Mathematics P3 Nov 2013 Memo Afr & Eng

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za/matric
NATIONAL
SENIOR CERTIFICATE
NASIONALE
SENIOR SERTIFIKAAT
GRADE/GRAAD 12
MATHEMATICS P3/WISKUNDE V3
NOVEMBER 2013
MEMORANDUM
MARKS/PUNTE: 100
This memorandum consists of 14 pages.

Hierdie memorandum bestaan uit 14 bladsye.
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Mathematics P3/Wiskunde V3 2 DBE/November 2013

NSC/NSS – Memorandum
NOTE:
• If a candidate answered a question TWICE, mark only the first attempt.
• If a candidate crossed out an attempt of a question and did not redo the question, mark the
crossed-out question.
• Consistent accuracy applies in ALL aspects of the marking memorandum.
LET WEL:
• As 'n kandidaat 'n vraag TWEE keer beantwoord het, merk slegs die eerste poging.
• As 'n kandidaat 'n antwoord deurgehaal en nie oorgedoen het nie, merk die deurgehaalde
antwoord.
• Volgehoue akkuraatheid is DEURGAANS in ALLE aspekte van die memorandum van toepassing.
QUESTION/VRAAG 1
Calories 270 310 340 360 440 450 580 620
Total fat (in grams) 14 12 25 21 28 24 32 43
1.1
Scatter Plot showing number of calories versus total fat (in
sandwiches
45
40
35
Total Fat (in grams) /Totale vetinhoud
30
25
(in gram)
20
15
10
 all 8 points plotted correctly

NOTE:
• The English and Afrikaans diagrams are 2 marks for 5 – 7 points plotted
different in size correctly
• The point (300 ; 34) is from 1.4. Do not
penalise for this point in question 1.1. 1 mark for 2 – 4 points plotted
• The learner may have other points due to correctly
trying to draw the least squares
regression line No marks for 1 point or less plotted
correctly. (3)

1.2 a = – 5,62 (– 5,62181859...)  a or b

NOTE:
b = 0,07 (0,072396008...)  b or a
Penalty 1 for rounding
yˆ = −5,62 + 0,07 x in question 1.2.
 equation
(4)
1.3 Drawn on the scatter plot  graph passing close to (350 ; 19) /
(300 ; 16) / (650 ; 40)
 gradient (graph close to (450 ; 26))
(2)
1.4 The sandwich from Pinky’s restaurant has 30 grams of fat.
In terms of the model, the sandwich with 16 grams of total  comparison with model (literal or
fat should provide 300 calories. This suggests that the graphical (i.e. plotting the point))
sandwich from Pinky’s restaurant is far removed from
expected model and is therefore an outlier.  outlier / explain this concept
(2)
Die toebroodjie van Pinky se restaurant het ‘n vetinhoud
van 30 gram. In terme van die model, sal ‘n toebroodjie van  vergelyking met model
16 gram, 300 kalorieë verskaf. Dit veronderstel dat die
toebroodjie van Pinky se restaurant ver van die verwagte  uitskieter
model verwyder is en is dus ‘n uitskieter. (2)
1.5 r = 0,92 (0,92099548...)  answer

(2)
1.6 There is a very strong, positive correlation between the  strong / reference to correlation
number of calories and the total fat in the sandwiches. A  positive / increasing / explain the
sandwich with higher number of calories will have a higher concept of increasing
total fat content.
(2)
Daar is ‘n baie sterk positiewe korrelasie tussen die aantal
kalorieë en die totale vetinhoud in die toebroodjies. ‘n
Toebroodjie met ‘n hoë aantal kalorieë sal ‘n hoër totale
vetinhoud hê.
[15]


QUESTION/VRAAG 2
2.1 Random Sampling Method  answer

(1)
Ewekansige Steekproef Metode / Willekeurig / Onwillekeurig/
Lukraak
2.2 Although the sample is selected randomly, there exists a
chance that this could be a homogenous sample.  homogenous sample /
For example the sample could contain many learners from one the sample will be biased
grade and few from other grades. towards one characteristic
The sample could contain many more learners of a particular (1)
gender and few from the other.
Al is die steekproef ewekansig gedoen bestaan die kans wel

dat die steekproef homogeen kan wees. Ter voorbeeld, die
steekproef kan baie leerders van een graad insluit en min van  homogene steekproef
ander grade.
Die steekproef kan ook meer leerders van ‘n bepaalde geslag (1)
insluit en min van die ander geslag.
2.3 The sampling should have equal representation across various  equal representation of
criteria. In this case the criteria will possibly be grade and grade
gender. There should possibly be a selection of 8 boys and 8  equal representation of
girls randomly from each grade for the sample. gender
Gelyke verteenwoordiging van verskillende kategorieë moet in any explanation that

die steekproef teenwoordig wees. In die geval sal die indicates representing the
kategorieë graad en geslag wees. Daar behoort moontlik 8 school for equally
seuns en 8 meisies van elke graad ewekansig gekies te word Ideas to consider:
vir die steekproef. gender; race; grade
(2)
[4]


