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MATHEMATICS

Grade 12 Improvement Resources


Memorandum
Level 1 - 3
Contents
QUADRATIC EQUATIONS; INEQUALITIES; SIMULTANEOUS EQUATIONS ............................... 3
NUMBER PATTERNS, SEQUENCE AND SERIES ...................................................................... 20
FUNCTIONS ................................................................................................................................. 35
TRIGONOMETRY......................................................................................................................... 69
EUCLIDEAN GEOMETRY .......................................................................................................... 103
CALCULUS................................................................................................................................. 134
ANALYTICAL GEOMETRY ......................................................................................................... 165
FINANCE .................................................................................................................................... 189
PROBABILITY ............................................................................................................................ 200
STATISTICS ............................................................................................................................... 215

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 2 of 224
QUADRATIC EQUATIONS; INEQUALITIES; SIMULTANEOUS EQUATIONS

QUESTION 1 [33]

1.1 Simplify the following without a calculator:

√20 + √5
1.1.1 1 (3)
4√5 − 52

9𝑛 − 1 . 273 − 2𝑛
1.1.2 812 − 𝑛
(5)

2
8𝑎 4
1.1.3 ( 𝑎
) 3 (3)

6.22𝑛 + 3 −22𝑛 + 4
1.1.4 2.22𝑛 + 2
(4)

1.2 Solve for 𝑥:


1
1.2.1 3(𝑥 − 1)2 = 12 (3)

1.2.2 1 − 2√2𝑥 − 1 = 12 − 𝑥 (6)

1.2.3 3𝑥 −2 + 2𝑥 −1 − 1 = 0 (4)

1.2.4 9𝑥 + 3𝑥 = 27(3𝑥 + 1) (5)

QUESTION 2
𝑥 2𝑥 + 4
2.1.1 𝑥−1
− 3𝑥 + 1 = −4

(𝑥 − 1)(3𝑥 + 1):

𝑥(3𝑥 + 1) − (2𝑥 + 4)(𝑥 − 1) = −4(𝑥 − 1)(3𝑥 + 1) ✓

3𝑥 2 + 𝑥 − (2𝑥 2 + 2𝑥 − 4) = −4(3𝑥 2 − 2𝑥 − 1) ✓

3𝑥 2 + 𝑥 − 2𝑥 2 − 2𝑥 + 4 = −12𝑥 2 + 8𝑥 + 4 ✓

13𝑥 2 − 9𝑥 = 0 ✓

𝑥(13𝑥 − 9) = 0 ✓
9
∴ 𝑥 = 0 𝑜𝑟 𝑥 = 13 ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 3 of 224
2.1.2 3𝑥 2 − 4𝑥 = 5

3𝑥 2 − 4𝑥 − 5 = 0
− 𝑏 ± √𝑏2 − 4𝑎𝑐
𝑥= 2𝑎

4 ± √16 − 4(3)(− 5)
= 2(3)

4 ± √16 + 60
= ✓
6

4 ± √76
= ✓
6

4 ± 8,72
= 6

∴ 𝑥 = 2,12 or 𝑥 = − 0,79 (4)

2.1.3 (3𝑥 − 2)2 > 3𝑥

9𝑥 2 − 12𝑥 + 4 > 3𝑥 ✓

9𝑥 2 − 15𝑥 + 4 > 0 ✓

(3𝑥 − 4)(3𝑥 − 1) > 0✓


1 4
∴ 𝑥 < 3 or 𝑥 > 3 ✓

(4)
9
2.1.4 𝑥2 − 4 = 0

9
∴ 𝑥2 = ✓
4
3
∴ 𝑥 = ±2 ✓ (2)

𝑞−1
2.2 𝑞+2
≥ 0; 𝑞 ≠ −2 ✓

(𝑞 + 2)2 : (𝑞 − 1)(𝑞 + 2) ≥ 0 ✓ ✓

∴ 𝑞 < − 2 𝑜𝑟 𝑞 ≥ 1 ✓ ✓

(5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 4 of 224
2.3 𝑥 − 𝑦 = 1; 𝑥 2 + 𝑦 2 = 25 − 

∴𝑥 =𝑦+1−

 in : (𝑦 + 1)2 + 𝑦 2 = 25 ✓

𝑦 2 + 2𝑦 + 1 + 𝑦 2 = 25

2𝑦 2 + 2𝑦 + 1 − 25 = 0 ✓

(÷ 2): 2𝑦 2 + 2𝑦 − 24 = 0 ✓

𝑦 2 + 𝑦 − 12 = 0 ✓

(𝑦 + 4)(𝑦 − 3) = 0

∴ 𝑦 = −4 𝑜𝑟 𝑦 = 3 −  ✓

 in : 𝑦 = −4 ∴ 𝑥 = −4 + 1 = −3 ✓

𝑦 = 3∴ 𝑥 =3+1 = 4✓ (7)

2.4.1 ∴ ∆ = 2𝑝 − 1 for real roots:


1
∆ ≥ 0 ∴ 2𝑝 − 1 ≥ 0 ∴ 𝑝 ≥ ✓ ✓ (2)
2

2.4.2 For 𝑟𝑎𝑡. 𝑟𝑜𝑜𝑡𝑠:

∆ = 0 or ∆ > 0; 𝑝𝑒𝑟𝑓. 𝑠𝑞 ✓
5
2𝑝 − 1 = 0 / 𝑝 ∈ {1; ; 5; 13; 25; … } ✓
2

1
∴𝑝=2 (2)

2.5 𝑥 2 + 𝑥 = −1

∴ 𝑥2 + 𝑥 + 1 = 0 ✓

∆ = 𝑏 2 − 4𝑎𝑐 ✓

= 12 − 4(1)(1) ✓

=1−4✓

= −3 ✓

∴ ∆ < 0 ∴ roots non-real (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 5 of 224
2.6.1 Area photo:

𝑥. 𝑦 = 540 

Total area

(𝑥 + 4)(𝑦 + 4) = 540 + 208

𝑥𝑦 + 4𝑥 + 4𝑦 + 16 = 748 

 in : 540 + 4𝑥 + 4𝑦 + 16 = 748

4𝑥 + 4𝑦 = 92

(÷ 4): 𝑥 + 𝑦 = 48 ✓ ✓ ✓

2.6.2 𝑥𝑦 = 540; 𝑥 + 𝑦 = 48

 ∴ 𝑥 = 48 − 𝑦

 in : (48 − 𝑦)(𝑦) = 540 ✓

48𝑦 − 𝑦 2 = 540 ✓

0 = 𝑦 2 − 48𝑦 + 540 ✓

= (𝑦 − 30)(𝑦 − 18) ✓

∴ 𝑦 = 30 or 𝑦 = 18 ✓

𝑦 = 30 ∴ 𝑥 = 48 − 30 = 18(𝑥 < 𝑦) ✓

∴ 𝑥 = 18; 𝑦 = 30✓ (6)

QUESTION 3

3.1.1 𝑥(𝑥 − 7) = 0

∴ 𝑥 = 0 𝑜𝑟 𝑥 = 7 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 6 of 224
3.1.2 𝑥 2 − 6𝑥 + 2 = 0

− 𝑏 ± √𝑏2 − 4𝑎𝑐
𝑥= 2𝑎

− (− 6) ± √(− 6)2 − 4(1) (2)


= 2(1)

6 ± √36 − 8
= 2

6 ± √28
=
2

6 ± 5,21915 …
= 2

6 + 5,219… 6 − 5,219…
∴𝑥= 2
𝑜𝑟 𝑥 = 2

= 5,64575 … = 0,354

≈ 5,65 ≈ 0,35 ✓ ✓ ✓ (3)

3.1.3 √𝑥 − 1 + 1 = 𝑥

∴ (√𝑥 − 1)2 = (𝑥 − 1)2 ✓

𝑥 − 1 = 𝑥 2 − 2𝑥 + 1 ✓

0 = 𝑥 2 − 3𝑥 + 2 ✓

0 = (𝑥 − 2)(𝑥 − 1) ✓

∴ 𝑥 = 2 or 𝑥 = 1 ✓ (5)

3.1.4 3𝑥 + 3 − 3𝑥 + 2 = 486

3𝑥 (33 − 32 ) = 486

3𝑥 (27 − 9) = 486

(÷ 18): 3𝑥 (18) = 486

3𝑥 = 27

3 𝑥 = 33

∴𝑥=3✓✓✓✓ (4)

3.2.1 𝑓(𝑥) = 𝑥 2 + 3𝑥 − 4

∴ 0 = (𝑥 + 4)(𝑥 − 1) ✓

∴ 𝑥 = − 4 or 𝑥 = 1 ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 7 of 224
3.2.2 ∴ 𝑥 2 + 3𝑥 − 4 < 0

(𝑥 + 4)(𝑥 − 1) < 0 ✓

∴ −4 < 𝑥 < 1 ✓

(2)

3.2.3 𝑓 ′ (𝑥) = 2𝑥 + 3

∴ 2𝑥 + 3 ≥ 0 ✓
−3
∴𝑥≥ 2
✓ (2)

3.3 𝑥 = 2𝑦 −  𝑥 2 − 5𝑥𝑦 = − 24 − 

 in : (2𝑦)2 − 5(2𝑦)𝑦 = −24

4𝑦 2 − 10𝑦 2 = −24

[÷ (−6)]: −6𝑦 2 = −24

𝑦2 = 4

∴ 𝑦 = ±2

∴ 𝑥 = 2(2) = 4 or 𝑥 = 2(−2) = −4

∴ (4; 2) or (−4; −2) ✓ ✓ ✓ ✓ (4)

QUESTION 4 [22]

4.1.1 (𝑥 − 3)(𝑥 + 1) = 0

𝑥 = 3 or 𝑥 = −1 ✓ ✓ (2)

4.1.2 √𝑥 3 = 512
3
𝑥 2 = 512 ✓

3 2 2
3
(𝑥 2 ) 3 = (8 )3 ✓

= 64 ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 8 of 224
4.1.3 𝑥(𝑥 − 4) < 0

0 < 𝑥 < 4 or 𝑥 ∈ (0: 4) ✓ ✓ (2)

4.2.1 𝑥 2 − 5𝑥 + 2 = 0

5 ± √(− 5)2 − 4(1)(2)


𝑥= ✓
2(1)

5 ± √17
𝑥= ✓
2

𝑥 = 0,44 or 𝑥 = 4,56 ✓ (3)

4.2.2 𝑓(𝑥) = 𝑥 2 − 5𝑥 + 2

𝑥 2 − 5𝑥 + 2 = 𝑐

𝑥 2 − 5𝑥 + 2 − 𝑐 = 0

𝑏 2 − 4𝑎𝑐 < 0

(−5)2 − 4(1)(2 − 𝑐) < 0

25 − 8 + 4𝑐 < 0

4𝑐 < −17
17
𝑐<− ✓✓✓✓ (4)
4

4.3 𝑥 = 2𝑦 + 2

𝑥 2 − 2𝑥𝑦 + 3𝑦 2 = 4

(2𝑦 + 2)2 − 2𝑦(2𝑦 + 2) + 3𝑦 2 = 4 ✓

4𝑦 2 + 8𝑦 + 4 − 4𝑦 2 − 4𝑦 + 3𝑦 2 = 4 ✓

3𝑦 2 + 4𝑦 = 0 ✓

𝑦(3𝑦 + 4) = 0 ✓

4
𝑦 = 0 𝑜𝑟 𝑦 = − ✓
3
2
𝑥=2 𝑥 = −3 ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 9 of 224
6
4.4 𝑆 = 𝑥2 + 2

For S to be maximum the denominator needs to be at minimum.

Minimum of 𝑥 2 + 2 is 2
6
Minimum of 𝑆 = 𝑥 2 + 2

6
=
2

=3✓✓ (2)

QUESTION 5 [26]

5.1.1 𝑥 2 − 9𝑥 + 20 = 0

(𝑥 − 4)(𝑥 − 5) = 0

𝑥 = 4 or 𝑥 = 5 ✓ ✓ ✓ (3)

5.1.2 3𝑥 2 + 5𝑥 − 4 = 0

−5 ± √(5)2 − 4(3)(−4)
𝑥= ✓
2(3)

−5 ± √73
𝑥= ✓
6
𝑥 = −2,26 𝑜𝑟 𝑥 = 0,59 ✓ ✓ (4)
−5
5.1.3 2𝑥 3 = 64
−5
𝑥 3 = 32 ✓
−3
𝑥 = (25 ) 5 ✓
1
𝑥 = 2−3 or 8
or 0,125 ✓ ✓ (4)

5.1.4 √2 − 𝑥 = 𝑥 − 2

2 − 𝑥 = (𝑥 − 2)2

2 − 𝑥 = 𝑥 2 − 4𝑥 + 4

𝑥 2 − 3𝑥 + 2 = 0

(𝑥 − 1)(𝑥 − 2) = 0

𝑥 = 1 or 𝑥 = 2

if 𝑥 = 1, √2 − 𝑥 = 1 and 𝑥 − 2 = −1

𝑥 = 2 only. ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 10 of 224
5.1.5 𝑥 2 + 7𝑥 < 0

𝑥(𝑥 + 7) < 0

−7 < 𝑥 < 0 𝑜𝑟 𝑥 ∈ (−7; 0) ✓ ✓ ✓ (3)

5.2 The square of any number is always positive or zero. So, for the sum of two
squares to be zero, both squares must be zero, e.g.

(3𝑥 − 𝑦)2 = 0 𝑎𝑛𝑑 (𝑥 − 5)2 = 0

3𝑥 − 𝑦 = 0 𝑎𝑛𝑑 𝑥−5=0✓

𝑥=5✓

3(5) − 𝑦 = 0 ✓

𝑦 = 15 ✓ (4)

5.3 𝑥2 + 𝑥 = 𝑘

𝑥2 + 𝑥 − 𝑘 = 0

∆<0

𝑏 2 − 4𝑎𝑐 < 0

12 − 4(1)(−𝑘) < 0

1 + 4𝑘 < 0
−1
𝑘< 4
✓✓✓ ✓ (4)

QUESTION 6 [23]

6.1.1 𝑥 2 − 4𝑥 + 3 = 0

(𝑥 − 3)(𝑥 − 1) = 0

𝑥 = 3 or 𝑥 = 1 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 11 of 224
6.1.2 5𝑥 2 − 5𝑥 + 1 = 0

−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎

5 ± √25 − 4(5)(1)
=
2(5)

5 ± √5
=
10

𝑥 = 0,72 or 𝑥 = 0,28 ✓ ✓ ✓ (3)

6.1.3 𝑥 2 − 3𝑥 − 10 > 0

(𝑥 − 5)(𝑥 + 2) > 0

OR

𝑥 < −2 or 𝑥 > 5 ✓ ✓ ✓ (3)

6.1.4 3√𝑥 = 𝑥 − 4

9𝑥 = 𝑥 2 − 8𝑥 + 16

𝑥 2 − 17𝑥 + 16 = 0

(𝑥 − 16)(𝑥 − 1) = 0

𝑥 = 16 or 𝑥 = 1 NA ✓ ✓ ✓ ✓ (4)

6.2 2𝑦 + 9𝑥 2 = −1 … 

3𝑥 − 𝑦 = 2 … 

𝑦 = 3𝑥 − 2 … 

2(3𝑥 − 2) + 9𝑥 2 = −1

6𝑥 − 4 + 9𝑥 2 = −1

9𝑥 2 + 6𝑥 − 3 = 0

3𝑥 2 + 2𝑥 − 1 = 0

(3𝑥 − 1)(𝑥 + 1) = 0
1
𝑥= or 𝑥 = −1
3
𝑦 = −1 or 𝑦 = −5 ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 12 of 224
6.3 39𝑥 = 64

(39𝑥 )3 = (4)3

39𝑥 = 4

5√𝑝 = 64

√𝑝
√5 = √64

√𝑝
√5 =8

[3𝑥 − 1 ] 3 33𝑥 − 3
=
√𝑝 √𝑝
√5 √5

33𝑥
=
√𝑝
27 × √5
4
=
27 × 8
1
= 54 ✓ ✓ ✓ ✓ (4)

QUESTION 7 [37]

7.1 Solve for 𝑥:

52𝑥 − 1
=4
5𝑥 + 1
(5𝑥 + 1)(5𝑥 − 1)
=𝟒
5𝑥 + 1

5𝑥 − 1 = 𝟒

5𝑥 = 5

𝑥=1 ✓ ✓ ✓ (3)

7.2 𝑎𝑏 = 2 √10

𝑏𝑐 = 3 √2 ✓

𝑎𝑐 = 6 √5 ✓

𝑎𝑏. 𝑏𝑐. 𝑎𝑐 = 2 √10. 6 √5. 3 √2 ✓

2
(𝑎𝑏𝑐) = 36 √100 ✓

𝑎𝑏𝑐 = √360 = 6 √10 ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 13 of 224
𝒏 𝒑
7.3 =
𝒎 𝒏

𝑛2 = 𝑚𝑝

∆ = 𝑏 2 − 4𝑎𝑐

∆ = 𝑛2 − 4𝑚𝑝, but 𝑛2 = 𝑚𝑝

∆ = 𝑛2 − 4𝑛2 OR ∆ = 𝑚𝑝 − 4𝑚𝑝

∆ = −3𝑛2 ∆ = −3𝑚𝑝

𝑛2 > 0 𝑚𝑝 > 0

∴ −3𝑛2 < 0 ∴ −3𝑚𝑝 < 0

∴ ∆ < 0 ⟹ 𝑥 is a non-real number. ✓ ✓ ✓ ✓ (4)

7.4

√3𝑥 − 5
7.4.1 For which values of x will be real?
𝑥−3

3𝑥 − 5 ≥ 0 and 𝑥 ≠ 3
5
𝑥 ≥ and 𝑥 ≠ 3 ✓ ✓ ✓ (3)
3

7.4.2 Solve for x if 𝑡(𝑥) = 1.

√3𝑥 − 5
=1
𝑥−3

√3𝑥 − 5 = 𝑥 − 3
2
(√3𝑥 − 5) = (𝑥 − 3)2

3𝑥 − 5 = 𝑥2 − 6𝑥 + 9

𝑥2 − 9𝑥 + 14 = 0

"(𝑥 − 7)(𝑥 − 2)" =0

𝑥 ≠ 2 or 𝑥 = 7 ✓ ✓ ✓ ✓ (4)

7.5 𝑥2 + 2𝑥𝑦 + 2𝑦2 ✓


2
= 𝑥2 + 2𝑥𝑦 + 𝑦2 + 𝑦2 = (𝑥 + 𝑦) + 𝑦2 ✓

(𝑥 + 𝑦)2 ≥ 0 and 𝑦2 ≥ 0 ✓

Therefore, (𝑥 + 𝑦)2 + 𝑦2 ≥0✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 14 of 224
3
[3𝑥−1 ] 33𝑥 .3−3
7.6 √𝑝
= 1
√5 52√𝑝

33𝑥 .3−3
= 1 ✓
2
(5√𝑝 )

1
(39𝑥 )3 .3−3
= 1 ✓
2
(5√𝑝 )

1
(64)3 .3−3
= 1 ✓
(64)2

1
= 54 ✓ (4)

7.7

7.7.1 Solve for a.

64
𝑎+ = 16
𝑎

𝑎2 − 16𝑎 + 64 = 0

(𝑎 − 8)2 = 0

𝑎=8✓✓✓ (3)

7.7.2 2𝑥 + 26 − 𝑥 = 16

64
2𝑥 + = 16
2𝑥

2𝑥 = 8 (From 7.7.1)

2 𝑥 = 23

𝑥=3 (3)

21002 +(1 + 24 )
7.8 √ 17(2)998

24 (17)
=√ 17

= √24 ✓

=4✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 15 of 224
QUESTION 8 [31]

8.1 √5𝑥 − 1 = 2𝑥 − 1
2
(√5𝑥 − 1) = (2𝑥 − 1)2 ✓

5𝑥 − 1 = 4𝑥 2 − 4𝑥 + 1 ✓

0 = 4𝑥 2 − 9𝑥 + 2 ✓

(4𝑥 − 1)(𝑥 − 2) = 0 ✓
1
∴𝑥=4 N/A. or 𝑥 = 2 ✓ (5)

8.2 √𝑥 + 5 + 1 = 𝑥

√𝑥 + 5 = 𝑥 − 1
2
(√𝑥 + 5) = (𝑥 − 1)2

𝑥 + 5 = 𝑥 2 − 2𝑥 + 1

𝑥 2 − 3𝑥 − 4 = 0

(𝑥 + 1)(𝑥 − 4) = 0

∴ 𝑥 = −1 N/A. or 𝑥 = 4 ✓ ✓ ✓ ✓ ✓ (5)

8.3 2√𝑥 + 6 = 𝑥 − 2

(2√𝑥 + 6)2 = (𝑥 − 2)2

4(𝑥 + 6) = (𝑥 − 2)2

4𝑥 + 24 = 𝑥 2 − 4𝑥 + 4

𝑥 2 − 8𝑥 − 20 = 0(𝑥 − 10)(𝑥 + 2) = 0

∴ 𝑥 = 10 or 𝑥 ≠ −2 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 16 of 224
8.4 (√√32 + 𝑥) (√√32 − 𝑥) = 𝑥

𝑥
√√32 + 𝑥 =
√√32 − 𝑥
2 2
𝑥
(√√32 + 𝑥) = ( )
√√32 − 𝑥

𝑥2
√32 + 𝑥 =
√√32 − 𝑥

(√32 + 𝑥)(√32 − 𝑥) = 𝑥 2

2
(√32) − 𝑥 2 = 𝑥 2

32 = 2𝑥 2

16 = 𝑥 2

∴ 𝑥 = ±4 ✓ ✓ ✓ ✓ ✓ (5)

8.5 4𝑥 + 2𝑥 = 8(2𝑥 + 1)

22𝑥 + 2𝑥 = 8. 2𝑥 + 8

22𝑥 − 7. 2𝑥 − 8 = 0 Let 2𝑥 = 𝑘

𝑘 2 − 7. 𝑘 − 8 = 0

(𝑘 − 8)(𝑘 + 1) = 0

2𝑥 = 8 or 2𝑥 = −1 N/A

2 𝑥 = 23

∴𝑥=3✓✓✓✓✓✓ (6)

8.6 3𝑥+1 + 𝑚. 3𝑥 = 2𝑚 + 6

3𝑥 . 3 + 𝑚. 3𝑥 = 2𝑚 + 6

3𝑥 (3 + 𝑚) = 2(𝑚 + 3)

3𝑥 = 2

𝑥 = log 3 2

𝑥 = 0,63 ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 17 of 224
QUESTION 9 [19]

9.1 (𝑥 − 1)(2 − 𝑥) < 0

Dividing by −1: (𝑥 − 1)(𝑥 − 2) > 0

Critical values: 𝑥 = 1 and 2

∴ 𝑥 < 1 or 𝑥 > 0 ✓ ✓ ✓ (3)

9.2 𝑥(4 − 𝑥) ≥ 0

𝑥(4 − 𝑥) ≥ 0

−𝑥(𝑥 − 4) ≥ 0 or 𝑥(𝑥 − 4) ≤ 0

∴0≤×≤4 or 𝑥 ∈ [0; 4] ✓ ✓ ✓ ✓ (4)

9.3 4𝑥 2 − 1 < 0

(2𝑥 + 1)(2𝑥 − 1) < 0


1 1
Critical values: 𝑥 = − 2 and 2

1 1
This graph 𝑓(𝑥) = 4𝑥 2 − 1 is below 𝑥-axis at − < 𝑥 < .
2 2

1 1
∴ −2 < 𝑥 < 2
✓✓✓✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 18 of 224
9.4 (𝑥 − 1)2 > 9

𝑥 2 − 2𝑥 − 8 > 0

(𝑥 − 4)(𝑥 + 2) > 0

Critical values: 𝑥 = 2 and 4

This graph 𝑓(𝑥) = (𝑥 − 1)2 > 9 is above 𝑥-axis at −2 < 𝑥 or 𝑥 > 4.

∴ 𝑥 − 2 < 𝑥 or 𝑥 > 4. ✓ ✓ ✓ ✓ (4)

9.5 𝑥 2 + 5𝑥 ≤ −4

𝑥 2 + 5𝑥 + 4 ≤ 0

(𝑥 + 4)(𝑥 + 1) ≤ 0

Critical values: 𝑥 = −4 and − 1

This graph 𝑓(𝑥) = 𝑥 2 + 5 + 4 is on and below 𝑥-axis at −4 < 𝑥 < −1.

∴ −4 ≤ × ≤ −1 OR 𝑥 ∈ [−4; −1] ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 19 of 224
NUMBER PATTERNS, SEQUENCE AND SERIES

QUESTION 1 [17]

1.1 ∑20
𝑛=13
𝑛−2
= 3 − 1 + 30 + ⋯ + 318

∴ 𝑎 = 31 ; 𝑟 = 3; 𝑛 = 20

𝑎(𝑟 𝑛 − 1)
𝑆𝑛 =
𝑟−1
1 20
(3 − 1)
=3
3−1

1 320 − 1
= ( )
3 2

= 581 130 733,3 ✓ ✓ ✓ ✓ (4)

𝑥3
1.2.1 5𝑥; 𝑥 2 ; …
5

𝑥
∴𝑟=
5
𝑥
∴ −1 < <1;𝑥≠0
5

∴ −5 < 𝑥 < 5 ; 𝑥 ≠ 0 ✓ ✓ ✓ (3)

1.2.2 𝑥=2

𝑥 2
∴𝑟= =
5 5

∴ 𝑎 = 5𝑥 = 5(2) = 10

𝑎 10 10
∴ 𝑆∞ = = =
1−𝑟 1 − 2⁄5 3⁄
5
50
= 3
✓✓ (2)

1.3.1 20; 23; 26; 29; … ; 101

∴ 𝑎 = 20; 𝑑 = 3

𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑

∴ 101 = 20 + (𝑛 − 1)(3)

∴ 81 = (𝑛 − 1)3
∴ 27 = 𝑛 − 1
∴ 𝑛 = 28 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 20 of 224
1.3.2 23; 29; … ; 101

∴ 𝑎 = 23; 𝑑 = 6; 𝑛 = 14 ✓
𝑛
∴ 𝑆𝑛 = [𝑎 + 𝑇𝑛 ] ✓
2
14
= [23 + 101]✓
2

= 7(124)✓

= 868 ✓ ✓ (6)

QUESTION 2 [7]

2.1 Quadratic ∴ 2nd difference constant.

∴ 𝑥 − 14 = 46 − 2𝑥 ✓

3𝑥 = 60 ✓

(÷ 3): 𝑥 = 20 ✓ (3)

2.2 𝑥 = 20 ; 𝑥 − 14 = 6

∴ 2𝑎 = 6 ∴ 𝑎 = 3

∴ 𝑇𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐

(𝑎 = 3) ∴ 𝑇𝑛 = 3𝑛2 + 𝑏𝑛 + 𝑐

𝑛 = 1: ∴ 4 = 3(1)2 + 𝑏(1) + 𝑐

=3+𝑏+𝑐

∴1=𝑏+𝑐 

𝑛 = 2: 9 = 3(2)2 + 𝑏(2) + 𝑐

= 12 + 2𝑏 + 𝑐

∴ −3 = 2𝑏 + 𝑐 

-: 4 = −𝑏

∴ 𝑏 = −4

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 21 of 224
in : ∴ 1 = (−4) + 𝑐

∴5=𝑐

∴ 𝑇𝑛 = 3𝑛2 − 4𝑛 + 5 ✓ ✓ ✓ ✓ (4)

QUESTION 3 [9]

3.1 3; 9; 17; 27; 39 ✓ (1)

3.2

𝑇𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐

∴ 2𝑎 = 2

∴𝑎 =1

∴ 𝑇𝑛 = 𝑛2 + 𝑏𝑛 + 𝑐

𝑛 = 1: 𝑇1 = 12 + 𝑏(1) + 𝑐 = 3

∴= 𝑏+𝑐 =2 

𝑛 = 2: 𝑇2 = 22 + 𝑏(2) + 𝑐 = 9

∴ 2𝑏 + 𝑐 = 5 

 − : − b = −3

∴𝑏 =3

in : 3 + c = 2

∴ 𝑐 = −1

∴ 𝑇𝑛 = 𝑛2 + 3𝑛 − 1 ✓ ✓ ✓ ✓ (4)

3.3 𝑻𝒏 > 𝟐𝟔𝟗

∴ 𝑛2 + 3𝑛 − 1 > 269

∴ 𝑛2 + 3𝑛 − 270 > 0

∴ (𝑛 + 18)(𝑛 − 15) > 0

∴ 𝑛 < −18 or 𝑛 > 15

𝑛 ∈ 𝑁: ∴ 𝑛 = 16

∴ 𝑇16 = 162 + 3(16) − 1 = 303 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 22 of 224
QUESTION 4 [13]

4.1 4; 𝑥; 32

4.1.1 𝑑 = 𝑥 − 4 = 32 − 𝑥

∴ 2𝑥 = 36

∴ 𝑥 = 18 ✓ ✓ (2)
𝑥 32
4.1.2 𝑟=4= 𝑥

∴ 𝑥 2 = 128

∴ 𝑥 = ± √128

= ± √64 × 2

= ± √2 ✓ ✓ ✓ (3)

4.2 𝑝 = ∑13
𝑘=13
𝑘−5

= 31 − 5 + 32 − 5 + ⋯ + 313 − 5

= 3− 4 + 3− 3 + ⋯ + 3 3

∴ 𝑎 = 3− 4 ; 𝑟 = 3; 𝑛 = 13

𝑎(𝑟 𝑛 − 1)
𝑆𝑛 =
𝑟−1

3 − 4 (313 − 1)
∴ 𝑆13 =
3−1

313 − 1
=
34 . 2

= 9841,49 ✓ ✓ ✓✓ (4)

4.3 𝑆𝑛 = 𝑎 + (𝑎 + 𝑑) + ⋯ + [𝑎 + (𝑛 − 1)𝑑]

𝑆𝑛 = [𝑎 + (𝑛 − 1)𝑑] + [𝑎 + (𝑛 − 2)𝑑] + ⋯ + 𝑎

2𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑] + [2𝑎 + (𝑛 − 1𝑑)] + ⋯ + [2𝑎 + (𝑛 − 1)𝑑]

∴ 2𝑆𝑛 = 𝑛 × [2𝑎 + (𝑛 − 1)𝑑]


𝑛
𝑆𝑛 = 2 [2𝑎 + (𝑛 − 1)𝑑] ✓ ✓ ✓✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 23 of 224
QUESTION 5 [7]

5.1

∴ 𝑇4 + 13 = −2𝑇4 − 20

∴ 3𝑇4 = −33 ✓

∴ 𝑇4 = −11 ✓

2nd diff = 𝑇4 + 13 ✓

= −11 + 13 ✓

=2✓ (5)

5.2 −8 + 𝑇1 = 2

∴ 𝑇1 = 2 + 8 ✓

= 10 ✓ (2)

QUESTION 6 [9]

6.1 𝑑 = 𝑇2 − 𝑇1 = −3 − (−7) = 4

𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑

∴ 173 = −7 + (𝑛 − 1)(4)

173 = −7 + 4𝑛 − 4

184 = 4𝑛

÷ 4 𝑛 = 46 terms ✓ ✓ ✓ (3)
𝑛
6.2 𝑆𝑛 = 2 (𝑎 + 𝑙)

46
𝑆46 = (−7 + 173)
2

= 23(166)

= 3818 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 24 of 224
6.3 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑

= −7 + (𝑛 − 1)(4)

= −7 + 4𝑛 − 4

= 4𝑛 − 11

∴ −7 − 3 + 1 + ⋯ 173 = ∑46
𝑛 = 1(4𝑛 − 11) ✓ ✓ ✓ (3)

QUESTION 7 [12]
𝑇2 −2 1
7.1.1 𝑟= = = −
𝑇1 4 2

1 1
∴ 𝑇4 = 1 × (− 2) = − 2 ✓ ✓ (2)

7.1.2 𝑇𝑛 = 𝑎 𝑟 𝑛 − 1

1 1
= 4 (− )𝑛 − 1
64 2
1 1 1
(× ): = (− )𝑛 − 1
4 256 2
1 8 1 𝑛−1
(− ) = (− )
2 2

∴8=𝑛−1

∴𝑛 =9✓✓✓✓ (4)
𝑎
7.1.3 𝑆∞ =
1−𝑟

4
=
1
1 − (− 2)

8
=3 ✓✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 25 of 224
7.2 For a geometric sequence.

𝑥 + 1 𝑥 − 3 𝑇2 𝑇3
= [ = ]
1 𝑥 + 1 𝑇1 𝑇2

∴ 𝑥 2 + 2𝑥 + 1 = 𝑥 − 3

∴ 𝑥2 + 𝑥 + 4 = 0

−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎

−1 ± √1 − 4(1)(4)
=
2(1)

−1 ± √1 − 16
=
2

−1 ± √−15
=
2

∴ No real solution.

∴ Not a geometric sequence. ✓ ✓✓ ✓ (4)

QUESTION 8 [21]

8.1 𝑇2 = 𝑇1 = 𝑇3 − 𝑇2

∴4−𝑥 =𝑦−4

∴8−𝑥 =𝑦 

𝑇2 𝑇3 √15 𝑦
= ∴ =
𝑇1 𝑇2 𝑥 √15

∴ 15 = 𝑥𝑦 

 in : 15 = 𝑥(8 − 𝑥)

15 = 8𝑥 − 𝑥 2

𝑥 2 − 8𝑥 + 15 = 0

(𝑥 − 5)(𝑥 − 3) = 0

∴ 𝑥 = 5 or 𝑥 = 3

𝑥 = 5: 𝑦 = 8 − 5 = 3

𝑥 = 3: 𝑦 = 8 − 3 = 5 ✓ ✓✓ ✓✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 26 of 224
8.2.1 𝑆𝑛 = 𝑛2 + 3𝑛

𝑆1 = 12 + 3(1)

=1+3

=4

∴ 𝑇1 = 4

𝑆2 = 22 + 3(2) = 4 + 6 = 10

∴ 𝑇2 = 𝑆2 − 𝑆1 = 10 − 4 = 6 ✓ ✓ ✓ (3)
𝑇2 6 3
8.2.2 𝑎=4 𝑟= = =
𝑇1 4 2

𝑎(𝑟 𝑛 − 1)
𝑆𝑛 =
𝑟−1
3
4( ( )6 − 1)
𝑆6 = 2
3
2−1
1
= 83,125 (= 83 8 ≈ 83,13) ✓ ✓ ✓ ✓ (4)

1
8.3 𝑇1 = 6(2)1 = 3

1 1 3
𝑇2 = 6( )2 = 6 × =
2 4 2
1 1 3
𝑇3 = 6( )3 = 6 × =
2 8 4
1
∴ 𝑎 = 3; 𝑟 =
2
𝑎 3 3
𝑆∞ = 1 − 𝑟 = 1 = 1 =6✓✓✓✓ (4)
1−
2 2

8.4

∴ 𝑎 = 2; 𝑑 = 3; 𝑛 = 25
𝑛
𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑]
2
25
𝑆25 = [2(2) + 24 (3)]
2
25
= [4 + 72]
2
25
= (76)
2
= 950 ✓ ✓ ✓ ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 27 of 224
QUESTION 9 [6]

9.1

∴ 2𝑎 = 2

∴𝑎=1

∴ 𝑇𝑛 = 1 𝑛2 + 𝑏𝑛 + 𝑐

𝑇𝑛 = 𝑛2 + 𝑏𝑛 + 𝑐

𝑇2 = 22 + 𝑏(2) + 𝑐

∴ 6 = 4 + 2𝑏 + 𝑐

2 = 2𝑏 + 𝑐 

𝑇1 = 12 + 𝑏(1) + 𝑐

2 =1+𝑏+𝑐

1=𝑏+𝑐 

-: 1 = 𝑏

𝑏 = 1 in : 1 = 1 + 𝑐

∴𝑐=0

∴ 𝑎 = 1; 𝑏 = 1; 𝑐 = 0 ✓ ✓ ✓ ✓ (4)

9.2 𝑇𝑛 = 𝑛2 + 𝑛 From 9.1

𝑇12 = 122 + 12

= 144 + 12

= 156 ✓ ✓ (2)

QUESTION 10 [11]
1
10.1 𝑟 = 2 and 𝑆∞ = 6

𝑎
𝑆∞ =
1−𝑟
𝑎
6=
1
1−2

𝑎 =3 ✓✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 28 of 224
10.2 𝑇𝑛 = 𝑎𝑟 𝑛−1
1 7
𝑇8 = 3 ( )
2
3
𝑇8 = 128 ✓ ✓ (2)

𝑛
10.3 Σ 3(2)1 − 𝑘 = 5,8125
𝑘=1
3 3
3 + + + _ = 5,8125
2 4
𝑎(1 − 𝑟 𝑛 )
𝑆𝑛 = = 5,8125
1−𝑟
1 𝑛
3 [1 − (2) ]
= 5,8125
1
1−
2
1 𝑛
6 [1 − ( ) ] = 5,8125
2
1 𝑛 1
( ) = = 0,03125
2 32
1 1
2 − 𝑛 = 2 − 5 or 𝑛 log = log
2 32
𝑛=5 𝑛 =5 ✓✓✓✓ (4)
20
10.4 Σ 3(2)1 − 𝑘 = 𝑝
𝑘=1
3 3
3 + + + ⋯ + 3, 2 − 19 = 𝑝
2 4
20
Σ 24(2) − 𝑘
𝑘=1
= 12 + 6 + 3 … + 24, 2 − 20
3 3
= 4 (3 + + + ⋯ + 3, 2 − 19 )
2 4
= 4𝑝 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 29 of 224
QUESTION 11 [13]

11.1 𝟓𝟗 ✓ (1)

11.2

2𝑎 = −2

𝑎 = −1

3(−1) + 𝑏 = 14

𝑏 = 17

(−1) + (17) + 𝑐 = 15

𝑐 = −1

𝑇𝑛 = −𝑛2 + 17𝑛 − 1 ✓ ✓ ✓ ✓ (4)

11.3 𝑇27 = −(27)2 + 17(27) − 1. ✓

= −271 ✓ (2)
−18 1
11.4 𝑟= 36
= −2 ✓ (1)

1 𝑛−1
11.5 𝑇𝑛 = 36 (− 2)

9 1 𝑛−1
= 36 (− )
4096 2
1 1 𝑛−1
= (− )
16384 2
1 14 1 𝑛−1
(− ) = (− )
2 2
14 = 𝑛 − 1

𝑛 = 15

OR
−9 9 −9 9
36; −18; 9; ; ; ;…;
2 4 8 4096
If you look only at the denominator: 2; 4; 8; … ; 4096

2𝑘 = 4096

2𝑘 = 212

𝑘 = 12

∴ 𝑛 = 15 terms ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 30 of 224
𝑎
11.6 𝑆∞ = 1−𝑟

36
=
1
1 − (− 2)

= 24 ✓ ✓ (2)

QUESTION 12 [5]

12.1 𝒑 + 6 − (2𝑝 + 3) = 𝑝 − 2 − (𝑝 + 6)

−𝑝 + 3 = −8

𝑝 = 11 ✓ ✓ (2)

12.2 𝑇𝑛 = 25 + (𝑛 − 1)(−8) = 33 − 8𝑛

33 − 8𝑛 < −55

−8𝑛 < −88

𝑛 > 11

∴ Term 12 will be the first term smaller than −𝟓𝟓. ✓ ✓ ✓ (3)

QUESTION 13 [16]

13.1.1 𝑎 + 6𝑑 = 35

−1 + 6𝑑 = 35

6𝑑 = 36

𝑑=6✓✓ (2)

13.1.2 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑

473 = −1 + (𝑛 − 1)(6)

79 = 𝑛 − 1

∴ 𝑛 = 80 ✓ ✓ ✓ (3)
𝑛
13.1.3 𝑆𝑛 = 2 [2𝑎 + (𝑛 − 1)𝑑]

40
𝑆40 = [2(−1) + (40 − 1)(6)]
2

∴ 𝑆40 = 4 640

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 31 of 224
𝑇40 = 6(40) − 7

= 233
𝑛
𝑆𝑛 = 2 (𝑎 + 𝑙)

40
= 2
(−1 + 233)

= 4 640 ✓ ✓ (2)

13.2

13.2.1

✓ (1)

13.2.2 𝑇𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐

2𝑎 = 4

𝑎=2

3𝑎 + 𝑏 = −22

6 + 𝑏 = −22

𝑏 = −28

𝑎 + 𝑏 + 𝑐 = 75

2 − 28 + 𝑐 = 75

𝑐 = 101

∴ 𝑇𝑛 = 2𝑛2 − 28𝑛 + 101 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 32 of 224
2 28 101
13.2.3 𝑇𝑛 = − 𝑛2 + 𝑛 −
5 5 5

4 28
𝑇𝑛′ = − 𝑛 +
5 5
4 28
− 𝑛+ =0
5 5

−4𝑛 = −28

𝑛=7

Minimum value of 𝑇𝑛 = 2(7)2 − 28(7) + 101 = 3


𝟏
Each term in the new pattern is − 𝟓 the value of the terms in the old pattern.

𝟑
Maximum value of new pattern = − ✓ ✓ ✓ ✓ (4)
𝟓

QUESTION 14 [11]

14.1.1 𝑇𝑛 = 𝑎𝑟 𝑛 − 1

1 10 − 1
𝑇10 = 1 024 ( )
4
1
∴ 𝑇10 = 256 ✓ ✓ (2)

14.1.2 ∑8𝑝 = 0 256(41−𝑝 ) = 1 024 + 256 + 64 + ⋯

𝑎[1 − 𝑟 𝑛 ]
𝑆𝑛 =
1−𝑟
1
1 024[1 − (4)9 ]
𝑆9 =
1
1−4

87 381
𝑆9 =
64

= 1 365,33

OR
8

∑ 256(41−𝑝 )
𝑝=0

1 1 1
= 1 024 + 256 + 64 + 16 + 4 + 1 + + +
4 16 64
87 381
𝑠9 =
64

= 1 365,33 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 33 of 224
𝑡 3 + 9𝑡 2 + 27𝑡 + 27
14.2 −𝑡 2 − 6𝑡 − 9 and
2

1
−(𝑡 2 + 6𝑡 + 9); (𝑡 + 3(𝑡 2 + 6𝑡 + 9)
2
1
−(𝑡 + 3)2 ; (𝑡 + 3)3
2
−(𝑡 + 3)
𝑟=
2
−𝑡 − 3
−1 < <1
2

−2 < −𝑡 − 3 < 2

1 < −𝑡 < 5

−5 < 𝑡 < −1 ✓ ✓ ✓ ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 34 of 224
FUNCTIONS

QUESTION 1 [14]

1.1 From graph.

𝑥 =2✓

𝑦 =3✓ (2)
𝑎
1.2 𝑓(𝑥) = + 𝑞
𝑥−𝑝

𝑎
𝑓(𝑥) = +3
𝑥−2
𝑎
(1; 0): 0 = +3
1−2

∴𝑎=3
3
𝑓(𝑥) = 𝑥 − 2 + 3 ✓ ✓ ✓ (3)

1.3 𝐷: 𝑥 = 0.

