n − 2) + d Using (36. x.5). 462 . This means that using a recursive formula when using a computer to work out a sequence would mean the computer would ﬁnish its calculations signiﬁcantly quicker. Write down how you would go about ﬁnding the formula for the nth term of an arithmetic sequence? 3. Compare this with equation (36. 5.7) where one can directly calculate the nth term of an arithmetic sequence without knowing previous terms. As you can see from the examples above. All terms in the sequences are integers.9) (36. y is a geometric sequence. x. 36. Determine: A the ﬁrst term B the common diﬀerence C the formula for the general term D how many matchsticks are in a row of 25 squares 4. For an arithmetic sequence. where a new term is calculated by taking the previous term and adding a constant value. y is an arithmetic sequence and 81. an = a1 + d · (n − 1) (36. the recursive equation for a geometric sequence is: an = r · an−1 (36.GRADE 12 2.
then we write S4 = 1 + 4 + 9 + 25 = 39 The above is an example of a ﬁnite series since we are only summing 4 terms. . (36. 2. (36. 25.5. 5.5 Extension: The Fibonacci Sequence Consider the following sequence: 0. an = 2an−1 + 3. 49. a1 = 11 3. 36.12) In the case of an inﬁnite series. an }: S n = a1 + a2 + a3 + .1 Some Basics If we add up the terms of a sequence. we can write down the recursive equation: an = an−1 + an−2 (36.5. . We call the sum of any sequence of numbers a series. If we only sum a ﬁnite amount of terms. . . . the number of terms is unknown and simply increases to ∞. and we wish to ﬁnd the sum of the ﬁrst 4 terms. . an = 2a2 . a1 = 2 n−1 36. + an For example. 4. we get a ﬁnite series. If we sum inﬁnitely many terms of a sequence. We use the symbol Sn to mean the sum of the ﬁrst n terms of a sequence {a1 .5 Series In this section we simply work on the concept of adding up the numbers belonging to arithmetic and geometric sequences.2 Sigma Notation In this section we introduce a notation that will make our lives a little easier. 1.GRADE 12 Activity :: Recursive Formula : Write the ﬁrst 5 terms of the following sequences. Each new term is calculated by adding the previous two terms. 8. . we obtain what is called a series. 3. 36. 9. 463 . given their recursive formulae: 1. a1 = 1 2. a3 . . 34. .CHAPTER 36. 21. 1. . 13. . an = an−1 . SEQUENCES AND SERIES . .10) The above sequence is called the Fibonacci sequence. 36. Hence. if we have the following sequence of numbers 1. . . a2 .13) (36.11) 36. we get an inﬁnite series: S ∞ = a1 + a2 + a3 + .
in the following sum. • n is the upper bound (or end index). ai and bi . Given two sequences. . .or notation since they mean the same thing: n Sn = i=1 ai = a1 + a2 + . . shown above the summation symbol. + an−1 + an i=m (36.36. . The index i is increased from m to n in steps of 1.14) where • i is the index of the sum. + 3x9 + 3x10 i=3 for any value x. It indicates that you must sum the expression to the right of it: n ai = am + am+1 + . then we can use either Sn .15) For example. 10 (3xi ) = 3x3 + 3x4 + . This symbol is sigma. • m is the lower bound (or start index). SEQUENCES AND SERIES .GRADE 12 A sum may be written out using the summation symbol . . . n n n (ai + bi ) = i=1 i=1 ai + i=1 bi (36. + an (36. 6 2i i=1 = = = 21 + 22 + 23 + 24 + 25 + 26 2 + 4 + 8 + 16 + 32 + 64 126 2.5 CHAPTER 36. 5 i i=1 we have to add together all the terms in the sequence ai = i from i = 1 up until i = 5: 5 i = 1 + 2 + 3 + 4 + 5 = 15 i=1 Examples 1. Some Basic Rules for Sigma Notation 1. shown below the summation symbol. If we are summing from n = 1 (which implies summing from the ﬁrst term in a sequence). which is the capital letter “S” in the Greek alphabet. • ai are the terms of a sequence.16) 464 .
. . 1. Determine i=−1 5 i. . 1.+ 1 465 (n times) . 4.GRADE 12 2. .6 Finite Arithmetic Series Remember that an arithmetic sequence is a set of numbers. 1. such that the diﬀerence between any term and the previous term is a constant number.6 c · ai = c · a1 + c · a2 + c · a3 + .18). 3. For any constant c.. . . Calculate the value of a if: 3 k=1 a · 2k−1 = 28 36. + c · an = c (a1 + a2 + a3 + . The simplest arithmetic sequence is when a1 = 1 and d = 0 in the general form (36. we would write ai = i=1 i=1 1 = 1 + 1 + 1 + . called the constant diﬀerence: an = a1 + d (n − 1) where • n is the index of the sequence. which is any variable not dependent on the index i. . SEQUENCES AND SERIES . d. • d is the common diﬀerence. 1. • a1 is the ﬁrst term.18) = {ai } = n n 1 {1. n i=1 36. When we sum a ﬁnite number of terms in an arithmetic sequence. + an ) n = c i=1 ai (36.CHAPTER 36. we get a ﬁnite arithmetic series. Expand k=0 i. • an is the nth term of the sequence. . What is k=1 2? 3 2.} If we wish to sum this sequence from i = 1 to any positive integer n. in other words all the terms in the sequence are 1: ai = = a1 + d (i − 1) 1 + 0 · (i − 1) (36.17) Exercises 4 1.
Young Karl realised how to do this almost instantaneously and shocked the teacher with the correct answer.36. teresting Mathematician.1 General Formula for a Finite Arithmetic Series If we wish to sum any arithmetic sequence.. SEQUENCES AND SERIES . Karl Friedrich Gauss.22). His teacher had decided to give his class a problem which would distract them for the entire day by asking them to add all the numbers from 1 to 100. 2. it means that if we sum to n we will be adding nnumber of 1’s together.21) We then add corresponding pairs of terms from equations (36.6.} If we wish to sum this sequence from i = 1 to any positive integer n.23) We then have nnumber of (n + 1)terms. and by simplifying we arrive at the ﬁnal result: 2 Sn Sn n = = n (n + 1) n (n + 1) 2 n (n + 1) 2 (36. We start with the 466 . (n + 1): 2 Sn = (n + 1) + (n + 1) + . discovered this proof when he was only Interesting Fact Fact 8 years old. . 4. . .24) Sn = i=1 i= 36.21) and (36. . . we would write i = 1 + 2 + 3 + . and we ﬁnd that the sum for each pair is the same. . there is no need to work it out termforterm. . + 2 + 1 (36. We will now determine the general formula to evaluate a ﬁnite arithmetic series. 3. which is the sequence of positive integers: ai = = = {ai } = n a1 + d (i − 1) 1 + 1 · (i − 1) i {1.GRADE 12 Since all the terms are equal to 1. + (n + 1) + (n + 1) (36.+ n i=1 (36.19) Another simple arithmetic sequence is when a1 = 1 and d = 1. ..6 CHAPTER 36. . which is simply equal to n: n 1=n i=1 (36. + (n − 1) + n We then write the same sum but with the terms in descending order: Sn = n + (n − 1) + .20) This is an equation with a very important solution as it gives the answer to the sum of positive integers.22) (36. 5. We ﬁrst write Sn as a sum of terms in ascending order: Sn = 1 + 2 + . 5050.
CHAPTER 36. Calculate the number of terms in the series if the ﬁrst term is not equal to zero. while the last term is 9 times the ﬁrst term. The sum of an arithmetic series is 100 times its ﬁrst term.GRADE 12 36.6 general formula for an arithmetic sequence and sum it from i = 1 to any positive integer n: n n ai i=1 = i=1 n [a1 + d (i − 1)] (a1 + di − d) [(a1 − d) + di] n = i=1 n = i=1 n = i=1 n (a1 − d) + (di) i=1 n = i=1 (a1 − d) + d i i=1 = = = = (a1 − d) n + n (2a1 − 2d + dn + d) 2 n (2a1 + dn − d) 2 n [ 2a1 + d (n − 1) ] 2 dn (n + 1) 2 So. 467 .2 Exercises n (7n + 15).25) noting that a1 = 3. the general formula for determining an arithmetic series is given by n Sn = i=1 [ a1 + d (i − 1) ] = n [ 2a1 + d (n − 1) ] 2 (36. 2. d = 7 and n = 20 so that 20 S20 = = = i=1 20 2 [2 [3 + 7 (i − 1)] · 3 + 7 (20 − 1)] 1390 In this example.25) is beneﬁcial. 36. we could use equation (36. SEQUENCES AND SERIES .25) For example.6. we could either calculate each term individually and sum them: 20 S20 = i=1 [3 + 7 (i − 1)] = 3 + 10 + 17 + 24 + 31 + 38 + 45 + 52 + 59 + 66 + 73 + 80 + 87 + 94 + 101 + 108 + 115 + 122 + 129 + 136 = 1390 or. more sensibly. 2 1. The sum to n terms of an arithmetic series is Sn = A How many terms of the series must be added to give a sum of 425? B Determine the 6th term of the series. if we wish to know the series S20 for the arithmetic sequence ai = 3 + 7 (i − 1). it is clear that using equation (36.
The sum of n terms of an arithmetic series is 5n2 − 11n for all values of n.36. 8. 52 . . . . 16. (k + 1)3 (k + 1)3 − k 3 = k 3 + 3k 2 + 3k + 1 = 3k 2 + 3k + 1 468 . . SEQUENCES AND SERIES . Determine the common diﬀerence. 6. 4. Calculate the values of n for which the nth term of the series is 93. . The general form of a quadratic series is quite complicated. in general. Calculate the number of terms in the series if the ﬁrst term is not equal to zero. + n2 3 We start oﬀ with the expansion of (k + 1) . 62 . 4. The common diﬀerence of an arithmetic series is 3. 36. The third term of an arithmetic sequence is 7 and the 7t h term is 9.} {1.7 Finite Squared Series When we sum a ﬁnite number of terms in a quadratic sequence.7 CHAPTER 36. we get a ﬁnite quadratic series. 5. . . This is the sequence of squares of the integers: ai {ai } = = = i2 {12 .} n If we wish to sum this sequence and create a series. so we will only look at the simple case when D = 2 and d = (a2 − a1 ) = 3 in the general form (???). The common diﬀerence of an arithmetic series is 3. then we write Sn = i=1 i 2 = 1 + 4 + 9 + . 42 . 36. 7. Determine the sum of the ﬁrst 51 terms of the sequence. The sum of an arithmetic series is 100 times the value of its ﬁrst term. 32 . + n2 which can be written. 9. Calculate the sum of the arithmetic series 4 + 7 + 10 + · · · + 901.GRADE 12 3.26) can be found under the Advanced block that follows: Extension: Derivation of the Finite Squared Series We will now prove the formula for the ﬁnite squared series: n Sn = i=1 i 2 = 1 + 4 + 9 + . 25. . Calculate the values of n for which the nth term of the series is 93 and the sum of the ﬁrst n terms is 975. as n Sn = i=1 i2 = n (2n + 1)(n + 1) 6 (36. and the sum of the ﬁrst n terms is 975. while the last term is 9 times the ﬁrst term. 22 . .26) The proof for equation (36. .
• a1 is the ﬁrst term. k=n : 23 − 13 = 3(1)2 + 3(1) + 1 33 − 23 = 3(2)2 + 3(2) + 1 43 − 33 = 3(3)2 + 3(3) + 1 (n + 1)3 − n3 = 3n2 + 3n + 1 n 36. . We know from (??) that we can write out each term of a geometric sequence in the general form: an = a1 · rn−1 (36. . By simply adding together the ﬁrst n terms. + a1 rn−2 + a1 rn−1 We may multiply the above equation by r on both sides.29) (36.CHAPTER 36. . • r is the common ratio (the ratio of any term to the previous term). we arrive at (n + 1) − 1 = n3 + 3n2 + 3n + 1 − 1 = n3 + 3n2 + 3n = n 3 (3i2 + 3i + 1) i=1 n n n 3 i=1 n i2 + 3 i=1 i+ i=1 1 3 i=1 i2 + 3n (n + 1) + n 2 i2 i=1 = = = = 1 3 3n [n + 3n2 + 3n − (n + 1) − n] 3 2 3 3 1 3 (n + 3n2 + 3n − n2 − n − n) 3 2 2 1 3 3 2 1 (n + n + n) 3 2 2 n (2n2 + 3n + 1) 6 n (2n + 1)(n + 1) 6 Therefore. . . we are actually writing out the series Sn = a1 + a1 r + a1 r2 + .8 If we add all the terms on the right and left. . SEQUENCES AND SERIES . + a1 rn−1 + a1 rn 469 (36.27) where • n is the index of the sequence. we get a ﬁnite geometric series. n i2 = i=1 36. giving us rSn = a1 r + a1 r2 + a1 r3 + .8 Finite Geometric Series When we sum a known number of terms in a geometric sequence. .28) • an is the nth term of the sequence.GRADE 12 k=1 : k=2 : k=3 : .
5th − and 6th terms of the same series is 8 : 27.8 CHAPTER 36. 7.29) are the same.. A Show that the series converges B Calculate the sum to inﬁnity of the series C Calculate the sum of the ﬁrst 8 terms of the series. we are left with just rSn − Sn = a1 rn − a1 Sn (r − 1) = a1 (rn − 1) Dividing by (r − 1) on both sides. except the ﬁrst and last terms..36. . 6. D Determine ∞ n=9 2 · 56−n correct to two decimal places using previously calculated results. .28) from (36. we arrive at the general form of a geometric series: n Sn = i=1 a1 · ri−1 = a1 (rn − 1) r−1 (36. .. Show that the sum of the ﬁrst n terms of the geometric series 1 54 + 18 + 6 + .29). Determine: 4 n=1 3 · 2n−1 470 . + arn−1 = a (1 − rn ) (1 − r) 3 2 1. 9. n 5. correct to two decimal places. SEQUENCES AND SERIES . Determine the common ratio and the ﬁrst 2 terms if the third term is 8. Find the sum of the ﬁrst 7 terms. Solve for n: t=1 3 1 8 ( 2 )t = 15 4 . 4. −3. + 5 ( 3 )n−1 + 3 4 + .GRADE 12 You may notice that all the terms on the right side of (36. Given the geometric sequence 1. The eighth term of a geometric sequence is 640. 8.1 Exercises a + ar + ar2 + . . 9. Find the sum of the ﬁrst 11 terms of the geometric series 6 + 3 + 3. ..28) and (36.30) 36. The ratio between the sum of the ﬁrst three terms of a geometric series and the sum of the 4th . Given the geometric series: 2 · (5)5 + 2 · (5)4 + 2 · (5)3 + . If we subtract (36. determine: A The 8th term of the sequence B The sum of the ﬁrst 8 terms of the sequence. The third term is 20.. Prove that 2. is given by 81 − 34−n .8..
the common ratio. In this section. You might think that this is a silly question .9 Inﬁnite Series Thus far we have been working only with ﬁnite sums. There is also a formula for working out what the series converges to. meaning that whenever we determined the sum of a series.try it and see for yourself! We denote the sum of an inﬁnite number of terms of a sequence by S∞ = ∞ i=1 ai When we sum the terms of a series.9 36. try doing the following sum. If you don’t believe this. . we consider what happens when we add inﬁnitely many terms together.1 Inﬁnite Geometric Series There is a simple test for knowing instantly which geometric series converges and which diverges.CHAPTER 36. a geometric series.GRADE 12 36. SEQUENCES AND SERIES . When r. the inﬁnite series will converge. on your calculator or computer: 1 1 1 1 1 2 + 4 + 8 + 16 + 32 + .30) for the ﬁnite geometric series: n Sn = i=1 a1 · ri−1 = a1 (rn − 1) r−1 Now we will investigate the value of rn for −1 1 Take r = 2 : n = 1 : rn = r1 = ( 1 )1 = 2 n = 2 : rn = r2 = ( 1 )2 = 2 n = 3 : rn = r3 = ( 1 )3 = 2 Since r is a fractional value in the range −1 Therefore. Let’s start oﬀ with formula (36. i. but in some cases one will get a ﬁnite answer. otherwise it will diverge.surely the answer will be ∞ when one sums inﬁnitely many numbers. but in fact you won’t even get past 1 . and the answer we get after each summation gets closer and closer to some number. then we say that it diverges. no matter how small they are? The surprising answer is that in some cases one will reach ∞ (like when you try to add all the positive integers together). Sn S∞ = = = = a1 (rn − 1) r−1 a1 (0 − 1) r−1 −a1 r−1 a1 1−r 471 1 2 1 2 1 2 · · 1 2 1 2 = · 1 2 1 4 < 1 8 1 2 = < 1 4 for − 1 < r < 1 . .e. If a series does not converge. 36. we say that the series converges.9. is strictly between 1 and 1. −1 < r < 1. we only considered the sum of the ﬁrst n terms. You might think that if you keep adding more and more terms you will eventually get larger and larger numbers.
. + 5 ( 3 )n−1 calculate the smallest value of n for which the sum of the ﬁrst n terms is greater than 80. The sum to inﬁnity of a geometric series with positive terms is 4 6 and the sum of the ﬁrst 2 two terms is 2 3 . Is 1 + 2 + 3 + 4 + . the geometric series 2+ will converge. A new soccer competition requires each of 8 teams to play every other team once. 1 4. 6.36. Find the sum to inﬁnity of the geometric series 3 + 1 + 3. Write the sum of the ﬁrst 20 terms of the series 6 + 3 + 5.. calculate the: A Value of x.2 Exercises 2 1.10 CHAPTER 36.GRADE 12 The sum of an inﬁnite geometric series is given by the formula S∞ = ∞ i=1 a1 . Find a. 2 · 5(6−n) correct to TWO decimal places.. Determine for which values of x. 36.. For the geometric series.99. the ﬁrst term. .10 End of Chapter Exercises 1. correct to TWO decimal places. C Calculate the sum to inﬁnity of the series.. SEQUENCES AND SERIES . . 1 54 + 18 + 6 + . 4.9. If x + 1. A Calculate the total number of matches to be played in the competition. 8. 7. Calculate 6 1 3 (3) k=2 k+2 3. and r. 2 3 1 3 + 1 9 + . Determine the value of ∞ k=1 1 12( 5 )k−1 . 2x − 5 are the ﬁrst 3 terms of a convergent geometric series. 36.31) where a1 is the ﬁrst term of the series and r is the common ratio.. an example of a ﬁnite series or an inﬁnite series? 2. What does ( 5 )n approach as n tends towards ∞? 2. . 472 . Given the geometric series: 2 · 55 + 2 · 54 + 2 · 53 + .. . the common ratio between consecutive terms.ri−1 = a1 1−r for −1 (36. D Use your answer to 5c above to determine ∞ n=9 3 2 3 4 + + . x − 1. (x + 1) + 2 9 (x + 1)2 + . B Sum to inﬁnity of the series. A Show that the series converges.. B Calculate the sum of the ﬁrst 8 terms of the series. in notation.
the school will receive 2 cents. B For which values of n is (A − B) < 1 24 ? 12. 2. 4. the school will receive 1 cent. Consider the geometric series: 5 + 21 + 11 + . The midpoints of the sides of square with length equal to 4 units are joined to form a new square. 10. The ﬁrst term of a geometric sequence is 9. if it is given that all the terms are positive. A How much did he save in the 7th working month? B How much did he save all together in his ﬁrst 12 working months? C In which month of his working life did he save more than R1. for a correct answer to the second question. 18. 5k is a set of numbers. over 20 years. and so on. For the correct answer to the ﬁrst question (any learner may answer). the ﬁrst three of which form an arithmetic sequence.. 17. he decides to donate an amount of money on the following basis. Having enjoyed mathematics at school. and saves everyday 30 cents more than she saved the previous day. 5 the height increases by 8 of the previous year’s growth. oﬀers to donate money to the school.. Calculate (Give your answer to the nearest Rand) A The amount of money that the school will receive for the correct answer to the 20th question. an exlearner of the school and a successful politician. Calculate the sum of the areas of all the squares so formed. A What is the annual increase if. The process is repeated indeﬁnitely. In each subsequent month.500? B His initial annual expenditure is R2. After how many years does his expenses exceed his income? 16. (So. n 13. He sets a mathematical quiz with 20 questions. write down the value of: i. Michael saved R400 during the ﬁrst month of his working life. . The Cape Town High School wants to build a school hall and is busy with fundraising. . on the second day. Calculate the value of n if a=1 (20 − 4a) = −20. he saved 10% more than what he had saved in the previous month. The donations 1. m. This grant increases with a ﬁxed amount each year. (k − 4). In each successive year. Show that the plant will never reach a height of more than 150 mm. the height increases by 12 mm. he would have received a total of R143.GRADE 12 36.800 in the ﬁrst year. Thembi worked parttime to buy a Mathematics book which cost R29. . (k + 1).10 B If each of n teams played each other once. Manuel. A man was injured in an accident at work. SEQUENCES AND SERIES . form a geometric sequence. B The total amount of money that the school will receive if all 20 questions are answered correctly. B in terms of n.600 and increases at a rate of R400 per year. A certain plant reaches a height of 118 mm after one year under ideal conditions in a greenhouse. Mr. determine a formula for the total number of matches in terms of n.90. and the last three a geometric sequence. she saved R1. A ii. He receives a disability grant of R4. and so on.) After how many days did she have enough money to buy the book? 11.500 for the ﬁrst time? 15. 2 4 A If A is the sum to inﬁnity and B is the sum of the ﬁrst n terms. 473 . During the next year. 14. 9.50.CHAPTER 36. Find k and m if both are positive.60. and the ratio of the sum of the ﬁrst eight terms to the sum of the ﬁrst four terms is 97 : 81. Find the ﬁrst three terms of the sequence. On 1 February she saved R1.
The sum of the ﬁrst p terms of a sequence is p (p + 1). . 5 B Show that the common ratio is 4 . 5 21. C Determine the 10th term of this sequence correct to one decimal place. 29. 10 + p . 5. 1998. 20. 3. . 6. . 2000 Find the sum of remaining integers. 4. . − 1000 26. respectively. Find the integer that is the closest approximation to: 102001 + 102003 102002 + 102002 25. Find p if: 27pk = (24 − 3t) 24. + 677 − 678 + . if it exists. . ∞ k=1 12 t=1 23.36. Given: The sequence 6 + p . Sn = 4n2 + 1 represents the sum of the ﬁrst n terms of a particular series. he powers of 2 are removed from the set of positive integers 1. The second and fourth terms of a convergent geometric series are 36 and 16. 30. if all its terms are positive. . Find the pattern and hence calculate: 1 − 2 + 3 − 4 + 5 − 6 .10 CHAPTER 36. 15 + p is geometric. . Find the second term. Evaluate: k=2 k(k + 1) 2 22. Find the 10th term. . Determine ∞ (x + 2)p . 1999. Calculate: ∞ i=1 5 · 4−i 28. A Determine p. Find the sum to inﬁnity of this series.GRADE 12 19. 2. when p=1 A x=− 5 2 B x = −5 27. SEQUENCES AND SERIES . Observe the pattern below: 474 .
Here are some of the students’ answers: A Megansaid the answer is 42005 . . Determine A x=− (x + 2)p . The following question was asked in a test: Find the value of 22005 + 22005 . D Annatte gave the answer 22005×2005 . . − 1000 ∞ 33. . if it exists. which letter will the last column consist of. SEQUENCES AND SERIES . C Nina thinks it is 22006 .10 E D C B A B B C C C C D D D D D D E E E E E E E E A If the pattern continues. Who is correct? (“None of them” is also a possibility. .) 32. when p=1 5 2 B x = −5 34.GRADE 12 36. B If the total number of letters in the pattern is 361. Calculate: ∞ i=1 5 · 4−i 475 . ﬁnd the number of letters in the column containing M’s. B Stefan wrote down 24010 . Find the pattern and hence calculate: 1 − 2 + 3 − 4 + 5 − 6 . 31.CHAPTER 36. + 677 − 678 + .
37. . the growth of the shrub each year is half of its growth in the previous year. 36. 5. 1999. The powers of 2 are removed from the set of positive integers 1. 2. At the end of the ﬁrst year. 2000 Find the sum of remaining integers. . 1998. Find the 10th term.GRADE 12 35. 6.36. The sum of the ﬁrst p terms of a sequence is p (p + 1). . Show that the height of the shrub will never exceed 130 cm.10 CHAPTER 36. A shrub of height 110 cm is planted. SEQUENCES AND SERIES . Thereafter. 476 . 4. the shrub is 120 cm tall. . 3.
And when you are looking at applying for a bond from a bank to buy a home. The basic ﬁnance equation is: A = P · (1 + i)n If you don’t know what A. it would be best if you revised the work done in Chapters 8 and 21. if we know what the starting sum of money is and what it grows to. and solving for that variable. In other words. It is simply a matter of writing down what you have. deciding what you need. this chapter will provide you with the fundamental concepts you will need to conﬁdently manage your ﬁnances and with some successful investing. 477 . go to Chapter 35 (on page 445). Nominal and eﬀective interest rates were also described. by trial and error.1 Introduction In earlier grades simple interest and compound interest were studied. P . you are ready to work out the proper algebraic solution. It is very easy to derive any time you need it.Chapter 37 Finance . you do not have to memorise this formula. If you master the techniques in this chapter. we used the formula A = P (1 + i)n to determine the term of the investment or loan. Solving for n: A = (1 + i)n = log((1 + i)n ) = n log(1 + i) = n = P (1 + i)n (A/P ) log(A/P ) log(A/P ) log(A/P )/ log(1 + i) Remember. together with the concept of depreciation. Now. then you should deﬁnitely revise the work from Chapters 8 and 21. i and n represent. when you start working and earning you will be able to apply the techniques in this chapter to critically assess how to invest your money. and if we know what interest rate applies . 37. that you have learnt about logarithms. sit back on your yacht and enjoy the millionaire lifestyle.Grade 12 37.then we can work out how long the money needs to be invested for all those other numbers to tie up.2 Finding the Length of the Investment or Loan In Grade 11. Indeed. If you need to remind yourself how logarithms work. you will conﬁdently be able to get out the calculator and work out with amazement how much you could actually save by making additional repayments. Since this chapter expands on earlier work.
and R1 000 a year after that .3 CHAPTER 37.0909). the amount needed now for the following year’s R1 000 (= R1 000 × (1. at the end of which our account is worth R4 044. Step 2 : Determine how to approach the problem We know that: A = (1 + i)n = log((1 + i)n ) = n log(1 + i) = n Step 3 : Solve the problem n = = = log(A/P )/ log(1 + i) log( R4 044. R1 000 a year after that.85 into a 10% bank account now.a..85. We’ll work out how much is needed now to aﬀord the payment of R1 000 in a year (= R1 000 × (1. Answer Step 1 : Determine what is given and what is required • P =R3 500 • i=7.Logarithms Question: If we invested R3 500 into a savings account which pays 7.69 ) R3 500 log(1 + 7.10)−1 = R909. you know how to do calculations such as ”If I want R1 000 in 3 years’ time. So. how much do I need to invest now at 10% ?” But what if we extend this as follows: If I want R1 000 next year and R1 000 the year after that and R1 000 after three years . FINANCE .69. You would have had exactly the right amount of money to do that (obviously!). You can check this as follows: 478 . right now to be able to aﬀord that?” The obvious way of working that out is to work out how much you need now to aﬀord the payments individually and sum them.5% compound interest for an unknown period of time.. if you put R2486.5% • A=R4 044.4463) and the amount needed now for the R1 000 after 3 years (= R1 000 × (1. you will be able to draw out R1 000 in a year.3 A Series of Payments By this stage.69 We are required to ﬁnd n.GRADE 12 Worked Example 162: Term of Investment . how much do I need to put into a bank account earning 10% p.3148). How long did we invest the money? How does this compare with the trial and error answer from Chapters 21. 37.and your bank account will come down to R0. Add these together gives you the amount needed to aﬀord all three payments and you get R2486.5%) 2.10)−2 = R826.37.0 = P (1 + i)n (A/P ) log(A/P ) log(A/P ) log(A/P )/ log(1 + i) Step 4 : Write ﬁnal answer The R3 500 was invested for 2 years.10)−3 = R751.
