Paper 02 — Structured Questions Paper 02 consisted of two sections. Section | comprised seven compulsory questions for a total of 64 marks. Section II comprised three compulsory questions: one each from Algebra, Relations, Functions and Graphs; Measurement, Trigonometry and Geometry; and Vectors and Matrices. Each question in this section was worth 12 marks. The mean score for this paper was 15.63 out of 100 marks. In 2019, three candidates earned the maximum available score of 100, while 2448 of them scored zero, Question 1 ‘The question tested candidates’ ability to ‘* evaluate numerical expressions using any of the four basic operations on real numbers ‘+ perform basic functions using a calculator ‘© express a value to a given number of decimal places ‘+ solve consumer-related problems ‘© solve linear equations in one unknown. In Part (a) (i), candidates were given a problem on fractions involving subtraction and division. Part (a) (ii) involved the computation of 2.14 sin 75°. Part (b) involved consumer arithmetic, Candidates were given a scenario regarding items on which Irma spends her fortnightly wage and were asked to solve other related questions. Candidates’ Performance All candidates attempted this question and 1.44 per cent (or 1145) of them earned the maximum available mark, The mean mark was 3.48 out of 9. Performance on this question was moderate, Most parts of the question were attempted. The most popular marks scored were five and six out of nine. A large number of candidates obtained one or two marks. Areas of Good Performance ‘+ In Part (a) (i, most candidates understood the order of operations and were able to calculate ae) 25-13, correctly © Many candidates received two out of three marks for Part b (i. Some were able to form the correct equation and solve correctly for x by dividing by 3. Areas of Weak Performance ‘* Many candidates did not divide by 3 correctly in Part (a) (i). To perform this division, multiplication by 2 was popularly done instead of multiplication by £. Only a small percentageof candidates were able to use the calculator to obtain the correct answer for this part of the question, Many candidates were unable to obtain an answer for Part (a) (i), even though calculators were used. Some candidates divided 2.14 by sin 75°, while others seemed not to understand the concept of sin 75°, Approximating their answers to two decimal places was not done correctly by most candidates. It seems as though many candidates did not read Part (b) very carefully. The information given in the table in Part (b) (i) was per fortnight but candidates assumed the information given was ‘per month’, Hence, some candidates multiplied rma’s fortnightly take-home pay by 52 (weeks) instead of by 26 (fortnights). In Part (b) (ii), when forming the equation (seen or implied), many candidates incorrectly added 2x +x = 2x and then divided 1941 by 2 instead of 3, to obtain a value for x. in Part (b) (i), many candidates did not multiply their value for x by 2 to obtain the amount allocated for rent for each month, Part (b) ili) was poorly done. Many mistakes were seen from candidates. Recommendations to Teachers Encourage the proper use of calculators and provide more practice exercises. Remind students that even though calculators are allowed, working should be shown to justify their answers Emphasize to students that they need to read questions carefully, in order to provide correct and complete responses. Answers ao 2 (207 (b) (i) $112 320 (ii) $1294 (iii), 3.3 years (round up to 4 years) Question 2 This question tested candidates’ ability to translate between algebraic symbols and worded expressions simplify algebraic fractions utilize laws of indices to manipulate expressions with integral indices solve quadratic equations algebraically. Part (a) required candidates to perform the operations of multiplication and division with algebraic terms. Part (b) required candidates to solve a fractional equation and Part (c) required candidates to translate a verbal statement to a symbolic expression and then to solve.Candidates’ Performance Performance on this question was less than satisfactory. All candidates attempted this question and 0.56 per cent (or 446) of them earned the maximum available mark, The mean mark was 1.52 out of 9. The majority of candidates attempted Parts (a) and (b); however, only a few candidates were able to obtain the full marks. In Part (a) (li), many candidates were able to score a mark for inverting, in an attempt to multiply. Areas of Good Performance ‘+ Most candidates who attempted Part (a) (li) were able to change the division sign to a multiplication sign and to invert the correct fraction, (25), but were unable to simplify comply, However, few candidates inverted he wrong fraton, (2) ‘* The few candidates who attempted Part (b) were able to correctly obtain a common denominator and correct numerator for the simplified fraction but were unable to cross multiply correctly in order to solve