QUESTION/VRAAG 3
3.1 Disagree. The events A and B have an intersection and are  disagree
therefore not mutually exclusive.  intersection between events
P(A and B) ≠ 0 exist
(2)
Verskil. Die gebeurtenisse A en B sny mekaar en is daarom
nie onderling uitsluitend nie.
P(A en B) ≠ 0
OR
Disagree  disagree
P(A) + P(B) + P(C) = 1,07
Since the sum of the probabilities of the events is greater than  intersection between events
1, these events must have an intersection. Hence A and B are exist
not mutually exclusive events. (2)
Verskil
P(A) + P(B) + P(C) = 1,07
Siende dat die som van die waarskynlikhede van al die
gebeurtenisse groter as 1 is, moet daar ‘n snyding wees.
Vervolgens sal A en B nie onderling uitsluitend wees nie.
3.2.1 P(B or C) = P(B) + P(C)  substitution into correct

= 0,3 + 0,32 NOTE: formula
= 0,62 Answer only: full marks  answer
OR (2)
A C
B
0,32
0,315
0,135
0,165
P(A and B) = P(A).P(B)  substitution into correct

= 0,45 × 0,3 formula
= 0,135  answer
P(B or C) = 0,135 + 0,165 + 0,32 (2)
= 0,62
3.2.2 P(A and B) = P(A).P(B) NOTE:
= 0,45 × 0,3 Answer only: 1/2
= 0,135 marks  0,135
P(A or B) = P(A) + P(B) – P(A and B)
= 0,45 + 0,3 – 0,135
= 0,615  answer
= 0,62 (2)
[6]


QUESTION/VRAAG 4
4.1 The word “EQUATIONS” has 9 letters
Number of different 5 letter codes  multiplication rule in five
= 9×8× 7× 6×5 “slots”
= 15120  answer
(2)
OR
Number of different 5 letter codes
9!  multiplication rule in five
=
4! NOTE: “slots”
= 15120 Answer only: 2/2 marks  answer
(2)
ACCEPT:
Number of different 5 letter codes (this is with repetition)
= 95
= 59049
4.2 4 consonants
5 vowels
Number of different codes OR Number of different codes 5

= 5 × 5 × 4 × 3 × 2 ×1 = 5 × 5!  5!
= 600 = 600  answer
(3)
[5]
QUESTION/VRAAG 5
5.1 The heights / frequency of the histogram for the interval  heights / frequency
500 ≤ x < 700 are incorrect. incorrect
Die hoogtes / frekwensies van die histogram vir die wydte (2)
500 ≤ x < 700 is nie korrek nie.
OR  width not taken into
The histogram has not taken into account the width of the account
classes. The first class is double the width of the other classes.
The area of the rectangles for the class 500 ≤ x < 700 is double (2)
what it should be.
Die histogram het nie die wydte van die klasse in ag geneem
nie. Die eerste klas is dubbel die wydte van die ander klasse.
Die oppervlakte van die reghoeke vir die klas 500 ≤ x < 700, is
dubbel wat dit behoort te wees.
OR
Area of each rectangle is not in the same ratio as the  area of rectangle not in
frequencies. same ratio as frequencies
Die area van elke reghoek is nie in dieselfde verhouding as (2)
die frekwensies nie.
5.2 The interval 500 ≤ x < 700 should have a frequency of 5.  frequency should be 5
 keep interval the same
Die frekwensie behoort 5 vir die klas 500 ≤ x < 700 te wees. (2)
[4]