Now) at Time 1 (i. to be able to aﬀord R100 a month for the next 15 years.3. At the end of the 20 years the bank would have received back the total amount you borrowed together with all the interest they have earned from lending you the money.54 R1909. so you go to the bank to apply for a mortgage bond.so you know you are learning something practical Let us say you would like to buy a property for R300 000.09(1+10%) 1 000 ...a ﬁxed sum payable each year or each month either to provide a predetermined sum at the end of a number of years or months (referred to as a future value annuity) or a ﬁxed amount paid each year or each month to repay (amortise) a loan (referred to as a present value annuity). FINANCE .. • sinking funds .54 R1735. If you used the above approach you would still get the right answer. In summary. But what if I asked you how much you needed to put into a bank account now.54(1+10%) R1909. and M is the amount of the mortgage bond you will be taking out. you might be wondering how this is meant to have any practical purpose! Given that we are in the ﬁnance section.I’m sure you guessed . and we can represent these payments on a time line as: 479 .a ﬁxed sum payable at regular intervals to pay oﬀ a loan.an easier way! This section will focus on describing how to work with: • annuities . + arn−1 = a[1 + r + r2 + . • bond repayments . Time lines are particularly useful tools for visualizing the series of payments for calculations.3 = = = = = = 2486. a year later) after the R1 000 at Time 3 (i.3. you need to go back and read Chapter 36 (from page 457) to revise sequences and series.85 R2735.rn−1 ] this can be simpliﬁed as: a(rn − 1) r−1 a(1 − rn ) 1−r useful when r > 1 useful when 0 ≤ r < 1 37. for only three years.09 . They will charge you 15% per annum.1 000 1735.1 000 Perfect! Of course.e.1 Sequences and Series Before we progress. This is an example of a future value annuity 37.54 .e. The bank wants it to be repaid by annually payments for the next 20 years.1 000 909. that was not too bad.09 R1 000 R0 37.09 R909. You would obviously want to work out what the annual repayment is going to be! Let X be the annual repayment. This is an example of a present value annuity. you would be right to guess that there must be some ﬁnancial use to all this Here is an example which happens in many people’s lives .e.2 Present Values of a series of Payments So having reviewed the mathematics of Sequences and Series.CHAPTER 37. a year later) after the R1 000 at Time 2 (i. i is the interest rate.GRADE 12 Amount Amount Amount Amount Amount Amount Amount at Time 0 (i. a year later) after the R1 000 = = = = = = = R2486.85(1+10%) 2735.. if you have a series of n terms in total which looks like this: a + ar + ar2 + . but it would take you weeks! There is .e.an accounting term for cash set aside for a particular purpose and invested so that the correct amount of money will be available when it is needed. starting at end of this year.
Naturally. this formula is useful if you know the amount of the mortgage bond you need and want to work out the repayment.to show you are a real ﬁnancial whizz . there is a simpler way of doing this! You can rewrite the above equation as follows: M = X(v 1 + v 2 + v 3 + .. as discussion in section 36.. + v n−1 ) 1 − vn ) = v( 1−v 1 − vn = 1/v − 1 1 − (1 + i)−n = i Note that we took out a common factor of v before using the formula for the geometric sequence.. Not only would you probably get bored along the way. + v n = v(1 + v + v 2 + .. you do not have to use the method of substitution to solve this. and the bank is going to 480 . the item in square brackets is the sum of a geometric sequence. The present value of all the payments (which includes interest) must equate to the (present) value of the mortgage loan amount.GRADE 12 X 0 1 X 2 X 18 X 19 X 20 Cash Flows Time Figure 37.1: Time Line for an annuity (in arrears) of X for n periods. you can write this as: M = X(1 + i)−1 + X(1 + i)−2 + X(1 + i)−3 + . This can be rewritten as follows.try to solve this without substitution. It is actually quite easy. or if you know how big a repayment you can aﬀord and want to see what property you can buy. So we can write: M = X[ This can be rewritten: X= (1 − (1 + i)−n ) ] i M −n [ (1−(1+i) ) ] i So..which is 20 diﬀerent calculations. We just ﬁnd this a useful method because you can get rid of the negative exponents .. + X(1 + i)−20 The painful way of solving this problem would be to do the calculation for each of the terms above .37. Mathematically. FINANCE . Now. if I want to buy a house for R300 000 over 20 years. For example. + v 20 ) where v = (1 + i)−1 = 1/(1 + i) Of course.which can be quite confusing! As an exercise .. using what we know from Chapter 36 of this text book: v 1 + v 2 + v 3 + . but you are also likely to make a mistake..3 CHAPTER 37.
44 This means.. The annual interest rate is 11%. deriving the answer.CHAPTER 37. each year for the next 20 years.. Worked Example 163: Monthly mortgage repayments Question: Sam is looking to buy his ﬁrst ﬂat.90 = X[ So. showing that it is the sum of a geometric sequence. M = = R250 000 − R15 000 R235 000 481 . He has viewed a ﬂat which is on the market for R250 000. and has R15 000 in cash savings which he will use as a deposit.15 = R187 779. In order to use this equation. He will be taking out a 30 year mortgage with monthly repayments.44 per year before I have paid oﬀ the mortgage bond.15)−20 ) ] = R30 000[ 0.writing out the opening equation in full. and he would like to work out how much the monthly repayments would be. M (1 − (1 + i)−n ) ] i (1 − (1. i = 11% We are required to ﬁnd the monthly repayment for a 30year mortgage. and then coming up with the correct numerical answer. when you answer questions like this in an exam. In fact . the amount of the mortgage bond.GRADE 12 charge me 15% per annum.15 = R47 928. Step 2 : Determine how to approach the problem We know that: M X = (1−(1+i)−n ) ] [ i . I can aﬀord to buy a house of R187 800 (rounded to the nearest hundred). The bad news is that R187 800 does not come close to the R300 000 you wanted to buy! The good news is that you do not have to memorise this formula. I need to pay the bank R47 928. then how big a house can I buy? That is easy . which is the purchase price of property less the deposit which Sam pays upfront.. we need to calculate M . you will be expected to start from the beginning .3 R300 000 −20 [ (1−(1. Answer Step 1 : Determine what is given and what is needed The following is given: • Deposit amount = R15 000 • Price of ﬂat = R250 000 • interest rate.15) ) ] 0. FINANCE . then the annual repayment is: X = = M −n [ (1−(1+i) ) ] i 37. if I know I will only have R30 000 a year to repay my bond. for R30 000 a year for 20 years. On the other hand.
008734594 R2 146. he will make repayments to the bank each month for the next 30 years equal to R2 146. (If you are not clear on this.37.3 CHAPTER 37. i = 9% We are required to ﬁnd the monthly repayment for a 20year mortgage. Once we have converted 20 years into 240 months.) (1 + i12)12 12 = (1 + i) 1.11 0.75% per month. M = R200 000 − R10 000 = R190 000 482 . FINANCE . Worked Example 164: Monthly mortgage repayments Question: You are considering purchasing a ﬂat for R200 000 and the bank’s mortgage rate is currently 9% per annum payable monthly. Step 3 : Solve the problem Now it is easy. which is the purchase price of property less the deposit which Sam pays upfront. How much would your monthly mortgage payment be if you were considering a mortgage over 20 years. Answer Step 1 : Determine what is given and what is required The following is given: • Deposit amount = R10 000 • Price of ﬂat = R200 000 • interest rate. so it makes sense to use months as our time period. which means that the monthly eﬀective rate = 9%/12 = 0. the amount of the mortgage bond. i12.GRADE 12 Now because we are considering monthly repayments. The interest rate was quoted as 9% per annum payable monthly. we need to convert this to a monthly interest rate.39. we are ready to do the calculations! First we need to calculate M .00876459) 0. Step 2 : Determine how to approach the problem We are consider monthly mortgage repayments. but do not forget that you can always deduce the formula from ﬁrst principles as well! M −n [ (1−(1+i) ) ] i X = = = R235 000 −360 ) ] [ (1−(1.8.873459% (1 + i12) = i12 = We know that the mortgage bond is for 30 years. we can just plug the numbers in the formula. which equates to 360 months. after Sam pays a R15 000 deposit.39 Step 4 : Write the ﬁnal answer That means that to buy a house for R300 000. but we have been given an annual interest rate. You have savings of R10 000 which you intend to use for a deposit. go back and revise section 21.
709.75%)−2 + + + + . and yet you have only paid an additional amount of R290.75% per month).2465 166.75%)−239 + X × (1 + 0. now that you’ve studied the eﬀects of time (and interest) on money.48.75% log[(1 − (R190 000/R2 000) × 0.48 mortgage payment every month knowing that half the money you are paying are going toward interest.75%] = = −n × log(1 + 0. So we need to solve for n in: R2 000 × [1 − (1 + 0.48 × 240). and our principal amount borrowed is R190 000.75%) = −n × 0. you can work out some surprising ﬁgures.. you might not be particularly happy to sit back for 20 years making your R1 709.75%)−4 But it is clearly much easier to use our formula that work out 240 factors and add them all up! Step 3 : Solve the problem 1 − (1 + 0.75%)−n −n R190 000 (R190 000/2 000) × 0. However.3 X × (1 + 0. 37.14495 = X = X× R190 000 R190 000 R1 709. So our payment is now R2 000.75% = 1 − (1 + 0. Show me the money Now that you’ve done the calculations for the worked example and know what the monthly repayments are. X.52 for 166.9 years So the mortgage will be completely repaid in less than 14 years.20 (= R410 275. Nonetheless..8 months.CHAPTER 37. You surely 483 .. so X × (1 + 0.8× R2 000 = R333 600.007472 = n = = log[(1 − (R190 000/R2 000) × 0. That is more than double the amount that you borrowed! This seems like a lot.20 . Can you see what is happened? Making regular payments of R2 000 instead of the required R1.75%] −1.74. The value of money is dependant on its timing. It can be done for less than R300 extra every month. and you would have made a total payment of 166. must equate to the mortgage amount that we borrow today. at 9% interest payable monthly.48 Step 4 : Write the ﬁnal answer So to repay a R190 000 mortgage over 20 years.75% X × 111. or R48 458. you should know that this amount is somewhat meaningless..GRADE 12 The present value of our mortgage payments. Making this higher repayment amount every month. how long will it take to pay oﬀ the mortgage? The present value of the stream of payments must be equal to R190 000 (the present value of the borrowed amount).75%)−1 X × (1 + 0.R333 600) in interest. R1 709.75%)−3 X × (1 + 0.75%)−240 X × (1 + 0. For example.8 months 13. will cost you R1 709.48 per month for 240 months.75%)−n ]/0. you will have saved R76 675. But there is a way to avoid those heavy interest charges. FINANCE .20 (=R1 709.75%)−240 = 0.48 per month for 240 month makes for a total of R410 275. The interest rate is still 9% per annum payable monthly (0.75%) log(1 + 0.
This is not a rule you have to memorise . Because we are making monthly payments. so in this example we use (1 + i12)n and not (1 + i12)−n .3 CHAPTER 37. we can calculate a present value or a future value . because we are doing future values. 4. We are calculating future values. . You have a savings account which pays interest of 12% per annum. + P (1 + i12)1 Here are some important points to remember when deriving this formula: 1. + X 1 ] using X = (1 + i12) Note that this time X has a positive exponent not a negative exponent. using our usual notation. . If you draw a timeline you will see that the time between the ﬁrst payment and when you buy the car is 24 months. so we will need to work out later what the month interest rate is!) A = P (1 + i12)24 + P (1 + i12)23 + . .because 12% is the annual interest rate. 3.whereas now we are making a series of payments into the same account? This is a sinking fund. + X 24 ] = P · X[1 + X + X 2 + . until you are ready to buy the car. and then again each month for 2 years.you can see from the equation what the obvious choice of X should be. You need to work out how much to put into your bank account now. . So. everything needs to be in months.20 interest that you have saved is attributable to. compound interest! 37. . . and i12 is the monthly interest rate. 2.3. (Careful . Check right now that you agree that there are 24 terms in the formula above.37. which will cost R45 000 . So let A be the closing balance you need to buy a car.. looking at the timeline.and you would like to buy it in 2 years time. But the other possible situation is that we want to look at the future value of a series of payments. Let us reorder the terms: A = P [X 1 + X 2 + .GRADE 12 know by now that the diﬀerence between the additional R48 458. you have got it.74 that you have paid and the R76 675. which as you know can be simpliﬁed as: A = = P · X[X n − 1]/((1 + i12) − 1) P · X[X n − 1]/i12 484 . . Maybe you want to save up for a car. let us simplify this equation: A = = P [(1 + i12)24 + (1 + i12)23 + . now that we have the right starting point.3 Future Value of a series of Payments In the same way that when we have a single payment. yes.. + X 2 3] This is just another sum of a geometric sequence. So. . Check back to the start of the chapter is this is not obvious to you by now. Can you see the diﬀerence between this example and the ones at the start of the chapter where we were only making a single payment into the bank account .so we calculated present values.we can also do that when we have a series of payments. + (1 + i12)1 ] P [X 24 + X 23 + . Make sure you agree how we come up with this. Again. you can see that the 24th payment is being made one month before you buy the car . we had a few payments. which is why we use 24 in the ﬁrst exponent. and we wanted to know what they are worth now . In the above section. P is how much you need to pay into the bank account each month. Always check that you have got the right number of payments in the equation. let us write out the answer.which is why the last exponent is a 1. FINANCE .
you will be able to make informed decisions on options presented to you. 37. compounded monthly.1 Loan Schedules So far. make sure you use a monthly interest rate! Using the formula from Section 21. For an extra payment of R290.in terms of present values.67 This means you need to invest R1 662. Therefore. the present value of this amount is R35 873.0094888 1662. you should understand the mathematical theory behind compound interest.4 So if we want to use our numbers. We are not considering the repayments individually.72449[(1 − (1. FINANCE .1% p. 485 . At this stage.3. and at a monthly interest rate of 0. So we can show that i12 = 0..72449? We have seen this before . There is another way of looking at this too .0094888)−24)/0.4 Investments and Loans By now.CHAPTER 37. In the following section.94888%. n=24 (because we are looking at monthly payments. BUT (and it is a big but) we need a monthly interest rate. we know that A = R45 000.4 Exercises .8. Now the question is what monthly amount at 0.a.so if we have monthly payments. Do not forget that the trick is to keep the time periods and the interest rates in the same units .0094888 = 0. This section aims to allow you to use these valuable skills to critically analyse investment and load options that you will come across in your later life.0094888)[(1.67 = M/[(1 − (1 + i)−n )/i] 37.0094888)24 − 1]/0.Present and Future Values 1. You have taken out a mortgage bond for R875 000 to buy a ﬂat. How much money must be invested now to obtain regular annuity payments of R 5 500 per month for ﬁve years ? The money is invested at 11. so there are 24 months involved) and i = 12% per annum. the numerical implications of compound interest is often subtle and far from obvious. This way.it is just like the mortgage questions! So let us go ahead and see if we get to the same answer P = R35 873. Recall the example in section ??FIXTHIS.52 a month. We know that we need an amount of R45 000 in 24 months time. A What is the monthly repayment on the bond? B How much interest will be paid in total over the 30 years? 2. you should be well equipped to perform calculations with compound interest.94888%. This provides a good illustration of the long term eﬀect of compound interest that is often surprising. we’ll aim to explain the reason for drastic deduction in times it takes to repay the loan. we could have paid oﬀ our loan in less than 14 years instead of 20 years. we know that (1 + i) = (1 + i12)12 .0094888] = R1 662. However.67 each month into that bank account to be able to pay for your car in 2 years time.72449.GRADE 12 37.94888% interest over 24 month has a present value of R35 873. we have been working out loan repayment amounts by taking all the payments and discounting them back to the present time.4. 45 000 = P = P (1. The bond is for 30 years and the interest rate is 12% per annum payable monthly. (Answer to the nearest hundred rand) 37.
FINANCE . This is a simple and repetitive process.61.69 = R579. at time 12).48 of what we owe! This is called the capital component. we can work out how much interest we owe the bank at this moment. the interest owed is R1 420. This means we would have paid oﬀ over R7 000 in our ﬁrst year instead of less than R4 000. After one month. the amount outstanding decreases by over R3 000 to R182 808. Let’s see what happens at end of the second month. We are only paying oﬀ R1 709. There are numerous questions that could be raised: how much do you still owe them? Since you are paying oﬀ the loan. Whatsmore. let’s see the same thing again. We borrowed R190 000 a month ago. This 486 . The capital component of the repayment is now R1 709.87 Since we don’t owe the bank as much as we did last time.2.69 (That’s R189 425×i12). However. The amount of interest we need to pay is the interest on the capital outstanding. but how much less? We know that we’ll be paying interest on the money we still owe the bank. how much will they change by? As before.48 one month into the loan.37.4 CHAPTER 37.87 = R286. This reduces the amount outstanding to R188 845. reducing it to R189 425. if we increase the repayments to R2 000 a month.GRADE 12 Think about the time you make a repayment to the bank. Our R2 000 pays for that interest.52 . we also owe a little less interest. We are paying it oﬀ over 20 years at an interest of 9% per annum payable monthly. This is called the capital outstanding. but with R2 000 being repaid each year. we can break each of our repayments down into an interest part and the part that goes towards paying oﬀ the loan. look at the amount we are still owing after one year (i.14.69. we are paying R2 000 this time.52 × 0. This is called a loan schedule. Consider the ﬁrst payment of R1 709. We calls this the interest component of the repayment.48 .R286. We expect the numbers to change.48 . Note that when we are paying oﬀ R2 000 a month as compared to R1 709. First. Therefore. so we should owe: I = = = M × i12 R190 000 × 0. When exactly do we pay interest? How much interest are we paying? The answer to these questions lie in something called the load schedule. I = = = M × i12 R189 715. The important numbers to notice is the “Capital Component” column.31. However. and reduces the capital amount owed by R2 000 .75% R1 422.1 is a table showing the breakdown of the ﬁrst 12 payments.48 a month. We worked out that the repayments should be R1 709.e. this column more than doubles? In the beginning of paying oﬀ a loan.R1 425 = R284.48 = R189 715. we still owe R186 441.48 a month. Now.R1 420. we owe R1 425 in interest in interest. The capital outstanding will be R189 715.75% R1 425 We are paying them R1 425 in interest. even a small incread in repayment amounts can signiﬁcantly increase the speed at which we are paying oﬀ the capital.61 = R189 428. We will continue to use the example from section ??FIXTHIS. very little of our money is used to pay oﬀ the captital outstanding. This way.48.R284.91. By the end of the second month. Doing the same calculations as before yields a new loan schedule shown in Table 37. Table 37. When we were paying R1 709. That means we still owe R190 000 .84. surely you must owe them less money.52. There is a loan amount of R190 000. However. That leaves R575 that goes towards paying oﬀ the capital outstanding.R1 422.
69 R 186 441.72 418.48 709.00 R 183 432.27 R 187 663.48 709.27 306.55 308.48 709.76 290.00 619.76 302.58 385.88 610.00 Capital Outstanding R 190 000.63 394.GRADE 12 37.51 R 187 361.93 400.00 000.00 000.96 409.31 297.10 R 188 260.48 709.74 Capital Component R R R R R R R R R R R R 575.00 R 189 715.97 407.37 605.00 000.87 420.11 295.2: A loan schedule with repayments of R2 000 per month.00 579.26 R R R R R R R R R R R R 2 2 2 2 2 2 2 2 2 2 2 2 000.79 R 187 963.55 416.14 R 188 849.00 000.30 R 185 277.4 Time 0 1 2 3 4 5 6 7 8 9 10 11 12 Repayment Interest Component R R R R R R R R R R R R 1 1 1 1 1 1 1 1 1 1 1 1 425.1: A loan schedule with repayments of R1 709.12 389.48 709.00 R 188 845.00 R 189 425.03 R 187 674.39 R 182 808.00 R 184 052.45 596.72 407.34 411.55 403.31 583.39 375.00 000.66 R 185 883.48 286.00 000.48 709. Time 0 1 2 3 4 5 6 7 8 9 10 11 12 Repayment Interest Component R R R R R R R R R R R R 1 1 1 1 1 1 1 1 1 1 1 1 425.69 R 188 262.48 405.42 615.93 293.42 R 184 667.21 R 188 556.00 000.63 Capital Component R R R R R R R R R R R R 284.00 000.00 R 187 081.85 R R R R R R R R R R R R 1 1 1 1 1 1 1 1 1 1 1 1 709.61 624.48 709.00 304.51 R 187 057.00 380.66 588.55 R 186 484.37 414.24 R 186 750.52 R 189 428.00 000.52 299.00 000.48 Capital Outstanding R 190 000.03 592.21 402.00 000.00 422.48 709.48 709.69 416. 487 .11 398.48 709.17 411.CHAPTER 37.00 420.48 per month. FINANCE .89 601.84 Table 37.91 R 189 140.48 709.61 288.14 Table 37.
You can decide how much you want to repay each month and you’ll know of its eﬀects.017 627 3) R6 712. they need to be careful not to cheat their customers for fear that they’ll simply use another bank. Their parents oﬀer to put down a 20% payment towards the cost of the house.5%.00625)−360] 0. However. by paying slightly more than what the bank would ask you to pay.48 is more signiﬁcant in be beginning of the loan than near the end of the loan. For us. you can decide what’s best for you.GRADE 12 increased speed at which we are paying oﬀ the capital portion of the loan is what allows us to pay oﬀ the whole load in around 14 years instead of the original 20. It is noted that in this instance. It’s a simple matter of less money now or more money later. Learning about ﬁnancial mathematics enables you to duplicate these calculations for yourself. In all likelihoxod. Note however. FINANCE . which amount is repaid does generally make a bank more or less money. it doesn’t matter much either way.46 x[1 − (1 + i)−n ] i R960 000 = = x = Step 4 : Write the ﬁnal answer The monthly repayments = R6 712. you can pay oﬀ a loan a lot quicker. Therefore. however. the changes involved appear big. Banks provide a service to us in return for a fee.37. This way. They need to get a moratage for the balance.4 CHAPTER 37.00625 x(143. The natural question to ask here is: why are banks asking us to pay the lower amount for much longer then? Are they trying to cheat us out of our money? There is no simple answer to this. Worked Example 165: Monthly Payments Question: Stefan and Marna want to buy a house that costs R 1 200 000. they are correct amounts for given interest rates and terms. so they are out to make a proﬁt. it doesn’t aﬀect their proﬁt margins one bit! Remember that a bank calculates repayment amount using the same methods as we’ve been learning. We are paying oﬀ our loan 6 years earlier by paying just a bit more a month. Banks generally use a 20 year repayment period by default. the eﬀect of paying R2 000 instead of R1 709.075 ÷ 12 = 0. To a bank. As a result. The central issue here is one of scale. What are their monthly repayments if the term of the home loan is 30 years and the interest is 7. compounded monthly ? Answer Step 1 : Determine how much money they need to borrow R1 200 00 − R240 000 = R960 000 Step 2 : Determine how to approach the problem Use the formula: P = Where P = 960 000 n = 30 × 12 = 360months i = 0. A bank wouldn’t care much either way.00625 Step 3 : Solve the problem x[1 − (1 + 0.46 488 . so you should pick something that suits you.
4.84. We also saw how we can calculate this using loan schedules. However. all the repayments we are still going to make in the future will exactly pay oﬀ Y . Remember that when we worked out the monthly repayments.3 Calculating Capital Outstanding As deﬁned in Section 37. we’ll have to ﬁrst calculate how much capital is outstanding at time 1 through to 11 as well. so let’s take some time to examine the concept. However.92 1 − 1. We should have got R186 441. the monthly repayment is R1 709. we still owe amount Y . Recall the case where we were trying to repay a loan of R200 000 over 20 years.CHAPTER 37. this is largely unavoidable.84. Let’s return to a previous example. it is the application that is useful. 2.0075−228 0. compounded annually. Calculate the monthly repayments if the interest rate is 14% p.Investments and Loans 1.a. calculate the amount of each instalment.2 Exercises . we can see that after 12 month. If the rate of interest os 10% per annum. we won’t be owing anything. it is not immediately why this works. What do we know about Y ? We know that using the loan schedule. This is true because in the end. we can calculate what it equals to.1. In ﬁnancial mathematics. This is already quite a bit more work than we’d like to do. 37. Let’s try to work this out using the the prospective method. just after we made a repayment. While memorising them is nice (there are not many). Prospective method for Capital Outstanding Let’s say that after a certain number of years. FINANCE . this is in fact not a mistake. compounded monthly and the loan must be paid of in 20 years time. A loan of R 4 200 is to be returned in two equal annual instalments. After time 12.GRADE 12 37.4.75% R1 709. We also know that Y is the amount that we are still going to pay oﬀ. the rounding oﬀ error was carried through. there is a signiﬁcant disadvantage to this method: it is very time consuming. This was because one cannot make a payment for a fraction of a cent. However. Financial 489 . but that is a lot of repetitive work. the amount outstanding is R186 441. we rounded to the nearest cents and arrived at R1 709.5 37. there is still 19 × 12 = 228 repayments left of R1 709. the present value of all outstanding future payments equal the present amount outstanding.0075 Oops! This seems to be almost right. in order to calculate how much capital is still outstanding at time 12 using the loan schedule. after all the repayments. Can you imagine calculating the amount outstanding after 10 years (time 120)? Fortunately. Therefore.5 Formulae Sheet As an easy reference.4. That’s why the two ﬁgures don’t match exactly. In other words. A property costs R1 800 000. For example. At an interested rate of 9% compounded monthly. here are the key formulae that we derived and used during this chapter. This is the prospective method for calculating capital outstanding. Therefore. The present value is: n = i = Y = = 228 0. We are 8 cents out. there is an easier method.48 each.48.1.48 × R186 441. In table 37.48. but not quite. Capital outstanding is the amount we still owe the people we borrowed money from at a given moment in time. 37.
5. 490 .05. Thabo is about to invest his R8 500 bonus in a special banking product which will pay 1% per annum for 1 month. FINANCE . What was the value of the initial deposit? 6.simple Future Value . their investments are equal. normally the eﬀective rate per annum period for which the investment is made the interest rate paid T times per annum. If after 6 years. calculate the value of i and ﬁnd X. In the following year you invest the accumulation that you received for another year at the same interest rate and on the third year.5.6 CHAPTER 37. If P represents the present value (R500).1 P i n iT Deﬁnitions Principal (the amount of money at the starting point of the calculation) interest rate. 37.g. then 2% per annum for the next 2 months.simple Solve for i Solve for n = P (1 + i · n) Present Value .). and why? 5. A diﬀerent bank account pays compound interest of 8% per annum.2 Equations Present Value . and 0% for the rest of the year. After 7 months after an initial deposit.81. Which of the two answers above is lower. 37. 4% per annum for the next 4 months. they are paid a salary to use the right methods to solve ﬁnancial problems. both in years. 4.5% per annum is R3 650. The are going to charge him R100 to set up the account. 3. then 3% per annum for the next 3 months. How much can he expect to get back at the end of the period? 2. you invested the accumulation you received at the same interest rate too. Calculate the opening balance required to generate a closing balance of R5 000 after 2 years. A special bank account pays simple interest of 8% per annum. Thabani and Lungelo are both using UKZN Bank for their saving.GRADE 12 experts are not paid a salary in order to recite formulae.37. the value of a bank account which pays compound interest of 7.6 End of Chapter Exercises 1. or both in months etc. Thabani made his deposit 3 years after Lungelo made his ﬁrst deposit. Thabani makes a deposit of 3X at an interest rate of 0. Calculate the opening balance required to generate a closing balance of R5 000 after 2 years.compound Solve for i Solve for n = P (1 + i)n Important: Always keep the interest and the time period in the same units of time (e. i.e. if the sum of their investment is R20 000. iT = Nominal Interest Rate T 37. Suppose you invest R500 this year compounded at interest rate i for a year in Bank T. [Hint: ﬁnd a formula] 7. Suppose Lungelo makes a deposit of X today at interest rate of i for six years. ﬁnd a pattern for this investment.compound Future Value . use X you got to ﬁnd out how much Thabani got in 6 years.
as a result of Thoko ﬁnding a job in Australia 7 years after their initial investment. 491 . 11. Themba’s accumulation equals Sipho’s. They both decided to take whatever value was there and split it according to their initial investment(in terms of percentages). she invested her accumulation for another 2 years. is 21% per annum. Andr´ got 65. e They planned to invest their money for 20 years .CHAPTER 37.2 % of the e winnings and Thoko got 34. Find how much each will get after 7 years. Robert invested the same amount at interest rate of 5 % for 6 years. After 6 years she choose to buy a car which costs R26 000. They decided to divide their winnings according to the following: Because Andr was the head of the project and he spent more time on it. if the interest rate is equal to the percentage that Thoko invested (NOT the money but the percentage). ﬁnd the interest rate i and ﬁnd out whether Themba will be able to buy her favorite cell phone after 10 years which costs R2 000. When they calculated how e much each contributed in the investment. Sipho invests R500 at an interest rate of log(1.05.5 % of the share of her sum and Andr´decided to invest 1. Themba. After 2 years. but. If after 5 years. So. decided to invest their winnings (amounting to R10 000) from their e science project. Calculate the real cost of a loan of R10 000 for 5 years at 5% capitalised monthly and half yearly. 9. Andr´ and Thoko. she invested her accumulation for which she got for another 2 years at an interest rate of 5 %. Sipho’s sister invested R200 at interest rate i for 10 years on the same date that her brother made his ﬁrst deposit. 12.GRADE 12 37. A Without using any numbers. Her husband.6 8. in years. it will take for the value of a motor vehicle to decrease to 25% of its original value if the rate of depreciation.5 % of the share of his sum. FINANCE . Thoko had 25 % and Andr´ had 75 % share. Thoko decided to invest only 0.8%. ﬁnd a pattern for Moira’s investment? B How Moira’s investment diﬀer from Robert’s? 10. based on the reducingbalance method. Moira deposits R20 000 in her saving account for 2 years at an interest rate of 0. After 4 years. Determine how long. at the same interest rate.12) for 5 years.
