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11
GRADE

Mathematical Literacy
CAPS

Mathematical Literacy 3-in-1

GRADE 8 - 12
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Susan Nicol, et al.

3-in-1

Susan Nicol, et al.

Grade 11 Maths Literacy 3-in-1 CAPS
CLASS TEXT & STUDY GUIDE

This Grade 11 Maths Literacy 3-in-1 study guide provides a solid transition between the grounding concepts covered in
Grade 10 Maths Literacy and the skills required for the final Grade 12 exams.

This comprehensive, logically organised study guide accompanies you through an extensive range of exercises and
memorable pointers, as you acquire the skills to tackle real-life mathematical problems within the framework of the
CAPS curriculum.

Key features:
• Easy-to-understand, step-by-step approach
• Comprehensive notes and worked examples for all 7 topics
• Exercises and ‘Test your Understandings’ for each topic
• Detailed answers with explanations and handy hints

This study guide is filled with content, application and self-assessment. It is ideal for both home and classroom use.
 11
GRADE

Mathematical
CAPS
Literacy
Susan Nicol, et al.
3-in-1

THIS CLASS TEXT & STUDY GUIDE INCLUDES

1 Notes and Worked Examples

2 Questions per Topic

E-book
3 Detailed Answers available

2016 publication | 2020 revised edition | ISBN:978-1-920-558-29-1 280721 | NOVUS

 CONTENTS
Exam Assessment ................................................................................................... i Module 4: Measurement ................................................................... 102 - 135
Terminology and Concepts ...............................................................................................102
Unit 1: Measurement systems .......................................................................................105
Module 1: Numbers and Calculations with Numbers .................... 1 - 25 Unit 2: Measuring length and distance ...........................................................................105
Terminology and Concepts ................................................................................................... 1 Unit 3: Measuring mass (weight) ...................................................................................109
Unit 1: Number formats and conventions .......................................................................... 4 Unit 4: Measuring volume ..............................................................................................114
Unit 2: Operations on numbers and calculator skills ......................................................... 5 Unit 5: Measuring temperature ......................................................................................119
Unit 3: Rounding ................................................................................................................ 8 Unit 6: Measuring time ...................................................................................................120
Unit 4: Ratios ................................................................................................................... 11 Unit 7: Calculating perimeter, area, total surface area and volume ...............................125
Unit 5: Proportion ............................................................................................................. 14 Answers .................................................................................................................A16 - A26
Unit 6: Rates .................................................................................................................... 19
Unit 7: Percentages ......................................................................................................... 21 Module 5: Maps, Plans and Representations ............................. 136 - 162
Answers ..................................................................................................................... A1 - A4 Terminology and Concepts ...............................................................................................136
Unit 1: Scale ...................................................................................................................138
Unit 2: Maps ...................................................................................................................145
Module 2: Patterns, Relationships and Representations .......... 26 - 56 Unit 3: Floor, elevation and design plans .......................................................................153
Terminology and Concepts ................................................................................................. 26 Unit 4: Instructions and assembly diagrams ..................................................................157
Unit 5: Models ................................................................................................................160
Unit 1: Making sense of graphs that tell a story ............................................................... 28
Answers .................................................................................................................A26 - A31
Unit 2: Patterns and relationships .................................................................................... 31