3 1 1
𝑦= + 3 = −1 + 3 = 1
0−2 2 2
1
∴ 𝐷 (0; 1 2) ✓ ✓ (2)

1
1.4 𝐷 (0; 1 ) ; 𝐴(2; 3)
2

𝑔(𝑥) = 𝑚𝑥 + 𝑐

1 1
𝐷 (0; 1 ) 𝑔(𝑥) = 𝑚𝑥 + 1
2 2
1
𝐴(2; 3) 3 = 𝑚(2) + 1
2

× 2 6 = 4𝑚 + 3

∴ 4𝑚 = 3

3
∴𝑚=
4
3 1
∴ 𝑔(𝑥) = 4 𝑥 + 1 2 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 35 of 224
1.5 𝑥𝐵 − 𝑥𝐴 = 𝑥𝐴 − 𝑥𝐷

𝑥𝐵 − 2 = 2 − 0

∴ 𝑥𝐵 = 4

𝑦𝐵 − 𝑦𝐴 = 𝑦𝐴 − 𝑦𝐷

1
𝑦𝐵 − 3 = 3 − 1
2
1
𝑦𝐵 = 4
2
1
∴ 𝐵 (4; 4 2) ✓ ✓ ✓ ✓
(4)

QUESTION 2 [12]

2.1 𝑓(𝑥) = 4−𝑥 − 2

𝑥-intercept: 𝑦 = 0.

0 = 4− 𝑥 − 2

∴ 4− 𝑥 = 2

∴ 2− 2𝑥 = 21

∴ −2𝑥 = 1

1 1
∴𝑥=− ∴ (− ; 0) ✓✓
2 2

𝑦-intercept: 𝑥 = 0

∴ 𝑦 = 4− 0 − 2

=1−2

𝑦 = −1 ∴ (0; −1) ✓✓ (4)

2.2 Asymptote: 𝑦 = −2. ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 36 of 224
2.3 𝑓: 𝑦 = 4− 𝑥 − 2

1
(− ; 0)
2

(0; −1) ✓✓✓

(3)

2.4 𝑔(𝑥) = 𝑓(𝑥) + 2

= 4−𝑥 − 2 + 2

= 4−𝑥 ✓ (1)

2.5 ∴ 𝑓(𝑥) = 3

∴ 4−𝑥 − 2 = 3

∴ 4− 𝑥 = 5

∴ 𝑙𝑜𝑔4− 𝑥 = 𝑙𝑜𝑔5

∴ −𝑥𝑙𝑜𝑔4 = 𝑙𝑜𝑔5

𝑙𝑜𝑔5
∴ −𝑥 =
𝑙𝑜𝑔4

−𝑥 = 1,161

∴ 𝑥 = −1,16 ✓✓✓ (3)

QUESTION 3 [7]
1
3.1 𝑓(𝑥) = (3)𝑥 = 3 − 𝑥

Decreasing.

If 𝑥 increases, 𝑓(𝑥) decreases. ✓✓ (2)


1
3.2 𝑓: 𝑦 = (3) 𝑥

1
∴ 𝑓 −1 = ( ) 𝑦
3

∴ 𝑦 = 𝑙𝑜𝑔1 𝑥 = −𝑙𝑜𝑔3 𝑥 ✓✓ (2)


3

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 37 of 224
3.3 𝑓(𝑥) − 5

Asymptote: 𝑦 = −5. ✓ (1)

3.4 ℎ(𝑥) = 𝑓(−𝑥)

1
= ( )−𝑥 = (3−1 )−𝑥 = 3𝑥
3
ℎ−1 (𝑥) = 𝑙𝑜𝑔3 𝑥

= 𝑔(𝑥) ✓ ✓

∴  (𝑥; 𝑦) → (−𝑥; 𝑦) Reflection in 𝑦-axis

∴  (𝑥; 𝑦) → (𝑦; 𝑥) Reflection in 𝑦 = 𝑥. (2)

QUESTION 4 [19]
−6
4.1 𝑓(𝑥) = 𝑥−3
− 1

4.1.1 𝑦-intercept. 𝑥 = 0

−6
∴ 𝑓(0) = −1=2−1=1
𝑥−3

∴ (0; 1) ✓ ✓ (2)

4.1.2 𝑥-intercept. 𝑦 = 0

−6
∴0= −1
𝑥−3

× (𝑥 − 3): 0 = −6 − (𝑥 − 3)

∴ 𝑥 − 3 = −6

𝑥 = −3

∴ (−3; 0) ✓ ✓ ✓ (3)

4.1.3

Asymptotes: 𝑥 = 3; 𝑦 = −1 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 38 of 224
4.1.4 𝑥 ∈ (−3; 3) ✓ ✓ (2)
−6
4.1.5 𝑓(−2) = −2−3
−1 = 0,2

∴ (−2; 0,2) ; (0; 1)


1 − 0,2 0,8
Average gradient = 0 − (− 2) = 2
= 0,4 ✓ ✓ ✓ ✓ (4)

4.2 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

𝑎 < 0: Maximum 𝑇𝑃
−𝑏
𝑏 < 0 and 𝑎 < 0 ∴ 𝑥 = 2𝑎
<0

𝑐 < 0 𝑦-intercept ✓ ✓ ✓ ✓

(4)

QUESTION 5 [15]
𝓍 7
5.1 𝑔: 𝑦 = 2 − 2

𝑥-intercept:

𝓍 7
𝑦 = 0: 0 = −
2 2

× 2: 0 = 𝑥 − 7

∴𝑥=7

∴ 𝐶 = (7; 0) ✓ (1)

5.2 mdpt 𝐵𝐶 is 3

𝑥𝐵 + 𝑥𝑐
∴ =3
2

× 2: 𝑥𝐵 + 7 = 6

∴ 𝑥𝐵 = −1 ✓ (1)

5.3 𝑓: 𝑦 = 𝑎(𝑥 − 𝑥1 )(𝑥 − 𝑥1 )

= 𝑎(𝑥 + 1)(𝑥 − 7)
𝑥𝐸 7 0 7 1
But 𝑦𝐸 = 2
− 2
= 2 − 2 = −3 2

7 7
𝐸 (0; − ) : − = 𝑎(0 + 1)(0 − 7)
2 2

= −7𝑎

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 39 of 224
1
÷ (−7): =𝑎
2
1
∴ 𝑦 = (𝑥 + 1)(𝑥 − 7)
2
1 2
= (𝑥 − 6𝑥 − 7)
2
1 2
= [𝑥 − 6𝑥 + 32 − 9 − 7]
2
1
= [(𝑥 − 3)2 − 16]
2
1
= 2 (𝑥 − 3)2 − 8 ✓ ✓ ✓ ✓ ✓ ✓ (6)

5.4 𝑦 → −𝑦

1
∴ ℎ: − 𝑦 = (𝑥 − 3)2 − 8
2
1
∴ 𝑦 = − (𝑥 − 3)2 + 8 ✓ (1)
2

1
5.5 1 − 𝑓(𝑥) = 1 − [ (𝑥 − 3)2 − 8]
2

1
∴ 𝑡(𝑥) = 1 − (𝑥 − 3)2 + 8
2
1
=− (𝑥 − 3)2 + 9
2

∴ max: 9
1
5.6 𝑓(𝑥) = 2 (𝑥 − 3)2 − 8

1
∴ 𝑓(𝑥 2 − 2) = (𝑥 2 − 2 − 3)2 − 8
2
1 2
∴0= (𝑥 − 5)2 − 8
2

× 2: 16 = (𝑥 2 − 5)2

± 4 = 𝑥2 − 5

∴ 𝑥 2 − 5 = 4 or 𝑥 2 − 5 = −4

∴ 𝑥 2 = 9 or 𝑥 2 = 1

∴ 𝑥 = ± 3 or 𝑥 = ± 1 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 40 of 224
QUESTION 6 [15]

6.1 𝑦 = 0; 𝑥 = 0 ✓ ✓ (2)

6.2 𝑓(𝑥) = −2𝑥 2 + 8𝑥 + 10

𝑥-intercept: 𝑓(𝑥) = 0

∴ 0 = −2𝑥 2 + 8𝑥 + 10

÷ (−2): 0 = 𝑥 2 − 4𝑥 − 5

0 = (𝑥 − 5)(𝑥 + 1)

∴ 𝑥 = 5 or 𝑥 = −1

∴ 𝐻(5; 0) ✓ ✓ ✓ ✓ (4)

6.3 𝑓(𝑥) = −2𝑥 2 + 8𝑥 + 10

= −2(𝑥 2 − 4𝑥) + 10

= −2 (𝑥 2 − 4𝑥 + 4) + 10 + 8

= −2(𝑥 − 2)2 + 18

∴ 𝑦 ≤ 18 ✓ ✓ ✓ ✓ (4)
16
6.4 −2𝑥 2 + 8𝑥 + 10 =
𝑥

(× 𝑥) : − 2𝑥 3 + 8𝑥 2 + 10𝑥 = 16

−2𝑥 3 + 8𝑥 2 + 10𝑥 − 16 = 0

÷ (−2): 𝑥 3 − 4𝑥 2 − 5𝑥 + 8 = 0

(𝑥 − 1)(𝑥 2 + 𝑘𝑥 − 8) = 0

[−𝑥 2 + 𝑘𝑥 2 = −4𝑥 2 ∴ 𝑘𝑥 2 = −3𝑥 2 ∴ 𝐾 = −3]

(𝑥 − 1)(𝑥 2 − 3𝑥 − 8) = 0

∴ 𝑥 = 1 or 𝑥 2 − 3𝑥 − 8 = 0

− 𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎

3 ± √9 + 32
=
2

3 ± √41
∴𝑥=
2
∴ 𝑥 = 4,70 or 𝑥 = −1,70

∴ 𝑥𝑐 = 1 ∴ 𝑓(1) = −2(1)2 + 8(1) + 10

= 16

𝐶(1; 16) ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 41 of 224
6.5 𝑓(𝑥) = −2(𝑥 − 2)2 + 18

∴ 𝑝(𝑥) = 𝑓(3𝑥) = −2(3𝑥 − 2)2 + 18

axis of sym:

3𝑥 − 2 = 0

2
∴𝑥=
3
2
∴ Turning point: (3 ; 18) ✓ ✓ ✓ (3)

QUESTION 7 [13]

7.1 𝑓(𝑥) = 3𝑥

𝑓 −1 (𝑥) = 𝑙𝑜𝑔3 𝑥 ✓ (1)

7.2

✓✓✓✓ (4)

7.3 𝑥 >0✓✓ (2)

7.4 0<𝑥 ≤1✓✓ (2)

7.5 𝑦 >−4✓✓ (2)

7.6 𝑔(𝑥) = −𝑓(𝑥 − 2)

= −3𝑥 − 2 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 42 of 224
QUESTION 8 [17]
2
8.1.1 −𝑥 + 4 = + 2
𝑥+1

× (𝑥 + 1): (−𝑥 + 4)(𝑥 + 1) = 2 + 2(𝑥 + 1)

− 𝑥 2 + 3𝑥 + 4 = 2 + 2𝑥 + 2

0 = 𝑥2 − 𝑥

0 = 𝑥(𝑥 − 1)

∴ 𝑥 = 0 or 𝑥 = 1

∴ 𝑥𝐷 = 1 ∴ 𝑦𝐷 = −1 + 4 = 3

∴ 𝐷(1; 3) ✓ ✓ ✓ ✓ ✓ ✓ (6)

8.1.2 𝑥 = −1; 𝑦 = 2 ✓ ✓ (2)

8.1.3 𝑥 ∈ ℝ ; 𝑥 ≠ −1 ✓ (1)

8.2.1 And 8.2.3

✓✓ (2)

1
8.2.2 ℎ(𝑥) = (5)𝑥 = (5−1 )𝑥 = 5 − 𝑥

Inverse: 𝑥 = 5 − 𝑦

∴ − 𝑦 = 𝑙𝑜𝑔5 𝑥

𝑦 = −𝑙𝑜𝑔5 𝑥

∴ ℎ− 1 (𝑥) = −𝑙𝑜𝑔5 𝑥 (= 𝑙𝑜𝑔1 𝑥) ✓ ✓ (2)


5

8.2.3 Sketch above together with 8.2.1. ✓ ✓ (2)

8.2.4 Reflection about the 𝑦-axis and move 2 units up. ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 43 of 224
QUESTION 9 [11]

9.1 𝑦 =0✓ (1)

9.2 ℎ(𝑥) = 𝑎 𝑥

∴ ℎ(0) = 𝑎0 = 1

∴ 𝑅(0; 1) ✓ (1)

9.3 ℎ(𝑥) = 𝑎 𝑥

𝑃(2; 9): 9 = 𝑎2

∴ 𝑎2 = 9

∴𝑎 =±3

𝑎>0∴𝑎=3 ✓ ✓ (2)

9.4 ℎ(𝑥) = 3𝑥

1 1
𝑄 (𝑏; ): = 3𝑏
81 81

3 − 4 = 3𝑏

∴ 𝑏 = −4

𝑥𝐷 = 𝑥𝑄 ∴ 𝑥𝐷 = −4

𝐷𝑃 = 𝑥𝑃 − 𝑥𝐷

= 2 − (−4)

=2+4

= 6 units ✓ ✓ ✓ ✓ (4)

9.5 ℎ(𝑥) = 3𝑥

∴ ℎ(𝑥 + 2) = 3𝑥 + 2

ℎ(𝑥 + 2) + 𝑘 = 0

∴ ℎ(𝑥 + 2) = − 𝑘

if 𝑥 = − 6

then ℎ(−6 + 2) = 3 − 6 + 2

= 3−4

1
=
81

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 44 of 224
If 𝑥 < − 6
1
Then 0 < ℎ(𝑥 < +2) <
81

1
∴0< −𝑘 <
81
1
∴ − 81 < 𝑘 < 0✓✓✓ (3)

1
∴ − 81 < 𝑘 < 0

QUESTION 10 [14]

10.1 𝑓(𝑥) = 𝑥 2 + 4𝑥 − 3

= −(𝑥 2 − 4𝑥) − 3

= −(𝑥 2 − 4𝑥 + 4) − 3 + 4

= −(𝑥 − 2)2 + 1

∴ 𝐵(2; 1) ✓ ✓ (2)

10.2 𝑦≤1 [𝑦 ∈ (− ∞; 1] ] ✓ (1)

10.3 𝑥 > 2 or 𝑥 ≤ −1 ✓ ✓ (2)

10.4 ℎ(𝑥) translates 4 units to the left.

∴𝑥 =2−4 ∴ 𝑥 = −2 ✓ (1)

10.5 (𝑥 − 𝑝)(𝑦 + 𝑡) = 3
3
∴ 𝑦 + 𝑡 = 𝑥−𝑝

3
∴𝑦= − 𝑡
𝑥−𝑝

∴ 𝑝 = 2 and − 𝑡 = 1

∴ 𝑡 = −1 ✓ ✓ ✓ ✓ (4)

10.6 𝑓(𝑥)⦁𝑔′ (𝑥) ≥ 0[+⦁ + 𝑜𝑟 − ⦁−]

𝑔′ (𝑥) is the gradient of 𝑔.

𝑔′ (𝑥) < 0 for all 𝑥 ∈ ℝ, 𝑥 ≠ 2

∴ 𝑓(𝑥) ≤ 0 (both neg.)

∴ − 𝑥 2 + 4𝑥 − 3 ≤ 0

∴ 𝑥 2 − 4𝑥 + 3 ≥ 0

(𝑥 − 1)(𝑥 − 3) ≥ 0

∴ 𝑥 ≤ 1 or 𝑥 ≥ 3 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 45 of 224
QUESTION 11 [10]

11.1

✓✓✓✓ (4)

11.2 Inverse: 𝑥 = 𝑙𝑜𝑔 2 𝑦

∴ 𝑦 = 2𝑥 ✓ ✓ (2)

11.3 𝑙𝑜𝑔2 (3 − 𝑥) = 𝑥

2𝑥 = 3 − 𝑥 ✓ ✓ ✓ (3)

Read off the point of intersection between 𝑓 and 𝑔−1

11.4 𝑥 =1✓ (1)

QUESTION 12 [19]

Given ℎ(𝑥) = 2𝑥 − 3 for − 2 ≤ 𝑥 ≤ 4.

12.1 For 𝑥-intercepts, 𝑦 = 0

2𝑥 − 3 = 0

𝑥 = 1,5 ✓ 𝑥 = 1,5

𝑄(1,5; 0) ✓𝑦=0 (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 46 of 224
12.2 ℎ:

𝑥 = −2: 𝑦 = 2(−2) − 3 = −7 ✓ ℎ(−2) = −7

𝑥 = 4: 𝑦 = 2(4) − 3 = 5 ✓ ℎ(4) = 5

Domain of ℎ−1 : −7 ≤ 𝑥 ≤ 5 𝐎𝐑 [−7; 5] ✓ −7 ≤ 𝑥 ≤ 5 (3)

12.3

✓ 𝑦-intercept on a straight line.

✓ line segment.

✓ accurate endpoints (x or
y or both).

OR

(3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 47 of 224
12.4 ℎ(𝑥) = 2𝑥 − 3

For the inverse of ℎ,


𝑥+3
𝑥 = 2𝑦 − 3 ✓𝑦 =
2

𝑥+3
𝑦=
2
𝑥+3
ℎ−1 (𝑥) =
2
𝑥+3
ℎ(𝑥) = ℎ−1 (𝑥) ✓ 2𝑥 − 3 = 2

𝑥+3
2𝑥 − 3 =
2

4𝑥 − 6 = 𝑥 + 3 ✓𝑥=3

𝑥=3 (3)

OR

ℎ(𝑥) = 2𝑥 − 3

ℎ and ℎ−1 intersect when 𝑦 = 𝑥

ℎ(𝑥) = 𝑥 ✓ ℎ(𝑥) = 𝑥

2𝑥 − 3 = 𝑥 ✓ 2𝑥 − 3 = 𝑥

𝑥=3 ✓ 𝑥=3 (3)

OR

ℎ(𝑥) = 2𝑥 − 3
𝑥+3
For the inverse of ℎ, ✓ 𝑦= 2

𝑥 = 2𝑦 − 3

𝑥+3
𝑦=
2
𝑥+3
ℎ−1 (𝑥) = 𝑥 ✓ 2
=𝑥

𝑥+3
=𝑥
2

𝑥 + 3 = 2𝑥 ✓ 𝑥=3

𝑥=3 (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 48 of 224
12.5 𝑂𝑃2 = (𝑥 − 0)2 + (𝑦 − 0)2 ✓ 𝑂𝑃2 = 𝑥 2 + 𝑦 2

= 𝑥 2 + (2𝑥 − 3)2 ✓ Substitute

= 𝑥 2 + 4𝑥 2 − 12𝑥 + 9 𝑦 = 2𝑥 − 3

= 5𝑥 2 − 12𝑥 + 9 ✓ 5𝑥 2 − 12𝑥 + 9

For 𝑂𝑃 to be at its minimum, 𝑂𝑃2 has to be a minimum.

𝑑(𝑂𝑃2 ) 𝑏
=0 OR 𝑥=−
𝑑𝑥 2𝑎

−12
10𝑥 − 12 = 0 = − 2(5)

6
∴𝑥=5 ✓𝑥-value

6 2 6 9 3
Minimum length of 𝑂𝑃 = √5 (5) − 12 (5) + 9 = √5 or or 1,34 units
√5

✓ answer (5)

OR

For minimum distance 𝑂𝑃 ⊥ the line.

𝑚ℎ = 2 (given)

−1
𝑚𝑂𝑃 =
2
−1
∴ 𝑂𝑃 has equation 𝑦 = 𝑥
2
−1
𝑥 = 2𝑥 − 3
2

− 𝑥 = 4𝑥 − 6
−1
5𝑥 = 6 ✓ 𝑚𝑂𝑃 =
2

𝑥𝑃 = 1,2 ✓ Equation of 𝑂𝑃

1
𝑦𝑃 = − (1,2) = −0,6
2
−1
𝑂𝑃 = √(1,2 − 0)2 + (−0,6 − 0)2 ✓ 𝑥 = 2𝑥 − 3
2

= 1,34 or √1,8 units ✓ 𝑥-value

Answer (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 49 of 224
3
12.6.1 𝑓 ′ (𝑥) = 2𝑥 − 3 ✓ Turning point at 𝑥 =
2

3
Turning point at 𝑥 = 2

3
𝑓 ′′ (𝑥) = 2 > 0 𝑜𝑟 > 𝑓 ′′ ( ) > 0
2
3
𝑓 has a local minimum at 𝑥 = ✓𝑓 ′′ (𝑥) = 2 > 0? (2)
2

OR

ℎ(𝑥) = 𝑓 ′ (𝑥) < 0 𝑓𝑜𝑟 < 𝑥𝜖(− 2 ; 1,5)  𝑓 is decreasing

on the left of Q ✓ decreasing left of Q

ℎ(𝑥) = 𝑓 ′ (𝑥) > 0 𝑓𝑜𝑟 < 𝑥𝜖(1,5 ; 4)  𝑓 is increasing

on the right of Q ✓ increasing right of Q (2)

3
∴ 𝑓(𝑥) has a local minimum when 𝑥 =
2

OR

𝑓(𝑥) = 𝑥 2 − 3𝑥 + 𝑐 ✓ 𝑓(𝑥) = 𝑥 2 − 3𝑥 + 𝑐

𝑓 has a minimum value since 𝑎 > 0 ✓ Explanation (2)

12.6.2 𝑚 = 𝑓 ′ (4) = ℎ(4) = 5 ✓ Answer (1)

QUESTION 13 [12]

13.1.1 𝑇(0; 18) ✓ (0; 18) (1)

13.1.2 −2𝑥 2 + 18 = 0 ✓ 𝑦=0

(𝑥 − 3)(𝑥 + 3) = 0 ✓ Factors

𝑄(3; 0) ✓ 𝑥=3 (3)

OR ✓ 𝑦=0

−2𝑥 2 + 18 = 0 ✓ 𝑥2 = 9

𝑥2 = 9 ✓ 𝑥=3

𝑄(3; 0) (3)

13.1.3 𝑥-co-ordinates of 𝑆 is 4,5

By symmetry about the line 𝑥 = 4,5 ✓ 𝑥=6

𝑅 = (4,5 + 4,5 − 3; 0) = (6; 0) ✓ 𝑦=0 (2)

13.1.4 For all 𝑥 ∈ 𝑅 OR (− ∞ ; ∞) ✓ ✓ Answer (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 50 of 224
13.2 If 𝐶(𝑥; 𝑦) is the centre of the hyperbola

𝑦 = 𝑥 + 6 𝑎𝑛𝑑 𝑥 = −2

∴ 𝑦 = −2 + 6 = 4 ✓ ✓ Asymptote 𝑦 = 4

✓ Asymptote 𝑥 = −2

✓ Shape (increasing
hyperbolic function) (4)

QUESTION 14 [8]

14.1 Yes, for every 𝑥-value there is only one corresponding 𝑦 value. ✓ ✓

OR

One to one mapping (vertical line test). (2)

14.2 𝑅(−12; −6) ✓ (1)

14.3 𝑓(𝑥) = 𝑎𝑥 2 substitute (− 6; − 12)

−12 = 𝑎(− 6)2


−1
𝑎= 3
✓✓ (2)

2
𝑓 ∶ 𝑦 = − (3) 𝑥
1
14.4

1 𝑦2
𝑓 −1 ∶ 𝑥 = − ( )
3

𝑦 2 = − 3𝑥

𝑦 = ± √−3𝑥

Only 𝑦 = − √− 3𝑥 and 𝑥 ≤ 0 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 51 of 224
QUESTION 15 [12]
𝑎
15.1 g(𝑥) = + 𝑞.
𝑥+2

Substitute (1; 0):


𝑎
0= +𝑞
1+2

0 = 𝑎 + 3𝑞
1
Substitute (0; − 2)

1 𝑎
− = +𝑞
2 0+2

−1 = 𝑎 + 2𝑞

Solving simultaneously

𝑞=1

𝑎 = −3
−3
∴ 𝑔(𝑥) = 𝑥 + 2 + 1 ✓ ✓ ✓ ✓ ✓ ✓ (6)

15.2 𝑦 ∈ 𝑅; 𝑦 ≠ 1 OR (−∞; 1) or (1; ∞) OR 𝑦 < 1 or 𝑦 > 1 ✓ (1)

15.3 𝑦 − 1 = 1(𝑥 + 2) OR 1 = 1(−2) + 𝑐

𝑦 =𝑥+3 𝑐=3

𝑦 =𝑥+3✓✓✓ Answer only: Full marks (3)

15.4 𝐾 ′ (−3; 4) ✓ ✓ (2)

QUESTION 16 [14]

16.1 𝑓(𝑥) = −𝑥 2 − 6𝑥 + 7

𝑓 ′ (𝑥) = −2𝑥 − 6
(−6)
−2𝑥 − 6 = 0 OR 𝑥 = − 2(−1)

𝑥 = −3

𝐸(−3; 16) Answer only: Full marks. ✓ ✓ ✓ (3)

16.2 𝑘 = 𝑓(−5)

𝑘 = −(−5)2

∴ 𝑘 = 12 ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 52 of 224
16.3 𝐶(0; 7)

𝐷(−5; 12)

12 − 7
𝑚𝐶𝐷 =
−5 − 0

𝑚𝐶𝐷 = −1

Equation of CD:

𝑦 = −𝑥 + 7 ✓ ✓ ✓ ✓ (4)

16.4 −2𝑥 − 6 = −1

−2𝑥 = 5

5
𝑥=−
2
−5 −5 2 −5 63
𝑦 = 𝑓( ) = −( ) − 6( ) + 7 = = 15,75
2 2 2 4
5 63
∴ 𝑃 (− 2 ; 4
) ✓✓✓✓ (4)

16.5 Point by symmetry: (−1; 12)

−5 < 𝑥 < −1

OR

−𝑥 2 − 6𝑥 + 7 > 12

−𝑥 2 − 6𝑥 − 5 > 0

𝑥 2 + 6𝑥 + 5 < 0

(𝑥 + 1)(𝑥 + 5) < 0

−5 < 𝑥 < −1 ✓ ✓ Answer only: Full marks (2)

QUESTION 17 [8]

17.1 𝑥 = −2 ✓

𝑦=3✓ (2)
7
17.2 (0; ) ✓ (1)
2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 53 of 224
1
17.3 𝑥+2
+ 3=0

1 + 3(𝑥 + 2) = 0

3𝑥 = −7

7
𝑥=−
3
7
𝑥-intercept (− 3 ; 0) ✓ ✓ (2)

17.4

✓✓✓ (3)

QUESTION 18 [12]

18.1 −2𝑥 + 4 = 0

2𝑥 = 4

𝑥=2

∴ 𝑆(2; 0) ✓ ✓ (2)

18.2 Equation of k:

𝑦 = 𝑎(𝑥 + 1)2 + 18

0 = 𝑎(2 + 1)2 + 18 OR 0 = 𝑎(−4 + 1)2 + 18

9𝑎 = −18

𝑎 = −2

𝑦 = −2(𝑥 + 1)2 + 18 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 54 of 224
18.3 −2𝑥 2 − 4𝑥 + 16 = −2𝑥 + 4

−2𝑥 2 − 2𝑥 + 12 = 0

𝑥2 + 𝑥 − 6 = 0

(𝑥 + 3)(𝑥 − 2) = 0

𝑥 = −3 or 𝑥=2

𝑦 = −2(−3) + 4 = 10

𝑇(−3; 10) ✓ ✓ ✓ ✓ ✓ (5)

18.4 𝑥 < −3 or 𝑥>2

OR

(−∞; −3) ∪ (2; ∞) (2)

QUESTION 19 [16]

19.1 𝑔(𝑥) = 2𝑥 − 4

0 = 2𝑥 − 4

𝐵(2; 0) ✓ ✓ (2)

19.2 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 16

𝑓 / (𝑥) = 2𝑎𝑥 + 𝑏 ✓

−12 = 2𝑎(2) + 𝑏

−12 = 4𝑎 + 𝑏 (1) ✓

𝐵(2; 0):

0 = 𝑎(2)2 + 𝑏(2) + 16

−16 = 4𝑎 + 2𝑏 (2) ✓

(2) − (1) ✓ ∶ 𝑏 = −4 ✓

∴ −12 = 4𝑎 − 4

∴ 𝑎 = −2 (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 55 of 224
19.3

19.3.1 𝑓(𝑥) = −2𝑥 2 − 4𝑥 + 16

𝑓 / (𝑥) = −4𝑥 − 4 ✓

0 = −4𝑥 − 4

𝑥 = −1 ✓

𝑦 = −2(−1)2 − 4(−1) + 16 ✓

𝑦 = 18 ✓

𝐶(−1; 18)

∴ 𝑦 ∈ (−∞; 18] ✓

OR

𝑓(𝑥) = −2𝑥 2 − 4𝑥 + 16
−𝑏 −(−4)
𝑥= 2𝑎
= 2(−2)

𝑥 = −1 ✓

𝑦 = −2(−1)2 − 4(−1) + 16 ✓

𝑦 = 18 ✓

∴ 𝑦 ∈ (−∞; 18] ✓ (5)

19.3.2 – 4 < 𝑥 <– 1 or 𝑥 < 2 ✓ ✓ ✓ (3)

QUESTION 20 [15]

20.1 (3; 8) ✓ ✓ (2)

20.2 𝑓(𝑥) = −2(𝑥 − 3)2 + 8 OR (0; −10) ✓

𝑓(0) = −2(0 − 3)2 + 8 0 = −2(𝑥 − 3)2 + 8

𝑦 = −10 (𝑥 − 3)2 = 4

(0; −10) ✓ 𝑥 − 3 = ±2

0 = −2(𝑥 − 3)2 + 8 𝑥 = 5 or 𝑥 = 1 ✓ ✓

2(𝑥 − 3)2 − 8 = 0

(𝑥 − 3)2 − 4 = 0

𝑥 2 − 6𝑥 + 9 − 4 = 0

𝑥 2 − 6𝑥 + 5 = 0

(𝑥 − 5)(𝑥 − 1) = 0

𝑥 = 5 or 𝑥 = 1 ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 56 of 224
20.3

✓✓✓✓ (4)

20.4 𝑥 < 1 or 𝑥 > 5 ✓ ✓ (2)

20.5 𝑘(𝑥): −2𝑥 2 + 12𝑥 − 19 = 0 ✓

𝛥 = 𝑏 2 − 4 𝑎𝑐 ✓

= (12)2 − 4(−2)(−19) ✓

= −8 ✓

Since 𝛥 < 0, the roots are not real. OR

2𝑥 2 + 12𝑥 − 19 = 0 ✓

−12 ± √(12)2 − 4(−2)(−19)


𝑥= 2(1)

−1 ± √−8
= 2

Since 𝛥 < 0, the roots are not real. ✓ OR

𝑘(𝑥) = −2(𝑥 − 3)2 + 8 − 9

𝑘(𝑥) = −2(𝑥 − 3)2 − 1 = 0

1
(𝑥 − 3)2 = −
2

1
(𝑥 − 3) = ±√−
2

1
Roots are not real since (𝑥 − 3) = ±√− 2 is undefined. (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 57 of 224
QUESTION 21 [11]

21.1 𝑦>0✓ (1)

21.2 Determine the equation of 𝑔−1 in the form 𝑦 = …

1 𝑥
𝑔(𝑥) = ( )
2
1 𝑦
𝑥 = (2) ✓

𝑦 = log 1 𝑥 or −log 2 𝑥 ✓ ✓ (3)


2

21.3 Yes, it is a one-to-one relation, which is a function. ✓ ✓ (2)

21.4 The point 𝑀 (𝑎; 2) lies on𝑔−1 .

21.4.1 y = −log2 𝑥

2 = −log 2 𝑎 ✓
1
4=𝑎✓

1
∴𝑎=4✓ (3)

1
21.4.2 𝑀/ (2; ). ✓ ✓ (2)
4

QUESTION 22 [23]

22.1 𝑦 = 𝑚𝑥 + 𝑐 OR 𝑦 = 𝑚𝑥 + 𝑐

5−1
𝑚 = 4−0 5 = 𝑚(4) + 1 ✓

𝑚=1✓ 𝑚=1✓

𝑐=1✓ 𝑔(𝑥) = 𝑥 + 1 (2)

22.2 𝑥 2 − 2𝑥 − 3 = 0 ✓

(𝑥 + 1)(𝑥 − 3) = 0

𝑥 = −1 or 𝑥 = 3

𝐴(−1; 0) ✓ 𝐵(3; 0) ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 58 of 224
−1 + 3 −𝑏 −(−2)
22.3 𝑥= 2
✓ OR 𝑥= 2𝑎
= 2(1)
OR 𝑓 ′ (𝑥) = 2𝑥 − 2 = 0

𝑥=1

(𝑥) = 𝑥 2 − 2𝑥 − 3

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

𝑦 = −4 ✓ = (𝑥 − 1)2 − 4

≥ −4 ✓ OR [−4; ∞) (3)

22.4 If 𝑀𝑁 = 6:

22.4.1 𝑀𝑁: 𝑦 = (𝑥 2 − 2𝑥 − 3) − (𝑥 + 1) ✓

= 𝑥 2 − 3𝑥 − 4

6 = 𝑥 2 − 3𝑥 − 4

0 = 𝑥 2 − 3𝑥 − 10 ✓

0 = (𝑥 − 5)(𝑥 + 2)

𝑥 = 5 or 𝑥 = −2 ✓

𝑂𝑇 = 2 ✓ or 𝑂𝑇 = 5 NA (4)

22.4.2 𝑦 = 𝑥 + 1 Substitute 𝑥 = −2 ✓

= (−2) + 1

= −1

𝑁(−2; -1) ✓ (2)

22.5 𝑓 ′ (𝑥) = 1 = 2𝑥 − 2 ✓

2𝑥 − 2 = 1
3
𝑥=2✓

3 −15
𝑓 (2) = 4

15 3 15 1
𝑦+ 4
= 1 (𝑥 − 2) ✓ OR − 4
= 2+𝑐

21
𝑦=𝑥− 4
✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 59 of 224
−21
22.6 𝑘<
4

𝑥 2 − 2𝑥 − 3 = 𝑥 + 𝑘 ✓

𝑥 2 − 2𝑥 − 3 − 𝑥 − 𝑘 = 0

This equation will have equal roots, therefore,

𝑏 2 − 4𝑎𝑐 = 0 ✓

(−3)2 − 4(1)(−3 − 𝑘) = 0 ✓

9 + 12 + 4𝑘 = 0

−21
𝑘=
4
21
𝑦=𝑥−
4
−21
∴𝑘< ✓ (4)
4

QUESTION 23 [17]

23.1 0 = 4𝑥 + 8 ✓

−4𝑥 = 8

∴ 𝑥 = −2

𝑃(−2; 0) ✓ (2)

23.2 𝑅(10; 0) ✓ (1)

23.3 ℎ(𝑥) = 𝑎(𝑥 − 𝑥1 )(𝑥 − 𝑥2 ) ✓

ℎ(𝑥) = 𝑎(𝑥 + 2)(𝑥 − 10)

32 = 𝑎(6 + 2)(6 − 10) ✓

32 = −32𝑎

𝑎 = −1 ✓

∴ ℎ(𝑥) = −1(𝑥 + 2)(𝑥 − 10)

ℎ(𝑥) = −𝑥 2 + 8𝑥 + 20 ✓ (4)

23.4 𝐹(0; 8) and C(0; 20) ✓

𝐹𝐶 = 12 units ✓ (2)

23.5 ℎ(4) = −(4)2 + 8(4) + 20 = 36 ✓

Range: 𝑦 ∈ (−∞; 36] OR 𝑦 ∈ 𝑅; 𝑦 ≤ 36✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 60 of 224
23.6 𝑥 ∈ (10; ∞) ✓ OR 𝑥 ∈ 𝑅; 𝑥 > 10 ✓ (2)

23.7 4𝑥 + 𝑘 = −𝑥 2 + 8𝑥 + 20 ✓

𝑥 2 − 4𝑥 + 𝑘 − 20 = 0

𝛥 = 𝑏 2 − 4 𝑎𝑐

𝛥 = (−4)2 − 4(1)(𝑘 − 20) ✓

0 = 16 − 4𝑘 + 80 ✓

4𝑘 = 96

𝑘 = 24 ✓

OR

𝑑𝑦
ℎ/ (𝑥) =
𝑑𝑥

−2𝑥 + 8 = 4

∴𝑥=2

ℎ(2) = −22 + 8(2) + 20 = 32

∴ (2; 32)

32 = 4(2) + 𝑘

24 = 𝑘 (4)

QUESTION 24 [9]
24.1 𝑥 = −1 ✓ and 𝑦 = −3 ✓ (2)
𝑎
24.2 𝑔(𝑥) = 𝑥 + 𝑝 + 𝑞

𝑎
𝑔(𝑥) = −3
𝑥+1
𝑎
−4 = 1+1 − 3 ✓

𝑎
−1 =
2

𝑎 = −2 ✓
2
𝑔(𝑥) = − 𝑥+1 − 3 ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 61 of 224
24.3 𝑦 = −(𝑥 + 1) − 3

∴ 𝑦 = −𝑥 − 4 ✓ ✓ OR

𝑦 = −𝑥 + 𝑐

−3 = −(−1) + 𝑐

𝑐 = −4

∴ 𝑦 = −𝑥 − 4 (2)

24.4 𝑥 = 1 ✓ and 𝑦 = −4 ✓ (2)

QUESTION 25 [15]

25.1 𝐴(– 4; – 3)

𝑦 = −𝑥 + 𝑐 ✓

−3 = −(−4) + 𝑐 ✓

𝑐 = −7 ✓

𝑦 = −𝑥 − 7 ✓

OR

𝐴(– 4; – 3)

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

𝑦 − (−3) = −(𝑥 − (−4))

𝑦 = −𝑥 − 7 (4)

25.2 𝑥 =– 2 ✓ and 𝑦 =– 2 ✓ (2)


−2
25.3 𝑔(𝑥) = 𝑥 + 4 − 3

−2 −7 1
= −3 = = −3
0+4 2 2
7
𝐾 (0; − 2) ✓

𝑅 (0; – 7) ✓
−7 7 1
∴𝐾= 0
− (−7) ✓ = 2 = 3 2 units ⥂ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 62 of 224
25.4 𝐴(– 4; – 3) and 𝑆(– 4; – 11)

−11 − (−7)
𝑚𝑆𝑅 =
−4 − 0

𝑚𝑆𝑅 × 𝑚𝐴𝑅 = −1 ✓

𝑆𝑅 = √[(0) − (4)]2 + [(−7) − (11)]2 = 4√2 ✓

𝐴𝑅 = √[(−4) − (0)]2 + [(−3) − (7)]2 = 4√2 ✓


1
Area of 𝛥 ARS = (4√2)(4√2) ✓
2

= 16 units2 ✓ (5)

QUESTION 26 [7]
2+𝑥
26.1 𝑓(𝑥) = 𝑥 − 1

𝑥−1+3
𝑓(𝑥) =
𝑥−1
𝑥−1 3
𝑓(𝑥) = 𝑥 − 1 + 𝑥 − 1 ✓

3
𝑓(𝑥) = 𝑥 − 1 + 1 ✓ (2)

26.2 𝑥 =1✓

𝑦 =1✓ (2)
2+𝑥
26.3 0 = 𝑥−1 ✓

0=2+𝑥

𝑥 = −2

𝐴(−2; 0) ✓ (2)
26.4 𝑥=3 ✓ (1)

QUESTION 27 [9]
−1
Given: 𝑓(𝑥) = 𝑥 − 1

27.1 Domain: 𝑥 ∈ 𝑅; 𝑥 ≠ 1 ✓ ✓ OR 𝑥 ∈ (−∞; 1) ∪ (1; ∞) (2)

27.2 𝑥 =1✓

𝑦 =0✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 63 of 224
27.3

✓✓✓ (3)

27.4 𝑥 ≥ 0; 𝑥 ≠ 1 ✓ ✓

OR

0 ≤ 𝑥 < or 𝑥 > 1

OR

𝑥 ∈ [0; 1) ∪ (1; ∞) (2)

QUESTION 28 [17]

28.1 𝑝 = −1 ✓ (1)
𝑎
28.2 𝑦 = 𝑥−1

𝑎
3 = 0−1 ✓

𝑎 =3✓

𝑦 = 𝑥 2 + 𝑏𝑥 − 3

0 = (1)2 + (1)𝑏 − 3 ✓

𝑏 =2✓ (4)

28.3 𝑦 = 𝑥 2 + 2𝑥 − 3
−𝑏
Axis of sym.: 𝑥 = 2𝑎

−2
𝑥=
2(1)

𝑥 = −1 ✓

𝑦 = (−1)2 + 2(−1) − 3 = −4
𝐶 (−1; −4) ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 64 of 224
28.4 𝑦 ∈ [−4; ∞) or 𝑦 ≥ −4 ✓ (1)

28.5 𝑚 = tan 45° = 1 ✓

𝑦 = 𝑚𝑥 + 𝑐

−4 = (1)(−1) + 𝑐 ✓

𝑐 = −3

𝑦 =𝑥−3✓ (3)

28.6 No, the line passes through C and D. ✓ ✓

OR

No, a tangent through turning point C will have a gradient of 0. (2)

28.7 𝑓(𝑚 − 𝑥) = 𝑓[−(𝑥 − 𝑚)] ✓

𝑓 is reflected in the y-axis and translated 1 unit to the left and 4 units upwards.