GRADE 12 492 .6 CHAPTER 37. FINANCE .37.
that is expressions with the highest power equal to 3. then (ax + b) is a factor of f (x). b So if f (− a ) = 0. This chapter focusses on the factorisation of cubic polynomials. you learnt how to solve diﬀerent types of equations.Chapter 38 Factorising Cubic Polynomials Grade 12 38. Deﬁnition: Factor Theorem For any polynomial. f (1) must be 0. 38. In other words: If the remainder when dividing f (x) by (x − a) is zero. Answer Step 1 : Determine how to approach the problem In order for y − 1 to be a factor.2 The Factor Theorem The factor theorem describes the relationship between the root of a polynomial and a factor of the polynomial. Or. for all values of a which satisfy f (a) = 0.1 Introduction In grades 10 and 11. (x − a) is a factor of f (x). Most of the solutions. then (ax + b) is a factor of f (x). relied on being able to factorise some expression and the factorisation of quadratics was studied in detail. f (x). more concisely: f (x) = q(x) x−a is a polynomial. Step 2 : Calculate f (1) f (y) = ∴ f (1) = = = 2y 4 + 3y 2 − 5y + 7 2(1)4 + 3(1)2 − 5(1) + 7 2+3−5+7 7 493 . Worked Example 166: Factor Theorem Question: Use the Factor Theorem to determine whether y − 1 is a factor of f (y) = 2y 4 + 3y 2 − 5y + 7.
Worked Example 167: Factor Theorem Question: Using the Factor Theorem. y − 1 is not a factor of f (y) = 2y 4 + 3y 2 − 5y + 7.: (x + y)(x2 − xy + y 2 ) = x3 + y 3 and (x − y)(x2 + xy + y 2 ) = x3 − y 3 We also saw that the quadratic terms do not have rational roots. verify that y + 4 is a factor of g(y) = 5y 4 + 16y 3 − 15y 2 + 8y + 16.3 Factorisation of Cubic Polynomials Cubic expressions have a highest power of 3 on the unknown variable. FACTORISING CUBIC POLYNOMIALS . When a = 1. The general method is similar to that used to factorise quadratic equations. This means that there should be at least 3 factors. ﬁnd the factors of: x3 − 2x2 − 5x + 6. Step 2 : Calculate f (1) g(y) = 5y 4 + 16y 3 − 15y 2 + 8y + 16 ∴ g(−4) = 5(−4)4 + 16(−4)3 − 15(−4)2 + 8(−4) + 16 = 5(256) + 16(−64) − 15(16) + 8(−4) + 16 = 1280 − 1024 − 240 − 32 + 16 = 0 Step 3 : Conclusion Since g(−4) = 0.3 CHAPTER 38.1) We will deal with simplest case ﬁrst. D and F . and you only have to determine B. If you have a cubic polynomial of the form: f (x) = ax3 + bx2 + cx + d then you should expect factors of the form: (Ax + B)(Cx + D)(Ex + F ). then A = C = E = 1. There are many methods of factorising a cubic polynomial. g(−4) must be 0. y + 4 is a factor of g(y) = 5y 4 + 16y 3 − 15y 2 + 8y + 16. We have seen in Grade 10 that the sum and diﬀerence of cubes is factorised as follows. 38.38.GRADE 12 Step 3 : Conclusion Since f (1) = 0. In this case we have a b = 1 = −2 c = −5 d = 6 494 . Answer Step 1 : Determine how to approach the problem In order for y + 4 to be a factor. For example. (38.
(+1)(x2 ) gives x2 . (38. D and F . Once you have the quadratic. Answer Step 1 : By trial and error using the factor theorem to ﬁnd a factor Try f (1) = (1)3 + (1)2 − 9(1) − 9 = 1 + 1 − 9 − 9 = −16 Therefore (x − 1) is not a factor Try f (−1) = (−1)3 + (−1)2 9(−1)9 = 1 + 1 + 99 = 0 Thus (x + 1) is a factor. We can rewrite (38. Therefore we can use a trial and error method to ﬁnd B. If we multiply this out we get: (x + B)(x + D)(x + F ) = (x + B)(x2 + Dx + F x + DF ) = x3 + Dx2 + F x2 + Bx2 + DF x + BDx + BF x + BDF = x3 + (D + F + B)x2 + (DF + BD + BF )x + BDF We can therefore write: b c d = −2 = D + F + B = −5 = DF + BD + BF = 6 = BDF. Now. b. FACTORISING CUBIC POLYNOMIALS . However. because f (−1) = 0.3 The factors will have the general form shown in (38. This can become a very tedious method. D and F . 495 . therefore the Factor Theorem can be used to ﬁnd the factors of cubic polynomials. and we are now left with f (x) = (x + 1)(x − 3)(x + 3) In general. you ﬁnd one factor by trial and error. Now divide f (x) by (x + 1) using division by inspection: Write x3 + x2 − 9x − 9 = (x + 1)( ) The ﬁrst term in the second bracket must be x2 to give x3 if one works backwards. For example the factors of x3 − 2x2 − 5x + 6 can be found as follows: There are three factors which we can write as (x − a)(x − b)(x − c). Step 2 : Factorise fully x2 − 9 can be further factorised to (x − 3)(x + 3). you can apply the standard methods to factorise the quadratic.1) with A = C = E = 1 as: (x + B)(x + D)(x + F ).4) This is a set of three equations in three unknowns. So we have x3 + x2 − 9x − 9 = (x + 1)(x2 ?x − 9). c and d to determine values for B. D and F are factors of 6 because BDF = 6.1). So f (x) = (x + 1)(x2 − 9). We can then use values for a.3) (38. Worked Example 168: Factorisation of Cubic Polynomials Question: Factorise f (x) = x3 + x2 − 9x − 9 into three linear factors.2) (38.GRADE 12 38. to factorise a cubic polynomial. we know that B. Use the factor theorem to conﬁrm that the guess is a root. The last term in the second bracket must be −9 because +1 × −9 = −9. we must ﬁnd the coeﬃcient of the middelterm (x). Then divide the cubic polynomial by the factor to obtain a quadratic.CHAPTER 38. So. the coeﬃcient of the xterm must be 0. with A = C = E = 1.
the coeﬃcient of the xterm must be −1. 2.. Now. (−1)(x2 ) gives −x2 .38.. we must ﬁnd the coeﬃcient of the middelterm (x).. f (x) = 2x3 + x2 − 5x + 2 A Find f (1). Step 2 : Division by expection x3 − 2x2 − 5x + 6 = (x − 1)( ) The ﬁrst term in the second bracket must be x2 to give x3 if one works backwards. So. then (x − p) is .4 CHAPTER 38.GRADE 12 Worked Example 169: Factorisation of Cubic Polynomials Question: Use the Factor Theorem to factorise x3 − 2x2 − 5x + 6. Complete: If f (x) is a polynomial and p is a number such that f (p) = 0. Use the Factor Theorem to determine all the factors of the following expression: x3 + x2 − 17x + 15 5. 3. So we have x3 − 2x2 − 5x + 6 = (x − 1)(x2 ?x − 6). it is also easy to solve cubic equations of the kind ax3 + bx2 + cx + d = 0 496 .4 Exercises . B Factorise f (x) completely 4. Use the factor theorem to factorise x3 − 3x2 + 4 completely. Step 3 : Factorise fully x2 − x − 6 can be further factorised to (x − 3)(x + 2). So f (x) = (x − 1)(x2 − x − 6). FACTORISING CUBIC POLYNOMIALS .Using Factor Theorem 1. Answer Step 1 : Find one factor using the Factor Theorem Try f (1) = (1)3 − 2(1)2 − 5(1) + 6 = 1 − 2 − 5 + 6 = 0 Therefore (x − 1) is a factor.5 Solving Cubic Equations Once you know how to factorise cubic polynomials. 38. Find the remainder when 4x3 − 4x2 + x − 5 is divided by (x + 1).. The last term in the second bracket must be −6 because −1 × −6 = +6. and we are now left with x3 − 2x2 − 5x + 6 = (x − 1)(x − 3)(x + 2) 38.
So we have 6x3 − 5x2 − 17x + 6 = (x − 2)(6x2 ?x − 3). Try f (2) = (2)3 − 2(2)2 − 6(2) + 4 = 8 − 8 − 12 + 4 = −8 497 . we must ﬁnd the coeﬃcient of the middelterm (x). This is when the quadratic formula √ −b ± b2 − 4ac x= 2a can be used to solve the cubic equation fully. (−2)(6x2 ) gives −12x2 . − 3 2 (x − 2)(2x + 3)(3x − 1) = 0 Sometimes it is not possible to factorise the trinomial (”second bracket”). the coeﬃcient of the xterm must be 7. So. Answer Step 1 : Find one factor using the Factor Theorem Try f (1) = 6(1)3 − 5(1)2 − 17(1) + 6 = 6 − 5 − 17 + 6 = −10 Therefore (x − 1) is NOT a factor. Now. Try f (2) = 6(2)3 − 5(2)2 − 17(2) + 6 = 48 − 20 − 34 + 6 = 0 Therefore (x − 2) IS a factor. Step 2 : Division by expection 6x3 − 5x2 − 17x + 6 = (x − 2)( ) The ﬁrst term in the second bracket must be 6x2 to give 6x3 if one works backwards. Answer Step 1 : Find one factor using the Factor Theorem Try f (1) = (1)3 − 2(1)2 − 6(1) + 4 = 3 − 2 − 6 + 4 = −1 Therefore (x − 1) is NOT a factor.5 Worked Example 170: Solution of Cubic Equations Question: Solve 6x3 − 5x2 − 17x + 6 = 0. The last term in the second bracket must be −3 because −2 × −3 = +6. 6x3 − 5x2 − 17x + 6 = (x − 2)(6x2 + 7x − 3). and we are now left with x3 − 2x2 − 5x + 6 = (x − 2)(2x + 3)(3x − 1) Step 4 : Solve the equation 6x3 − 5x2 − 17x + 6 x = 0 1 3 = 2.GRADE 12 38. FACTORISING CUBIC POLYNOMIALS . . So.CHAPTER 38. For example: Worked Example 171: Solution of Cubic Equations Question: Solve for x: x3 − 2x2 − 6x + 4 = 0. Step 3 : Factorise fully 6x2 + 7x − 3 can be further factorised to (2x + 3)(3x − 1).
1 Exercises .Solving of Cubic Equations 1. Solve for x: 16(x + 1) = x2 (x + 1) . x2 − 4x + 2 cannot be factorised any futher and we are now left with (x + 2)(x2 − 4x + 2) = 0 Step 3 : Solve the equation (x + 2)(x2 − 4x + 2) (x + 2) = 0 = or 0 (x2 − 4x + 2) = 0 Step 4 : Apply the quadratic formula for the second bracket Always write down the formula ﬁrst and then substitute the values of a.GRADE 12 Therefore (x − 2) is NOT a factor. Solve for x if 2x3 − 3x2 − 8x = 3 38. Solve for x: x3 + x2 − 5x + 3 = 0 2. Now. Step 2 : Division by expection x3 − 2x2 − 6x + 4 = (x + 2)( ) The ﬁrst term in the second bracket must be x2 to give x3 . we must ﬁnd the coeﬃcient of the middelterm (x).5. √ −b ± b2 − 4ac x = 2a −(−4) ± (−4)2 − 4(1)(2) = 2(1) √ 4± 8 = 2√ = 2± 2 Step 5 : Final solutions √ x = −2 or x = 2 ± 2 38.6 CHAPTER 38.6 End of Chapter Exercises 498 1. the coeﬃcient of the xterm must be −4. (2)(x2 ) gives 2x2 .38. So we have x3 − 2x2 − 6x + 4 = (x + 2)(x2 ?x + 2). (2x2 −4x2 = −2x2 ) So x3 − 2x2 − 6x + 4 = (x + 2)(x2 − 4x + 2). 5. Solve for m: m3 − m2 − 4m − 4 = 0 4. f (−2) = (−2)3 − 2(−2)2 − 6(−2) + 4 = −8 − 8 + 12 + 4 = 0 Therefore (x + 2) IS a factor. b and c. The last term in the second bracket must be 2 because 2 × 2 = +4. FACTORISING CUBIC POLYNOMIALS . Solve for x: x3 − x2 = 3(3x + 2) Important: : Remove brackets and write as an equation equal to zero. So. Solve for y: y 3 − 3y 2 − 16y − 12 = 0 3.
FACTORISING CUBIC POLYNOMIALS . solve for x: 23x+3 + 7 · 22x + 2 = 17 · 2x 5. What is the value of R? 4.GRADE 12 2. A challenge: Determine the values of p for which the function f (x) = 3p3 − (3p − 7)x2 + 5x − 3 leaves a remainder of 9 when it is divided by (x − p). solve the equation 3. A Use the factor theorem to solve the following equation for m: 8m3 + 7m2 − 17m + 2 = 0 B Hence.(2x − 1) + R for all values of x. by factorising completely. or otherwise.6 B Hence.CHAPTER 38. A Show that x − 2 is a factor of 3x3 − 11x2 + 12x − 4 3x3 − 11x2 + 12x − 4 = 0 38. 2x3 − x2 − 2x + 2 = Q(x). 499 .
38.GRADE 12 500 . FACTORISING CUBIC POLYNOMIALS .6 CHAPTER 38.
In grade 12 you are expected to demonstrate the ability to work with various types of functions and relations including the inverses of some functions and generate graphs of the inverse relations of functions. We sometimes write y = f (x). This deﬁnition makes complete sense when compared to our real world examples — each person has only one height.Chapter 39 Functions and Graphs . we see that y 2 = 4 and thus either y = 2 or y = −2. If it is possible to draw any vertical line (a line of constant x) which crosses the relation more than once. which cuts the circle more than once. some very common mathematical constructions are not functions. Since there are two y values which are possible for the same x value. then the intersections correspond to multiple values of y for a single value of x. as in ﬁgure 39. This relation describes a circle of radius 2 centred at the origin. then the relation is not a function. in a speciﬁc town. For example. which is notation meaning ’y is a function of x’. 39. by looking at its graph.1 Introduction In grades 10 and 11 you have learnt about linear functions and quadratic functions as well as the hyperbolic functions and exponential functions and many more.2 Deﬁnition of a Function A function is a relation for which there is only one value of y corresponding to any value of x. the relation x2 + y 2 = 4 is not a function.2.Grade 12 39. on each day. consider the relation x2 + y 2 = 4. We can see this with our previous example of the circle by looking at its graph again in Figure 39.1. for example the dotted line in the drawing. However. a > 0 . State whether each of the following equations are functions or not: A x+y =4 501 . there is only one average temperature. in particular the inverses of: y = ax + q y = ax2 y = ax.1. so height is a function of people. If we let x = 0.1 Exercises 1. If more than one intersection point exists. 39. There is a simple test to check if a relation is a function. We see that we can draw a vertical line. Therefore this is not a function. This test is called the vertical line test.
2) (39. FUNCTIONS AND GRAPHS .39. We say x is the independent variable.1: Graph of y 2 + x2 = 4 B y=x 4 C y = 2x D x2 + y 2 = 4 2. Similarly if g(t) = 2t + 1.3 CHAPTER 39. In this section. then you have to work out the value for f (x) when x = 3. f (x) = f (3) = = 3x − 5 3(3) − 5 4 39.3) . In a function y = f (x). An inverse function is a function which ”does the reverse” of a given function. since we can choose x to be any number. Write down the equation to show that income is a function of the persent unemployed.3 Notation used for Functions In grade 10 you were introduced to the notation used to ”name” a function. because the value of y depends on what you choose as x. u.1) For example. we will consider inverse functions.GRADE 12 2 1 −2 −1 1 −1 −2 2 Figure 39. More formally. if f is a function with domain X. y is called the dependent variable. This 3 (39.4 Graphs of Inverse Functions In earlier grades. then f −1 is its inverse function if and only if for every x ∈ X we have: f −1 (f (x)) = f (f −1 (x)) = x (39. d. The table gives the average per capita income. if the function x → 3x + 2 is given. you studied various types of functions and understood the eﬀect of various parameters in the general equation. For example. If f (x) = 3x − 5 and you are ask to determine f (3). then t is the independent variable and g is the function name. u d 1 22500 2 22000 3 21500 4 21000 39. in a region of the country as a function of the percent unemployed. then its inverse function is x → is usually written as: f f −1 : : x → 3x + 2 (x − 2) x→ 3 502 (x − 2) .
It is possible to work around this condition. The inverse function of a straight line is also a straight line. 39.2. It can be seen that the two graphs are reﬂections of each other across the line y = x. The graphs of these functions are shown in Figure 39.4.1 Inverse Function of y = ax + q The inverse function of y = ax + q is determined by solving for x as: y = ax = x = = ax + q y−q y−q a 1 q y− a a (39. FUNCTIONS AND GRAPHS . Algebraically. If a function f has an inverse then f is said to be invertible. that is a horizontal line y = k placed anywhere on the graph of f must pass through f exactly once for all real k.4) (39. then for f to have a valid inverse. then the graph of f −1 is the reﬂection of the graph of f across the line y = x.6) (39.4 If f is a realvalued function. one computes the inverse function of f by solving the equation y = f (x) for x.CHAPTER 39. The line y = x is 2 shown as a dashed line. y = 1 3 2 x + 2 . the straight line equation given by y = 2x − 3 has as inverse the function.GRADE 12 The superscript ”1” is not an exponent. 503 . by deﬁning a multivalued function as an inverse. If one represents the function f graphically in a xycoordinate system. and then exchanging y and x to get y = f −1 (x) 39.2: The function f (x) = 2x − 3 and its inverse f −1 (x) = 1 x + 2 .5) (39.7) q 1 Therefore the inverse of y = ax + q is y = a x − a . For example. 3 2 f −1 (x) = 1 x + 2 3 2 1 −3 −2 −1 1 −1 −2 −3 2 3 f (x) = 2x − 3 3 Figure 39. it must pass the horizontal line test.
4. There has to be a restriction on the domain of a parabola for the inverse to also be a function. q 1 It is interesting to note that if f (x) = ax + q.8) (39. by setting y = 0 we have that the xintercept is xint = q. Since the inverse function of a straight line is also a straight line. 4. then f −1 (x) = a x − a and the yintercept of −1 f (x) is the xintercept of f (x) and the xintercept of f (x) is the yintercept of f −1 (x). 39. q By setting x = 0 we have that the yintercept is yint = − a .4 Domain and Range CHAPTER 39. FUNCTIONS AND GRAPHS . the line intersects the graph more than once.9) (39. then 9 − x is a function.4 Exercises 1. Similarly. Sketch the graph of the function f (x) = 3x − 1 and its inverse on the same set of axes. ﬁnd f −1 (x) 2. 39. The inverse of f can be found by witing f (y) = x. given that the graph of f is a parabola. the inverse function will have the same domain and range as the original function. Find the equation of f . A Is the relation a function? B Identify the domain and range. Intercepts q 1 The general form of the inverse function of the form y = ax + q is y = a x − a . If the restriction on the domain of f is x ≤ 0 then − 9 − x would be a function. The inverse of a function is f −1 (x) = 2x − 4. Then x = y2 = y = −y 2 + 9 9−x √ ± 9−x √ √ If x ≥ 0.3 Inverse Function of y = ax2 The inverse function of y = ax2 is determined by solving for x as: y x 2 x = ax2 y = a y = a (39. If we draw a vertical line through the graph of f −1 (x) = ± x.GRADE 12 We have seen that the domain of a function of the form y = ax + q is {x : x ∈ R} and the range is {y : y ∈ R}. Consider the function f (x) = −x2 + 9. The graph of f −1 is shown. what is the function f (x)? 39.2 Exercises 1. Consider the function f (x) = 3x − 7.4. 3. (Do not simplify your answer) 504 .10) We see that the inverse function of y = ax2 is not a function because it fails the vertical line √ test.4. Given f (x) = 2x − 3.39.
Find the equation of this tangent and hence or otherwise prove that the yaxis bisects the straight line AB.. √ D The tangent to the graph of y = x at the point A(9. B Find f −1 and state the domain and range. 1) (1. 5. f (x) = 2x2 .3: The function f (x) = x2 and its inverse f −1 (x) = ± x. 0) 2. .3) intersects the xaxis at B. Label a point on the graph other than the intercepts with the axes.GRADE 12 f (x) = x2 39. √ C Now sketch the y = x. A Sketch the graph of y = x2 labelling a point other than the origin on your graph. Sketch the graph of x = − 10 − y 2 . 505 . 4. The line y = x is shown as a dashed line. Given: g(x) = −1 + √ x. . ﬁnd the inverse of g(x) in the form g −1 (x). FUNCTIONS AND GRAPHS .4 3 2 1 f −1 (x) = √ x −3 −2 −1 1 −1 −2 −3 2 3 √ f −1 (x) = − x √ Figure 39. A Draw the graph of f and state its domain and range. C What must the domain of f be. so that f −1 is a function ? 3. f −1 (3. B Find the equation of the inverse of the above graph in the form y = .CHAPTER 39.
labeling a point other than the origin on your graph. √ 3. The line y = x is shown as a dashed line. Given g(x) = −1 + x. . ..11) (39. 2. 3) intersects the xaxis at B. ﬁnd the inverse of g(x) in the form g −1 (x) = . Therefore. prove that the yaxis bisects the straight line AB. B Write f −1 in the form y = .12) (39. . Given that f (x) = [ 5 ]x . 506 . . Given that f (x) = 4−x . reﬂected in the line y = x. 4. A Sketch the graphs of f and f −1 on the same system of axes indicating a point on each graph (other than the intercepts) and showing clearly which is f and which is f −1 . The exponential function and the logarithmic function are inverses of each other. . if f (x) = 10x . . the graph of the one is the graph of the other.13) (39.4. sketch the graphs of f and f −1 on the same system of axes indicating a point on each graph (other than the intercepts) and showing clearly which is f and which is f −1 .GRADE 12 39. sketch y = x. f (x) = 10x 3 2 1 f −1 (x) = log(x) 1 2 3 −3 −2 −1 −1 −2 −3 Figure 39. or otherwise. Find the equation of this tangent. and hence.4. then f −1 = logx. 39.6 Exercises 1 1. The domain of the function is equal to the range of the inverse. √ The tangent to the graph of y = x at the point A(9.4 CHAPTER 39. √ Now. FUNCTIONS AND GRAPHS .39. Find the equation of the inverse of the above graph in the form y = .14) log(y) = = ∴ x = The inverse of y = 10x is x = 10y . The range of the function is equal to the domain of the inverse.5 Inverse Function of y = ax The inverse function of y = ax2 is determined by solving for x as: y = ax log(a ) x log(a) log(y) log(a) x (39. which we write as y = logx.4: The function f (x) = 10x and its inverse f −1 (x) = log(x). A B C D Sketch the graph of y = x2 .
Graph 1 y Graph 2 y Graph 3 y x x x A y = log3 x B y = − log3 x D y = 3−x E y = 3x Write the equation that best describes each graph. The graph of y = f (x) is shown in the diagram below. B Evaluate f (3) + f (−1). Below. 1 . 3.CHAPTER 39. Is this graph a function ? Verify your answer.GRADE 12 39.5 End of Chapter Exercises 10 − y 2 . C y = log3 (−x) y f (x) 2 x −2 A Find the value of x such that f (x) = 0. you are given 3 graphs and 5 equations. Sketch the graph of x = − 2. 507 . x−5 1.5 39. FUNCTIONS AND GRAPHS . 4. f (x) = A determine the yintercept of f (x) B determine x if f (x) = −1.
Given the equation h(x) = 3x A Write down the inverse in the form h−1 (x) = . labelling the intercepts with the axes. . √ D The tangent to the graph of y = x at the point A(9. Find the equation of this tangent.39. A Sketch the graph of y = x2 .5 5. labelling a point other than the origin on your graph. √ C Now. . and hence. prove that the yaxis bisects the straight line AB.GRADE 12 √ x. ﬁnd the inverse of g(x) in the form g −1 (x) = .. . FUNCTIONS AND GRAPHS . sketch y = x. 3) intersects the xaxis at B. Given g(x) = −1 + CHAPTER 39. B Sketch the graphs of h(x) and h−1 (x) on teh same set of axes. 6.. . B Find the equation of the inverse of the above graph in the form y = . 508 . or otherwise. C For which values of x is h−1 (x) undeﬁned ? 7.
how water ﬂows. Only diﬀerential calculus will be studied.Chapter 40 Diﬀerential Calculus . Later. However.1 Why do I have to learn this stuﬀ? Calculus is one of the central branches of mathematics and was developed from algebra and geometry. which will be discussed in this chapter. Newton would claim that Leibniz 509 . teresting Both Isaac Newton (4 January 1643 – 31 March 1727) and Gottfried Liebnitz Interesting Fact Fact (1 July 1646 – 14 November 1716 (Hanover. For that reason it may be useful to have an overview of the subject before beginning its intensive study. Examples of typical diﬀerential calculus problems include: ﬁnding the acceleration and velocity of a freefalling body at a particular moment and ﬁnding the optimal number of units a company should produce to maximize its proﬁt. or more precisely. Calculus is built on the concept of limits. the local behaviour of functions. Calculus consists of two complementary ideas: diﬀerential calculus and integral calculus. In this section we give a glimpse of some of the main ideas of calculus by showing how limits arise when we attempt to solve a variety of problems. Extension: Integral Calculus Integral calculus is concerned with the accumulation of quantities. Diﬀerential and integral calculus act inversely to each other. Germany)) are credited with the ‘invention’ of calculus. such as areas under a curve. Diﬀerential calculus is concerned with the instantaneous rate of change of quantities with respect to other quantities. It is concerned with change and motion. other human activities such as economics are also made easier with calculus. linear distance traveled. When Newton and Leibniz ﬁrst published their results. While Newton derived his results years before Leibniz.Grade 12 40. This can be illustrated by the slope of a function’s graph. Calculus is fundamentally diﬀerent from the mathematics that you have studied previously. how light travels. while Liebnitz developed most of the notation that is still in use today. how sound travels and how the planets move. there was some controversy over whether Leibniz’s work was independent of Newton’s. or volume displaced. Calculus is more dynamic and less static. Examples of typical integral calculus problems include ﬁnding areas and volumes. Newton was the ﬁrst to apply calculus to general physics. ﬁnding the amount of water pumped by a pump with a set power input but varying conditions of pumping losses and pressure and ﬁnding the amount of rain that fell in a certain area if the rain fell at a speciﬁc rate. it was only some time after Leibniz published in 1684 that Newton published. Calculus is a tool to understand many natural phenomena like how the wind blows. It deals with quantities that approach other quantities.
One of Zeno’s paradoxes can be summarised by: Achilles and a tortoise agree to a race. but the tortoise is unhappy because Achilles is very fast.1) (40. This controversy between Leibniz and Newton divided Englishspeaking mathematicians from those in Europe for many years. DIFFERENTIAL CALCULUS . So.2 40. who is credited with giving the new discipline the name it is known by today: ”calculus”. which slowed the development of mathematical analysis. Newton’s name for it was ”the science of ﬂuxions”. the tortoise asks Achilles for a headstart.40.circa 430 BC) was a preSocratic Greek philosopher of Interesting Fact Fact southern Italy who is famous for his paradoxes.2 CHAPTER 40.2.25 m·s−1 then Achilles will overtake the tortoise when both of them have covered the same distance. however examination of the papers of Leibniz and Newton show they arrived at their results independently. Achilles agrees to give the tortoise a 1 000 m head start.1 Limits A Tale of Achilles and the Tortoise teresting Zeno (circa 490 BC . This means that 510 . 40. It is Leibniz.GRADE 12 got the idea from Newton’s notes on the subject. with Leibniz starting ﬁrst with integration and Newton with diﬀerentiation. Does Achilles overtake the tortoise? We know how to solve this problem. both Newton and Leibniz are given credit for independently developing calculus. Today.2) If we assume that Achilles runs at 2 m·s−1 and the tortoise runs at 0. however. We start by writing: xA xt where xA vA t xt vt distance covered by Achilles Achilles’ speed time taken by Achilles to overtake tortoise distance covered by the tortoise the tortoise’s speed = = vA t 1000 m + vt t (40.
in this 500 s. 125 = 62. .9) (40. . .5 s 2 to travel the 125 m. DIFFERENTIAL CALCULUS .25 m · s−1 )t 1000 m 1000 m 3 1 4 m · s−1 1000 m 7 −1 4 m·s (4)(1000) s 7 4000 s 7 3 571 s 7 40. . . the tortoise has travelled a further x = (500)(0. in Grades 10 and 11 you studied sequences. However. .CHAPTER 40. We have also seen that the inﬁnite geometric series has a ﬁnite total.ri−1 = a1 1−r for −1 where a1 is the ﬁrst term of the series and r is the common ratio.3) (40. the tortoise travels a further t= x = (62. . . . 2 3 4 5 which is deﬁned by the expression 1 n the terms get closer to 1 as n gets larger.4) (40. The inﬁnite geometric series is an = S∞ = ∞ i=1 a1 . For the sequence 1 2 3 4 0.5) (40.5 s.2 Sequences. .10) (40.7) (40. for the sequence an = 1 − 1 1 1 1 1.11) (2 m · s−1 − 0.25) = 125 m. Similarly. Series and Functions So what does Zeno.625 m. In this 62. . . .25 m · s−1 )t However.2. .GRADE 12 Achilles overtakes the tortoise at a time calculated as: xA (2 m · s vA t −1 )t t = = = = = = = = = xt 1000 + vt t 1000 m + (0. Zeno (the Greek philosopher who thought up this problem) looked at it as follows: Achilles takes 1000 = 500 s t= 2 to travel the 1 000 m head start that the tortoise had.5)(0. 511 . 2 3 4 5 which is deﬁned by the expression 1 n the terms get closer to 0 as n gets larger.6) (40.8) (40.2 (40. Zeno saw that Achilles would always get closer but wouldn’t actually overtake the tortoise. Achilles then takes another 40.25) = 15. Achilles and the tortoise have to do with calculus? Well.