Answers ..................................................................................................................... A4 - A9
Module 6: Data Handling .................................................................. 163 - 185
Terminology and Concepts ...............................................................................................163
Module 3: Finance................................................................................. 57 - 101 Unit 1: Developing questions .........................................................................................166
Terminology and Concepts ................................................................................................. 57 Unit 2: Collecting data ....................................................................................................167
Unit 1: Financial documents ............................................................................................ 63 Unit 3: Classifying and organising data ..........................................................................169
Unit 4: Summarising data ...............................................................................................172
Unit 2: Tariff systems ....................................................................................................... 74
Unit 5: Representing data ..............................................................................................175
Unit 3: Income, expenditure, profit/loss, Income-and-Expenditure statements and budgets . 79
Unit 6: Interpreting and analysing data ..........................................................................183
Unit 4: Cost price and selling price .................................................................................. 83
Answers .................................................................................................................A31 - A35
Unit 5: Break-even analysis ............................................................................................. 84
Unit 6: Interest ................................................................................................................. 87
Module 7: Probability ......................................................................... 186 - 194
Unit 7: Banking, loans and investments .......................................................................... 90
Terminology and Concepts ...............................................................................................186
Unit 8: Inflation ................................................................................................................. 96
Unit 1: Expressions of probability ...................................................................................187
Unit 9: Taxation ................................................................................................................ 97
Unit 2: Prediction ............................................................................................................189
Unit 10: Exchange rates .................................................................................................. 100 Unit 3: Representations for determining possible outcomes .........................................191
Answers ................................................................................................................... A9 - A15 Answers .................................................................................................................A36 - A37
7
7: PROBABILITY
PREDICTION
TERMINOLOGY AND CONCEPTS
a statement about a future event or outcome, based on the
prediction probability of historical data or statistics of a past event or outcome
that took place over a long period of time
This reference list of commonly used terms and the purely mathematical calculation of determining the probability of
concepts is a vital part of your knowledge and theoretical an event occurring out of the total number of possible events
understanding for this module. Therefore, be sure to probability number of favourable outcomes
i.e. theoretical probability =
total number of possible outcomes
learn these terms given below, in order to both answer
questions AND to be able to apply your knowledge and frequency the number of times an outcome has occurred
understanding to both familiar and unfamiliar contexts. the number of times the event occurred, relative to the number of
experimental trials of the event
probability / i.e. experimental probability / relative frequency
relative
number of favourable outcomes
EXPRESSIONS OF PROBABILITY frequency =
total number of events
trial/ an activity which involves observing and recording the result when the item that you have chosen is put back/replaced;
experiment e.g. rolling a die replacement which results in the same item having a chance of being chosen
once again in the next trial/experiment
the result of a trial/experiment
outcome when the item that you have chosen is not put back/replaced;
e.g. obtaining a '6' when rolling a die non-
which results in the reduction of the number of outcomes in the next
replacement
a set of outcomes of a trial/experiment trial/experiment
event
e.g. 1, 2, 3, 4, 5, 6 when rolling a die
REPRESENTATIONS FOR DETERMINING
TERMINOLOGY AND CONCEPTS