Therefore, 𝑚 = −1 ✓

𝑞 =4✓

OR

Substitute 𝑥 = 0 and 𝑞 = 4 for one x-intercept.

ℎ(𝑥) = (𝑚 − 𝑥)2 + 2(𝑚 − 𝑥) − 3 + 𝑞

ℎ(0) = (𝑚 − 0)2 + 2(𝑚 − 0) − 3 + 4

0 = 𝑚2 + 2𝑚 + 1

0 = (𝑚 + 1)2

𝑚 = −1

𝑞=4 (3)

QUESTION 29 [25]
1
29.1 Given: 𝑓(𝑥) = 𝑥+2 + 3

29.1.1 𝑥 = −2 ✓

𝑦 =3✓ (2)
7
29.1.2 (0; 2) ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 65 of 224
1
29.1.3 𝑥+2
+ 3=0✓

1 + 3(𝑥 + 2) = 0

3𝑥 = −7

7
𝑥=−
3
7
𝑥-intercept (− 3 ; 0) ✓ (2)

29.1.4

✓✓✓✓ (4)

29.2

29.2.1 −2𝑥 + 4 = 0 ✓

2𝑥 = 4

𝑥=2

∴ 𝑆(2; 0) ✓ (2)

29.2.2 Equation of k:

𝑦 = 𝑎(𝑥 + 1)2 + 18

0 = 𝑎(2 + 1)2 + 18 or 0 = 𝑎(−4 + 1)2 + 18 ✓

9𝑎 = −18

𝑎 = −2 ✓

𝑦 = −2(𝑥 + 1)2 + 18 ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 66 of 224
29.2.3 −2𝑥 2 − 4𝑥 + 16 = −2𝑥 + 4

−2𝑥 2 − 2𝑥 + 12 = 0

𝑥2 + 𝑥 − 6 = 0 ✓

(𝑥 + 3)(𝑥 − 2) = 0

𝑥 = −3 ✓ or 𝑥 = 2

𝑦 = −2(−3) + 4 = 10

𝑇(−3; 10) ✓ (4)

29.2.4 𝑥 < −3 or 𝑥 > 2 ✓ ✓

OR

(−∞; −3) ∪ (2; ∞) (2)

29.3 It is further given that k is the graph of 𝑔/ (𝑥)

29.3.1 𝑥 < −1 ✓

OR

(−∞; −1) (1)

29.3.2

✓✓✓✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 67 of 224
QUESTION 30 [10]

1 𝑥
Given the function defined by 𝑝(𝑥) = ( ) − 4.
2

1 𝑥
30.1 𝑝(𝑥) = (2) − 4

1 0
𝑝(0) = (2) − 4 ✓

𝑦 = −3 ✓ (0; −3)

1 𝑥
0 = (2) − 4 ✓

2−𝑥 = 22

𝑥 = −2 ✓ (−2; 0) (4)

30.2 𝑦 = −4 ✓ (1)

30.3

✓ ✓✓ ✓ (4)

30.4 𝑦 > −4 ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 68 of 224
TRIGONOMETRY

QUESTION 1 [8]
3
1.1 𝑡𝑎𝑛 ∝ = ; ∝ ∈ [0°; 90°]
4

𝑟 2 = 𝑥 2 + 𝑦 2 (Pyth)

= 42 + 32

= 16 + 9

= 25

∴ 𝑟 = 5 (𝑟 > 0)
𝑦 3
𝑠𝑖𝑛 ∝ = = ✓✓✓ (3)
𝑟 5

1.2 𝑐𝑜𝑠 2 (90°−∝) − 1

= 𝑠𝑖𝑛2 ∝ −1 ✓
3 9 −16
= ( )2 − 1 = −1= ✓ (2)
5 25 25

1.3 1 − sin 2 ∝

= 1 − 2𝑠𝑖𝑛 ∝. 𝑐𝑜𝑠 ∝ ✓

3 4
= 1 − 2( ) × ( ) ✓
5 5
24 1
=1− 25
= 25
✓ (3)

QUESTION 2 [17]
sin (90° + 𝜃) + cos (180° + 𝜃)sin (− 𝜃)
2.1 sin 180° − tan 135°

cos 𝜃 + (− cos 𝜃)(− sin 𝜃)


= ✓
sin (180° − 0°) − tan (180° − 45°)

cos 𝜃 + cos 𝜃 sin 𝜃


= ✓
sin 0° − (− tan 45°)

cos 𝜃 (1 + sin 𝜃)
= ✓
0+1

= cos 𝜃 (1 + sin 𝜃) ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 69 of 224
2.2 𝐿𝐻𝑆

4 sin 𝐴 cos 𝐴 cos 2𝐴 sin 15°


=
sin 2𝐴 (tan 225° − 2 𝑠𝑖𝑛2 𝐴)

2.2 sin 𝐴 𝑐𝑜𝑠𝐴 cos 2𝐴 sin 15°


=
2 sin 𝐴 cos 𝐴 (tan 225° − 2𝑠𝑖𝑛2 𝐴)

2 cos 2𝐴 sin (45° − 30°)


=
tan(180° + 45°) − 2𝑠𝑖𝑛2 𝐴

2 cos 2𝐴 (sin 45° cos 30° − cos 45° sin 30°)


=
(tan 45° − 2𝑠𝑖𝑛2 𝐴)

1 √3 1 1
2(1 − 2𝑠𝑖𝑛2 𝐴)( ∶ − ∶
√2 2 √2 2
=
(1 − 2𝑠𝑖𝑛2 𝐴)

√3 − 1 √2
= 2[ ] ×
2√2 √2

(√3 − 1)√2
=
2
√6 − √2
= 2
= 𝑅𝐻𝑆 ✓ ✓ ✓ ✓ ✓ ✓ (6)

4
2.3 6𝑐𝑜𝑥 − 5 = ; cos 𝑥 ≠0
𝑐𝑜𝑠𝑥

𝑥𝑐𝑜𝑠𝑥: 6 𝑐𝑜𝑠 2 𝑥 − 5 cos 𝑥 − 4 = 0

∴ (3 cos 𝑥 − 4)(2 cos 𝑥 + 1) = 0

4 1
∴ cos 𝑥 = 𝑜𝑟 cos 𝑥 = −
3 2
4
cos 𝑥 = not defined
3

∴ 𝑥 = 180° − 60° + ′ 𝑘. 360°

= 120° + 𝑘. 360°; 𝑘 ∈ 𝑍

Or 𝑥 = 180° + 60° + 𝑘. 360°

= 240° + 𝑘. 360°; 𝑘 ∈ 𝑍 ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 70 of 224
QUESTION 3 [10]

3.1 ̂ = 90° (vertical)


In ∆𝐴𝑀𝐶: 𝑀

𝐶𝑀
= cos 64,75°
𝐴𝐶
50
∴ 𝐴𝐶 = cos 64,75°
= 117,21 𝑚 ✓ ✓ ✓ (3)

3.2 In ∆ 𝐴𝑃𝐶: 𝑐̂ = 90°

𝑃𝐶 32
∴ tan 𝑃𝐴̂𝐶 = =
𝐴𝐶 117,21

= 0,273 …

∴ 𝑃𝐴̂𝐶 = 15,27° ✓ ✓ ✓ (3)

3.3 ̂ = 90°
In ∆ 𝐴𝐶𝑀: 𝑀
𝐴𝑀
∴ = tan 64,75°
𝐶𝑀
∴ 𝐴𝑀 = 𝐶𝑀 tan 64,75°

= 50 tan 64,75°

= 106,02

∴ 𝐷𝑀 = 𝐴𝑀 − 𝐴𝐷

= 106,02 − 40

= 66,02

∴ 𝐷𝐶 2 = 𝐶𝑀2 + 𝐷𝑀2 (pyth)

= 502 + 66,022

= 6858,64

∴ 𝐷𝐶 = 82,82 𝑚 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 71 of 224
QUESTION 4 [11]

4.1 𝐸𝐶 2 = 𝐷𝐸 2 + 𝐷𝐶 2 − 2. 𝐷𝐸. 𝐷𝐶 cos 𝐷

= 7,52 + 9,42 − 2(7,5)(9,4) cos 32° ✓

= 25,0352 … ✓

∴ 𝐸𝐶 = 5,0 𝑚 ✓ (3)

4.2 In ∆ 𝐷𝐸𝐶:

sin 𝐶̂ sin 𝐷
̂
=
𝐷𝐸 𝐸𝐶
𝐷𝐸 sin 𝐷 7,5 sin 32°
∴ sin 𝐶̂ = = ✓
𝐸𝐶 5,0

= 0,794 … ✓

∴ 𝐶̂ = 52,6° ✓ (3)
1
4.3 Area ∆ 𝐷𝐸𝐶 = 2 𝐷𝐸. 𝐷𝐶 sin 𝐷

= 0,5(7,5)(9,4) sin 32° ✓

= 18,7 𝑚2 ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 72 of 224
1
4.4 Area ∆𝐷𝐸𝐶 = 𝑏 × ℎ
2

1
∴ 18,7 = 𝐷𝐶 × 𝐺𝐸
2
1
= (9,4) × 𝐺𝐸
2
2 × 18,7
∴ 𝐺𝐸 =
9,4

= 3,98 …

= 4,0

∴ 𝐸𝐹 = 𝐺𝐹 + 𝐺𝐸

= 𝐴𝐷 + 𝐺𝐸

= 3,5 + 4,0

= 7,5 𝑚 ✓ ✓ ✓ (3)

QUESTION 5 [9]

5.1 𝑓(𝑥) = −2 sin 𝑥

Period = 360° ✓ (1)


𝑓(𝑥) −2 sin 𝑥 1
5.2 ℎ(𝑥) = = = 𝑠𝑖𝑛𝑥 ✓
4 4 2

1
Amplitude = 2 ✓ (2)

5.3

✓✓✓ (3)

5.4 −2 sin 𝑥 = cos (𝑥 − 30°)

∴ 2 solutions ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 73 of 224
5.5 𝑔(𝑥) ≥ 0

∴ cos(𝑥 − 30°) ≥ 0 ✓

∴ −60° ≤ 𝑥 ≤ 120° ✓ (2)

QUESTION 6 [18]
3 𝑦
6.1 tan 𝐴 = =
√40 𝑥

∴ 𝑟2 = 𝑥2 + 𝑦2

= (√40)2 + 332

= 40 + 9

= 49

(𝑟 > 0)

∴𝑟=7

𝑥 √40
6.1.1 cos 𝐴 = 𝑟
= 7
✓✓✓ (3)

𝑦 3
6.1.2 sin(180° + 𝐴) = −𝑠𝑖𝑛𝐴 = − 𝑟 = − 7
✓✓ (2)

cos 100°
6.2 sin(− 10°)
× 𝑡𝑎𝑛2 120°

cos(90° + 10°)
= × 𝑡𝑎𝑛2 (180° − 60°) ✓ ✓
− sin 10°
− sin 10°
= × (− tan 60°)2 ✓ ✓
− sin 10°

√3 2
= 1 × (− ) ✓
1

=3✓ (6)

6.3.1 𝑥 2 + 𝑦 2 = 𝑟 2 (Pythagoras)

42 + 32 = 𝑟 2

16 + 9 = 𝑟 2

∴ 𝑟 2 = 25 ∴ 𝑟 = 5
𝑦 3
∴ 𝑆𝑖𝑛 𝑅𝑂̂𝑃 = = ✓✓ (2)
𝑟 5

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 74 of 224
3
6.3.2 𝑡𝑎𝑛 ∝ =
4

𝑄𝑂̂𝑃 ∴ ∝ = 36,87°

= 180° − 36,87°

= 143,13° ✓ ✓ (2)

6.3.3 Rotate 𝑃 115° clockwise about origin.

∴ 𝑥𝑀 = 𝑥. cos 115° + 𝑦 sin 115° ✓

= 4. cos 115° + 3 sin 115° ✓

= 1,03 ✓ (3)

QUESTION 7 [24]
sin (𝑥 + 450 − ∝)
7.1 𝐿𝐻𝑆 =
cos (∝ − 𝑥)

sin [450° − 360° + 𝑥 − ∝]


=
cos(∝ − 𝑥)

sin[90° − (∝ − 𝑥)]
=
cos (∝ − 𝑥)

cos (∝ − 𝑥)
=
cos (∝ − 𝑥)

=1

= 𝑅𝐻𝑆 ✓ ✓ ✓ (3)

7.2 cos 2𝑥 = 1 − 3 cos 𝑥

∴ 2 𝑐𝑜𝑠 2 𝑥 − 1 = 1 − 3 cos 𝑥 ✓

∴ 2𝑐𝑜𝑠 2 𝑥 + 3 cos 𝑥 − 2 = 0 ✓

∴ (2𝑐𝑜𝑠𝑥 − 1)(𝑐𝑜𝑠𝑥 + 2) = 0 ✓
1
∴ cos 𝑥 = 2
𝑜𝑟 𝑐𝑜𝑠𝑥 = −2 Not defined ✓ ✓

∴ 𝑥 = ± 60° + 𝑘. 360°; 𝑘 ∈ 𝑍 ✓ ✓ (7)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 75 of 224
sin 𝐴 cos 𝐴 2 sin (𝐴−𝐵)
7.3.1 sin 𝐵
− cos 𝐵
= sin 2 𝐵

sin 𝐴 cos 𝐴
𝐿𝐻𝑆 = −
sin 𝐵 cos 𝐵
sin 𝐴 cos 𝐵 − cos 𝐴 sin 𝐵
=
sin 𝐵 cos 𝐵
sin (𝐴 − 𝐵) 2
= ×
sin 𝐵 cos 𝐵 2
2 sin(𝐴 − 𝐵)
=
2 sin 𝐵 cos 𝐵
2 sin(𝐴 − 𝐵)
=
sin 2 𝐵

= 𝑅𝐻𝑆 ✓ ✓ ✓ ✓ (4)
sin 5𝐵 cos 5𝐵
7.3.2 a) 𝐿𝐻𝑆 = sin 𝐵
− cos 𝐵

2 sin(5𝐵 − 𝐵)
= sin 2 𝐵
(12.3.1)

2 sin 4𝐵
=
sin 2𝐵

2 (2 sin 2𝐵 cos 2𝐵)


= sin 2 𝐵

= 4 cos 2𝐵

= 𝑅𝐻𝑆 ✓ ✓ ✓ (3)
sin 5𝐵 cos 5𝐵
b) 4 cos 2𝐵 = − (a)
sin 𝐵 cos 𝐵

𝐵 = 18°

sin 5(18°) cos 5(18°)


∴ 4 cos 2(18°) = −
sin 18° cos 18°
sin 90° cos 90°
= −
sin 18° cos 18°
1 0
= −
sin 18° cos 18°
1
∴ 4 cos 36° = sin 18° ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 76 of 224
1
c) 4 cos 2(18°) = sin 18°
From (b)

∴ 4(1 − 2 𝑠𝑖𝑛2 18°) = 1 ÷ 𝑠𝑖𝑛18°

× sin 18°: 4 sin 18°(1 − 2𝑠𝑖𝑛2 18°) = 1

∴ 4𝑠𝑖𝑛18° − 8𝑠𝑖𝑛3 18° = 1

∴ 4𝑠𝑖𝑛18° − 8𝑠𝑖𝑛3 18° − 1 = 0

∴ 8 𝑠𝑖𝑛3 18° − 4 sin 18° + 1 = 0

𝑥 = sin 18°:

8 𝑥 3 − 4𝑥 + 1 = 0 ✓ ✓ ✓ ✓ (4)

QUESTION 8 [8]

1
8.1 Area ∆𝐴𝐵𝐶 = 2 𝐵𝐴 × 𝐵𝐶 × sin 𝐵

1
= × 5 × 5 × sin 50°
2

= 9,58 (units)2 ✓ ✓ (2)

8.2 𝐴𝐶 2 = 𝐴𝐵2 + 𝐵𝐶 2 − 2𝐴𝐵. 𝐵𝐶. 𝐶𝑜𝑠𝐵

= 52 + 52 − 2.5.5. cos 50° ✓


17,860
𝐴𝐶 = = 4,23 ✓ ✓ (3)
√17,860

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 77 of 224
𝐶𝐹
8.3 In ∆ 𝐴𝐶𝐹 ∶ 𝑡𝑎𝑛 𝐴 =
𝐴𝐶

𝐴𝐶 𝑡𝑎𝑛25° = 𝐶𝐹 ✓

𝐶𝐹 = 4,23 × tan 25° ✓

= 1,97✓ (3)

QUESTION 9 [21]

9.1.1 sin 196° = sin(180° + 16°)

= − sin 16° ✓

= −𝑃 ✓ (2)

9.1.2 cos 16° = √1 − 𝑠𝑖𝑛2 16°

= √1 − 𝑝2 ✓ (2)

9.2 Theory ✓ ✓ ✓ (3)

√1 − 𝑐𝑜𝑠2 2𝐴
9.3 cos(−𝐴) .cos(90° + 𝐴)

√𝑠𝑖𝑛2 2𝐴
= ✓✓
cos 𝐴 . (− sin 𝐴)

sin 2𝐴
= ✓✓
− sin 𝐴 cos 𝐴

= −2 ✓ (5)
3
9.4.1 cos 2𝐵 = 5

3
∴ 2𝑐𝑜𝑠 2 𝐵 − 1 =
5
8
∴ 2𝑐𝑜𝑠 2 𝐵 =
5
4
(÷ 2): 𝑐𝑜𝑠 2 𝐵 =
5

4 2
∴ cos 𝐵 = ±√ = ±
5 √5

But 0° ≤ 𝐵 ≤ 90°
2
∴ cos 𝐵 = ✓✓✓ (3)
√5

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 78 of 224
9.4.2 𝑠𝑖𝑛2 𝐵 + 𝑐𝑜𝑠 2 𝐵 = 1

4
∴ 𝑠𝑖𝑛2 𝐵 + =1
5
4
∴ 𝑠𝑖𝑛2 𝐵 = 1 −
5
1
𝑠𝑖𝑛2 𝐵 =
5

1 1
0° ≤ 𝐵 ≤ 90°: ∴ sin 𝐵 = √ = ✓✓ (2)
5 √5

9.4.3 cos(𝐵 + 45°)

= cos 𝐵 . cos 45° − sin 𝐵 . sin 45° ✓

2 1 1 1
= ⦁ − ⦁ ✓
√5 √2 √5 √2
2 1 1
= − = ✓
√10 √10 √10
1 √10 √10
= 10
: 10 = 10
✓ (4)
√ √

QUESTION 10 [12]

10.1

✓✓✓ (3)

10.2 −1 [2 − 3 = −1] ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 79 of 224
10.3 𝑓(𝑥) = 𝑔(𝑥)

2 sin 2𝑥 = − cos 2𝑥 ✓
sin 2𝑥 1
[÷ 2 cos 2𝑥]: =− ✓
cos 2𝑥 2
1
∴ tan 2𝑥 = −
2
∴ 2𝑥 = 180° − 26,565 … ° + 𝑘. 180° ✓

∴ 2𝑥 = 153,434 … ° + 𝑘. 180° 𝑘 ∈ ℤ ✓

∴ 𝑥 = 76,717 … ° + 𝑘. 90°; 𝑘 ∈ ℤ ✓ ✓

∴ 𝑥 ≈ 76,72° + 𝑘. 90°; 𝑘 ∈ ℤ ✓ ✓ (8)

10.4 𝑓(𝑥) = 𝑔(𝑥); 𝑥 ∈ [−180°; 0°]

∴ 𝑥 = 76,72° − 90° 𝑶𝑹 𝑥 = 76,72° − 2 × 90°

= − 13,28° = − 103,28°

∴ 𝑓(𝑥) < 𝑔(𝑥); 𝑥 ∈ [− 180°; 0°]

− 103,28° < 𝑥 < − 13,28° ✓ ✓ ✓ (3)

QUESTION 11 [12]

11.1 Diagonal of square bisect ⊥:

∴ 𝐴𝑂 = 𝑂𝐵; 𝐴𝑂̂𝐵 = 90°

∴ 𝐴𝐵2 = 𝐴𝑂2 + 𝑂𝐵2 (Pythagoras)

32 = 𝑂𝐵2 + 𝑂𝐵2 (𝐴𝑂 = 𝑂𝐵)

9 = 2𝑂𝐵2
9
∴ 𝑂𝐵2 =
2
9
∴ 𝑂𝐵 = √2 = 2,1213 … ≈ 2,12 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 80 of 224
11.2 In ∆𝐸𝑂𝐵: (𝐸𝑂 ⊥ 𝐷𝐵)
𝐸𝐵2 = 𝐸𝑂2 + 𝑂𝐵2 (Pythagoras)
9
= 𝑥2 +
2

9
∴ 𝐸𝐵 = √𝑥 2 +
2

In ∆𝐴𝐸𝐵:
𝐴𝐸 = 𝐸𝐵
𝐴𝐸 2 = 𝐴𝐵2 + 𝐸𝐵2 − 2𝐴𝐵. 𝐸𝐵. cos 𝜃
𝐴𝐵2 + 𝐸𝐵2 − 𝐴𝐸 2
∴ cos 𝜃 =
2𝐴𝐵. 𝐸𝐵
9 9
9+(𝑥 2 + ) − (𝑥 2 + )
2 2
= 9
2.3.√𝑥 2 +
2

9
=
9
2.3. √𝑥 2 +
2
3
= ✓✓✓✓✓ (5)
9
2√𝑥 2 +
2

1
11.3 Volume = 3 (area of base) × ⊥ ℎ

1
15 𝑚3 = 3 (32 ) × 𝑥

1
15 𝑚3 = (9) × 𝑥
3

15 𝑚3 = 3𝑚2 × 𝑥

∴𝑥 =5𝑚
3
cos 𝜃 = 9
2√𝑥 2 +
2

3
= 9
2√52 +
2

= 0,2761 …

∴ 𝜃 = 73,968 … °

≈ 73,97° ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 81 of 224
QUESTION 12 [9]

𝐶𝑃
12.1 sin 𝐶𝐴̂𝑃 = ✓ Correct sine ratio
𝐴𝑃

4√3 √3 √3
sin 𝑥 = 8
= 2
✓ 2

𝑥 = 60° (2)

OR
sin 90° sin 𝑥
= ✓ Correct sine ration
8 4 √3

4 √3 √3 √3
sin 𝑥 = 8
= 2
✓ 2

𝑥 = 60° (2)

12.2 𝐶𝑃̂𝐴 = 𝐷𝑃̂𝐴 = 30° (𝐴𝑃 bisects 𝐷𝑃̂𝐶) ✓ 𝐷𝑃̂𝐴 = 30°

𝐴𝐷 2 = 𝐴𝑃2 + 𝐷𝑃2 − 2. 𝐴𝑃. 𝐷𝑃. cos 𝐴𝑃̂𝐷

= 82 + 42 − 2(8)(4) cos 30° ✓ Correct subst. into


cosine rule

√3
= 82 + 42 − 2(8)(4)( )
2

= 24,57 … ✓ 24,57 …

𝐴𝐷 = 4,96 ✓ 4,96 (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 82 of 224
sin 𝐷𝐴̂𝑃 sin 𝐴𝑃̂𝐷
12.3 𝐷𝑃
= 𝐴𝐷

sin 𝑦 sin 30°


4
= 4,96
✓ Correct subst. into sine rule

4 sin 30°
sin 𝑦 = 4,96
✓ sin 𝑦 subject

= 0,403 … ✓ 23,78°

𝑦 = 23,78° (3)

OR

𝐴𝐷 2 = 𝐴𝑃2 + 𝐷𝑃2 − 2. 𝐴𝑃. 𝐷𝑃. cos 𝐷𝐴̂𝑃

42 = 82 + (4,96)2 − 2(8)(4,96). cos 𝑦 ✓ Correct subst. into cosine


rule
82 + (4,96)2 − 42
cos 𝑦 = 2(8)(4,96)
✓ cos 𝑦 subject

cos 𝑦 = 0,9148 …
𝑦 = 23,82° ✓ 23,82°

QUESTION 13 [12]

13.1 𝑐𝑜𝑠 2 (180° + 𝑥) + tan(𝑥 − 180°) sin(720° − 𝑥) cos 𝑥 ✓ (− cos 𝑥)2 or 𝑐𝑜𝑠 2 𝑥

= (− cos 𝑥)2 + [−(− tan 𝑥)](− sin 𝑥)(cos 𝑥) ✓ tan 𝑥 or − (− tan 𝑥)


sin 𝑥
= 𝑐𝑜𝑠 2 𝑥 + ( ) (− sin 𝑥)(cos 𝑥) ✓− sin 𝑥
cos 𝑥

sin 𝑥
= 𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 ✓ tan 𝑥 = cos 𝑥

= cos 2𝑥 ✓ 𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥 (5)

13.2 sin(∝ −𝛽) ✓ Rewrite as cos[(90° − ∝) + 𝛽]

= cos[90° − (∝ − 𝛽)]

= cos[(90° − ∝) + 𝛽] ✓ Expansion

= cos(90° − ∝) cos 𝛽 − sin(90°− ∝) sin 𝛽

= sin ∝ cos 𝛽 − cos ∝ sin 𝛽 ✓ Simplify (3)

OR

sin(∝ − 𝛽)

= cos[90° − (∝ − 𝛽)] ✓ Rewrite as cos[(90° − ∝) + 𝛽]

= cos[(90° + 𝛽) + (− ∝)]

= cos(90° + 𝛽) cos(− 𝛼) − sin(90° + 𝛽) sin(− 𝛼) ✓ Expansion

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 83 of 224
= (− sin 𝛽) cos ∝ − cos 𝛽 (− sin ∝) ✓ Simplify

= sin ∝ cos 𝛽 − cos ∝ sin 𝛽 (3)

13.3 𝑦2 − 𝑦2

= 𝑠𝑖𝑛2 76° − 𝑐𝑜𝑠 2 76°

= −(𝑐𝑜𝑠 2 76° − 𝑠𝑖𝑛2 76°) ✓−(𝑐𝑜𝑠 2 76° − 𝑠𝑖𝑛2 76°)

= − cos 2 (76°) ✓ Recognition of cos double


angle

= − cos 152°

= −(− cos 28°) OR = − cos( 90° + 62°) ✓− cos 152°

= cos 28° = −(− sin 62°)

= cos(90° − 62°) = sin 62° ✓ cos 28°

= sin 62° (4)

OR

𝑥2 − 𝑦2

= 𝑠𝑖𝑛2 76° − 𝑐𝑜𝑠 2 76° ✓ cos 14°

= sin 76° sin 76° − cos 76° cos 76° ✓ sin 14°

= sin 76° cos 14° − cos 76° sin 14° ✓ Recognition of sine
compound angle

= sin(76° − 14°)

= sin 62° ✓ sin(76° − 14°) (4)

OR

𝑥2 − 𝑦2

= 𝑠𝑖𝑛2 76° − 𝑐𝑜𝑠 2 76° ✓ 𝑐𝑜𝑠 2 14°

= 𝑐𝑜𝑠 2 14° − 𝑠𝑖𝑛2 14° ✓ 𝑠𝑖𝑛2 14°

= cos 2(14°) ✓ Recognition of cos


double angle

= cos 28°

= sin 62° ✓ cos 28° (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 84 of 224
QUESTION 14 [19]

14.1 0 ≤ 𝑦 ≤ 2 or y ∈ [0; 2] ✓ Critical values

✓ Notation (2)

14.2 sin 𝑥 + 1 = cos 2𝑥

sin 𝑥 + 1 = 1 − 2 𝑠𝑖𝑛2 𝑥 ✓ 1 − 2 𝑠𝑖𝑛2 𝑥

2 𝑠𝑖𝑛2 𝑥 + sin 𝑥 = 0 ✓ st form

sin 𝑥(2 sin 𝑥 + 1) = 0 (2)

14.3 sin 𝑥(2 sin 𝑥 + 1) = 0 ✓ sin 𝑥 = 0 OR


1 1
sin 𝑥 = 0 OR sin 𝑥 = − 2 sin 𝑥 = − 2

𝑥 = 0° + 𝑘. 360° OR 𝑥 = 210° + 𝑘. 360° OR ✓ 0°; 180° OR

𝑥 = 𝑘. 180°

𝑥 = 180° + 𝑘. 360° 𝑥 = 330° + 𝑘. 360°, 𝑘 ∈ ℤ ✓ 210°; 330°

OR ✓ 𝑘. 360°, 𝑘 ∈ ℤ

𝑥 = 𝑘. 360°, 𝑘 ∈ ℤ (4)

14.4 ✓ 𝑦-intercept

✓ 𝑥- intercept

✓ min / max points

(3)

14.5 𝑓(𝑥) = 𝑔(𝑥) at:

𝑥 = − 30°; 0°; 180°; 210° ✓− 30°; 0°; 180°; 210°

∴ 𝑓(𝑥 + 30°) = 𝑔(𝑥 + 30°) at:

𝑥 = − 60°; − 30°; 150°; 180° ✓ ✓− 60°; − 30°;

150°; 180° (3)

14.6 Series will converge if: −1 < 𝑟 < 1 ✓ −1 < 𝑟 < 1

−1 < 2 cos 2𝑥 < 1 ✓ 𝑟 = 2 cos 2𝑥


1 1 1 1
− 2 < cos 2𝑥 < 2 ✓ − 2 < cos 2𝑥 < 2

∴ 30° < 𝑥 < 60° OR 𝑥 ∈ (30°; 60°) ✓ ✓30° < 𝑥 < 60° (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 85 of 224
QUESTION 15 [24]

15.1.1 sin 203° ✓ Reduction

= − sin 23°

= − √𝑘 ✓ Answer into k (2)

15.1.2 𝑐𝑜𝑠 2 23° = 1 − 𝑠𝑖𝑛2 23° ✓ Identity

=1−𝑘 ✓ 𝑐𝑜𝑠 2 23° into k

cos 23° = √1 − 𝑘 ✓ Answer. (3)

OR

𝑥 2 + (√𝑘)2 = 1

𝑥2 = 1 − 𝑘 ✓ 𝑥2 = 1 − 𝑘

𝑥 = √1 − 𝑘 ✓ 𝑥 into k

√1 − 𝑘
cos 23° = 1
= √1 − 𝑘 ✓ Answer (3)

15.1.3 tan(− 23°) = − tan 23° ✓ Reduction


sin 23°
= − cos 23° ✓ Answer into k

√𝑘 𝑘
=− = −√1 − 𝑘 (2)
√1 − 𝑘

OR

tan(− 23°) = − tan 23° ✓ Reduction

√𝑘 𝑘
=− = −√1−𝑘 ✓ Answer into k (2)
√1−𝑘

4 cos 𝑥.(− sin 𝑥)


15.2 sin(30° − 𝑥 + 𝑥)
✓ cos 𝑥 ✓ − sin 𝑥

✓sin(∝ + 𝛽)

− 4 sin 𝑥. cos 𝑥
=
sin 30°
− 4 sin 𝑥.cos 𝑥 1
= 1 ✓
2
2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 86 of 224
= −8 sin 𝑥 . cos 𝑥 ✓ Double sine form

= −4(2 sin 𝑥. cos 𝑥)

= −4 sin 2𝑥 ✓ Answer (6)

15.3 cos 2𝑥 − 7 cos 𝑥 − 3 = 0

2𝑐𝑜𝑠 2 𝑥 − 1 − 7 cos 𝑥 − 3 = 0 ✓ Expansion

2𝑐𝑜𝑠 2 𝑥 − 7 cos 𝑥 − 4 = 0 ✓

(2 cos 𝑥 + 1)(cos 𝑥 − 4) = 0 2𝑐𝑜𝑠 2 𝑥 − 7 cos 𝑥 − 4 = 0


−1
∴ cos 𝑥 = 2
OR cos 𝑥 = 4 (no solution) ✓ Factor

1
✓ cos 𝑥 = − 2

∴ 𝑥 = 120° + 𝑛. 360° OR 𝑥 = 240° + 𝑛. 360°; 𝑛 ∈ ℤ ✓120° and 240°

✓ + 𝑛. 360°

OR

∴ 𝑥 = ± 120° + 𝑛. 360°; 𝑛 ∈ ℤ ✓ ± 120°

✓ + 𝑛. 360° (6)

15.4 sin 3𝜃 = sin(2𝜃 + 𝜃)

= sin 2𝜃 cos 𝜃 + cos 2𝜃 sin 𝜃 ✓ Expansion of


sin(2𝜃 + 𝜃)

= 2 sin 𝜃 cos 𝜃 cos 𝜃 + (1 − 2𝑠𝑖𝑛2 𝜃) sin 𝜃

= 2 sin 𝜃(1 − 𝑠𝑖𝑛2 𝜃) + sin 𝜃 − 2𝑠𝑖𝑛3 𝜃 ✓ Expansion of


sin 2 𝜃 AND cos 2 𝜃

= 3 sin 𝜃 − 4𝑠𝑖𝑛3 𝜃 ✓ 1 − 𝑠𝑖𝑛2 𝜃

1 1 3
= 3 (3) − 4 (3) ✓ Subst.

