Professional Documents
Culture Documents
MATHEMATICS
GRADE 10
2017
CONTENTS Page
1. Introduction 3
3. Formal assessment 5
4. Programme of assessment 6
5. Assessment tasks 8
5.1 Project 8
5.2 Investigation 1 14
5.3 Investigation 2 20
5.4 Assignment 1 23
5.5 Assignment 2 28
Although assessment guidelines are included in the Annual Teaching Plan at the end of
each term, the following general principles apply:
Tests and examinations are assessed using a marking memorandum.
Assignments are generally extended pieces of work completed at home.
Investigations are set to develop the skills of systematic investigation into special cases
with a view to observing general trends, making conjectures and proving them. To avoid
All assessment tasks that make up a formal programme of assessment for the year are
regarded as Formal Assessment. Formal assessment tasks are marked and formally
recorded by the teacher for progress and certification purposes. All Formal Assessment
tasks are subject to moderation for the purpose of quality assurance. Formal assessments
provide teachers with a systematic way of evaluating how well learners are progressing in
a grade and/or in a particular subject. Examples of formal assessments include tests,
examinations, practical tasks, projects, oral presentations, demonstrations, performances,
etc. Formal assessment tasks form part of a year-long formal Programme of Assessment
in each grade and subject.
Learners are expected to have seven (7) formal assessment tasks for their school-based
assessment, excluding end of year examinations. The number of tasks and their weighting
are listed below:
NB: The school programme of assessment should indicate specific dates when tasks are
to be completed during the year. In the event that teachers are not able to abide by the set
dates due to unforeseen circumstances, minimal deviations are permissible. Although the
project/investigation is indicated in the first term, it could be scheduled in term 2. Only
ONE project/investigation should be set per year. Tests should be at least ONE hour long
and count at least 50 marks.
MAKING A GONIOMETER
In this project you are going to make a simple goniometer and use it to calculate certain
heights.
An angle gauge is designed to measure angles of elevation, but can also be used in
determining angles of depression.
What else?
Cut out the protractor below. Paste the protractor onto cardboard or
thick paper.
And then?
Something else?
Yes. The next step is to attach a string with a small weight to,
the protractor. It is attached to the centre of the protractor.
The angle of elevation is the angle between the horizontal line and the line along which
one looks. If you look through the goniometer while it is in a horizontal position and you
slowly change the "line of sight" to the top of the building or a pole, then the string with
the weight will lie along other diagonal. THE DIFFERENCE BETWEEN THIS ANGLE
AND THE 90 ANGLE, WILL BE THE SIZE OF THE ANGLE OF ELEVATION, e.g.
angle of elevation is
90 - 60 = 30.
3. How will you use your goniometer to determine the angle of depression?
Use your goniometer, draw neat sketches which represent the following situations and
calculate the following as accurately as possible.
3. How high are you above ground level if you are standing in front
of……………..classroom on the first floor and look down at the corridor in front
of ………………. class?
4. How high is the roof of the building where the school's name is displayed?
RUBRIC: GONIOMETER
NAME: _____________________________
1. 2. 3. 4. 5.
The learner is The learner has The learner The learner The learner
unsuccessful partially meets a large performs well performs very
complied with extent to the with this project. well with this
the requirements project.
requirements of this project.
of this project.
Make use of Have not made Made a Made a Made a Make an
the a goniometer. goniometer goniometer reasonably accurate
goniometer to that is not that is not accurate goniometer and
measure usable. 100% accurate. goniometer and is able to make
angles. Is able to most of the time correct
measure able to make measurements.
angles, but correct
with errors. measurements.