the chance or likelihood of an event occurring; which can be

expressed as a percentage, common fraction or decimal POSSIBLE OUTCOMES
probability
number of favourable outcomes a situation which involves the probability of more than one event;
i.e. probability(event) =
total number of possible outcomes where each event takes place independently of the other
compound
a scale which can be used to plot the probability of an event events Compound events can be represented by tree
happening; which starts at 0% probability (impossible event), diagrams and two-way / contingency tables.
with 50% probability (equally likely event) in the middle; and then all
probability the way through to 100% probability (certain event) tree a diagram that is shaped like a tree, with branches representing all
scale diagram the different possible outcomes of a compound event
Impossible Equally likely Certain
a table which shows all the possible outcomes of the one event
two-way /
down a column; and the possible outcomes of the other event
0% 25% 50% 75% 100% contingency
across a row; with the resulting compound event outcomes
table
displayed in the 'middle' of the table

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 7
UNIT 1 Probability Scale
EXPRESSIONS OF PROBABILITY  We make a prediction about a future event by describing the
likelihood or chance of the event actually happening :

 If an event definitely will not occur, then there is no chance or zero

Language of Probability percent chance of it happening.

â the event is described as impossible

 Probability refers to the chance or likelihood of an event occurring.
â the probability of the event is 0% (zero)

 An experiment in probability refers to an activity which involves observing

 If an event may or may not occur, with both options being equally
and recording results.
likely, then there is a 50-50 chance or 50 percent chance of it
die = singular happening.
e.g. Rolling a die
dice = plural â the event is described as equally likely

 If you roll the die once, it is considered a trial. â the probability of the event is 50%

 The result of a trial (i.e. 1; 2; 3; 4; 5 or 6) is an outcome.  If an event definitely will occur, then there is a 100 percent chance of
it happening.
 Rolling the die and obtaining an outcome, is called an event. â the event is described as certain

UNIT 1: EXPRESSIONS OF PROBABILITY

â the probability of the event is 100%
 If you want to throw a '6' for example, then '6' is considered the
favourable outcome.

 Probability can be expressed in three different numerical ways :

 percentage
Always be sure to simplify
 common fraction the common fraction as
far as possible !
 decimal

 The probability of an event occurring can be plotted on a probability scale.

 Probability values range from zero to one, or from 0% to 100%.

In other words, you cannot have a probability less than zero, nor
greater than 1 (or 100%).

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7 A PROBABILITY SCALE Calculating Probability
Impossible Equally likely Certain  The universal symbol for calculating the probability of an event
is P(event).
Percentage: 0% 25% 50% 75% 100%  The formula used for calculating probability is:
Fraction: 0 1 1 3 1
4 2 4
number of favourable outcomes
probability (event) =
Decimal: 0,00 0,25 0,50 0,75 1,00 total number of possible outcomes

e.g. Rolling a Tossing a coin Drawing a red

die and and getting or black card
getting a '7' 'heads' or 'tails' from a standard
deck of cards Worked Examples
This is impossible, as This is certain, as there
a die only has the are only red or black Given the experiment of rolling a die, calculate the probability of rolling :
numbers from 1 - 6 ! cards in a standard deck !
1. a '3'.
1 NOTE ! Rather leave your answer as a
P(3) = (= 0,17 = 16,67%) simplified fraction to avoid any
6
calculation errors in converting
to decimals or percentages.
2. an odd number.
Worked Examples P(odd number) =
3
6
1
Given the experiment of tossing a coin, answer the following questions : = (= 0,5 = 50%)
UNIT 1: EXPRESSIONS OF PROBABILITY

1. Determine the possible outcomes of the experiment.

Odd numbers = 1; 3; 5
Possible outcomes are 'heads' or 'tails'.
3. an '8'.
0
2. Describe the chance of the coin landing on 'legs'. P(8) =
6
The chance is described as 'impossible'. = 0 (= 0 = 0%)

You can either get 'heads' or A die only has the

'tails' - but no 'legs' exist ! numbers 1; 2; 3; 4; 5; 6.

3. Determine the probability of tossing 'heads'. Give your answer as a percentage, 4. a number from 1 to 6.
fraction and decimal.
6 All these numbers are
P(1; 2; 3; 4; 5; 6) =
Probability of tossing 'heads' is equally likely. 6 possible outcomes on a die.
5 1 = 1 (= 1,0 = 100%)
â 50% ; = ; 0,5
10 2

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 7
Test Your Understanding UNIT 2
Answers on page A36 PREDICTION
1. Describe the following probabilities (in words), using the probability scale :
5
1.1 0,9 1.2 1.3 100%
10 Probability is a Prediction
1
1.4 1.5 0
100  Probability refers to the chance or likelihood of an event happening.
 Probability is used to make a prediction about a future event, based on
2. Consider the spinner shown alongside and determine historical data/statistics of past events.
the probability of the spinner landing on :
 Probability as a predictor is often used when betting/gambling on sports
2.1 stripes events, weather, test results, etc.