4
=1−
27
23
= ✓ Answer (5)
27

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 87 of 224
QUESTION 16 [8]

1 1
16.1 𝑓(𝑥) = cos 𝑥 − 2 and 𝑔(𝑥) = sin 𝑥(𝑥 + 30°) ✓ 𝑓(𝑥) = cos 𝑥 − 2

1
∴ 𝑝 = 30° and 𝑞 = −2 ✓ 𝑔(𝑥) = sin(𝑥 + 30°)

✓ Value of 𝑝

✓ Value of 𝑞

OR
1
sin(60° + 𝑝) = 1 and cos 0° + 𝑞 = 2 ✓ sin(60° + 𝑝) = 1

1 1
∴ 𝑝 = 30° ∴ 𝑞 = −2 ✓ cos 0° + 𝑞 = 2

✓ Value of 𝑝
✓ Value of 𝑞 (4)
16.2 𝑥 ∈ (−120°; 0°) OR −120° < 𝑥 < 0° ✓ Critical values

✓ Correct interval (2)


16.3 The graph of 𝑔 has to shift 60° to the left and then ✓ 60° left
be reflected about the 𝑥-axis. ✓ Reflection about 𝑥-
axis. (2)

OR

The graph of 𝑔 must be reflected about the 𝑥-axis ✓ Reflection about x-axis.
and then be shifted 60° to the left. ✓ 60° left. (2)

OR

The graph of 𝑔 has to shift 120° to the right. ✓ ✓ 120° right. (2)

OR

The graph of 𝑔 has to shift 240° to the left. ✓ ✓ 240° left. (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 88 of 224
QUESTION 17 [10]

17.1 𝐶𝐴̂𝐷 = 180° − 2𝜃 [∠𝑠 sum of ∆] ✓ Answer (1)


sin 𝜃 sin(180° − 2𝜃)
17.2 = ✓ Correct subst into
𝑥+3 2𝑥

sine rule
sin 𝜃 sin 2𝜃
𝑥+3
= 2𝑥
✓ sin 2 𝜃

sin 𝜃 2 sin 𝜃.cos 𝜃


𝑥+3
= 2𝑥
✓2 sin 𝜃. cos 𝜃

2𝑥 sin 𝜃
cos 𝜃 = 2(𝑥 + 3) sin 𝜃 ✓ cos 𝜃 as subject

𝑥
cos 𝜃 = 𝑥 + 3 (4)

OR

𝐴𝐷 = 𝑥 + 3 [sides 𝑜𝑝𝑝 = ∠𝑠] ✓ 𝐴𝐷 = 𝑥 + 3

𝐴𝐶 2 = 𝐴𝐷 2 + 𝐶𝐷 2 − 2𝐴𝐷. 𝐶𝐷. cos 𝜃 ✓ Correct subst. into

(𝑥 + 3)2 = (𝑥 + 3)2 + (2𝑥)(𝑥 + 3). cos 𝜃 cosine rule

0 = 4𝑥 2 − 4𝑥(𝑥 + 3) cos 𝜃 ✓ Simplification

4𝑥 2
cos 𝜃 = ✓ cos 𝜃 as subject
4𝑥(𝑥 + 3)

𝑥
= 𝑥+3 (4)

OR

Draw 𝐴𝑃 ⊥ 𝐶𝐷 ✓ ✓ Constr.
𝑥
cos 𝜃 = 𝑥 + 3 ✓ ✓ Sketch shown (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 89 of 224
2 2
17.3 cos 𝜃 = 5 ✓ cos 𝜃 = 5

∴ 𝜃 = 66,42° ✓ Size of 𝜃

In ∆𝐴𝐵𝐶:
1 𝐴𝐵
sin 𝜃 = ✓ Correct ratio
2 𝐴𝐶

𝐴𝐵
sin 33,21° = 5
✓ Subst. correctly

∴ AB = 5 sin 33,21° ✓ Answer

= 2,74 (5)

OR

𝜃 𝐴𝐵
sin =
2 5
𝜃 𝜃
∴ 𝐴𝐵 = 5 sin 2 ✓ 𝐴𝐵 = 5 sin 2

BUT:
2
cos 𝜃 = 5 ✓ Equation

𝜃 2
1 − 2𝑠𝑖𝑛2 2 = 5 ✓ Simplification

𝜃 3
𝑠𝑖𝑛2 =
2 10

𝜃 3 𝜃
sin 2 = √10 ✓ Value of sin 2

3 15
∴ 𝐴𝐵 = 5√10 = √ 2 = 2,74 ✓ Answer (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 90 of 224
QUESTION 18 [8]

18.1 Period of 𝑔 = 360° ✓ answer (1)


1
18.2 Amplitude of 𝑓 = 2 ✓ answer (1)

18.3 𝑓(180°) − 𝑔(180°) ✓ 1


1 1
− (− ) = 1 (1)
2 2

18.4

18.4.1 𝑥 = 140,9° 𝑥 = 140,9° (1)

18.4.2 √3 sin 𝑥 + cos 𝑥 ≥ 1 ✓ cos 30°; sin 30°

√3 1 1 1
2
sin 𝑥 + 2 cos 𝑥 ≥ 2 ✓ sin (𝑥 + 30°) ≥ 2

1
sin 𝑥 cos 30° + cos 𝑥 sin 30° ≥
2
1
sin (𝑥 + 30°) ≥ ✓ ✓ interval
2

1
sin(𝑥 + 30°) = 2 at 𝑥 = 0° or 𝑥 = 120°

∴ 𝑥𝜖[0°; 120°] or 0° ≤ 𝑥 ≤ 120° (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 91 of 224
QUESTION 19 [24]

19.1 In the diagram, P (-5; 12) and T lies on the positive 𝑥-axis. 𝑃𝑂̂𝑇 = 𝜃.

12 2
19.1.1 tan 𝜃 = − 5
or − 2 5 ✓ answer (1)

19.1.2 (𝑂𝑃)2 = 52 + (−12)2 ✓ Pythagoras

𝑂𝑃 = 13 ✓ 𝑂𝑃
5
cos 𝜃 = 13 ✓ answer (3)

𝑏
19.1.3 sin(𝜃 + 90°) = 6,5 ✓ 1

𝑏
cos 𝜃 = 6,5 ✓ cos 𝜃

−5 𝑏 −5 𝑏
13
= 6,5 13
= 6,5 ✓

5
b = −2 (3)

sin 2𝑥 . cos(−𝑥)+cos 2𝑥 . sin (360° − 𝑥)


19.2 sin (180° + 𝑥)
✓ cos(90° + 𝑥) = − sin 𝑥

✓ cos(−𝑥) = cos 𝑥
sin 2𝑥 . cos 𝑥 + cos 2𝑥 . −sin 𝑥
= ✓ sin(360° − 𝑥) = − sin 𝑥
− sin 𝑥

sin (2𝑥 − 𝑥)
= − sin 𝑥
✓ dominator = sin 𝑥

sin 𝑥
= −sin 𝑥 ✓ answer

= −1 (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 92 of 224
19.3 6 𝑠𝑖𝑛2 𝑥 + 7 𝑐𝑜𝑠𝑥 − 3 = 0 ✓ identity

6 (1 − 𝑐𝑜𝑠 2 𝑥) + 7 cos 𝑥 − 3 = 0

6 − 6 𝑐𝑜𝑠 2 𝑥 + 7 cos 𝑥 − 3 = 0 ✓ standard form

6 𝑐𝑜𝑠 2 𝑥 − 7 cos 𝑥 − 3 = 0

(3 cos 𝑥 + 1)(2 cos 𝑥 − 3 = 0 ✓ factors


1 3
cos 𝑥 = − 3 𝑜𝑟 cos 𝑥 = 2 (N/A) ✓ both solutions of cos 𝑥

∴ 𝑥 = 109,47 + 𝑘. 360°; 𝑘𝜖ℤ or ✓ 𝑥 = 109,47° and 250,53°

𝑥 = 250,53 + 𝑘. 360°; 𝑘𝜖ℤ ✓ 𝑘. 360°; 𝑘𝜖ℤ (6)

1 1 2
19.4 𝑥 + = 3 cos 𝐴 ✓ (3 cos 𝐴)2 = (𝑥 + )
𝑥 𝑥

1 2 1
(3 cos 𝐴)2 = (𝑥 + 𝑥) ✓ 9 𝑐𝑜𝑠 2 𝐴 = (𝑥 2 + 𝑥 2 + 2)

1 4
9 𝑐𝑜𝑠 2 𝐴 = (𝑥 2 + 𝑥 2 + 2) ✓ 𝑐𝑜𝑠 2 𝐴 = 9

9 𝑐𝑜𝑠 2 𝐴 = 2 + 2 ✓ cos 2𝐴 = 2 𝑐𝑜𝑠 2 𝐴 − 1


4
𝑐𝑜𝑠 2 𝐴 = 9 ✓ answer

cos 2𝐴 = 2 𝑐𝑜𝑠 2 𝐴 − 1

4
= 2( )− 1
9
1
= −9 (5)

QUESTION 20 [10]

√3 𝑟
20.1 tan 𝜃 = ✓ Trig ratio
𝑄𝑆

√3 𝑟
𝑄𝑆 = tan 30° ✓ 𝑄𝑆 subject

√3 𝑟 √3 𝑟
= 1 or √3
✓ value of tan 30°
√3 3

= 3𝑟 (3)

20.2 Area of flower garden = 𝜋(3𝑟)2 − 𝜋𝑟 2 ✓ substitution into difference of area

= 9𝜋𝑟 2 − 𝜋𝑟 2

= 8𝜋𝑟 2 ✓ answer (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 93 of 224
20.3 𝑅𝑆 2 = 𝑟 2 + (3𝑟)2 − 2(𝑟)(3𝑟)𝑐𝑜𝑠2𝑥 ✓ substitution into cosine rule correctly

= 𝑟 2 + 9𝑟 2 − 6 𝑟 2 cos 2𝑥

= 10𝑟 2 − 6𝑟 2 cos 2𝑥 ✓ 10𝑟 2 − 6𝑟 2 cos 2𝑥

𝑆 = 𝑟√10 − 6 cos 2𝑥 ✓ 𝑅𝑆 = 𝑟√10 − 6 cos 2𝑥 (3)

20.4 𝑅𝑆 = 10√10 − 6 cos 2𝑥 ✓ substitution

= 34,9966 … ✓ answer

≈ 35𝑚 (2)

QUESTION 21 [11]

21.1

✓✓✓ (3)

21.2 Period of 𝑔 = 360° ✓ (1)

21.3 Range of 𝑚(𝑥) if 𝑚(𝑥) = – 3𝑓(𝑥) + 1

Range of – 3𝑓(𝑥): – 3 ≤ 𝑦 ≤ 3

Range of 𝑚(𝑥): – 2 ≤ 𝑦 ≤ 4 ✓ ✓ (2)

21.4 𝑔 decreasing: 90° < 𝑥 < 270° ✓ ✓ (2)

21.5 𝑓(𝑥) × 𝑔(𝑥) < 0 ✓

90° < 𝑥 < 180° or 270° < 𝑥 < 360° ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 94 of 224
QUESTION 22 [14]

22.1

✓✓✓✓✓✓ (6)

22.2

22.2.1 𝑥 = 0° ✓ (1)

22.2.2 𝑥 ∈ [−90°; 90°] ✓ OR −90° ≤ 𝑥 ≤ 90° ✓ (2)

22.2.3 𝑥 ∈ (0°; 45°) OR 0° < 𝑥 < 45° ✓

𝑥 ∈ (135°; 180°) OR 135° < 𝑥 < 180° ✓ (2)

22.2.4 ℎ(𝑥) = 2 cos(𝑥 − 30°) ✓ ✓ ✓ (3)

QUESTION 23 [12]

23.1

✓✓✓✓✓✓ (6)
180°
23.2 Period = 1 = 360 ✓ ✓ (2)
2

23.3 0° < 𝑥 < 30° ✓ ✓ (2)

23.4 𝑥 = 170° ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 95 of 224
QUESTION 24 [8]

24.1 To find 𝐴𝐸, we consider ∆ 𝐴𝐵𝐸


25 𝑚
Now, cos 55° = 𝐴𝐸

25 𝑚
𝐴𝐸 = ✓
cos 55°

∴ 𝐴𝐸 = 43,59 𝑚 ✓ (3)

24.2 To find 𝐴𝐷, we consider ∆ 𝐴𝐷𝐸

We need to find ED first.


40 𝑚
i.e., cos 40° =
𝐸𝐷

40 𝑚
𝐸𝐷 = = 52,22 𝑚
cos 40°

Using cosine rule: 𝑒 2 = 𝑎2 + 𝑑2 − 2𝑎𝑑 cos 𝐸

Now, (𝐴𝐷)2 = (52,22)2 + (43,59)2 − 2(52,22)(43,59) cos 85°

𝐶𝐷 = √((52,22)2 + (43,59)2 − 2(52,22)(43,59) cos 85°)

∴ 𝐶𝐷 = 65 𝑚 (shown) ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 25 [9]

25.1 To show that BC is 3 m we need to consider ∆ 𝐴𝐵𝐶.

∠ 𝐶𝐴𝐵 = 90° − 75° = 15° (∠ 𝑀𝐴𝐵 = 90°)


𝐵𝐶 8,3 𝑚
Using sine rule: = (∠ 𝐵𝐶𝐴 = 45°, int. ∠ s of ∆)
sin 15° sin 45°

8,3 sin 15°


𝐵𝐶 =
sin 45°

𝐵𝐶 = 3,0380 𝑚

∴ 𝐵𝐶 = 3 𝑚 (shown) ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 96 of 224
25.2 The height of D above the ground is 𝑀𝐷.

i.e. 𝑀𝐷 = 𝑀𝐴 − 𝐷𝐶

To find 𝑀𝐷, we need 𝐴𝐶:

Using cosine rule to find 𝐴𝐶: 𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos 𝐵

(𝐴𝐶)2 = (3.03)2 + (8,3)2 − 2(3,03)(8,3) cos 120°

𝐴𝐶 = √((3.03)2 + (8,3)2 − 2(3,03)(8,3) cos 120°)

𝐴𝐶 = 10,16 𝑚
𝑀𝐶
now, sin 75° = 10,16 𝑚

𝑀𝐶 = 10,16 sin 75° = 9,81 𝑚

Then, 𝑀𝐷 = 9,81 𝑚 − 5,2 𝑚

∴ 𝑀𝐷 = 4,61 𝑚 ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 26 [9]
26.1 To find ∠ 𝐷𝑂𝐸:

∠ 𝐷𝑂𝐸 = 360° ÷ 5 (Equal chords). ✓

∴ ∠ 𝐷𝑂𝐸 = 72° ✓ (2)

26.2 To find the length of the pentagon:

Using cosine rule: (𝐸𝐷)2 = (7)2 + (7)2 − 2(7)(7) cos 72° ✓

𝐸𝐷 = √((7)2 + (7)2 − 2(7)(7) cos 72°) ✓

∴ The length of the pentagon is 8,23 𝑐𝑚. ✓ ✓ (4)

26.3 To find the area of ∆𝐷𝑂𝐸:


1
Using the Area rule: Area of ∆ 𝐷𝑂𝐸 = 2 𝐷𝑂. 𝐷𝐸 sin 𝛼 ✓

1
Now, Area of ∆ 𝐷𝑂𝐸 = 2 (7)(7) sin 72° ✓

∴ Area of ∆ 𝑁𝑀𝑃 = 23,3 𝑐𝑚2 (shown) ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 97 of 224
QUESTION 27 [7]

27.1 To find 𝐺𝐴:

Using cosine rule: 𝑐 2 = 𝑎2 + 𝑔2 − 2𝑎𝑔 cos 𝐶

∠ 𝐴𝐶𝐺 = 36° + 25° = 61°

(𝐺𝐴)2 = (8,3)2 + (4,8)2 − 2(4,8)(8,3) cos 61°

𝐺𝐴 = √((8,3)2 + (4,8)2 − 2(4,8)(8,3) cos 61°)

𝐺𝐴 = 7,3 km ✓ ✓ ✓ ✓ (4)

27.2 To find the area of ∆ 𝐺𝐶𝐴:


1
Using the Area rule: Area of ∆ 𝐺𝐶𝐴 = 2 𝐺𝐶. 𝐴𝐶 sin 𝐶 ✓

1
Now, Area of ∆ 𝐺𝐶𝐴 = (8,3)(4,8) sin 61° ✓
2

∴ Area of ∆ 𝐺𝐶𝐴 = 17,42 𝑘𝑚2 ✓ (3)

QUESTION 28 [11]

28.1 The size of ∠ 𝐴𝐶𝐵 in terms of w and y.

∠ 𝐴𝐶𝐵 + ∠ 𝐶𝐴𝐵 + ∠ 𝐴𝐵𝐶 = 180°

∠ 𝐶𝐴𝐵 = 𝑦 − 𝑥

∠ 𝐴𝐵𝐶 = 𝑤 + 𝑥

now, ∠ 𝐴𝐶𝐵 + 𝑦 − 𝑥 + 𝑤 + 𝑥 = 180°

∠ 𝐴𝐶𝐵 = 180° − (𝑦 − 𝑥 + 𝑤 + 𝑥)

∴ ∠ 𝐴𝐶𝐵 = 180° − (𝑦 + 𝑤) ✓ ✓ ✓ (3)


𝐴𝐵.sin(𝑤 + 𝑥)
28.2 Prove that, 𝐴𝐶 = sin(𝑦 + 𝑤)
.

𝐴𝐶 𝐴𝐵
Using sine rule: = ✓
sin(𝑤+𝑥) sin(180−(𝑦+𝑤))

𝐴𝐶 𝐴𝐵
= ✓
sin(𝑤 + 𝑥) sin(𝑦 + 𝑤)
𝐴𝐵.sin(𝑤 + 𝑥)
∴ 𝐴𝐶 = sin(𝑦 + 𝑤)
(proven) ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 98 of 224
28.3 To find the area of ∆ 𝐴𝐵𝐶:
1
Using the Area rule: Area of ∆ 𝐴𝐵𝐶 = 2 𝐴𝐶. 𝐴𝐵 sin 𝐴 ✓

∠ 𝐶𝐴𝐵 = 54° − 23° = 31° ✓


1
Now, Area of ∆ 𝐴𝐵𝐶 = (788)(800) sin 31° ✓
2

∴ Area of ∆ 𝐴𝐵𝐶 = 162 340 𝑚2 ✓ (4)

QUESTION 29 [9]
𝑄𝑃 𝑥
29.1 In Δ PQS, tan 𝜃 = 𝑄𝑆
= 𝑄𝑆 ✓

𝑥
∴ QS = tan 𝜃 ✓ (2)

29.2 Apply sine rule in Δ QRS

𝑅𝑆 𝑄𝑆
=
sin 𝛼 sin(180° − 2𝛼)

𝑄𝑆 sin 𝛼
RS =
sin 2𝛼
𝑥
. sin 𝛼
RS = tan 𝜃
sin 2𝛼
𝑥. sin 𝛼
RS =
tan 𝜃 2sin 𝛼 cos 𝛼
𝑥
∴ RS = ✓✓✓✓ (4)
2 tan 𝜃 cos 𝛼

𝑥
29.3 RS = 2 tan 𝜃 cos 𝛼

4
RS =
2 tan 45° cos 60°
4
RS =
1
2 (1) (2)

∴ RS = 4 𝑚 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 99 of 224
QUESTION 30 [6]

30.1 cos 2𝐴 = 1 − 2𝑠𝑖𝑛2 𝐴

LHR: 𝑐𝑜𝑠 2 𝐴 − 𝑠𝑖𝑛2 𝐴

1 − 𝑠𝑖𝑛2 𝐴 − 𝑠𝑖𝑛2 𝐴 since, 𝑠𝑖𝑛2 𝐴 + 𝑠𝑖𝑛2 𝐴 = 1

1 − 2𝑠𝑖𝑛2 𝐴 (proven) ✓ ✓ ✓ (3)

30.2 cos 2𝐴 = 2𝑐𝑜𝑠 2 𝐴 − 1

LHR: 𝑐𝑜𝑠 2 𝐴 − 𝑠𝑖𝑛2 𝐴

𝑐𝑜𝑠 2 𝐴 − (1 − 𝑐𝑜𝑠 2 𝐴) since, 𝑠𝑖𝑛2 𝐴 + 𝑠𝑖𝑛2 𝐴 = 1

𝑐𝑜𝑠 2 𝐴 − 1 + 𝑐𝑜𝑠 2 𝐴)

2𝑐𝑜𝑠 2 𝐴 − 1 (proven) ✓ ✓ ✓ (3)

QUESTION 31 [7]

31.1 sin 48°


= sin(36° + 12°)

= sin 36° cos 12° + cos 36° . sin 12°

= 𝑝+𝑞 ✓✓✓ (3)

31.2 sin 24°

= sin(36 − 12)

= sin 36° cos 12° − cos 36° sin 12°

= 𝑝−𝑞 ✓✓ (2)

31.3 cos 24°

cos 24° = 1 − (sin 24°)2

= 1 − (𝑝 − 𝑞)2 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 100 of 224
QUESTION 32 [9]

32.1 4 tan 𝛼 = 3

3
tan 𝛼 =
4
−4
sin 𝛼 =
5
−3
cos 𝛼 =
5

sin 𝛼 + cos 𝛼

−4 −3
= +
5 5
−7
= 5
✓✓ (3)

32.2 𝑐𝑜𝑠 2 (90° − 𝛼) − 1

= 𝑠𝑖𝑛2 𝛼 − 1

−4 2
=( ) −1
5
−9
= 25
✓✓✓ (3)

32.3 1 − sin 2 𝛼

= 1 − 2 sin 𝛼 cos 𝛼

−4 −3
= 1 − 2( )( )
5 5
1
= 25 ✓ ✓ ✓ (3)

QUESTION 33 [7]
2 sin 𝑥 cos 𝑥 cos 𝑥
2 sin 𝑥
+ (− tan 𝑥)(− sin 𝑥) cos 𝑥 ✓ ✓

sin 𝑥
= 𝑐𝑜𝑠 2 𝑥 + (cos 𝑥) (− sin 𝑥) cos 𝑥 ✓ ✓

= 𝑐𝑜𝑠 2 𝑥 + 𝑠𝑖𝑛2 𝑥 ✓ ✓

=1✓ (7)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 101 of 224
QUESTION 34 [5]

Take LHS

cos 2𝑥 cos 𝑥 − sin 𝑥


= ✓
1 + sin 2𝑥 sin 𝑥 + cos 𝑥

𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥
= ✓
𝑐𝑜𝑠 2 𝑥 + 2𝑠𝑖𝑛 𝑥 𝑐𝑜𝑠 𝑥 + 𝑠𝑖𝑛2 𝑥

(cos 𝑥 − sin 𝑥) (cos 𝑥 + sin 𝑥)


= ✓
(cos 𝑥 + sin 𝑥) (cos 𝑥 + sin 𝑥)

cos 𝑥 −sin 𝑥
= cos 𝑥 +sin 𝑥
✓✓ (5)

QUESTION 35 [5]

𝑐𝑜𝑠 78° 𝑐𝑜𝑠 18° + 𝑐𝑜𝑠 72° 𝑐𝑜𝑠 12° = 𝑐𝑜𝑠 78° 𝑐𝑜𝑠 18° + 𝑠𝑖𝑛 18° 𝑠𝑖𝑛 78°

= 𝑐𝑜𝑠(78° − 18°)✓ ✓

= cos(60°) ✓ ✓
1
= ✓ (5)
2

QUESTION 36 [6]
√𝑡
36.1 If cos 𝜃 =
1

√(1−𝑡)
sin 𝜃 = 1
= √(1 − 𝑡) ✓ ✓ ✓ (3)

36.2 cos 2𝜃 = 2𝑐𝑜𝑠 2 𝜃 − 1 ✓


2
= 2(√𝑡) − 1 ✓

= 2𝑡 − 1 ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 102 of 224
EUCLIDEAN GEOMETRY

QUESTION 1 [15]

1.1 Theory. ✓ ✓ ✓ ✓ ✓ (5)

1.2

1.2.1 𝑊𝑅̂ 𝑆 = 90° (rad. ⊥ chord)

∴ 𝑅̂1 + 𝑅̂2 = 90° ✓ (1)

1.2.2 𝑅̂1 = 𝑆̂1 + 𝑆̂2 tan chord

∴ 𝑆̂1 + 𝑆̂2 = 50°

̂ + 𝑅̂1 + 𝑅̂2 + 𝑆̂1 + 𝑆̂2 = 180° ∠𝑠 𝑜𝑓 ∆


𝑊
̂ + 90° + 50° = 180°
𝑊
̂ = 40° ✓ ✓
𝑊 (2)

1.2.3 𝑅̂1 + 𝑅̂2 = 90° rad ⊥ chord

∴ 50° + 𝑅̂2 = 90°

∴ 𝑅̂2 = 40°

𝑃̂1 = 𝑅̂2 ∠𝑠 in same segment

∴ 𝑃̂1 = 40° ✓ ✓ ✓ (3)

1.2.4 𝑅̂1 + 𝑅̂2 = 90° rad ⊥ chord


1
𝑇̂1 = 90° ∠ in 2 ⨀

∴ 𝑅̂1 + 𝑅̂2 = 𝑇̂1

𝑆̂1 = 𝑇̂2 ∠𝑠 in same segment

𝑉̂1 = 𝑅̂1 + 𝑅̂2 + 𝑆̂1 𝑒𝑥𝑡 ∠ ∆

∴ 𝑉̂1 = 𝑇̂1 + 𝑇̂2 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 103 of 224
QUESTION 2 [9]

2.1 𝑃̂1 = 𝑂̂1 subtended 𝐴𝐵 ✓

𝑂̂1 = 2 × 𝐶̂ ∠ at centre ✓

= 2 × 30° given ✓

= 60° ✓ (4)

2.2 𝑃̂1 = 𝐶̂1 + 𝐵̂1 + 𝐵̂2 ext ∠∆

∴ 60° = 30° + 𝐵̂1 + 𝐵̂2 ✓

∴ 𝐵̂1 + 𝐵̂2 = 60° − 30° ✓


= 30° ✓ (3)

2.3 𝐵̂1 + 𝐵̂2 = 𝐶̂ 30° ✓

∴ 𝑃𝐵 = 𝑃𝐶 sides opp = ∠𝑠 ✓ (2)

QUESTION 3 [9]

3.1 𝐶̂1 = 𝐴̂1 𝑎𝑙𝑡∠𝑠 𝐴𝐵 ∥ 𝐸𝐶 ✓

𝐴̂1 = 𝐷
̂1 tan chord

∴ 𝐶̂2 = 𝐷
̂1 ✓

In ∆ 𝐴𝐶𝐹 and ∆ 𝐴𝐷𝐶:

𝐴̂2 = 𝐴̂2 Common ✓

𝐶̂2 = 𝐷
̂1 proven

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 104 of 224
∴ 𝐹̂1 = 𝐶̂2 + 𝐶̂3 3rd ∠ ✓

∴ ∆ 𝐴𝐶𝐹 ⫴ ∆ 𝐴𝐷𝐶 ∠; ∠; ∠ ✓ (5)


𝐴𝐶 𝐴𝐹
3.2 𝐴𝐷
= 𝐴𝐶 3.1

∴ 𝐴𝐷. 𝐴𝐹 = 𝐴𝐶 2

= 𝐴𝑂2 𝐴𝐶 = 𝐴𝑂 Given diameter ✓

1
= ( 𝐴𝐷)2 ✓
2

× 4: 4 𝐴𝐷. 𝐴𝐹 = 𝐴𝐷 2 ✓

÷ 𝐴𝐷: 4𝐴𝐹 = 𝐴𝐷 ✓ (4)

QUESTION 4 [5]

4.1 𝑅̂3 = 35°

𝑆̂2 = 65°

𝑅̂1 = 𝑆̂3 tan chord

∴ 𝑅̂1 = 65° 𝑆̂2 = 65° given ✓ (1)

4.2 𝑅̂3 + 𝑅̂4 = 90° Rad. ⊥


tang.

∴ 𝑅̂4 = 90° − 35° ✓

= 55° ✓ (2)

4.3 𝑆̂3 = 𝑄̂1 + 𝑄̂2 ext. ∠𝑐𝑞


1
𝑄̂1 + 𝑄̂2 = 90° ∠ in 2 ⨀ ✓

∴ 𝑆̂3 = 90° ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 105 of 224
QUESTION 5 [17]
5.1

5.1.1 𝑆𝑅 = 𝑃𝑄 Opp. Sides ∥𝑚

∴ 𝑆𝑅 = 12 given

𝑆𝑇 𝑋𝑀
= ∆ 𝑊𝑀𝑇: 𝑋𝑆 ∥ 𝑀𝑇
𝑆𝑊 𝑋𝑊

Line ∥ div. propor

𝑋𝑀 = 𝑋𝑊

∴ 𝑆𝑇 = 𝑆𝑊 = 4

∴ 𝑇𝑅 = 𝑆𝑅 − 𝑆𝑇 = 12 − 4 = 8 cm ✓ ✓ ✓ ✓ (4)
𝑋𝑀 𝑆𝑇
5.1.2 𝑋𝑄
= 𝑆𝑅 𝑋𝑆 ∥ 𝑀𝑇 ∥ 𝑄𝑅

4
= 12 5.1.1

1
=3 ✓✓✓ (3)

5.2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 106 of 224
5.2.1 In ∆ 𝑆𝑃𝑄 and ∆ 𝑃𝑇𝑆:

𝑆̂2 = 𝑃̂1 Alt ∠𝑠 𝑄𝑆 ∥ 𝑃𝑇 ✓

𝑄̂1 = 𝑆̂3 tan chord ✓

∴ 𝑃̂2 = 𝑇̂ 3rd ∠ ✓

∴ ∆ 𝑆𝑄𝑃 ⫴ ∆ 𝑃𝑆𝑇 ∠; ∠; ∠ ✓ ✓ (5)


𝑆𝑃 𝑆𝑄
5.2.2 𝑃𝑇
= 𝑃𝑆 ∆ 𝑆𝑄𝑃 ⫴ ∆ 𝑃𝑆𝑇

∴ 𝑆𝑃2 = 𝑆𝑄. 𝑃𝑇 ✓ (1)

5.2.3 In ∆ 𝑅𝑃𝑇:

𝑅𝑄 𝑅𝑆
= Line ∥ div propor ✓ ✓
𝑅𝑃 𝑅𝑇

∴ 𝑅𝑆. 𝑅𝑃 = 𝑅𝑄. 𝑅𝑇 ✓ ✓ (4)

QUESTION 6 [11]

6.1 Equal. ✓ (1)

6.2.1 𝐵̂2 = 𝐷
̂2 alt ∠𝑠 𝐵𝐶 ∥ 𝐹𝐷. ✓ (1)

6.2.2 𝐸̂1 = 𝐵̂2 ∠ at circumf.

𝐵̂2 = 𝐷
̂2 Alt ∠𝑠 𝐵𝐶 ∥ 𝐹𝐷

̂2 = 𝐸̂3
𝐷 ∠ at circumf.

∴ 𝐸̂1 = 𝐸̂3 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 107 of 224
6.2.3 In ∆ 𝐴𝐸𝐹 and ∆ 𝐶𝐸𝐷.

𝐴̂ = 𝐶̂1 ∠ at circumf.

𝐸̂1 = 𝐸̂3 Proven 6.2.2

∴ 𝐹̂1 = 𝐷
̂1 + 𝐷
̂2 + 𝐷
̂3 3rd ∠

∴ ∆𝐴𝐸𝐹 ⫴ ∆𝐶𝐸𝐷 3 ∠𝑠 ✓ ✓ ✓ (3)

6.2.4 𝐹̂3 = 𝐺̂1 opp. Sides

𝐺̂1 = 𝐶̂2 corresp. ∠𝑠

∴ 𝐹̂3 = 𝐶̂2

∴ 𝐹𝐵𝐶𝐺 cyclic quad.

Ext. ∠ opp. int. ✓ ✓ ✓ (3)

QUESTION 7 [16]

7.1 𝑃𝑄̂ 𝑅 + 𝑄𝑃̂𝑅 + 𝑅̂ = 180° ∠𝑒 v ∆

16𝑥 + 15𝑥 + 5𝑥 = 180° ∠𝑠 of ∆

36𝑥 = 180°

∴ 𝑥 = 5° ✓ ✓ ✓ (3)

7.2 𝑃𝑆 = 𝑆𝑄 given ✓

𝑃𝑇 = 𝑇𝑅 given ✓

∴ 𝑆𝑇 ∥ 𝑄𝑅 Mid.pt theorem ✓

∴ 𝑇̂1 = 𝑅̂ corresp. ∠𝑠 ✓

= 5(𝑥) = 5(5°) = 25° ✓ (5)

7.3 𝑃𝑆 = 𝑆𝑄 given ✓

𝑆𝑀 ∥ 𝑄𝑁 given ✓

∴ 𝑃𝑀 = 𝑀𝑁 Mid.pt Th ✓
𝑃𝑀
∴ 𝑀𝑁
=1✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 108 of 224
7.4 𝑃𝑆 = 𝑆𝑄 given

𝑆𝑂 ∥ 𝑄𝑀 From 7.2

∴ 𝑃𝑂 = 𝑂𝑀 Mid.pt Th

1
∴ 𝑃𝑂 = 𝑃𝑀
2

𝑃𝑀 = 𝑀𝑁 From 7.3

𝑀𝑁 = 6

1
∴ 𝑃𝑂 = (6)
2

=3✓✓✓✓ (4)

QUESTION 8 [12]

8.1.1 𝑃̂2 = 𝑇̂1 = 70° alt <𝑠 𝑆𝑅 ∥ 𝑃𝑄 ✓ (1)

8.1.2 𝑃̂2 = 𝑇̂2 opp sides

∴ 𝑇̂2 = 70°

𝑄̂1 + 𝑇̂2 + 𝑃̂2 = 180° <𝑠 𝑜𝑓 ∆

∴ 𝑄̂1 + 70° + 70° = 180°

∴ 𝑄̂1 = 40° ✓ ✓ ✓ (3)

b) 𝑃̂1 = 𝑄̂1 tan chord 𝑡ℎ

∴ 𝑃̂1 = 40°

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 109 of 224
8.2

8.2.1 𝑂𝑇 ⊥ 𝐴𝐵 given

∴ 𝐴𝑇 = 𝑇𝐵 line 𝑓𝑟 centre ⊥ chord


1 1
∴ 𝐴𝑇 = 𝐴𝐵 = × 40 = 20 ✓ (1)
2 2

8.2.2 𝑂𝑆 ⊥ 𝐴𝐶 given

∴ 𝐴𝑆 = 𝑆𝐶 line 𝑓𝑟 centre ⊥ chord

1 1
∴ 𝐴𝑆 = 𝐴𝐶 = × 48 = 24
2 2

𝐴𝑂2 = 𝑂𝑇 2 + 𝐴𝑇 2 (Pythagoras)

= 𝑂𝑇 2 + (20)2

= 𝑂𝑇 2 + 400 

𝐴𝑂2 = 𝑂𝑆 2 + 𝐴𝑆 2 (Pythagoras)

7 2
= (15 ⦁𝑂𝑇) + 242

49
= 225 ⦁𝑂𝑇 2 + 576 

49
 into : 𝑂𝑇 2 + 400 = 𝑂𝑇 2 + 576
225
49
𝑂𝑇 2 − 𝑂𝑇 2 = 176
225

176 𝑂𝑇 2
225
= 176

225
(× 176) : 𝑂𝑇 2 = 225

∴ 𝑂𝑇 2 = 225

∴ 𝑂𝑇 = √225

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 110 of 224
= 15

∴ 𝐴𝑂2 = 152 + 202

= 225 + 400

= 625

∴ 𝐴𝑂 = √625 = 25 ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 9 [9]

9.1.1 𝐵̂1 = 𝐸̂1 = 𝑥 (tan chord theorem) ✓ (1)

9.1.2 Corresponding <𝑠 𝐹𝐵 ∥ 𝐷𝐶 ✓ (1)

9.2 𝐸̂1 = 𝑥 proven above

𝐵𝐶̂ 𝐷 = 𝑥

∴ 𝐸̂1 = 𝐵𝐶̂ 𝐷

∴ 𝐵𝐶𝐷𝐸 cyclic quad

(𝑒𝑥𝑡 < = 𝑜𝑝𝑝 𝑖𝑛𝑡. <) ✓ ✓ (2)

9.3 ̂2 = 𝐸̂2 = 𝑥
𝐷 <𝑠 in same segment

𝐵̂1 = 𝐶̂1 + 𝐶̂2 = 𝑥 corresponding <𝑠 𝐹𝐵 ∥ 𝐷𝐶

̂2 = 𝐵̂2 + 𝐵̂3 = 𝑥
𝐷 alt. <𝑠 𝐹𝐵 ∥ 𝐷𝐶 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 111 of 224
9.4 𝐵̂1 + 𝐵̂2 = 𝐷
̂1 + 𝐷
̂2 ext. < of 𝑐𝑞

𝐵̂1 = 𝐷
̂2 = 𝑥 proven

∴ 𝐵̂2 = 𝐷
̂1

̂1 = 𝐶̂1
𝐷 <𝑆 in same segment

∴ 𝐵̂2 = 𝐶̂1 ✓ ✓ ✓ (3)

QUESTION 10 [20]

10.1 Theory ✓ ✓ ✓ ✓ ✓ ✓ (6)

10.2

10.2.1 Corresponding <𝑠 𝐾𝐿 ∥ 𝐹𝐺. ✓ (1)

10.2.2 .
a) 𝐾𝐿 ∥ 𝐹𝐺 given
𝑀𝐿 𝑀𝐾
∴ 𝐿𝐺
= 𝐾𝐹
line ∥ one side ∆

𝑀𝐿 𝑥
∴ =
𝐿𝐻 + 𝐻𝐺 2𝑥

𝐿𝐻 = 𝐻𝐺 given
𝑀𝐿 𝑥
∴ 2𝐺𝐻 = 2𝑥

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 112 of 224
𝑥
∴ 𝑀𝐿 = 2𝑥 ⦁2𝐺𝐻

∴ 𝑀𝐿 = 𝐺𝐻

∴ 𝐺𝐻 = 𝑦 ✓ ✓ ✓ (3)

b) 𝐹̂1 + 𝐹̂2 = 𝐾
̂1 (corresponding <𝑠 𝐾𝐿 ∥ 𝐹𝐺)

̂1 = 𝐻
𝐾 ̂1 + 𝐻
̂2 ext. < cyclic quad

∴ 𝐹̂1 + 𝐹̂2 = 𝐻
̂1 + 𝐻
̂2

In ∆ 𝑀𝐻𝐹 and ∆ 𝑀𝐹𝐺:

̂ =𝑀
𝑀 ̂ common

̂1 + 𝐻
𝐻 ̂2 = 𝐹̂1 + 𝐹̂2 proven

𝐹̂2 = 𝐺̂ 3𝑟𝑑 <

∴ 𝑀𝐻𝐹///∆𝑀𝐹𝐺 <; <; < ✓ ✓ ✓ ✓ ✓ (5)

c) ∆ 𝑀𝐻𝐹///∆ 𝑀𝐹𝐺 (10.2.2 (b))


𝐺𝐹 𝑀𝐹
∴ 𝐹𝐻 = 𝑀𝐻 ///<𝑠

3𝑥
= 2𝑦 ✓ ✓ (2)

𝐺𝐹 𝑀𝐺
10.2.3 𝐹𝐻
= 𝑀𝐹 (∆ 𝑀𝐻𝐹///∆ 𝑀𝐹𝐺)

3𝑥 3𝑦
∴ =
2𝑦 3𝑥

∴ 3𝑥 2 = 2𝑦 2

𝑦2 3
∴ 𝑥2 = 2

𝑦 3
∴ 𝑥 = √2 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 113 of 224
QUESTION 11 [14]

11.1

11.1.1 𝑥 = 96° (∠ at centre = 2 ∠ at circumference) ✓ 𝑆 ✓𝑅 (2)

11.1.2 𝐶̂2 + 𝐵̂2 = 180° − 96° = 84° (sum of ∠ 𝑠 in ∆) ✓𝑆

𝑦 = 𝐵̂2 = 42° (∠ 𝑠 opp = sides) ✓𝑆 (2)

11.2

11.2.1 𝐹̂1 = 90° (line from centre to midpoint chord) ✓𝑆 ✓𝑅 (2)

11.2.2 𝐴𝐵̂𝐶 = 150° (opposite ∠ s of cyclic quad) ✓𝑆✓𝑅 (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 114 of 224
11.3

11.3.1 a) tangent ⊥ radius diameter ✓𝑅 (1)

b) tangents from common point OR tangents from same point ✓𝑅 (1)

11.3.2 𝐴𝐵2 + 𝐵𝐶 2 = 𝐴𝐶 2 ✓ 𝐴𝐵2 + 𝐵𝐶 2 = 𝐴𝐶 2

𝑥 2 + (𝑥 + 7)2 = 132 (Theorem of Pythagoras) ✓

𝑥 2 + 𝑥 2 + 14𝑥 + 49 = 169 𝑥 2 + (𝑥 + 7)2 = 132

2𝑥 2 + 14𝑥 − 120 = 0 ✓ Standard form

𝑥 2 + 7𝑥 − 60 = 0

(𝑥 − 5)(𝑥 + 12) = 0

𝑥 = 5 (𝑥 ≠ −12) ✓ Answer (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 115 of 224
QUESTION 12 [16]
12.1