5 8. Extension: Continuity We say that a function is continuous if there are no values of the independent variable for which the function is undeﬁned.3 6. (x + 6)(x − 2) as x gets close to 6.1 6.08 6. we can write: x+6 We can now introduce a new notation.01 5.08 8.5 7 6 5 The graph of this function is shown in Figure 40. x+6 Similarly.01 7. For the function y = lim x→−6 (x + 6)(x − 2) = −8.2 CHAPTER 40. for the function: Then we can cancel the x − 6 from numerator and denominator and we are left with: y = x − 2.9 7. we are only able to cancel the x + 6 term if x = −6. These values are listed in Table 40.09 6.1 which shows that as x gets closer to 6.2. This means that the domain of the function does not include x = −6. If x = −6.09 8.40.8 7.1 8.3 Limits (x + 6)(x − 2) . DIFFERENTIAL CALCULUS . But we can examine what happens to the values for y as x gets close to 6. However.4 8. then the denominator becomes 0 and the function is not deﬁned.1: Values for the function y = x 9 8 7 6.9 5. The graph is a straight line with slope 1 and intercept 2. y gets close to 8.6 7.7 5. x2 + 4x − 12 x+6 The numerator of the function can be factorised as: y= y= (x + 6)(x − 2) .5 6. 40.8 5.4 6.2 8.3 8.GRADE 12 We see that there are some functions where the value of the function gets close to or approaches a certain value. x+6 Table 40.7 7.5 5 4 3 y= (x+6)(x−2) x+6 11 10 9 8.6 5.2 6. but with a missing section at x = −6. x+6 512 .1.
x+6 This is read: the limit of (x+6)(x−2) x+6 as x tends to 6 is 8.04) f(0.GRADE 12 40. Worked Example 172: Limits Notation Question: Summarise the following situation by using limit notation: As x gets close to 1. Activity :: Investigation : Limits If f (x) = x + 1.03) f(0.00) f(0.01) f(0.02) f(0.1) f(0. 513 .04) f(0. DIFFERENTIAL CALCULUS .1) What do you notice about the value of f (x) as x gets close to 0.CHAPTER 40.2 4 3 2 1 −9 −8 −7 −6 −5 −4 −3 −2 −1 −1 −2 −3 −4 −5 −6 −7 −8 −9 1 2 3 4 Figure 40.05) f(0.02) f(0.03) f(0.1: Graph of y = (x+6)(x−2) . determine: f(0.05) f(0. the value of the function y =x+2 gets close to 3.01) f(0.
1 As x → 0 from the left. Let x approach the a. Worked Example 173: Limits 514 . This is written in limits notation as: 1 x approaches x→0− lim 1 = −∞ x for x approaching zero from the left and lim 1 =∞ x x→0+ for x approaching zero from the right. Method: Limits If you are required to calculate a limit like limx→a then: 1. 3. Simplify the expression completely. y = +∞. DIFFERENTIAL CALCULUS . We can also have the situation where a function has a diﬀerent value depending on whether x approaches from the left or the right.2: Graph of y = x . 4 3 2 1 −7 −6 −5 −4 −3 −2 −1 −1 −2 −3 −4 1 2 3 4 5 6 7 1 Figure 40.2. 2.2 Answer This is written as: CHAPTER 40. If it is possible.40. You can calculate the limit of many diﬀerent functions using a set method. y = x approaches −∞. An example of this is shown in Figure 40. cancel all common terms. As x → 0 from the right.GRADE 12 x→1 lim x + 2 = 3 in limit notation.
(x + 10)(x − 10) = x + 10 x − 10 Step 3 : Let x → 1 and write ﬁnal answer x2 − 100 = 20 x→10 x − 10 lim 515 . Step 2 : Cancel all common terms There are no terms to cancel. DIFFERENTIAL CALCULUS .2 lim 10 Answer Step 1 : Simplify the expression There is nothing to simplify. Step 2 : Cancel all common terms There are no terms to cancel.CHAPTER 40.GRADE 12 Question: Determine x→1 40. x2 − 100 x→10 x − 10 lim (x + 10)(x − 10) x2 − 100 = x − 10 x − 10 Step 2 : Cancel all common terms x − 10 can be cancelled from the numerator and denominator. Step 3 : Let x → 1 and write ﬁnal answer x→1 lim 10 = 10 Worked Example 174: Limits Question: Determine x→2 lim x Answer Step 1 : Simplify the expression There is nothing to simplify. Step 3 : Let x → 2 and write ﬁnal answer x→2 lim x = 2 Worked Example 175: Limits Question: Determine Answer Step 1 : Simplify the expression The numerator can be factorised.
2 CHAPTER 40.13) Now imagine that Q moves along the curve toward P . This means that the average gradient of the secant approaches the gradient of the tangent to the curve at P .40. We can now use our knowledge of limits to write this as: gradient at P = lim h→0 f (a) − f (a − h) . then the ycoordinate is f (a).12) (40. namely P . secant f (a) f (a − h) P Q f (x) a−h a If the xcoordinate of P is a. points P and Q are equal. then: y1 = f (a − h) y2 = f (a). but we need two points. if the xcoordinate of Q is a − h. but we did not learn how to determine the gradient of the tangent. We can now ﬁnd the average gradient of the curve between points P and Q. In Grade 11 you were introduced to the idea of a gradient at a single point on a curve. When h = 0. We can now calculate the average gradient as: y2 − y1 x2 − x1 = = f (a) − f (a − h) a − (a − h) f (a) − f (a − h) h (40. To get around the problem we ﬁrst consider a secant to the curve that passes through point P and another point on the curve Q. The average gradient between any two points on a curve is given by the gradient of the straight line that passes through both points. 516 .2. DIFFERENTIAL CALCULUS .GRADE 12 40. The problem now is that we only have one point. We saw that this was the gradient of the tangent to the curve at the given point. Now let us consider the problem of trying to ﬁnd the gradient of a tangent t to a curve with equation y = f (x) at a given point P .14) and we say that the gradient at point P is the limit of the average gradient as Q approaches P along the curve. If we choose a as x2 and a − h as x1 .4 Average Gradient and Gradient at a Point In Grade 10 you learnt about average gradients on a curve. Similarly. In (40.13) we see that as point Q approaches point P . h gets closer to 0. then the ycoordinate is f (a − h). tangent P f (x) We know how to calculate the average gradient between two points on a curve. The secant line approaches the tangent line as its limiting position. h (40.
2 Activity :: Investigation : Limits The gradient at a point x on a curve deﬁned by f (x) can also be written as: lim f (x + h) − f (x) h (40. 517 .14).CHAPTER 40. DIFFERENTIAL CALCULUS . Step 2 : Write f (x + h) and simplify f (x + h) = = = Step 3 : Calculate limit f (x + h) − f (x) h→0 h lim 2x2 + 4xh + 2h2 − 5x − 5h − (2x2 − 5x) h 2x2 + 4xh + 2h2 − 5x − 5h − 2x2 + 5x lim h→0 h 4xh + 2h2 − 5h lim h→0 h h(4x + 2h − 5) lim h→0 h lim 4x + 2h − 5 h→0 2(x2 + 2xh + h2 ) − 5x − 5h 2x2 + 4xh + 2h2 − 5x − 5h 2(x + h)2 − 5(x + h) = = = = = = 4x − 5 Step 4 : Calculate gradient at x = 2 4x − 5 = 4(2) − 5 = 3 Step 5 : Write the ﬁnal answer The gradient of the tangent to the curve f (x) = 2x2 − 5x at x = 2 is 3.GRADE 12 40. determine the gradient of the tangent to the curve at the point x = 2. It is simpler to substitute x = 2 at the end of the calculation. Worked Example 176: Limits Question: For the function f (x) = 2x2 − 5x. Answer Step 1 : Calculating the gradient at a point We know that the gradient at a point x is given by: lim f (x + h) − f (x) h h→0 In our case x = 2.15) h→0 Show that this is equivalent to (40.
40. x→3 3. Answer Step 1 : Calculating the gradient at a point We know that the gradient at a point x is given by: f (x + h) − f (x) h→0 h lim In our case x = a. Exercise: Limits Determine the following 1. x2 − 9 x→3 x + 3 lim lim x+3 x2 + 3x 2. It is simpler to substitute x = a at the end of the calculation.GRADE 12 Worked Example 177: Limits Question: For the function f (x) = 5x2 − 4x + 1. DIFFERENTIAL CALCULUS . determine the gradient of the tangent to curve at the point x = a.2 CHAPTER 40. 3x2 − 4x x→2 3 − x lim 518 . Step 2 : Write f (x + h) and simplify f (x + h) = = = Step 3 : Calculate limit f (x + h) − f (x) h→0 h lim 5x2 + 10xh + 5h2 − 4x − 4h + 1 − (5x2 − 4x + 1) h 5x2 + 10xh + 5h2 − 4x − 4h + 1 − 5x2 + 4x − 1 lim h→0 h 2 10xh + 5h − 4h lim h→0 h h(10x + 5h − 4) lim h→0 h lim 10x + 5h − 4 h→0 5(x2 + 2xh + h2 ) − 4x − 4h + 1 5x2 + 10xh + 5h2 − 4x − 4h + 1 5(x + h)2 − 4(x + h) + 1 = = = = = = 10x − 4 Step 4 : Calculate gradient at x = a 10x − 4 = 10a − 5 Step 5 : Write the ﬁnal answer The gradient of the tangent to the curve f (x) = 5x2 − 4x + 1 at x = 1 is 10a − 5.
Using (40.e. x2 − x − 12 x→4 x−4 lim x→2 lim 3x + 1 3x 40. If we use the traditional notation y = f (x) to indicate that the dependent variable is y and the independent variable is x. 40. Deﬁnition: Derivative The derivative of a function f (x) is written as f ′ (x) and is deﬁned by: f ′ (x) = lim f (x + h) − f (x) h→0 h (40. and that you are consistent in your usage of them when answering questions. dx does not mean dy ÷ dx.3 Diﬀerentiation from First Principles The tangent problem has given rise to the branch of calculus called diﬀerential calculus and the equation: f (x + h) − f (x) lim h→0 h deﬁnes the derivative of the function f (x).GRADE 12 4. then some common alternative notations for the derivative are as follows: f ′ (x) = y ′ = dy df d = = f (x) = Df (x) = Dx f (x) dx dx dx d The symbols D and dx are called diﬀerential operators because they indicate the operation of diﬀerentiation. i. Worked Example 178: Derivatives . dx means y diﬀerentiated with respect to dp d x. It is very important that you learn to identify these diﬀerent ways of denoting the derivative. operating on some function of x. The ‘ dx ’ is the “operator”. Answer Step 1 : Calculating the gradient at a point We know that the gradient at a point x is given by: g ′ (x) = lim g(x + h) − g(x) h→0 h 519 Step 2 : Write g(x + h) and simplify .First Principles Question: Calculate the derivative of g(x) = x − 1 from ﬁrst principles.15) to calculate the derivative is called ﬁnding the derivative from ﬁrst principles.16) There are a few diﬀerent notations used to refer to derivatives. dx means p diﬀerentiated with respect to x.3 5. Thus. dy Important: Though we choose to use a fractional form of representation. DIFFERENTIAL CALCULUS .CHAPTER 40. dx is a limit and dy dy is not a fraction. which is the process of calculating a derivative.
Answer Step 1 : Calculating the gradient at a point We know that the gradient at a point x is given by: g ′ (x) = lim g(x + h) − g(x) h→0 h Step 2 : Write g(x + h) and simplify g(x + h) = x + h − 1 Step 3 : Calculate limit g(x + h) − g(x) h x + h − 1 − (x − 1) lim h→0 h x+h−1−x+1 lim h→0 h h lim h→0 h lim 1 h→0 g ′ (x) = = = = = lim h→0 = 1 Step 4 : Write the ﬁnal answer The derivative g ′ (x) of g(x) = x − 1 is 1.GRADE 12 g(x + h) = x + h − 1 Step 3 : Calculate limit g(x + h) − g(x) h x + h − 1 − (x − 1) lim h→0 h x+h−1−x+1 lim h→0 h h lim h→0 h lim 1 lim g ′ (x) = = = = = h→0 h→0 = 1 Step 4 : Write the ﬁnal answer The derivative g ′ (x) of g(x) = x − 1 is 1.40. Worked Example 179: Derivatives .First Principles Question: Calculate the derivative of h(x) = x2 − 1 from ﬁrst principles. DIFFERENTIAL CALCULUS . 520 .3 CHAPTER 40.
which can be summarised by: d (xn ) = nxn−1 dx (40. there are rules which make calculating the derivative simple. If h(x) = 4x2 − 4x. 2. DIFFERENTIAL CALCULUS . For any two functions f (x) and g(x): d [f (x) ± g(x)] = f ′ (x) ± g ′ (x) (40. and it is easy to make mistakes. Activity :: Investigation : Rules of Diﬀerentiation From ﬁrst principles. 40. Fortunately. determine h′ (x) using ﬁrst principles.CHAPTER 40. Given g(x) = −x2 g(x + h) − g(x) A determine h B hence. Determine the derivative of f (x) = using ﬁrst principles. f (x) = x 3. f (x) = x2 4. f (x) = b 2.4 Rules of Diﬀerentiation Calculating the derivative of a function from ﬁrst principles is very long. Find the derivative of f (x) = −2x2 + 3x using ﬁrst principles. f (x) = x3 5.4 Exercise: Derivatives 1.GRADE 12 40. 1 3.18) dx 521 . 5. determine h→0 lim g(x + h) − g(x) h C explain the meaning of your answer in (b). x−2 4.17) There are two other rules which make diﬀerentiation simpler. determine the derivatives of the following: 1. Determine f ′ (3) from ﬁrst principles if f (x) = −5x2 . f (x) = 1/x You should have found the following: f (x) b x x2 x3 1/x = x−1 f ′ (x) 0 1 2x 3x2 −x−2 If we examine these results we see that there is a pattern.
40.19) Worked Example 180: Rules of Diﬀerentiation Question: Determine the derivative of x − 1 using the rules of diﬀerentiation. Find f ′ (z) if f (z) = (z − 1)(z + 1).4 CHAPTER 40. √ x3 + 2 x − 3 dy 4. f ′ (x) = 1 and g ′ (x) = 0 Step 3 : Write the ﬁnal answer The derivative of x − 1 is 1 which is the same result as was obtained earlier. DIFFERENTIAL CALCULUS . Find f ′ (y) if f (y) = y. Determine dx if y = . x 522 .1 Summary of Diﬀerentiation Rules d dx b =0 = nxn−1 df = k dx df dx d n dx (x ) d dx (kf ) d dx (f + g) = + dg dx Exercise: Rules of Diﬀerentiation x2 − 5x + 6 .GRADE 12 This means that we diﬀerentiate each term separately. x−2 √ 2.40. Find f ′ (x) if f (x) = 3.f (x)] = kf ′ (x) dx (40. 1.4. Answer Step 1 : Identify the rules that will be needed We will apply two rules of diﬀerentiation: d (xn ) = nxn−1 dx and d d d [f (x) − g(x)] = [f (x)] − [g(x)] dx dx dx Step 2 : Determine the derivative In our case f (x) = x and g(x) = 1. d [k. from ﬁrst principles. The ﬁnal rule applies to a function f (x) that is multiplied by a constant k.
y ′ at x = 1 is: 2(1) = 2 Step 4 : Find equation of tangent y − y1 y−1 y y = = m(x − x1 ) (2)(x − 1) = 2x − 2 + 1 = 2x − 1 523 . The tangent is a straight line and we can ﬁnd the equation by using derivatives to ﬁnd the gradient of the straight line. We also saw that the gradient of a function at a point is just its derivative. Then we will have the gradient and one point on the line.1) and draw both functions. any problems involving the calculations of gradients or rates of change can use derivatives.1) In order to determine the gradient at the point (1. So. we can ﬁnd the equation of the tangent.5 40. One simple application is to draw graphs of functions by ﬁrstly determine the gradients of straight lines and secondly to determine the turning points of the graph. Answer Step 1 : Determine what is required We are required to determine the equation of the tangent to the curve deﬁned by y = x2 at the point (1. DIFFERENTIAL CALCULUS . we know one important fact about a derivative: it is a gradient.5 Applying Diﬀerentiation to Draw Graphs Thus far we have learnt about how to diﬀerentiate various functions. Worked Example 181: Finding the Equation of a Tangent to a Curve Question: Find the equation of the tangent to the curve y = x2 at the point (1. Step 2 : Diﬀerentiate the function Using our rules of diﬀerentiation we get: y ′ = 2x Step 3 : Find the gradient at the point (1. so we can ﬁnd the equation using: y − y1 = m(x − x1 ) from grade 11 Coordinate Geometry.4 we saw that ﬁnding the gradient of a tangent to a curve is the same as ﬁnding the slope of the same curve at the point of the tangent.1 Finding Equations of Tangents to Curves In section 40. So. but I am sure that you are beginning to ask.CHAPTER 40. we substitute the xvalue into the equation for the derivative.5. 3x3 40. What is the point of learning about derivatives? Well.GRADE 12 5.1). Since we have the gradient of the tangent and the point on the curve through which the tangent passes. Determine the derivative of y = √ x3 + 1 .1).2. 40.
then the graph will start decreasing after the turning point. 2x = 0 x = 0 We then substitute this into the equation of the graph (i. The turning point is also known as a stationary point because the gradient at a turning point is 0.2 Curve Sketching Diﬀerentiation can be used to sketch the graphs of functions. by helping determine the turning points. Important: If x = a is a turning point of f (x). then: f ′ (a) = 0 This means that the derivative is 0 at a turning point.0). 524 . but we can use the derivative of the function: y ′ = 2x and set it equal to 0 to ﬁnd the xvalue for which the graph has a turning point.5. We can then use this information to calculate turning points. Take the graph of y = x2 as an example.e. We know that if a graph is increasing on an interval and reaches a turning point. DIFFERENTIAL CALCULUS .40.1) −4 −3 −2 −1 1 −1 −2 2 3 4 y = 2x − 1 −3 −4 40.1) is y = 2x − 1. y = x2 ) to determine the ycoordinate of the turning point: f (0) = (0)2 = 0 This corresponds to the point that we have previously calculated.GRADE 12 Step 5 : Write the ﬁnal answer The equation of the tangent to the curve deﬁned by y = x2 at the point (1.5 CHAPTER 40. by calculating the points at which the derivative of a function is 0. Step 6 : Sketch both functions y = x2 4 3 2 1 (1. We know that the graph of this function has a turning point at (0.
We are now ready to sketch graphs of functions. Answer Step 1 : Determine the derivative of f (x) Using the rules of diﬀerentiation we get: f ′ (x) = 6x2 − 18x + 12 Step 2 : Set f ′ (x) = 0 and calculate xcoordinate of turning point 6x2 − 18x + 12 = x − 3x + 2 = (x − 2)(x − 1) = 2 0 0 0 Therefore. so does f (x). then the graph decreasing is from left to right.GRADE 12 40. If a < 0. 525 . Method: Sketching GraphsSuppose we are given that f (x) = ax3 + bx2 + cx + d. and has ﬁrst a minimum and then a maximum. the turning points are at x = 2 and x = 1. DIFFERENTIAL CALCULUS . then the graph is increasing from left to right. 2. If a > 0. f (x) decreases as x increases. then there are ﬁve steps to be followed to sketch the graph of the function: 1. First try to eliminate constant common factors.5 Worked Example 182: Calculation of Turning Points Question: Calculate the turning points of the graph of the function f (x) = 2x3 − 9x2 + 12x − 15 . and to group like terms together so that the expression is expressed as economically as possible.11) and (1.CHAPTER 40.10). Step 3 : Substitute xcoordinate of turning point into f (x) to determine ycoordinates f (2) = 2(2)3 − 9(2)2 + 12(2) − 15 = 16 − 36 + 24 − 15 = −11 f (1) = 2(1)3 − 9(1)2 + 12(1) − 15 = 2 − 9 + 12 − 15 = −10 Step 4 : Write ﬁnal answer The turning points of the graph of f (x) = 2x3 − 9x2 + 12x − 15 are (2. As x increases. Use the factor theorem if necessary. Determine the xintercepts by factorising ax3 + bx2 + cx + d = 0 and solving for x. Determine the value of the yintercept by substituting x = 0 into f (x) 3. and has a maximum and then a minimum.
Step 3 : Find the turning points of the function dg Work out the derivative dx and set it to zero to for the x coordinate of the turning point. the graph of g(x) does not have any xintercepts. Worked Example 183: Sketching Graphs Question: Draw the graph of g(x) = x2 − x + 2 Answer Step 1 : Determine the yintercept yintercept is obtained by setting x = 0. into the expression for f (x). and setting it to 5. Therefore. 1 y coordinate of turning point is given by calculating g( 2 ). and solving for x. DIFFERENTIAL CALCULUS . Draw a neat sketch. into the expression for f (x). 4 ) 2 Step 5 : Draw a neat sketch 1 1 ( )2 − ( ) + 2 2 2 1 1 − +2 4 2 7 4 526 . g(x) 0 = = x2 − x + 2 x2 − x + 2 which does not have real roots.5 CHAPTER 40. dg = 2x − 1 dx dg = dx 2x − 1 = 2x = x = 0 0 1 1 2 Step 4 : Determine the ycoordinates of the turning points by substituting the x values obtained in the previous step. 6. Find the turning points of the function by working out the derivative zero. 1 g( ) = 2 = = 7 The turning point is at ( 1 . Determine the ycoordinates of the turning points by substituting the x values obtained in the previous step.GRADE 12 df dx 4.40. g(0) = (0)2 − 0 + 2 = 2 Step 2 : Determine the xintercepts The xintercepts are found by setting g(x) = 0.
CHAPTER 40. The ycoordinates of the turning points are calculated as: g(x) = −x3 + 6x2 − 9x + 4 g(1) = = = −(1)3 + 6(1)2 − 9(1) + 4 −1 + 6 − 9 + 4 0 g(x) = g(3) = = = −x3 + 6x2 − 9x + 4 −(3)3 + 6(3)2 − 9(3) + 4 −27 + 54 − 27 + 4 4 Therefore the turning points are: (1.5 Worked Example 184: Sketching Graphs Question: Sketch the graph of g(x) = −x3 + 6x2 − 9x + 4. 527 .4). If we use the rules of diﬀerentiation we get g ′ (x) = −3x2 + 12x − 9 g ′ (x) −3x2 + 12x − 9 = = 0 0 0 0 x2 − 4x + 3 = (x − 3)(x − 1) = The xcoordinates of the turning points are: x = 1 and x = 3.1.75) x 1 2 3 4 40. DIFFERENTIAL CALCULUS .GRADE 12 y 9 8 7 6 5 4 3 2 1 −3 −2 −1 (0.5.0) and (3. Answer Step 1 : Calculate the turning points Find the turning points by setting g ′ (x) = 0.
0) 1 2 3 4 (4. If we divide g(x) by (x − 1) we are left with: −x2 + 5x − 4 This has factors −(x − 4)(x − 1) Therefore: g(x) = −(x − 1)(x − 1)(x − 4) The xintercepts are: xint = 1.5 CHAPTER 40.GRADE 12 Step 2 : Determine the yintercepts We ﬁnd the yintercepts by ﬁnding the value for g(0). (x − 1) is a factor. then (x − 1) is a factor.0) x 528 . If g(1) = 0. g(x) = −x3 + 6x2 − 9x + 4 yint = g(0) = −(0)3 + 6(0)2 − 9(0) + 4 = 4 Step 3 : Determine the xintercepts We ﬁnd the xintercepts by ﬁnding the points for which the function g(x) = 0. g(x) = −x3 + 6x2 − 9x + 4 Use the factor theorem to conﬁrm that (x − 1) is a factor. DIFFERENTIAL CALCULUS .40.4) 4 3 2 1 −1 −1 (1. g(x) = −x3 + 6x2 − 9x + 4 g(1) = = = −(1)3 + 6(1)2 − 9(1) + 4 −1 + 6 − 9 + 4 0 Therefore. 4 Step 4 : Draw a neat sketch y 9 8 7 6 5 (3.
4) the local maximum. A Sketch the graph of f (x) = x3 − 9x2 + 24x − 20.GRADE 12 40. showing all intercepts with the axes and turning points.0) represents a local minimum and the point (3. 3. DIFFERENTIAL CALCULUS . Sketch the graph of f (x) = x3 − 4x2 − 11x+ 30 showing all the relative turning points and intercepts with the axes. 40. Local maximum and Point of Inﬂextion dy If the derivative ( dx ) is zero at a point.5 Exercise: Sketching Graphs 1.CHAPTER 40.0) x From the drawing the point (1. A graph has a horizontal point of inﬂexion where the derivative is zero but the sign of the sign of the gradient does not change. Given f (x) = x3 + x2 − 5x + 3: A Show that (x − 1) is a factor of f (x) and hence fatorise f (x) fully. That means the graph always increases or always decreases.3 Local minimum. B Find the equation of the tangent to f (x) at x = 4.5. y 9 8 7 6 5 (3.4) 4 3 2 1 −1 −1 (1. B Find the coordinates of the intercepts with the axes and the turning points and sketch the graph 2.0) 1 2 3 4 (4. It means that a turning point occurs as seen in the previous example. the gradient of the tangent at that point is zero. 529 .
1) x From this drawing.20). The speed at the minimum would then give the most economical speed. what is the most economical speed (that means the speed that uses the least fuel)? If we draw the graph of this function we ﬁnd that the graph has a minimum. Diﬀerentiating (40. 60 fuel consumption (l) 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 speed (km·hr−1 ) We have seen that the coordinates of the turning point can be calculated by diﬀerentiating the function and ﬁnding the xcoordinate (speed in the case of the example) for which the derivative is 0.6 Using Diﬀerential Calculus to Solve Problems We have seen that diﬀerential calculus can be used to determine the stationary points of functions.6 y CHAPTER 40. determining stationary points also lends itself to the solution of problems that require some variable to be optimised. the point (3.GRADE 12 (3. For example. if fuel used by a car is deﬁned by: f (v) = 3 2 v − 6v + 245 80 (40. 530 f ′ (v) = . we get: 3 v−6 40 If we set f ′ (v) = 0 we can calculate the speed that corresponds to the turning point. 40. However.40. DIFFERENTIAL CALCULUS . because the sign of the derivative stays positive. in order to sketch their graphs.20) where v is the travelling speed.1) is a horizontal point of inﬂexion.
DIFFERENTIAL CALCULUS .6 f ′ (v) 0 v 3 v−6 40 3 v−6 = 40 6 × 40 = 3 = 80 = This means that the most economical speed is 80 km·hr−1 .CHAPTER 40. b = 10 − a = 10 − 5 = 5 Step 4 : Write the ﬁnal answer The product is maximised if a and b are both equal to 5. If each number is greater than 0. ﬁnd the numbers that make this product a maximum.21) to get: b = 10 − a Substitute this into (40.GRADE 12 40.21) We are required to minimise the product of a and b.24) is: P ′ (a) = 10 − 2a Step 3 : Find the stationary point Set P ′ (a) = 0 to ﬁnd the value of a which makes P a maximum.24) (40. Worked Example 185: Optimisation Problems Question: The sum of two positive numbers is 10. P ′ (a) = 0 = 2a = a a = = 10 − 2a (40. Then we have: a + b = 10 (40. 531 . Then: P =a·b We can solve for b from (40. One of the numbers is multiplied by the square of the other.22) to write P in terms of a only. P = a(10 − a) = 10a − a2 Step 2 : Diﬀerentiate The derivative of (40.23) (40. Answer Step 1 : Examine the problem and formulate the equations that are required Let the two numbers be a and b.27) to solve for the width.22) 10 − 2a 10 10 2 5 Substitute into (40. Call the product P .