Total: 8 x 4 = 32
(3)
A 30 B
3 cm D 4 cm
2.1 Calculate, to two decimal places, the numerical value of h using ∆CDB.
(4)
2.2 Calculate the value of , to one decimal place. (3)
APPLICATION 13 MARKS
d
cos
1.1 a Answer
b
1.2 sin Answer
e
b
cot Answer
1.3 c
[3]
2.1 In ∆ CDB
h h
= tan 300
4 4
h = 4 tan 300 tan 30
h = 2,31 cm h subject
Answer
[4]
2.2 In ∆CDA
2,31 tan θ
tan θ =
3
2,31
0
θ = 37,6 3
Answer
[3]
3 EF Trig ratio
tan 32
FM
2,6
FM FM subject
tan 32
4,16 m Answer
The mouse is 4, 16 m from the elephant.
[3]
5.2.1 Factors:
What factors does have for all ?
Investigate whether the following statements are true for all :
1. is divisible by 2.
2. is divisible by 3.
3. is divisible by 5.
Try to generalise the above statements. Is the general statement true or false?
What is special about these numbers that gives these surprising results:
1. . Can you find other numbers whose sum
is equal to their product? Can you generalise?
2. Make a conjecture about the following results:
for
Possible solutions:
Factors:
This is harder! We need to show that one of the 4 factors is always divisible by 5.
So we consider to be either
a multiple of 5
1 more than a multiple of 5 (leaves a remainder of 1 when divided
by 5)
2 more than a multiple of 5 (leaves a remainder of 2 when divided
by 5)
Surprising results:
Proof:
2. Conjecture:
Proof:
3. Conjecture:
Both sides simplify to
4. Conjecture:
This can be marked according to the guidelines on page 4 of the SBA document:
Number of 3 red faces 2 red faces 1 red face 0 red faces Total no. of
cuts small
cubelets
1 8 0 0 0 8
2 8 12 6 1 27
3 8 24 24 8 64
4 8 36 54 27 125
5 8 48 96 64 216
N 8
An interesting sequence:
The pattern will now repeat as we are back where we started from!
Section A
1. Using a protractor and a ruler, draw ∆ABC, with  = 35°, AC = 6cm and Ĉ = 65°.
Draw a second triangle, ∆GHI, with Ĝ = 80°, GH = 9cm and Ĥ = 35°. Draw these
triangles on the same page. (6)
2. Use your two triangles to do the following measurements, again using your
protractor and ruler:
2.1 The sizes of angle A C and Î. (2)
2.2 The lengths of AB and BC in ∆ABC. (2)
2.3 The lengths of GI and HI in ∆GHI. (2)
3. Now make use of all the measurements; both given and your own measurements
to do the following calculations and observations:
3.1 GH ; GI ; HI
AB BC AC (3)
3.2 What do you observe about the angles given and measured in (1) and (2.1) for
∆ABC and ∆GHI? (3)
4. Based on your observations, make a conclusion to describe the relationship
between
∆ ABC and ∆GHI. (2)
5. Give an alternative property these triangles have in common. (1)
[ 21]
Section B
1. Do similar drawings, on the same page, for the following right angled triangles;
ΔKLM and ΔNOP where KL LM and NO OP. The lengths of the sides given
are as follows:
KL = 6cm; LM = 8cm; NO = 9cm and OP = 12cm. (6)
2. Use a protractor to measure all the angles in both triangles and the lengths KM
and NP. (6)
3. Do the following calculations:
3.1 KL ; LM ; KM
NO OP NP (3)
3.2 What do you observe from the calculations in (3.1)? (2)
4. What does your answer in (3.2) imply about these triangles? (2)
5. If angle LMK = θ calculate θ by using the lengths of KM and LM. (3)
6. How does θ compare to the measurement in (2)? Which other angle will be equal
to θ? Give a reason for your answer. (2)
7. Use the theorem of Pythagoras to calculate the lengths of KM and NP. How does
this compare with your measurement in (2)? (5)
[29]
TOTAL: [50]
MEMO: The memo is a guideline and all measurements must be considered as for the learners’ own
drawings and the error range for angles: within 2° and lengths: within 2mm.