12.1.1 Same base (DE) and same height (between parallel lines) ✓ Same base
between // lines (1)
𝐴𝐷
12.1.2 𝐷𝐵
✓𝑆

1
𝐴𝐸 × 𝑘
2
1 ✓𝑆
𝐸𝐶 × 𝑘
2

But area ∆ 𝐷𝐸𝐵 = area ∆ 𝐷𝐸𝐶 ✓𝑆

(Same base and same height) ✓𝑅


area ∆ 𝐴𝐷𝐸 area ∆ 𝐴𝐷𝐸
∴ area ∆ 𝐷𝐸𝐵 = area ∆ 𝐷𝐸𝐶 ✓𝑆

𝐴𝐷 𝐴𝐸
∴ 𝐷𝐵 = 𝐸𝐶 (5)

12.2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 116 of 224
𝐸𝑀 𝐹𝐷
12.2.1 = (Line parallel one side of ∆) ✓ 𝑆 ✓𝑅
𝐴𝑀 𝐴𝐷

OR
𝐸𝑀 3
𝐴𝑀
=7 Prop 𝑡ℎ; 𝐸𝐹 ∥ 𝐵𝐷 ✓ Answer (3)

12.2.2 𝐶𝑀 = 𝐴𝑀 (Diagrams of parm bisect) ✓ 𝑆 ✓𝑅


𝐶𝑀 𝐴𝑀 7
𝑀𝐸
= 𝑀𝐸 = 3 (From 12.2.1) ✓ Answer (3)

12.2.3 ℎ of ∆ 𝐹𝐷𝐶 = ℎ of ∆ 𝐵𝐷𝐶 (𝐴𝐷 ∥ 𝐵𝐶) ✓𝐴𝐷 ∥ 𝐵𝐶


1
area ∆𝐹𝐷𝐶 𝐹𝐷.ℎ
area ∆ 𝐵𝐷𝐶
= 21 ✓ Subst. in
𝐵𝐶.ℎ
2
area form
𝐹𝐷
= 𝐴𝐷 (Opp. sides of parm. =) ✓𝑆

3
=7 ✓ Answer (4)

OR
area ∆ 𝐹𝐷𝐶 𝐹𝐷 3
area ∆ 𝐴𝐷𝐶
= 𝐴𝐷 = 7 (Same heights) ✓ 𝑆 ✓𝑅

But area ∆𝐴𝐷𝐶 = area ∆𝐵𝐷𝐶 (Diagrams of parm bisect area) ✓𝑆


area ∆ FDC 3
area ∆ 𝐵𝐷𝐶
=7 ✓ Answer

QUESTION 13 [20]

13.1.1 Tangent chord theorem. ✓𝑅 (1)

13.1.2 Tangent chord theorem. ✓𝑅 (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 117 of 224
13.1.3 Corresponding angles equal. ✓𝑅 (1)

13.1.4 ∠ 𝑠 subtended by chord 𝑃𝑄 OR ∠ 𝑠 in same segment. ✓𝑅 (1)

13.1.5 Alternate ∠ 𝑠; 𝑊𝑇 ∥ 𝑆𝑃 ✓𝑅 (1)


𝑅𝑊 𝑅𝑇
13.2 𝑅𝑆
= 𝑅𝑃 (Line parallel one side of ∆ OR ✓ 𝑆 ✓𝑅

𝑊𝑅.𝑅𝑃
∴ 𝑅𝑇 = 𝑅𝑆
prop 𝑡ℎ; 𝑊𝑇 ∥ 𝑆𝑃) (2)

OR

∆𝑅𝑇𝑊///∆𝑅𝑃𝑆 (∠; ∠; ∠) ✓𝑆
𝑅𝑊 𝑅𝑇
∴ = (∆𝑅𝑇𝑊///∆𝑅𝑃𝑆) ✓𝑆
𝑅𝑆 𝑅𝑃

𝑅𝑊.𝑅𝑃
∴ 𝑅𝑇 = 𝑅𝑆
(2)

13.3 𝑦 = 𝑇̂2 = 𝑅̂3 (Tan chord theorem) ✓ 𝑆 ✓𝑅

𝑦 = 𝑅̂3 = 𝑄̂1 (∠𝑠 in same segment) ✓ 𝑆 ✓𝑅 (4)

13.4 𝑄̂3 = 𝑃𝑆̂𝑅 (Ext ∠ of cyclic quad) ✓ 𝑆 ✓𝑅

𝑃𝑆̂𝑅 = 𝑊
̂2 (Corresponding ∠ 𝑠; 𝑊𝑇 ∥ 𝑆𝑃) ✓𝑆

∴ 𝑄̂3 = 𝑊
̂2 (3)

OR

𝑄̂2 = 𝑥 (∠ 𝑠 in same segment) ✓𝑅

𝑄̂3 = 180° − (𝑥 + 𝑦) (∠ 𝑠 on straight line) ✓𝑆

̂2 = 180° − (𝑥 + 𝑦)
∴𝑊 (∠ 𝑠 of ∆ 𝑊𝑅𝑇) ✓𝑆 (3)

∴ 𝑄̂3 = 𝑊
̂2

13.5 In ∆ 𝑅𝑇𝑆 and ∆ 𝑅𝑄𝑃:

𝑅̂3 = 𝑅̂2 = 𝑦 (Proven above) ✓𝑆

𝑆̂2 = 𝑃̂2 (∠𝑠 in same segment) ✓ 𝑆/𝑅

𝑅𝑇̂𝑆 = 𝑅𝑄̂ 𝑃 (3𝑟𝑑 angle of ∆) ✓ 𝑆 OR

∴ ∆ 𝑅𝑇𝑆/// ∆ 𝑅𝑄𝑃 (∠; ∠; ∠) (∠; ∠; ∠) (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 118 of 224
QUESTION 14 [9]

14.1.1 Twice or double ✓𝑅 (1)

14.1.2 𝑂̂1 = 2𝐴̂ [∠ at centre = 2 × ∠ at circ] ✓𝑆

𝑂̂2 = 2𝐶̂ [∠ at centre = 2 × ∠ at circ]

𝑂̂1 + 𝑂̂2 = 360° [∠ 𝑠 in a rev] ✓𝑆

2𝐴̂ + 2𝐶̂ = 360° ✓𝑆

∴ 𝐴̂ + 𝐶̂ = 180° (3)

OR

Let 𝑂̂1 = 2𝑥

𝐴̂ = 𝑥 [∠ at centre = 2 × ∠ at circ] ✓𝑆

𝑂̂2 = 360° − 2𝑥 [∠𝑠 in a rev] ✓𝑆

𝐶̂ = 180° − 𝑥 [∠ at centre = 2 × ∠ at circl]

∴ 𝐴̂ + 𝐶̂ = 180° (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 119 of 224
14.2 𝐴̂ = 𝐶̂2 [Ext ∠ of cyclic quad] ✓ 𝑆 ✓𝑅

𝐸̂ = 180° − 𝐶̂2 [Opp ∠ 𝑠 of cyclic quad] ✓ 𝑆 ✓𝑅

∴ 𝐸̂ = 180° − 𝐴̂

∴ 𝐸𝐹//𝐴𝐵 [Co-interior ∠ 𝑠 180°] ✓𝑅 (5)

OR

𝐵̂ = 𝐷
̂1 [Ext ∠ of cyclic quad] ✓ 𝑆 ✓𝑅

𝐹̂ = 180° − 𝐷
̂1 [Opp. ∠ 𝑠 of cyclic quad] ✓ 𝑆 ✓𝑅

∴ 𝐹̂ = 180° − 𝐵̂

∴ 𝐸𝐹//𝐴𝐵 [Co-interior ∠ 𝑠 180°] ✓𝑅 (5)

QUESTION 15 [14]

15.1 ̂3 = 𝐶̂
𝐾 [Corresponding ∠ 𝑠; 𝐶𝐴 ∥ 𝐾𝑇] ✓ 𝑆 ✓𝑅

= 𝐴̂3 [Tan-chord 𝑡ℎ] ✓𝑆 ✓𝑅

=𝑥 (4)

15.2 ̂3 = 𝑥 = 𝐴̂3
𝐾 [Proved in 15.1] ✓𝑆

∴ 𝐴𝐾𝐵𝑇 is cyclic quad [Line (BT) subtends equal ∠𝑠] ✓𝑅 (2)

OR

[Converse ∠𝑠 in same segment]

15.3 ̂3 = 𝐶̂
𝐾 [Proved in 15.1]

= 𝐵̂2 [Tan-chord 𝑡ℎ] ✓ 𝑆 ✓𝑅

̂2
=𝐾 [∠ 𝑠 in the same segment] ✓ 𝑆 ✓𝑅

̂𝐵
∴ 𝑇𝐾 bisects 𝐴𝐾 (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 120 of 224
OR
̂2 = 𝐵̂2
𝐾 [∠𝑠 in the same segment] ✓ 𝑆 ✓𝑅

= 𝐴̂3 [tans from same pt.; ∠𝑠 opp equal sides] ✓ 𝑆 ✓𝑅


̂3
∴=𝐾 [Proved in 15.1]
̂𝐵
∴ 𝑇𝐾 bisects 𝐴𝐾 (2)

15.4 𝐴̂3 = 𝐾
̂2 = 𝑥 [Proven] ✓𝑆

∴ 𝑇𝐴 tangent [converse tan chord theorem OR ✓𝑅


∠ between line and chord] (2)

15.5 𝐵𝑆̂𝐴 = 𝐵𝐾
̂ 𝐴 = 2𝑥 [𝐴, 𝑆, 𝐾 and 𝐵 concyclic] ✓𝑆

𝐴𝑇̂𝐵 = 180° − 2𝑥 [𝐴, 𝑇, 𝐵 and 𝐾 concyclic] Both statements

∴ points 𝐴, 𝑆, 𝐵 and 𝑇 are also concyclic

[opp. ∠ 𝑠 of quad = 180°] ✓𝑅 (2)

OR

𝐴, 𝑆 𝐾 and 𝐵 are concyclic. 𝐴, 𝐾, 𝐵 and 𝑇 are concyclic. ✓𝑆

∴ 𝐴, 𝑆, 𝐵 and 𝑇 are concyclic. ✓𝑆 (2)

OR
The circle passing through points, 𝐴, 𝐾 and 𝐵 contains the point 𝑆
on the circumference (𝐴, 𝑆, 𝐾 and 𝐵 concyclic). ✓𝑆

The circle passing through A, K and B contains the point T on the circumference
(proven in 15.2). ✓𝑆

∴ points A, S, B and T are also concyclic. (2)

QUESTION 16 [17]

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 121 of 224
16.1 ̂ 𝐶 = 90°
𝐵𝐷 [∠ in semi circle] ✓𝑆

𝐷𝐶 2 = 172 − 82 [𝑇ℎ of Pythagoras] ✓ Using


Pythagoras
correctly.
= 225

∴ 𝐷𝐶 = 15 ✓ Answer (3)
𝐶𝐹 𝐶𝐸
16.2.1 𝐶𝐷
= 𝐶𝐵 [Line ∥ one side ∆] ✓𝑆

𝐶𝐹 1
∴ 15
=4 OR ∆ 𝐶𝐸𝐹 ∕∕∕ ∆ 𝐶𝐵𝐷 ✓ Subst.
correctly
∴ 𝐶𝐹 = 3,75 ✓ Answer (3)

̂ 𝐶 = 90°
16.2.2 𝐵𝐷 [∠ in semi circle]

𝐸𝐹̂ 𝐶 = 𝐵𝐷
̂𝐶 [Corresponding ∠ 𝑠; 𝐸𝐹 ∥ 𝐵𝐷] ✓𝑆/𝑅

𝐴𝐵̂𝐶 = 90° [Tan-⊥ diameter] ✓𝑆✓𝑅

In ∆ 𝐵𝐴𝐶 and ∆ 𝐹𝐸𝐶:

𝐴𝐵̂𝐶 = 𝐸𝐹̂ 𝐶 [Proven]

𝐶̂ = 𝐶̂ [Common] ✓𝑆

∴ ∆ 𝐵𝐴𝐶///∆ 𝐹𝐸𝐶 [∠; ∠; ∠] ✓𝑅 (5)

OR
̂ 𝐶 = 90°
𝐵𝐷 [∠ in semi-circle]

𝐸𝐹̂ 𝐶 = 𝐵𝐷
̂𝐶 [Corresponding ∠ 𝑠; 𝐸𝐹 ∥ 𝐵𝐷] ✓𝑆/𝑅

𝐴𝐵̂𝐶 = 90° [Tan-⊥ diameter] ✓𝑆✓𝑅

In ∆ 𝐵𝐴𝐶 and ∆ 𝐹𝐸𝐶:

𝐴𝐵̂𝐶 = 𝐸𝐹̂ 𝐶 [Proven]

𝐶̂ = 𝐶̂ [Common] ✓𝑆

𝐵𝐴̂𝐶 = 𝐹𝐸̂ 𝐶 [∠ sum in ∆] ✓𝑆

∴ ∆ 𝐵𝐴𝐶///∆ 𝐹𝐸𝐶 (5)


1
16.2.3 𝐸𝐶 = 4 × 17 = 4,25 ✓ Length of 𝐸𝐶

𝐴𝐶 𝐵𝐶
𝐸𝐶
= 𝐹𝐶 [∆ 𝐵𝐴𝐶///∆ 𝐹𝐸𝐶] ✓𝑆

𝐴𝐶 17
4,25
= 3,75 ✓ Subst.
correctly
4
∴ 𝐴𝐶 = 19,27 or 19 ✓ Answer (4)
15

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 122 of 224
OR
𝐶𝐹 𝐵𝐶
cos 𝐶̂ = 𝐶𝐸 = 𝐴𝐶 ✓ ✓ Correct
ratios
3,75 17
∴ = ✓ Subst.
4,25 𝐴𝐶
correctly
4
∴ 𝐴𝐶 = 19,27 or 19 15 ✓ Answer (4)

OR

∆𝐵𝐶𝐴///∆𝐷𝐵𝐶 ✓ S OR
𝑃𝑦𝑡ℎ 𝑡ℎ

𝐶𝐵2 = 𝐶𝐷. 𝐴𝐶 ✓ Correct ratio

𝐵𝐶 2
𝐴𝐶 = ✓ Subst.
𝐷𝐶

172
= ✓ Answer
15

4
= 19,27 or 19 (4)
15

OR

𝐶̂ = 𝐴𝐵̂𝐷 [Tan-chord theorem] ✓𝑆


𝐴𝐷
= tan 𝐴𝐵̂𝐷 ✓ Correct ratio
8

= tan 𝐶̂
8
= 15 ✓ Subst.

64
∴ 𝐴𝐷 =
15
4
∴ 𝐴𝐶 = 19,27 or 19 15 ✓ Answer (4)

16.2.4 𝐴𝐶 is diameter of the circle passing through 𝐴, 𝐵, and 𝐶 ✓𝑆/𝑅

[Chord subtends 90° OR converse ∠ in semi-circle]


1 19 1
∴ radius = 2 × 19,27 = 9,63 or 9 30 or 2 𝐴𝐶 ✓ Answer (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 123 of 224
QUESTION 17 [10]

17.1 Equiangular or similar ✓ Answer (1)

𝐾𝑃 1,5 𝑃𝑀 2 𝐾𝑀 2,5
17.2.1 𝑅𝑁
= 0,75 = 2; 𝑁𝑀
= 1 = 2; 𝑅𝑀
= 1,25 = 2 ✓✓✓

𝐾𝑃 𝑃𝑀 𝐾𝑀
∴ 𝑅𝑁 = 𝑁𝑀 = 𝑅𝑀 All 3 statements (3)

∴ ∆ 𝐾𝑃𝑀///∆ 𝑅𝑁𝑀 [Sides of ∆ in prop.]

OR
𝑅𝑁 0,75 1 𝑁𝑀 1 𝑅𝑀 1,25 1
= = ; = ; = = ✓✓✓
𝐾𝑃 1,5 2 𝑃𝑀 2 𝐾𝑀 2,5 2

𝑅𝑁 𝑁𝑀 𝑅𝑀
∴ 𝐾𝑃 = 𝑃𝑀
= 𝐾𝑀 All 3 statements (3)

∴ ∆ 𝐾𝑃𝑀///∆ 𝑅𝑁𝑀 [Sides of ∆ in prop.]

OR

In ∆ 𝑀𝑁𝑅:

1,252 = 12 + 0,752 = 1,5625 ✓ 𝑃̂ = 𝑀𝑁


̂𝑅

̂ 𝑅 = 90°
∴ 𝑀𝑁 [Converse Pyth theorem]

In ∆ 𝑃𝐾𝑀:

2,52 = 1,52 + 22 = 6,25

∴ 𝑃̂ = 90° [Converse Pyth theorem]

̂ 𝐾 = 1,5 = 3 and cos 𝑅̂ = 0,75 = 3


cos 𝑃𝑀 2,5 5 1,25 5

̂ 𝑀 = 𝑅̂
∴ 𝑃𝐾

In ∆𝐾𝑃𝑀 and ∆𝑅𝑁𝑀 ̂ 𝑀 = 𝑅̂


✓ 𝑃𝐾

̂ 𝑀 = 𝑅̂
𝑃𝐾 [Proven]

𝑃̂ = 𝑀𝑁
̂𝑅 [Proven]

∴ ∆ 𝐾𝑃𝑀///∆ 𝑅𝑁𝑀 [∠; ∠; ∠ OR 3𝑟𝑑 ∠] ✓ [∠; ∠; ∠ or 3𝑟𝑑 ∠] (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 124 of 224
17.2.2 𝑃𝑅̂ 𝑀 [∆ 𝐾𝑃𝑀///∆ 𝑅𝑁𝑀] ✓𝑆

∴ 𝑃̂ is common

∴ ∆ 𝑅𝑃𝑄///∆ 𝐾𝑃𝑀 [∠∠∠] ✓ ∆ 𝑅𝑃𝑄///∆ 𝐾𝑃𝑀


𝑅𝑃 𝑅𝑄
𝐾𝑃
= 𝐾𝑀 [∆ 𝑅𝑃𝑄///∆ 𝐾𝑃𝑀] ✓𝑆

3,25 𝑅𝑄
∴ = ✓ Subst. correctly
1,5 2,5

2,5 × 3,25 5 5
∴ 𝑅𝑄 = = 5,42 or 5 ✓ 𝑅𝑄 = 5
1,5 12 12

2
∴ 𝑁𝑄 = 5,42 − 0,75 = 4,67 or 4 3 ✓ 𝑁𝑄 = Answer (6)

OR

̂𝑃 = 𝑃̂
𝑅𝑁 [∆ 𝐾𝑃𝑀///∆ 𝑅𝑁𝑀] ✓𝑆

∴ 𝑅̂ is common

∴ ∆𝑅𝑁𝑀///∆𝑅𝑃𝑄 [∠∠∠] ✓ ∆ 𝑅𝑁𝑀///∆ 𝑅𝑃𝑄


𝑅𝑃 𝑅𝑄
𝑅𝑁
= 𝑅𝑀 [∆ 𝑅𝑁𝑀///∆ 𝑅𝑃𝑄] ✓𝑆

3,25 𝑅𝑄
∴ 0,75 = 1,25 ✓ Subst. correctly

5 5
∴ 𝑅𝑄 = 5,42 or 5 12
✓ 𝑅𝑄 = 5 12

2
∴ 𝑁𝑄 = 5,42 − 0,75 = 4,67 or 4 3
✓ 𝑁𝑄 = answer (6)

OR

In ∆ 𝑀𝑁𝑅:

1,252 = 12 + 0,752 = 1,5625 ✓𝑆

̂ 𝑅 = 90°
∴ 𝑀𝑁 [Converse Pyth theorem]

In ∆ 𝑃𝐾𝑀:

2,52 = 1,52 + 22 = 6,25

∴ 𝑃̂ = 90° [Converse Pyth theorem]

In ∆ 𝑀𝑁𝑅 and ∆ 𝑄𝑃𝑅

∠ 𝑅 is common

𝑀𝑁𝑅 = 𝑃̂ = 90°

∴ ∆ 𝑀𝑁𝑅///∆ 𝑄𝑃𝑅 [∠∠∠] ✓ ∆ 𝑀𝑁𝑅///∆ 𝑄𝑃𝑅


𝑅𝑃 𝑅𝑄
𝑅𝑁
= 𝑅𝑀 [∆ 𝑀𝑁𝑅///∆ 𝑄𝑃𝑅] ✓𝑆

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 125 of 224
3,25 𝑅𝑄
∴ 0,75 = 1,25 ✓ Subst. correctly

5 5
∴ 𝑅𝑄 = 5,42 𝑜𝑟 5 12 ✓ 𝑅𝑄 = 5 12

2
∴ 𝑁𝑄 = 5,42 − 0,75 = 4,67 or 4 3 ✓ 𝑁𝑄 = answer (6)

QUESTION 18 [16]

18.1.1 To twice the angle on the circumference subtended by the same arc. ✓ (1)

18.1.2 Equal in length. ✓ (1)

18.2 𝐴̂ = 180° − (𝑥 + 54°) (co-interior ∠’s, AB // CD) ✓

= 126° − 𝑥

3𝑥 = 126° − 𝑥 (ext. ∠ cyclic quad) ✓

4𝑥 = 126°

∴ 𝑥 = 31,5° ✓ (3)

18.3 OP2 = ON2 – PN2 (Pythagoras) ✓

= 25 – 16

=9

∴ OP = 3 units ✓ (2)

18.4

18.4.1 𝐵̂2 = 𝐶̂2 = 48° (∠’s opp = sides) ✓

̂ 𝐶 = 180° − 96° = 84°


∴ BO (sum ∠’s ∆) ✓

∴ 𝐴̂ = 42° (∠ centre = 2 ∠ on circle) ✓ (3)

18.4.2 𝐵̂1 = 42° (tan chord) ✓ ✓ (2)

18.4.3 𝑂̂2 = 180° − (90° + 48°) = 42° (sum ∠’s ∆) ✓ ✓ (2)

̂2 = 42° + 42° + 48° = 132°


18.4.4 𝐷 (ext. ∠ ∆) ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 126 of 224
QUESTION 19 [15]

19.1 In the diagram, PQRS is a cyclic quadrilateral. Chord RS is produced to T. K is


a point on RS and W is a point on the circle such that QRKW is a parallelogram.
PS and QW intersect at U. PŜ𝑇 = 136° and 𝑄̂1 = 100°.

19.1.1 𝑅̂ = 80° (co-int. ∠ 𝑄𝑊 ∥ 𝑅𝐾) ✓ ✓ (2)

19.1.2 𝑃̂ = 100° (opp. ∠’s of cyclic quad.) ✓ ✓ (2)

19.1.3 𝑃𝑄̂ 𝑅 = 136° (ext. ∠ of cyclic quad.)

𝑄̂2 = 36° ✓ ✓ ✓

OR

̂𝑊 = 𝑆̂2 = 136°
𝑃𝑈 (corresponding ∠’s 𝑄𝑊 ∥ 𝑅𝐾)

𝑃𝑄̂ 𝑊 + 𝑃̂ = 𝑃𝑈
̂𝑊 (ext. ∠’s of ∆ 𝑄𝑃𝑈)

𝑃𝑄̂ 𝑊 + 100° = 136°

𝑃𝑄̂ 𝑊 = 36°

OR

̂3 = 180° − 136° = 44°


𝑈 (co-int. ∠ 𝑄𝑊 ∥ 𝑅𝐾)

̂1 = 𝑈
𝑈 ̂3 = 44° (vert. opp. ∠’s)

𝑃𝑄̂ 𝑊 = 180° − (100 + 44°) (sum of ∠’s in ∆)

𝑃𝑄̂ 𝑊 = 36°

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 127 of 224
̂2 = 𝑆̂2 = 136°
19.1.4 𝑈 (alt. ∠’s; 𝑄𝑊 ∥ 𝑅𝐾)

OR

̂2 = 100° + 36°
𝑈 (ext. ∠’s of ∆ 𝑄𝑃𝑈)

= 136°

OR

̂2 = 𝑃𝑈
𝑈 ̂𝑊 = 136° (vert. opp. ∠’s)

OR

̂2 = 180° − 𝑈
𝑈 ̂3 (∠’s on a straight line)

= 180° − 44°

= 136° ✓ ✓ (2)

19.2

19.2.1 In ∆ 𝐸𝐹𝑇 and ∆ 𝐷𝐶𝑇:

𝐸𝐹 9 1
= =
𝐶𝐷 18 2
𝐹𝑇 5 1
= =
𝑇𝐶 10 2
𝐸𝑇 7 1
= =
𝑇𝐷 14 2

∴ ∆ 𝐸𝐹𝑇 ⦀ ∆ 𝐷𝐶𝑇 (Sides of ∆ in prop.)

∴ 𝐸𝐹̂ 𝐷 = 𝐸𝐶̂ 𝐷

OR

In ∆ 𝐹𝐸𝑇: In ∆ 𝑇𝐷𝐶:

49 = 25 + 81 − 2(5)(9) cos 𝐹̂ 196 = 100 + 256 − 2(10)(18) cos 𝐶̂


19 19
cos 𝐹̂ = 30 cos 𝐶̂ = 30

𝐹̂ = 50,7° 𝐶̂ = 50,7° ✓ ✓ ✓ (3)

19.2.2 𝐸𝐹̂ 𝐷 = 𝐸𝐶̂ 𝐷 (proved in 19.2.1)

𝐸, 𝐹, 𝐶 and 𝐷 are concylic

𝐸𝐹𝐶𝐷 is a cyclic quad (converse ∠’s in the sane segment)

∴ 𝐷𝐹̂ 𝐶 = 𝐷𝐸̂ 𝐶 (∠’s in the sane segment)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 128 of 224
QUESTION 20 [24]

20.1.1 𝑀𝑂̂𝑆 = 62° (∠ at centre = 2 x ∠ at circumference.) ✓ ✓ (2)

20.1.2 𝐿̂ = 31° (equal chords; equal ∠’s) ✓ ✓ (2)

20.2 𝐿𝑁 = 𝑁𝑃 and 𝐿𝑂 = 𝑂𝑀
1
∴ 𝑂𝑁 = 2 𝑃𝑀 (midpoint theorem)

1
∴ 𝑂𝑁 = 2 𝑀𝑆 (PM = MS)

OR

̂1 = 90°
𝑁 (line from centre to midpoint chord)

𝑃̂ = 90° (∠ in semi-circle)

𝐿̂ is common

∴ ∆ 𝑁𝐿𝑂 ⦀ ∆ 𝑃𝐿𝑀 (∠ ∠ ∠)

𝑁𝐿 𝑁𝑂 1
= =
𝑃𝐿 𝑃𝑀 2
1
∴ 𝑂𝑁 = 𝑃𝑀
2
1
∴ 𝑂𝑁 = 2 𝑀𝑆 (PM = MS) ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 129 of 224
20.3

20.3.1

a) 𝐷𝑂̂𝐵 = 90°

𝐷𝐺̂ 𝐹 = 𝐺̂3 + 𝐺̂4 = 90° (∠ in semi-circle)

𝐷𝑂̂ 𝐵 + 𝐷𝐺̂ 𝐹 = 180°

∴ 𝐷𝐺𝐹𝑂 is a cyclic quad. (converse: opp. ∠’s of cyclic quad)

OR

(∠’s of quad. = 180°)

OR

𝐸𝑂̂𝐵 = 90°

𝐷𝐺̂ 𝐹 = 𝐺̂3 + 𝐺̂4 = 90° (∠ in semi-circle)

𝐸𝑂̂𝐵 = 𝐷𝐺̂ 𝐹

∴ 𝐷𝐺𝐹𝑂 is a cyclic quad. (converse: ext. ∠ = opp. int. ∠)

OR

(ext. ∠ of quad = opp. int. ∠) ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 130 of 224
b) 𝐹̂1 = 𝐷
̂ (ext. ∠ of cyclic quad)

𝐺̂1 + 𝐺̂2 = 𝐷
̂ (tan-chord theorem)

∴ 𝐹̂1 = 𝐺̂1 + 𝐺̂2

∴ 𝐺𝐶 = 𝐶𝐹 (sides opp. equal ∠’s) ✓ ✓ ✓ (3)

20.3.2

a) 𝐴𝐵 = 𝐷𝐸 = 14 (diameters)

∴ 𝑂𝐵 = 7 units

∴ 𝐵𝐶 = 𝑂𝐶 − 𝑂𝐵 = 11 − 7 (answer only: full marks)

= 4 units ✓ ✓ (2)

b) In ∆ 𝐶𝐺𝐵 and ∆ 𝐶𝐴𝐺

𝐺̂1 = 𝐴̂ = 𝑥 (tan-chord theorem)

𝐶̂ = 𝐶̂ (common)

∆ 𝐶𝐺𝐵 ⦀ ∆ 𝐶𝐴𝐺 (∠, ∠, ∠)

𝐶𝐺 𝐶𝐵
=
𝐶𝐴 𝐶𝐺

𝐶𝐺 4
=
18 𝐶𝐺

𝐶𝐺 2 = 72

𝐶𝐺 = √72 or 6√2 or 8,49 units ✓ ✓ ✓ (3)

c) 𝑂𝐹 = 𝑂𝐶 − 𝐹𝐶

= 11 − √72

𝑂𝐹
tan 𝐸 =
𝑂𝐸

11 − √72
= = 0,36
7

𝐸̂ = 19,76°

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 131 of 224
𝑂𝐹 = 𝑂𝐶 − 𝐹𝐶

= 11 − √72

𝐹𝐸 2 = 𝑂𝐸 2 + 𝑂𝐹 2

= 72 + (11 − √72)2

𝐹𝐸 = 7,437 … = 7,44
𝑂𝐸 𝑂𝐹
cos 𝐸 = sin 𝐸 =
𝐹𝐸 𝐹𝐸

7 11 − √72
= 7,44 = 0,94 = 7,44
= 0,338

𝐸̂ = 19,76° 𝐸̂ = 19,76° ✓ ✓ ✓ ✓ (4)

QUESTION 21 [13]

21.1.1 𝐶̂ = 𝑥 (∠ at centre = 2 × ∠ at circumference)

𝐵̂ = 𝑥 (∠′𝑠 in same segment)

̂1 = 𝑥
𝐷 (corresponding ∠s; AC || DF)

̂𝐹 = 𝑥
BA (exterior ∠ of cyclic quad.) ✓ ✓ ✓ ✓

̂1 = 𝐹̂2 = 𝑥
21.1.2 𝐷

∴ DE = FE (∠′𝑠 opp. = sides)

𝐸̂ = 180𝑜 − 2𝑥 (sum of ∠′𝑠 in ∆) ✓ ✓ ✓ (3)

21.1.3 𝐸̂ = 180𝑜 − 2𝑥 (sum of ∠′𝑠 in ∆)

̂ 𝐷 = 2𝑥
AO

∴ AODE is a cyclic quadrilateral (converse of a cyclic quad) ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 132 of 224
AF CD
21.2 FE
= DE (prop theorem)

12 AF
=
8 10

AF = 15 ✓ ✓ ✓ (3)

QUESTION 22 [12]

̂3 = 35°
22.1.1 𝐻 (tan-chord theorem)

𝐸̂4 = 𝐻
̂3 = 35° (∠ .∠ opp. = sides) ✓ ✓ ✓ (3)

̂ 𝐻 = 180° − 2 (35°)
22.1.2 EK (sum of ∠ 's in Δ)

= 110° ✓ ✓ (2)

22.1.3 𝐺̂ = 180° − 110° (opp. ∠ of cyclic quad)

= 70° ✓ ✓ (2)

22.1.4 𝑂̂1 = 220° (∠ at centre = 2 × ∠ at circumference) ✓ ✓ (2)

22.2 (𝑥 − 4)2 + 122 = 𝑥 2 (Pythagoras ⥂ 𝑠 ⥂)

𝑥 2 − 8𝑥 + 16 + 144 = 𝑥 2

−8𝑥 = −160

𝑥 = 20 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 133 of 224
CALCULUS

QUESTION 1 [13]

1.1 𝑓(𝑥) = 1 − 𝑥 2

𝑓(𝑥 + ℎ) = 1 − (𝑥 + ℎ)2

= 1 − (𝑥 2 + 2𝑥ℎ + ℎ2 )

= 1 − 𝑥 2 − 2𝑥ℎ − ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

1 − 𝑥 2 − 2𝑥ℎ − ℎ2 − (1 − 𝑥 2 )
= lim
ℎ→0 ℎ

1 − 𝑥 2 − 2𝑥ℎ − ℎ2 − 1 + 𝑥 2
= lim
ℎ→0 ℎ

−2𝑥ℎ − ℎ2
= lim
ℎ→0 ℎ
ℎ(−2𝑥 − ℎ)
= lim
ℎ→0 ℎ

= lim (−2𝑥 − ℎ)
ℎ→0

= −2𝑥 ✓ ✓ ✓ ✓ ✓ (5)
𝑥−2
1.2.1 𝑦=
√𝑥

(𝑥 − 2)
= 1
𝑥2
𝑥 2
= 1 − 1
𝑥2 𝑥2
1 1
= 𝑥 2 − 2𝑥 − 2

𝑑𝑦 1 − 1 3
= 𝑥 2 + 𝑥− 2
𝑑𝑥 2
1 1
=2 + 3 ✓✓✓✓ (4)
√𝑥 𝑥2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 134 of 224
1.2.2 √𝑦 = 𝑥 − 2

(√𝑦)2 = (𝑥 − 2)2

𝑦 = 𝑥 2 − 4𝑥 + 4
𝑑𝑦
𝑑𝑥
= 2𝑥 − 4 ✓ ✓ ✓ ✓ (4)

QUESTION 2 [14]

2.1 𝑓(𝑥) = −4𝑥 2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

−4(𝑥 + ℎ)2 − (−4𝑥 2 )


= lim
ℎ→0 ℎ

−4𝑥 2 − 8𝑥ℎ − 4ℎ2 + 4𝑥 2


= lim
ℎ→0 ℎ

−8𝑥ℎ − 4ℎ2
= lim
ℎ→0 ℎ
ℎ(−8𝑥 − 4ℎ)
= lim
ℎ→0 ℎ

= lim (−8𝑥 − 4ℎ)


ℎ→0

= −8𝑥 ✓ ✓ ✓ ✓ ✓ (5)

3 𝑥2
2.2.1 𝑦 = 2𝑥 − 2

3 1
= 𝑥 − 1 − 𝑥2
2 2
𝑑𝑦 3
∴ = − 𝑥 −2 −𝑥
𝑑𝑥 2
3
= − 2𝑥 2 − 𝑥 ✓ ✓ ✓ (3)

2.2.2 𝑓(𝑥) = (7𝑥 + 1)2

= 49𝑥 2 + 14𝑥 + 1

∴ 𝑓 ′ (𝑥) = 98𝑥 + 14

∴ 𝑓 ′ (1) = 98(1) + 14

= 112 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 135 of 224
QUESTION 3 [14]

3.1 𝑓(𝑥) = −2𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

𝑓 ′ (𝑥) = − 6𝑥 2 + 2𝑎𝑥 + 𝑏

Turn points:

𝑓 ′ (𝑥) = 0

∴ 𝑓 ′ (2) = − 6(2)2 + 2𝑎(2) + 𝑏 = 0

∴ − 24 + 4𝑎 + 𝑏 = 0

∴ 4𝑎 + 𝑏 = 24 

∴ 𝑓 ′ (5) = − 6(5)2 + 2𝑎(5) + 𝑏 = 0

∴ − 150 + 10𝑎 + 𝑏 = 0

∴ 10𝑎 + 𝑏 = 150 

 − : 6𝑎 = 126

∴ 𝑎 = 21

In : 4(21) + 𝑏 = 24

∴ 84 + 𝑏 = 24

∴ 𝑏 = 24 − 84

∴ 𝑏 = − 60

∴ 𝑓(𝑥) = −2𝑥 3 + 21𝑥 2 − 60𝑥 + 𝑐

(2; −9) : − 9 = −2(2)3 + 21(2)2 − 60(2) + 𝑐

− 9 = −16 + 84 − 120 + 𝑐

∴ 𝑐 = 43

∴ 𝑓(𝑥) = −2𝑥 3 + 21𝑥 2 − 60𝑥 + 43 ✓ ✓ ✓ ✓ ✓ ✓ ✓ (7)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 136 of 224
3.2 𝑓(1) = − 2(1)3 + 21(1)2 − 60(1) + 43

= 2 ∴ (1; 2)

𝑓 ′ (𝑥) = − 6𝑥 2 + 42𝑥 − 60

Gradient at:

𝑥=1

𝑓 ′ (1) = − 6(1)2 + 42(1) − 60

= − 24

𝐸𝑞 of tangent:

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

𝑀 = − 24 𝑦 − 𝑦1 = − 24(𝑥 − 𝑥1 )

(1; 2) 𝑦 − 2 = −24(𝑥 − 1)

𝑦 − 2 = −24𝑥 + 24

𝑦 = −24𝑥 + 26 ✓ ✓ ✓ ✓ ✓ (5)

3.3 Point of inflection 𝑓 ′′ (𝑥) = 0.

∴ 𝑓 ′′ (𝑥) = − 12𝑥 + 42 = 0

− 42
∴𝑥=
−12

𝑥 = 3,5 ✓ ✓ (2)

QUESTION 4 [12]
𝑓(𝑥 + ℎ)−𝑓(𝑥)
4.1 𝑓 ′ (𝑥) = lim ℎ
ℎ→ 0

(𝑥 + ℎ)3 − 𝑥 3
= lim
ℎ→0 ℎ

𝑥 3 + 3𝑥 2 ℎ + 3𝑥ℎ2 + ℎ3 − 𝑥 3
= lim
ℎ→0 ℎ

3𝑥 2 ℎ + 3𝑥ℎ2 + ℎ3
= lim
ℎ→0 ℎ

ℎ(3𝑥 2 + 3𝑥ℎ + ℎ2 )
= lim
ℎ→0 ℎ

= lim (3𝑥 2 + 3𝑥ℎ + ℎ2 )


ℎ→0

= 3𝑥 2 ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 137 of 224
4.2.1 𝑦 = 2√𝑥 − 𝑥 2
1
= 2𝑥 2 − 𝑥 2

𝑑𝑦 1 1
∴ = × 2𝑥 − 2 − 2𝑥
𝑑𝑥 2
1
= − 2𝑥 ✓ ✓ ✓ (3)
√𝑥

4.2.2 3 = 𝑥2𝑦

3
∴ 𝑦= = 3𝑥 − 2
𝑥2
𝑑𝑦 −6
∴ = −2(3)𝑥 − 3 = ✓✓✓ (3)
𝑑𝑥 𝑥3

QUESTION 5 [21]

5.1 𝑓(𝑥) = 𝑥 3 + 𝑥 2 − 5𝑥 + 3

𝐴: 𝑥-intercept

𝑦=0

∴ 0 = 𝑥 3 + 𝑥 2 − 5𝑥 + 3

𝑇𝑃 on 𝑥-axis at 𝑥 = 1

2 factors are: (𝑥 − 1)(𝑥 − 1)

∴ 0 = (𝑥 − 1)(𝑥 − 1)(𝑥 + 3)

∴ 𝑥𝐴 = − 3

∴ 𝐴(−3; 0) ✓ ✓ ✓ ✓ ✓ (5)

5.2 𝑓 ′ (𝑥) = 3𝑥 2 + 2𝑥 − 5

𝐵: 0 = (3𝑥 + 5)(𝑥 − 1)
5
∴ 𝑥𝐵 = − 3 ✓ ✓ ✓ ✓ (4)

5.3 𝑓 ′ (𝑥) > 0 ∴ 𝑚 > 0 (gradient)


5
∴ 𝑥 < − 3 or 𝑥 > 1 ✓ ✓ (2)

5.4 𝑥 3 + 𝑥 2 − 5𝑥 + 3 = 𝑘

∴ 𝑥 3 + 𝑥 2 − 5𝑥 + (3 − 𝑘) = 0

3 − 𝑘 > 0 if 𝑘 < 0

∴ 𝑦- intercept > 3

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 138 of 224
∴ One real root

✓✓ (2)