the equation. ‘©The few candidates who attempted Part (c) (i) were able to obtain the new number, y, expressed in terms of x, but were unable to square the entire result (22) ‘+ Some candidates who attempted Part (c) (ii) and were able to form the correct equation, x 4x, had difficulty solving for the values of x. Areas of Weak Performance ‘+ Performance on Part (a) (i) was unsatisfactory. The majority of candidates tried to factorize instead of simplify. Most candidates were unable to simplify the algebraic expression. Candidates interpreted 3p? as (3p x 3p) and 4p* as (4p x 4p x 4p x 4p x 4p). Candidates incorrectly simplified as p? (3 x 4p). ‘+ Performance on Part (a) (i) was unsatisfactory. Some candidates took the coefficient to the power of the variable and then simplified the algebraic expression. A few candidates inverted the wrong fraction ‘+ Alarge number of candidates found it challenging to cross multiply and then simplify correctly, in order to find the value of x for Part (b). A few candidates were able to cross multiply correctly but were unable to correctly simplify 3x + (7x — 1) = 0. ‘+ Performance on Part (c) (i) was unsatisfactory. Candidates were able to obtain the new number, y, but were unable to square this new number, y = (2x)2, to get y = 4x”, Most candidates gave the response y = 2x”, ‘+ Performance of Part (c) (i was poor. The majority of candidates who attempted this part was able to equate the answer obtained in Part (c) (i) to x but was unable to solve to find the values of x,Recommendations to Teachers ‘+ Use the language (jargon) of the subject when teaching Mathematics, for example, simplify, factorize, etc. This will assist students in understanding what is asked in questions. * Re-inforce the concept of the expansion of algebraic terms. Errors were seen in both Part (a) (i) and Part (a) (i) as students tried to expand the terms but were unable to do so correctly. ‘+ Re-inforce the concept of simplifying algebraic expressions using the laws of indices. ‘+ Re-inforce the concept of multiplication by zero because most students were unable to gain the mark for Knowledge in Part (b) because they incorrectly multiplied by zero. * Reinforce the concept of solving equations, that is, the inverse operation is performed rather than simply ‘changing the sign of the coefficient’ in the case of multiplication. For example, to solve ax = b, instead of dividing by a, some students added (—a) to get x = b — a. ‘+ Provide students with more questions involving solving quadratic equations. ‘* Provide continuous practice with respect to problems involving algebra so that students become familiar with the basic operations on algebraic terms. Answers 2 Ss = 7 S (2) (i) 3p? x 4p§ = 12p' « GS) (x=3 (ly = (2x)? (ii) x = Oand% Question 3 This question tested candidates on the following areas: ‘* Constructing angles and triangles ‘© Transformations (reflections) '* Matrix of transformation ‘* Composition of transformations In Part (a), candidates were required to construct a triangle, given two angles and one side, while Part (b) ‘was based on transformations. Candidates’ Performance All candidates attempted this question. However, performance was unsatisfactory. Only 1.31 per cent of, the candidates scored full marks. The mean score was 2.78 out of 9 marks. Part (b} (i) was attempted by a small number of candidates. Those who attempted this part, scored marks in the range 1-3.‘Areas of Good Performance ‘+ The majority of candidates was able to measure the line LM as 12 cm. ‘* Over 50 per cent of the candidates accurately constructed LMN = 90° and MLN = 30° ‘* In Part (b), many candidates reflected the given triangle ABC in either the x-axis or the y-axis. ‘+ Many candidates identified the transformation as a rotation without giving the angle, centre or direction. Areas of Weak Performance ‘+ Some candidates did not complete the triangle after constructing the angles. ‘* Many candidates used their protractor to draw the 30° and/or the 90° angle. They then used their compasses or freehand to make ‘fake’ arcs, to mark off these angles. +A large number of candidates drew an isosceles triangle, LIN, with LM = LN = 12 cm or an equilateral triangle LMN. ‘+ Many candidates reflected the triangle ABC once in the x-axis and again in the y-axis, resulting in ‘two images in the 2nd and 4th quadrants. ‘* Many candidates repeated the wording given in Part (b) (i), in an attempt to give a reasonable description of the single transformation (that is, a reflection in the x-axis followed by a reflection in the y-axis). ‘+ Avery common incorrect response to the single transformation was a reflection in the line y= - ‘+ Very few candidates stated the matrix for the combined transformation. Recommendations to Teachers ‘+ Students need to be reminded about neatness in the presentation of construction work. All arcs must be clearly seen, so that the correctness of their construction can be determined, ‘+ Remind students that the position where the compasses are placed must be shown when bisecting 180° to show the 90°. ‘* Look out for and discourage ‘fake’ arcs after angles are drawn using a protractor. ‘+ Encourage students to label figures after construction. ‘+ Encourage students to practise questions on combined transformations and remind them how to completely describe (a) a reflection (mirror line), (b) a rotation (angle, direction, centre), (c) an enlargement (scale factor, centre). Answers (b) (i) Arotation of 180° clockwise or anticlockwise about centre (0, 0) or the origin or a reflection in the point (0, 0) or an enlargement centre (0, 0) scale factor ~1.