2.2 dots

2.3 a white sector Relative Frequency

2.4 a grey sector
 Relative frequency of an event indicates how many times an
3. Consider the set of numbers from 1 - 10 (including 1 and 10) and calculate the outcome has occurred (i.e. the frequency), as a fraction of the
probability of selecting the following numbers : total number of outcomes recorded.
 Frequency tables are used, with the addition of another column to record
3.1 P(7) 3.2 P(even numbers)
the relative frequency.
3.3 P(0) 3.4 P(prime numbers)
See Module 6: Data Handling, p. 163 for a refresher on frequency tables.
3.5 P(factor of 10) 3.6 P(multiple of 10)

4. Peter is in the front of the queue to buy a chocolate for his mother and randomly
chooses a chocolate. Worked Example
There are chocolates that are wrapped as follows :
Tim throws a die 30 times and records the outcomes, as shown in the table below :
 17 silver
 20 gold Die roll outcome Tally Frequency

UNIT 2: PREDICTION
 13 red 1 || 2
2 |||| 4
Determine the probability that Peter will choose a chocolate wrapped in : 3 |||| || 7
4.1 red foil 4 ||| 3
5 |||| |||| 9
4.2 green foil
6 |||| 5
Total 30

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7 Determine the relative frequency of each die outcome :
Worked Examples
Die roll outcome Tally Frequency Relative frequency
In the example on p. 189 of Tim throwing a die 30 times and recording the results,
2 determine the following :
1 || 2 A die has 6 possible
30
1. Theoretical probability of Tim throwing a 5. outcomes : 1; 2; 3; 4; 5; 6.
4
2 |||| 4
30 number of favourable outcomes 1
Theoretical probability = =
7 total number of possible outcomes 6
3 |||| || 7
30 ( = 0,17 = 16,67%)
3 2. Experimental probability of Tim throwing a 5.
4 ||| 3
30
number of favourable outcomes
9
Experimental probability (relative frequency) =
5 |||| |||| 9 total number of events
30 9
Tim threw a '5' nine times. = ( = 0,3 = 30%)
5 30
6 |||| 5
30
3. Explain why there is a difference between the theoretical and experimental
Total 30 probability answers.
Theoretical probability is a purely mathematical calculation based on the
number of favourable outcomes (positive results) over the total number of
possible outcomes (results of the trials). It is used to predict future events
based on what we expect to happen. However, it doesn't necessarily reflect
Theoretical versus Experimental Probability the actual outcomes of the event.
Experimental probability reflects the outcome of the actual events i.e. the
 Theoretical probability refers to the purely mathematical number of times the favourable outcome (positive result) actually occurred
over the total number of events (trials and their results).
calculation of determining the probability of an event occurring
out of the total number of possible events. However, it is important to note that the greater the number of trials (actual
experiments), the closer the theoretical and experimental probabilities will become.

number of favourable outcomes

â theoretical probability =
total number of possible outcomes
Test Your Understanding
 Experimental probability refers to the actual results obtained when Answers on page A36
calculating the relative frequency of an event, after repeated trials.
1. Lisa is making up her own game and testing her probability knowledge, while
UNIT 2: PREDICTION

number of favourable outcomes playing with her friends. Each friend has to draw a card and then carry out the
â experimental probability =
(relative frequency) total number of events instruction. The results of each card drawn is shown below :

Card Frequency
Do 10 jumping-jacks 3
The more times an experiment is repeated,
the closer the value for the experimental Run around the block 5
probability comes to the theoretical probability. Spin around 10 times 7
Do 5 sit-ups 2
Give everyone a sweet 4

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 1.1 How many cards are there ?
7
1.2 How many times did the friends play the game ?
UNIT 3
1.3 What is the theoretical probability of drawing the card labelled 'do 5 sit-ups' ?
REPRESENTATIONS FOR
1.4 Add another column to the table and determine the relative frequency of
DETERMINING POSSIBLE OUTCOMES
each card.

1.5 Which card has the highest experimental probability ? Name the card and give
your answer as a percentage. Compound Events

2. A vase manufacturer labels each vase as perfect, scratched or chipped after  Situations involving the probability of more than one event are

UNIT 3: REPRESENTATIONS FOR DETERMINING POSSIBLE OUTCOMES

production. On a particular day, the manufacturer recorded 120 perfect vases; known as compound events. These events can either take place at the
17 scratched vases and 13 chipped vases. same time or one after the other.

