GR 12 Mathematics Participant S Manual Sep - 2016

SSIP 2016
SEPTEMBER
MATHEMATICS GRADE 12
PARTICIPANTS’ MANUAL
MATHEMATICS Gr 12 SSIP SEPTEMBER 2016
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Page 1
Contents Pages
1. Content that will be tested according to CAPS 3
2. Weighting of content areas 3
3. Cognitive levels of questions (TIMSS) 4
4. Patterns 5 – 13
5. Inverse functions 14 – 30
6. Solving triangles in 2D and 3D 31 – 50
7. Application of Calculus 51 – 78
8. Sequences and Series 79 – 98
Page 2
CONTENT THAT WILL BE TESTED ACCORDING TO CAPS
WEIGHTING OF CONTENT AREAS

Mark distribution for Mathematics NCS end-of-year papers: Grade 12
PAPER 1: Grade 12 bookwork: maximum 6 marks
Description Grade 12
Algebra and equations (and inequalities) 25+3
Patterns and sequences 25+3
Finance, growth and decay 15+3
Functions and graphs 35+3
Differential Calculus 35+3
Probability 15+3
TOTAL 150
PAPER 2: Grades 11 and 12: theorems and/or trig proofs: maximum 12 marks
Description Grade 12
Statistics 20+3
Analytical Geometry 40+3
Trigonometry 40+3
Euclidean Geometry and Measurement 50+3
TOTAL 150
Notes:
 Modelling as a process will be included in all papers, thus contextual questions can be
set on any topic.
 Questions will not necessarily be compartmentalised in sections. Various topics can
be integrated in the same question.
 A formula sheet will be provided.
Page 3
Cognitive levels (TIMSS)
The questions will be levelled according to the following table:
Page 4
QUADRATIC NUMBER PATTERN
DEFINITION: Quadratic number pattern

A quadratic pattern is a pattern of numbers in which the second difference between any two
consecutive terms is constant
The general terms of the form
2
T n=an +bn+ c
Example: Determine the general term of the pattern 4; 9; 18; 31…….if the term continues
consistently.
4 9 18 31
5 9 13 1st difference
4 4 2nd difference
How can we be able to determine the general term?
2
By using the general term: T n=an +bn+ c
2 2
T 1 =a (1) +b (1)+c T 2=a(2) + b(2)+c
2
T 3 =a(3) +b(3 )+c T 4 =a( 4 )2 +b (4 )+c
a+b +c 4 a+2 b+c 9 a+3 b+c 16 a+4 b+c
3 a+b 5 a+b 7 a+b 1st difference
2a 2a 2nd difference
NOTE: The first differences will always be a linear pattern.
Page 5
The second difference is given as an expression 2a .
then 2 a=4 3 a+b=5 a+b +c=4
∴a=2 3(2)+b=5 2−1+c =4

∴b=−1 c=3
2
The general term is T n=2 n −n+ 3
 ITS VERY IMPORTATNT TO DETERMINE THE TYPE OF

PATTERN YOU ARE WORKING WITH
 TO SHOW THAT A PATTERN IS A QUADRATIC NUMBER
PATTERN DETERMINE THE SECOND DIFFERENCE IF IT’S
COMMON THEN THE PATTERN IS QUADRATIC
EXAMPLE 1
Consider the following number pattern 2; 7; 14; 23…..
1.1 Show that it is a quadratic number pattern.
1.2 Write down the next two terms of the number pattern.
1.3 Hence determine the nth term as well as the 100th term
1.4 Determine which term equals 162.
EXAMPLE 2
Consider the following quadratic number pattern: 6 ; x ; 26 ; 45 ; y..

Calculate the values of x and y.
Page 6
EXERCISES
1 The sequence 3 ; 9 ; 17 ; 27 ; … is quadratic.
1.1 Determine an expression for the n-th term of the sequence. (4)
1.2 What is the value of the first term of the sequence that is greater than 269? (4)
2 2 ; x ; 12; y ; . . . are the first four terms of a quadratic sequence. If the second
difference is 6, calculate the values of x and y. (5)
3. The quadratic pattern −3;4; x ;30 ;…………..is given. Determine the value of x. (4)
4 In the quadratic sequence4 ; x ; y ;−11 ; …, the first three terms of the first
p
differences are 2 p−4 ; p−3 and −1.
2
Determine the:
4.1 Value(s) of p. (2)
4.2 Second difference(s). (1)
4.3 Values of x and y . (2)
4.4 General term of the quadratic sequence. (4)
5 Given the quadratic sequence 3; 5; 11; 21; …
5.1 Write down the value of the next term, if the pattern continues. (1)
5.2 Determine the value of the 48th term. (5)
5.3 Prove that the terms of this sequence will never be even numbers. (2)
5.4 If all the values of this sequence are increased by 30, determine the
Page 7
general term of the new sequence. (2)
6. A pattern of triangles is formed by increasing the base of the triangle by 2 cm and the
perpendicular height by 1cm, in each successive triangle.
The first triangle has a base of 2 cm and a height of 2 cm. The pattern continues in
this manner.
2cm 3cm 4cm
2cm 4cm 6cm
TRIANGLE 1 TRIANGLE 2 TRIANGLE 3

6.1 Calculate the areas of the first four triangles. (2)
6.2 Calculate the area of the 100th triangle in the pattern (4)
Page 8
SOLUTIONS
Page 9
1
1.1
2a = 2  a = 1
3a + b = 6
b=3
c = T0 = -1
Tn = n2 + 3n -1
1.2 2
n +3 n−1>269
2
∴ n +3 n−270> 0
∴(n+18)(n−15)>0
(n+18)( n−15)>0
n>15=16
term: 162 +3 ( 16 ) −1=303
2
2 ; x ; 12 ; y
x−2 12−x y−12
12−x−(x−2) y−12−(12−x)
2nd difference = 6
12−x− ( x −2 )=6
−2 x+14=6
−2 x=−8
x=4
Substitute x=4 into
y−12−( 12−x )=6
y−12−( 12−4 )=6
y−20=6
y=26
Page 10
3
−3 ; 4 ; x ;30 ; …
7 ; x−4 ; 30−x (First difference)
x−11 ; 34−2 x (Second difference)
x−11=34−2 x
3 x=45
x=15
4
4.1 p
2( p−3 )=2 p−4+ −1
2
p=−2
4.2 Second difference = 3
4.3 x=−4 and y=−9
4.4 2a=3
3
a=
2
3 a+b=−8
3
3( )+b=−8
2
25
b=−
2
a+b +c=4
3 25
− +c=4
2 2
c=−7
3 25
T n= n2 − n−7
2 2
Page 11
5
5.1 T 5 =35
5.2 2
T n=a n + bn+ c
a=2
3(2)+b=2
b=−4
2−4+ c=3
c=5
2
T n=2 n −4 n+5
2
T 48=2(48) −4 (48)+5
¿ 4421
5.3 2
2 n even for all values of n ,
4n is even for all values of n .
So T n=2 n2−4 n+5
is the sum of two even numbers and 5
which will not be even.
OR/OF
T n=2 n2−4 n+5
¿ 2 ( n −2 n+2 ) +1
2
= (2 ¿
which is not even
5.4 2
T n=2 n −4 n+5 + 30
2
¿ 2 n −4 n+35
Page 12
6
6.1 2 ; 6; 12;20
6.2
T 100 =(100 )2 +100

T 100 =10100 cm2
Page 13
INVERSE FUNCTIONS
Introduction
 Notation: If the original function is named f , the inverse will be f −1 .
 The line y=x ( y−x =0) is the line of reflection of the function and its inverse,
as illustrated in the example below.
f
y=x
−1
f
 It is important to understand that every point ( x ; y ) on the graph of f becomes

( y ; x ) on the graph of f −1.
 According to the CAPS document learners should be able to:
 Determine if a relation is a function or not

 Understand and be able to apply their knowledge of the concept of the inverse of a
function
 Know how the domain of a function may need to be restricted to ensure that the
inverse is a function
 Determine and sketch graphs of the inverses of the functions defined by:
* y=ax+ q
* y=a x2
* y=b x ; b>0 ,b ≠ 1
 Determine the following characteristics of the functions and their inverses:
*Domain and range
*Intercepts with the axes
*Turning points
*Minima and Maxima
*Asymptotes (horizontal and vertical)
*Shape and symmetry
*Average gradient (average rate of change)
*Intervals on which the function increases/decreases.
 Understand the definition of a logarithm:
x
y=log b x ⇔ x =b where b> 0∧b ≠ 1
 Be able to determine and sketch the function define by y=log b xfor both the
cases 0< b<1∧b >1.
Page 14
To determine the EQUATION of the inverse of a function
 INTERCHANGE (“swap”) the x and y values

 Make y the subject of the formula again
 When working with the exponential function, we need ‘logs’ to help us make y the
subject of the formula
 Examples:
Linear Function Quadratic Function Exponential Function
Equation of the given
function
or
INTERCHANGE the
x- and y-values
Make y the subject of the
formula again to determine
the equation of the inverse
in the form y = …..
To draw the graph of the inverse of a function
 First draw the graph of the given function

 Draw the line of reflection y=x (use a dotted line)
 Take any two known points on the given function, interchange their x- and y-values
and then plot the two new points
 Now draw the graph of the inverse as a reflection of the graph of the given function
about the line y=x through the two newly plotted points
Page 15
 Examples of inverses:
Linear Quadratic Exponential Function