5.5 𝑓 ′ (𝑥) = 3𝑥 2 + 2𝑥 − 5
𝑀 = 𝑓 ′ (−1) = 3(−1)2 + 2(−1) − 5
=3−2−5
= −4
𝑓(𝑥) = 𝑥 3 + 𝑥 2 − 5𝑥 + 3

∴ 𝑓(−1) = (− 1)3 + (− 1)2 − 5(− 1) + 3


=8
∴ 𝑚 = − 4 and pt(− 1; 8)
Equation:
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
∴ 𝑦 − 8 = −4(𝑥 + 1)
∴ 𝑦 = −4𝑥 − 4 + 8
= −4𝑥 + 4 ✓ ✓ ✓ ✓ (4)

5.6 𝑓 ′ (𝑥) = 3𝑥 2 + 2𝑥 − 5
𝑓 ′′ (𝑥) = 6𝑥 + 2
Point of inflection:
𝑓 ′′ (𝑥) = 0
∴ 6𝑥 + 2 = 0
2 1
∴𝑥=− =−
6 3
𝑦 = 𝑓(𝑥) = 𝑥 3 + 𝑥 2 − 5𝑥 + 3
1 1 1 1
∴ 𝑓 (− ) = (− )3 + (− )2 − 5 (− ) + 3
3 3 3 3
= 4,74
1
∴ (𝑥; 𝑦) = (− 3 ; 4,74) ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 139 of 224
QUESTION 6 [17]

6.1.1 𝑓(𝑥) = 2𝑥 2 + 1

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

2(𝑥 + ℎ)2 + 1 − (2𝑥 2 + 1)


= lim
ℎ→0 ℎ

2(𝑥 2 + 2𝑥ℎ + ℎ2 ) + 1 − 2𝑥 2 − 1
= lim
ℎ→0 ℎ

2𝑥 2 + 4𝑥ℎ + 2ℎ2 − 2𝑥 2
= lim
ℎ→0 ℎ
ℎ(4𝑥 + 2ℎ)
= lim
ℎ→0 ℎ

= lim (4𝑥 + 2ℎ)


ℎ→0

= 4𝑥 ✓ ✓ ✓ ✓ ✓ (5)

6.1.2 𝑚 = 𝑓 ′ (𝑥) = −8

∴ 4𝑥 = −8

∴ 𝑥 = −2

𝑦 = 𝑓(−2)

= 2(−2)2 + 1 (𝑓(𝑥) = 2𝑥 2 + 1)

=9

∴ 𝑚 = −8 and (−2; 9)

Equation tangent:

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

∴ 𝑦 − 9 = − 8(𝑥 + 2)

= − 8𝑥 − 16

∴ 𝑦 = − 8𝑥 − 7 ✓ ✓ ✓ ✓ ✓ (5)

3𝑥 2 − 2𝑥 − 5 (3𝑥 − 5)(𝑥 + 1)
6.2.1 𝐷𝑥 [ 𝑥+1
] = 𝐷𝑥 [ 𝑥+1
]

= 𝐷𝑥 [3𝑥 − 5] = 3 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 140 of 224
6.2.2 𝑥𝑦 = √𝑥 + 3
1
√𝑥 3 𝑥 2 3
∴𝑦= + = 1+ 1
𝑥 𝑥 𝑥 𝑥
1
= 𝑥 −2 + 3𝑥 −1

𝑑𝑦 1 3
∴ = − 𝑥 −2 − 3𝑥 −2
𝑑𝑥 2
−1 3
= − ✓✓✓✓ (4)
2√𝑥 3 𝑥2

QUESTION 7 [7]

7.1 𝑉(𝑥) = 𝑙 × 𝑏 × ℎ

16 𝑥
= 4𝑥 × 𝑥 × ( − )
𝑥 3
16 𝑥
= 4𝑥 2 ( − )
𝑥 3
4 3
= 64𝑥 − 𝑥 ✓✓ (2)
3

7.2 𝑉 ′ (𝑥) = 64 − 4𝑥 2

Max: 𝑉 ′ (𝑥) = 0

∴ 64 − 4𝑥 2 = 0

∴ − 4𝑥 2 = − 64

∴ 𝑥 2 = 16

∴𝑥=4 (𝑥 > 0)

Dimensions:

𝑙 = 4𝑥 = 4 × 4 = 16 𝑐𝑚

𝑏 = 𝑥 = 4 𝑐𝑚
16 𝑥 16 4 1 2
ℎ= 𝑥
−3 = 4
−3 = 4 − 1 3 = 2 3 𝑐𝑚 ✓ ✓ ✓ ✓ ✓ ✓ ✓ (7)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 141 of 224
QUESTION 8 [11]

8.1 𝑓(𝑥) = 6𝑥 2

𝑓(𝑥 + ℎ) = 6(𝑥 + ℎ)2

= 6(𝑥 2 + 2𝑥ℎ + ℎ2 )

= 6𝑥 2 + 12𝑥ℎ + 6ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

6𝑥 2 + 12𝑥ℎ + 6ℎ2 − 6𝑥 2
= lim
ℎ→0 ℎ

12𝑥ℎ + 6ℎ2
= lim
ℎ→0 ℎ

= lim (12𝑥 + 6ℎ)


ℎ→0

= 12𝑥 ✓ ✓ ✓ ✓ (4)

3𝑥 4 + 7𝑥 2 − 5𝑥
8.2 𝑓 ′ (𝑥) = 2𝑥 2

3𝑥 4 7𝑥 2 5𝑥
= 2
+ 2 − 2
2𝑥 2𝑥 2𝑥
3 7 5
= 𝑥 2 + − 𝑥 −1
2 2 2
5
𝑓 ′ (𝑥) = 3𝑥 + 𝑥 − 2
2
5
= 3𝑥 + ✓✓✓✓ (4)
2𝑥 2

8.3 𝑓(𝑥) = 𝑥 3 − 7𝑥 2 + 7𝑥 + 15

𝑓(𝑥) = 13 − 7(1)2 + 7(1) + 15

= 1 − 7 + 7 + 15

= 16 ∴ (1; 16)

𝑓(− 1) = (− 1)3 − 7(− 1)2 + 7(− 1) + 15

= −1 − 7 − 7 + 15

=0 ∴ (− 1; 0)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 142 of 224
Average gradient:

𝑓(1) − 𝑓(− 1)
=
1 − (− 1)

16 − 0
=
1+1
16
=
2

=8✓✓✓ (3)

QUESTION 9 [16]

9.1 𝑓(𝑥) = 3𝑥 2

𝑓(𝑥 + ℎ) = 3(𝑥 + ℎ)2

= 3(𝑥 2 + 2𝑥ℎ + ℎ2 )

= 3𝑥 2 + 6𝑥ℎ + 3ℎ2
𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim ℎ
ℎ→0

3𝑥 2 + 6𝑥ℎ + 3ℎ2 − 3𝑥 2
= lim ℎ
ℎ→0

6𝑥ℎ + 3ℎ2
= lim ℎ
ℎ→0

ℎ(6𝑥 + 3ℎ)
= lim ℎ
ℎ→0

= lim (6𝑥 + 3ℎ)


ℎ→0

= 6𝑥 ✓ ✓ ✓ ✓ ✓ (5)

√4 + ℎ − 2
9.2 𝑔′ (𝑥) = lim
ℎ→0 ℎ

√4 + ℎ − √4
= lim
ℎ→0 ℎ

∴ 𝑔(𝑥) = √𝑥; 𝑎 = 4 ✓ ✓ (2)


5
9.3 𝑦 = √𝑥 3 − 𝑥 3

3
= 𝑥 2 − 5. 𝑥 − 3

𝑑𝑦 3 1
= . 𝑥 2 + 15𝑥 − 4
𝑑𝑥 2
3√𝑥 15
= 2
+ 𝑥4 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 143 of 224
9.4 𝑔(𝑥) = −8𝑥 + 20

∴ 𝑚 = −8

Point of contact 𝑥 = 1; 𝑔(1) = −8(1) + 20

= 12

∴ (1; 12)

𝑓(𝑥) = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 18

𝑓 ′ (𝑥) = 3𝑥 2 + 2𝑎𝑥 + 𝑏

𝑓 ′ (1) = 3(1)2 + 2(𝑎)(1) + 𝑏 = 𝑚 = −8

−8 = 3 + 2𝑎 + 𝑏

∴ −11 = 2𝑎 + 𝑏 

𝑓(1) = (1)3 + 𝑎(1)2 + 𝑏(1) + 18

2 = 1 + 𝑎 + 𝑏 + 18 at (1; 2)

∴ 𝑎 = −𝑏 − 7 

 in : − 11 = 2(−𝑏 − 7) + 𝑏

−11 = −2𝑏 + 14 + 𝑏

∴ 𝑏 = −3 

 in : 𝑎 = −(−3) − 7

=3−7

= −4 ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 10 [13]

10.1 𝑓 ′ (𝑥) = 3𝑥 2 + 8𝑥 − 3

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

1
∴ (3 ; 0) or (−3; 0) ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 144 of 224
10.2 𝑓 ′′ (𝑥) = 6𝑥 + 8

∴ 6𝑥 + 8 < 0
8
∴𝑥<−
6
4
∴𝑥<− 3
✓✓✓ (3)

10.3 ∴ 𝑓 ′ (𝑥) > 0

∴ 3𝑥 2 + 8𝑥 − 3 > 0 −3 1
3
(3𝑥 − 1)(𝑥 + 3) > 0 0 0

1
∴ 𝑥 < −3 or 𝑥 > 3 ✓ ✓ (2)

10.4 𝑓(𝑥) = 𝑎𝑥 3 + 𝑏𝑥 2 + 𝑐𝑥 + 𝑑

𝑓(0) = −18

∴ 𝑑 = −18

∴ 𝑓(𝑥) = 𝑎𝑥 3 + 𝑏𝑥 2 + 𝑐𝑥 − 18

𝑓 ′ (𝑥) = 3𝑎𝑥 2 + 2𝑏𝑥 + 𝑐

And 𝑓 ′ (𝑥) = 3𝑥 2 + 8𝑥 − 3

∴ 𝑐 = −3; 3𝑎 = 3; 2𝑏 = 8

∴𝑎=1∴𝑏=4

∴ 𝑓(𝑥) = 𝑥 3 + 4𝑥 2 − 3𝑥 − 18 ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 11 [8]

11.1 𝑀(𝑡) = −𝑡 3 + 3𝑡 2 + 72𝑡

𝑀(3) = −(3)3 + 3(3)2 + 72(3)

= −27 + 27 + 216

= 216 molecules ✓ ✓ (2)

11.2 𝑀′ (𝑡) = −3𝑡 2 + 6𝑡 + 72

𝑀′ (2) = −3(2)2 + 6(2) + 72

= −12 + 12 + 72

= 72 molecules / hours ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 145 of 224
11.3 For max: 𝑀′′ (𝑡) = 0

∴ 𝑀′′ (𝑡) = −6𝑡 + 6

0 = −6𝑡 + 6

6𝑡 = 6

∴ 𝑡 = 1 hour ✓ ✓ ✓ (3)

QUESTION 12 [11]

12.1 𝑓(𝑥 + ℎ) = (𝑥 + ℎ)2 − 3(𝑥 + ℎ) ✓ Finding 𝑓(𝑥 + ℎ)

= 𝑥 2 + 2𝑥ℎ + ℎ2 − 3𝑥 − 3ℎ

𝑓(𝑥 + ℎ) − 𝑓(𝑥) = 𝑥 2 + 2𝑥ℎ + ℎ2 − 3𝑥 − 3ℎ − (𝑥 2 − 3𝑥)

= 2𝑥ℎ + ℎ2 − 3ℎ ✓ 2𝑥ℎ + ℎ2 − 3ℎ
𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim ℎ
✓ Formula
ℎ→0

2𝑥ℎ + ℎ2 − 3ℎ
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ − 3)
= lim ℎ
✓ Factorisation
ℎ→0

= lim (2𝑥 + ℎ − 3)
ℎ→0

= 2𝑥 − 3 ✓ Answer (5)

OR
𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim ℎ
✓ Formula
ℎ→0

(𝑥 + ℎ)2 − 3(𝑥 + ℎ) − (𝑥 2 − 3𝑥)


= lim ✓ Finding 𝑓(𝑥 + ℎ)
ℎ→0 ℎ

𝑥 2 + 2𝑥ℎ + ℎ2 − 3𝑥 − 3ℎ − 𝑥 2 + 3𝑥
= lim
ℎ→0 ℎ

2𝑥ℎ + ℎ2 − 3ℎ
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ − 3)
= lim ℎ
✓ 2𝑥ℎ + ℎ2 − 3ℎ
ℎ→0

= lim (2𝑥 + ℎ − 3) ✓ Factorisation


ℎ→0

= 2𝑥 − 3 ✓ Answer (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 146 of 224
1 2
12.2.1 𝑦 = (𝑥 2 − 𝑥 2 )

1 1
𝑦 = 𝑥 4 − 2 + 𝑥4 ✓ 𝑦 = 𝑥 4 − 2 + 𝑥4

= 𝑥 4 − 2 + 𝑥 −4 ✓ 4𝑥 3
𝑑𝑦
𝑑𝑥
= 4𝑥 3 − 4𝑥 −5 ✓ −4𝑥 − 5 (3)

OR

By using the chain rule (which is not part of CAPS):

𝑦 = (𝑥 2 − 𝑥 − 2 )2 ✓✓✓
𝑑𝑦
𝑑𝑥
= 2(𝑥 2 − 𝑥 − 2 )(2𝑥 + 2𝑥 − 3 ) ✓ 2(𝑥 2 − 𝑥 −2 )(2𝑥 + 2𝑥 −3 )

= 2(2𝑥 3 + 2𝑥 − 1 − 2𝑥 − 1 − 2𝑥 − 5 )

= 2(2𝑥 3 − 2𝑥 − 5 )

= 4𝑥 3 − 4𝑥 − 5 (3)

(𝑥 − 1)(𝑥 2 + 𝑥 + 1)
12.2.2 𝐷𝑥 ( 𝑥−1
) ✓ Factorisation

= 𝐷𝑥 (𝑥 2 + 𝑥 + 1) ✓ 𝑥2 + 𝑥 + 1

= 2𝑥 + 1 ✓ 2𝑥 + 1 (3)

OR

By using the quotient rule (which is not part of CAPS):

𝑥3 − 1
𝐷𝑥 ( 𝑥 − 1 ) ✓✓✓

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

QUESTION 13 [17]

13.1 Substitute 𝑄(2; 10) into:

ℎ(𝑥) = −𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 ✓ Substitute 𝑄 into ℎ

−23 + 𝑎(22 ) + 𝑏(2) = 10

−8 + 4𝑎 + 2𝑏 = 10

2𝑎 + 𝑏 = 9 … Line 1 ✓ Finding derivate

ℎ′ (𝑥) = −3𝑥 2 + 2𝑎𝑥 + 𝑏 ✓ ℎ′ (2)

At 𝑄: ℎ′ (2) = 0 ✓ Equating

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 147 of 224
−3(2)2 + 2𝑎(2) + 𝑏 = 0 derivate to 0

−12 + 4𝑎 + 𝑏 = 0

4𝑎 + 𝑏 = 12 … Line 2

Line 2 – line 1: 2𝑎 = 3 ✓ Solving

simultaneously
3
𝑎=2 for a and b

Substitute in line 1: 𝑏 = 6 (5)


3
13.2 𝑓(−1) = −(−1)3 + 2 (−1)2 + 6(−1) ✓ 𝑓(−1) = −3,5

= −3,5

𝑓(𝑥𝑄 ) − 𝑓(𝑥𝑃 )
Average gradient = 𝑥𝑄 − 𝑥𝑃
✓ Formula

10 − (− 3,5)
Average gradient = 2 − (− 1)
✓ Substitution

= 4,5 ✓ Answer (4)

13.3 ℎ′ (𝑥) = −3𝑥 2 + 3𝑥 + 6 ✓ℎ′ (𝑥) = −3𝑥 2 + 3𝑥 + 6

ℎ′′ (𝑥) = −6𝑥 + 3 ✓ ℎ′′ (𝑥) = −6𝑥 + 3

= −3(2𝑥 − 1)

1 1
For 𝑥 < 2 , ℎ is concave up and for 𝑥 > 2 , ℎ is concave down ✓ Explanation using ℎ′′ (𝑥)

1
∴ concavity changes at 𝑥 = 2 (3)

1
13.4 The graph of ℎ has a point of inflection at 𝑥 = 2 ✓ Answer (1)

OR

The graph of ℎ changes from concave up to concave down


1
at 𝑥 = ✓ Answer (1)
2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 148 of 224
13.5 Gradient of 𝑔 is −12

Gradient of tangent is:

ℎ′ (𝑥) = −3𝑥 2 + 3𝑥 + 6 ✓ ℎ′ (𝑥) = −3𝑥 2 + 3𝑥 + 6

ℎ′ (𝑥) = −12 ✓ ℎ′ (𝑥) = −12

−3𝑥 2 + 3𝑥 + 6 = −12

3𝑥 2 − 3𝑥 + 18 = 0

𝑥2 − 𝑥 + 6 = 0 ✓ Factors

(𝑥 − 3)(𝑥 + 2) = 0 ✓ Selection of 𝑥-value

𝑥 = −2 only (4)

QUESTION 14 [14]

14.1 𝑓(𝑥 + ℎ) = (𝑥 + ℎ)2 − 5 = (𝑥 2 + 2𝑥ℎ + ℎ2 ) − 5

= 𝑥 2 + 2𝑥ℎ + ℎ2 − 5

𝑓(𝑥 + ℎ) − 𝑓(𝑥) = 𝑥 2 + 2𝑥ℎ + ℎ2 − 5 − (𝑥 2 − 5)

= 2𝑥ℎ + ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

2𝑥ℎ + ℎ2
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ)
= lim
ℎ→0 ℎ

= lim (2𝑥 + ℎ)
ℎ→0

= 2𝑥 ✓ ✓ ✓ ✓ ✓ (5)
2𝑥
14.2 𝑔(𝑥) = 5𝑥 2 − 𝑥 3

= 5𝑥 2 − 2𝑥 −2

𝑔′ (𝑥) = 10𝑥 + 4𝑥 −3
4
= 10𝑥 + 𝑥 3 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 149 of 224
14.3 ℎ(𝑥) = 𝑎𝑥 2 , 𝑥 > 0

ℎ−1 : 𝑥 = 𝑎𝑦 2 𝑦 > 0

𝑥
𝑦=√
𝑎

8
ℎ−1 (8) = √
𝑎

ℎ′ (𝑥) = 2𝑎𝑥

ℎ′ (4) = 2𝑎(4)

= 8𝑎

8
√ = 8𝑎
𝑎

8
64𝑎2 =
𝑎
1
𝑎3 =
8
1
𝑎= ✓✓✓✓✓✓ (6)
2

QUESTION 15 [14]

15.1 𝑓 ′ (𝑥) = 0

6𝑥 2 − 10𝑥 + 4 = 0

3𝑥 2 − 5𝑥 + 2 = 0

(3𝑥 − 2)(𝑥 − 1) = 0

2
𝑥= or 𝑥 = 1
3
2 3 2 2 2
𝑦 = 2 ( ) − 5 ( ) + 4 ( ) 𝑦 = 2(1)3 − 5(1)2 + 4(1)
3 3 3
28
𝑦= or 𝑦 = 1
27
2 28
Turning point are (3 ; 27) 𝑎𝑛𝑑 (1; 1) ✓ ✓ ✓ ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 150 of 224
15.2 2𝑥 3 − 5𝑥 2 + 4𝑥 = 0

𝑥(2𝑥 2 − 5𝑥 + 4) = 0

5 ± √25 − 4(2)(4)
𝑥 = 0 𝑜𝑟 𝑥 =
4

5 ± √−7
=
4

No real roots. ✓ ✓ ✓ (3)

15.3 𝑓(𝑥) = 2𝑥 3 − 5𝑥 2 + 4𝑥

𝑥(2𝑥 2 − 5𝑥 + 4) = 0

✓✓✓ (3)

15.4 𝑓(𝑥) = 2𝑥 3 − 5𝑥 2 + 4𝑥

𝑓 ′ (𝑥) = 6𝑥 2 − 10𝑥 + 4

𝑓 ′′ (𝑥) = 12𝑥 − 10

𝑓 ′′ (𝑥) > 0

12𝑥 − 10 > 0
5
𝑥> ✓✓✓ (3)
6

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 151 of 224
QUESTION 16 [12]

16.1.1 𝑓(𝑥) = 3𝑥 2

𝑓(𝑥 + ℎ) = 3(𝑥 + ℎ)2

𝑓(𝑥 + ℎ) = 3(𝑥 2 + 2𝑥ℎ + ℎ2 ) = 3𝑥 2 + 6𝑥ℎ + 2ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥) = 3𝑥 2 + 6𝑥ℎ + 2ℎ2 − 3𝑥 2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

6𝑥ℎ + 2ℎ2
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

ℎ(6𝑥 + 2ℎ2 )
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

𝑓 ′ (𝑥) = lim (6𝑥 + 2ℎ)


ℎ→0

𝑓 ′ (𝑥) = 6𝑥 ✓ ✓ ✓ ✓ ✓ (5)
𝑑 3
16.1.2 𝑑𝑥
(√𝑥 3 − 𝑥 + 𝑥2)

𝑑 3
= (𝑥 2 − 𝑥 + 3𝑥 −2 )
𝑑𝑥
1
3
= 2 𝑥 2 − 1 − 6𝑥 −3 ✓ ✓ ✓ ✓ (4)

16.2

16.2.1 −4𝑥 + 12 = 0

𝑥 =3✓✓ (2)

16.2.2 𝑥 > 3 ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 152 of 224
QUESTION 17 [15]
3
17.1 𝑓(𝑥) =
𝑥

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 / (𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ
3 1

= 𝑙𝑖𝑚 𝑥 + ℎ 𝑥
ℎ→0 ℎ
3 3
−𝑥
= 𝑙𝑖𝑚 𝑥 + ℎ
ℎ→0 ℎ
3𝑥 − 3𝑥 − 3ℎ
= 𝑙𝑖𝑚 ÷ℎ
ℎ→0 𝑥(𝑥 + ℎ)

−3ℎ 1
= 𝑙𝑖𝑚 ×
ℎ→0 𝑥(𝑥 + ℎ) ℎ

−3
= 𝑙𝑖𝑚
ℎ→0 𝑥(𝑥 + ℎ)
3
= − 𝑥2 ✓ ✓ ✓ ✓ ✓ ✓ (6)

17.2

17.2.1 𝑔(𝑥) = 7𝑝3 ✓

𝑔/ (𝑥) = 0 ✓ (2)
2
17.2.2 𝐷𝑥 [𝑥 3 − 𝑥 2 + 3𝑥]

= 𝐷𝑥 [𝑥 3 − 2𝑥 −2 + 3𝑥]

= 3𝑥 2 + 4𝑥 −3 + 3 ✓ ✓ ✓ (3)

17.2.3 √𝑥𝑦 = 3 + 𝑥 2

3 𝑥2
𝑦= +
√𝑥 √𝑥

3 𝑥2
= 1+ 1
𝑥2 𝑥2
1 3
= 3𝑥 −2 + 𝑥 2
3 1
𝑑𝑦 3 3
𝑑𝑥
= − 2 𝑥 −2 + 2 𝑥 2 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 153 of 224
QUESTION 18 [13]

18.1 𝑓(𝑥) = 𝑥 2 + 2

𝑓(𝑥 + ℎ) = (𝑥 + ℎ)2 + 2

= 𝑥 2 + 2𝑥ℎ + ℎ2 + 2

𝑓(𝑥 + ℎ) − 𝑓(𝑥) = 𝑥 2 + 2𝑥ℎ + 2 − (𝑥 2 + 2)

= 2𝑥ℎ + ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

2𝑥ℎ + ℎ2
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ)
= lim
ℎ→0 ℎ

= lim (2𝑥 + ℎ)
ℎ→0

= 2𝑥 ✓ ✓ ✓ ✓ ✓

OR
𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

𝑥 2 +2𝑥ℎ+ℎ 2 +2−(𝑥 2 +2)


= lim
ℎ→0 ℎ

2𝑥ℎ + ℎ2
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ)
= lim
ℎ→0 ℎ

= lim (2𝑥 + ℎ)
ℎ→0

= 2𝑥 (5)

18.2

18.2.1 𝑦 = 4𝑥 3 + 2𝑥 −1
𝑑𝑦
= 12𝑥 2 − 2𝑥 2 ✓ ✓ (2)
𝑑𝑥

3
18.2.2 𝑦 = 4. √𝑥 + (3𝑥 3 )2
1
= 4𝑥 3 + 9𝑥 6
2
𝑑𝑦 4
𝑑𝑥
= 3 𝑥 3 + 54𝑥 5 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 154 of 224
18.3 Point of contact: (1; 5)

𝑚=2

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) or 𝑦 = 2𝑥 + 𝑐

𝑦 − 5 = 2(𝑥 − 1) 5=2+𝑐

𝑐=3

𝑦 = 2𝑥 + 3 𝑦 = 2𝑥 + 3 ✓ ✓ ✓ (3)

QUESTION 19 [11]
𝑓(𝑥+ℎ)−𝑓(𝑥)
19.1 𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

𝑥 2 + 2𝑥ℎ + ℎ2 − 5 − 𝑥 2 + 5
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ)
= lim
ℎ→0 ℎ

= lim (2𝑥 + ℎ)
ℎ→0

= 2𝑥

OR

𝑓(𝑥 + ℎ) = (𝑥 + ℎ)2 − 5

= 𝑥 2 + 2𝑥ℎ + ℎ2 − 5

𝑓(𝑥 + ℎ) − 𝑓(𝑥) = 𝑥 2 + 2𝑥ℎ + ℎ2 − 5

= 2𝑥ℎ + ℎ2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ

2ℎ𝑥 + ℎ2
= lim
ℎ→0 ℎ
ℎ(2𝑥 + ℎ)
= lim
ℎ→0 ℎ

= lim (2𝑥 + ℎ)
ℎ→0

= 2𝑥 ✓ ✓ ✓ ✓ ✓ (5)

19.2

19.2.1 𝑦 = 3𝑥 3 + 6𝑥 2 + 𝑥 − 4
𝑑𝑦
𝑑𝑥
= 9𝑥 2 + 12𝑥 + 1 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 155 of 224
19.2.2 𝑦(𝑥 − 1) = 2𝑥(𝑥 − 1)
2𝑥(𝑥 − 1)
𝑦= 𝑥−1
if 𝑥 ≠ 1

𝑦 = 2𝑥
𝑑𝑦
𝑑𝑥
=2✓✓✓ (3)

QUESTION 20 [13]

20.1 𝑓(𝑥) = −3𝑥 2

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓′(𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ

−3(𝑥 + ℎ)2 − (−3𝑥 2 )


𝑓′(𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ

−3𝑥 2 − 6𝑥ℎ − 3ℎ2 + 3𝑥 2


𝑓′(𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ

−6𝑥ℎ − 3ℎ2
𝑓′(𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ
ℎ(−6𝑥 − 3ℎ)
𝑓′(𝑥) = 𝑙𝑖𝑚
ℎ→0 ℎ

𝑓′(𝑥) = −6𝑥 ✓ ✓ ✓ ✓ ✓ (5)


3
20.2 𝑦 = 7𝑥 4 − 5√𝑥 − 𝑥

1
𝑦 = 7𝑥 4 − 5𝑥 2 − 3𝑥 −1
1
𝑑𝑦 5
𝑑𝑥
= 28𝑥 3 − 2 𝑥 −2 + 3𝑥 −2 ✓ ✓ ✓ ✓ (4)

20.3 𝑔(𝑥) = 𝑎𝑥 3 − 24𝑥 + 𝑏

𝑔′(𝑥) = 3𝑎𝑥 2 − 24

0 = 3𝑎(−2)2 − 24

24 = 12𝑎

𝑎=2

17 = 2(−2)3 − 24(−2) + 𝑏

17 = −16 + 48 + 𝑏

𝑏 = −15 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 156 of 224
QUESTION 21 [15]
21.1 𝑓(𝑥) = 4 − 7𝑥.

𝑓(𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
ℎ→0 ℎ
4 − 7(𝑥 + ℎ) − (4 − 7𝑥)
= lim
ℎ→0 ℎ
ℎ(−7)
= lim
ℎ→0 ℎ

= −7 ✓ ✓ ✓ ✓ (4)

21.2 𝑦 = 4𝑥 8 + √𝑥 3
3
= 4𝑥 8 + 𝑥 2
1
𝑑𝑦 3
𝑑𝑥
= 32𝑥 7 + 2 𝑥 2 ✓ ✓ ✓ (3)

21.3

21.3.1 𝑦 = 𝑎𝑥 2 + 𝑎

𝑑𝑦
= 2𝑎𝑥 + 0
𝑑𝑥
𝑑𝑦
𝑑𝑥
= 2𝑎𝑥 ✓ ✓ (2)

21.3.2 𝑦 = 𝑎𝑥 2 + 𝑎
𝑑𝑦
𝑑𝑎
= 𝑥2 + 1 ✓ ✓ (2)

12
21.4 Substitute (2; 𝑏) in 𝑦 = 𝑥 + 𝑥

12
𝑏 =2+
2

𝑏=8

𝑑𝑦
𝑚𝑡𝑎𝑛𝑔𝑒𝑛𝑡 =
𝑑𝑥
𝑑𝑦 12
=1− 2
𝑑𝑥 𝑥
12
𝑚𝑡𝑎𝑛𝑔𝑒𝑛𝑡 = 1 − = −2
22
1
𝑚𝑝𝑟𝑒𝑝 =
2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 157 of 224
Equation of perpendicular line:

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) OR 𝑦 = 𝑚𝑥 + 𝑐
1 1
𝑦 − 8 = 2 (𝑥 − 2) 8 = 2 (2) + 𝑐

1
𝑦 = 2𝑥 + 7 𝑐=7

1
𝑦 = 2𝑥 + 7 ✓✓ ✓✓ (4)

QUESTION 22 [12]

22.1 𝑓(𝑥) = −𝑥 3 + 10𝑥 2 − 17𝑥 − 28

y-intercept: (0; −28)

x-intercept: (𝑥 + 1)(𝑥 2 − 11𝑥 + 28) = 0

(𝑥 + 1)(𝑥 − 7)(𝑥 − 4) = 0

𝑥 = −1 or 𝑥 = 7 or 𝑥 = 4

(−1 ; 0); (7 ; 0); (4 ; 0) ✓ ✓ ✓ ✓ (4)

22.2 𝑓(𝑥) = −𝑥 3 + 10𝑥 2 − 17𝑥 − 28

0 = −3𝑥 2 + 20𝑥 − 17

0 = 3𝑥 2 − 20𝑥 + 17

0 = (3𝑥 − 17)(𝑥 − 1)

17
∴𝑥= 𝑜𝑟 𝑥 = 1
3
17
Turning points: ( 3 ; 14,8) and (1; −36) ✓ ✓ ✓ (3)

22.3

✓✓✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 158 of 224
22.4 −3 > 14,8 or 𝑘 − 3 < −36

𝑘 > 17,8 or 𝑘 < −33 ✓ ✓ (2)

QUESTION 23 [9]

23.1 𝐴(0; – 28) ✓ (1)

23.2 𝑓(𝑥) = −𝑥 3 + 10𝑥 2 − 17𝑥 + 28

𝑓 ′ (𝑥) = −3𝑥 2 + 20𝑥 − 17

3𝑥 2 − 20𝑥 + 17 = 0

(3𝑥 − 17)(𝑥 − 1) = 0

17
∴𝑥= or 𝑥 = 1
3

17 17 3 17 2 17 17 400
𝑓 ( ) = − ( ) + 10 ( ) − 17 ( ) − 28 ∴ 𝐶 ( ; )
3 3 3 3 3 27

𝑓(1) = −(1)3 + 10(1)2 − 17(1) − 28 ∴ 𝐵(1; −36) ✓ ✓ ✓ (3)

23.3 𝑓 ′′ (𝑥) = −6𝑥 + 20

0 = −6𝑥 + 20

10 1
𝑥= or 3
3 3
10
𝑓 is concave up for 𝑥 < ✓✓✓ (3)
3

23.4 𝑝 < −36 ✓ ✓ (2)

QUESTION 24 [12]
3
24.1 ℎ(𝑥) = −2(𝑥 + 2)(𝑥 − 1)(𝑥 + 3)

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 2 + 2𝑥 − 3)

ℎ(𝑥) = −2𝑥 3 − 7𝑥 2 + 9

OR

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 − 1)(𝑥 + 3)

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 2 + 2𝑥 − 3)

ℎ(𝑥) = −2𝑥 3 − 7𝑥 2 + 9 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 159 of 224
24.2 ℎ′ (𝑥) = −6𝑥 2 − 14𝑥

−6𝑥 2 − 14𝑥 = 0

−2𝑥(3𝑥 + 7) = 0
7
𝑥 = 0 or 𝑥 = − ✓ ✓ ✓ (3)
3

7
24.3 𝑥<− or 𝑥 > 0
3

OR
7
𝑥 ∈ (−∞; − 3) ∪ (0; ∞) ✓ ✓ (2)

24.4 𝑦 = 4𝑥 + 7

−6𝑥 2 + 14𝑥 = 4

0 = 6𝑥 2 + 14𝑥 + 4

0 = 3𝑥 2 + 7𝑥 + 2

0 = (3𝑥 + 1)(𝑥 + 2)
1
𝑥 = − 3 or 𝑥 = −2 (4)

QUESTION 25 [12]

25.1 𝑔(𝑥) = −7𝑥 − 12

𝑔(0) = −7(0) − 12

∴ 𝐵(0; −12) (2)

25.2 𝑓(𝑥) = −𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

𝑓(𝑥) = −𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 − 12

0 = −(2)3 + 𝑎(2)2 + 𝑏(2) − 12

0 = −8 + 4𝑎 + 2𝑏 − 12

2𝑏 = 20 − 4𝑎

𝑏 = 10 − 2𝑎

𝑓 / (𝑥) = −3𝑥 2 + 2𝑎𝑥 + 𝑏

−3(2)2 + 2𝑎(2) + 𝑏 = 0

𝑏 = 12 − 4𝑎

12 − 4𝑎 = 10 − 2𝑎

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 160 of 224
−2𝑎 = −2

∴𝑎=1

𝑏 = 10 − 2(1)

∴𝑏=8

∴ 𝑓(𝑥) = −𝑥 3 + 𝑥 2 + 8𝑥 − 12 ✓ ✓ ✓ ✓ (4)

25.3 𝑓(𝑥) = −𝑥 3 + 𝑥 2 + 8𝑥 − 12

𝑓 / (𝑥) = −3𝑥 2 + 2𝑥 + 8 = 0

3𝑥 2 − 2𝑥 − 8 = 0

(3𝑥 + 4)(𝑥 − 2) = 0

4
𝑥=− or 𝑥 = 2
3

4 4 3 4 2 4
𝑓 (− ) = − (− ) + (− ) + 8 (− ) − 12
3 3 3 3
14
= −18
27
4 14
∴ 𝐶 (− 3 ; −18 27) ✓ ✓ ✓ ✓ (4)

4
25.4 − <𝑥<2
3

(2)

QUESTION 26 [14]

26.1 𝑔(𝑥) = (𝑥 + 5)(𝑥 − 𝑥1 )2

20 = (5𝑥1 )2

𝑥12 = 4

𝑥1 = 2

𝑔(𝑥) = (𝑥 + 5)(𝑥 − 2)2

𝑔(𝑥) = (𝑥 + 5)(𝑥 2 − 4𝑥 + 4)

𝑔(𝑥) = 𝑥 3 + 𝑥 2 − 16𝑥 + 20 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 161 of 224
26.2 𝑔(𝑥) = 𝑥 3 + 𝑥 2 − 16𝑥 + 20

𝑔′ (𝑥) = 3𝑥 2 + 2𝑥 − 16

3𝑥 2 + 2𝑥 − 16 = 0

(3𝑥 + 8)(𝑥 − 2) = 0

−8
𝑥= or 𝑥 = 2
3
−8 1 372
𝑅( ; ) or (−2,67; 50,81)
3 27

𝑃(2; 0) ✓ ✓ ✓ (3)

26.3 𝑔′′ (𝑥) = 6𝑥 + 2 OR 𝑔′′ (𝑥) = 6𝑥 + 2

𝑔′′ (0) = 2 6𝑥 + 2 = 0
1
𝑥 = − 3 is the point of inflection

∴ concave up ✓ ✓ ✓ ∴ concave up ✓ ✓ ✓ (3)

26.4

✓✓✓✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 162 of 224
QUESTION 27 [11]

27.1 𝑓 ′ (𝑥) = 9𝑥 2

3𝑥 3 = 9𝑥 2

3𝑥 3 − 9𝑥 2 = 0

3𝑥 2 (𝑥 − 3) = 0

𝑥 = 0 or 𝑥 = 3 ✓ ✓ ✓ (3)

27.2 The graphs 𝑓, 𝑓 ′ and 𝑓 ′′ all pass through the point (0; 0).

27.2.1 For 𝑓 and 𝑓 ′ ✓ (1)

27.2.2 The point (0; 0) is:

A point of inflection of 𝑓.

A turning point of 𝑓 ′ ✓ ✓ (2)

27.3 𝑓 ′′ (𝑥) = 18𝑥

Distance = 𝑓 ′′ (1) − 𝑓 ′ (1)

= 18(1) − 9(1)2 ✓ ✓ ✓ (3)

27.4 𝑥 < 0; 𝑥 > 0, 𝑥𝜖ℝ ✓ ✓ (2)

QUESTION 28 [12]
3
28.1 ℎ(𝑥) = −2(𝑥 + )(𝑥 − 1)(𝑥 + 3)
2

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 2 + 2𝑥 − 3)

ℎ(𝑥) = −2𝑥 3 − 7𝑥 2 + 9

OR

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 − 1)(𝑥 + 3)

ℎ(𝑥) = −(2𝑥 + 3)(𝑥 2 + 2𝑥 − 3)

ℎ(𝑥) = −2𝑥 3 − 7𝑥 2 + 9 ✓ ✓ ✓ (3)

28.2 ℎ′ (𝑥) = −6𝑥 2 − 14𝑥

−6𝑥 2 − 14𝑥 = 0

−2𝑥(3𝑥 + 7) = 0
7
𝑥 = 0 𝑜𝑟 𝑥 = − 3 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 163 of 224
7
28.3 𝑥 < − 3 or 𝑥 > 0

OR
7
𝑥 ∈ (−∞; − 3) ∪ (0; ∞) ✓ ✓ (2)

28.4 𝑦 − 4𝑥 = 7

−6𝑥 2 − 14𝑥 = 4

0 = 6𝑥 3 + 14𝑥 + 4

0 = 3𝑥 2 + 7𝑥 + 2

0 = (3𝑥 + 1)(𝑥 + 2)
1
𝑥=− or 𝑥 = −2 ✓ ✓ ✓ ✓ (4)
3

QUESTION 29 [9]

29.1 Volume of sphere.


4 2048 𝜋
= 3 𝜋(8)3 or = 3
or = 2144,66 ✓ (1)

29.2 𝑟 2 + 𝑥 2 = 82 (Pythagoras)

𝑟 2 = 64 − 𝑥 2 ✓ (1)
1
29.3 𝑉𝑐𝑜𝑛𝑒 = 𝜋𝑟 2 ℎ
3

1
= 𝜋(64 − 𝑥 2 )(8 + 𝑥)
3
𝜋
= (512 + 64𝑥 − 8𝑥 2 − 𝑥 3 )
3
𝑑𝑉 64𝜋 16𝜋 3𝜋 2
= − 𝑥− 𝑥
𝑑𝑥 3 3 3

0 = 64 − 16𝑥 − 3𝑥 2

0 = 98 − 3𝑥)(𝑥 + 8)

8
𝑥= 𝑥 ≠ −8
3
1 512 32
𝑉𝑐𝑜𝑛𝑒 𝜋( 9 )( 3 )
=3
𝑉𝑠𝑝ℎ𝑒𝑟𝑒 2048𝜋
3
8
= 27 = 0,3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ (7)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 164 of 224
ANALYTICAL GEOMETRY

QUESTION 1 [19]
𝑦𝐷 − 𝑦𝐴
1.1 𝑀𝐴𝐷 = 𝑥𝐷 − 𝑥𝐴

1−0
=
2−4
1
=− ✓✓ (2)
2

1.2 𝑡𝑎𝑛𝜃 = 𝑚𝐴𝐷

1
=−
2

∴ 𝜃 = 180° − 26,565 …

= 153,43° ✓ ✓ ✓ ✓ (4)

1.3 𝑚𝐵𝐶 = 𝑚𝐴𝐷 (𝐵𝐶 ∥ 𝐴𝐷)

𝑦𝐵 − 𝑦𝐶 −1
∴ =
𝑥𝐵 − 𝑥𝐶 2

𝑘 − (−2) 1
∴ =−
2−0 2
𝑘 + 2 −1
∴ =
2 2

∴ 𝑘 + 2 = −1 (× 2)

∴ 𝑘 = −3 ✓ ✓ ✓ (3)
𝑥𝐴 + 𝑥𝐶 𝑦𝐴 + 𝑦𝐶
1.4 𝑀( 2
; 2
)

4 + 0 0 + (−2)
=𝑀 ( ; )
2 2

= 𝑀(2; −1) ✓ ✓ (2)

1.5 𝐷𝐵: 𝑥 = 2 (𝑥𝐷 = 𝑥𝐵 = 2) ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 165 of 224
1.6 𝑥=2 

2𝑦 − 𝑥 + 4 = 0 

in: 2𝑦 − 2 + 4 = 0

2𝑦 = −2

∴ 𝑦 = −1 ∴ 𝐸(2; −1) ✓ ✓ ✓ ✓ (4)


𝑥𝐵 + 𝑥𝐷 𝑦𝐵 + 𝑦𝐷
1.7 𝑚𝑑𝑝𝑡 𝐵𝐷 = ( 2
; 2
)

2 + 2 1 + (−3)
=( ; )
2 2

= (2; −1)

And 𝑚𝑑𝑝𝑡 𝐴𝐶 = (2; −1)

∴ Diagonals bisect one another.