(c) (ii) The transformation matrixis P Question 4 This question tested candidates’ ability to ‘+ solve problems involving inverse variation ‘* determine the gradient of a straight line ‘+ solve a simple linear inequality in one unknown ‘© represent the solution of linear inequalities in one variable using set notation and the number line. Part (a) was based on inverse variation; Part (b) on inequalities and representing the solution on a number line. In Part (c}, a linear equation was given and candidates were asked to determine the y-intercept and gradient. Candidates’ Performance Performance on this question was below average. It was poorly attempted and candidates who made an attempt mainly did Parts (a) and (b). Very few candidates were able to score full marks or even a mark above five. A large number of candidates obtained a score of zero on this question. Overall, of the 79 474 candidates who attempted this question, 0.56 per cent of them scored full marks, while 80.16 per cent scored zero. The mean was 0.52 out of 9 marks Areas of Good Performance ‘+ Anumber of candidates were able to find a value for k and was able to obtain the positive value of. ‘© Some candidates were able to represent ‘their’ solution for Part (b) (i) on the number line. Areas of Weak Performance ‘* Many candidates were not able to form the equation to represent the inverse variation. It was clear that many of them did not have knowledge of this topic. * Candidates were not able to correctly apply knowledge of substitution. ‘+ Many candidates were unable to solve both sides of the inequality. Quite a few of them tried to separate the inequalities but only got one correct. ‘+ When asked to state the coordinates, many candidates stated just the y-value. ‘+ Many candidates were unable to find the gradient, which was probably due to the fact that the linear equation contained fractions.Recommendations to Teachers ‘+ Expose students to both direct and inverse variation. ‘+ Demonstrate to students how to solve two-sided linear inequalities and the various ways of representing solutions. ‘+ Expose students to changing the subject of formulae involving linear equations, expressed in different forms. ‘+ Ensure that students are able to distinguish between coordinates of the y-intercept and the value of y where the line crosses the y-axis. ‘© Expose students to various ways of arriving at or identifying the gradient of a line, Answers (app = © (i) P = 38, when P 6 ¥ v o——_—_——_—_e Patios tina teat ao tanita att (ol) exe? tip Question 5 This question tested candidates’ ability to ‘+ calculate class boundaries and class width ‘+ calculate cumulative frequencies * determine simple probabilities ‘+ identify the median class ‘© construct a histogram Candidates were given a cumulative frequency table and were asked to determine the class boundaries and width for a given class, in Part (a). In Part (b), candidates had to determine the number of vehicles recorded in a particular class. In Part (c) they were required to calculate a probability and in Part (d), they ‘were asked to determine if the estimate given for the median was correct or not. In Part (e), candidates ‘were required to construct a histogram. Candidates’ Performance Almost all candidates attempted a solution to this question. However, only 0.76 per cent of them gained full marks, while 45.81 per cent of them scored zero. The mean was 1.47 out of a possible 9 marks.-10- Areas of Good Performance ‘+ In Part (a), candidates knew that 0.5 had to be applied. + InPart (c), candidates recognized that the probability was a fraction and that the denominator was 150 + The median class was well known ‘© For Part (e), candidates knew that volume was represented on the x-axis Areas of Weak Performance ‘+ Many candidates did not know what was meant by lower-class boundary. In many instances, the procedure on the table was followed but candidates were unable to state the lower-class boundary. ‘* Candidates simply subtracted the limits of the class to find the width, ‘* Some candidates did not know how to find the number in each class from the cumulative frequency table; hence they had difficulty answering Parts (b}, (c) and (e). ‘+ InPart (e}, articulation of the reason for their answer proved to be very challenging for candidates. Candidates who lost one mark in the question invariably