Function Function
Equation of
the original
or
function
Graph of the
original function
(solid line/
curve)
Graph of the
inverse
(Dotted line/
curve)
Discussion:
How will you explain to your learners the fact that we do not look at
the inverse of the hyperbolic function?
The inverse of a the quadratic function
The graph of the inverse of the parabola is NOT a function because it is a one-to-many
mapping. (a vertical line will cut it in two places)
or
Page 16
We restrict the domain of the original parabola in the following two ways so that the inverse
of the parabola is a function again:
1) : the inverse is a function 2) : the inverse is a function
Restrict the domain of the negative quadratic function in two different ways so that the
inverse will be a function. Draw the graphs to illustrate this.
Knowledge tested with functions and inverses

 Learners must know how to:
 draw a graph of a function if the equation is given

 determine the equation of a function if the graph is given
 determine the equation of the inverse of a function and also draw the graph of
the inverse of a function
 determine the following of the functions (or inverses)
 x- and y-intercepts
 turning points
 equations of the asymptotes
 equations of the axes of symmetry
 Also, learners must be able to:
 determine the domain and range of functions and their inverses

 state where the function (or its inverse) increases/decreases
 shift a function (or its inverse) –
o to the left or right
o up or down
 reflect a function (or its inverse) –
o in the x-axis
o in the y-axis
 determine the equation of a function (or its inverse) after a shift or a reflection
 determine where a function (or its inverse) is positive or negative
 apply their knowledge of the nature of roots
Page 17
 The following table will assist learners in answering difficult questions on graphs of
functions. Make sure they have a copy of the conditions and are able to apply it.
Condition Interval where applicable

f ( x)>0 The part of the graph of f that is above the x-axis
f ( x ) <0 The part of the graph of f that is below the x-axis
f ( x )=g ( x) The point(s) where the graphs of f and g intersect
f ( x ) >g(x ) The part of the graph of f that lies above the graph of g
f ( x) ≤ g (x) The part of the graph of f that lies below the graph of g, or is equal
to the graph of g
f ( x )−g ( x )=k The distance between the two graphs, with the graph of f on top
f ( x ) . g ( x)>0 Where parts of both graphs are above the x-axis or below the x-
axis
f ( x ) . g ( x)<0 Part of one graph is above the x-axis and in the same interval part
of the other graph is below the x-axis
Shifts and Reflections in a nutshell
 Consider the function
S H I F T S
Shift 3 units to Change in the Graphical representation
the LEFT equation
Substitute the x Original equation:
in the equation
with ( x +3 ) New equation:
Shift 4 units to Change in the Graphical representation

the RIGHT equation
Substitute the x Original equation:
in the equation
with ( x−4 ) New equation:
Page 18
Shift 3 units Change in the Graphical representation

UPWARDS equation
Add 3 to the Original equation:
original equation
New equation:
Shift 4 units Change in the Graphical representation

DOWNWARDS equation
Add -4 to the Original equation:
original equation
New equation:
 Consider the functions and
REFLECTIONS
Reflection in Change in the Graphical representation
the equation
x-axis
Substitute y in Original equation:
the original
equation New equation:
with –y. 2
Then make y
− y=ax +bx+c
the subject of ∴ y =−ax 2−bx−c
the formula
again.
Original equation:
New equation:
− y=a. b x + p +q
x+p
∴ y=−a.b −q
Page 19
Reflection in Change in the Graphical representation

the equation
y-axis
Substitute x in Original equation:
the original
equation with -x New equation:
y=a (−x )2 +b (−x )+ c

2
∴ y =ax −bx+c
Original equation:
New equation:
−x+ p
y=a. b +q
Page 20
Examples
1. Given: h ( x )=2 x −3 for −2≤x≤4 . The x-intercept of h is Q.
1.1 Determine the coordinates of Q. (2)

−1
1.2 Write down the domain of h . (3)
−1
1.3 Sketch the graph of h . Clearly indicating the y-intercept and the end
points. (3)
1.4 −1
For which value(s) of x will h ( x )=h ( x ) ? (3)
Page 21
Given h ( x )=2 x−3 for −2≤x≤4 .
1.1 For x-intercepts, y = 0

2x−3=0
x=1,5  x=1,5
y=0
Q (1,5 ; 0 ) (2)
1.2 h:
x=−2: y=2(−2)−3=−7  h(–2) = –7
x=4 : y=2( 4)−3=5
 h(4) = 5
OR [ −7; 5 ]
−1
Domain of h :−7≤x≤5
 −7≤x≤5
(3)
1.3  y-intercept
on a straight
line
 line segment
 accurate
endpoints (x
or y or
both)
OR
(3)
Page 22
1.4 h ( x )=2 x −3
For the inverse of h,

x=2 y−3
x+ 3
x +3 y=
y=  2
2
h ( x )=h−1 ( x )
x +3 x+3
2 x −3= 2 x −3=
2  2
4 x −6=x +3
3 x=9
 x=3
x=3 (3)
OR
h ( x )=2 x −3
−1
h and h intersect when y=x
 h ( x )=x
h ( x )=x
2x −3=x  2 x −3=x
x=3
 x=3
OR
(3)
h ( x )=2 x −3
For the inverse of h, x+ 3

x=2 y−3 y=
 2
x +3
y=
2
−1
h (x )=x
x +3
x+3 =x
=x  2
2
x+3=2 x
 x=3
x=3 (3)
Page 23
1
2. The sketch below shows the graphs of f ( x )= for x <0 and g ( x )=−√ −x for x ≤ 0 .
x
2.1 Write down the equations of the asymptotes of the graph of f . (2)
2.2 The graphs of f and g intersect at the point A ( p ;−1 ) . Calculate the value of p. (2)
2.3 Determine the equation of g−1 in the form y=¿….. (3)
2.4 Write down the equation of h if h is a reflection of g about the y -axis. (1)
2.1 x=0 and  x=0

2.3 y=0  y=0
g ( x )= y=− √−x (2)
2.2 1
y= x and (yp ;−1 )
Interchange
x
subst. x= p and
x=− √1− y  x=−
y=−1√− y
−1=  p=−1
2
p  x 2=− y
x =− y
∴ p=−1 2
y=−x ; x ≤ 0 (or y ≤ 0)
2 
ORy=−x ; x ≤ 0
OR (3)
2.4 g ( x )=−√ −x (Given) subst. x= p and
y=−√−x ( p ;−1) y=−1
Reflection about the y-axis, replace x with –x:
−1=− √− p
h ( x )=−√−(−x)
2
(−1 )2=(− √− p ) h(x )=− √ x
∴ h( x)=−√ x
 p=−1 (2)
(1)
1=− p ∴ p=−1
Page 24
(
3. The graph of f ( x )=ax , where a> 0 and a ≠ 1 , passes through the point 3 ;
27
8 )
.
3.1 Determine the value of a . (2)
3.2 Write down the equation of f −1 in the form y=¿….. (2)
3.3 Determine the value(s) of x for which f −1 ( x )=1 . (2)
3.4 If h ( x )=f ( x )−5 , write down the range of h . (2)
3.1 y=a x
27 3 substituting
=a
8 3; (
27
8 )
( 32 ) =a
3
3
3
a=
3 2
a= (2)
2
( 32 )
3.2 x
y=
Interchange x and y :
()
y
3
()
y
3 x=
x= 2
2
 y=log 3 x
2
Page 25
∴ y=log 3 x (2)
2
3.3 log 3 x=−1

2
write in
x= ()3 −1
2
exponential form
 x=
2
2 3
x=
3 (2)
3.4 y ∈ (−5 ; ∞ ) ¿
∞ ¿
(2)
4. The graph of f ( x )=3 x is sketched

alongside.
Page 26
4.1 Give the coordinates of A. (1)

Write down the equation of f in the form y = …
−1
4.2 (1)
For which value(s) of x will f ≤ 0 ?
−1
4.3 (2)
4.4 Write down the equation of the asymptote of f (x−1) (1)
5. Sketched is the graph of f , the inverse

of a restricted parabola. The point
A(8 ; 2) lies on the graph of f.
5.1 Determine the equation of f in the form y = … (2)
5.2 f −1 in the form y = … (2)

Hence, write down the equation of
−1
5.3
Give the coordinates of the turning point of g(x) = f ( x+3)−1 . (1)
6. The sketch below represents the inverses of g ( x )=4 x and f ( x )=a x 2; x ≥ 0.
.
(16 ; 2)
. (4 ; 1)
0 x
1
6.1 Write down the coordinates of ONE point through which both f
and g will pass. (1)
Page 27
6.2 Determine the equation of f . (3)

6.3 Calculate x if g ( x+ 2 )=16 . (3)
6.4 If h ( x )=g−1 ( x−2 ), for which values of x will h( x )≤ 0 ? (2)
SOLUTIONS
4.1 A(0; 1)  Answer (1)

4.2 f-1: y = log 3 x  y = log 3 x (1)
4.3 0< x ≤1  endpoints
 notation (2)
4.4 y=0 y=0 (1)
√
5.1 x
f ( x)= OR f −1 ( x )=a x2
a
√
a=2
(8; 2): 2 =
8 a=2 (2; 8): 8 = a(2)2 a=2
a  eqn (2)
Page 28
∴ f (x )=
√ x
2
∴ f −1 ( x )= 2 x 2
f ( x ) : x=2 y
2
5.2 −1
f ( x )=a x
2
√
y=
x
2
(2; 8): 8 = a(2)2 a=2  eqn