QUESTION/VRAAG 6
6.1
A/M N/W
 
 100 470
670
 40 
80 70
x
P/O
(6)
6.2 x + 80 + 40 + 70 + 470 + 100 + 670 = 2140  sum of values in Venn
x + 1430 = 2140 diagram = 2140
x = 710  answer for x (must not be
Number said lack of parental support negative)
= 710 + 80 + 40 + 70
= 900  answer
(3)
6.3 P(exactly 2 problems)
80 + 100 + 70  80 + 100 + 70 = 250
=
2140  2140
250
=
2140
25
=
214  answer
= 0,12 (0,1168224299...) (3)
[12]


QUESTION/VRAAG 7
34% 34%
14% 14%
2% 2%
1 4 7 10 13 16 19
7.1.1 16 = 10 + 2(3)  2 std deviations from mean.
P(More than 16 point) = 2%  2%
(2)
7.1.2 84  84%
× 200 = 168 learners NOTE:
 answer
100 If 16% is used: max 1 mark
(2)
7.2 Mathematics test x + σ = 55 + 15
= 70  x + σ = 70
English test x + σ = 55 + (7,5)
= 62,5  x + σ = 62,5
x + 2σ = 55 + 2(7,5)
= 70
Matilda scored better relative to her classmates in the English  answer
test as she scored between the 1st and the 2nd deviation from (3)
the mean.
Matilda het beter as die res van haar klasmaats in die Engelse
toets gevaar aangesien haar punt tussen die 1ste en die 2de
afwyking van die gemiddeld was.
OR
A mark of 67% in Maths lies within 1 standard deviation to

the right of the mean. Hence it is approximately at the 76th  76th percentile
percentile of distribution of the Maths marks.
A mark of 67% in English lies between 1 and 2 standard
deviations to the right of the mean. Hence it is approximately  95th percentile
at the 95th percentile of distribution of the English marks.
Matilda scored better relative to her classmates in the English
test as she has outperformed more learners in English than in  answer
Maths. (3)
‘n Punt van 67% in Wiskunde lê binne 1 standaardafwyking

aan die regterkant van die gemiddeld. Vervolgens is dit
ongeveer by die 76 ste persentiel van die verspreiding van die
Wisk punte.’n Punt van 67% in Engels lê tussen die 1ste en
2de standaardafwyking regs van die gemiddeld. Vervolgens is
die Engelse punt ongeveer by die 95 ste persentiel van die
verspreiding van die Engelse punte. Matilda het relatief tot
haar klasmaats beter in die Engelse toets gevaar. Sy het beter
gevaar as meer van die leerders in Engels as in Wiskunde.
[7]


QUESTION/VRAAG 8
8.1 T1 = −5
T2 = −5 + 3(2 ) − 4 = −3  T2 = −3
T3 = −3 + 3(3) − 4 = 2  T3 = 2
T4 = 2 + 3(4 ) − 4 = 10  T4 = 10
(3)
8.2 T30 = T1 + S 29 of the linear pattern  T1 + S 29 of the linear pattern
a=2
= −5 +
29
[2(2) + 28(3)] d=3
2
= −5 + 1276
= 1271  answer
(4)
OR
2a = 3
3 3
a=  a=
2 2
3
3  + b = 2
2
5
b=−  b=−
5
2 2
3  5
  +  −  + c = −5
2  2
c = −4  c = −4
3 5
Tn = n 2 − n − 4
2 2
T30 = (30) − (30) − 4
3 2 5
2 2
= 1271  answer
OR (4)
By expanding the formula:
− 5 ; – 3 ; 2 ; 10 ; 21 ; 35 ; 52 ; 72 ; 95 ; 121 ; 150 ; 182 ; 217 ;

255 ; 296 ; 340 ; 387 ; 437 ; 490 ; 546 ; 605 ; 667 ; 732 ; 800 ; 871;
945 ; 1 022 ; 1 102 ; 1 185 ; 1 271
 expansion
th
The 30 term = 1 271 NOTE:
 answer
Answer only: 4 marks
(4)
[7]


QUESTION/VRAAG 9
A 2x B x C
9.1 AF : FE
=2:1 (Prop Th; FB || EC)  answer
(Eweredigheid St; FB || EC)  reason
(2)
9.2 AF 2
=
FE 1
AF 8
FE = = = 4 cm  FE = 4 cm
2 2
 AE = 12 cm
AE = 12 cm
ED 1
= (BE || DC; Prop Th) / (BE || DC; Eweredigheid St) 
ED 1
=
AE 2 AE 2
ED 1
=
12 2
 answer
ED = 6 cm (4)
[6]