2.1 Determine the theoretical probability of a vase being chipped after production.  It is important to note that the events in a compound event take place
independently of each other (i.e. the results of the one event have no
bearing on the results of the other event).
2.2 Calculate the relative frequency of producing a scratched vase.
e.g. rolling a die twice; tossing a coin twice; drawing a card from a deck of
2.3 Determine the experimental probability of producing a perfect vase. cards more than once, etc.

 In order to represent compound events visually, we make use of tree

3. A drug test has a 96% accuracy rate for detecting narcotic substances in the urine. diagrams and two-way tables (also known as contingency tables).
This drug test was tested on drug addicts who had recently used drugs. The results
of the drug tests are shown below :

Outcome Frequency
Tree Diagrams
Positive for drugs 145
 Tree diagrams provide us with a way to visually represent all of
Negative for drugs 5 the possible outcomes of compound events.
EVENT 1 EVENT 2
 A tree diagram is shaped like a tree,
3.1 How many drug addicts were tested ? with the branches representing all the outcome a
different possible outcomes. outcome 1
3.2 What is the theoretical probability of being tested positive for drug usage ? outcome b
 Remember that each event is
3.3 Calculate the experimental probability of being tested positive for drugs. independent of the other. outcome a
Give your answer as a percentage. outcome 2
outcome b
3.4 Would you rely on the results of this drug test ? Give a reason for your answer,
based on your answers in Questions 3.2 and 3.3.

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7 2.3 probability of Lindsay choosing a vanilla cake.
Worked Example
3 1 3 out of the possible 6 outcomes
= (= 0,5 = 50%)
6 2 have vanilla cake in them.
Lindsay needs to decide on her birthday cake. She first needs to
choose between a chocolate or vanilla sponge cake, followed by 2.4 probability of Lindsay choosing her cake to be decorated with Smarties.
whether the cake must be decorated with caramel, Smarties or mint.
2 1 2 out of the possible 6 outcomes
= (= 0,33 = 33,33%)
1. Use the information given above to draw a tree diagram. 6 3 have Smarties in them.
EVENT 1: Type of sponge cake
Two possible outcomes : chocolate or vanilla
Write down the event Two-way Tables
Type of sponge cake
UNIT 3: REPRESENTATIONS FOR DETERMINING POSSIBLE OUTCOMES

chocolate
Fill in a possible outcome  Also known as contingency tables.
Include a branch for  Two-way tables provide us with another way in which to visually
each possible outcome represent all the possible outcomes of compound events.
Fill in the next possible outcome
vanilla  A two-way table shows all the possible outcomes of the one event down
a column; and the possible outcomes of the other event across a row.
EVENT 2 : Type of decoration
Three possible outcomes: caramel, Smarties or mint Therefore, the compound event outcomes or the frequencies of the events,
are displayed in the 'middle' of the table.
For each possible outcome of Event 1; write down the possible outcomes
(using branches) for each possible event 2 :
â Tree diagram for Event 1 and 2 : Lindsay's birthday cake
Worked Examples
EVENT 1 EVENT 2
Type of sponge cake Type of decoration Possible outcomes
1. Use Lindsay's cake information above to draw up a contingency table.
caramel chocolate; caramel
Type of Type of cake decoration
chocolate smarties chocolate; smarties
sponge cake Caramel Smarties Mint
mint chocolate; mint chocolate chocolate; caramel chocolate; Smarties chocolate; mint
caramel vanilla; caramel vanilla vanilla; caramel vanilla; Smarties vanilla; mint

vanilla smarties vanilla; smarties

2. The table below contains information on the number of students who enrolled for a
mint vanilla; mint Mathematics course at a FET College and their level of attendance during the year.
2. Using your tree diagram from Question 1, determine the :
Attendance
2.1 number of possible outcomes.
More than 80% 50% to 80% Less than 50% Total
6
Pass 27 8 3 38
Result
2.2 probability of Lindsay choosing a chocolate cake decorated with caramel. Fail 2 12 28 42
1 Total 29 20 31 80
(= 0,167 = 16,67%)
6