(1)
∴ f −1 ( x )= 2 x 2
5.3 (−¿ 3; −¿1)  each value (2)
6.1 (1 ; 4) or (2 ; 16)  Any one point

(1)
6.2 f (x)=a x2
Substitute inverse point:  Substitute correct
coordinate
(1 ; 4) OR (2 ; 16)
2 2
4=a(1) 16=a(2)
a=4 4 a=16  Equation f ( x )
a=4  x≥0
(3)
2
∴ f ( x )=4 x , x ≥ 0
OR
 Substitute correct
Page 29
Substitute (4 ;1) or ( 16 ; 2 ) into x=a y 2 : coordinates

 Equation f ( x )
4=a(1)2 OR 16=a(2)2
4=a 16=a .4  x≥0 (3)
4=a
∴ f ( x )=4 x2 , x ≥ 0
6.3 g ( x+ 2 )=16
x+2
 Substitution into
4 =16 g( x)
4
x+2
=4
2  Same base
 x=0
∴ x+2=2 (3)
x=0
6.4 2< x ≤ 3  x >2

 x≤3
(2)
Page 30
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Page 35
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Page 40
Page 41
SOLUTIONS
Page 42
1.1 TB
tan θ =
DB
TB= DBtan θ
1.2 DB DE
=
sin E sin B
DB DE
=
sin E sin D B¿ E
Λ
but D B E = 180 ο − (x + y)
DB 10
∴ =
sin y sin[180 ο − ( x + y )]
DB 10
∴ =
sin y sin( x + y)
10sin y
∴ DB =
sin( x + y )
1.3 TB = DB tan θ
10 sin y . tan θ
=
sin ( y + y )
10 sin y . tan θ
=
sin 2 y
10 sin y . tan θ
=
2 sin y . cos y
5 tan θ
=
cos y
1.4 1
Area Δ BDE = BD . DE sin x
2
1 10 sin y
= × ×DE × sin x
2 sin ( x + y )
5 sin 35 ο × 10 × sin 35ο
=
sin70 ο
50 sin 2 35 °
¿
sin 70 °
¿ 17 , 5 m 2
Page 43
2
2.1 2 2 2
MQ = k +(2 k ) −2 k(2k )(Cos 2θ )
= k + 4 k −4 k ( 1−2 Sin θ )
2 2 2 2
2 2 2 2
= 5 k −4 k + 8 k sin θ
2 2 2
= k + 8 k sin θ
2 2
= k (1+8 sin θ )
MQ= k √ 1+8sin θ
2
2.2
√
MQ= 139,5m 1+8sin 42
2 0
= 299 m
3
3.1 In Δ DCB :
h
= sin y
DB
∴ h = DB sin y − − −( 1)
In Δ DAB :
DB d
=
sin x sin D 1
but D ^1=y−x
d sin x
∴ DB = − − −(2)
sin ( y − x)
subst . (2) into (1):
d sin x sin y
h=
sin( y − x)
3.2 85. sin 10° . sin 38°
h=
sin 28°
= 19, 36 m
Page 44
4
4.1 LH
tan 40°=
LB
3
tan 40°=
LB
LB=3 , 58 m
4.2 AB 2 = AL2 +LB 2 −2 AL .LB cos113 °
2 2
¿(5,2) +(3.58) −2(5,2)(3, 58)cos113 °
AB=7,38 m
4.3 In Δ ABL
1
Δ ABL= . AL. BL .sin 113 °
Area of 2
1
= ×5,2×3 ,58 sin 113
2
=8 , 57 m2
5
AB = BC = a
22 2
2 2 2 ^2 2 ^ 2 2 2 ^ 2 2 ^ b ^b ^ ^ b
AC=B+C−2AB.Ccos{B¿b=a+ −2(a) cos{B¿b=2a− cos{B¿b=2a(1−cos{B¿) 2=1−cos{B¿ 2−1=cos{B¿∴cos{B¿=1− 2¿
2 a 2a 2a
Page 45
6
6.1 BC
cosθ=
2a
∴ BC=2 a cosθ
6.2 BO 2 =BC 2 +CO 2
2 2 2
(2 a) =(2 a cosθ ) +CO
∴ CO=2 a sin θ
1
= . CO.BC
2
1
= . 2a sinθ . 2 a cosθ
2
2
=a .2 sin θ cosθ
2
Area of Δ OCB ¿a sin 2 θ
6.3 sin 2θ=1
2θ=90°
θ=45°
∴C (45° ;1)
Page 46
7
7.1 In Δ BAC
AC =BC + AB −2 BC . AB cos { B^ ¿
2 2 2
AC 2 =(12)2 +(20)2−2(12)(20 )cos110°

AC=26 ,6 m2
7.2 In Δ BAC
sinBA^C sin{B^ ^ 12sin1 0° ^ ^

= ¿sinBAC= ¿sinBAC=0,4237. .¿∴BAC=25°¿
BC AC 26, 1
7.3 In Δ ACD
222 ^ 222 ^ ^ ^
AC =CD +AD−2CD.ADcos{D¿26, 1=7+28−2(7) 28)cos{D¿ 0,31864. =cos{D¿ D=71°¿
7.4 Area of ABCD
In Δ ACD
1
Δ ACD= .CD. AD.sin { D^ ¿
Area of 2
1
= .7.28.sin 71°
2
2
Area of Δ ACD =92,6608m
In Δ ABC
1 ^1 2
ΔABC= .BC. AD.sin {D¿= .12.20sin1 0° ¿=1 2.70m ¿
Area of
2 2
∴ Area of ABCD = Area of Δ ABC + Area of
Δ ACD =92.66 +112,70 = 205,4 m2
Page 47
8
8.1 5,9 m
tan 65 °=
PQ
5,9 m
PQ=
tan 65 °
∴PQ=2,75m
then PQ≈3m
8.2 Q P^ R=180°−2x
RQ 3m
=
sin(180 °−2 x ) sin x
3 sin 2 x
RQ=
sin x
3 . 2 sin x cos x
RQ=
sin x
RQ=6 cos x
8.3 RQ=6cos(42)
∴RQ=4,458868m .....
1
Δ PQR= PQ. QRsin P Q^ R
2
1
= ×3×4 , 4588 sin 42
2
2
Area of =4, 48m
Page 48
9
9.1 Q R^ S=α
QR 12
=
sin(150 °−α ) sin α
12 sin(150 °−α )
QR=
sin α
12(sin 150 °cos α−cos 150 °sin α )
QR=
sin α
1 √3
12( cos α + sin α )
2 2
QR=
sin α
6 cosα +6 √ 3sin α
QR=
sin α
9.2 PQ
tan α=
6 cos α +6 √ 3 sin α
sin α
6 cosα +6 √ 3 sin α
PQ=tan α .
sin α
sin α 6 cos α+6 √ 3 sin α )
PQ= .
cosα sin α
6 cosα+6 √3 sin α
PQ=
cosα
∴PQ=6+6 √ 3tan α
9.3 PQ=6+6 √3 tan α
23=6+6 √ 3tan α
17=6 √3 tan α
∴ α=58 . 56 °
10.
1
×50×50 sin 60 °
Area of inner Δ = 2
2
= 1082,531755 cm
1
×80×80 sin 60 °
Area of outer Δ = 2
2
= 2771,281292 cm
Area of red shaded part = Area of outer Δ - Area of inner Δ
= 2771,281292 – 1082,531755
2
= 1688,75 cm
Page 49
11
11.1 1
Area Δ ABC= mnsin 4 x
2
11.2 Max area if sin 4 x=1
4 x =90 °
x=22 ,5 °
11.3 Right-angled triangle
12.
12.1 DE
=tan α
p
DE= p tan α
12.2.1 E^ 1 =180 °−β (opp s of cyclic quad)
F^ 1 = H^ 2 (s opp equal sides; EH = EF
F^ 1 + H^ 2=180 °−(180 °−β ) (s of )

=β
1
F^ 1 = H^ 2 = β
2
12.2.2 In EFH
p FH
=
1 sin ( 180 °− β )
sin β
2
1
FH . sin β
2
p=
sin β
1
FH . sin β
2
=
1 1
2 sin β . cos β
2 2
FH
=
1
2 cos β
2
12.2.3 FH2 =p 2 + p2 −2 p 2 cos(180 °−β )
¿ 2 p2 +2 p 2 cos β
2
¿ 2 p (1+cos β )
FH= p √ 2(1+cos β )
Page 50
APPLICATIONS OF CALCULUS
Introduction
 The CAPS document states the following in terms of Differential Calculus.
Learners must:
understand the limit concept in the context of approximating the rate of

change or gradient of a function at a point
understand intuitively that f ' ( a ) is the gradient of the tangent to the graph
of f at the point ( a ; y )
be able to determine the derivative f ' ( x ) by using the definition (first
principles)
be able to determine the derivative f ' ( x ) by making use of the rules of
differentiation
be able to find the equation of the tangent to a graph of a function
understand that the second derivative f ' ' ( x ) will assist in finding the point
of inflection and also how it determines the concavity of a function
sketch graphs of cubic polynomial functions using differential calculus to
determine coordinates of stationary points and points of inflection.
Also, determine the x-intercepts of the graph using the factor theorem and
other techniques (e.g. synthetic division, long division)
Solve practical problems concerning optimisation and rate of change,
including calculus of motion
 Differential calculus is primarily about rate of change.
In Mathematics: Rate of change = gradient (m)
 The gradient (or rate of change) of a linear function is constant.