DIFFERENTIAL CALCULUS .27) to solve for the width. which he decides to fence oﬀ in the shape of a rectangle from the rest of the garden. we set A′ (l) = 0 and solve for the value of l that maximises the area.6 CHAPTER 40. w Answer Step 1 : Examine the problem and formulate the equations that are required The important pieces of information given are related to the area and modiﬁed perimeter of the garden. we can use (40.26) Step 2 : Diﬀerentiate Since we are interested in maximising the area. l garden width.GRADE 12 Worked Example 186: Optimisation Problems Question: Michael wants to start a vegetable garden.26) to write w in terms of l: w = 160 − 2l Substitute (40. wall length.27) into (40. w = = = = 160 − 2l 160 − 2(40) 160 − 80 80 m 532 . A′ (l) = 0 = ∴ 4l l l = = = 160 − 4l 160 − 4l 160 160 4 40 m Substitute into (40. Michael only has 160 m of fencing. we diﬀerentiate (40. We know that the area of the garden is: A= w·l (40.25) to get: A = (160 − 2l)l = 160l − 2l2 (40.27) (40.25) We are also told that the fence covers only 3 sides and the three sides should add up to 160 m.28) (40. This can be written as: 160 = w + l + l However.28) to get: A′ (l) = 160 − 4l Step 3 : Find the stationary point To ﬁnd the stationary point.40. Calculate the width and length of the garden that corresponds to largest possible area that Michael can fence oﬀ. so he decides to use a wall as one border of the vegetable garden.
The diagram shows the plan for a verandah which is to be built on the corner of a cottage. Find the numbers that make this products a maximum. A railing ABCDE is to be constructed around the four edges of the verandah. The ends are rightangled triangles having sides 3x. The length of the block is y. 4x and 5x. 533 . x B Find the value of x for which the block will have a maximum volume.6 Exercise: Solving Optimisation Problems using Diﬀerential Calculus 1. DIFFERENTIAL CALCULUS .GRADE 12 Step 4 : Write the ﬁnal answer A width of 80 m and a length of 40 m will yield the maximal area fenced oﬀ. and the length of the railing must be 30 metres. One of the numbers is multiplied by the square of the other. y C D x verandah F B A E cottage If AB = DE = x and BC = CD = y. 2. 3x 4x y 300 − x2 . ﬁnd the values of x and y for which the verandah will have a maximum area. (Volume = area of base × height. 40. The total surface area of the block is 3 600 cm2 .CHAPTER 40. A wooden block is made as shown in the diagram. The sum of two positive numbers is 20.) A Show that y = 3.
the acceleration of the ball Answer Step 1 : Average velocity h(2) − h(0) 2−0 [20(2) − 5(2)2 ] − [20(0) − 5(0)2 ] 2 40 − 20 2 10 ms−1 Ave velocity = = = = Step 2 : Instantaneous Velocity dh dt 20 − 10t v(t) = = Velocity after 1. The notation commonly used for this is: v(t) = ds = s′ (t) dt Acceleration is the change in velocity for a corersponding increase in time. it will be speciﬁcally refer to as average rate of change. Velocity refers to the increase of distance(s) for a corresponding increade in time (t).5) = 20 − 10(1. the velocity of the ball after 1. is given by h(t) = 20t = 5t2 .5 seconds 3. DIFFERENTIAL CALCULUS . Instantaneous rate of change is the derivative. h f (b)−f (a) b−a Two concepts were discussed in this chapter: Average rate of change = and Instan taneous rate of change = When we mention rate of change. acceleration is the derivative of velocity a(t) = v ′ (t) This implies that acceleration is the second derivative of the distance(s). Again. the average velocity of the ball during the ﬁrst two seconds 2.5) = 5 ms−1 Step 3 : Zero velocity 534 . When Average rate of change is required. the latter is implied. when the velocity is zero 4. Worked Example 187: Rate of Change Question: The height (in metres) of a golf ball that is hit into the air after t seconds.6.1 Rate of Change problems limh→0 f (x+h)−f (x) . Determine 1. Therefore. Velocity is one of the most common forms of rate of change. the velocity at which the ball hits the ground 5.GRADE 12 40. average velocity = average rate of change and instantaneous velocity = instantaneous rate of change = derivative.40.5 seconds: v(1.6 CHAPTER 40.
and hence solve the equationf (x) = 0 B Determine f ′ (x) C Sketch the graph of f neatly and clearly. The velocity after 4 seconds will be: v(4) = h′ (4) = 20 − 10(4) = 20 ms−1 The ball hits the gound at a speed of 20ms−1 Step 5 : Acceleration a = v ′ (t) = −10 ms−1 40.7 v(t) = 0 0 20 2 20 − 10t = 10t = t = Therefore the velocity is zero after 2 seconds Step 4 : Ground velocity The ball hits the ground when h(t) = 0 20t − 5t2 t=0 = = or 0 0 t=4 5t(4 − t) The ball hits the ground after 4 seconds. Determine f ′ (x) from ﬁrst principles if: f (x) = x2 − 6x f (x) = 2x − x2 2. Given: f (x) = x3 − 3x2 + 4 A Calculate f (−1).CHAPTER 40.GRADE 12 40. Given: f (x) = −x2 + 3x. ﬁnd f ′ (x) using ﬁrst principles. DIFFERENTIAL CALCULUS . Determine A if: y = (2x)2 − 1 3x B √ 2 x−5 √ y= x 4. dx dy 3.7 End of Chapter Exercises 1. 535 . showing the coordinates of the turning points as well as the intercepts on both axes.
A After doing some research.00 per litre and the driver earns R18. in Rands. (Acceleration is the rate of change of velocity. If xy − 5 = x3 . Calculate: 1 − x3 x→1 1 − x lim f (x) = 2x2 − x A Use the deﬁnition of the derivative to calculate f ′ (x).00 per hour (travelling time).40. Given: 12. 1 5.) 15. A Determine the coordinates of the turning points of f . Find f ′ (x) for each of the following: √ 5 x3 + 10 A f (x) = 3 (2x2 − 5)(3x + 2) B f (x) = x2 13. determine dx dy 10. Hence determine the average speed to be maintained to eﬀect a minimum cost for a 2 000 km trip. and velocity is the rate of change of displacement. a transport company has determined that the rate at which petrol is consumed by one of its large carriers.7 CHAPTER 40.0) and (3. 11. Clearly indicate the coordinates of the intercepts with the axes. B Hence.GRADE 12 D Determine the coordinates of the points on the graph of f where the gradient is 9. Given: A Find: B Solve: f (x) = 2x − 3 f −1 (x) f −1 (x) = 3f ′ (x) 8. Determine the minimum value of the sum of a positive number and its reciprocal. Now deduce that the total cost. B Find the equation of the tangent to f (x) at x = 4. If the displacement s (in metres) of a particle at time t (in seconds) is governed by the 1 equation s = 2 t3 − 2t. 536 . Assume that the petrol costs R4. A Sketch the graph of f (x) = x3 − 9x2 + 24x − 20. C.0). calculate the coordinates of the point at which the gradient of the tangent to the graph of f is 7. showing all intercepts with the axes and turning points. is given by: P (x) = 55 x + 2x 200 litres per kilometre i. 6. Calculate g ′ (2). √ 9. ﬁnd its acceleration after 2 seconds. The xintercepts of f are: (1. Given: f (x) = 2x3 − 5x2 − 4x + 3. for a 2 000 km trip is given by: 256000 + 40x C(x) = x ii. B Draw a neat sketch graph of f .0) ( 2 . travelling at an average speed of x km per hour. DIFFERENTIAL CALCULUS . as well as the coordinates of the turning points. C For which values of k will the equation f (x) = k . have exactly two real roots? D Determine the equation of the tangent to the graph of f (x) = 2x3 − 5x2 − 4x + 3 at the point where x = 1. 7. 14. Given: g(x) = (x−2 + x2 )2 .
CHAPTER 40. DIFFERENTIAL CALCULUS  GRADE 12
40.7
B During an experiment the temperature T (in degrees Celsius), varies with time t (in hours), according to the formula: 1 T (t) = 30 + 4t − t2 2 t ∈ [1; 10]
i. Determine an expression for the rate of change of temperature with time. ii. During which time interval was the temperature dropping? 16. The depth, d, of water in a kettle t minutes after it starts to boil, is given by d = 1 1 86 − 8 t − 4 t3 , where d is measured in millimetres. A How many millimetres of water are there in the kettle just before it starts to boil? B As the water boils, the level in the kettle drops. Find the rate at which the water level is decreasing when t = 2 minutes. C How many minutes after the kettle starts boiling will the water level be dropping at 1 a rate of 12 8 mm/minute?
537
40.7
CHAPTER 40. DIFFERENTIAL CALCULUS  GRADE 12
538
Chapter 41
Linear Programming  Grade 12
41.1 Introduction
In Grade 11 you were introduced to linear programming and solved problems by looking at points on the edges of the feasible region. In Grade 12 you will look at how to solve linear programming problems in a more general manner.
41.2
Terminology
Here is a recap of some of the important concepts in linear programming.
41.2.1
Feasible Region and Points
Constraints mean that we cannot just take any x and y when looking for the x and y that optimise our objective function. If we think of the variables x and y as a point (x,y) in the xyplane then we call the set of all points in the xyplane that satisfy our constraints the feasible region. Any point in the feasible region is called a feasible point. For example, the constraints x≥0 y≥0 mean that every (x,y) we can consider must lie in the ﬁrst quadrant of the xy plane. The constraint x≥y means that every (x,y) must lie on or below the line y = x and the constraint x ≤ 20 means that x must lie on or to the left of the line x = 20. We can use these constraints to draw the feasible region as shown by the shaded region in Figure 41.1.
Important: The constraints are used to create bounds of the solution.
539
41.3 y 20 15 10 5
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12
x = 20 x 15 20
5
y
10 f (x,y) = ax + by ∴ y=
Figure 41.1: The feasible region corresponding to the constraints x ≥ 0, y ≥ 0, x ≥ y and x ≤ 20.
Important: ax + by = c If b = 0, feasible points must lie on the line c y = −ax + b b If b = 0, feasible points must lie on the line x = c/a If b = 0, feasible points must lie on or below the line y = − a x + c . b b If b = 0, feasible points must lie on or to the left of the line x = c/a.
ax + by ≤ c
When a constraint is linear, it means that it requires that any feasible point (x,y) lies on one side of or on a line. Interpreting constraints as graphs in the xy plane is very important since it allows us to construct the feasible region such as in Figure 41.1.
41.3
Linear Programming and the Feasible Region
If the objective function and all of the constraints are linear then we call the problem of optimising the objective function subject to these constraints a linear program. All optimisation problems we will look at will be linear programs. The major consequence of the constraints being linear is that the feasible region is always a polygon. This is evident since the constraints that deﬁne the feasible region all contribute a line segment to its boundary (see Figure 41.1). It is also always true that the feasible region is a convex polygon. The objective function being linear means that the feasible point(s) that gives the solution of a linear program always lies on one of the vertices of the feasible region. This is very important since, as we will soon see, it gives us a way of solving linear programs. We will now see why the solutions of a linear program always lie on the vertices of the feasible region. Firstly, note that if we think of f (x,y) as lying on the z axis, then the function f (x,y) = ax + by (where a and b are real numbers) is the deﬁnition of a plane. If we solve for y in the equation deﬁning the objective function then
=
f (x,y) −a x+ b b
x
(41.1)
What this means is that if we ﬁnd all the points where f (x,y) = c for any real number c (i.e. f (x,y) is constant with a value of c), then we have the equation of a line. This line we call a level line of the objective function. 540
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12
41.3
Consider again the feasible region described in Figure 41.1. Lets say that we have the objective function f (x,y) = x − 2y with this feasible region. If we consider Equation ?? corresponding to f (x,y) = −20 1 x + 10 2 which has been drawn in Figure 41.2. Level lines corresponding to y= f (x,y) = −10 or y = x +5 2 x f (x,y) = 0 or y = 2 x f (x,y) = 10 or y = − 5 2 x f (x,y) = 20 or y = − 10 2 then we get the level line
have also been drawn in. It is very important to realise that these are not the only level lines; in fact, there are inﬁnitely many of them and they are all parallel to each other. Remember that if we look at any one level line f (x,y) has the same value for every point (x,y) that lies on that line. Also, f (x,y) will always have diﬀerent values on diﬀerent level lines. y 20 15 10 5 5 10 15 20 f (x,y) = −20 f (x,y) = −10 f (x,y) = 0 f (x,y) = 10 f (x,y) = 20 x
Figure 41.2: The feasible region corresponding to the constraints x ≥ 0, y ≥ 0, x ≥ y and x ≤ 20 with objective function f (x,y) = x − 2y. The dashed lines represent various level lines of f (x,y).
If a ruler is placed on the level line corresponding to f (x,y) = −20 in Figure 41.2 and moved down the page parallel to this line then it is clear that the ruler will be moving over level lines which correspond to larger values of f (x,y). So if we wanted to maximise f (x,y) then we simply move the ruler down the page until we reach the “lowest” point in the feasible region. This point will then be the feasible point that maximises f (x,y). Similarly, if we wanted to minimise f (x,y) then the “highest” feasible point will give the minimum value of f (x,y). Since our feasible region is a polygon, these points will always lie on vertices in the feasible region. The fact that the value of our objective function along the line of the ruler increases as we move it down and decreases as we move it up depends on this particular example. Some other examples might have that the function increases as we move the ruler up and decreases as we move it down. It is a general property, though, of linear objective functions that they will consistently increase or decrease as we move the ruler up or down. Knowing which direction to move the ruler in order to maximise/minimise f (x,y) = ax + by is as simple as looking at the sign of b (i.e. “is b negative, positive or zero?”). If b is positive, then f (x,y) increases as we move the ruler up and f (x,y) decreases as we move the ruler down. The opposite happens for the case when b is negative: f (x,y) decreases as we move the ruler up and f (x,y) increases as we move the ruler down. If b = 0 then we need to look at the sign of a. 541
41.3
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12
If a is positive then f (x,y) increases as we move the ruler to the right and decreases if we move the ruler to the left. Once again, the opposite happens for a negative. If we look again at the objective function mentioned earlier, f (x,y) = x − 2y with a = 1 and b = −2, then we should ﬁnd that f (x,y) increases as we move the ruler down the page since b = −2 < 0. This is exactly what we found happening in Figure 41.2. The main points about linear programming we have encountered so far are • The feasible region is always a polygon. • Solutions occur at vertices of the feasible region. • Moving a ruler parallel to the level lines of the objective function up/down to the top/bottom of the feasible region shows us which of the vertices is the solution. • The direction in which to move the ruler is determined by the sign of b and also possibly by the sign of a. These points are suﬃcient to determine a method for solving any linear program. Method: Linear Programming If we wish to maximise the objective function f (x,y) then: 1. Find the gradient of the level lines of f (x,y) (this is always going to be − a as we saw in b Equation ??) 2. Place your ruler on the xy plane, making a line with gradient − a (i.e. b units on the b xaxis and −a units on the yaxis) 3. The solution of the linear program is given by appropriately moving the ruler. Firstly we need to check whether b is negative, positive or zero. A If b > 0, move the ruler up the page, keeping the ruler parallel to the level lines all the time, until it touches the “highest” point in the feasible region. This point is then the solution. B If b < 0, move the ruler in the opposite direction to get the solution at the “lowest” point in the feasible region. C If b = 0, check the sign of a i. If a < 0 move the ruler to the “leftmost” feasible point. This point is then the solution. ii. If a > 0 move the ruler to the “rightmost” feasible point. This point is then the solution.
Worked Example 188: Prizes! Question: As part of their opening specials, a furniture store has promised to give away at least 40 prizes with a total value of at least R2 000. The prizes are kettles and toasters. 1. If the company decides that there will be at least 10 of each prize, write down two more inequalities from these constraints. 2. If the cost of manufacturing a kettle is R60 and a toaster is R50, write down an objective function C which can be used to determine the cost to the company of both kettles and toasters. 542
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12 3. Sketch the graph of the feasibility region that can be used to determine all the possible combinations of kettles and toasters that honour the promises of the company. 4. How many of each prize will represent the cheapest option for the company? 5. How much will this combination of kettles and toasters cost? Answer Step 1 : Identify the decision variables Let the number of kettles be xk and the number of toasters be yt and write down two constraints apart from xk ≥ 0 and yt ≥ 0 that must be adhered to. Step 2 : Write constraint equations Since there will be at least 10 of each prize we can write: xk ≥ 10 and yt ≥ 10 Also the store has promised to give away at least 40 prizes in total. Therefore: xk + yt ≥ 40 Step 3 : Write the objective function The cost of manufacturing a kettle is R60 and a toaster is R50. Therefore the cost the total cost C is: C = 60xk + 50yt Step 4 : Sketch the graph of the feasible region yt 100 90 80 70 60 50 40 30 20 10 10 20 A xk 30 40 50 60 70 80 90 100 B
41.3
Step 5 : Determine vertices of feasible region From the graph, the coordinates of vertex A is (3,1) and the coordinates of vertex B are (1,3). Step 6 : Draw in the search line The seach line is the gradient of the objective function. That is, if the equation C = 60x + 50y is now written in the standard form y = ..., then the gradient is: 6 m=− , 5 which is shown with the broken line on the graph. 543
41.3 yt 100 90 80 70 60 50 40 30 20 10 10 20 A B
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12
xk 30 40 50 60 70 80 90 100
Step 7 : Calculate cost at each vertex At vertex A, the cost is: C = = = = At vertex B, the cost is: C = = = = 60xk + 50yt 60(10) + 50(30) 600 + 1500 2100 60xk + 50yt 60(30) + 50(10) 1800 + 500 2300
Step 8 : Write the ﬁnal answer The cheapest combination of prizes is 10 kettles and 30 toasters, costing the company R2 100.
Worked Example 189: Search Line Method Question: As a production planner at a factory manufacturing lawn cutters your job will be to advise the management on how many of each model should be produced per week in order to maximise the proﬁt on the local production. The factory is producing two types of lawn cutters: Quadrant and Pentagon. Two of the production processes that the lawn cutters must go through are: bodywork and engine work. • The factory cannot operate for less than 360 hours on engine work for the lawn cutters. • The factory has a maximum capacity of 480 hours for bodywork for the lawn cutters. 544
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12 • Half an hour of engine work and half an hour of bodywork is required to produce one Quadrant. • One third of an hour of engine work andone ﬁfth of an hour of bodywork is required to produce one Pentagon. • The ratio of Pentagon lawn cutters to Quadrant lawn cutters produced per week must be at least 3:2. Let the number of Quadrant lawn cutters manufactured in a week be x. Let the number of Pentagon lawn cutters manufactured in a week be y. Two of the constraints are: x ≥ 200 3x + 2y ≥ 2 160 1. Write down the remaining constraints in terms of x and y to represent the abovementioned information. 2. Use graph paper to represent the constraints graphically. 3. Clearly indicate the feasible region by shading it. 4. If the proﬁt on one Quadrant lawn cutter is R1 200 and the proﬁt on one Pentagon lawn cutter is R400, write down an equation that will represent the proﬁt on the lawn cutters. 5. Using a search line and your graph, determine the number of Quadrant and Pentagon lawn cutters that will yield a maximum proﬁt. 6. Determine the maximum proﬁt per week. Answer Step 1 : Remaining constraints: 1 1 x + ≤ 480 2 5 3 y ≥ x 2 Step 2 : Graphical representation y 2400 • A minimum of 200 Quadrant lawn cutters must be produced per week.
41.3
1080
0 200 Step 3 : Proﬁt equation
720
960
P = 1 200x + 400y Step 4 : Maximum proﬁt P = 1 200(600) + 400(900) 545
41.4
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12 P = R1 080 000
41.4
End of Chapter Exercises
1. Polkadots is a small company that makes two types of cards, type X and type Y. With the available labour and material, the company can make not more than 150 cards of type X and not more than 120 cards of type Y per week. Altogether they cannot make more than 200 cards per week. There is an order for at least 40 type X cards and 10 type Y cards per week. Polkadots makes a proﬁt of R5 for each type X card sold and R10 for each type Y card. Let the number of type X cards be x and the number of type Y cards be y, manufactured per week. A One of the constraint inequalities which represents the restrictions above is x ≤ 150. Write the other constraint inequalities. B Represent the constraints graphically and shade the feasible region. C Write the equation that represents the proﬁt P (the objective function), in terms of x and y. D On your graph, draw a straight line which will help you to determine how many of each type must be made weekly to produce the maximum P E Calculate the maximum weekly proﬁt. 2. A brickworks produces “face bricks” and “clinkers”. Both types of bricks are produced and sold in batches of a thousand. Face bricks are sold at R150 per thousand, and clinkers at R100 per thousand, where an income of at least R9,000 per month is required to cover costs. The brickworks is able to produce at most 40,000 face bricks and 90,000 clinkers per month, and has transport facilities to deliver at most 100,000 bricks per month. The number of clinkers produced must be at least the same number of face bricks produced. Let the number of face bricks in thousands be x, and the number of clinkers in thousands be y. A List all the constraints. B Graph the feasible region. C If the sale of face bricks yields a proﬁt of R25 per thousand and clinkers R45 per thousand, use your graph to determine the maximum proﬁt. D If the proﬁt margins on face bricks and clinkers are interchanged, use your graph to determine the maximum proﬁt. 3. A small cell phone company makes two types of cell phones: Easyhear and Longtalk. Production ﬁgures are checked weekly. At most, 42 Easyhear and 60 Longtalk phones can be manufactured each week. At least 30 cell phones must be produced each week to cover costs. In order not to ﬂood the market, the number of Easyhear phones cannot be more than twice the number of Longtalk phones. It takes 2 hour to assemble an Easyhear 3 phone and 1 hour to put together a Longtalk phone. The trade unions only allow for a 2 50hour week. Let x be the number of Easyhear phones and y be the number of Longtalk phones manufactured each week. A Two of the constraints are: 0 ≤ x ≤ 42 and 0 ≤ y ≤ 60
Write down the other three constraints. 546
CHAPTER 41. LINEAR PROGRAMMING  GRADE 12 B Draw a graph to represent the feasible region
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C If the proﬁt on an Easyhear phone is R225 and the proﬁt on a Longtalk is R75, determine the maximum proﬁt per week. 4. Hair for Africa is a ﬁrm that specialises in making two kinds of upmarket shampoo, Glowhair and Longcurls. They must produce at least two cases of Glowhair and one case of Longcurls per day to stay in the market. Due to a limited supply of chemicals, they cannot produce more than 8 cases of Glowhair and 6 cases of Longcurls per day. It takes halfanhour to produce one case of Glowhair and one hour to produce a case of Longcurls, and due to restrictions by the unions, the plant may operate for at most 7 hours per day. The workforce at Hair for Africa, which is still in training, can only produce a maximum of 10 cases of shampoo per day. Let x be the number of cases of Glowhair and y the number of cases of Longcurls produced per day. A Write down the inequalities that represent all the constraints. B Sketch the feasible region. C If the proﬁt on a case of Glowhair is R400 and the proﬁt on a case of Longcurls is R300, determine the maximum proﬁt that Hair for Africa can make per day. 5. A transport contracter has 6 5ton trucks and 8 3ton trucks. He must deliver at least 120 tons of sand per day to a construction site, but he may not deliver more than 180 tons per day. The 5ton trucks can each make three trips per day at a cost of R30 per trip, and the 3ton trucks can each make four trips per day at a cost of R120 per trip. How must the contracter utilise his trucks so that he has minimum expense ?
547
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CHAPTER 41. LINEAR PROGRAMMING  GRADE 12
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A chord divides a circle into two segments.1 Circle Geometry Terminology The following is a recap of terms that are regularly used when referring to circles. that passes through the centre of the circle. 4. The diameter is the straight line from a point on the circumference to another point on the circumference. taxicab geometry. r. chord A chord is deﬁned as a straight line joining the ends of an arc. sperical geometry. the Koch snowﬂake. segment A segment is the part of the circle that is cut oﬀ by a chord. 42. arc An arc is a part of the circumference of a circle. tangent A tangent is a line that makes contact with a circle at one point on the circumference. is a special chord that passes through the centre of the circle. (AB is a tangent to the circle at point P . 549 .1 Introduction Activity :: Discussion : Discuss these Research Topics Research one of the following geometrical ideas and describe it to your group: 1.2 42.2. 2. fractals. is the distance from the centre of the circle to any point on the circumference. 3.Grade 12 42. diameter The diameter. .Chapter 42 Geometry . radius The radius.
In △ABC. this means that AB 2 + BC 2 = AC 2 A B Figure 42.2 CHAPTER 42. Proof: A .42. GEOMETRY . A tangent is perpendicular to the radius. The line drawn from the centre of a circle. perpendicular to a chord.2 Axioms An axiom is an established or accepted principle. 1. For this section.1: Parts of a Circle 42.GRADE 12 segment chord rad i us O diameter A a rc P tangent B C O P 550 B Figure 42. 42.3 Theorems of the Geometry of Circles A theorem is a general proposition that is not selfevident but is proved by reasoning (these proofs need not be learned for examination purposes). the following are accepted as axioms.2.2: A rightangled triangle 2. bisects the chord. drawn at the point of contact with the circle. The Theorem of Pythagoras. which states that the square on the hypotenuse of a rightangled triangle is equal to the sum of the squares on the other two sides.2. Theorem 6.
AP = P B (given) 2. OA = OB as both of these are radii and OP is common to both triangles. Draw a chord AB and draw a perpendicular line from the centre of the circle to intersect the chord at point P . So. OA = OB. is perpendicular to the chord. OA = OB (radii) 3. The aim is to prove that AP = BP 1. The line drawn from the centre of a circle. ∴ △OAP ≡ △OBP (SSS).CHAPTER 42. Proof: = = = OP 2 + BP 2 BP 2 BP = OP 2 + AP 2 = OP 2 + BP 2 O A P B Consider a circle. OP 2 + AP 2 ∴ AP 2 and AP This means that OP bisects AB. Draw a chord AB and draw a line from the centre of the circle to bisect the chord at point P . The aim is to prove that OP ⊥ AB In △OAP and △OBP . ˆ OAP ˆ ˆ OAP + OBP ˆ ∴ OAP ∴ OP = = = ⊥ ˆ OBP 180◦ (AP B is a str. to get: OA2 OB 2 However. Apply the Theorem of Pythagoras to each triangle.GRADE 12 42. OP is common to both triangles. GEOMETRY . with centre O.2 Consider a circle. △OAP and △OBP are rightangled triangles. Theorem 7. that bisects a chord. line) ˆ OBP = 90◦ AB 551 . 1. with centre O. 2.
Draw a chord AB. In △OAP and △OBP . Since the centre of a circle is the only point inside a circle that has points on the circumference at an equal distance from it. Draw lines AQ and BQ. Proof: Q A P B Consider a circle. From this.GRADE 12 Theorem 8. QP is common to both triangles. Draw a line P Q perpendicular to AB such that P Q bisects AB at point P . QA = QB. Q must be the centre of the circle. by showing that AQ = BQ. 1.2 CHAPTER 42.42. ∠QP A = ∠QP B (QP ⊥ AB) 3. The aim is to prove that Q is the centre of the circle. The perpendicular bisector of a chord passes through the centre of the circle. Exercise: Circles I 1. Find the value of x: 552 . AP = P B (given) 2. ∴ △QAP ≡ △QBP (SAS). GEOMETRY .
with centre O and with A and B on the circumference. Select any point P on the circumference of the circle.CHAPTER 42. Draw lines P A and P B.2 a) b) O x 5 Q P PR=8 x R P O 4 Q R PR=6 c) 10 O x R P Q PR=8 d) Q 2 6 P x O S 6 R e) S 5 P 8 10 O x T U R Q f) 24 T P 5 x 25 S Q R O R Theorem 9. Draw P O and extend to R. P AO = AP O (△AOP is an isosceles △) 553 . ˆ ˆ ˆ AOR = P AO + AP O (exterior angle = sum of interior opp. The angle subtended by an arc at the centre of a circle is double the size of the angle subtended by the same arc at the circumference of the circle. angles) ˆ ˆ But. Proof: P O A R B Consider a circle. Draw a chord AB. ˆ ˆ The aim is to prove that AOB = 2 · AP B. Draw radii OA and OB.GRADE 12 42. GEOMETRY .
The angles subtended by a chord at the circumference of a circle on the same side of the chord are equal. Draw lines P A. 554 . Find the angles (a to f ) indicated in each diagram: 1.42. QA and QB. K O b K O c 20◦ H O K H J H 4. Proof: Q P O A B Consider a circle.GRADE 12 ˆ ˆ AOR + BOR ˆ ˆ 2AP O + 2BP O ˆ ˆ 2(AP O + BP O) ˆ 2(AP B) Exercise: Circles II 1. K 5. P B. J a 2. K O 120◦ J 100◦ O d O e H J H J f H Theorem 10. BOR = 2BP O. Draw a chord AB. with centre O.2 ˆ ˆ ∴ AOR = 2AP O ˆ ˆ Similarly. K 30◦ 6. J 45◦ 3. Select any points P and Q on the circumference of the circle. GEOMETRY . such that both P and Q are on the same side of the chord. ˆ AOB = = = = CHAPTER 42. So.