lost this mark. ‘© Finding the frequency table from a cumulative frequency table proved to be difficult. ‘* Many candidates did not recognize that the x-axis is basically a number line and that as such, it should have been labelled accordingly. ‘+ Inmany cases, the height of the bars was correct but the bars were drawn in the wrong range. ‘* Some candidates did not appreciate that a bar must correspond toa range. If they missed drawing one of the bars, they simply added it to the back of their diagram. ‘© The concept of a histogram was not generally understood. Many candidates used bar charts or frequency polygons instead of a histogram, Recommendations to Teachers ‘* Use correct mathematical jargon frequently — upper-class boundary, modal class, frequency, cumulative frequency etc. ‘+ Teach students how to move from a frequency table to a cumulative frequency table and vice ‘+ Differentiate among frequency curve, frequency polygon, histogram and bar chart. Stress the differences as well as the characteristics of each representation, ‘+ Present opportunities for students to justify, rationalize and explain their answers. Encourage them to articulate verbally as well as in writing. Use incorrect answers as teaching points. ‘+ Use counterexamples, for instance, How come? Why not? How about? ‘+ Make connections between topics ~ for example, number line and the x-axis. ‘* Teach students to use lower-class boundaries when plotting histograms.aL ‘Answers (a)() 205 (i140 (b)a2_— fe} 7/50 (d)_ Byron's estimate not in the median class (e) Fully labelled axes with evenly spaced intervals x-axis labelled 10.5, 20.5 etc. Correct heights of 24, 35, 42 etc. Five joined rectangles Question 6 This question tested candidates’ ability to © convert units of length from cm to km_ ‘+ use scales to determine distances and areas ‘+ solve problems involving measurement by finding the volume of a cylinder ‘+ use symbols to represent numbers (2 used as radius) © simplify algebraic expressions. Candidates’ Performance Performance on this question was very poor. Almost all candidates attempted it with the majority being unable to achieve any marks in any of the parts attempted. Of the few who were successful in achieving any marks, these were mostly scored in Part (a) (i) or Part (b) (i). There were very few candidates scoring above seven marks in this question. Most who achieved any marks scored between one and three out of a total of nine marks. Overall, of the 79 474 candidates who attempted the question, 0.3 per cent of them scored full marks, while 66.29 per cent of them scored zero. The mean was 0.62 out of 9 marks. Areas of Good Performance '* Candidates were able to multiply 25 000 by 0.5 and thus acquired a mark in Part (a) (i) ‘+ For Part (b), some candidates were able to substitute the radius (22) into the formula for the volume tare atv = 1 (4)"4.orm (2) 4orits equivalent «Few candidates recngrzed that they were to equate the volumes ofthe twe containers inorder to find the height.12 Areas of Weak Performance + overall performance on Part (a) was poor. Many canddates interpreted the scale 1: 25000 as 125000 and multiplied this by 0. Those who multiplied coreciy were unable to convert from cmto kn. Thus many recived or Ofor this part ofthe question «Very few candidstes were able to score any marks in Pat) (i). Some candidates only recelved a mark for dividing by 10*°, Many candidates who correctly substituted (34) into the formula forthe volume were unable to correctly simplify this expression to get 9rd” or its equivalent. * Many candidates were unsure about calculating the height in Part (b) (ii). Some candidates used substations and many simply vote random values, Very few candidates were able te aque full marks (or any for that matter) in this part of the question. Recommendations to Teachers ‘* Teachers are encouraged to spend much more time teaching scales and having students practise more of the calculations involved in this topic. ‘+ Students need to be given more practice in converting linear and non-linear quantities from one unit to the other. ‘* Teachers need to incorporate algebraic quantities in areas of the syllabus that traditionally would not be dependent on the knowledge of such. Thus, teachers need to practise the substitution of algebraic quantities into the formulas used for measurement and other parts of the syllabus. '* More practice is needed with respect to the simplification of algebraic expressions. ‘* Instead of just exposing students to the calculation of the area or volume of solids, more practice is needed regarding questions which involve more than one solid and the calculation of other dimensions given the volume or area. Answers (a) (i) 125mor0.125km — (il) 0.141 (b) (i) 9nd? or 412,25d? or 28,360? (i) h=36em Question 7 This was the investigation question which tested candidates’ ability to '* compute terms of a sequence given a rule ‘© derive an appropriate rule given the terms of a sequence ‘* solve