The graph of a linear function is a straight line. When looking at a straight line graph
it is clear that the gradient remains the same (or constant) at any point on the line.
Example: y
For f ( x )=2 x +4 the gradient is always 2.

The graph of f illustrates this fact. 4
f
Page 51
-2 0 x
 For any other function the gradient changes the whole time. The gradient will change
from one point to the next on the function.
Example: y
At x=2 , m=4
g
For g ( x )=x 2−4 the gradient will change.
See the illustration alongside.
-2 0 2 x
At x=−2 , m=−4
 The derivative of a function gives the gradient (or rate of change) of that function at
any point.
(The derivative may also be referred to as the ‘gradient function’ )
Make sure that your learners clearly understand that for any function f :
 f ( x )= y  a y-value on the graph of f associated with a specific x-value

 f ' ( x )=m  the gradient of f associated with a specific x-value
 Differential calculus, which is primarily about rate of change, has many applications.
There are mainly three types of applications:
1) In graphs
2) To determine rate of change
3) Minimum and Maximum values
Page 52
1. GRAPHS
Basic Concepts
 The first and second derivative of a function is very useful to find crucial points on
the graph of the function.
Turning points (Stationary points)
 At the turning points: f ' ( x )=0
f ' ( x )=0
f
f
'
f ( x )=0
 Minimum turning points
At a minimum turning point the sign

f ' ( x ) <0 f ' ( x ) >0 of the gradient changes from negative
to positive.
'
f ( x )=0
OR
Another way to determine whether

f the turning point is a minimum is to
find the second derivative. For a
minimum turning point the second
f '' ( x) > 0 derivative is positive.
Page 53
 Maximum turning points
f ' ( x )=0
At a maximum turning point the sign
' of the gradient changes from positive
f ' ( x ) >0 f ( x ) <0 to negative.
OR
f ' ' ( x) < 0 Another way to determine whether

the turning point is a maximum is to
find the second derivative. For a
f maximum turning point the second
derivative is negative.
Make sure that your learners know that a turning point can be useful in TWO ways:
 Firstly, the x-value can be substituted into f ' ( x )=0 (Turning point)
 Secondly, the x- and y-values can be substituted into f ( x )
Points of inflection
 f '' ( x ) =0at a point of inflection.
 The gradient does not change sign at the point of inflection, as illustrated in
the diagrams below.
f ' ( x ) >0 f ' ( x ) <0

Page 54
A¿ ¿A
f ' ( x ) >0 '

f ( x ) <0
At inflection point A: f '' ( x ) =0
 At the point of inflection the concavity of the graphs changes.
Consider the diagram below. Along the curve PA the concavity of the graph
is concave down. Along curve AQ the concavity of the curve is concave up.
Q
¿
A At inflection point A: f '' ( x ) =0
 Comparison between graphs of f ( x ) and f ' ( x )
Function: f (x ) Derived function: f ' (x )

3 2 2
y = ax + bx + cx + d y' = 3 ax + 2bx + c
(-4 ;
m=+
y)x
(-4 ; 0) (2 ; 0)
i (-1 ; y) x x
x m=-
i (-1 ; y)
(2;
y)
The x-values of the turning points are the These x-intercepts, are the turning point x’s of the cubic
x-intercepts of the graph of y’ =…. , which is graph, because the y- values here are 0.
the parabola on the right. The turning point x-value at i, is the x-value of the point
The point of inflection’s x-value is the x-value of inflection on the cubic graph.
of the turning point of the graph of y’.
Page 55
y = ax 2 + bx + c y' = 2ax + b
m=+
m=-
x
(-3 ; y)
At this x-intercept, y’ = 0. This x-intercept and the
At this x-value, the gradient of the tangent = 0
x-value of the parabola on the left are the same x-values.
Function: f (x ) Derived function: f ' (x )
y = ax + q or y = mx + c y' = a or y'  m
m=+
m=-
y=a y' = 0
m=+
m=-
The graph of y’ = 0 is a straight line that coincides with
the x-axis
Examples
1. Given f ( x )=( x +1 )2 ( x −2 )=x 3−3 x−2 and g ( x )=3 x2 +3 x
1.1 Determine the x−¿ intercepts of f and g. (2)
1.2 Determine the co-ordinates of the turning points f and g. (4)
1.3 Sketch the graphs showing all the relative turning points and the intercepts
with the axes. (6)
2 3
1.4 Determine the solution of 2+4 x +3 x −x using your graphs. (2)
1.5 For which value(s) of x will f ( x ) . g ( x ) <¿0? (3)
Page 56
1.6 Determine the value(s) of k for which f(x) = k has three unequal roots. (2)
1.1 f ( x )=( x +1 )2 ( x −2 )=x 3−3 x−2

 x−¿ Intercepts of f
x=−1∨¿ ofx=¿2
x−¿ intercepts ( 0;1 ) & ( 0;2 ) , Factors for g

2
g( x )=3 x +3 x
 x−¿ Intercepts of
0=x ( x +1 )
x=0 , x=−1 (3)
1.2 f ' (x )=0

2
2
3 x −3=0 3x −3=0
3( x−1)( x +1)=0
x=−1∨x=¿1
y=0∨ y =−4
 ( 1;−4 )
(−1;0 ) ( 1;−4 )
TP 1
x=−
'
 g ( x )=6 x+3=0  2
1 3
x=− y=−
2  4 (4)

TP:
(− ;− )
1 3
2 4

Page 57
1.3 f:
Shape
Intercepts
Both turning points g
(3)
Shape
Intercepts
(− ;− )
1 3
TP 2 4 (3)
1.4 2 3
2+4 x +3 x −x
=3 x 2 +3 x −( x 3 −x−2 ) 
Finding the difference
=g( x )−f ( x )=0−(−2)=2  Answer (2)
1.5 0< x <2∨¿ of x ←1 0< x <2
 x ←1 (2)
1.6 −4 <k < 0  −4 <k < 0 (2)
4
y=
2.1 Determine the points on the curve x where the gradient of the tangent to the
curve is – 1 . (5)
3 2
2.2 The graph of a cubic function with equation f (x )=x +ax + bx+ c is drawn.
f (1 )=f (4 )=0

 f has a a local maximum at B and a local minimum at x = 4.
Page 58
2.2.1 Show that a=−9 , b=24 and c=−16 . (2)

2.2.2 Calculate the coordinates of B. (4)
2.2.3 Determine the value(s) of k for which f(x) = k has negative roots only. (2)
2.2.4 Determine the value(s) of x for which f is concave up. (2)
2.1 4
y=
x and the gradient of the tangent to the curve is -1
−1
exponential form
∴ y=4 x
dy −4 derivative
=−4 x −2 = 2
dx x
−4 derivative = -1
∴ 2 =−1
x
x 2=4
x-values
∴ x=2 or x =−2 y-values
y=2 or y=−2
∴ (−2 ; −2 ) and (2 ; 2 ) (5)
2.2. 2 2
y=( x−1 ) ( x−4 )  y=( x−1 ) ( x−4 )
1
y=( x−1 ) ( x 2 −8 x+16 ) squaring binomial
y=x 3 −9 x 2 +24 x−16 (2)
2.2. 3 2
y=x −9 x +24 x−16
2 dy
=3 x 2 −18 x+24=0 2
 3 x −18 x+ 24=0
dx
2
x −6 x +8=0 factors
( x−2 ) ( x −4 )=0
Page 59
x=2 or x=4
y=4 or y=0 y-values
B (2 ; 4 )  B (2 ; 4 ) (4)
2.2. k <−16 inequality
3 -16 (2)
2.2. ''
f (x )=6 x−18>0  6 x−18>0
4  x> 3
x >3 (2)
3. The graph of y = g/(x) is sketched below, with x-intercepts at A(− 2; 0) and

B( 3; 0). The y-intercept of the sketched graph is (0; 12).
12
A B x
–2 O 3
3.1 Determine the gradient of at x = 0. (1)
3.2 For which value of x will the gradient of be the same as the gradient
in QUESTION 7.2.1? (1)
3.3 Draw a sketch graph of . Show the x-values of the stationary

points and the point of inflection on your sketch. It is not necessary to
(3)
indicate the intercepts with the axes.
3.1  answer (1)

3.2
x = 1
(1)
3.3
y
g
 turning point at x = − 2
and at x = 3
x
Page 60
-2 ½ 3  point of inflection at
x=½
 shape
(3)
1. The function defined by f ( x )=x 3 + p x2 +qx +30 is represented by the sketch

below. A (−1 ; 36) and B are the turning points of f , while g is a tangent to f at A
which cuts f at point C.
y
f
A(–1;36) C
30
0 x
B
1.1 Show that p=−4 and q=−11. (7)