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Study the table on p. 192 and answer the questions that follow : 7
2.1 How many students passed and how many students failed the course ? Test Your Understanding
Passed = 38 Answers on page A37
Failed = 42
1. Ben has an opportunity to win money at a local charity fundraiser. He first needs
2.2 How many students enrolled on the course ? to see how much money he can potentially win, by spinning the first spinner.
Thereafter, he needs to spin a second spinner, to determine his final prize money.
Total number of students = total passes + total failures
This is illustrated below :
= 38 + 42 = 80
SPINNER 1 SPINNER 2
2.3 How many students attended less than 50% of the lessons for the course ?

UNIT 3: REPRESENTATIONS FOR DETERMINING POSSIBLE OUTCOMES

31
R1 000
Double Add
2.4 How many students who attended more than 80% of the lessons passed ? up R1 000
27
Find the cell in the table where the 'More
Lose it Halve
than 80%' column and the 'Pass' row meet.
R5 000 all it

2.5 How many students who attended less than 50% of the lessons failed the course ?
28 Use the information given above and answer the following questions :
Find the cell in the table where the 'Less
than 50%' column and the 'Fail' row meet. 1.1 Draw a tree diagram to illustrate the events above and remember to include a list
of all possible outcomes.
2.6 What is the probability that a student selected randomly from the course
will have passed the course ? 1.2 Use the information from your tree diagram in Question 1.1 to answer the
following questions:
Number of students who passed the course = 38
Number of students who enrolled on the course = 80 1.2.1 How many possible outcomes are there ?
38 19
â P(student who passed) = = (= 0,475 = 47,5%) 1.2.2 What is the probability of winning R5 000 after only spinning Spinner 1 ?
80 40
1.2.3 What is the probability of winning R1 000 and then halving it ?
2.7 What is the probability that a student selected randomly from the course
will have attended less than 50% of the lessons ? 1.3.1 Draw up a table of all your possible outcomes from your tree diagram and work
out the rand value of each possible outcome.
Number of students who attended less than 50% of the lessons = 31
e.g.
Number of students who enrolled on the course = 80
31 Possible outcome Rand value
â P(attended less than 50%) = (= 0,3875 = 38,75%)
80
R1 000; double up R1 000 % 2 = R2 000
2.8 What is the probability that a student selected randomly from the course will . . . etc. . . . etc.
have attended 50% to 80% of the lessons but will have failed the course ?
Number of students who attended 50% to 80% and failed = 12 1.3.2 Using your table of rand values for each possible outcome, determine the
probability of winning :
Number of students who enrolled on the course = 80
12 (a) R10 000 (b) R2 000 (c) R0
â P(attended 50% to 80% but failed) = (= 0,15 = 15%)
80

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7 2. The table below shows information on the number of Grade 11 boys and girls who take
Core Maths and Mathematical Literacy at a particular school.
3.1 Redraw the tree diagram and fill in all the missing events and outcomes.

3.2 List all the possible outcomes.

Subject 3.3 What is the probability of :
Core Maths Mathematical Literacy Total
3.3.1 first having a boy?
Boys 25 18 43
Gender 3.3.2 having a boy for your second child?
Girls 13 32 45
Total 38 50 88 3.3.3 having 3 boys?
3.3.4 having 1 boy and 2 girls?
2.1 How many learners take Core Maths ?
3.3.5 having first a boy and then 2 girls?
2.2 How many girls take Mathematical Literacy ?
UNIT 3: REPRESENTATIONS FOR DETERMINING POSSIBLE OUTCOMES