Exercise: Circles III 1. and A. Assume that point P does not lie on a circle drawn through points A. The aim is to prove that points A. B. ˆ AQB ˆ but AQB ˆ ∴ ARB ˆ but this cannot be true since ARB ˆ = ARB ∠s on same side of chord ˆ = AP B (given) ˆB = AP ˆ ˆ = AP B + RBP (ext. Let the circle cut AP (or AP extended) at point R. GEOMETRY . P and Q lie on the circumference of a circle. then these four points lie on a circle. B and Q. By contradiction. 555 .CHAPTER 42. B. (Converse of Theorem 10) If a line segment subtends equal angles at two other points on the same side of the line. 42.GRADE 12 ˆ ˆ The aim is to prove that AQB = AP B. ∠ of △) ∴ the assumption that the circle does not pass through P . that subtends equal angles at points P and Q on the same side of AB. Proof: Q P R A B Consider a line segment AB. Find the values of the unknown letters.2 ˆ AOB ˆ and AOB ˆ ∴ 2AQB ˆ ∴ AQB ˆ = 2AQB ∠ at centre = twice ∠ at circumference ˆ B ∠ at centre = twice ∠ at circumference = 2AP ˆ = 2AP B ˆ = AP B Theorem 11. P and Q lie on the circumference of a circle. must be false.
2 1. N b I H O K c 17◦ M Q 24◦ d L P 5. T S R 45◦ 35◦ 6. Theorem 12. Proof: 556 . GEOMETRY . 35◦ W X O 12◦ e f Y V Z U Cyclic Quadrilaterals Cyclic quadrilaterals are quadrilaterals with all four vertices lying on the circumference of a circle.42.GRADE 12 2. E B 21◦ F 15◦ D G C 3. The vertices of a cyclic quadrilateral are said to be concyclic. The opposite angles of a cyclic quadrilateral are supplementary. A a CHAPTER 42. J 4.
B and Q. Let the circle cut AP (or AP extended) at point R. ˆ O1 ˆ O2 ˆ ˆ But. with centre O. 557 . (Converse of Theorem 12) If the opposite angles of a quadrilateral are supplementary. ˆ ˆ ˆ ˆ The aim is to prove that ABP + AQP = 180◦ and QAB + QP B = 180◦. ˆ ˆ QAB + QRB ˆ ˆ but QAB + QP B ˆ ∴ QRB ˆ but this cannot be true since QRB = 180◦ opp. Draw a cyclic quadrilateral ABP Q. GEOMETRY . such that ABP + AQP = 180◦ and QAB + QP B = 180◦ . then the quadrilateral is cyclic. O1 + O2 ˆ + 2AQP ˆ ∴ 2ABP ˆ ˆ ∴ ABP + AQP ˆ ˆ Similarly.GRADE 12 Q P 42. Draw BR. must be false. and A. ∠s of cyclic quad. = 180◦ (given) ˆ = QP B ˆ ˆ = QP B + RBP (ext. Assume that point P does not lie on a circle drawn through points A. B. By contradiction. The aim is to prove that points A. QAB + QP B ˆ = 2ABP ∠s at centre ˆ = 2AQP ∠s at centre = 360◦ = 360◦ = 180◦ = 180◦ Theorem 13. P and Q lie on the circumference of a circle and ABP Q is a cyclic quadrilateral. B.2 1 O 2 A B Consider a circle. Proof: Q R P A B ˆ ˆ ˆ ˆ Consider a quadrilateral ABP Q. ∠ of △) ∴ the assumption that the circle does not pass through P . Draw AO and P O.CHAPTER 42. P and Q lie on the circumference of a circle.
OB and OP . Two tangents drawn to a circle from the same point outside the circle are equal in length. Proof: A O P B Consider a circle. L K a 4. Draw lines OA. Choose a point P outside the circle. that meet the circle at A and B. X 106◦ 87◦ 2.42. with centre O. Draw two tangents to the circle from point P . In △OAP and △OBP . 1. Find the values of the unknown letters.2 CHAPTER 42. The aim is to prove that AP = BP .GRADE 12 Exercise: Circles IV 1. Y P a W b Z 3. 558 . GEOMETRY . 34 O ◦ b Q a c S U 86◦ R X H a 114◦ I J W 57◦ V Theorem 14.
∠OAP = ∠OP B = 90◦ (OA ⊥ AP and OB ⊥ BP ) 3. GEOMETRY . side) ∴ AP = BP 42. OA = OB (radii) 2. K 2c m R 3cm O 6c m e P f S M L LN=7.CHAPTER 42. △OAP ≡ △OBP (right angle.2 Exercise: Circles V 1. Find the value of the unknown lengths. hypotenuse.GRADE 12 1. OP is common to both triangles. 8cm I C 3. G 5c m J d E c D b H 4. The angle between a tangent and a chord. Proof: T Q A O P S B 559 R . a A AE=5cm AC=8cm CE=9cm F B 2. is equal to the angle which the chord subtends in the alternate segment.5cm N Q Theorem 15. 1. drawn at the point of contact of the chord.
Draw a diameter BT and join A to T . AQB ˆ ∴ AQB ˆ ˆ SBQ + QBR ˆ ˆ AP B + AQB ˆ ˆ ∴ SBQ + QBR ˆ From (42. ˆ ˆ ˆ ˆ First prove that AQB = ABS as this result is needed to prove that AP B = ABR.) ˆ ˆ = AP B + AQB ˆ = ABS ˆ = ABR (42.42. line) = 180◦ (ABP Q is a cyclic quad. Chord AB subtends angles at points P and Q on the minor and major arcs.2 CHAPTER 42.GRADE 12 Consider a circle. ˆ ˆ ABS + ABT ˆ BAT ˆ ˆ ∴ ABT + AT B ˆ ∴ ABS ˆ However. Draw a chord AB and a tangent SR to the circle at point B. respectively.1). GEOMETRY . with centre O. ˆ ˆ ˆ ˆ The aim is to prove that AP B = ABR and AQB = ABS.1) 560 . AQB ˆ ∴ AP B = 90◦ (T B ⊥ SR) = 90◦ (∠s at centre) = 90◦ (sum of angles in △BAT ) ˆ = ABT ˆ = AT B( angles subtended by same chord AB) ˆ = ABS = 180◦ (SBT is a str.
2 Exercise: Circles VI 1. then the line is a tangent to the circle. Proof: Q A O Y S X B 561 R . and the chord. that is drawn through the end point of a chord. (Converse of 15) If the angle formed between a line. Find the values of the unknown letters. GEOMETRY .CHAPTER 42.GRADE 12 42. P 1 O Q 33◦ 2 R d b R S c a S e Q O P 3 O 17◦ S S f Q 8◦ g P 4 4h70◦ R S R 3h S O h+50◦ 2h20◦ Q P 5 R k 6 O S j P 19 ◦ l R i O 121◦ Q R Q 7 O Q m n R 8 R Q o 34◦ 52◦ p r O q T T S O S Theorem 16. is equal to the angle subtended by the chord in the alternate segment.
ˆ ABX ˆ ABS = = = = = ˆ AQB ˆ AQB (tanchord theorem) (given) (42.42. ABX ˆ (42. with centre O and chord AB. Show that Theorem 9 also applies to the following two cases: A P O O R P R B A B 562 . XBS ˆ ABS ˆ ˆ ABS + XBS 0 ˆ If XBS is zero.2) ˆ ∴ ABX ˆ But since. Exercise: Applying Theorem 9 1.2) can only be true if. Assume that SBR is not a tangent to the circle and draw XBY such that XBY is a tangent to the circle. Chord AB ˆ ˆ subtends an angle at point Q such that ABS = AQB. The aim is to prove that SBR is a tangent to the circle. However.GRADE 12 Consider a circle. Let line SR pass through point B. GEOMETRY . then both XBY and SBR coincide and SBR is a tangent to the circle.2 CHAPTER 42. By contradiction.
BO ⊥ AD. The easiest way is to show the angles opposite to those sides to be equal. OE BC = CD CO B Answer 1. ∴ ∴ ∴ ˆ F CB = x (∠ between tangent BD and chord CE) ˆ BF C = x (exterior ∠ to cyclic quadrilateral CF OE) BF = BC (sides opposite equal ∠’s in isosceles △BF C) 3. Step 1 : To show these two triangles similar. Step 1 : To show a quadrilateral is cyclic. F B = BC 3. we will need 3 equal angles. CD2 = ED. ˆ F OE ˆ F CE = 90◦ (BO ⊥ OD) = 90◦ (∠ subtended by diameter AE) ∴ CF OE is a cyclic quadrilateral (opposite ∠’s supplementary) 2. We already have 3 of the 6 needed angles from the previous question. CF OE is a cyclic quadrilateral O A E D Question: F C 2. ˆ CBF OC = = ∴ ∴ 180◦ − 2x (sum of ∠’s in △BF C) OE (radii of circle O) ˆ ECO = x (isosceles △COE) ˆ COE = 180◦ − 2x (sum of ∠’s in △COE) ˆ ˆ • COE = CBF ˆ = F CB ˆ • ECO ˆ ˆ • OEC = CF B ∴ △COE///△CBF (3 ∠’s equal) 563 . so lets look for that. we are proving that triangle to be isosceles. GEOMETRY . Step 1 : Since these two sides are part of a triangle.CHAPTER 42. △COE///△CBF 4. we need a pair of opposite angles to be supplementary.2 Worked Example 190: Circle Geometry I BD is a tangent to the circle with centre O.GRADE 12 42.AD 5. We need only ﬁnd the missing 3 angles. ˆ Let OEC = x. Prove that: 1.
Lastly. There is a quick observation we can make about the odd side out. since not all sides are contained in 2 triangles. appropriately. Step 1 : This relation reminds us of a proportionality relation between similar triangles. we use the proportionality relation . as well as our ﬁrst observation. OE. ADC = EDC since they are the same ∠. So investigate which triangles contain these sides and prove them similar. In △BCO ˆ OCB ˆ CBO = = 90◦ (radius OC on tangent BD) 180◦ − 2x (sum of ∠’s in △BF C) Step 3 : Then we move on to the other one. In △ADC ˆ ACE ˆ CAD = = ˆ ˆ 180◦ − x (sum of ∠’s ACE and ECO) ◦ 90 − x (sum of ∠’s in △CAE) Step 3 : The third equal angle is an angle both triangles have in common. In this case 3 equal angles works well.AD 5. ˆ ˆ Lastly. 564 . ∴ △ADC///△CDE (3 ∠’s equal) ED CD ∴ = CD AD ∴ CD2 = ED. once we’ve shown similarity. Step 4 : Now we know that the triangles are similar and can use the proportionality relation accordingly. Step 1 : This looks like another proportionality relation with a little twist. Step 5 : Then. In △OCD ˆ OCD ˆ COD = = 90◦ (radius OC on tangent BD) 180◦ − 2x (sum of ∠’s in △OCE) Step 4 : Again we have a common element. OE = CD (△OEC is isosceles) Step 2 : With this observation we can limit ourselves to proving triangles BOC and ODC similar. GEOMETRY . In △EDC ˆ CED ˆ ECD = = 90◦ − x (complementary ∠’s) 180◦ − x (∠’s on a straight line AD) Step 2 : Now look at the angles in the other triangle. Start with one triangle.42.2 CHAPTER 42.GRADE 12 4. Start in one of the triangles. OC is a common side to both △’s.
AG GH = DC.F E BD D B Answer 1.CHAPTER 42. Let ∠BCD = x ∴ ∠CAH = x (∠ between tangent BC and chord CE) ∴ ∠F DC = x (alternate ∠. subtended by the same chord. F ADE is cyclic C Question: A G E H 2. △AF E///△CBD 3. Let ∠F EA = y ∴ ∠F DA = y (∠’s subtended by same chord AF in cyclic quadrilateral F ADE) ∴ ∠CBD = y (corresponding ∠’s. GEOMETRY . Step 1 : In this case. ∠BCD = 565 ∠F AE (above) .GRADE 12 42. the best way to show F ADE is a cyclic quadrilateral is to look for equal angles. F C. We can use the result from the previous question. Step 1 : To show these 2 triangles similar we will need 3 equal angles. F D CB) ∴ F ADE is a cyclic quadrilateral (chord F E subtends equal ∠’s) 2. F D ∴ ∠F EA = ∠CBD CB) Step 2 : We have already proved 1 pair of angles equal in the previous question.2 ∴ ∴ ∴ △BOC///△ODC (common side and 2 equal ∠’s) CD CO = BC CO CD OE = (OE = CD isosceles △OEC) BC CO Worked Example 191: Circle Geometry II F D is drawn parallel to the tangent CB Prove that: F 1.
This gives us another proportionality relation. GEOMETRY .y0 ) O Q Figure 42.y1 ) (x0 .F E = GH BD ∴ 42.F E = FA BD = ∴ Step 2 : Now we need to look for a hint about side F A. P (x1 .GRADE 12 Step 3 : Proving the last set of angles equal is simply a matter of adding up the angles in the triangles.AG DC. So lets start there. Then we have proved similarity.y1 ) on the circumference of a circle of radius r with centre at (x0 . g passing through point P at (x1 . We already showed triangles AF E and CBD similar in the previous question. Consider a point (x1 . F C.3 42. Step 1 : This equation looks like it has to do with proportionality relation of similar triangles.42. Line f passes through the centre and point P . DC BD FA FE DC.3 CHAPTER 42.3.y1 ). 566 .y0 ) has a tangent.1 Coordinate Geometry Equation of a Circle We know that every point on the circumference of a circle is the same distance away from the centre of the circle. AG GH FA (F G CH splits up lines AH and AC proportionally) FC F C. Looking at triangle CAH we see that there is a line F G intersecting it parallel to base CH. 180◦ − x − y (∠’s in △AF E) 180◦ − x − y (∠’s in △CBD) ∠AF E ∠CBD = = ∴ △AF E///△CBD (3 ∠’s equal) 3.3: Circle h with centre (x0 .y0 ).AG FA = GH = ∴ Step 3 : We have 2 expressions for the side F A.
3. Therefore. 567 . Therefore. P 5 O −5 5 −5 Q Step 2 : Find the centre of the circle We know that the centre of a circle lies on the midpoint of a diameter.y1 ) and let the coordinates of Q be (x2 . the relation holds for all points P on the circumference.y0 ).CHAPTER 42. from the Theorem of Pythagoras. this same relation holds for any point P on the circumference. − 5).0) and radius 4 is: (y − y0 )2 + (x − x0 )2 (y − 0)2 + (x − 0)2 y 2 + x2 = = = r2 42 16 (42. Therefore the coordinates of the centre of the circle is found by ﬁnding the midpoint of the line between P and Q. the equation of a circle with centre (0. Then. △OP Q is a rightangled triangle.5) and Q at (5.y2 ). PQ = OQ = OP ∴ r 2 = = y1 − y0 x1 − x0 r (y1 − y0 )2 + (x1 − x0 )2 But. Answer Step 1 : Draw a picture Draw a picture of the situation to help you ﬁgure out what needs to be done. Let the coordinates of the centre of the circle be (x0 . we know that: OP 2 = P Q2 + OQ2 But.3 In Figure 42.GRADE 12 42. GEOMETRY . In fact. P at (−5. let the coordinates of P be (x1 . For example. we can write: (x − x0 )2 + (y − y0 )2 = r2 for a circle with centre at (x0 .y0 ) and radius r.3) Worked Example 192: Equation of a Circle I Question: Find the equation of a circle (centre O) with a diameter between two points.
Answer Step 1 : Change to standard form We need to rewrite the equation in the form (x − x0 ) + (y − y0 ) = r2 To do this we need to complete the square 1 1 i.0).3 the coordinates of the midpoint are: x0 = = = y0 = = = CHAPTER 42.e.42. The distance between the two points is: r= 1 PQ 2 = = = = = = 1 (x2 − x1 )2 + (y2 − y1 )2 2 1 (5 − (−5))2 + (−5 − 5)2 2 1 (10)2 + (−10)2 2 1√ 100 + 100 2 200 4 √ 50 Step 4 : Write the equation of the circle x2 + y 2 = 50 Worked Example 193: Equation of a Circle II Question: Find the center and radius of the circle x2 − 14x + y 2 + 4y = −28. then the radius is half the distance between them. GEOMETRY . Step 3 : Find the radius of the circle If P and Q are two points on a diameter.GRADE 12 x1 + x2 2 −5 + 5 2 0 y1 + y2 2 5 + (−5) 2 0 The centre point of line P Q and therefore the centre of the circle is at (0. −2) and the radius is 5 units 568 . add and subtract ( 2 cooeﬃcient of x)2 and ( 2 cooeﬃcient of y)2 Step 2 : Adding cooeﬃcients x2 − 14x + y 2 + 4y = −28 ∴ x2 − 14x + (7)2 − (7)2 + y 2 + 4y + (2)2 − (2)2 = −28 Step 3 : Complete the squares ∴ (x − 7)2 − (7)2 + (y + 2)2 − (2)2 = −28 Step 4 : Take the constants to the other side ∴ (x − 7)2 − 49 + (y + 2)2 − 4 = −28 ∴ (x − 7)2 + (y + 2)2 = −28 + 49 + 4 ∴ (x − 7)2 + (y + 2)2 = 25 Step 5 : Read the values from the equation ∴ center is (7.
y0 ) P (x1 . mg = − 569 1 mf . mf × mg = −1 So. We do this by ﬁnding the gradient of the line that passes through the centre of the circle and point P (line f in Figure 42. Line f passes through the centre and point P .4) The tangent (line g) is perpendicular to this line.y1 ) Figure 42. We know that a tangent is perpendicular to the radius. As we have seen in earlier grades. drawn at the point of contact with the circle.3. mf = y1 − y0 x1 − x0 (42.2 Equation of a Tangent to a Circle at a Point on the Circle We are given that a tangent to a circle is drawn through a point P with coordinates (x1 . g passing through point P at (x1 .4). We know that the equation of the circle with centre (x0 . We start by making a list of what we know: 1. because this line is a radius line and the tangent is perpendicular to it. First we need to ﬁnd the gradient of the tangent.CHAPTER 42. c.GRADE 12 42. m. In this section.y1 ).y0 ) is (x − x0 )2 + (y − y0 )2 = r2 . we ﬁnd out how to determine the equation of that tangent. GEOMETRY .3 42.y0 ) has a tangent. The same method is used to determine the equation of the tangent.4: Circle h with centre (x0 . Step 2: Calculate the yintercept of the line. 2. there are two steps to determining the equation of a straight line: Step 1: Calculate the gradient of the line. g h f (x0 .y1 ). Therefore.
C Find the point where these two circles cut each other. 4. 1) which passes through (2. 0) and radius 4 (5. 1) which passes through (4.y0 ) = (0. with with with with with center center center center center (0. Use y − y1 = − with (x0 .y1 ) so the equation is given by: y − y1 y − y1 y − y1 y − y1 = m(x − x1 ) 1 = − (x − x1 ) mf 1 = − y1 −y0 (x − x1 ) x1 − x0 (x − x1 ) = − y1 − y0 x1 −x0 For example. x1 − x0 (x − x1 ) y1 − y0 y − y1 y−1 y−1 y y y = − = = = = = −x + 2 x1 − x0 (x − x1 ) y1 − y0 1−0 − (x − 1) 1−0 1 − (x − 1) 1 −(x − 1) + 1 −x + 1 + 1 Exercise: Coordinate Geometry 1. 5) and radius 5 (2. we know that the tangent passes through (x1 . The centre of the circle is at (0.0). −2) which passes through (1.1). B Where does it cut the line y = x + 1? C Draw a sketch to illustrate your answers.y1 ) = (1.1). GEOMETRY . 5). −3) and radius 3 A Find the equation of the circle with center (2. A Find the equation of the circle with center (−3. 0) and radius 6 √ (−5. Find the center and radius of the following circles: 570 . Find the equation of the cicle: A B C D E 2.GRADE 12 Now. B Find the equation of the circle with center (3. A B C D E (x − 9)2 + (y − 6)2 = 36 (x − 2)2 + (y − 9)2 = 1 (x + 5)2 + (y + 7)2 = 12 (x + 4)2 + (y + 4)2 = 23 3(x − 2)2 + 3(y + 3)2 = 12 3.3 CHAPTER 42. 1). 7) and radius 18 (−2.0) and (x1 . ﬁnd the equation of the tangent to the circle at point (1. −4). The equation of the circle is x2 + y 2 = 2.42.
GRADE 12 F x2 − 3x + 9 = y 2 + 5y + 25 = 17 5. 5) (x − 2)2 + (y − 1)2 = 13 at the point (5. r sin α) polar coordinates.4 6.1 Transformations Rotation of a Point about an angle θ First we will ﬁnd a formula for the coordinates of P after a rotation of θ.CHAPTER 42. 4) (x + 1)2 + (y − 2)2 = 25 at the point (3. Find the x− and y− intercepts of the following graphs and draw a scetch to illustrate your answer: A B C D A B C D E F A B C D (x + 7)2 + (y − 2)2 = 8 x2 + (y − 6)2 = 100 (x + 4)2 + y 2 = 16 (x − 5)2 + (y + 1)2 = 25 x2 + 6x + y 2 − 12y = −20 x2 + 4x + y 2 − 8y = 0 x2 + y 2 + 8y = 7 x2 − 6x + y 2 = 16 x2 − 5x + y 2 + 3y = − 3 4 x2 − 6nx + y 2 + 10ny = 9n2 x2 + y 2 = 17 at the point (1. Compound angles (See derivation of formulae in Ch. y) rectangular coordinates or P (r cos α. 3) 42. GEOMETRY . Find the equations to the tangent to the circle: 42.4 42. 4) x2 + y 2 = 25 at the point (3. Find the center and radius of the following circles: 7. Polar coordinates P r α x y Notice that : sin α = y ∴ y = r sin α r and cos α = x ∴ x = r cos α r so P can be expressed in two ways: P (x.4. 12) sin (α + β) cos (α + β) = sin α cos β + sin β cos α = cos α cos β − sin α sin β 571 . We need to know something about polar coordinates and compound angles before we start.
y cos θ + x sin θ)]. √ So to ﬁnd the coordinates of P (1. 3) after a rotation of 45◦ . GEOMETRY . y) = P (r cos α. √ 2 2 572 . ( 3 cos 45◦ + 1 sin 45◦ √ √ 1 1 3 3 √ −√ .4 Now consider P ′ after a rotation of θ CHAPTER 42. we arrive at: P′ = = = = [(x cos θ − y sin θ).42. √ +√ 2 2 2 2 √ √ 1− 3 3+1 √ . r sin α) P ′ (r cos (α + θ).GRADE 12 P (x. (y cos θ + x sin θ] √ √ (1 cos 45◦ − 3 sin 45◦ ). r sin (α + θ)) Expand the coordinates of P ′ x − coordinate of P ′ = = = = y − coordinate of P ′ = = = = r cos (α + θ) r [cos α cos θ − sin α sin θ] r cos α cos θ − r sin α sin θ x cos θ − y sin θ P′ P = (r cos α. r sin α) θ α r sin (α + θ) r [sin α cos θ + sin θ cos α] r sin α cos θ + r cos α sin θ y cos θ + x sin θ which gives the formula P ′ = [(x cos θ − y sin θ.
B(5. and that enlargement preserves shape but not size. GEOMETRY . 1) (3.4 Exercise: Rotations Any line OP is drawn (not necessarily in the ﬁrst quadrant). 6) B(5. 6. 3. Activity :: : Geometric Transformations 15 10 Draw a large 15×15 grid and plot △ABC with A(2.4. if the line OP is rotated about the origin through α degrees. 6) 5 C(3. reﬂections. 1) (2. by drawing the images of △ABC under the given transformations. P (2. 6). The ﬁrst one has been done for you. Using the coordinates of P and the angle α. rotations and glide reﬂections preserve shape and size. Fill in the lines y = x and y = −x. 1. rotations and glide reﬂections preserve shape and size. 5) α 60◦ 30◦ 45◦ 120◦ 225◦ 150◦ O P θ 42. 42.GRADE 12 42. making an angle of θ degrees with the xaxis. 4) 5 C′ −5 A′ −10 y=x −15 y = −x B′ 10 15 573 .CHAPTER 42. 2) (5. reﬂections. Complete the table below . and that enlargement preserves shape but not size.4. 1). 4. 2. 2) (4. −15 −10 −5 A(2.2 Characteristics of Transformations Rigid transformations like translations. 5. 6) and C(5.3 Characteristics of Transformations Rigid transformations like translations. calculate the coordinates of P ′ . 6) (4.
) Transformation Reﬂect Reduce by a scale factor of 3 Rotate by 90◦ Translate 4 units right Enlarge by a scale factor of 2 Sides Angles Area ˆ 2. x) .5 Exercises 1. they are twice as large.5 CHAPTER 42. etc. y) → (2x. ∆ABC undergoes several transformations forming ∆A′ B ′ C ′ . −y) (x. A Solve ∆DEF B Hence. the same. ∆DEF has E = 30◦ . 2y) (x.g. y) → (−y. y) → (y. y) → (x + 2. DE = 4 cm. y) (x. y) → (y. −6) C ′ (5. C = 37◦ ˆ ∴A (x. y) → (−x. solve ∆D′ E ′ F ′ 3. ∆DEF is enlarged by a scale factor of 6 to form ∆D′ E ′ F ′ . −y) (x. −2) Lengths A′ B ′ = 3 B′C ′ = 4 A′ C ′ = 5 Angles ˆ B ′ = 90◦ ˆ tan A = 4/3 ˆ = 53◦ . x) (x. y) → (y. Which of the above transformations are rigid? 42. x + 1) A transformation that leaves lengths and angles unchanged is called a rigid transformation. x) (x. rotation. y) → (−x. Describe the relationship between the angles and sides of ∆KLM and ∆A′ B ′ C ′ (e.GRADE 12 Transformation Description (translation. Find the area of ∆X ′ Y ′ Z ′ if the points have been transformed as follows: A (x. GEOMETRY . −6) B ′ (5. y) → (x + 1. EF = 5 cm.. reﬂection. y + 3) 574 B (x. y − 2) (x. y) → (x. ∆XY Z has an area of 6 cm2 . enlargement) reﬂection about the xaxis Coordinates A′ (2.42.
y) → (−3x. y) → (3x.5 D (x. 4y) G (x. y) → (x. GEOMETRY . y) 42.CHAPTER 42. −y + 3) H (x. y) → (4x. y + 2) E (x. −y) F (x.GRADE 12 C (x. y) → (−x. 4y) 575 . y) → (4x.
42.GRADE 12 576 . GEOMETRY .5 CHAPTER 42.
Chapter 43 Trigonometry . b) 1 (α − β) α β a 1 b O M (x. for any angles α and β.Grade 12 43. The two points L(a. y) L(a.1 43. Suppose we have the unit circle shown below.1.y) are on the circle.1 Compound Angle Identities Derivation of sin(α + β) We have. we have that b 1 a cos β = 1 sin β = =⇒ =⇒ 577 b = sin β a = cos β . For the triangle LOK. that sin(α + β) = sin α cos β + sin β cos α How do we derive this identity? It is tricky. y K(x. y) x We can get the coordinates of L and K in terms of the angles α and β. so follow closely.b) and K(x.
The identity for cos(α − β) is now determined as follows: Using the distance formula (i. sin α). Then cos(90◦ − α − β) = cos(90◦ − α) cos β + sin(90◦ − α) sin β = sin α · cos β + cos α · sin β = = 2 − 2(cos α cos β + sin α · sin β) cos α · cos β + sin α · sin β But cos(90◦ − (α + β)) = sin(α + β). Thus sin(α + β) = sin α · cos β + cos α · sin β 43. T R2 = = = = = (cos α − cos β)2 + (sin α − sin β)2 cos2 α − 2 cos α cos β + cos2 β + sin2 α − 2 sin α sin β + sin2 β (cos2 α + sin2 α) + (cos2 β + sin2 β) − 2 cos α cos β − 2 sin α sin β 1 + 1 − 2(cos α cos β + sin α sin β) 2 − 2(cos α cos β + sin α sin β) Now using the cosine rule for △KOL. 578 . we can see that the coordinates of K are (cos α.GRADE 12 Thus the coordinates of L are (cos β. d = (x2 − x1 )2 + (y2 − y1 )2 or d2 = (x2 − x1 )2 + (y2 − y1 )2 ). we have 2 − 2 · cos(α − β) =⇒ cos(α − β) Now let α → 90◦ − α. TRIGONOMETRY .43.2 Derivation of sin(α − β) sin(α + β) = sin α cos β + sin β cos α We can use to show that sin(α − β) = sin α cos β − sin β cos α We know that sin(−θ) = − sin(θ) and cos(−θ) = cos θ Therefore.1. sin(α − β) = sin(α + (−β)) = sin α cos(−β) + sin(−β) cos α = sin α cos β − sin β cos α 43.3 Derivation of cos(α + β) sin(α − β) = sin α cos β − sin β cos α We can use to show that cos(α + β) = cos α cos β − sin α sin β We know that sin(θ) = cos(90 − θ).e. In the same way as above. we get KL2 = = = KO2 + LO2 − 2 · KO · LO · cos(α − β) 12 + 12 − 2(1)(1) cos(α − β) 2 − 2 · cos(α − β) Equating our two values for T R2 .1.1 CHAPTER 43. we can ﬁnd KL2 . sin β).
we can also write cos 2α = 2cos2 α − 1 and cos 2α = 1 − 2sin2 α by using sin2 α + cos2 α = 1. 579 .CHAPTER 43.1 = sin((90 − α) − β)) = sin(90 − α) cos β − sin β cos(90 − α) = cos α cos β − sin β sin α 43.1.6 Derivation of cos 2α cos(α + β) = cos α cos β − sin α sin β We know that When α = β.GRADE 12 Therefore.1.5 Derivation of sin 2α sin(α + β) = sin α cos β + sin β cos α We know that When α = β. we have that sin(α + α) = = = sin α cos α + sin α cos α 2 sin α cos α sin(2α) 43.1. We can also use the fact that to derive that cos(α − β) = cos α cos β + sin α sin β As cos(θ) = sin(90 − θ). TRIGONOMETRY . we have that cos(α − β) = sin(90 − (α − β)) = sin((90 − α) + β)) = sin(90 − α) cos β + sin β cos(90 − α) = cos α cos β + sin β sin α 43.4 Derivation of cos(α − β) sin(α + β) = sin α cos β + sin β cos α We found this identity in our derivation of the sin(α + β) identity. cos(α + β) = sin(90 − (α + β)) 43. we have that cos(α + α) = cos α cos α − sin α sin α = cos2 α − sin2 α = cos(2α) However.