1.2 Determine the coordinates of C. (3)
1.3 Write down the coordinates of a turning point of k , if
k ( x )=f ( x ) −10. (2)
2. The turning points of the graph of a cubic polynomial h ( x ) are ( 2 ;−3 )

and (5 ; 4 ). Draw a sketch graph of the derivative function h '( x), clearly
showing the x-intercepts. (3)
3 2
3. Given: h( x )=−x +ax +bx and g( x)=−12 x . P and Q(2 ; 10) are the turning
points of h. The graph of h passes through the origin.
Page 61
3
a= (5)
3.1 Show that 2 and b=6 .
3.2 Calculate the average gradient of h between P and Q, if it is given that
x = –1 at P. (4)
1
x= (3)
3.3 Show that the concavity of h changes at 2.
3.4 Explain the significance of the change in QUESTION 9.3 with respect to h. (1)
3.5 Determine the value of x, given x < 0, at which the tangent to h is parallel
to g. (4)
4. The diagram below shows the graph of f ' ( x ) , the derivative of

f ( x )=a x 3 +b x 2 +cx +d . The graph of y=f ' ( x )intersects the x - axis at 1 and
5. A ( 4 ;−9 ) is a point on the graph of yf ' .
y=f ' (x )
x
0 1 5
A ( 4 ;−9 )
4.1 Write down the gradient of the tangent to f at x=4. (1)

4.2 Draw a rough sketch of the graph of f . (3)
4.3 Write down the x -coordinate of the point of inflection of f . (2)
4.4 For which value(s) of x is f strictly decreasing? (2)
2. TO DETERMINE RATE OF CHANGE
 Remember that rate of change refers to the speed at which something is changing.
 Make sure your learners memorise the following:
Page 62
If an equation s ( t ) is given with distance (s) and time (t), then
 s ( t ) represents distance at time t

 s' (t ) represents speed (velocity) at time t
 s' ' ( t ) represents acceleration at time t
 Learners struggle with this content. Use an easy example like the following, to
explain to them the different scenario’s relevant in this situation:
Given a height (or distance) equation: s ( t ) =50 t=5t 2 with distance (s) in meters and
time (t) in seconds. (Like a stone thrown up into the air)
 s(2) is the distance after 2 seconds

 s(5) is the distance after 5 seconds
 s' (2 ) is the speed after 2 seconds
'
 s (5 ) is the speed after 5 seconds
 s(0) is the distance EVEN BEFORE THE MOTION HAS STARTED
 Maximum height will be at s' (t )=0 (the turning point of s)
 Maximum height after how many seconds?
Solve for: s' (t )=0
∴ 50−10 t=0
∴ t=5 seconds
 What is the maximum height? (Substitute t = 5 into s)
2
s ( 5 )=50 ( 5 )−5 ( 5 )
∴ s ( 5 )=125 meter
 When (at what time) does it hit the ground again? (When speed = 0 again,
thus s ( t ) =0)
2
50 t−5 t =0
⇒ t=0 s∨t=10 s
Use the bigger value because it will be the end of the ‘journey’ of the stone.
 Speed with which it hits the ground? (Calculate s' (10 ))

s' (10 )=50−10 ( 10 )
¿−50 m/s
The negative indicates that the stone hits the ground when in
DOWNWARD motion.
 SPECIAL CASES
Page 63
Suppose TWO moving bodies are involved, one going up and on coming down, and
the ask:
 When (at what time) will they pass each other?
This will happen when the two heights are equal.
Therefore, equate the two height equations of the bodies and solve for t.
 When (at what time) will their speeds be equal?
Now you equate the two speed equations (s’ = s’ ) and solve for t.
Examples
1. A stone falls from a cliff 320 metres high. The distance covered by the stone while
falling is given by the function s ( t ) =5 t 2, where s is the distance covered in metres and
t is the time in seconds.
1.1 Determine the speed of the falling stone after 3 seconds. (3)
1.2 How long will it take before the stone hits the bottom of the cliff? (3)
1.3 What will the speed of the stone be when it hits the bottom of the cliff? (2)
1.1 s ( t ) =5 t 2
Speed: '
s (t )=10 t  s' (t )=10 t
After 3 seconds: s' (3 )=10 ( 3 )=30 m/ s  s' (3 )=10 ( 3 )
30 m/s (3)
1.2 Distance covered by stone = 320 m
2
5 t =320 5 t 2 =320
2
t =64 t=± 8
t=± 8 Choose t = 8 s
It takes 8 seconds to hit the bottom of the cliff (3)
1.3 Speed after 8 seconds: s' ( 8 )=10( 8) '
 s ( 8 )=10( 8)
¿ 80 m/s ¿ 80 m/s
2. Sales of a new product grow rapidly and then level off with time. This situation is
represented by the equation S ( t ) =−t 3−4 t 2 +80 t where t represents time in months
and S(t ) represents sales.
2.1 Determine the rate of change of sales during the third month. (3)
2.2 Determine after how many months a maximum sale is obtained. (5)
Page 64
2.1 S ( t ) =−t 3−4 t 2 +80 t

Rate of change: S' (t )=−3t 2−8 t +80  S' (t )=−3t 2−8 t +80
After 3 months: S' (3 )=−3 ( 3 )2−8 ( 3 )+ 80 Subst. t = 3
¿ 29 sales per month 29 (3)
2.2 '
Max sales if: s (t )=0  s' (t )=0
−3 t 2−8 t + 80=0
2
3 t +8 t−80=0 Standard form
( 3 t+ 20 )( t−4 ) =0 factors
−20 t-values
∴ t= ∨t=4
3
Choose t = 4 (5)
After 4 months a maximum sale will be obtained
3 2
M (t )=t −9 t +3 000
1. The mass of a baby in the first 30 days of life is given by ;
0≤t≤30
. t is the time in days and M is the mass of the baby in grams.
1.1 Write down the mass of the baby at birth. (1)

1.2 A baby's mass usually decreases in the first few days after birth.
On which day will the baby's mass return to its birth mass? (4)
1.3 On which day will this baby have a minimum mass? (4)
1.4 On which day will the baby's mass be decreasing the fastest? (2)
2. A Petrol tank at BP Depot has both the inlet and the outlet pipes which are used
to control the amount of petrol it contains. The depth of the tank is given by
2 3
t t
D ( t ) =6+ − where D is in metres and t is in hours that are measured
4 8
from 9h00.
2.1 Determine the rate at which the depth is changing at 12h00, and then tell
whether there is and increase or decrease in depth.
Answer correct to two decimal digits.
(3)
2.2 At what time will the inflow of petrol be the same as the outflow?
(4)
3. A stone is thrown vertically upwards. Its height (in metres) above the ground at time t
(in seconds) is given by: .
Page 65
3.1 Determine the initial height of the stone above the ground. (1)
3.2 Determine the time taken to reach the maximum height. (3)
3.3 How fast was the stone travelling when it hit the ground? (5)
3.4 Determine the acceleration of the stone. (1)
3. Maximum and minimum values
 We use calculus to find the x-value that will minimise or maximise a quantity like
area, volume, etc.
 It is important that the learners will remember that the gradient of a function is zero at
the minimum and maximum values.
 Follow these steps:
 If necessary calculate the missing dimensions

(e.g. height in terms of the radius)
 Determine a formula in terms of one variable (e.g. x) for what must be
minimised or maximised, like
 Area………... A ( x ) or
 Cost………...C ( x ) or
 Volume…….V ( x )
 If your formula contains a value like π , then keep it as π and only in the final
answer convert it to a value/number
 Now determine the first derivative of your formula (e.g. A' ( x ) )
 Solve for x in A' ( x ) =0
 Test the x-values obtained. They will maximise or minimise the area, volume,
cost and so forth. REJECT the x-value that is not valid (e.g. a negative area
etc.)
 Remember that these questions could be asked about distances and shapes on the
Cartesian plane. Then height is given by the y-values and the horizontal distances are
given by the x-values
Page 66
 Make sure your learners KNOW the formulas for the surface areas and volumes of
right prisms.
For other shapes (e.g. cones and pyramids), formulas will be given and learners
should be able to select the applicable formula.
Examples
1. PQRS is a rectangle with P on the curve h(x )=x 2and with the x-axis and the line x=6
as boundaries.
P S
x
0 Q 6 R
1.1 Show that the area of rectangle PQRS can be expressed as:
A¿ 6 x 2−x 3 . (3)
1.2 Determine the largest possible area for rectangle PQRS. Show all your
calculations. (4)
2. A wooden block is made as shown in the diagram below.