QUESTION/VRAAG 10 B
F 1
3
2
G
•O
C
4 56°
5
3
E 2
1
32°
D
H
10.1 Ê 2 = 90° – 56° (∠s in a semi circle)  Ê 2 = 34°
Ê 2 = 34° (∠e in ‘n halwe sirkel)  ∠s in a semi circle
(2)
10.2 CÊH = Ê1 + Ê 2 = 66°  CÊH = 66°
∴ EB̂C = B̂2 + B̂3 = 66° (tan ch th)  EB̂C = 66°
(raaklyn koord) tan ch th
OR (3)
B̂ 2 = 32° (tan ch th)  tan ch th

(raaklyn koord)
B̂ 3 = 34° (∠s in the same segment)  B̂ 3 = 34°
(∠e in selfde seg)
EB̂C = 66°  answer
(3)
10.3 Ê1 + Ê 2 + Ê 3 = 122°

 F̂ = 122°
F̂ = 122° (tan ch th) / (raaklyn koord)
 reason
OR
Ĉ = 58° (sum of int ∠s of ∆) / (som van binne∠e ∆)  Ĉ = 58°

F̂ = 122° (opp ∠s cyclic quad) / (oorst ∠ koordevierhoek)  ∠ sum ∆
 F̂ = 122°
 opp ∠s cyclic quad
OR
 D̂ = 58°
D̂ = 58° (sum of int ∠s of ∆) / (som van binne∠e ∆)
 ∠ sum ∆
 F̂ = 122°
F̂ = 122° (opp ∠s cyclic quad) / (oorst ∠ koordevierhoek)
 opp ∠s cyclic quad
(4)
[9]

QUESTION/VRAAG 11
A B C
Construct radii OA and OC.  construction

In ∆OAB and ∆OCB
i. OB is common  OB common
ii. OA = OC (radii)  radii
iii. OB̂A = OB̂C = 90° (given)  OB̂A = OB̂C = 90°
∆OAB ≡ ∆OCB (90°HS)  90°HS
AB = BC (≡ ∆s)
OR
Construct radii OA and OC.  construction
In ∆OAB and ∆OCB
i. OB is common OR OA = OC (radii)  OB common /
ii. Â = Ĉ (∠s opp = radii) OA = OC
 ∠s opp = radii
iii. OB̂A = OB̂C = 90° (given)
∆OAB ≡ ∆OCB (SAA)  OB̂A = OB̂C = 90°
 SAA
AB = BC (≡ ∆s)
OR
 construction
Construct radii OA and OC.
OB̂A = OB̂C = 90° (given)
OA2 = OB2 + AB2 (Pythagoras)  OA2 = OB2 + AB2
OC2 = OB2 + BC2 (Pythagoras)  OC2 = OB2 + BC2
OC = OA (radii)  OA = OC / radii
OB is common
AB2 = BC2  AB2 = BC2
AB = BC
[5]


QUESTION/VRAAG 12
1 2 3
x
x
1 E
2 2
1
O3
4
x T
2
1 3
x
1 x
2 Y
12.1 K̂ 3 = x (tan ch th)  K̂ 3 = x

(raaklyn koord)  tan ch th
Ŷ2 = x (∠s in same seg)  Ŷ2 = x
(∠e in selfde seg)  ∠s in same seg
K̂ 2 = x (∠s opp = radii) / (= chs subt = ∠s)  K̂ 2 = x
(∠e oork = radiusse) / (= koorde = ∠e)  reason
Ŵ2 = x (∠s in same seg) / (= chs subt = ∠s)  Ŵ2 = x
(∠e in selfde seg) / (= koorde = ∠e)  reason
(8)
12.2 Ô1 + Ô 4 = 180° − 2 x (sum of int ∠’s of ∆) / (opp∠ cyclic quad)  Ô1 + Ô 4 = 180° − 2 x
(som van binne∠e ∆) / (oorst ∠ koordevierhoek)  reason
T̂ = 90° − x (∠ at circ cent = 2∠ at circumference)  reason
(3)


12.3 Ê 2 = 90° (sum of int ∠’s of ∆) / (som van binne∠e ∆)  Ê 2 = 90°

KE = ET (⊥ from centre to chord bisects chord)  sum of int ∠’s of ∆
(⊥ van middelpunt tot koord halveer koord)  ⊥ from centre to chord
bisects chord
OR (3)
K̂1 + K̂ 2 + K̂ 3 = 90° − x (sum of int ∠’s of ∆)  K̂1 + K̂ 2 + K̂ 3 = 90° − x