Answer Step 1 : Identify a strategy We only know the exact values of the trig functions for a few special angles (30◦ .43.1. You need to show that both sides are equal. Worked Example 194: Trigonometric Identities 1 Question: Prove that sin 75◦ = 2( 43+1) without using a calculator.1 Activity :: cos 2α Identity : Use CHAPTER 43. A suggestion for proving identities: It is usually much easier simplifying the more complex side of an identity to get the simpler side than the other way round. We can see that 75◦ = 30◦ + 45◦. 45◦ . TRIGONOMETRY . Step 2 : Execute strategy sin 75◦ = = = = = = sin(45◦ + 30◦ ) sin(45◦ ) cos(30◦ ) + sin(30◦ ) cos(45◦ ) √ 1 1 3 1 √ · +√ · 2 2 2 2 √ 3+1 √ 2 2 √ √ 3+1 2 √ ×√ 2 2 2 √ √ 2( 3 + 1) 4 √ √ Worked Example 195: Trigonometric Identities 2 580 . etc.7 Problemsolving Strategy for Identities The most important thing to remember when asked to prove identities is: Important: Trigonometric Identities Never assume that the left hand side is equal to the right hand side.). Thus we can use our doubleangle identity for sin(α + β) to express sin 75◦ in terms of known trig function values. 60◦ .GRADE 12 sin2 α + cos2 α = 1 to show that: cos 2α = 2 cos2 α − 1 1 − 2 sin2 α 43.
GRADE 12 Question: Deduce a formula for tan(α + β) in terms of tan α and tan β. We know that tan θ is undeﬁned for some angles θ. Step 2 : Execute strategy sin(α + β) cos(α + β) sin α · cos β + sin β · cos α cos α · cos β − sin α · sin β sin α·cos β cos α·cos β cos α·cos β cos α·cos β 43. where n is an integer.CHAPTER 43. We can also notice that the trig function on the RHS does not have a 2θ dependance. and hence is not valid for these angles. Thus the identity won’t hold for these angles also.1 tan(α + β) = = = = + − sin β·cos α cos α·cos β sin α·sin β cos α·cos β tan α + tan β 1 − tan α · tan β Worked Example 196: Trigonometric Identities 3 Question: Prove that sin θ + sin 2θ = tan θ 1 + cos θ + cos 2θ For which values is the identity not valid? Answer Step 1 : Identify a strategy The righthand side (RHS) of the identity cannot be simpliﬁed. Hint: Use the formulae for sin(α + β) and cos(α + β) Answer Step 1 : Identify a strategy We can reexpress tan(α + β) in terms of cosines and sines. which is not allowed. Thus we should try simplify the lefthand side (LHS). 1 + cos θ + cos 2θ =⇒ cos θ(1 + 2 cos θ) 581 = 0 = 0 . Thus we need to solve this equation. for some θ. TRIGONOMETRY . The LHS is undeﬁned when 1 + cos θ + cos 2θ = 0. Step 2 : Execute the strategy sin θ + 2 sin θ cos θ 1 + cos θ + (2 cos2 θ − 1) sin θ(1 + 2 cos θ) cos θ(1 + 2 cos θ) sin θ cos θ tan θ RHS LHS = = = = = We know that tan θ is undeﬁned when θ = 90◦ + 180◦n. We then manipulate the resulting expression in order to get it in terms of tan α and tan β. we might have division by zero in the LHS. Thus the identity is also undeﬁned for these θ. and then use the doubleangle formulas for these. Also. Thus we will need to use the doubleangle formulas to simplify the sin 2θ and cos 2θ on the LHS.
. We do this using the doubleangle formulas. 270◦. Worked Example 197: Trigonometric Equations Question: Solve the following equation for y without using a calculator. n ∈ Z ◦ ◦ = −1 = −1 = −1 = −1 =⇒ =⇒ =⇒ =⇒ 43.. It 1 also has solutions when 1 + 2 cos θ = 0. we ﬁrst need to simplify the lefthand side. . − 270◦.GRADE 12 The above has solutions when cos θ = 0. we are given that BC = BD = x.1 Applications of Trigonometric Functions Problems in Two Dimensions Worked Example 198: Question: For the ﬁgure below. This is true when cos θ = − 2 . the identity is not valid when θ = . 120 . Show that BC 2 = 2x2 (1 + sin θ). TRIGONOMETRY .2 CHAPTER 43. 240 . Step 2 : Execute the strategy 1 − sin y − (1 − 2 sin2 y) 2 sin y cos y − cos y 2 sin2 y − sin y cos y(2 sin y − 1) sin y(2 sin y − 1) cos y(2 sin y − 1) tan y y = 135 + 180 n. 120◦ .43. − 240 .2 43. 582 . −120 . . . and thus ◦ ◦ ◦ ◦ θ = . . −120◦ .90◦ . . 240◦ . which occurs when θ = 90◦ + 180◦n. . where n is an integer. −240◦.2. . . . To summarise. These are the same values when tan θ is undeﬁned. −90◦. 1 − sin y − cos 2y = −1 sin 2y − cos y Answer Step 1 : Identify a strategy Before we are able to solve the equation.
For the diagram on the right. sin 2θ C Using the above. that any triangle circumscribed by a circle with one side going through the origin. is rightangled. We know this from circle geometry. then we could use the cosine rule to determine DC. This is possible. TRIGONOMETRY . If we could get the angle B DC. D Now do the same for cos 2θ and tan θ. we know ADB and hence B DC. we can 2 getBC . B Find an expression for: i. sin θ iii. cos θ ii.2 A O θ D x C x B Answer Step 1 : Identify a strategy ˆ We want CB. ˆ A Find AOC in terms of θ. as △ABD is a rightangled triangle. and we have CD and BD.CHAPTER 43. Using the cosine rule. show that sin 2θ = 2 sin θ cos θ. As we have two ˆ ˆ angles of △ABD. Step 2 : Execute the strategy ˆ ADB = 180◦ − θ − 90◦ = 90◦ − θ Thus ˆ B DC = = = Now the cosine rule gives BC 2 ˆ = CD2 + BD2 − 2 · CD · BD · cos(B DC) 2 2 2 ◦ = x + x − 2 · x · cos(90 + θ) ˆ 180◦ − ADB 180◦ − (90◦ − θ) 90◦ + θ = 2x2 (1 − sin θ) = 2x2 + 2x2 [ sin(90◦ ) cos(θ) + sin(θ) cos(90◦ )] = 2x2 + 2x2 [ 1 · cos(θ) + sin(θ) · 0] Exercise: 1. 583 B C O θ E A .GRADE 12 43.
D C A B 43. 1 Show that cos θ = 4 . AD = 4 and AB = 6. DA is a diameter of circle O with radius r. ˆ ˆ E Find the angle D using your expression for cos D. E D θ B O C A BC CD AD AB . If we have that BC = b. show that b sin α sin x h= sin(x + θ) 584 . Its base is at C.43. Find CA2 . DBA = α. ˆ ˆ B Find expressions for cos D and cos B in terms of the quadrilateral sides. DBC = x ˆ and DCB = θ. Hence ﬁnd the area of ABCD. AB = DE and DOE = θ. 3. D Suppose that BC = 10. CD = 15.2 CHAPTER 43. C Show that 2CA2 = CD2 + DA2 + AB 2 + BC 2 . The ﬁgure on the right shows a cyclic quadrilateral with = ˆ A Show that the area of the cyclic quadrilateral is DC · DA · sin D. TRIGONOMETRY . CA = r.2 Problems in 3 dimensions Worked Example 199: Height of tower Question: D is the top of a tower of height h. The triangle ABC lies on ˆ ˆ the ground (a horizontal plane).GRADE 12 ˆ 2.2.
The line BC represents a tall tower. TRIGONOMETRY . We are also given that BA = AD = x.GRADE 12 D 43. and thus can work out all the remaining lengths and angles of this triangle. with C at its foot. Thus we can relate the height h with the angle α and either the length BA or BD (using sines or cosines). Its angle of elevation from D is θ.CHAPTER 43. we see that we can use the sine rule. Considering the triangle BCD. and sin(180◦ − α − θ) So DB = = b sin θ ˆ sin(DBC) b sin θ sin(α + θ) = sin(α + θ) = − sin(−α − θ) DB = = ˆ sin(DBC) b b sin θ ˆ sin(DBC) Exercise: 1. sin θ DB =⇒ ˆ But DBC = 180◦ − α − θ. But we have two angles and a length for △BCD. 585 . Step 2 : Execute the strategy We have that h BD =⇒ h = = sin α BD sin α Now we need BD in terms of the given angles and length b.2 h C θ A b x B α Answer Step 1 : Identify a strategy We have that the triangle ABD is rightangled. We can thus work out BD.
3 C CHAPTER 43. For example.GRADE 12 B θ α x A x D A Find the height of the tower BC in terms of x. is a form of geometry in which the usual metric of Euclidean geometry is replaced by a new metric in which the distance between two points is the sum of the (absolute) diﬀerences of their coordinates. while the Euclidean distance is 36 586 . in the plane.1) Figure 43. is known as the Manhattan distance. considered by Hermann Minkowski in the 19th century. B Find BC if we are given that k = 140m. TRIGONOMETRY .1 Other Geometries Taxicab Geometry Taxicab geometry.1: Manhattan Distance (dotted and solid) compared to Euclidean Distance (dashed). 43.2 Manhattan distance The metric in taxicab geometry.43.3. √ In each case the Manhattan distance is 12 units.3 43. y1 ) and the point P2 at (x2 . y2 ) is x1 − x2  + y1 − y2  (43. the Manhattan distance between the point P1 with coordinates (x1 . 43. α = 21◦ and θ = 9◦ . between two points in an Euclidean space with ﬁxed Cartesian coordinate system as the sum of the lengths of the projections of the line segment between the points onto the coordinate axes.3. tan θ and cos 2α.
and so have important applications in navigation. The distance between two points in Euclidean space is the length of a straight line from one point to the other. In nonEuclidean geometry.λ1 . Let φ1 . there are no straight lines. Spherical geometry is the simplest model of elliptic geometry. the parallel postulate holds. where r is the radius of the sphere. there is a unique great circle. Then. the equations for greatcircle distance are important for ﬁnding the shortest distance between points on the surface of the Earth. or πr. The two points separate the great circle into two arcs. 43. On the sphere. Because the Earth is approximately spherical (see spherical Earth). as one can generate two triangles with two sides and the angle between them the same and have them not be congruent. Between any two points on a sphere which are not directly opposite each other. however. so the other geometric concepts are deﬁned like in plane geometry but with lines replaced by great circles. but all have the same length. φ2 . TRIGONOMETRY . Contrast this with hyperbolic geometry. On the sphere the geodesics are the great circles.λ2 . respectively. Spherical geometry has important practical uses in celestial navigation and astronomy. in which a line has two parallels. in which a line has no parallels through a given point. The length of the shorter arc is the greatcircle distance between the points. resulting in a spherical trigonometry that diﬀers from ordinary trigonometry in many respects (for example. It is given these names because it is the shortest distance a car would drive in a city laid out in square blocks. Let ∆λ be the longitude diﬀerence. In plane geometry the basic concepts are points and line. Extension: Distance on a Sphere The greatcircle distance is the shortest distance between any two points on the surface of a sphere measured along a path on the surface of the sphere (as opposed to going through the sphere’s interior). where ∆σ is the angular diﬀerence/distance and can be determined from the spherical law of cosines as: ∆σ = arccos {sin φ1 sin φ2 + cos φ1 cos φ2 cos ∆λ} 587 . Geodesics on the sphere are the great circles (circles on the sphere whose centers are coincident with the center of the sphere). straight lines are replaced with geodesics. the sum of the interior angles of a triangle exceeds 180◦). equal to half the circumference of the circle. points are deﬁned in the usual sense. and an inﬁnite number of ultraparallels.3 The Manhattan distance depends on the choice on the rotation of the coordinate system. A circle in taxicab geometry consists of those points that are a ﬁxed Manhattan distance from the center. Thus.GRADE 12 43. On the sphere.3.3 Spherical Geometry Spherical geometry is the geometry of the twodimensional surface of a sphere. Because spherical geometry is rather diﬀerent from ordinary Euclidean geometry. through a given point. in spherical geometry angles are deﬁned between great circles. but does not depend on the translation of the coordinate system or its reﬂection with respect to a coordinate axis. It is an example of a nonEuclidean geometry. if r is the greatcircle radius of the sphere. In particular. the greatcircle distance is r∆σ. Taxicab geometry satisﬁes all of Euclid’s axioms except for the sideangleside axiom. be the latitude and longitude of two points. The equivalents of lines are not deﬁned in the usual sense of ”straight line” but in the sense of ”the shortest paths between points” which is called a geodesic. Between two points which are directly opposite each other (called antipodal points) there inﬁnitely many great circles. These circles are squares whose sides make a 45◦ angle with the coordinate axes.CHAPTER 43. the equations for distance take on a diﬀerent form. Manhattan distance is also known as city block distance or taxicab distance.
592 km at the poles. Diﬀusion Limited Aggregation or Reaction Limited Aggregation clusters. are some examples of such fractals. Sierpinski gasket. Menger sponge. and systems of blood vessels. mountains. resulting in 4 triangles. The recursive nature of the algorithm guarantees that the whole is statistically similar to each detail. decreasing at each iteration the range by half. a shape that appears similar at all scales of magniﬁcation and is therefore often referred to as ”inﬁnitely complex.These have a ﬁxed geometric replacement rule. The procedure is repeated. but similar in nature. snow ﬂakes. from the Latin fractus. HarterHeighway dragon curve. it denotes a shape that is recursively constructed or selfsimilar. meaning ”broken” or ”fractured. This recursive nature is clear in these examples .5%. fractal landscapes. In colloquial usage. that is. The surface of a mountain can be modeled on a computer using a fractal: Start with a triangle in 3D space and connect the central points of each side by line segments. scale range. and having an average greatcircle radius of 6372. river networks. for example. Cantor set. • Random fractals. or arcradius. within a deﬁned range.4 Fractal Geometry The word ”fractal” has two related meanings. generated by stochastic rather than deterministic processes.795 km.GRADE 12 Extension: Spherical Distance on the Earth The shape of the Earth more closely resembles a ﬂattened spheroid with extreme values for the radius of curvature.3 CHAPTER 43. TSquare. TRIGONOMETRY .795 km thus results in an error of up to about 0.a branch from a tree or a frond from a fern is a miniature replica of the whole: not identical. 43. but ﬁnite. Fractals in nature Approximate fractals are easily found in nature.3. namely having a Hausdorﬀ dimension greater than its topological dimension. The central points are then randomly moved up or down. Lvy ﬂight and the Brownian tree. • Escapetime fractals . Trees and ferns are fractal in nature and can be modeled on a computer using a recursive algorithm. 588 . These objects display selfsimilar structure over an extended.43. Koch snowﬂake.” In mathematics a fractal is a geometric object that satisﬁes a speciﬁc technical condition. Examples of this type are the Mandelbrot set.or dendritic fractals.Fractals deﬁned by a recurrence relation at each point in a space (such as the complex plane). Sierpinski carpet. the Burning Ship fractal and the Lyapunov fractal. of 6335. for example.” Three common techniques for generating fractals are: • Iterated function systems . Peano curve. The latter yields socalled mass.437 km at the equator (vertically) and 6399. Using a sphere with a radius of 6372. Examples include clouds. The term fractal was coined in 1975 by Benot Mandelbrot.
3. 1.GRADE 12 43. 4 2.CHAPTER 43.7. Solve the following equations: 1 A cos 3θ · cos θ − sin 3θ · sin θ = − 2 B 3 sin θ = 2 cos2 θ C 5. Work out the following: A cos 15◦ B cos 75◦ C tan 105◦ D cos 15◦ E cos 3◦ cos 42◦ − sin 3◦ sin 42◦ F 1 − 2 sin2 (22. Prove the following identities A sin3 θ = 3 sin θ−sin 3θ 4 589 . TRIGONOMETRY .5◦ ) 4. If sin θ = 7 .4 End of Chapter Exercises Do the following without using a calculator. Suppose cos θ = 0. again ﬁnd cos 2θ and cos 4θ.4 Summary of the Trigonomertic Rules and Identities Pythagorean Identity cos2 θ + sin2 θ = 1 Cofuntion Identities sin(90◦ − θ) = cos θ cos(90◦ − θ) = sin θ Periodicity Identities sin(θ ± 360◦ ) = sin θ cos(θ ± 360◦) = cos θ tan(θ ± 180◦ ) = tan θ Ratio Identities tan θ = sin θ cos θ Odd/Even Identities sin(−θ) = − sin θ cos(−θ) = cos θ tan(−θ) = − tan θ Double angle Identities sin(2θ) = 2 sin θ cos θ cos (2θ) = cos2 θ − sin2 θ cos (2θ) = 2 cos2 θ − 1 2 tan θ tan (2θ) = 1−tan2 θ Cosine rule a2 = b2 + c2 − 2bc cos A b2 = a2 + c2 − 2ac cos B c2 = a2 + b2 − 2ab cos C Addition/Subtraction Identities sin (θ + φ) = sin θ cos φ + cos θ sin φ sin (θ − φ) = sin θ cos φ − cos θ sin φ cos (θ + φ) = cos θ cos φ − sin θ sin φ cos (θ − φ) = cos θ cos φ + sin θ sin φ tan φ+tan tan (θ + φ) = 1−tan θ tanθφ tan φ−tan tan (θ − φ) = 1+tan θ tanθ φ Sine Rule sin A a sin B b sin C c Area Rule Area = 1 bc sin A 2 1 Area = 2 ab sin C 1 Area = 2 ac sin B = = 43. Find cos 2θ and cos 4θ.
GRADE 12 C 4 sin θ · cos θ · cos 2θ = sin 4θ 6. (Challenge question!) If a + b + c = 180◦.43. TRIGONOMETRY .4 B cos2 α(1 − tan2 α) = cos 2α D 4 cos3 x − 3 cos x = cos 3x E tan y = sin 2y cos 2y+1 CHAPTER 43. prove that sin3 a + sin3 b + sin3 c = 3 cos(a/2) cos(b/2) cos(c/2) + cos(3a/2) cos(3b/2) cos(3c/2) 590 .
• ±68% of the sample lies within one standard deviation of the mean. 44. mode and standard deviation of a set of data to identify whether the data is normally distributed or whether it is skewed.1 Introduction In this chapter. If the data was. We say a distribution is normal if • the mean. the graph will often have a bell shape. mode and standard deviation of the data.Chapter 44 Statistics . say. If large numbers of data are collected from a population. examination results. etc. What percentage of the data is within one standard deviation of the mean? 3. 75 80 91 67 75 81 70 77 82 71 78 82 71 78 83 73 78 86 74 78 86 75 79 87 1. 4. Join the midpoints of the bars to form a frequency polygon. 95% within two standard deviations and 99% within three standard deviations of the mean. Calculate the mean. You will analyse these measures in order to draw conclusions and make predictions. • it is symmetric around the mean. median and mode are equal.2 A Normal Distribution Activity :: Investigation : You are given a table of data below. median. and learn how to ﬁnd a regression equation and a correlation coeﬃcient. median.Grade 12 44. You will learn more about populations and selecting diﬀerent kinds of samples in order to avoid bias. you will use the mean. 2. You will work with lines of best ﬁt. a few very low marks and most get a mark in the middle range. Draw a histogram of the data using intervals 60 ≤ x < 64. 64 ≤ x < 68. a few learners usually get very high marks. 591 .
GRADE 12 68% 95% 99% ¯ x − 3σ x − 2σ x − σ ¯ ¯ x ¯ x + σ x + 2σ x + 3σ ¯ ¯ ¯ What happens if the test was very easy or very diﬃcult? Then the distribution may not be symmetrical. Skewed left Exercise: Normal Distribution 1. What mark must one obtain in order to be in the top 2% of the class? Approximately 84% of the pupils passed the test. and the mean of the distribution would be shifted to the right.2 Draw the histogram of the results. standard deviation = 4 and Mean = 16. We say the distribution is negatively skewed. Given the pairs of normal curves below. we say the distribution is positively skewed. standard deviation = 8 2. then the mean tends to shift towards these scores and the curve becomes skewed. If the test was very diﬃcult. standard deviation = 4 and Mean = 4. or skewed right. standard deviation = 8 B Mean = 8. the following scores were recorded: Test Score 3 4 5 6 7 8 9 Total Mean Standard Deviation A B C D E Frequency 1 7 14 21 14 6 1 64 6 1. standard deviation = 4 C Mean = 8. In this case. If extremely high or extremely low scores are added to a distribution. STATISTICS . An important point to remember is that the area beneath the curve corresponds to 100%. Skewed right If it was very easy. standard deviation = 4 and Mean = 8. Join the midpoints of each bar and draw a frequency polygon. A Mean = 8.2 CHAPTER 44. What was the pass mark? Is the distribution normal or skewed? 592 . then many learners would get high scores.44. or skewed left. sketch the graphs on the same set of axes and show any relation between them. After a class test. the mean score is shifted to the left.
B Is this distribution symmetrical or skewed left or right? Give a reason fro your answer. Both may very well not have cars. the size of the sample population must be large enough. not everyone would reply. Speed (km. STATISTICS . Random Sampling. person with number 200 would be selected. A Draw a frequency polygon to visualise the data in the table above. So person with number 1 would be selected. the more likely it is that the statistics of our sample population corresponds to the statistics of the entire population.CHAPTER 44.h−1 while the median speed was worked out to be around 84. But we obviously cannot conclude from this that almost everyone in the country has a car! We need to send the questionnaire to rich as well as poor people. and then. Systematic Sampling. How do we do this? First. select every hundredth person on the list. One way of doing this might be to send questionnaires to peoples homes.3 Extracting a Sample Population Suppose you are trying to ﬁnd out what percentage of South Africa’s population owns a car. Secondly. it would be far to expensive. 593 . So how does one ensure that ones sample is representative? There are a variety of methods available. etc.3 The mean speed was determined to be around 82 km. for example. asking them whether they own a car. and then use this to estimate what percentage of the entire country own cars. The best you can do is send it to a few people.h−1 . which means that the selection of one person has no eﬀect on the selection on another. Again give every person in the country a number. Every person in the country has an equal chance of being selected. It is unbiased and also independant. A frequency table of the results is drawn up below. We could then send the questionnaire to the people corresponding to the random numbers. The sample population must be carefully chosen. If all of our sample population comes from a very rich area. and then ask a computer to give us a list of random numbers. in order to avoid biased results. you quickly run into a problem: you cannot hope to send every person in the country a questionnaire. which we will look at now. However. then almost all will have cars. person with number 100 would be selected. But we obviously cannot conclude that no one in the country has a car! The larger the sample population size.5 km.GRADE 12 3. Also. One way of doing this would be to give each person in the country a number. This smaller group of people is called the sample population. In a road safety study. the speed of 175 cars was monitored along a speciﬁc stretch of highway in order to ﬁnd out whether there existed any link between high speed and the large number of accidents along the route.h−1 ) 50 60 70 80 90 100 110 120 Number of cars (Frequency) 19 28 23 56 20 16 8 5 44. It is no good having a sample population consisting of only two people. see what percentage of these own a car. for example. it must be representative. 44.
Exercise: Sampling 1. Suppose you are doing an experiment with washing dishes.44. and take random samples from these. 166. The linear regression equation is written y = a + bx (we say yhat) or y = A + Bx. C defects in an item made in a factory.4 CHAPTER 44. or into diﬀerent income ranges. .4 Function Fitting and Regression Analysis In Grade 11 we recorded two sets of data (bivariate data) on a scatter plot and then we drew a line of best ﬁt as close to as many of the data items as possible. 116. t 200 180 Time taken (seconds) 160 140 120 100 80 60 40 20 0 0 1 2 3 4 5 6 Number of dishes d 594 . or we can use a calculator. 3. 66. You count how many dishes you begin with. So you plot the data on a graph of time taken versus number of dishes. We can ﬁnd out the equation of the regression line by drawing and estimating. STATISTICS . disadvantages and possible bias when using A systematic sampling B random sampling C cluster sampling 2. D medical costs of employees in a large company. The random number 16 out of 50. . Then subscribers with numbers 16. and then ﬁnd out how long it takes to ﬁnish washing them. is selected. For example. diﬀerent ages. B views of learners on school meals. This is plotted below.GRADE 12 Stratiﬁed Sampling. We consider diﬀerent subgroups of the population. are chosen as a sample. . we can divide the population into male and female. What kind of sampling is this? 44. 5% of a certain magazines’ subscribers is randomly selected. Cluster Sampling. For example. we consider all the people living in one urban area. Suggest a suitable sampling method that could be used to obtain information on: A passengers views on availability of a local taxi service. Regression analysis is a method of ﬁnding out exactly which function best ﬁts a given set of data. Of course these are both variations of a more familiar ˆ equation y = mx + c. Discuss the advantages. or by using an algebraic method called “the least squared method”. Here the sample is concentrated in one area.
6) lie on the line. is given by m = = = y2 − y1 x2 − x1 3. STATISTICS . we answer both of these questions. where m is the constant of proportionality. Can we ﬁnd a quantitative measure of how well our line really ﬁts the data? In this chapter. and our assumption that t = m · d might be incorrect.5 − 1. but are scattered everywhere. we estimate the yintercept to be 1. 1. 3. then the ﬁt is not ’good’. using the techniques of regression analysis.6 5.GRADE 12 44. and then measure the gradient of the line. This is shown below.5) and (0.3 Answer Step 1 : Drawing the graph The ﬁrst step is to draw the graph.2 5. There are two questions that interest us now.4 If t is the time taken.5 2.0 2. We estimate that y = 3. t = m · d. Now write down the equation of the line that best seems to ﬁt the data.1 6.5 3−0 2 3 So we ﬁnally have that the equation of the line of best ﬁt is y= 2 x + 1. 1. ie.0 4.5 3 595 . But this is not terribly precise. m. is to draw a line of bestﬁt through the data points.5.CHAPTER 44. How well does our line of best ﬁt really ﬁt our data? If the points on our plot don’t all lie close to the line of best ﬁt. So we have that points (3.8 3. The gradient of the line. How do we ﬁnd m? One way you have already learnt.5 when x = 3.9 4. Is there a better way of doing it? 2.1 3.4 2.8 5. then it looks as though t is proportional to d. y 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 x Step 2 : Calculating the equation of the line The equation of the line is y = mx + c From the graph we have drawn. Worked Example 200: Fitting by hand Question: Use the data given to draw a scatter plot and line of best ﬁt. and d the number of dishes. x y 1.
Lets call this sum S(m. . The distance between the ﬁrst data point and the line.GRADE 12 44. is distance = y1 − f (x) = y1 − (mx + c) We now square each of these distances and add them together. Then we have that S(m.1 The Method of Least Squares We now come to a more accurate method of ﬁnding the line of bestﬁt. We have data for 5 appliances. y1 ).4 CHAPTER 44. If the line ﬁtted the data perfectly. (xn . . Suppose we guess a line of bestﬁt. The worse the ﬁt. Let us call these minimising values m0 and c0 . we ﬁnd the distance between the data point and the line. .c) = = i=1 (y1 − f (x1 ))2 + (y2 − f (x2 ))2 + . which is that m0 c0 = = n 1 n n n n i=1 yi i=1 xi yi − i=1 xi 2 n n n i=1 (xi )2 − ( i=1 xi ) n n m0 yi − xi = y − m0 x ¯ ¯ n i=0 i=1 Worked Example 201: Method of Least Squares Question: In the table below. STATISTICS . and add them all together. (x2 .yn )}. The method is very simple. Then the line of bestﬁt is f (x) = m0 x + c0 .c). + (yn − f (xn ))2 n (yi − f (xi ))2 Thus our problem is to ﬁnd the value of m and c such that S(m. Suppose we have a data set of n points {(x1 . . y y The bestﬁt line is then the line that minimises the sum of the squared distances. we have the records of the maintenance costs in Rands. the larger the diﬀerences. and we will just give you the result.c) is minimised. for example. but it is tricky. y2 ). appliance age (x) cost (y) Answer 1 5 90 2 10 140 3 15 250 4 20 300 4 30 380 596 .44. Then at at every data point.4. compared with the age of the appliance in months. We can ﬁnd m0 and c0 using calculus. . . We then square each of these distances. We also have a line f (x) = mx + c that we are trying to ﬁt to the data. this distance should be zero for all the data points.