 The ends are right-angled triangles having sides 3 x , 4 x∧5 x.
 the length of the block is y.
Page 67
 The total surface area of the block is 3 600 cm 2.
4x
3x
5x
2
300−x
2.1 Show that: y= (3)
x
2.2 Determine the value of x for which the block will have a maximum
volume. (6)
1.1
y
P S
0 Q 6 R x
P(x ; x 2 ) and Q (x ; 0)
 QR ¿ 6−x
QR ¿ 6−x
 PQ ¿ x 2
PQ ¿ x 2
Area of PQRS = PQ × QR  Method
= x 2 ×(6−x) (3)
= 6 x 2−x 3
1.2 dA
For maximum area: ¿0
dx
12 x−3 x =0
2  12 x−3 x 2
Page 68
3 x ( 4−x ) =0 dA
 ¿0
x=0 or x=4 dx
N/A  x=4
Maximum area ¿ 6 ( 4 )2−( 4 )3

¿ 32 units2  Answer
(4)
2.1 1 formula
SA=2. .3 x .4 x +3 x . y +4 x . y +5 x . y
2
2
3 600=12 x + 12 xy 3 600=12 x 2+ 12 xy
2
300=x + xy 300−x2 =xy
2
300−x =xy
300−x
2 (3)
=y
x
2.2 1 formula
Volume= ×b × h× H
2
( )
1 300−x2 Correct substitution
V ( x )= ( 3 x ) ( 4 x )
2 x
3 V ( x )=1 800 x−6 x 3
V ( x )=1 800 x−6 x
1 800−18 x 2=0
For max: V ' ( x )=0
2
1 800−18 x =0
2
1 800=18 x x-values
2
100= x
∴ x=±10 but x >0
Choose x = 10 (6)
For a max volume, x = 10 cm
Page 69
1. A rectangular box has a length of 5x units, breadth of (9−2x) units and its height
of x units.
(9 – 2x)
5x
2 3
1.1 Show that the volume (V) of the box is given by V =45 x −10 x (2)
1.2 Determine the value of x for which the box will have maximum volume. (5)
2. A 340 ml can of cool drink with height h and radius r is shown below.
2.1 Determine the height of the can in terms of the radius r . (3)
680
2
2.2 Show that the surface area of the can be written as SA=2 π r + . (2)
r
2.3 Determine the radius of the can in cm , if the surface area of the can has to be
as small as possible. (4)
1. ABCD is a square with sides 20 mm each. PQRS is a rectangle that fits inside
Page 70
the square such that QB=BR=DS=DP=k mm.

Q
A B
D C
S
3.1 Prove that the area of PQRS=−2 k ( k−20 )=40 k−2 k 2 (4)
3.2 Determine the value of k for which the area of PQRS is a maximum. (4)
SOLUTIONS
Page 71
1. GRAPHS
QUESTION 9
1.1 f ( x )=x 3 + p x2 +qx +30
At turning point f ' ( x )=0 :
 f ' ( x)
3 x 2+2 px+ q=0
Substitute x=−1 :  Substitute x=−1
2
3 (−1 ) +2 p (−1 ) +q=0  Equation (i)
3−2 p+ q=0
−2 p +q=−3 - - - (i)  Substitute
(−1 ;36)
Substitute (−1 ; 36) in f ( x ) :
3 2
(−1) + p (−1) + q (−1 )+ 30=36  Equation (ii)
−1+ p−q+30=36
p−q=7 - - - (ii)
 p=−4
(i) + (ii): − p=4
p=−4
Substitute p=−4 into (ii):  q=−11
−4−q=7 (7)
q=−11
1.2 At C: f ( x )=g ( x )=36

3 2
x −4 x −11 x +30=36  f ( x)=36
3 2
x −4 x −11 x−6=0
But x=−1 at A
 x +1 factor
∴ ( x +1 ) ( x + kx−6 )=0
2
k +1=−4 OR touching point at A

k =−5 ∴ ( x +1 ) ( x+1 )( x−6 )=0
∴ ( x +1 ) ( x −5 x−6 ) =0
2
∴ ( x +1 ) ( x+1 )( x−6 )=0  x=6

x=6 (3)
C (6 ; 36)
1.3 Turning point of k: (−1 ; 26)  x=−1

 y=26
(2)
Page 72
2. (5; 4)
x
(2; -3)
 Shape
 x=2
 x=5
(3)
3.1 Substitute Q(2; 10) into

3 2 substitute Q into
h( x )=−x +ax +bx h
−23 + a(22 )+ b(2)=10
−8+ 4 a+2 b=10 finding
2 a+b=9 .. .. . .. .. . .. .. . .. . line 1 derivative
'
h ( x )=−3 x 2 +2 ax +b
'
 h (2)
' equating
At Q: h (2 )=0
2 derivative to 0
−3(2) + 2 a(2)+b=0
−12+ 4 a+ b=0
4 a+ b=12 . .. .. . .. .. . .. line 2
line 2 − line 1: 2 a=3 solving
simultaneously for
3 a and b
a=
2
Substitute in line 1 : b=6 (5)
3.2 3  f (−1 ) = –3,5

f (−1 )=−(−1 )3 + (−1 )2 +6 (−1 )
2
¿−3,5
f (x Q ) − f ( x P )
= formula
Average gradient x Q −x P
10−(−3,5) substitution
Average gradient =
2−(−1)
=4,5 answer
(4)
Page 73
h' ( x )=−3 x 2 +3 x +6
2
3.3 '
 h ( x )=−3 x +3 x +6
'' ''
h ( x )=−6 x +3  h (x )=−6 x +3
=−3 ( 2 x−1 )
1 1
x< x>
For 2 , h is concave up and for 2 , h is concave down
explanation
(3)
3.4 1
x= answer
The graph of h has a point of inflection at 2
(1)
OR
answer
The graph of h changes from concave up to concave down at
1 (1)
x=
2
OR
answer
1
x= (1)
The graph of h changes concavity at 2
3.5 Gradient of g is – 12
Gradient of tangent is:
' 2
 h ( x )=−3x +3x+6
' 2
h ( x )=−3 x +3 x +6
'2 22
'
 h ( x )=−12
{h(x)=−12¿3x+ 6=−12¿3x− +18=0¿x−+6=0¿(x−3) +2=0¿x=−2only¿ factors
Page 74
selection of
x-value (4)
4.1 Gradient ¿−9 answer

(1)
4.2 x=1 x=5
correct shape
TP at x=1
TP at x=5
(3)
4.3 x=3  x=3
(2)
4.4 x ∈ ( 1; 5 ) ¿
5 ¿
(2)
2. RATE OF CHANGE
3 2
Given: M (t )=t −9 t +3000 ; 0≤t≤30
1.1 M ( 0 )=03 −9 ( 0 )2 +3000 answer
¿3000 g (1)
 M ( t )=3000
1.2 t 3 −9t 2 +3000=3000
3 2
t −9t =0 3
t 2 (t −9 )=0  t −9t=0
factors
t =0 or t=9
Baby’s mass will return to the birth mass on the 9th day  t=9
(4)
1.3 ' '
M ( t )=0  M ( t )=0
3 t 2 −18 t =0 2
 3t −18 t
3 t ( t −6 ) =0 factors
t =0 or t =6
Baby’s mass will be a minimum on the 6th day  t=6
(4)
1.4 M ( t )=3 t 2 −18 t

'
 0=6 t−18
answer
M '' ( t )=6 t−18
(2)
0=6 t−18
t=3
Page 75
OR / OF
Using symmetry: 0+6

t=
0+6  2
2 answer
=3 (2)
2.1 t2 t 3
D ( t ) =6+ −
4 8
' t t2 Derivative
D (t)= −3 
2 8
2
3 3 ( 3 ) −15 Substitution
D' (3)= − = m. h−1
2 8 8
Answer
¿−1,875 decreasing in depth/verlaging in diepte
2.2 D ' (t)=0
t t2 Derivative
−3 =0
2 8
factors
(1 t
t −3 =0
2 8 ) answers
4
t=0 or t=
3 Answer (4)
4
At 9h00 and at ×60=80minutes later. i.e. at 10h20
3
Page 76
3.1
 answer
(1)
3.2 

 answer
OR (3)
 correct formula
 substitution into the

correct formula
 answer
(3)
3.3
 h(t) = 0
 factors
t = 8
–20m/s or
20 m/s downwards
(5)
3.4  answer (1)
OR
 answer (1)
3. MINIMA & MAXIMA
Page 77
1.1 V =l× b× h formula

¿ 5 x ( 9−2 x ) ( x ) substitution
2
¿ 45 x −10 x
3
(2)
1.2 V ' ( x )=90 x −30 x 2 derivative
90 x−30 x =0
2 derivative = 0
30 x ( 3−x )=0 factors
x=0∨x=3 x-values
Therefore the box will have a maximum at x=3 choosing x=3 (5)
2.1 V =π r 2 h = 340cm 3 ✓ 2
V =π r h (3)
✓
✓ 3
V =340 cm
340 answer
h= 2
πr
2.2 total surface area = 2 π r 2 +2 πrh ✓ 2 π r 2 +2 πrh
2 340 ✓ (2)
= 2 π r +2 πr ( )
π r2 subst. of h in the
680 total SA formula
SA=2 π r 2 +
r
2.3 2 680
SA=2 π r +
r ✓
dSA 680 derivative.
=4 πr− 2
dr r ✓ (4)
For the surface area to be as small as possible
dSA ✓ dSA
=0 =0
dr dr
680 ✓
4 πr − 2
=0
r 170
3 r3 = =13 , 52817 …
4 π r −680=0 4π
170 r =2 ,38 cm
r3 = =13 , 52817 …
4π
r =2 ,38 cm
Page 78
k
Q
A B
k
R
D C
S
3.1 QR=√ 2 k Pythagoras ü QR=√ 2 k
SR= √ 2(20−k ) Pythagoras ü SR= √2(20−k )
Area PQRS=√ 2k [ √ 2(20−k ) ] ü
(4)
= 2 k ( 20−k )=40 k−2 k 2 Area PQRS=√ 2k [ √ 2(20−k ) ]
3.2 A=−2 k 2 +40 k
dA ü−4 k + 40ü
=−4 k +40=0 ¿0
dk
k =10 ü 10 (4)
TOPIC: SEQUENCES AND SERIES

INTRODUCTION
Page 79
You have already had some experience of working with number sequences and number
patterns. In grade 11 you have dealt with quadratic or second difference sequences. In grade
12 there are two specific types of sequences which both have quite unique properties. These
are Arithmetic and Geometric sequences.
What do I do?
201; 2001; 20001; … It’s not
arithmetic or
Work out this, what geometric Mr K
sequence is this? Find didn’t give me
the formula the formula
Arithmetic sequence
Arithmetic sequence is a sequence of numbers in which the difference between two
consecutive numbers is constant.
The numbers in the sequence are called terms i.e. T 1 ;T 2 ;T 3 ;T 4 … T n
and Tn the general term.
T 2−T 1=T 3 −T 2 =T 4 −T 3 = Tn –Tn-1 = d.
d is the constant difference .
Check:
Is this
Arithmetic?
-1; 1; 3; 6;…
To determine whether the sequence is arithmetic or not we need to find the difference
Page 80
between two consecutive terms. Given -1; 1; 3; 6; …find the difference
1−(−1 )=3−1
2=2
But T 4−T 3=3 ≠ T 3−T 2
The difference between two consecutive numbers is not always the same in this sequence.
“So the sequence is not arithmetic”
In arithmetic sequences the difference between every two consecutive terms should be
the same. And when you add the constant difference to the previous term you get the
next term.
Can the
procedure
given above
be used every
time?
Consider the sequence -3; -1; 1; 3; …to find T135.