4. A company that makes coffee is trying out a new flavour. They decide to test it out on
2.3 How many boys are there in Grade 11 ?
a group of people before deciding whether to sell the new flavour to the shops.
2.4 How many learners are there in Grade 11 ?
The table below shows the information they collected from the group of people.
2.5 What is the probability that a learner chosen at random in Grade 11 will :
2.5.1 be a girl ?
Would buy this Would not buy this
Total
2.5.2 take Core Mathematics ? flavour of coffee flavour of coffee
2.5.3 be a girl who takes Mathematical Literacy ? Male 27 23
Gender
2.5.4 not take Mathematical Literacy ? Female 21
Total 52
3. A couple would like to have 3 children and wonder about the probabilities of having
boys and girls. Study the tree diagram below and answer the questions that follow :
4.1 Some values are missing in the table. Complete the table by calculating these
Child 1 ______ ______ missing values.
____
4.2 How many people were surveyed by the company?
____
4.3 What is the probability that a person surveyed would buy the coffee?
girl
boy 4.4 What is the probability that a person surveyed would be a male who would not
boy buy the coffee?
girl
4.5 Suppose that the coffee company tried to sell this coffee to 30 people - how many
____
of them might we expect to buy the coffee? Show all working.

boy 4.6 Based on the results in the table, do you think the company should try to sell this
boy flavour of coffee in the shops? Explain your answer.

girl
____
____

girl
____

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7 3.4 P(prime numbers) =
4
10
1.4
MODULE 7 2
Card Frequency Relative frequency
ANSWERS

Prime numbers: = (= 0,4 = 40%)

2; 3; 5; 7 5 3 1
Do 10 jumping-jacks 3 =
21 7
UNIT 1: 5
4 Run around the block 5
3.5 P(factor of 10) =
Expressions of probability 10 Factors of 10:
21
2 1; 2; 5; 10 Spin around 10 times 7
7
=
1
= (= 0,4 = 40%) 21 3
5
Test Your Understanding 2
1 Do 5 sit-ups 2
3.6 P(multiple of 10) = (= 0,1 = 1%) 21
10
4
Give everyone a sweet 4
1.1 0,9  highly likely or almost certain Multiple of 10 : 10; 20; 30 . . . 21
but only 10 exists in the set ! TOTAL 21
5 1
1.2 =  equally likely
10 2
13 1.5 Experimental probability (relative frequency)
4.1 P(red foil) = (= 0,26 = 26%)
1.3 100%  certain 50 number of favourable outcomes
=
total number of events
1 Total number of possible outcomes
1.4 = 0,01 = 1% 7 1
100 = 17 + 20 + 13 = 50 = = = 33,33%
21 3
 very unlikely or almost impossible
0 â Spin around 10 times had the highest experimental
1.5 0  impossible 4.2 P(green foil) = = 0 (= 0 = 0%) probability of 33,33%
50
3 There are no chocolates wrapped in green foil !
2.1 P(stripes) = (= 0,375 = 37,5%) 2.1 Theoretical probability
8
number of favourable outcomes
=
1 Total number total number of possible outcomes
2.2 P(dots) = (= 0,125 = 12,5%) of sectors
8 1
= 8 UNIT 2: = (= 0,33 = 33,33%)
3
0
2.3 P(white) = = 0 (= 0 = 0%) Prediction number of favourable outcomes
8 2.2 Relative frequency =
total number of events
4 1 17
2.4 P(grey) = = (= 0,5 = 50%) =
8 2 Test Your Understanding 120 + 17 + 13
17
MODULE 7: UNITS 1 & 2

1 = (= 0,11 = 11,33%)
3.1 P(7) = (= 0,1 = 1%) Total numbers 150
10 in the set = 10 1.1 5 cards
2.3 Experimental probability
5 1.2 Total frequency = 3 + 5 + 7 + 2 + 4 = 21
3.2 P(even numbers) = number of favourable outcomes
10 â Friends played 21 times =
total number of events
Even numbers : 1
= (= 0,5 = 50%) 120 4
2; 4; 6; 8; 10 2 1.3 Theoretical probability = = (= 0,8 = 80%)
150 5
number of favourable outcomes
0 =
3.3 P(0) = = 0 (0 = 0%) total number of possible outcomes 3.1 Number of drug addicts tested = 145 + 5 = 150
10
1
= (= 0,2 = 20%) 3.2 96% The accuracy of the test.
5
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3.3 Experimental probability =
145
150
= 96,67% 1.3.2 (a) P(R10 000) =
1
8
(= 0,125 = 12,5%) 3.3.1 P(boy) =
1
2
(= 0,5 = 50%) 7