00 2 2.9 b = 0.y) (x.4. This mode enables you to type in bivariate data.y) 1 2. STATISTICS .50 3 2.75 3.5 2.y) (x.CHAPTER 44.75 4 3.5 DATA DATA DATA DATA DATA n=1 n=2 n=3 n=4 n=5 Step 3 : Getting regression results from the calculator Ask for the values of the regression coeﬃcients a and b.50 Answer Step 1 : Getting your calculator ready Using your calculator.4 b a 5 × 23000 − 80 × 1160 = 12 5 × 1650 − 802 n − ( x) 1160 12 × 80 − = 40 = y − b¯ = ¯ x 5 5 ∴ y = 40 + 12x ˆ = n x y x2 2 xy − = 44.0 3.00 5 3.y) (x. RCL RCL a b gives gives a = 0.9 + 0.55 ∴ y = 0. change the mode from normal to “Stat xy”.2 Using a calculator Worked Example 202: Using the Sharp EL531VH calculator Question: Find a regression equation for the following data: Days (x) Growth in m (y) 1 1.y) (x.GRADE 12 appliance 1 2 3 4 5 Total x 10 10 15 20 30 80 y 15 140 250 300 380 1160 xy 20 1400 3750 6000 11400 23000 x2 30 100 225 400 900 1650 44. Step 2 : Entering the data Key in the data as follows: 1 2 3 4 5 (x.55x ˆ 597 .
065.07(to 2 d. The calculator gives b = 1.) The equation of the line of regression is thus: y = −5. 1: 3: 5: A r y ˆ 2: 4: B x ˆ Step 3 : Getting regression results from the calculator a) Press [1] and [=] to get the value of the yintercept. The screen clears but the data remains stored. what mark does the least squares line predict for Accounting? Answer Step 1 : Getting your calculator ready Switch on the calculator.169.p. XˆB 2 4 6 8 A + BX ln X A . Continue to enter the other yvalues (the Accounting marks) in order so that they pair oﬀ correctly with the corresponding xvalues. Press [MODE] and then select STAT by pressing [2]. in the same way.p. Your screen should look something like this: x 1 2 3 Step 2 : Entering the data Press [52] and then [=] to enter the ﬁrst mark under x. STATISTICS . BˆX 1/X Now press [2] for linear regression..07 + 1. 1: 3: 5: 7: Type Edit Var Reg 2: 4: 6: Data Sum MinMax Now press [SHIFT][1] to get the stats computations screen shown below.GRADE 12 Worked Example 203: Using the CASIO fx82ES Natural Display calculator Question: Using a calculator determine the least squares line of best ﬁt for the following data set of marks. use the following key sequence: [SHIFT][1][7][2][=]. Then move the cursor across and up and enter 48 under y opposite 52 in the xcolumn. The following screen will appear: 1 3 5 7 1VAR + CX2 eˆX A . Choose Regression by pressing [7]. Then enter the other values. 1 2 3 x 52 55 y y Then press [AC]. for the xvariable (the Chemistry marks) in the order in which they are given in the data set.44. Learner 1 2 3 4 5 Chemistry (%) 52 55 86 71 45 Accounting (%) 48 64 95 79 50 For a Chemistry mark of 65%.4 CHAPTER 44. = 1.17(to 2 d.17x ˆ 598 . to get the slope.) Finally.. = −5. a = −5.
B Indentify and describe any trends shown in the scatter plot. when r = 0. fairly strong r ≈ 0.4 Exercise: 1..4 No association r=0 Negative.938. strong r ≈ 0. 1] when r = −1. In this case: 599 . weak r ≈ 0. Repeat the data in question 2 and ﬁnd the regression line using a calculator 44. D Use your equation to predict the height of a student with footlength 21. C Find the equation of the least squares line by using algebraic methods and draw the line on your graph.7 We often use the correlation coeﬃcient r2 in order to work with the strength of the correlation only (no whether it is positive or negative). y y y y y x x x x x Positive. Learner Science % Biology % 1 55 48 2 66 59 3 74 68 4 92 84 5 47 53 A Use the formulae to ﬁnd the regression equation coeﬃcients a and b.9 Positive. = 71% 44. r.6 cm.GRADE 12 b) Press [AC][65][SHIFT][1][7][5][=] This gives a (predicted) Accounting mark ofˆ= 70. E Use your equation to predict the footlength of a student 176 cm tall.4. A correlation coeﬃcient. B Draw a scatter plot of the data on graph paper. The correlation coeﬃcient r ∈ [−1. is a tool that tells us to what degree there is a relationship between two sets of data.CHAPTER 44. 2. there is a perfect negative relationship. C Now use algebra to ﬁnd a more accurate equation.7 Positive. we would like to have a number that tells us exactly how well the data ﬁts the function. Height (cm) Footlength (cm) 170 27 163 23 131 20 181 28 146 22 134 20 166 24 A Draw a scatter plot of the data on graph paper. Footlengths and heights of 7 students are given in the table below. 3. there is no relationship and r = 1 is a perfect positive correlation.3 Correlation coeﬃcients Once we have applied regression analysis to a set of data. The table below lists the exam results for 5 students in the subjects of Science and Biology. STATISTICS . fairly strong r ≈ −0.
0 2. and go on to ﬁnd r. South Africa Thailand Italy Australia China India Canada United Kingdom United States Saudi Arabia Iran Indonesia A B C D E CO2 emmissions per capita (x) 8.1 600 Height (cm) 163.5 0.GRADE 12 no correlation very weak weak moderate strong very strong perfect correlation The correlation coeﬃcient r can be calculated using the formula r= 1 n−1 x−x ¯ sx y−y ¯ sy • where n is the number of data points.9 0. Calculate the correlation coeﬃcient r.5 Exercises 1.6 27.5 24 22.4 27.3 164. Calculate equation of the line of regression using the method of least squares.3 17.1 23.5 7.a measure of products produced and services delivered within a country in a year) per person.3 .9 16.5 0. A collection of data on the peculiar investigation into a foot size and height of students was recorded in the table below.5 r2 = 0 0 < r2 < 0.5 173.5 26.75 0. Below is a list of data concerning 12 countries and their respective carbon dioxide (CO2 ) emmission levels per person and the gross domestic product (GDP .1 2.7 174.25 < r2 < 0. This is known as the Pearson’s product moment correlation coeﬃcient.5 < r2 < 0.25 0.44.8 1. Length of right foot (cm) 25.9 < r2 < 1 r2 = 1 CHAPTER 44.75 < r2 < 0.4 156 155.9 11. Answer the questions to follow. • sx is the standard deviation of the xvalues and • sy is the standard deviation of the yvalues. regarding the relationship between CO2 emission and GDP per capita for the countries in the data set? 2.0 3. 44. STATISTICS .0 19. Draw the regression line equation onto the graph.2 GDP per capita (y) 3 938 2 712 20 943 23 893 816 463 22 537 21 785 31 806 6 853 1 493 986 Draw a scatter plot of the data set and your estimate of a line of best ﬁt. It is a long calculation and much easier to do on the calculator where you simply follow the procedure for the regression equation. What conclusion can you reach.9 165.3 169.0 9.7 26.
CHAPTER 44. Learner 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Test 1 (Full marks: 50) 42 32 31 42 35 23 43 23 24 15 19 13 36 29 29 25 29 17 30 28 Test 2 (Full marks: 30) 25 19 20 26 23 14 24 12 14 10 11 10 22 17 17 16 18 19 17 4. R99 500. D Calculate the correlation coeﬃcient r. R93 000. A class wrote two tests. calculate an expected mark for the second test. The owner wants to predict his future sales. Given their mark for the ﬁrst test. A Is there a strong association between the marks for the ﬁrst and second test? Show why or why not. A For the proﬁt data. and the costs are recorded over a week. and the marks for each were recorded in the table below. Full marks in the ﬁrst test was 50. 601 . R102 000. regarding the relationship between the length of the right foot and height of the students in the data set? 3. The proﬁts so far have been R90 000 . B If the total cost in a day is R2500. E What conclusion can you reach. 44. C What is the cost of 490 hamburgers? 5. calculate the linear regression function.GRADE 12 A Draw a scatter plot of the data set and your estimate of a line of best ﬁt. A fast food company produces hamburgers.5 B Calculate equation of the line of regression using the method of least squares or your calculator. The proﬁts of a new shop are recorded over the ﬁrst 6 months. C Draw the regression line equation onto the graph. Hamburgers made Costs 495 R2382 550 R2442 515 R2484 500 R2400 480 R2370 530 R2448 585 R2805 A Find the linear regression function that best ﬁts the data. STATISTICS . R109 000. R101 300. B One of the learners (in row 18) did not write the second test. The number of hamburgers made. and the second test was out of 30. estimate the number of hamburgers produced.
23 4. 602 .80 4. STATISTICS .37 4. The number of hours running the machine and the number of sweets produced are recorded. and estimate the machine hours needed to make 300 sweets.5 CHAPTER 44. Estimate how many months this will take. C The owner wants a proﬁt of R130 000.17 Sweets produced 275 287 291 281 286 Find the linear regression equation for the data.GRADE 12 B Give an estimate of the proﬁts for the next two months.44.10 4. Machine hours 3. 6. A company produces sweets using a machine which runs for a few hours per day.
5 or 6) and the toss of a coin. At the beginning. 6H.Chapter 45 Combinations and Permutations Grade 12 45. 2. 2T. buttons. What happens when a large number of items must be counted? This chapter focuses on how to use mathematical techniques to count combinations of items. die 1 1 2 2 3 3 4 4 5 5 6 6 coin H T H T H T H T H T H T Both these methods result in 12 possible outcomes. 603 . 6T or drawing up a table. Counting the possible outcomes can be tedious. beans. 45. 1T. 5H. 3H. 45. 3. but these are only practical for small numbers. and pencils were used to help with counting.1 Introduction Mathematics education began with counting. For example. 3T. 4T. 4H.1 Making a List The simplest method of counting the total number of outcomes is by making a list: 1H.2 Counting An important aspect of probability theory is the ability to determine the total number of possible outcomes when multiple events are considered. 5T. 2 outcomes (head or tails). what is the total number of possible outcomes when a die is rolled and then a coin is tossed? The roll of a die has six possible outcomes (1.2. 2H. 4. but both these methods have a lot of repetition. ﬁngers.
GRADE 12 45. the ﬁrst experiment. 1 2 3 die coin 4 5 6 H T H T H T T H T H T H Figure 45.4 The Fundamental Counting Principle The use of lists. 45. piece of cake Drink: tea. followed by the second experiment. the notation n! (read n factorial) represents: n × (n − 1) × (n − 2) × .1: Example of a tree diagram. × nm = is the multiplication equivalent of . coke.00. COMBINATIONS AND PERMUTATIONS .1 Notation The Factorial Notation For an integer n. vegetable Dessert: icecream. Therefore. The fundamental counting principle describes how to determine the total number of outcomes of a series of events. . cheese and tomato. coﬀee. tuna. They oﬀer the following choices for : Sandwich: chicken mayonnaise.45. Tree diagrams are a graphical method of listing all possible combinations of events from a random experiment.3. chicken noodle. soup. Fanta and Sprite.2 Tree Diagrams One method of eliminating some of the repetition is to use tree diagrams.3 45. The ﬁrst experiment has n1 possible outcomes. tables and tree diagrams is only feasible for events with a few outcomes. ni i=1 Note: the order in which the experiments are done does not aﬀect the total number of possible outcomes. × 3 × 2 × 1 with the special case of 0! = 1. This idea can be generalised to m experiments as the total number of outcomes for m experiments is: m n1 × n2 × n3 × . Each possible outcome is a branch of the tree. How many possible meals are there? 604 . Suppose that two experiments take place. it is not practical to list the diﬀerent possibilities and the fundamental counting principle is used. 45. and ham and lettuce Soup: tomato. . and the second has n2 possible outcomes. The factorial notation will be used often in this chapter. dessert and drink for R25. .3 CHAPTER 45.2. will have a total of n1 × n2 possible outcomes. . When the number of outcomes grows. Worked Example 204: Lunch Special Question: A takeaway has a 4piece lunch special which consists of a sandwich.
for example {2. {2. soup. 4. 45. A more complex problem is determining how many combinations there are of selecting a group of objects from a set. but each object can be chosen only once.3. the number of combinations is: n! n = r!(n − r)! r where n is the number of objects from which you can choose and r is the number to be chosen. if you have 10 numbers and wish to choose 5 you would have 10!/(5!(10 . and select ﬁve cards. Mathematically. Let S be a set with n objects. The order of the elements in a combination is not important (two lists with the same elements in diﬀerent orders are considered to be the same combination).2. a subset of a set. a combination is deﬁned as an unordered collection of unique elements. the elements cannot be repeated in a combination (every element appears uniquely once). Combinations of k objects from this set S are subsets of S having k elements each (where the order of listing the elements does not distinguish two subsets).1 Counting Combinations Calculating the number of ways that certain patterns can be formed is the beginning of combinatorics. 1.GRADE 12 Answer Step 1 : Determine how many parts to the meal there are There are 4 parts: sandwich.4.5. Also. For example. 2} and {1. Combination without Repetition When the order does not matter.CHAPTER 45. COMBINATIONS AND PERMUTATIONS . 6} is a subset of the set {1. suppose you have ﬁftytwo playing cards. only the speciﬁc elements are of interest. the study of combinations. 6} = {6. 4. Therefore. In a set. the set of all possible unique elements. 45.5)!) = 252 ways to choose.5 Step 3 : Use the fundamental counting principle to determine how many diﬀerent meals are possible 4 × 3 × 2 × 5 = 120 So there are 120 possible meals.5. 1} is the same as {1} because a set is deﬁned by its elements. Step 2 : Identify how many choices there are for each part Meal Component Number of choices Sandwich 4 Soup 3 Dessert 2 Drink 5 45.6}. The ﬁve cards would form a combination and would be a subset of the set of 52 cards. Given S. the order of the elements in the set does not matter.5 Combinations The fundamental counting principle describes how to calculate the total number of outcomes when multiple independent events are performed together. Since the order of the elements does not matter. For example. 4. a combination is a subset of the elements of S. or more formally. dessert and drink. These are represented usually with curly braces. For example how many possible 5 card hands are there in a deck of cards with 52 cards? 52! / (5!(525)!) = 2 598 960 combinations 605 . they don’t usually appear more than once.
basketball. This gives three choices.GRADE 12 Combination with Repetition When the order does not matter and an object can be chosen more than once. 3. 2. More formally. 5.3} would be identical to the combination {3. basketball or tennis? Answer Step 1 : Identify what events we are counting We count the events: soccer and netball. because the elements in the set are ordered diﬀerently.45.6 CHAPTER 45.6}. 6}. 3 2 1. 4. For example.1}. Step 3 : Calculate the probability The probability is the number of events we are counting. 2. 6} are not permutations of the set {1.3.1)! / 3!(10 . Step 2 : Calculate the total number of choices There are 6 sports to choose from and we choose 2 sports.4. but these two combinations are permutations. athletics. learners each play 2 sports. 606 .2 Combinatorics and Probability Combinatorics is quite useful in the computation of probabilities of events. if you have ten types of donuts to choose from and you want three donuts there are (10 + 3 . 4.6 Permutations The concept of a combination did not consider the order of the elements of the subset to be important.5. 3 Here is a list of all permutations of those: 1 2 3. for the set {1.2. or tennis. soccer and basketball.1)! = 220 ways to choose. 4. soccer. Now suppose you have these objects: 1. 45. as it can be used to determine exactly how many outcomes are possible in a given event.2. 1 3 2.2.2 5 45.5. They can choose from netball. 3 Probability = 15 = 1 = 0. 2 3 1. a permutation is an ordered list without repetitions. This means that {1. What is the probability that a learner plays soccer and either netball. 2 1 3. then the number of combinations is: (n + r − 1)! n+r−1 n+r−1 = = r!(n − 1)! r n−1 where n is the number of objects from which you can choose and r is the number to be chosen. 2. 5. 3 1 2. swimming. 2. 3. soccer and tennis. For example. There are 6 2 = 6!/(2!(6 − 2)!) = 15 choices. COMBINATIONS AND PERMUTATIONS . A permutation is a combination with the order of a selection from a group being important. 6} and {1. divided by the total number of choices. 5. perhaps missing some elements. Worked Example 205: Probability Question: At a school. the combination {1. 2. 5.
r) and can be written in factorial notation as: P (n.1 Counting Permutations Let S be a set with n objects. Therefore.5}. 3. With the ﬁrst two placed. 2.GRADE 12 45. taken from a pool of n objects. we can choose from (n1) possible positions for the second object. P (10. The third member of the permutation can be ﬁlled in (n − 2) ways since 2 have been used already. This means that the last member can be ﬁlled in (n − (r − 1)) = (n − r + 1) ways.. and so on. It is easy to count the number of permutations of size r when chosen from a set of size n (with r ≤ n).6.. and so on.6 45. or if they have a diﬀerent length). COMBINATIONS AND PERMUTATIONS . There are only two positions to choose from for the penultimate object. Permutations of k objects from this set S refer to sequences of k diﬀerent elements of S (where two sequences are considered diﬀerent if they contain the same elements but in a diﬀerent order. there are (n2) remaining possible positions for the third object.4. according to the multiplicative principle. there are n(n − 1)(n − 2). Once its position is ﬁxed. until we have chosen the position of each of our n objects.. (n − r)! For example.3) = 10!/7! = 720. we ﬁnd that there is a total of n(n − 1)(n − 2). There are n ways to choose a position for the ﬁrst object. the integers {1.. This number is denoted by P (n. if we have a total of 5 elements. Answer Proof: Constructing an ordered sequence of n objects is equivalent to choosing the position occupied by the ﬁrst object.r) = n! . then choosing the position of the second object. n = 10 and r = 3. Formulas for the number of permutations and combinations are readily available and important throughout combinatorics. Summarizing. This pattern continues until there are r members on the permutation. the second member of the permutation has (n − 1) elements to choose from the remaining set. 1. Next. Worked Example 206: Permutations Question: Show that a collection of n objects has n! permutations. 2. how many ways are there for a permutation of three elements to be selected from this set? In this case. 607 . 4. Select the ﬁrst member of all permutations out of n choices because there are n distinct elements in the set. 3. Then.CHAPTER 45.(n − r + 1) diﬀerent permutations of r objects. 5. and the nth object will occupy the last remaining position. since one of the n elements has already been used.2 × 1 = n! ways of constructing an ordered sequence of n objects.
45. the binomial theorem is an important formula giving the expansion of powers of sums. For example. and for the ﬁnal slot you can choose any of the four letters. and that leaves only one for the ﬁnal slot.7 Applications Extension: The Binomial Theorem In mathematics. 45. Multiplying them together gives the total. This is because for the ﬁrst slot you can choose any of the four values. B. Permutation without Repetition When the order matters and each object can be chosen only once.7 CHAPTER 45. then you are left with only two to choose from for the second slot. Multiplying them together gives the total. and D and you wish to discover the number of ways of arranging them in three letter patterns (trigrams) you ﬁnd that there are 43 or 64 ways. COMBINATIONS AND PERMUTATIONS .GRADE 12 Permutation with Repetition When order matters and an object can be chosen more than once then the number of permutations is: nr where n is the number of objects from which you can choose and r is the number to be chosen. if you have the letters A. For example. then the number of permutations is: n! (n − r)! where n is the number of objects from which you can choose and r is the number to be chosen. if you have three people and you want to ﬁnd out how many ways you may arrange them it would be 3! or 3 × 2 × 1 = 6 ways. The reason for this is because you can choose from three for the initial slot. you will have 5!/(53)! = 60 permutations. if you have ﬁve people and are going to choose three out of these. C. Its simplest version reads n (x + y)n = k=0 n k n−k x y k 608 . for the second slot you can choose any of the four. Note that if n = r (meaning number of chosen elements is equal to number of elements to choose from) then the formula becomes n! n! = = n! (n − n)! 0! For example.
here are the cases n = 2. what is the probability that the number plate starts with a ’Y’ and ends with an odd digit? Answer Step 1 : Identify what events are counted The number plate starts with a ’Y’. the ﬁrst letter and last digit can be anything. Worked Example 207: Number Plates Question: The number plate on a car consists of any 3 letters of the alphabet (excluding the vowels and ’Q’). and the triangular arrangement of the binomial coeﬃcients. For example. Number of events = 1 × 20 × 20 × 10 × 10 × 5 = 200 000 Step 3 : Find the number of total possible number plates Use the counting principle. COMBINATIONS AND PERMUTATIONS . are often attributed to Blaise Pascal who described them in the 17th century.9). and the even earlier Indian mathematician Pingala in the 3rd century BC.025 000 000 Worked Example 208: Factorial 609 . the earlier Persian mathematician Omar Khayym in the 11th century. the numbers n k = n! k!(n − k)! 45. followed by any 3 digits (0 to 9). there are 20 possible choices (26 in the alphabet. however. and ends with an even digit.7. Total number of choices = 20 × 20 × 20 × 10 × 10 × 10 = 8 000 000 Step 4 : Calculate the probability The probability is the number of events we are counting. This time.3. 1 Probability = 8200 000 = 40 = 0. known to the Chinese mathematician Yang Hui in the 13th century. n = 3 and n = 4: (x + y)2 = x2 + 2y + y 2 (x + y)3 = x3 + 3x2 y + 3xy 2 + y 3 (x + y)4 = x4 + 4x3 y + 6x2 y 2 + 4xy 3 + y 4 1 The coeﬃcients form a triangle. Step 2 : Find the number of events Use the counting principle. so there is only 1 choice for the ﬁrst letter. so there are 5 choices for the last digit (1.CHAPTER 45. where each number is the sum of the two numbers above it: 1 1 1 1 4 3 6 2 1 1 3 4 1 1 This formula.7 are the binomial coeﬃcients (the coeﬃcients in front of powers). For a car chosen at random.5.GRADE 12 Whenever n is any positive integer. For each of the other letters. minus 5 vowels and ’Q’) and 10 possible choices for each of the other digits. It was. divided by the total number of choices.
. In a test of 12 questions. r = 1. How many new words (a word is any combination of letters) can be made? 7. n! So (n−1)! = n 45. In this case. The letters of the word ’BLUE’ are rearranged randomly. 2 necklaces. or E.8 Exercises 1.8 CHAPTER 45. Four coins are thrown. The answers in a multiple choice test can be A. C. The letters of the word ’CHEMISTRY’ are arranged randomly to form a new word. how many diﬀerent ways are there of answering the test? 4.r) = (n−r)! is the number of permutations of r objects. A How many matches are there in the tournament? B If there are 5 boys’ teams and 4 girls’ teams. × 2 × 1 n! = (n − 1)! (n − 1) × (n − 2) × . n! =n (n − 1)! n × (n − 1) × (n − 2) × . D.. How many diﬀerent ways are there of getting three heads? First write out the possibilites.. necklace and handbag) does she have? B She now buys two pairs of shoes. and dessert) can Tshepo have? B Sally doesn’t like chicken. What is the probability that the word will start and end with a vowel? 610 . where the menu is: Starter Main Course Dessert Chicken wings Beef burger Chocolate ice cream Mushroom soup Chicken burger Strawberry ice cream Greek salad Chicken curry Apple crumble Lamb curry Chocolate mousse Vegetable lasagne A How many diﬀerent combinations (of starter. handbag and shoes) does she now have? 5. taken from a pool of n objects. A girl has 4 dresses. 3. every team plays every other team. what is the probability that the ﬁrst match will be played between 2 girls’ teams? 6. B. × 2 × 1 Cancelling the common factor of (n − 1) × (n − 2) × . and 3 handbags. main meal. COMBINATIONS AND PERMUTATIONS ...45. × 2 × 1 on the top and bottom leaves n. and the outcomes recorded. and then use the formula for combinations. Tshepo and Sally go to a restaurant. necklace. To choose 1 object from n objects. How many diﬀerent combinations can she have? 2.GRADE 12 Question: Show that Answer Method 1: Expand the factorial notation.. A How many diﬀerent choices of outﬁt (dress. How many choices of outﬁt (dress. In a soccer tournament of 9 teams. n! So (n−1)! = n n! Method 2: We know that P (n. there are n choices.
There are 2 History classes. and 4 Mathematics classes at school. and reserve? 10. A school netball team has 8 members. COMBINATIONS AND PERMUTATIONS . A class has 15 boys and 10 girls. Repeated characters are allowed. How many ways are there to choose a captain. How many possible combinations are there? 611 .GRADE 12 45. Luke wants to do all three subjects.8 8. How many possible combinations of classes are there? 9. A secret pin number is 3 characters long. A debating team of 4 boys and 6 girls must be chosen. How many ways can this be done? 11. vicecaptain. 5 Accounting classes. and can use any digit (0 to 9) or any letter of the alphabet.CHAPTER 45.
COMBINATIONS AND PERMUTATIONS .GRADE 12 612 .45.8 CHAPTER 45.
Part V Exercises 613 .
.
673)90 ? Explain your answer brieﬂy. 2004. 2001. 2. Show that x = 35 is a solution to the equation: x − x2 1 2 = 10 ii. [IEB. Nov. HG] The notation ⌊x⌋ means the largest integer less than or equal to x.Chapter 46 General Exercises 1. [IEB. ⌊3. Find any two other values of x that satisfy this equation. HG] How many digits are there before the decimal point in the number (2. B Sketch the graph of y = ⌊x⌋ for 0 ≤ x ≤ 4. 615 . Nov. For example.7⌋ = 3 and ⌊5⌋ = 5 A i.
CHAPTER 46. GENERAL EXERCISES 616 .
write down the solution set to the inequality above. showing all intercepts with the axes and turning points.Chapter 47 Exercises . 2001. giving coordinates of the turning points and intercepts with the axes. [IEB. B Calculate the point(s) of intersection of the two curves. f contains the points (2. HG] Evaluate without using a calculator: 2x − 1 − −5x x = −1 3. or otherwise. 2002. and hence.Not covered in Syllabus 1. [IEB. HG] A Sketch the graph of f (x) = x3 − 9x2 + 24x − 20. HG] Solve: 18 ≤ x − 3 6. Nov. Nov. HG] In the ﬁgure below. C Sketch the graph of y = f (x) on a new set of axes. Nov. 2005. [IEB. HG] Solve for x: 251−2x = 54 7. 2005. two graphs are shown: f (x) = ax2 + bx + c and g(x) = x + c given that x = −1 is the equation of the axis of symmetry of the parabola. ﬁnd the value of f ′ (3). B Find the equation of the tangent to f (x) at x = 4. [IEB. Nov. 2. Nov. 617 . [IEB. [IEB. 5 4 3 2 1 0 0 1 2 3 4 5 A Find the values of a. [IEB. 0) and (4. HG] If f (x) = 4 − x. and P is the turning point of g. 2004. Nov. 8). B Find the length of MN if MN is perpendicular to the yaxis and MN produced passes through the yintercept of f (x) and g(x). HG] A Sketch two curves which will enable you to solve x − 2 ≤ x − 1 graphically. Nov. C Determine the equation of the graph that results when g(x) is reﬂected about the line x = 1. b and c. 4. 2003. 2003. 5.
CHAPTER 47.NOT COVERED IN SYLLABUS 618 . EXERCISES .
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Texts. and no BackCover Texts. with no Invariant Sections. If you have Invariant Sections without Cover Texts. ADDENDUM: How to use this License for your documents To use this License in a document you have written. replace the “with.” line with this: with the Invariant Sections being LIST THEIR TITLES.APPENDIX A. with the FrontCover Texts being LIST. Permission is granted to copy. we recommend releasing these examples in parallel under your choice of free software license. GNU FREE DOCUMENTATION LICENSE Each version of the License is given a distinguishing version number. merge those two alternatives to suit the situation. distribute and/or modify this document under the terms of the GNU Free Documentation License.. If the Document speciﬁes that a particular numbered version of this License “or any later version” applies to it. you may choose any version ever published (not as a draft) by the Free Software Foundation. to permit their use in free software. A copy of the license is included in the section entitled “GNU Free Documentation License”. include a copy of the License in the document and put the following copyright and license notices just after the title page: Copyright c YEAR YOUR NAME. no FrontCover Texts. such as the GNU General Public License. Version 1. 624 .2 or any later version published by the Free Software Foundation. If the Document does not specify a version number of this License. or some other combination of the three. If you have Invariant Sections. you have the option of following the terms and conditions either of that speciﬁed version or of any later version that has been published (not as a draft) by the Free Software Foundation. and with the BackCover Texts being LIST. If your document contains nontrivial examples of program code.. FrontCover Texts and BackCover Texts.