Yes, but it will take long to keep on adding the constant difference in order to get to T135,
hence we need the formula that can help us to get the answer.
Page 81
T 1=a
T 2=a+ d
T 3=a+ 2d
T 25 =a+24 d
T n=a+ ( n−1 ) d
T n=a+ ( n−1 ) d
is the general term

for Arithmetic Sequence General
term??
Geometric sequence
Geometric sequence is a sequence of numbers where each term after the first is found by
multiplying the previous one by a non-zero number called the common ratio(r).
Note:
T2 T3
= =r
T1 T2
T 1=a
T 2=a . r
2
T 3=a . r
3
T 4=a .r
Page 82
T n=a . r n−1
General term
again??
The general term (nth term)

is a formula that you can
use to determine any term
within the sequence up to
infinity!!!
Activity 1
1. Find the numerical values of the first three terms in an arithmetic sequence given (3)
1 by x ; 4 x +5∧10 x−5.
1. Given the sequence 4; -2; 1; …Find:
2
1.2.1 the next two terms (2)
1.2.2 the nth term (3)
The 10th term of an arithmetic sequence is 17 and the 16th term is 44. Find the first (4)
Page 83
1. three terms in the sequence.

3
1. The first three terms of arithmetic sequence are 2x ;3 x+4;4 x+8;... Calculate the (3)
4 60th term in terms of x
[15]
Activity 2
2.1 2
Given 6; 3; 2; 1; ; −1 ;… if the sequence behaves the same find:
3
2.1.1 The next two terms (4)
2.1.2 Explain your answer in 2.1.1 (4)
2.1.3 What will be the general term of the sequence if it exists? (4)
2.2 The first term of an arithmetic sequence is 2. The 1st; 3rd and 11th terms of an (6)
arithmetic sequence are the first three terms of a Geometric sequence. Find the
7th term of the Geometric Sequence.
[18]
Arithmetic series
When the terms of a sequence are added together, the series is formed.
A story of a historical event or of a contrived situation can motivate pupils. To introduce the
sum of an arithmetic series, tell the story about young Carl Freidrich Gauss (10 years) in a
class that was asked by its instructor to add the numbers from 1 to 100. Much to the
astonishment of the instructor, young Gauss produced the correct answers immediately.
When asked how he arrived at the answer he quickly explained that:
1 + 100 = 101
2 + 99 = 101
3 + 98 = 101
Since there are 50 such pairs, the answer is 50 × 101 = 5050. This scheme can be used to
develop the sum of an arithmetic series.
Page 84
Proof for the sum of terms of arithmetic series( Examinable)

S1=T 1
S2=T 1 +T 2
S3=T 1 +T 2+T 3
Sn=T 1 +T 2+T 3 +…+T n
Sn=a+ ( a+ d )+ ( a+2 d ) +…+ [ + ( n−2 ) d ] + ¿
Sn= [ a+ ( n−1 ) d ] + [ a+ ( n−2 ) d ] +…+ ( a+2 d )+ ( a+d ) + a … … …(2)
Add equation (1) and (2)
2 S n=[ 2 a+ ( n−1 ) d ]+ [ 2a+ ( n−1 ) d ] +…+ [ 2 a+ ( n−1 ) d ] + [ 2 a+ ( n−1 ) d ]
2 S n=n ¿]
n
⁖ Sn= [2 a+ ( n−1 ) d]
2
n
Alternatively: Sn= [a+l] ; l isthe last term=a+ ( n−1 ) d
2
Geometric Series (Examinable)

S1=T 1
S2=T 1 +T 2
S3=T 1 +T 2+T 3
Sn=a+ar + a r 2+ …+a r n −2 + ar n−1…………………..(1)

(× r ):
2 3 n−2 n−1 n
r S n=ar +a r +a r +…+ a r +a r +a r ………..(2)
(1) – (2)
n
Sn−rS n=a−a r
Sn ( 1−r ) =a(1−r n )
a ( 1−r n ) a (r n−1)
Sn = ; r < 1 or Sn= ; r >1
1−r r −1
Activity 3
Page 85
3.1 n
The sum of n terms of a sequence is given as Sn= ( 5 n+9 )
2
3.1.1 Calculate the sum to 50 terms. (2)
3.1.2 Calculate the 50th term of the sequence. (3)
3.2 The sum of the first 20 terms of the following arithmetic series is (4)
3 360.
2 x +2. 2 x +3 .2 x +. ..
Calculate the value of x
Given the arithmetic series: 2+9+16+…to 251 terms
3.3
3.3.1 Write down the fourth term of the series (1)
3.3.2 Calculate the 251st term (3)
3.3.3 Calculate the sum of the series (2)
3.3.4 How many terms in the series are divisible by 4? (4)
3.4 Calculate the sum of the first 6 terms of a geometric series if the (4)
second term is 8 and the sixth term is 648.
3.5 Find the smallest natural number n for which the first n terms of the (5)
geometric sequence1; 1, 1; 1, 21; 1, 331; … will have a sum greater than
70. [28]
Sigma notation
The mathematical symbol Σ is the capital letter S in Greek alphabet. It is used as the symbol
for the sum of a series.
n
∑ T m=T 1+T 2+T 3+. ..+T n
m=1
Note that the last value you substitute is not always giving the number of terms that will be
added.
The number of terms = Top – Bottom +1
Page 86
20
∑ (3 t+2 )
t=3 What is the number of terms in this series?
Ans: It will be 20-3+1=18, so we will calculate the sum of 18 terms in the series.
Activity 4
10
( )
4.1 r ( r +2) (5)
∑ 2
Expand and then calculate 3
4.2 Determine the value of n: (5)

n
∑ 22 k−1=682
k =1
4.3 Write the following series in the sigma notation: (3)

2+6+18+…+162
4.4 In the arithmetic series a+13+b+27+. ..
4.4.1 Prove that a=6∧b=20 (2)
4.4.2 Determine the sum of the first 20 terms of the series above. (3)
4.4.3 Write down the series in 4.4.2 in the sigma notation (3)
[21]
Infinite geometric series

A Geometric series can also have smaller and smaller values.
n
What happens when n→ ∞ ? r →0 .Therefore the series will converge to a number referred
to as the sum to infinity. This is the case only if −1<r <1
Example:
9; 3; 1…
()
n−1
1 T =9 1 1
r= n −1< <1
3; 3 ; 3
∴ the series converges and the sum to infinity exists
Page 87
Formula for sum to infinity
a ( 1−r n )
Sn=
1−r
a−ar n
Sn=
1−r
a ar n
Sn= −
1−r 1−r
If −1<r <1 ,n →∞
∴r n →0
∴ ar n →0
ar n
∴ →0
1−r
a
∴ S n= ;n→∞
1−r
a
S ∞= ;−1<r<1
1−r
Activity 5
∞
5.1
∑ ( x 2−3 x+1 )
n
x
Given: n=1 Determine for which values of the series will be
convergent.
(4)
Page 88
5.2
B C
The mid- points of the sides of Δ ABC are joined to form a smaller triangle. The
process is repeated on the smaller triangle, and then continued indefinitely. The
perimeters of all the triangles including Δ ABC are added to obtain 44 units. (5)
Δ ABC [9]
Calculate the perimeter of
Recurring decimal
It’s a number that keeps repeating after a comma. A recurring decimal is represented by
placing a dot above the number or numbers that repeat.
All recurring decimals can be written as common fractions.
How do we convert recurring decimal to common fractions?
¿¿
e.g. Convert the recurring decimal 0,4 5 in to a common fraction.
¿ ¿
Ans: 0,4 5 =0,45454545 ...
=0 , 45+0 ,0045+0 , 000045+.. .
a=0,45
r=0,01
−1<0,01<1
the series converge
0,45
S ∞=
1−0 ,01
5 ¿ ¿
5
∴ 0, 4 5=
= 11 11
Page 89
Activity 6
¿
Use the formula for S ∞ of a geometric series to write 0,25 as common fraction
6.1 (3)
The application of all formulae is examinable