simultaneous linear equations, in two unknowns, algebraically ‘* solve quadratic equations algebraically.13 Candidates were required to apply algebraic methods and reasoning to determine solutions. The question ‘was divided into two parts essentially. In Part (a), candidates were given the nth term of a sequence and were asked to find a particular term of the sequence and to find the term number given the value of the term. In Part (b), candidates were given the terms of a sequence and were presented with examples on how the terms > 3 were derived. They were asked to answer questions similar to Part (a), with respect to this sequence. Candidates’ Performance Performance on this question was fair. Most candidates were unfamiliar with the notation used and as a result many did not attempt the question. Many of those who attempted the question could not apply the principles involved and scored zero. Candidates found difficult the part of the question where they were given the formula for the nth term and asked to derive values from them. Almost all candidates attempted this question, with 1.51 per cent of them achieving full marks and 58.5 per cent of them scoring zero. The mean for this question was 1.54 out of a possible 10 marks. Areas of Good Performance ‘+ In Part (a), some candidates scored full marks. In some cases, the methods used varied, ‘+ Some candidates substituted in the formula given to arrive at 3(1)? ~2. Others solved or tried to solve the equation 1 = 3n*~2 to given=1. ‘+ Many candidates wrote 3-2 = 1, but did not show the substitution. ‘+ To find the third term some candidates substituted 3 in the formula Tn (3)? ~2. ‘+ Some candidates gave the answer 25 which suggested that they had substituted and computed. ‘+ Many candidates formed the equation 145 = 3n? ~ 2 and solved to arrive at ‘+ Some candidates used trial and error and replaced n by 7, that is, 145 = 3 x 7? -2, to show n = 7. ‘* Many candidates listed the sequence up to U(18) ,U(19) and U(20) to get the answer. ‘* Some candidates gave their answer as 6765 which is the value of U(20). ‘* Many candidates used the values shown to arrive at the following result: (20) - U(29) = U(29) - U(A7) 6765 ~ 4181 = 4181 - 1587 2584 = 2584 Areas of Weak Performance ‘* The inability to manipulate algebra posed a problem to many candidates ‘* Many candidates counted the terms in the equation Ty = 3n? — 2 and gave 2 or -2 as the third term, ‘+ Many candidates did not use or understand the examples given, namely: U(5) = U(4) + U(3} 2=5 and U(7) = U(6) + U(S) = 8 +5 = 1314 ‘+ Many candidates interpreted U(9) = U(8) + U(7) =8 + 7, and similarly, =U(9) + U(@) =9+8 ‘+ Very few candidates used the given examples to write U(18) + U(19) = U(20). Others derived the values by extending the sequence of numbers even though some of them did not get the correct values which were U(9) = 34, U(10) = 55 ‘+ Ingeneral, many candidates did not know how manipulate the sequence given. Recommendations to Teachers * Provide students with opportunities to practice questions where they are given the formulae to derive the answers. '* Expose students to different types of simultaneous equations, '* Demonstrate to students how to form and recognize quadratic equations. Expose them to all possible ways of obtaining solutions. Answers (a) (il) 25. (il) n=7 (b) —() U(9) = 21+13 = 34; U(A0) = 34421 = 55, (ii) U (18) + U (29) = U (20), the 20th term (ii) u (20) - U(a9) = U(as) - U(A7) 584) Question 8 This question tested candidates’ ability to ‘* determine the inverse of a linear function ‘+ derive the composite of two linear functions ‘+ derive a quadratic expression for the area of a quadrilateral ‘+ solve a quadratic equation ‘+ derive an expression for the perimeter of a compound shape. In Part (a), candidates were given two functions, f(x) and g(x), and were asked to answer questions on the domain, to find the inverse and to find the composite function. In Part (b), candidates were given a partly shaded rectangle with the lengths of parts of it given in terms of x and were asked to derive an expression/equation for the area of the rectangle, solve the equation and find the perimeter of the unshaded part.15. Candidates’ Performance Overall, candidates’ performance on this question was less than satisfactory. Of the approximately 79 500 candidates who attempted the question, only 0.54 per cent of them gained full marks, while 67.21 per cent scored zero. The mean 0.99 out of a possible 12 marks. Evidently, candidates struggled with the question in general. For those candidates who scored, most were successful in computing the composition of the two functions and in finding the inverse of a function; however, many were unable to grapple with the rest of the question. Areas of Good Performance ‘+ Candidates performed best on Part (a) (i) (a), the composite function, and Part (a) (ti) (b), the first part of the inverse of the function. However, simplification of the expression for the inverse of f was