∴ 𝐴𝐵𝐶𝐷 a parallelogram. (2)

QUESTION 2 [21]

2.1 𝑥 2 + 𝑦 2 − 10𝑥 − 4𝑦 + 12 = 0

𝑥 2 − 10𝑥 + 52 + 𝑦 2 − 4𝑦 + 22 = −12 + 52 + 22

∴ (𝑥 − 5)2 + ✓ ✓(𝑦 − 2)2 = 17

2.1.1 𝑀(5; 2)✓ ✓ ✓ ✓ (4)

2.1.2 𝑟 = √17 ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 166 of 224
2.2 𝐵(𝑥; 𝑦); 𝑀(5; 2)

𝑀𝐵 ⊥ 𝐴𝐵 (tang)

∴ 𝑀𝑀𝐵 . 𝑀𝐴𝐵 = −1
𝑦𝐵 − 𝑦𝑀 𝑦𝐵 − 𝑦𝐴
∴ . = −1
𝑥𝐵 − 𝑥𝑀 𝑥𝐵 − 𝑥𝐵

𝑦 − 2 𝑦 − (−3)
∴ . = −1
𝑥−5 𝑥−2
(𝑦 − 2)(𝑦 + 3)
= −1
(𝑥 − 5)(𝑥 − 2)

∴ 𝑦 2 + 𝑦 − 6 = −(𝑥 2 − 7𝑥 + 10)

= −𝑥 2 + 7𝑥 − 10

∴ 𝑥 2 + 𝑦 2 − 7𝑥 + 𝑦 = 0 

And 𝑥 2 + 𝑦 2 − 10𝑥 − 4𝑦 + 12 = 0 

- 3𝑥 + 5𝑦 − 8 = 0

∴ 3𝑥 = 8 − 5𝑦

8 − 5𝑦
∴𝑥= 
3
8 − 5𝑦 2 8 − 5𝑦
 in  ( ) + 𝑦2 − 7 ( )+𝑦+4=0
3 3

64 − 80𝑦 + 25𝑦 2 56 − 35𝑦


∴ + 𝑦2 − +𝑦+4=0
9 3

× 9: 64 − 80𝑦 + 25𝑦 2 + 9𝑦 2 − 168 + 105𝑦 + 9𝑦 + 36 = 0

∴ 34𝑦 2 + 34𝑦 − 68 = 0

÷ 34: 𝑦 2 + 𝑦 − 2 = 0

(𝑦 + 2)(𝑦 − 1) = 0

∴ 𝑦 = −2 or 𝑦 = 1

8 − 5(−2)
𝑦 = −2 in : 𝑥 = =6
3

∴ 𝐵(6; −2) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ (10)

2.3 𝐴𝐵2 = (𝑥𝐴 − 𝑥𝐵 )2 + (𝑦𝐴 − 𝑦𝐵 )2

= (2 − 6)2 + (−3 + 2)2

= 16 + 1

∴ 𝐴𝐵 = √17 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 167 of 224
2.4 𝐴𝐵 = 𝐴𝐶 Tangents

𝑀𝐶 = 𝑀𝐵 Radii

∴ 𝐴𝐵 = 𝐴𝐶 = 𝑀𝐶 = 𝑀𝐵 (𝐴𝐵 = √17 = 𝑀𝐵

∴ 𝐴𝐵𝐶𝐷 rhombus (sides =) ✓ ✓ ✓ (3)

QUESTION 3 [19]

𝑥𝐴 + 𝑥𝐶 𝑦𝐴 + 𝑦𝐶
3.1 𝑀( ; )
2 2

−7 + 6 2 + 3
= 𝑀( ; )
2 2
1 5
= 𝑀 (− 2 ; 2) ✓ ✓ (2)
𝑦𝐹 − 𝑦𝐶
3.1.1 𝑀𝐵𝐶 =
𝑥𝐹 − 𝑥𝐶

𝑂−3 −3 3
= 𝑝−6
= 𝑝−6 = 6−𝑝 ✓ (1)

3.2 𝐵𝐶 ∥ 𝐴𝐷 𝐴𝐵𝐶𝐷 rectangle

∴ 𝑀𝐵𝐶 = 𝑀𝐴𝐷

∴ 𝑀𝐵𝐶 = 2 𝐴𝐷: 𝑦 = 2𝑥 + 16
3
∴ 6−𝑝 = 2 ∴ 𝑀𝐴𝐷 = 2

3 = 12 − 2𝑝

2𝑝 = 9
1 9
∴ 𝑝 = 42 = 2 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 168 of 224
3.3 𝐷𝐵 = 𝐴𝐶 diagonals of rectangle

∴ 𝐷𝐵 = √(𝑥𝑐 − 𝑥𝐴 )2 + (𝑦𝑐 − 𝑦𝐴 )2

= √(6 + 7)2 + (3 − 2)2

= √132 + 12

= √169 + 1

= √170 = 13,0384 …

≈ 13,04 ✓ ✓ ✓ (3)

3.4 tan ∝ = 𝑀𝐵𝐶

=2

∴ ∝ = 63,4349 … °

≈ 63,43° ✓ ✓ (2)

3.5 In quadrilateral 𝑂𝐺𝐵𝐹

𝐺𝑂̂𝐹 = 90°

𝐺𝐵̂𝐹 = 90° (< of rectangle)

𝑂𝐹̂ 𝐵 = ∝ = 63,43° vertical 𝑜𝑝𝑝 <𝑠

𝑂𝐺̂ 𝐵 + 𝐺𝑂̂𝐹 + 𝐺𝐵̂𝐹 + 𝑂𝐹̂ 𝐵 = 360° (<𝑠 𝑜𝑓 𝑞𝑢𝑎𝑑𝑟𝑖𝑙)

∴ 𝑂𝐺̂ 𝐵 + 90° + 90° + 63,43° = 360°

∴ 𝑂𝐺̂ 𝐵 = 116,57° ✓ ✓ ✓ (3)

3.6 𝐷𝐶̂ 𝐵 = 90° < of rectangle.

∴ 𝐷𝐵 is diameter

∴ 𝑀 is centre / midpoint

1 2
∴ (𝑥 − 𝑥𝑀 )2 + (𝑦 − 𝑦𝑀 )2 = ( 𝐷𝐵)
2
1 5 2 1 2
(𝑥 − (− ))2 + (𝑦 − ) = ( . √170)
2 2 2
1 5 170
(𝑥 + 2)2 + (𝑦 − 2)2 = 4
✓✓✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 169 of 224
3.7 ̂ 𝐵 = 90°
𝐴𝑀

[diagonals of square bisect each other at 90°]

∴ 𝐴𝐵 is a diameter

[chord subtends 90°]

𝐴𝐵̂𝐶 = 90°

[angle of square]

∴ 𝐵𝐶 tangent

[line ⊥ radius] ✓ ✓ (2)

QUESTION 4 [23]

1
4.1 < in semi circle (< 𝑖𝑛 2 ⨀) ✓ (1)

𝑦 −𝑦 2−7 5
4.2 𝑀𝑇𝑆 = 𝑥𝑠 − 𝑥𝑇 = 5 − 3 = − 2 ✓ ✓ (2)
𝑆 𝑇

4.3 𝑇𝑆 ⊥ 𝑆𝑅 (from 4.1)

∴ 𝑀𝑇𝑆 . 𝑀𝑆𝑅 = −1
5
∴ − 2 . 𝑀𝑆𝑅 = −1

2
∴ 𝑀𝑆𝑅 = 5

equation 𝑆𝑅:
2
𝑦 = 5𝑥 + 𝑐

2
𝑆(5; 2): 𝑦 = (5) + 𝑐
5

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 170 of 224
2=2+𝑐

∴𝑐=0
2
∴ 𝑦 = 5𝑥 ✓ ✓ ✓ (3)

1
4.4.1 𝑟 2 = 36 4

1 145 1
∴ 𝑟 = √36 = √ = √145
4 4 2

1
𝑇𝑅 = 2 × 𝑟 = 2 × √145
2

= √145 ✓ ✓ (2)
1
4.4.2 Midpoint 𝑀 (9; 6 2)

𝑥𝑇 + 𝑥𝑅 𝑦𝑇 + 𝑦𝑅
2
= 𝑥𝑀 2
= 𝑦𝑀

3 + 𝑥𝑅 7 + 𝑦𝑅 1
∴ 2
=9 2
= 62

(× 2): 3 + 𝑥𝑅 = 18 7 + 𝑦𝑅 = 13

∴ 𝑥𝑅 = 15 ∴ 𝑦𝑅 = 6

∴ 𝑅(15; 6) ✓ ✓ ✓ (3)

4.4.3 𝑇𝑆 = √(𝑥𝑆 − 𝑥𝑇 )2 + (𝑦𝑆 − 𝑦𝑇 )2

= √(5 − 3)2 + (2 − 7)2

= √22 + (−5)2

= √4 + 25

= √29

𝑇𝑆 √29 29 1
sin 𝑅 = = =√ =√
𝑇𝑅 √145 145 5

= 0,44721 …

≈ 0,45 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 171 of 224
𝑦𝑅 − 𝑦𝑇 6−7 −1
4.4.4 𝑀𝑇𝑅 = 𝑥𝑅 − 𝑥𝑇
= 15 − 3 = 12

𝑇𝑅 ⊥ 𝑇𝐾 tan ⊥ 𝑟𝑎𝑑.

∴ 𝑀𝑇𝑅 . 𝑀𝑇𝐾 = −1
−1
∴ 12
. 𝑀𝑇𝐾 = −1

∴ 𝑀𝑇𝐾 = 12

𝑒𝑞. 𝑇𝐾: 𝑦 = 12𝑥 + 𝑐

(𝑇(3; 7)): 7 = 12(3) + 𝑐

∴ 𝑐 = 7 − 36

= −29

∴ 𝑦 = 12𝑥 − 29

𝐾(𝑎; 𝑏): 𝑏 = 12𝑎 − 29 ✓ ✓ ✓ (3)

4.5 ∴ 𝑇𝐾 = √(𝑥𝐾 − 𝑥𝑇 )2 + (𝑦𝐾 − 𝑦𝑇 )2

∴ √145 = √(𝑎 − 3)2 + (𝑏 − 7)2

(√145)2 = (√𝑎2 − 6𝑎 + 9 + 𝑏 2 − 14𝑏 + 49)2

145 = 𝑎2 − 6𝑎 + 9 + 𝑏 2 − 14𝑏 + 49 

𝑏 = 12𝑎 − 29  [4.4.4]

 into : 145 = 𝑎2 − 6𝑎 + 9 + (12𝑎 − 29)2 − 14(12𝑎 − 29) + 49

∴ 145 = 𝑎2 + 6𝑎 + 9 + 144𝑎2 − 696𝑎 + 841 − 168𝑎 + 406 + 49

∴ 0 = 145𝑎2 − 870𝑎 + 1160

(÷ 145): 0 = 𝑎2 − 6𝑎 + 8

= (𝑎 − 4)(𝑎 − 2)

∴ 𝑎 = 4 or 𝑎 = 2

𝑎 = 4: 𝑏 = 12(4) − 29 = 48 − 29 = 19

𝑎 = 2: 𝑏 = 12(2) − 29 = 24 − 29 = −5

∴ 𝐾(2; −5) ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 172 of 224
QUESTION 5 [21]

5.1 𝑟 = 𝑀𝑁 = 5 ✓ Answer (1)

5.2 (𝑥 − 5)2 + (𝑦 − 4)2 = 25 ✓ Equation (1)

5.3 𝐴(𝑥; 0) ✓ Substitute into eq. (1)

(𝑥 − 5)2 + (0 − 4)2 = 25 (𝑥 − 5)2 + (0 − 4)2 = 25 𝑦=0

𝑥 2 − 10𝑥 + 25 + 16 = 25 (𝑥 − 5)2 + 16 = 25

𝑥 2 − 10𝑥 + 16 = 0 OR (𝑥 − 5)2 = 9 ✓ Standard form OR

(𝑥 − 8)(𝑥 − 2) = 0 (𝑥 − 5) = ±3 perfect square form

∴ 𝑥 = 8 or 𝑥 = 2 ∴ 𝑥 = 8 or 𝑥 = 2

∴ 𝐴(2; 0) ∴ 𝐴(2; 0) ✓ Answer (3)


4−0
5.4.1 𝑚𝑀𝐵 = ✓ Subst. 𝑀 and 𝐵
5−8
into form
4 4
=− ✓ 𝑚𝑀𝐵 = − (2)
3 3

5.4.2 𝑚𝑀𝐵 × 𝑚𝑃𝐵 = −1 (Tangent ⊥ radius) ✓


3
𝑚𝑃𝐵 = 4 𝑚𝑀𝐵 × 𝑚𝑃𝐵 = −1

3 3
𝑦 = 4𝑥 + 𝑐 OR 𝑦 − 𝑦1 = 4 (𝑥 − 𝑥1 )

3 3
0 = 4 (8) + 𝑐 𝑦 − 0 = 4 (𝑥 − 8)

3 3
𝑦 = 4𝑥 − 6 𝑦 = 4𝑥 − 6 ✓ Equation (3)

5.5 𝑦𝐾 = 𝑦𝑀 + 𝑟 = 4 + 5 ✓9

𝑦=9 ✓ Equation (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 173 of 224
5.6 At 𝐿:
3
4
𝑥 −6=9 ✓ Equating

Simultaneously

3𝑥 − 24 = 26 ✓ Simplification

3𝑥 = 60

𝑥 = 20

∴ 𝐿(20; 9) (2)

5.7 𝐿(20; 9)

𝑀𝐿 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 OR 𝑀𝐿 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 ✓ Correct subst.

= √(20 − 5)2 + (9 − 4)2 = √(15)2 + (5)2 into distance formula

= √225 + 25 = √225 + 25

= √250 OR 5√10 = √250 or 5√10 ✓ Answer in surd form

(2)

5.8 𝑀𝐾 ⊥ 𝐾𝐿 OR ̂ 𝐿 = 90°
𝑀𝐾 (radius ⊥ tangent) ✓𝑆

∴ 𝑀𝐿 is a diameter as it subtends a right angle?

𝑀𝐿 √250 125
𝑟= 2
= 2
=√ 2
OR 7,91 ✓ Value 𝑟

Centre of circle = midpoint of 𝑀𝐿 ✓ 𝑥 = 12,5


5+20 25 4+9 13
𝑥= 2
= 2
= 12,5 𝑦= 2
= 2
= 6,5 ✓ 𝑦 = 6,5

Centre (12,5; 6,5)

Equation of the circle 𝐾𝐿𝑀: ✓ Answer in


250 125
∴ (𝑥 − 12,5)2 + (𝑦 − 6,5)2 = = = 62,5 correct form (5)
4 2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 174 of 224
QUESTION 6 [19]

6.1 𝑦 = 0: 3𝑥 + 8 = 0 ✓ 𝑦-value
8
𝑥=− ✓ 𝑥-value
3

2 8
∴ 𝐸 (−2 3 ; 0) OR 𝐸 (− 3 ; 0) (2)

6.2 tan 𝐷𝐸̂ 𝑂 = 𝑚𝐷𝐸 = 3 ✓ tan 𝐷𝐸̂ 𝑂 = 3

∴ 𝐷𝐸̂ 𝑂 = 71,565 … = 71,57° ✓ 71,565 … °

𝐷𝐴̂𝐸 = 71,565 … ° − 45°

= 26,57° ✓ = 26,57° (3)

6.3 𝑚𝐴𝐵 = tan 26,57° ✓ 𝑚𝐴𝐵 = tan 26,57°


1 1
= ✓ 𝑚𝐴𝐵 =
2 2

1 1
𝑦 = 2𝑥 +𝑐 OR 𝑦 − 𝑦1 = 2 (𝑥 − 𝑥1 ) ✓ Subst. of 𝑚 and
(1; 5) into formula
1 1
5 = 2 (1) + 𝑐 𝑦 − 5 = 2 (𝑥 − 1)

1 1 1 9
𝑦 = 𝑥+4 𝑦= 𝑥+ ✓ Equation (4)
2 2 2 2

6.4 Solve 𝑥 − 2𝑦 + 9 = 0 and 𝑦 = 3𝑥 + 8 simultaneously:

𝑥 − 2(3𝑥 + 8) + 9 = 0 ✓ Subst.

𝑥 − 6𝑥 − 16 + 9 = 0

−5𝑥 = 7
2
𝑥 = −1 ✓ 𝑥-value
5

2 2
∴ 𝑦 = 3𝑥 (−1 5) + 8 OR −1 5 − 2𝑦 + 9 = 0 ✓ Subst.

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 175 of 224
4 4
𝑦 = 35 𝑦 = 35 ✓ 𝑦-value

2 4
∴ 𝐷 (−1 5 ; 3 5) (4)

OR

𝑥 = 2𝑦 − 9

𝑦 = 3(2𝑦 − 9) + 8 ✓ Subst.

𝑦 = 6𝑦 − 27 + 8
4
∴𝑦=3 ✓ 𝑦-value
5

4 4
𝑥 = 2 (3 5) − 9 OR 3 5 = 3𝑥 + 8 ✓ Subst.

2 2
𝑥 = −1 5 𝑥 = −1 5 ✓ 𝑥-value

2 4
∴ 𝐷 (−1 ; 3 )
5 5

OR
1 1
3𝑥 + 8 = 2 𝑥 + 4 2 ✓ Equating

6𝑥 + 16 = 𝑥 + 9

5𝑥 = −7
2
∴ 𝑥 = −1 ✓ 𝑥-value
5

2 1 2 1
∴ 𝑦 = 3 (−1 ) + 8 OR 𝑦 = (−1 ) + 4 ✓ Subst.
5 2 5 2

4 4
𝑦 = 35 𝑦 = 35 ✓ 𝑦-value

2 4
∴ 𝐷 (−1 ; 3 )
5 5

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 176 of 224
6.5 Area 𝐷 𝑀𝑂𝐸 = area ∆ 𝐴𝑀𝑂 − area ∆𝐴𝐷𝐸 ✓ Correct method

𝑥𝐴 = 2(0) − 9 ∴ 𝐴(−9; 0) ✓ 𝑥𝐴 = −9

Area ∆ 𝐴𝑀𝑂 area ∆ 𝐴𝐷𝐸


1 1 1 1
= 2 . 𝐴𝑂. 𝑂𝑀 = 2 . 𝐴𝐸. 𝑦𝐷 ✓ 2 (9)(4 2)

1 1 1 2 1
= 2 (9)(4 2) = 2 . (𝐴𝑂 − 𝐸𝑂). 𝑦𝐷 ✓ 𝐴𝐸 = 9 − 2 3 = 6 3

1 2 4 4
= 20,25 = 2 (9 − 2 3) (3 5) ✓ 𝑦𝐷 = 3 5

= 12,03 = 12,03

OR OR

Area ∆ 𝐴𝐷𝐸

1 19√5
= 2 𝐴𝐷. 𝐴𝐸. sin 𝐷𝐴̂𝐸 ✓ 𝐴𝐷 = 5

1 19√5 1 1
= ( ) . 6 . sin 26,57° ✓ 𝐴𝐸 = 6
2 5 3 3

= 12,03

∴ Area 𝐷𝑀𝑂𝐸 = 8,22 square units. ✓ Answer (6)

QUESTION 7 [19]

7.1 𝑚𝑃𝑄 = tan 45° ✓ 𝑚 = tan 45°

=1 ✓ Answer (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 177 of 224
7.2 𝑀𝑁 ∥ 𝑃𝑄 [midpoint theorem] ✓ 𝑆 OR 𝑅

∴ 𝑚𝑀𝑁 = 1 ✓ 𝑚𝑀𝑁

∴ 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) ✓ Subst. 𝑚 and

∴ 𝑦 − 1 = 1(𝑥 − 7) 𝑁(7; 1)

∴𝑦 =𝑥−6 ✓ Equation

OR

𝑀𝑁 ∥ 𝑃𝑄 [midpoint theorem] ✓ 𝑆 OR 𝑅

∴ 𝑚𝑀𝑁 = 1 ✓ 𝑚𝑀𝑁

∴ 𝑦 = 𝑚𝑥 + 𝑐 ✓ Subst. 𝑚 and

∴ 1 = 1(7) + 𝑐 𝑁(7; 1)

−6 = 𝑐

∴𝑦 =𝑥−6 ✓ Equation (4)


1
7.3 𝑀𝑁 = 𝑃𝑄 [midpoint theorem] ✓𝑆
2

7√2
∴ 𝑀𝑁 = ≈ 4,95 ✓ Answer (2)
2

7.4 𝑅𝑆 = 7√2 = 𝑃𝑄 ✓ Answer (1)

7.5 𝑄𝑁 = 𝑁𝑆 [diag of ∥ 𝑚] ✓ Method


−2 + 𝑥𝑆 −3 + 𝑦𝑆
2
=7 and 2
=1 ✓ 𝑥-value

∴ 𝑥𝑆 = 16 ∴ 𝑦𝑆 = 5 ✓ 𝑦-value

OR

𝑄𝑁 = 𝑁𝑆 [diag of ∥ 𝑚] ✓ Method

∴ by inspection: ✓ 𝑥-value

𝑆(16; 5) ✓ 𝑦-value (3)

7.6 Equation of 𝑃𝑄: 𝑦 = 𝑥 + 𝑐

−3 = −2 + 𝑐

𝑦=𝑥−1 ∴ 𝑎 = 𝑏 + 1 … (1) ✓ Equation of 𝑃𝑄

From distance formula:

𝑃𝑄 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

7√2 = √(𝑎 − (−2))2 + (𝑏 − (−3))2 ✓ Subst. 𝑄 and 7√2

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 178 of 224
∴ 98 = (𝑎 + 2)2 + (𝑏 + 3)2 … (2) into

Subst. (1) into (2): distance formula

98 = (𝑏 + 1 + 2)2 + (𝑏 + 3)2

98 = 𝑏 2 + 6𝑏 + 9 + 𝑏 2 + 6𝑏 + 9 ✓ Subst. eq. of 𝑃𝑄

0 = 2𝑏 2 + 12𝑏 − 80

0 = 𝑏 2 + 6𝑏 − 40 ✓ st. form

∴ 0 = (𝑏 + 10)(𝑏 − 4)

∴ 𝑏 = 4 (since 𝑏 > 0)

Subst. 𝑏 = 4 into (1): ✓ Value of 𝑏

∴𝑎 =4+1=5

∴ 𝑃(5; 4) ✓ Value of 𝑎

OR

Equation of 𝑃𝑄: 𝑦 = 𝑥 + 𝑐

−3 = −2 + 𝑐

𝑦=𝑥−1 ∴ 𝑎 = 𝑏 + 1 … (1) ✓ Equation of 𝑃𝑄

From distance formula:

7√2 = √(𝑎 − (−2))2 + (𝑏 − (𝑏 − (−3))2 ✓ Subst. 𝑄 and 7√2

∴ 98 = (𝑎 + 2)2 + (𝑏 + 3)2 … (2) into distance formula

Subst. (1) into (2):

98 = (𝑏 + 1 + 2)2 + (𝑏 + 3)2 ✓ Equation of 𝑃𝑄

98 = 2(𝑏 + 3)2

49 = (𝑏 + 3)2 ✓ Simplification

±7 = 𝑏 + 3

±7 − 3 = 𝑏 ✓ Value of 𝑏

∴ 𝑏 = 4 (since 𝑏 > 0) ✓ Value of 𝑎

Subst. 𝑏 = 4 into (1):

∴𝑎 =4+1=5

∴ 𝑃(5; 4)

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 179 of 224
Equation of 𝑃𝑄: 𝑦 = 𝑥 + 𝑐

−3 = −2 + 𝑐

𝑦=𝑥−1 ∴ 𝑎 = 𝑏 + 1 … (1) ✓ Equation of 𝑃𝑄

From distance formula:

7√2 = √(𝑎 − (−2))2 + (𝑏 − (−3))2 ✓ Subst. 𝑄 and 7√2

98 = (𝑎 + 2)2 + (𝑎 − 1 + 3)2 into distance formula

= 2(𝑎 + 2)2

∴ 𝑎 + 2 = 7 (since 𝑎 > 0) ✓ Subst. eq. of 𝑃𝑄

𝑎=5

Subst. 𝑎 = 4 into (1): ✓ Simplification

∴𝑏 =5−1=4 ✓ Value of 𝑎

∴ 𝑃(5; 4)

OR

✓✓✓

𝑎 = −2 + 7√2 cos 45° = 5 ✓

𝑏 = −3 + 7√2 sin 45° = 4 ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 180 of 224
QUESTION 8 [20]

8.1 (𝑥 − 5)2 + (𝑦 − 2)2 = 𝑟 2 ✓ Subst. (5; 2) into

(0 − 5)2 + (6 − 2)2 = 𝑟 2 circle equation

25 + 16 = 𝑟 2 ✓ Value of 𝑟 2

41 = 𝑟 2

∴ (𝑥 − 5)2 + (𝑦 − 2)2 = 41 ✓ Equation

OR

𝑃𝑄 = √(0 − 5)2 + (6 − 2)2 ✓ Subst. (5; 2) and

= √25 + 16 (0; 6) into dist. form

𝑟 = √41 ✓ Value of 𝑟

∴ (𝑥 − 5)2 + (𝑦 − 2)2 = 41 ✓ Equation (3)

8.2 (0 − 5)2 + (𝑦 − 2)2 = 41 ✓𝑥=0

25 + (𝑦 − 2)2 = 41

25 + 𝑦 2 − 4𝑦 + 4 = 41

𝑦 2 − 4𝑦 − 12 = 0 ✓ st. form

(𝑦 − 6)(𝑦 + 2) = 0

𝑦≠6 OR 𝑦 = −2 ✓ Answer

∴ 𝑆(0; −2) OR 𝑦 = −2 (neg. value)

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 181 of 224
(0 − 5)2 + (𝑦 − 2)2 = 41

25 + (𝑦 − 2)2 = 41 ✓𝑥=0

(𝑦 − 2)2 = 16 ✓ Square form

𝑦 − 2 = ±4

𝑦 =2±4

𝑦≠6 OR 𝑦 = −2

∴ 𝑆(0; −2) ✓ Answer

(neg. value)

OR

Draw 𝑄𝑇 ⊥ 𝑃𝑆

𝑃𝑇 = 𝑇𝑆 [line from centre ⊥ to chord]

𝑃𝑇 = 𝑦𝑃 − 𝑦𝑄 = 6 − 2 = 4

𝑦𝑄 − 𝑦𝑆 = 4

𝑦𝑆 = 2 − 4 = −2

∴ 𝑆(0; −2)

✓ 𝑥=0

✓ ✓ 𝑦 = −2 (3)
6−2
8.3 𝑚𝑃𝑄 = 0 − 5 ✓ Subst. (0; 6) and

4
=− (5; 2) into grad form
5

𝑚𝑃𝑄 × 𝑚𝐴𝑃𝐵 = −1 [tan ⊥ radius] ✓ 𝑚𝑃𝑄

5
∴ 𝑚𝐴𝑃𝐵 = ✓ 𝑚𝐴𝑃𝐵
4

5
∴𝑦 = 𝑥+6 ✓ Equation (4)
4

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 182 of 224
5
8.4 tan ∝ = 4 ✓ tan ∝ = 𝑚𝐴𝑃𝐵

∴ ∝ = 51,34° ✓ Answer

OR

𝐵(4,8; 0)
6 6
∴ tan ∝ = 4,8 ✓ tan ∝ = 4,8

∴ ∝ = 51,34° ✓ Answer (2)

8.5 𝜃 = 𝐵𝑃̂𝑆 [tan-chord 𝑡ℎ.] ✓𝑆✓𝑅

= 90°−∝ [∠ sum in ∆] ✓ 90°−∝

= 90° − 51,34° ✓ Answer

= 38,66°

OR

𝑃𝑆 = 8

𝑃𝑄 = 𝑆𝑄 = √41

𝑃𝑆 2 = 𝑃𝑄 2 + 𝑆𝑄 2 − 2. 𝑃𝑄. 𝑆𝑄. cos 𝑃𝑄̂ 𝑆 ✓ Correct subst.

64 = 41 + 41 − 2.41. cos 𝑃𝑄̂ 𝑆 into cosine rule


18
cos 𝑃𝑄̂ 𝑆 = 82 ✓𝑅

𝑃𝑄̂ 𝑆 = 77,32° ✓ 𝑃𝑄̂ 𝑆 = 77,32°


1
𝜃 = 𝑃𝑄̂ 𝑆 [∠ at centre = 2 × ∠ cicumf.] ✓ Answer
2

= 38,66° (4)
1
8.6 Area ∆𝑃𝑄𝑆 = 2 𝑃𝑆 × height ✓ Area formulae:

∆𝑃𝑄𝑆
1
= 2 (8)(5) ✓ 𝑃𝑆 = 8

✓⊥ℎ=5

= 20 square units ✓ Answer

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 183 of 224
𝑃𝑄̂ 𝑆 = 2 × 38,66° [∠ at centre = 2 × ∠ cicumf.] ✓ Size of 𝑃𝑄̂ 𝑆

= 77,32°
1
Area ∆𝑃𝑄𝑆 = 2 𝑃𝑄. 𝑄𝑆. sin 𝑃𝑄̂ 𝑆 ✓ Area rule:𝑃𝑄𝑆

1
= 2 . √41. √41 sin 77,32° ✓ Subs. Correctly

= 20 square units ✓ Answer (4)

QUESTION 9 [21]

4−(−4) 8
9.1 𝑚𝑊𝑃 = = ✓ substitution of W and P
−4−0 −4

𝑚𝑊𝑃 = −2 ✓ 𝑚𝑊𝐾 (2)


1
9.2 𝑚𝑊𝑃 = 2 (given) ✓ (𝑚𝑊𝑃 )(𝑚𝑆𝑇 )

1
(𝑚𝑊𝑃 )(𝑚𝑆𝑇 ) = (−2)(2) ✓−1

∴ 𝑆𝑇 ⊥ 𝑊𝑃 (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 184 of 224
9.3 5𝑦 + 2𝑥 + 60 = 0

2
∴ 𝑦 = − 𝑥 − 12
5
2 1
− 𝑥 − 12 = 𝑥 + 6 ✓ equating
5 2

−4𝑥 − 120 = 5𝑥 + 60

9𝑥 = −180 ✓ 𝑥 value

𝑥 = −20 ✓ substitution
2
∴ 𝑦 = − 5 (−20) − 12 ✓ 𝑦 value

𝑦 = −4

∴ 𝑆( −20; −4) (4)

OR

5𝑦 + 2𝑥 + 60 = 0 ✓ substitution

1
5( 𝑥 + 6) + 2𝑥 + 60 = 0
2
5
𝑥 + 30 + 2𝑥 + 60 = 0
2
9
𝑥 = −90 ✓ 𝑥 value
2

𝑥 = −20 ✓ substitution
2
∴ 𝑦 = − (−20) − 12 ✓ 𝑦 value
5

𝑦 = −4

∴ 𝑆( −20; −4)
2
9.4 𝑦 = − 5 (−4) − 12 ✓ substitution

52
𝑦=− 5
✓ 𝑦 value

52
∴ 𝑅(−4; − 5
) ✓ method

52
∴ 𝑊𝑅 = 4 − (− ) ✓ answer
5

72 2
∴ 𝑊𝑅 = 5
units or 𝑊𝑅 = 14 5 units (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 185 of 224
2
9.5 𝑚𝑆𝐾 = − ✓ 𝑚𝑆𝐾
5

Ref. angle = 21,801 … ° ✓ size of 𝛽

𝛽 = 158,19 … °

1
𝑚𝑆𝑇 =
2

𝛼 = 26,56 … ° ✓ size of 𝛼

𝑀𝑆̂𝑅 = 21,80 … ° = 26,56 … ° ✓ method

𝑀𝑆̂𝑅 = 48,366 … ° ✓ answer

𝜃 = 48,37° (5)

9.6 In ∆ 𝑆𝑅𝑊: ✓ ⊥h

⊥ h = 20 − 4

⊥ h = 16 units
1
Area SRW = 2 × perpendicular height × 𝑊𝑅 ✓ substitution

1 72
= 2 (16) ( 5 ) ✓ area ∆

= 115,2 square units

Area SWRL = 2 Area ∆ 𝑆𝑅𝑊 ✓ answer

= 2(115.2)

= 230,4 square units

OR

In ∆ 𝑆𝑅𝑊:

⊥ h = 20 − 4 ✓ ⊥h

⊥ h = 16 units
72
Area SRW = 16 × 5
✓ ✓ substitution

= 230,40 square units ✓ answer

OR

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 186 of 224
SW = √(−20 + 4)2 + (−4 − 4)2 = 8√5 = 17,89

2 16√29
SR = √(−20 + 4)2 + (−4 + 10 5)2 = 5
= 17,23 ✓ 𝑆𝑊 = 8√5

Area SWRL = 2 × Area ∆ 𝑆𝑅𝑊

1 16√29
= 2(2 × 𝑆𝑊 × 𝑆𝑅 sin 𝜃) ✓ 𝑆𝑅 = 5

1 16√29
= 2(2 × 8√5 × 5
sin 48,37°) ✓ substitution

= 230,41 square units ✓ answer (4)

QUESTION 10 [19]

10.1 𝑥2 + 𝑦2 = 𝑟2 ✓ substitution of W and P

∴ 𝑟 2 = (−3)2 + (4)2 = 25 ✓ answer

𝑥 2 + 𝑦 2 = 25 (2)

10.2 𝑇𝑀 ⊥ 𝑇𝑁 [tangent ⊥ radius] ✓ 𝑇 (−11 ; 4)

𝑇( −11; 4) ✓ length of radius

𝑟 = −3 − (−11) = 8

(𝑥 + 3)2 + (𝑦 − 4)2 = 64 ✓ equation (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 187 of 224
10.3 𝑂( 0; 0) and 𝑀(−3; 4)

4−0 4 0−4 4
𝑚𝑂𝑀 = =− 𝑜𝑟 =−
−3 − 0 3 0 − (−3) 3
3 4
𝑚𝑁𝑀 = 4 ✓ 𝑚𝑁𝑀 = − 3

3 3
𝑦 − 4 = (𝑥 − (−3)) or 𝑦 = 𝑥 + 𝑐
4 4
3 9 3 4
𝑦−4= 𝑥+ 4 = (−3) + 𝑐 ✓ 𝑚𝑁𝑀 =
4 4 4 3

25
𝐶= 4
✓ substitution M

3 25 3 25
∴ 𝑦 = 4𝑥 + 4
𝑐 = 4𝑥 + 4
✓ equation (4)

10.4 𝑁(−11; 𝑝)

3 25
𝑦= 𝑥+
4 4
3 25
𝑝 = (−11) + ✓ 𝑝 = −2
4 4

𝑃 = −2 ✓ 𝑁(−11; −2)

∴ 𝑁(−11; −2) ✓ 𝑆(3; −4)

−3 + 𝑥𝑠 4 + 𝑦𝑠
= 0 and =0
2 2

∴ 𝑆(3; −4) ✓ substitution M

𝑆𝑁 = √(−11 − 3)2 + (−2 − (−4))2 = 10√2 ✓ answer (5)

10.5 𝐵(−2; 5) ✓ 𝐵𝑀

𝐵𝑀 = √2 units ✓ ✓ 𝑘 = 6,59

Radius of circle centred at 𝑀 = 8 units ✓ ✓ 𝑘 = 9, 41

𝑘 = 8 − √2 = 6,59 units or 8 + √2 = 9,41 units (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 188 of 224
FINANCE

QUESTION 1 [13]
𝑥[1 − (1 + 𝑖) − 𝑛 ]
1.1 𝑃= ✓
𝑖

0,12 − 12 × 8
𝑥[1 − (1 + ) ]
300 000 = 12 ✓
0,12
12

= 𝑥(61,5277 … ) ✓

300 000
∴𝑥= ✓
61,527 …

= 𝑅 4875,85 ✓ (5)

1.2

𝑥[(1 + 𝑖)𝑛 − 1]
𝐹= ✓
𝑖

2000[(1 + 0,12)6 − 1]
= ✓
0,12

= 𝑅16 230,38 ✓ ✓ (4)

1.3 𝐴 = 𝑃(1 + 𝑖)𝑛

1,12 2𝑛
∴ 3𝑥 = 𝑥 (1 + )
2
3𝑥
= (1,06)2𝑛
𝑥

3 = (1,06)2𝑛

∴ 2𝑛 = 𝑙𝑜𝑔1,06 3

log 3
2𝑛 =
log 1,06

2𝑛 = 18,85 …

∴ 𝑛 = 9,427 …

≈ 9,43 years ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 189 of 224
QUESTION 2 [14]

2.1 Loan amount

= 88% of 𝑅850 000

88
= × 𝑅850 000
100

= 𝑅748 000 ✓ ✓ (2)


𝑖𝑛
2.2 1 + 𝑖𝑒 = (1 + 𝑛 )𝑛

0,09 12
1 + 𝑖𝑒 = (1 + )
12

1 + 𝑖𝑒 = 1,093806898

∴ 𝑖𝑒 = 1,093806898

∴ 𝑟 = 9,38%

≠ 9,6% Not correct ✓ ✓ ✓ ✓ (4)

[1 − (1 + 𝑖) − 𝑛 ]
2.3 𝑃𝑣 = 𝑥 𝑖

0,09
[1 − (1 + 12 ) −240 ]
∴ 748 000 = 𝑥
12

748 000 = 𝑥(111,144945)

748 000
∴𝑥=
111,144954

𝑥 = 𝑅6729, 95𝑐 ✓ ✓ ✓ ✓ (4)