Description Arithmetic Geometric
First term a a
Number of terms n n
Common difference d=T 2−T 1=T 3−T 2 -
Common ratio T2 T3
- r= =
T1 T2
General term T n=a+ ( n−1 ) d T n=a . r
n−1
Sum of n terms n a ( 1−r )

n
Sn= [a+l] Sn= ;r<1
2 1−r
n
Sn= [2 a+ ( n−1 ) d]
2 n
a (r −1)
Sn = ; r >1
r −1
Sum to infinity - a
S∞ = if −1<r <1
1−r
( ) ( )( )
The sum of a number of 3 3
1
r
1 1 2 1 3
terms ∑ 10+ r=11+12+13 ∑ 10 10 10 + 10

= +
r=1 r=1
Page 90
SOLUTIONS
Activity 1
1.1 4 x+5−x=10 x−5−( 4 x +5 ) (3)
4 x+5−x=10 x−5−4 x−5
3 x+ 5=6 x−10
−3 x=−15
x=5
∴ 5; 25 ; 45; …
1.2 .1 1 1 (2)
− ;
2 4
1.2.2 1 (3)
a=4 ; r=−
2
()
n−1
1
T n=4−
2
1.3 a+9 d=17 ………………….(1) (4)
a+15 d =44 ………………...(2)
(2) – (1)
6 d=27
Page 91
9
∴ d=
2
Subst d in eq (1)
a+ 9 ( 92 )=17
−47
∴ a=
2
−47 −29
∴ ;−19 ; ;…
2 2
1.4 a=2x ; (3)

d=3 x+4−2 x
d=x+4
T 60=a+59 d
=2 x+ 59( x+4 )
=2 x+59 x +236
=61 x+236 [15]
Activity 2
2.1.1 2 (4)
;−3
9
2.1.2 The sequence consists of arithmetic and geometric sequences, therefore you (4)
work out the terms from two separate sequences.
2.1.3 2 (4)
6;2; ;...
For geometric sequence: 3
1
a=6;r=
3
()
n−1
1
T n=6
3
For arithmetic sequence: a=3 ;d=−2

T n=3+(n−1)(−2)
Page 92
T n=3−2 n+2
∴T n =5−2n
2.2 a=2 (6)
a+2 d=ar
2
a+10 d =ar
2+2 d=2 r
2+10 d=2 r 2
÷ each equation by 2
1+d=r .................(1)
2
1+5d=r ..............(2)
Subst (1) in to (2)
1+5 d=( 1+d )2
2
1+5 d=1+2 d +d
2
d −3 d=0
d (d−3 )=0
d≠0 ∴ d=3
∴r =4
6
T 7 =2 ( 4 ) [18]
=8192
Activity 3
3.1.1 50 (2)
S 50= [ 5(50 )+9 ]
2
=25(259 )
=6475
3.1.2 T 50 =S 51−S 50 (3)
51
S 51= [ 5(51)+9 ]
2
=6732
∴T 50=6732−6475
=257
3.2 x (4)
a=2
x
d=2
Page 93
20
S 20=
2
[ 2(2 x )+(20−1 )2 x ]
3360=10 ( 2 . 2x +19 . 2x )
¿by10
336=2x (2+19 )
16=2x
24 =2 x
∴ x=4
3.3.1 (1)
3.3.2 (3)
3.3.3 (3)
Or
3.3.4 The new series is 16+44+72+…+1752 (4)
Or
T3 is divisible by 4, then T7; T11; T15;…are divisible by 4 thus each 4th term
is divisible by 4.
Number of divisible terms by 4 will be
251−3
+1
= 4
= 63
Page 94
3.4 n (4)
a(r −1 )
S 6=
r−1
ar=8..................(1)
ar 5=648............(2)
(2)÷(1)
4
r =81
4 4
r =3
r=3
8
a=
3
8 6
3
[ ( 3 −1 ) ]
S 6=
3−1
2912
∴S 6=
3
=970 ,67
3.5 a=1;r=1,1 (5)
S n >70
1[1,1 n−1
S n=
1,1−1
1,1n −1
=
1
10
n
¿10(1. 1 −1)
10(1,1n −1)>70
1,1n −1>7
S n > 70⇒ ∴1,1n =8
∴n>1og1,1 8
∴n>21,8
∴ The smallest natural number is n=22 [29]
Activity 4
4.1 15+18+21+. .. (5)
a=15 ;d=3
Page 95
8
S 8 = [ 2(15 )+(8−1)(3) ]
2
=4(51)
=204
4.2 2+8+32+. ..=682 (5)
n
2(4 −1 )
S n=
4−1
n
2(4 −1)
682=
3
n
3 2(4 −1) 3
×682= ×
2 3 2
1023 =4n −1
1024=4 n
4 5 =4 n
∴n=5
4.3 a=2 (3)

r=3
T n=2.3n−1
T n=162
162=2.3 n−1
n−1
81=3
5 n−1
3 =3
∴ n=6
6 5
∑ 2. 3 n−1
∑ 2 .3 n−1
n=1 OR n=0
4.4. 27−b=b−13
1 13+ 27
b= = 20
2
27 – 20 = 13 – a
a=6
OR
27 – 13=2 d
d=7
b=13+7=20
∴ a=13 – 7
¿6
Page 96
4.4. a=6 ;d=7 (2)

2 n
S20 = ¿)
2
20
= ¿
2
= 1450
4.4. 20
(3)
3 ∑ ( 6+7 (¿n−1 ) ) ¿
n =1
or
20
∑ (7 n−1¿) ¿
n =1
[21]
Activity 5
5.1 2 2 2 2 3 (4)
( x −3 x +1)+( x −3 x+1 ) +(x −3 x+1) +. . .
2
r=x −3 x+ 1
−1<r <1
For convergent series
2
−1< x −3 x+ 1< 1
x 2−3 x+ 1>−1∨x 2−3 x+ 1<1

2 2
x −3 x+ 2> 0∨x −3 x <0
( x−2 ) ( x−1 ) >0∨x ( x−3 ) <0
x >2∧x <1∨x <3∧x> 0
1> x >2∨0< x<3
5.2 Δ ABC 1 (5)

x x
Let perimeter of be the next term will be 2
Page 97
1
x; x ;…
2
1
r=
S ∞=44 2
a
S ∞=
1−r
x
S ∞=
1
1−
2
x
44=
1
2
2x=44
x=22
∴
the perimeter is 22 units
¿
6.1 (3)
0,25=0,2+0,05+0,005+0,0005+....
a=0,05
r=0,1
0,05
S ∞=
1−0,1
1
=
18
Page 98
¿
1
0,2 5=0,2+
∴ 18
23
=
90
Page 99

GR 12 Mathematics Participant S Manual Sep - 2016

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SSIP 2016

1. Content that will be tested according to CAPS 3

2. Weighting of content areas 3

3. Cognitive levels of questions (TIMSS) 4

6. Solving triangles in 2D and 3D 31 – 50

8. Sequences and Series 79 – 98

CONTENT THAT WILL BE TESTED ACCORDING TO CAPS

WEIGHTING OF CONTENT AREAS

Cognitive levels (TIMSS)

The questions will be levelled according to the following table:

QUADRATIC NUMBER PATTERN

DEFINITION: Quadratic number pattern

a+b +c 4 a+2 b+c 9 a+3 b+c 16 a+4 b+c

3 a+b 5 a+b 7 a+b 1st difference

NOTE: The first differences will always be a linear pattern.

The second difference is given as an expression 2a .

then 2 a=4 3 a+b=5 a+b +c=4

∴a=2 3(2)+b=5 2−1+c =4

 ITS VERY IMPORTATNT TO DETERMINE THE TYPE OF

Consider the following quadratic number pattern: 6 ; x ; 26 ; 45 ; y..

4.1 Value(s) of p. (2)

4.2 Second difference(s). (1)

4.3 Values of x and y . (2)

4.4 General term of the quadratic sequence. (4)

5 Given the quadratic sequence 3; 5; 11; 21; …

5.2 Determine the value of the 48th term. (5)

general term of the new sequence. (2)

2cm 3cm 4cm

2cm 4cm 6cm

TRIANGLE 1 TRIANGLE 2 TRIANGLE 3

x−2 12−x y−12

T 100 =(100 )2 +100

 Notation: If the original function is named f , the inverse will be f −1 .

 It is important to understand that every point ( x ; y ) on the graph of f becomes

 According to the CAPS document learners should be able to:

 Determine if a relation is a function or not

To determine the EQUATION of the inverse of a function

 INTERCHANGE (“swap”) the x and y values

To draw the graph of the inverse of a function

 First draw the graph of the given function

Linear Quadratic Exponential Function

The inverse of a the quadratic function

1) : the inverse is a function 2) : the inverse is a function

Knowledge tested with functions and inverses

 draw a graph of a function if the equation is given

 Also, learners must be able to:

 determine the domain and range of functions and their inverses

Condition Interval where applicable

Shifts and Reflections in a nutshell

 Consider the function

Shift 4 units to Change in the Graphical representation

Shift 3 units Change in the Graphical representation

Shift 4 units Change in the Graphical representation

 Consider the functions and

Reflection in Change in the Graphical representation

y=a (−x )2 +b (−x )+ c

1. Given: h ( x )=2 x −3 for −2≤x≤4 . The x-intercept of h is Q.

1.1 Determine the coordinates of Q. (2)

Given h ( x )=2 x−3 for −2≤x≤4 .

1.1 For x-intercepts, y = 0

For the inverse of h,

For the inverse of h, x+ 3

2.3 Determine the equation of g−1 in the form y=¿….. (3)