somewhat problematic for candidates. As a result, f(x) often seen. Areas of Weak Performance ‘* Many candidates appeared to be totally unfamiliar with how to find what could not be in the domain of the rational function in Part (a) (i). Some candidates had the idea that the denominator had to be zero and just put zero as the answer without actually solving for x by equating the expression in the denominator to zero. ‘+ Some candidates had knowledge of dealing with functions. However, their algebra was weak. ‘Therefore, they were not able to simplify expressions where needed, ‘+ In Part (b) (i), candidates seemed unfamiliar with finding the area of the rectangle when the dimensions are given in terms of a variable. Very few were able to expand and simplify to arrive at the result they were asked to show. ‘© InPart (b) (i), many candidates were unable to correctly solve the given equation for x even when the quadratic formula was used. Many candidates incorrectly reduced the equation to a linear equation and in some cases they solved the equation (3x+4)(3x+2)=0 and took the smaller absolute value of 0.667 as their value for x ‘© In Part (b) (ii), candidates performed poorly. Many dealt with this part of the question by subtracting the perimeter of the shaded region from the perimeter of the entire shape. Recommendations to Teachers ‘+ Ensure that students grasp the concept of simplifying algebraic expressions. ‘+ Expose students to more problems and situations that involve solving quadraties which are not straightforward.-16- ‘+ Expose students to more authentic/real-life scenarios where they can generate a quadratic expression. ‘© Clarify that the perimeter of an unshaded region cannot be found in a manner similar to the area of an unshaded region. Provide relevant examples of the differences in approaches required. ‘+ Reinforce how to obtain the value/s of x for which a function does not exist/is not defined. Answers (2) () When x=—4 (i (a) fale) = = 2 (in (6) F200) = 2% 2 2x-5 2x, (b) i) x= 1.236 (i) 26.832 em Question 9 This question tested candidates’ ability to ‘+ solve geometric problems using the properties of circles and circle theorems ‘+ solve problems involving trigonometric ratios ‘* apply Pythagoras’ theorem to find the missing side of a right-angled triangle ‘© use the sine rule to solve problems involving triangles ‘© calculate the area of a trapezium. ‘The question was divided into two parts, (a) and (b). In Part (a), candidates were presented with a diagram ofa circle with angles and were required to use circle theorems to derive the value of three angles. In the second section, Part (b), candidates were given a quadrilateral, which was divided into two triangles, one being a right-angled triangle. They were required to apply the trigonometrical ratios and/or rules to determine the length of two sides of the quadrilateral and also to find its area. Candidates’ Performance Almost all candidates attempted this question and 0.68 per cent of them obtained full marks while 66.68 per cent of them scored zero. The mean score on the question was 1.17 out of a possible 12 marks. Areas of Good Performance ‘= Part (b) (i), which required candidates to find the area of the quadrilateral, saw a variety of methods being used which received full marks, even when errors were made in Parts (b) (i) and (ii). ‘* In addition to using the formula for the area of the trapezium, several candidates were able to follow through and find the area of the trapezium using the area of the two triangles.a7. Areas of Weak Performance ‘* Candidates struggled with justifying the value of their angles using circle theorems. In Part (a) (i), many candidates were able to get the 44°, However, they failed to provide an accurate reason to. justify their answer. Hence, they did not score all the marks, Many of them recognized that the angle in the semicircle was 90° but were unable to explain why. ‘+ The majority of candidates failed to use Pythagoras’ theorem correctly for Part (b) (ii). From calculations seen, it seemed as if candidates used a ‘formula’, 2? + b’ unless applied correctly to the right-angled triangle. ‘+ In Part (b) (iii), many candidates failed to recall the formula for the area of a trapezium and attempted to calculate the area in parts. Although alternative methods are acceptable, in this case it took more time for the calculation. 