𝑥[1 − (1 + 𝑖) − 𝑛 ]
2.4 𝑃𝑣 = 𝑖

0,09
7000[1 − (1 + 12 )− 𝑛 ]
748 000 =
0,09
12
0,09 − 𝑛
748 000 (1 − (1 + 12 ) )
=
7 000 0,09
12
748 0,09 0,09 − 𝑛
× = 1 − (1 + )
7 12 12
561 0,09 − 𝑛
= 1 − (1 + )
700 12
0,09 − 𝑛 561
(1 + ) =1−
12 700

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 190 of 224
0,09 − 𝑛 139
(1 + ) =
12 700
0,09 − 𝑛 139
log (1 + ) = 𝑙𝑜𝑔
12 700
0,09 − 𝑛 139
−𝑛. 𝑙𝑜𝑔(1 + ) = 𝑙𝑜𝑔
12 700
139
𝑙𝑜𝑔 700
−𝑛 =
0,09
log(1 + 12 )

−𝑛 = −216,35 …
𝑛 = 216,35 months
= 18,03 years ✓ ✓ ✓ ✓ (4)

QUESTION 3 [13]

3.1.1 𝐴 = 𝑃(1 + 𝑖)𝑛

= 50 000(1 + 0,06)15

= 𝑅119 827,91 ✓ ✓ (2)

3.1.2 Financial gain

= 𝑅119 827,91 − 𝑅50 000

= 𝑅 69 827,91 ✓ (1)

𝑥[1 − (1 + 𝑖) − 𝑛 ]
3.2.1 𝑃=
𝑖

0,08
𝑥[1 − (1 + 12 )− 12 × 30 ]
850 000 =
0,08
12

850 000 = 𝑥(136,2834 … )

850 000
∴𝑥=
136,2834 …

= 𝑅6236,9988 …

≈ 𝑅6237 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 191 of 224
3.2.2 Outstanding balance

𝑥[(1 + 𝑖)𝑛 − 1]
= 𝑃(1 + 𝑖)𝑛 −
𝑖
0,08 12
0,08 12 6237[(1 + 12 ) − 1]
= 850 000(1 + ) −
12 0,08
12

= 𝑅920 549,58 − 𝑅77 650,19

= 𝑅842 899,39 ✓ ✓ ✓ (3)

3.2.3 Capital redeemed.

= 𝑅850 000 − 𝑅842 899,39

= 𝑅7 100,61

Interest charged

= 𝑅74 844 − 𝑅7 100,61

= 𝑅67 742,39 ✓ ✓ ✓ (3)

QUESTION 4 [12]

4.1 𝐴 = 𝑃(1 + 𝑖)𝑛 ✓

= 4 000 000 (1 + 0,06)3 ✓

= 𝑅 4 764 064 ✓ (3)

𝑥 [1 − (1 + 𝑖) − 𝑛 ]
4.2.1 𝑃= 𝑖

0,06
30 000 [1 − (1 + 12 ) − 𝑛 ]
4 000 000 =
0,06
12
0,06
4 000 000 × 12 0,06 − 𝑛
= [1 − (1 + ) ]
30 000 12
2 0,06 − 𝑛
= 1 − (1 + )
3 12
0,06 − 𝑛 2
∴ (1 + ) =1−
12 3
0,06 − 𝑛 1
(1 + ) =
12 3
0,06 − 𝑛 1
𝑙𝑜𝑔(1 + ) = 𝑙𝑜𝑔
12 3

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 192 of 224
0,06 1
−𝑛 𝑙𝑜𝑔 (1 + ) = 𝑙𝑜𝑔
12 3
1
𝑙𝑜𝑔 3
∴ −𝑛 =
0,06
𝑙𝑜𝑔(1 + 12 )

−𝑛 = −220,2713 …

∴ 𝑛 = 220,2713 …

∴ 220 withdrawals ✓ ✓ ✓ ✓ ✓ ✓ (6)

𝑥 [1 − (1 + 𝑖) − 𝑛 ]
4.2.2 𝑃= 𝑖

0,06
20 000 [1 − (1 + 12 ) − 𝑛 ]
4 000 000 =
0,06
12
0,06
4 000 000 ×
12 = 1 − (1 + 0,06) − 𝑛
20 000 12

1 = 1 − (1,005) − 𝑛

(1,005) − 𝑛 = 0

(1,005) − 𝑛 > 0 for all 𝑛 ∈ 𝐼𝑅

∴ (1,005) − 𝑛 = 0 no solution

∴ Joanne can make unlimited withdrawals ✓ ✓ ✓ (3)

QUESTION 5 [3]
0,08 12
700 (1 + ) = 700(1 + 𝑟⁄ 100 )2
12
2

0,08 12 𝑟 2
∴ (1 + ) = (1 + )
12 200
𝑟 2
1,0829 … = (1 + )
200
𝑟
∴ (1 + ) = √1,0829 …
200
𝑟
∴1+ = 1,0406 …
200
𝑟
∴ = 0,0406 …
200
(× 200): 𝑟 = 8,1345 … %

∴ 𝑟 = 8,13% ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 193 of 224
QUESTION 6 [12]
𝑖
6.1.1 1 + 𝑖𝑒 = (1 + 𝑛 )𝑚
𝑚

0,08 2
= (1 + )
2

1 + 𝑖𝑒 = 1,0816

∴ 𝑖𝑒 = 0,0816

∴ 𝑟 = 8,16% ✓ ✓ (2)

6.1.2 𝐴 = 𝑃(1 + 𝑖)𝑛

0,08 4 × 2
100 000 = 𝑃 (1 + )
2

100 000 = 𝑃(1,3685 … )

∴ 𝑃 = 100 000 ÷ 1,3685 …

= 73 069,0205

≈ 𝑅73 069,02 ✓ ✓ (2)

𝑥 [1 − (1 + 𝑖) − 𝑛 ]
6.2 𝑃=
𝑖

25 000 [1 − (1 + 0,1375) − 𝑛 ]
80 000 =
0,1375

80 000 × 0,1375
= [1 − (1 + 0,1375)− 𝑛 ]
25 000

0,44 = 1 − (1 + 1,1375) − 𝑛

(1,1375)−𝑛 = 1 − 0,44

(1,1375)−𝑛 = 0,56

log(1,1375)−𝑛 = log (0,56)

−n log(1,1375) = log (0,56)

log (0,56)
−𝑛 =
log (1,1375)

−𝑛 = −4,5 …

∴ 𝑛 = 4,5

∴ 4 complete years ✓ ✓ ✓ ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 194 of 224
6.3 𝐴 = 𝑃(1 + 𝑖. 𝑛)

= 120 000 (1 + 0,10 × 4)

= 𝑅168 000

Instalment:

𝑅168 000
= 𝑅3500
48
0,1068
𝑟=
12

120 000 = 𝑥(38,92505 … )

∴ 𝑥 = 120 000 ÷ (38,925 … )

= 𝑅3082,8475

≈ 𝑅3082,85

The loan from his parents is a better option since the instalment is
smaller. ✓ ✓ ✓ ✓ ✓ ✓ (6)

QUESTION 7 [15]

7.1 𝐴 = 𝑃(1 + 𝑖)𝑛

0,15 2
= 250 000(1 + )
12

= 𝑅256 289,0625

≈ 𝑅256 289,06 ✓ ✓ (2)

𝑥[1 − (1 + 𝑖) −𝑛 ]
7.2 𝑃= 𝑖

0,15 − 46
𝑥[1 − (1 + ) ]
12
256 289,06 = 0,15
12

= 𝑥(34,82288 … )
256 289,06
∴ 𝑥 = 34,82288…

= 𝑅7 359,788841 …

≈ 𝑅7 359,79 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 195 of 224
𝑥[1 − (1 + 𝑖) − 𝑛 ]
7.3 𝑃= 𝑖

0,15 − 𝑛
9 000[1 − (1 + ) ]
256 289,06 = 12
0,15
12
0,15
∴ 256 289,06 × 12 0,15 − 𝑛
= 1 − (1 + )
9000 12
0,355957 … = 1 − (1,0125) − 𝑛
∴ (1,0125) − 𝑛 = 1 − 0,355957 …
log(1,0125) − 𝑛 = log(0,644 … )
−𝑛 log(1,0125) = −0,191 …
−𝑛(0,005395 … ) = −0,191 …
− 0,191 …
∴ −𝑛 =
0,005395 …
−𝑛 = −35,4187 …
∴ 𝑛 ≈ 35,42
Months sooner
= 46 − 36
= 10 months ✓ ✓ ✓ ✓ ✓ (5)
7.4 𝐴 = 𝑃(1 + 𝑖)𝑛
0,15 35
= 256 289,06(1 + )
12
= 𝑅395 873,2753
𝑥[(1 + 𝑖)𝑛 − 1]
𝐹=
𝑖
0,15
9000[(1 + 12 )35 − 1]
=
0,15
12
= 𝑅392 137,8267
Outstanding balance on 1 / 8 / 2019
= 𝑅395 873,2753 − 𝑅392 137,8267
= 𝑅3 735,4486 …
Final instalment on 1 / 9 / 2019
0,15 1
= 𝑅3 735, 4486 (1 + )
12
= 𝑅3 782,141708
≈ 𝑅3 782,14 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 196 of 224
QUESTION 8 [13]

8.1 𝑅450 000 ✓ Answer (1)

8.2 𝐴 = 𝑃(1 − 𝑖)𝑛

𝑓(𝑥) = 450 000(1 − 𝑖)𝑥 ✓ Substitution of

450 000 into

correct formula

243 736,90 = 450 000(1 − 𝑖)4 ✓ Substitution of

(4; 243 736,90)

into correct

formula

4 243 736,90
𝑖 =1− √ 450 000
✓ Making 𝑖 the

subject.

𝑖 = 0,1421

The rate of depreciation is 14,21% p.a. ✓ Answer (4)

8.3 At 𝑇:

𝐴 = 𝑃(1 + 𝑖)𝑛

𝑔(𝑥) = 450 000(1 + 𝑖)𝑥 ✓ 𝑖 = 0,081 and 𝑛 = 4

✓ Correct

substitution into

𝑎 = 450 000(1 + 0,081)4 formula

= 𝑅614 490,66 ✓ Answer (3)

8.4 Future Value = 𝑅614 490,66 − 𝑅243 736,90

= 𝑅370 753,76 ✓ 𝑅370 753,76

Let 𝑥 be the value of monthly payment


𝑥[(1 + 𝑖)𝑛 − 1] 0,062
𝐹𝑣 = 𝑖
✓𝑖= 12

✓ 𝑛 = 36
0,062 36
𝑥[(1 + ) −1]
12
370 753,76 = 0,062 ✓ Substitution into
12

correct formula

𝑥 = 𝑅9397,11 ✓ Answer (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 197 of 224
QUESTION 9 [15]

9.1 𝐴 = 𝑃(1 + 𝑖)𝑛 ✓

0.085 4𝑛
2 = 1 (1 + 4
) ✓

4𝑛 = log (1+0.085) 2 ✓
4

𝑛 = 8,24 years ✓ (4)

9.2

9.2.1 𝐴 = 𝑃(1 − 𝑖)𝑛

180 000 = 500 000(1 − 𝑖)5

9
= (1 − 𝑖)5
25

5 9
√ =1−𝑖
25

𝑖 = 0,1848068 …

𝑟 = 18,48% ✓ ✓ ✓ ✓ (4)

9.2.2 𝐴 = 𝑃(1 + 𝑖)𝑛

𝐴 = 500 000(1 + 0,063)5

𝐴 = 𝑅678 635,11 ✓ ✓ (2)

9.2.3 Sinking fund = 678 635,11 − 180 000

= 𝑅498 635,11

0,1025 58 0.1025 3
𝑥 [(1 + ) − 1] (1 + )
12 12
498 635,11 =
0.1025
12

𝑥 = 𝑅6 510,36 ✓ ✓ ✓ ✓ ✓ (5)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 198 of 224
QUESTION 10 [6]

10.1 𝐴 = 𝑃(1 − 𝑖)𝑛

79866,96 = 180 000(1 − 0,15)𝑛

79866,96
(1 − 0,15)𝑛 =
180 000
79866,96
log ( )
𝑛= 180 000
log(1 − 0,15)

𝑛 = 4,999 … years

𝑛 ≈ 5 years ✓ ✓ ✓ (3)

10.2 𝐴 = 𝑃(1 + 𝑖)𝑛

0,1 20
= 49 000 (1 + )
4

= 𝑅80 292,21

The money will be enough to buy the car. (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 199 of 224
PROBABILITY

QUESTION 1 [13]

1.1 𝑈 = 103 ✓

✓✓✓✓✓✓ (7)

1.2 2 + 2 + 12 + 5 + 3 + 66 − 𝑥 + 𝑥 + 75 − 𝑥 = 103

∴ 165 − 𝑥 = 103

∴ 𝑥 = 165 − 103

= 62 ✓ ✓ (2)

1.3.1 66 − 𝑥 = 66 − 62 = 4

∴ P (only chicken and fish and no vegetables)

4
=
103

= 0,04 ✓ ✓ (2)
4 12 75 − 62
1.3.2 103
+ 103 + 103

4 + 12 + 13
=
103
29
=
103

= 0,28 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 200 of 224
QUESTION 2 [12]

2.1 Letters: 26 − 5 = 21

Digits: 0 → 9 = 10

= 21 × 21 × 21 × 10 × 10 × 10

= 9 261 000 ✓ ✓ ✓ (3)


1
2.2 𝑃(𝑦) = 2 = 0,048 ✓ ✓ ✓ (3)

2.3 𝑃 only 1 seven

21 × 21 × 21 × (1 × 9 × 9 + 9 × 1 × 9 + 9 × 9 × 1)
=
9 261 000
21 × 21 × 21 × (81 + 81 + 81)
=
9 261 000
21 × 21 × 21 × (243)
=
9 261 000
2 250 423
=
9 261 000

= 0,243 ✓ ✓ ✓ (3)

2.4 21 × 20 × 19 × 10 × 9 × 8

= 5 745 600 … ✓ ✓ ✓ (3)

QUESTION 3 [11]

3.1 Rain: 63% Dry: 37%

Fall: 3 × 12% Fall: 12%

Not fall: 64% Not: 88%

✓✓✓✓✓✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 201 of 224
3.2 𝑃 (not fall)

= (37% × 88%) + (63% × 64%)

37 88 63 64
=( × )+( + )
100 100 100 100

= 0,3256 + 0,4032

= 0,7288 ✓ ✓ ✓ (3)

3.3 𝑃 (dry n fall)

= 37% × 12%

37 12
= ×
100 100

= 0,0444 ✓ ✓ (2)

QUESTION 4 [9]

4.1 7 different shirts + 4 different trousers = 11 different items.

∴ (7 + 4)! = 11! = 39 916 800 ✓ ✓ (2)

4.2 Shirts = 7!

Trousers = 4!

∴ Ways = 7! × 4! × 2

Shirts first or trousers first. ✓ ✓ ✓ (3)

4.3 Ways = 7𝑥9! 𝑥4

One out of 7 shirts, one out of 4 trousers, left with 9 items.


7×9!×4 14
∴𝑃= 11 !
= 55 = 0,25 ✓ ✓ ✓ ✓ (4)

QUESTION 5 [10]

5.1.1 1_. _. _. _1

Repeating digits are treated as one digit: ∴ 4! 4 × 3 × 2 × 1 = 24 ways or

Repeating digits are not treated as identical:

∴ 1𝐴 _ _ _ _ 1𝐵 ; 1𝐵 _ _ _ _ 1𝐴

∴ 2 ! 4 ! = 2 × 24 = 48 ways ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 202 of 224
5.1.2 Repeating digits identical:

Total number of 6-digit numbers:

6! 6 × 5 × 4 × 3 × 2 × 1
= = = 360
2! 2×1

𝑃(112347 𝑜𝑟 743211)

2
=
360

= 0,00555 …

≈ 0,01

Repeating digits not identical:

Total number of 6-digit numbers:

= 6! = 720

𝑃(′𝐴 ′ 𝐵2347 𝑜𝑟 ′𝐵 ′𝐴2347 𝑜𝑟 74321 ′𝐴′ 𝐵 𝑜𝑟 7432 ′𝐵′𝐴

4
=
720

= 0,00555

≈ 0,01 ✓ ✓ ✓ ✓ (4)

5.2 Total number of ways to arrange 𝑛 people: = 𝑛!

Number of ways to arrange 1 and 2 next to each other (on sider 1 and 2) as a unit,
there are (𝑛 − 1)units.

= 2! × (𝑛 − 1)!

Number of ways 1 and 2 not next to each other:

= 𝑛! − 2! (𝑛 − 1)! ✓ ✓ ✓ ✓ (4)

QUESTION 6 [8]

6.1 𝑎 = 32 − 12 = 20

𝑏 = 80 + 48 = 128 ✓ ✓ (2)

6.2 No; 𝑃 (male and did not watch)


20
= 160 ≠ 0 ✓ ✓ (2)

6.3.1 𝑃 (watched TV)


128 4
= 160 = 5 = 0,8 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 203 of 224
6.3.2 𝑃 (not male and did not watch)
12 3
= 160 = 40 = 0,075 ✓ ✓ (2)

QUESTION 7 [5]

1𝑠𝑡 2𝑛𝑑 3𝑟𝑑 4𝑡ℎ

5 5 digits 4 digits 2; 4; 6

6 5 digits 4 digits 2; 4

7 5 digits 4 digits 2; 4; 6

One of:

Number of codes starting with 5:

1 × 5 × 4 × 3 = 60

Number of codes starting with 6:

1 × 5 × 4 × 2 = 40

Number of codes starting with 7:

1 × 5 × 4 × 3 = 60

Total = 60 + 40 + 60 = 160 ✓ ✓ ✓ ✓ ✓ (5)

QUESTION 8 [17]

8.1 𝑃(𝐴) × 𝑃(𝐵) ✓ 0,2 × 0,63

= 0,2 × 0,63

= 0,126 ✓ 𝑃(𝐴) × 𝑃(𝐵) = 𝑃(𝐴 and 𝐵)

i.e. 𝑃(𝐴) × 𝑃(𝐵) = 𝑃(𝐴 and 𝐵)

Therefore 𝐴 and 𝐵 are independent. ✓ Conclusion (3)

8.2.1 77 = 823 543 ✓ ✓ 77 (2)

8.2.2 7! = 5040 ✓ ✓ 7! (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 204 of 224
8.2.3 There are 3 vowels ⇒ 3 options for first position. ✓×3

There are 4 consonants ⇒ 4 options for last position. ✓×4

The remaining 5 letters can be arranged in 5 × 4 × 3 × 2 × 1

ways 3 × (5 × 4 × 3 × 2 × 1) × 4 = 1440 ✓ Answer

5 × 4 × 3 × 2 × 1 ways

3 × (5 × 4 × 3 × 2 × 1) × 4 = 1440 (4)

8.3 Let 𝑡 be the number of orange balls.

Number of balls in bag: 𝑡 + 2

𝑡2 4
∴ 2
+ = 0,52
(𝑡 + 2) (𝑡 + 2)2

𝑡2 + 4

𝑡 2 + 4𝑡 + 4

∴ 100𝑡 2 + 400 = 52𝑡 2 + 208𝑡 + 208

(÷ +16) 48 𝑡 2 − 208 𝑡 + 192 = 0

3𝑡 2 − 13𝑡 + 12 = 0

(3𝑡 − 4)(𝑡 − 3) = 0

4
∴𝑡= OR 𝑡=3
3

𝑡𝜖𝜔 ∴ 𝑡 = 3

∴ 3 orange balls ✓ ✓ ✓ ✓ ✓ ✓ (6)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 205 of 224
QUESTION 9 [11]

9.1.1 𝑃(𝑆 or 𝑇) = 𝑃(𝑆) × 𝑃(𝑇)

1 1
= ( ) × 𝑃(𝑇)
6 4
2
𝑃(𝑇) = ✓ ✓ (2)
3

9.1.2 𝑃(𝑆 or 𝑇) = 𝑃(𝑆) + 𝑃(𝑇) − 𝑃(𝑆 and 𝑇)

1 2 1
= ( )+( )−
4 3 6
3
=4✓✓ (2)

9.2.1 5!

= 120 ✓ ✓ (2)

9.2.2 55

= 3125 ✓ (1)

9.3 𝑛(𝐸) = 5! × 2! × 2! ✓

𝑛(𝑆) = 7! ✓

5! × 2! × 2!
𝑃(𝐸) = ✓
7!
2
= ✓ (4)
21

QUESTION 10 [9]

10.1

𝑃(One red and one blue)

= 𝑃(Red, blue) + P(Blue, red)

3 2 2 3
=( )×( )+( )×( )
12 11 12 11
1
=4✓✓✓✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 206 of 224
10.2

10.2.1 𝑎 = 0,48 × 250

𝑎 = 120 ✓ (1)

10.2.2 𝑏 = 150

𝑃(𝑆) × 𝑃(𝐹)

200 150
= ×
250 250

= 0,48

= 𝑃(𝑆 and 𝐹)

These events are independent. ✓ ✓ ✓ ✓ (4)

QUESTION 11 [9]

11.1

✓✓✓✓ (4)

11.2 There are 4 possible outcomes, namely: RR, RG, GR and GG. ✓ ✓ ✓ (3)
7 3 21
11.3 𝑃(𝑅𝐺) = 10 × 9 = 90 ✓ ✓ (2)

11.4 P(Same colour) = P(RR) or P(GG).


7 6 3 2 48
= (10 × 9) + (10 × 9) = 90 ✓ ✓ (2)

11.5 𝑃(green ball last) = 𝑃(𝑅𝐺) or 𝑃(𝐺𝐺)


7 3 3 2 27
=( × )+( × ) = ✓✓ (2)
10 9 10 9 90

11.6 𝑃(at least one green ball) = 𝑃(𝑅𝐺) or 𝑃(𝐺𝑅) or 𝑃(𝐺𝐺)


7 3 3 7 3 2 48
= (10 × 9) + (10 × 9) + (10 × 9) = 90 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 207 of 224
QUESTION 12 [10]

12.1

✓✓✓✓ (4)

12.2

12.2.1 𝑃(both are blue) = 𝑃(𝐵𝐵)


5 4 20
= (10 × 9) = 90 ✓ ✓ ✓ (3)

12.2.2 𝑃(Blue and Pink) = 𝑃(𝑃𝐵) or 𝑃(𝐵𝑃)

3 5 5 3 30
=( × )+( × ) =
10 9 10 9 90

= 0,333 ✓ ✓ ✓ (3)

QUESTION 13 [10]
13.1 463 + a = 913

∴ a = 913 − 463

= 450

463 + b = 782

∴ b = 782 − 463

= 319

319 + c = 617

∴ c = 617 − 319

= 298

782 + d = 1530

∴ d = 1530 − 782

= 748 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 208 of 224
13.2 Calculate the probability of choosing at random in the survey, a female skydiver
who has not broken a limb.

Broken a limb Not broken a limb Total

Male 463 319 782

Female 450 298 748

Total 913 617 1 530

(3)

13.3 P(Female not broken) P(Female broken)


298 450
= =
1530 1530

= 0,19 = 0,29 and

P(female) × P(broken)

748 913
= ×
1530 1530

= 0,29

Events are independent. ✓ ✓ ✓ (3)

QUESTION 14 [10]

Grade 11 Grade 12 Total

Likes brand A 200 164 364

Likes brand B 240 196 436

Total 440 360 800

360
14.1 P(Gr 12) = 800
= 0,45 ✓ ✓ (2)

364
14.2 P(A) = = 0,455 ✓ ✓ (2)
800

164
14.3 P(Gr 12 and A) = 800
= 0,205 ✓ ✓ (2)

360 364
14.4 P (Gr12) × P(A) = 800
× 800
= 0,20475 … = 0,205

∴ P(Gr 12 and A) = P(Gr12) × P(A)

∴ Events are independent. ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 209 of 224
QUESTION 15 [7]
1
15.1 = 0,2 ✓ ✓ (2)
5

15.2 5 × 4 × 3 = 60 ✓ ✓ (2)
1 4 1 1
15.3 5
× 4
× 3
= 15 = 0,07 ✓ ✓ ✓ (3)

QUESTION 16 [10]

Performed a Not performed a Total


SCAD free-fall SCAD free-fall

Performed a bungee jump 0,39 0,21 0,6

Not performed a bungee jump 0,26 0,14 0,4

Total 0,65 0,35 1

16.1 𝑃(𝑆 and 𝐵) = 0,39 ✓ ✓ (2)

16.2 𝑃(𝑆) = 0,65 ✓ ✓ (2)

16.3 𝑃(𝐵) = 0,6 ✓ ✓ (2)

16.4 𝑃(𝑆) × 𝑃(𝐵) = 0,65 × 0,6 = 0,39 ✓

That is, 𝑃(𝑆 and 𝐵) = 𝑃(𝑆) × 𝑃(𝐵) ✓

∴ Events are independent. ✓✓ (4)

QUESTION 17 [9]
83
17.1.1 P(male) = 180 ≈ 0,46 ✓ ✓ (2)

17.1.2 P(not a game park) = 1 – P(game park) ✓


62
= 1 − 180 ✓

= 0,655 ✓ (3)

17.2 P(male) x P(stay home)


83 20
= ×
180 180
= 0,05123 …
13
P(male and stay home) = 180 = 0,07222

P(male) x P(stay home) ≠ P(male and stay home)

Events are not independent. ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 210 of 224
QUESTION 18 [8]

18.1 𝑎 = 60 + 80 + 20 = 160 ✓ ✓ (2)


60
18.2 𝑃(male) = 160 = 0,375 ✓ ✓ (2)

18.3 M: Male C: Coffee

𝑃( 𝑀 and 𝐶) = 𝑃 (𝑀) × 𝑃 (𝐶) ✓

𝑏 60 80
∴ = × ✓
160 160 160
60 80
∴𝑏= × × 160 ✓
160 160

∴ 𝑏 = 30 ✓ (4)

QUESTION 19 [11]
120
19.1.1 P(male) = 236 = 0,51 ✓ ✓ (2)

67
19.1.2 P(Female and plays sport) = 236 = 0,28 ✓ ✓ (2)

51
19.2 P(male and do not play) = 236 = 0,22 ≠ 0 ✓ ✓ ✓ (3)

120 100
19.3 P(male) x P(do not play) = × = 0,22 ✓
236 236

P(male and do not play) = 0,22 ✓

∴ P(male) x P(do not play) = P(male and do not play) ✓

Therefore, the events are independent. ✓ (4)

QUESTION 20 [10]

20.1

✓✓✓ (3)

20.2
10
20.2.1 𝑃(𝑆 and 𝑅) = 𝑃(𝑆 ∩ 𝑅) = 100 = 0,1 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 211 of 224
20.2.2 𝑃(𝑆 or 𝑅) = 𝑃(𝑆 ∪ 𝑅)

= 𝑃(𝑆) + 𝑃(𝑅) − 𝑃(𝑆 ∩ 𝑅)✓

24 28 10
= + − ✓
100 100 100
42
= 100 = 0,42 ✓ (3)

20.3 hey are mutually exclusive if and only if, 𝑃(𝑆 ∩ 𝑅) = 0. They are NOT mutually
exclusive. ✓ ✓ (2)

QUESTION 21 [5]

21.1 𝑃(𝐴) + 𝑃(𝐵) = 1 ✓ (1)

21.2 𝑃(𝐴 and 𝐵) = 𝑃(𝐴 ∩ 𝐵) = 0 ✓ (1)

21.3 𝑃(𝐴) + 𝑃(𝐵) = 1 ✓

𝑃(𝐴) + 𝑃(𝐵) = 1 = 𝑃(𝐴) + 𝑃(𝐴′ ) ✓

𝑃(𝐵) = 𝑃(𝐴′) = 0,35 ✓ (3)

QUESTION 22 [11]

22.1

✓✓✓ (3)

22.2 (𝑥 − 20) + 20 + 28 + 8 = 150

𝑥 + 36 = 150

𝑥 = 114

∴ 114 learners owned a smartphone. ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 212 of 224
22.3
𝑛(Owned only a smartphone)
22.3.1 𝑃(Owned only a smartphone) = 𝑛(Learners in the survey)

94
= ✓
150

= 0,63 ✓ (3)

22.3.2 = 𝑃(Owning smartphone only) or 𝑃(Owning a device only)

94 28
= + ✓
150 150
122
= ✓
150

= 0,813 ✓ (3)

QUESTION 23 [8]

23.1 𝑎 + 1 + 2 + 3 = 21

𝑎 = 15

𝑏 + 1 = 2

𝑏 =1

𝑐 + 15 + 1 + 1 = 55

𝑐 = 38

𝑑+1+2+1 = 7

𝑑=3

𝑒 + 38 + 15 + 1 + 3 + 1 + 2 + 3 = 100

𝑒 = 37 ✓ ✓ ✓ ✓ ✓ (5)

23.2 𝑃(plays 𝑁 or 𝑉) = 𝑃(𝑁) + 𝑃(𝑉) − 𝑃(𝑁 ∩ 𝑉) ✓

21 7 3
= + − ✓
100 100 100
25
= 100 = 0,25 ✓ (3)

QUESTION 24 [5]

24.1 26 × 25 × 24 × 23 × 22 = 7 893 600 ✓ ✓ (2)

24.2 1 × 24 × 23 × 22 × 1 = 12 144 ✓ ✓ ✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 213 of 224
QUESTION 25 [5]

25.1 7! = 5 040 ✓ ✓ (2)

25.2 3! × 5! = 6 × 120 = 720 ✓ ✓ ✓ (3)

QUESTION 26 [7]

26.1 77 = 823 543 ✓ ✓ (2)

26.2 7! = 5 040 ✓ ✓ (2)

26.3 3 × 5! × 4 = 3 × 120 × 4 = 1 440 ✓ ✓ ✓ (3)

QUESTION 27 [5]

27.1 9! = 362 880 ✓ ✓ (2)

27.2 9 × 8 × 7 × 6 × 5 = 15 120 ✓ ✓ ✓ (3)

QUESTION 28 [4]
9!
(9 − 3)!
= 504 ✓ ✓ ✓ ✓ (4)

QUESTION 29 [4]
15!
(15 − 3)!
= 2 730 ✓ ✓ ✓ ✓ (4)

QUESTION 30 [4]
16!
(16 − 4)!
= 43 680 ✓ ✓ ✓ ✓ (4)

QUESTION 31 [4]
20!
(20 − 4)!
= 116 280 ✓ ✓ ✓ ✓ (4)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 214 of 224
STATISTICS

QUESTION 1 [13]

1.1

✓✓✓ (3)

1.2 𝑦 = 𝑎 + 𝑏𝑥

𝑎 = 25,23

𝑏 = 0,81 With calculator

∴ 𝑦 = 25,23 + 0,81𝑥 ✓ ✓ ✓ ✓ (4)

1.3 𝑟 = 0,898 With calculator

= 0,90 ✓ ✓ (2)

1.4 Strong and positive (𝑟 ≈ 1) ✓ ✓ (2)

1.5 Rest heart beat: = 74,62 (calculator). ✓ ✓ (2)

QUESTION 2 [7]
∑𝑥 77,4
2.1 𝑥= 𝑛
= 11
= 7,04

Mode: 3,2 𝑀𝑒 = 4,9 ✓ ✓ ✓ (3)

2.2 Mode:

The value that appears most and it is the lowest value.

∴ Increase low ✓ ✓ (2)

2.3 Mean:

It is the highest value and can be used to indicate that increases are good. ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 215 of 224
QUESTION 3 [13]

3.1 And 3.3

✓ ✓ ✓ (Q.3.1) (3)

✓ ✓ (Q.3.3) (2)

3.2 𝑦 = 𝑎 + 𝑏𝑥

Calculator:

𝑎 = 25,38

𝑏 = 0,71

∴ 𝑦 = 25,38 + 0,71𝑥 ✓ ✓ ✓ ✓ (4)

3.3 Sketch above together with 3.1

3.4 𝑟 = 0,74 ✓ ✓ (2)

3.5 𝑦̂ = 25,38 + 0,71𝑥

= 25,38 + 0,71(75)

= 78,63%

Calculator:

𝑦̂ = 78,40% ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 216 of 224
QUESTION 4 [12]
816 816
4.1 = = 68 ✓
𝑥 12 12

✓ 68 (2)

4.2 𝜎 = 18,42 ✓ Answer (1)

4.3 (68 − 18,42; 68 + 18,42) = (49,58; 86,42) ✓ Interval

∴ 6 candidates had a mark within one standard deviation

of the mean. ✓ Answer (3)

4.4 𝑎 = 22,828 … = 22,83 ✓ Value of 𝑎

𝑏 = 0,66429 … = 0,66 ✓ Value of 𝑏

∴ 𝑦̂ = 0,66𝑥 + 22,83 OR 𝑦̂ = 22,83 + 0,66𝑥 ✓ Equation (3)

4.5 𝑦̂ = 0,66𝑥 + 22,83

𝑦 = 0,66(60) + 22,83 ✓ Subst. of 60 into

Equation

62,43 … % ≈ 62% ✓ Answer (2)

OR

62,69% ≈ 63% ✓ ✓ Answer (2)

4.6 (82; 62) ✓ Answer (1)

QUESTION 5 [8]

5.1 50 < 𝑥 ≤ 60 OR 50 ≤ 𝑥 < 60 OR ✓ Answer between


50 and 60 (1)

5.2.1

Class Frequency Cumulative


frequency

20 < 𝑥 ≤ 30 1 1

30 < 𝑥 ≤ 40 7 8 ✓8

40 < 𝑥 ≤ 50 13 21

50 < 𝑥 ≤ 60 17 38

60 < 𝑥 ≤ 70 9 47

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 217 of 224
70 < 𝑥 ≤ 80 5 52

80 < 𝑥 ≤ 90 2 54

90 < 𝑥 ≤ 100 1 55 ✓ 55
(2)

5.2.2

✓ Grounding at (20; 0)

✓ Plotting at upper limits

✓ Smooth shape of curve

(3)

5.3 55 − 44 (accept 43 − 45) ✓ 44

≈ 11 motorist ✓ 11

(accept 10 − 12 motorist) (2)

QUESITON 6 [11]

Fat (in grams) 9 14 25 8 12 31 28 14 29 20

Energy 1 100 1 300 2 100 300 1 200 2 400 2 200 1 400 2 600 1600
(in kilojoules)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 218 of 224
6.1 (3)

no – marks: 0 – 2 points correctly.

✓ plotting 3 – 5 points

Correctly

✓ ✓ plotting 6 – 9
points correctly

✓ ✓ ✓ Plotting
all 10 points correctly

6.2.1 ✓ 𝑦-int. close to (0; 150)

✓ One pt. close to (25; 2100) OR (20; 1700) (2)

6.2.2 𝑦̂ = 154,60 + 77,13(18) ✓ Subst.

= 1542,94 = 1500𝑘J ✓ Answer rounded

off correctly (2)

6.3 (8; 300) ✓ Answer (1)

6.4 𝑟 = 0,9520 … ≈ 0,95 ✓ ✓ Answer (2)

6.5 Very strong positive relationship ✓ Strong (1)

QUESTION 7 [9]

7.1 𝑥
= 6,7 333 ≈ 6,73 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 219 of 224
𝑛+1
7.2 Median position =
2

31
=
2
1
= 15 2

∴ Median = 7 ✓ ✓ (2)

7.3 𝜎 = 2,26470

≈ 2,26 ✓ ✓ (2)

7.4 (𝑥 − 𝜎 ; 𝑥
+ 𝜎)

(6,73 − 2,26 ; 6,73 + 2,26)

(4,47 ; 8,99)

Number of times

=4+4+8+3

= 19 times ✓ ✓ ✓ (3)

QUESTION 8 [17]

8.1

✓✓✓ (3)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 220 of 224
8.2 If the exchange rate increases, the oil price decreases. There is a negative
correlation between the exchange rate and the oil price. ✓ ✓ (2)

8.3 𝑟 = −0,911174

≈ − 0,91 ✓ ✓ (2)

8.4 𝑦 = 𝑎 + 𝑏𝑥 ✓ ✓

𝑦 = 158,67 − 11,96𝑥 ✓ ✓ (4)

8.5 𝑦̅ = 71,05 ✓ ✓ (2)

8.6 𝜎𝑦 = 4,085849

≈ 4,09 ✓ ✓ (2)

8.7 𝑦 + 2𝜎𝑦

= 71,05 + 2 × 4,09

= 79,23 ✓ ✓ (2)

The public will be concerned in December.

QUESTION 9 [5]

9.1 Range

= 94 − 68

= 26 ✓ ✓ ✓ (3)

9.2 76 ✓ (1)

9.3 Vuyani was more consistent during the year. The range and inter-quartile range of
Vuyani’s scores are smaller than Peter’s. ✓ ✓ (2)

QUESTION 10 [6]

10.1 𝐼𝑄𝑅 = 𝑄3− 𝑄1

= 53 − 42

= 11 ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 221 of 224
10.2 25 % above the third quartile. ✓ ✓ (2)

10.3 𝑄1 − 𝑚𝑖𝑛 = 42 − 23 = 19

𝑄2 − 𝑄1 = 50 − 42 = 8

𝑄3 − 𝑄2 = 53 − 50 = 3

max −𝑄3 = 75 − 53 = 22

Least variation between 𝑄3 and 𝑄2 − 3𝑐𝑚 difference. ✓ ✓ (2)

QUESTION 11 [18]

11.1 See next column. ✓ ✓ ✓ (3)

11.2 𝑦 = 𝑎 + 𝑏𝑥

𝑎 = −5,62; 𝑏 = 0,07

∴ 𝑦 = −5,62 + 0,07𝑥 ✓ ✓ ✓ ✓ (4)

11.3

✓ ✓ ✓ (Q.4.1) (3)

✓ ✓ (Q.4.3) (2)

11.4 According to the model, a 300 calories sandwich will have a fat content of
+ 15g. The sandwich from Pinky’s has a fat content of 34g and is
therefore an outlier. ✓ ✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 222 of 224
11.5 𝑟 = 0,920995

≈ 0,92 ✓ ✓ (2)

11.6 Very strong positive linear correlation. ✓ ✓ (2)

QUESTION 12 [5]

12.1 140 – 104 = 36 people ✓ ✓ (2)

12.2 61 − 27 = 34 people ✓ ✓ (2)

12.3 11 < 𝑥 ≤ 16 ✓ (1)

QUESTION 13 [9]

13.1 There is a strong negative (linear) correlation. ✓ (1)

13.2 𝑟 = −0,9462006487

≈ −0,95 ✓ (1)

13.3 𝑎 = 11,71323529

≈ 11,71

𝑏 = −1,11764 …

≈ −1,12

𝑦 = 𝑎 + 𝑏𝑥

= 11,71 − 1,12𝑥 ✓ ✓ ✓ (3)

13.4 𝑦 = 11,71 − 1,12(6)

= 4,99

≈ 5 times ✓ ✓ (2)

13.5

✓✓ (2)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 223 of 224
QUESTION 14 [13]

14.1 Skewed right or positive skewed. ✓ (1)

14.2 Range = max – min

= 2,21 𝑚 − 1,39 𝑚

= 0,82 𝑚 ✓ ✓ (2)

14.3
Interval 𝒇 Cum 𝒇

1,3 ≤ × < 1,5 24 24

1,5 ≤ × < 1,7 71 95

1,7 ≤ × < 1,9 38 133

1,9 ≤ × < 2,1 23 156

2,1 ≤ × < 2,3 4 160

✓✓ (2)

14.4

✓✓✓✓ (4)

14.5 𝑥 = 1,65 𝑚 ✓ ✓ (2)

14.6

14.6.1 The data set will have a mean 0,1 m more than the real mean. ✓ (1)

14.6.2 It will have no influence on the standard deviation. ✓ (1)

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F M 0002 Mathematics Grade 12 Improvement Resources Memorandum Combined Level 1 – 3 Page 224 of 224

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