In ∆KWE and ∆TEW  sum of int ∠’s of ∆
1. K̂1 + K̂ 2 + K̂ 3 = T̂ = 90° − x (proven above)
2. Ŵ1 = Ŵ2 = x (Proven in 12.1)
3. WE is common
∴ ∆KWE ≡ ∆TEW (∠∠S)
 ∆KWE ≡ ∆TEW
KE = ET (3)
12.4 In ∆KOE and ∆WTE  ∆KOE and ∆WTE

i. K̂ 3 = Ŵ2 = x (proven)  K̂ 3 = Ŵ2 = x
ii. Ê 2 = Ê 1 = 90° (∠s on str line / sum of int ∠’s of ∆)  Ê 2 = Ê 1 = 90°
(∠e op reguit lyn / som van binne∠e ∆)
iii. Ô 2 = T̂ = 90° − x (3rd ∠ of ∆)  Ô 2 = T̂ = 90° − x
∆KOE ||| ∆WTE (∠∠∠)
KE OE KE OE
= (||| ∆s)  =
WE TE WE TE
KE = TE (proven)
KE.TE = OE.WE  KE = TE
KE 2 = OE.WE
(6)
OR
 ∆KOE and ∆WTE
In ∆KOE and ∆KWE
 K̂ 3 = Ŵ1 = x
i. K̂ 3 = Ŵ1 = x (proven)
 Ê1 is common
ii. Ê1 is common
iii. Ô 2 = K̂1 + K̂ 2 + K̂ 3 (3rd ∠ of ∆)  ∠∠∠
∆KOE ||| ∆WKE (∠∠∠)
KE OE KE OE
= (||| ∆s)  =
WE KE WE KE
KE 2 = OE.WE
(6)
[20]
TOTAL/TOTAAL: 100
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This memorandum consists of 14 pages.

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Mathematics P3/Wiskunde V3 2 DBE/November 2013

 all 8 points plotted correctly

Mathematics P3/Wiskunde V3 3 DBE/November 2013

1.2 a = – 5,62 (– 5,62181859...)  a or b

1.5 r = 0,92 (0,92099548...)  answer

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Mathematics P3/Wiskunde V3 4 DBE/November 2013

2.1 Random Sampling Method  answer

Al is die steekproef ewekansig gedoen bestaan die kans wel

Gelyke verteenwoordiging van verskillende kategorieë moet in any explanation that

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Mathematics P3/Wiskunde V3 5 DBE/November 2013

3.2.1 P(B or C) = P(B) + P(C)  substitution into correct

P(A and B) = P(A).P(B)  substitution into correct

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Mathematics P3/Wiskunde V3 6 DBE/November 2013

Number of different codes OR Number of different codes 5

Mathematics P3/Wiskunde V3 7 DBE/November 2013

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Mathematics P3/Wiskunde V3 8 DBE/November 2013

A mark of 67% in Maths lies within 1 standard deviation to

‘n Punt van 67% in Wiskunde lê binne 1 standaardafwyking

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Mathematics P3/Wiskunde V3 9 DBE/November 2013

− 5 ; – 3 ; 2 ; 10 ; 21 ; 35 ; 52 ; 72 ; 95 ; 121 ; 150 ; 182 ; 217 ;

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Mathematics P3/Wiskunde V3 10 DBE/November 2013

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Mathematics P3/Wiskunde V3 11 DBE/November 2013

B̂ 2 = 32° (tan ch th)  tan ch th

10.3 Ê1 + Ê 2 + Ê 3 = 122°

Ĉ = 58° (sum of int ∠s of ∆) / (som van binne∠e ∆)  Ĉ = 58°

Mathematics P3/Wiskunde V3 12 DBE/November 2013

Construct radii OA and OC.  construction

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Mathematics P3/Wiskunde V3 13 DBE/November 2013

12.1 K̂ 3 = x (tan ch th)  K̂ 3 = x

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Mathematics P3/Wiskunde V3 14 DBE/November 2013

12.3 Ê 2 = 90° (sum of int ∠’s of ∆) / (som van binne∠e ∆)  Ê 2 = 90°

K̂1 + K̂ 2 + K̂ 3 = 90° − x (sum of int ∠’s of ∆)  K̂1 + K̂ 2 + K̂ 3 = 90° − x

12.4 In ∆KOE and ∆WTE  ∆KOE and ∆WTE

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