2, which has no meaning ‘+ The majority of candidates failed to recognize the need to calculate side SR first in Part (b) (iil, before calculating the area. Recommendations to Teachers ‘+ Ensure that students are exposed to more examples of problems involving the circle properties and theorems, and, importantly, are able to justify their answers. ‘+ Ensure that students can determine when to use Pythagoras’ theorem, trigonometric ratios and sine and cosine rules. Teachers must thoroughly explain the use of Pythagoras’ theorem by examining the terms the square on the hypotenuse (longest side) = sum of the squares on the shorter sides. Students should be made aware that the hypotenuse is always the side opposite the right angle (largest angle). + Expose students to more problems and authentic/real-life situations that involve geometry and trigonometry. This approach, if used when a topic is introduced, should ensure better understanding of the concepts. Answers (2) (i) ZDBA = 44° (Angle subtended by diameter to circumference is 90°) Students i) ZDAC = 46° (Angles subtended by the same chord in the same segment are equal) (il) 28CE = 74° (Quadrilateral ABCD is cyclic) (b)()PS = 4em (ii) PQ= 693m (ill) = 30.9¢m? Question 10 This question tested candidates’ ability to ‘© solve problems involving matrix operations-18- ‘+ use matrices to solve simple problems in arithmetic ‘© find the inverse of a 2 x 2 matrix ‘+ solve simultaneous equations by the matrix method ‘* write the position vector of a point P(a, b) as OP + add position vectors. In Part (a), candidates were presented with questions on matrices. They were given two matrices (which included elements that were unknown) to multiply and, in the subsequent part, a matrix equation, which required them to solve for the unknown elements. In the final subpart of this first section, candidates had to solve a pair of simultaneous equations using a matrix method. Part (b) was based on vectors. Candidates were given a drawing illustrating three position vectors. They were expected to apply the principles of vector algebra to the drawing and to find three resultant vectors, Candidates’ Performance Performance on this question was unsatisfactory. Overall, 79 484 candidates attempted the question, with 1.72 per cent of them gaining full marks and 64.46 per cent scoring zero. Most candidates performed better in the section of the question dealing with vectors. The mean score was 1.56 out of 12 marks, Areas of Good Performance ‘© In Part (a) (i) (b), many candidates were able to equate but only some of them were able to correctly calculate the values of h and k. A few candidates were able to gain the one mark for equating to zero but were not able to gain the second mark. ‘+ For Part (a) (i), some candidates were also able to gain the mark for pre-multiplying by ‘their’ inverse, ‘+ In Part (b) (i), which involved expressing AB in a column form, a large number of candidates obtained a mark for simply writing (2) —(°) or for just stating the correct answer. ‘+ Part (b) i) required candidates to determine vector OD. Many candidates were able to gain the mark for adding of ‘their Ali to Oi. However, afew candidates could not gain this mark because instead of using Od they used AO. Many candidates gained both marks here because they were able to use ‘their’ value for 48 in Part (b) (i). A large number of candidates gained a mark for the setting up of the correct vector route. ‘Part (b) (ii) required candidates to determine vector BE’. Some candidates were able to gain a mark for the set up but lost the mark which required finding $ OA and adding it to -OB or that for finding 204 and subtracting it from - 48.-19- Areas of Weak Performance ‘+ Many candidates had difficulty multiplying the matrices. Instead of multiplying row by column, some of them multiplied column by row. Even those who attempted to multiply row by column were not able to get the correct product (expression). Too many candidates expressed the answer Sh. ‘© Candidates had difficulty transposing and hence calculating the correct value of h and k. ‘* Even though candidates were told to use a matrix method, many of them still opted to use an algebraic method (substitution or elimination) to solve the given equations. When calculating the determinant, even though some candidates multiplied correctly, only a few of them were able to. correctly compute 2 —(-15) as 17; many of them had -17 or ~13 or even 13 though they had the correct 2x2 adjoint matrix. * A few candidates lost the mark because they had the incorrect order of the vectors, (3) - (8), while some simply added the two vectors (2) + (2), ‘+ Afew candidates were not able to insert ‘their’ value for AB and as such lost the mark ‘+ Many candidates could not write -(3) as (~3) nor 3 () as (3). These candidates had difficulty doing vector algebra Recommendations to Teachers ‘* Teachers should demonstrate to students that ifthe number of columns of the first matrixis equal to the number of rows in the second matrix, then the matrices are compatible. Teachers need to. expose students to the multiplication of matrices of different orders, apart from the 2x 2. ‘+ Teachers are encouraged to spend more time teaching and showing students how vectors can be used to solve problems in geometry. ‘* Teachers need to work more examples in vector algebra, ‘* Students should be encouraged to use a matrix method not an algebra method, especially on the right-hand side (4°'B), when solving a problem relating to this topic. Answers (-k + 15) wm | sy) (x)_ 1 fl -3\ (5 at)-2(' 73) }: LJ ris 2) ls