ANSWERS
3.4 Yes, the drug test is reliable as the theoretical and 2 1 1
(b) P(R2 000) = = (= 0,25 = 25%) 3.3.2 P(boy for 2nd child) = (= 0,5 = 50%)
experimental probabilities are very, very close. 8 4 2
2 1 1
(c) P(R0) = = (= 0,25 = 25%) 3.3.3 P(3 boys) = (= 0,125 = 12,5%)
8 4 8
UNIT 3:
2.1 38 learners 2.2 32 girls 3
Representations for determining 3.3.4 P(1 boy and 2 girls) = (= 0,375 = 37,5%)
8
possible outcomes 2.3 43 boys in Grade 11 2.4 88 learners in Grade 11
NOTE ! This means any order of 1 boy and 2 girls
45
2.5.1 P(girl) = (= 0,511 = 51,14%) â Possible outcomes = (boy; girl; girl)
Test Your Understanding 88
OR (girl; boy; girl) OR (girl; girl; boy) = 3
38 19
2.5.2 P(Core Maths) = = (= 0,4318 = 43,18%) 1
88 44 3.3.5 P(first boy, then 2 girls) = (= 0,125 - 12,5%)
1.1 8
SPINNER 1 : SPINNER 2 : Possible outcomes
32
R1 000; double up
2.5.3 P(girl taking Maths Lit) = NOTE ! Order is specified here, so
double up 88
only 1 possible outcome.
add R1 000 R1 000; add R1 000 4
R1 000 = (= 0,3636 = 36,36%)
halve it R1 000; halve it 11
4.1
lose it all R1 000; lose it all 38
2.5.4 P(not Maths Lit) = P(Maths) = Would buy Would not
double up R5 000; double up 88 this flavour buy this flavour Total
19 of coffee of coffee
add R1 000 R5 000; add R1 000 =
R5 000 44 Male 27 23 50
halve it R5 000; halve it Gender
(= 0,4318 = 43,18%)
R5 000; lose it all Female 21 29 50
lose it all
3.1 Child 1 Child 2 Child 3 Total 48 52 100
1.2.1 8 possible outcomes
boy
1 4.2 100 people
1.2.2 P(R5 000 for spinner 1 only) = (= 0,5 = 50%) boy
2
girl 48
1 boy 4.3 P(would buy the coffee) = (= 0,48 = 48%)
1.2.3 P(R1 000; halve it) = (= 0,125 = 12,5%) boy 100
8
girl
1.3.1 4.4 P(male who would not buy the coffee)
girl 23
Possible outcomes Rand value boy
= (= 0,23 = 23%)
100
R1 000; double up R1 000 % 2 = R2 000 boy
48

MODULE 7: UNIT 3
R1 000; add R1 000 R1 000 + R1 000 = R2 000 girl 4.5 P(would buy the coffee) = % 100% = 48%
girl 100
boy
R1 000; halve it R1 000 ÷ 2 = R500 Number of people who might buy the coffee
girl
R1 000; lose it all R1 000 - R1 000 = R0 48 30
girl = 48% % 30 = % = 14,4 l 14 people
R5 000; double it R5 000 % 2 = R10 000 100 1
3.2 Possible outcomes :
R5 000; add R1 000 R5 000 + R1 000 = R6 000
(boy ; boy ; boy) (boy ; boy ; girl) (boy ; girl ; boy)  52 
R5 000; halve it R5 000 ÷ 2 = R2 500 4.6 No. More than 50%   of the people who tried the
(boy ; girl ; girl) (girl ; boy ; boy) (girl ; boy ; girl )  100 
R5 000; lose it all R5 000 - R5 000 = R0 (girl ; girl ; boy) (girl ; girl ; girl ) coffee responded that they would not buy the coffee.
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