Section A
1. Accurate measuring and drawing of the two triangles: 4 angles and 2 sides
2. Measurements:
2.1 Angle ABC = 80° and Î = 65° 1 mark each
3. Ratio’s:
3.1 All ratios simplified to ± 1,633 1 per ratio 3 marks
3.2 All angles measured are equal. 1 per angle 3 marks
4. GH = GI = HI 2 marks
AB BC AC
5. The angles are equal, equiangular triangles/ similar triangles. 1 mark
Section B
Question 1
A(2;4)
B
C D
g(x)
x
(0;0)
4.1 If A (2; 2) and B (-3: ), determine the equation of AB, in the form y = mx + c.
(4)
4.2 f(x) = ax2 is a parabola simmetrical around the Y-axis through the point A and B.
Determine the equation for f . (2)
4.3 What will the equation for the parabola h be if f(x) is shifted down by 2 units? (1)
[7]
Question 5
[10]
Question 1
1.1
y
14
13
12
11
10
g(x) = 6 - 2x 9
8
7
6 f(x) = -x2 + 9
5
4
3
2
1 x
-5 -4 -3 -2 -1 -1 1 2 3 4 5
-2
-3
-4
-5
-6
-7
h(x) = x2 - 9
-8
-9
Question 2
2.1 4 = a2
2 = a (2)
2.2 B= (2)
2.3 C = (0;1) (2)
2.4 (4 ; 2) (2)
2.5 (2:2) (2)
2.6 f: y>0; y (1)
2.7 g:x>0;x (1)
[12]
Question 3
Distance = 90 km
3.1
Speed (km/h) 20 30 40 50 60 90 100 120
Time in minutes 270 180 135 108 90 60 54 45
table values (at least 4 values correct; 1 mark for at least 1 value
correct)
300
250
200
Time in minutes
150 Series1
100
50
0
0 50 100 150
Speed (km /h)
Question 4
4.1 A (2;2) and B (-3: ) y = mx + c
m= = = =
(2;2) 2 =
3=c
y= x +3 (4)
a= (2;2) 2 =
h(x) = (2)
[9]
Question 5
= -6 or -6.5answer (4)
[10]
The diagram shows rectangular tables. Six people can sit at one table, when two tables
are placed together ten people can be seated
Question 2
Karabo is training by running for the Comrades Marathon; he starts his training by
running 40km per week. Each week he increases the distance covered by 10km.
(i) Write down the formula to calculate the distance he runs in the n- th week.
(4)
(ii) Use the formula to calculate the distance he runs in the 12th week of training
(1)
[5]
Construction workers resurface parts of the N1 Highway.They complete 2km per day.
(i) How many kilometres are completed in total after the first three days?
(2)
(ii) Write down a formula to find how much road would be repaired after n
days? (2)
(iii) How many kilometres are repaired after 30 days?
(2)
[6]
Question 4
(a) 2 , 4 , 6, , , , , , , , , , ,
(b) 5, 10, 15, , , , , , , , , , , ,
(c) 1, 4, 9,, , , , , , , , , , , , , , ,
(d) 10, 20, 30, , , , , , , , , , , , , , , ,
(e) 2, 5, 10, , , , , , , , , , , , , , , , , ,
(f) 1 , 8, 27, , , , , , , , , , , , , , ,
(g) 2, 9 ,28, , , , , , , , , , , , , , ,
(h ) 4, 7, 10, , , , , , , , , , , , , ,
Question 1
(i) (4 x 3) + 2 =14
(1)
(ii) (4 x n ) + 2 = 4n + 2
(1)
(iii) The sequence becomes: 6, 8, 10, 12 etc
(3)
Which implies 4 x number of tables plus 2 seating at the ends of tables
(1)
(iv) Tn = 4n + 2 (where n represent the number of tables)
(2)
[7]
Question 2
(i) Tn = an + c
40 = a(1) + c............1
50 = 2 a + c.............2
2 – 1 .....................10 = a
Tn = 10 n +30
Question 3
(i) 6 km
(ii) Tn = 2n
(c ) 16,25,36
Consecutive square numbers
Tn = n2
(d) 40,50,60
Multiples of 10
Tn = 10n
(21)