Promaths Final Push Paper 2 Paper 2 (October 2023)

LAST PUSH
GRADE 10 – 12 : Paper 2
DATE :
30 SEPTEMBER 2023
Structure of the Presentation
Analytical Geometry
Euclidean Geometry
Trigonometry
Statistics
2
Flow of the Topics & Mark Allocation
Mark Allocation
Topics Grade 10 Grade 11 Grade 12
1. Statistics & Regression 15 ± 3 20 ± 3 20 ± 3 (15)
2. Analytical Geometry 15 ± 3 30 ± 3 40 ± 3 (25)
3. Trigonometry 40 ± 3 50 ± 3 50 ± 3 (30)
4. Euclidean Geometry 30 ± 3 50 ± 3 40 ± 3 (25)
Total 95
3
Discussion of formula Sheet
4
Implement Diagnostic Report
❖ Suggested approach methodology by the team for aspects that needs clarity.
Approach in class :
✓ Learners to have their scripts in class (Mid Year Exams , Trial Exams) to identify/recap
and understand learners weaknesses (misconceptions/mistakes).
✓ Recap/clarify the related core concepts with a view to address their challenges (guided
by the class Diagnostic Report).
✓ Same Test Questions can still be used as follows:
➢ Analysing the question (what is it all about, required knowledge and skills, what
principles/facts/definitions/laws are required) together with the learners.
➢ Generate/identify key information from the question to clarify the approach in
answering the question.
➢ Discuss with the learners the toolbox to answer the question ( Formular sheet,
method, theorem, standard form, etc)
➢ Allow learners to do/complete it once more and generate the first step of solution
together. 5
Approach to Consolidation
✓ Recap Key Concepts and generate Chalkboards Summary (About 20 – 30 min)

o Probe (Teacher to be fully prepared & Know what to ascertain) for
responses from learners
o Focus on Knowledge & Skills for each topic (Know & Skills to show) ;
o Clarify applicable Vocabulary/Comprehension.
✓ Short Focused Assessment (30 Minutes for Gap identify & Consolidation)
✓ Further Clarification/ Illustration of Concepts
✓ Ensure that various scenarios are catered for. Remaining Time
✓ Allow learners to practice (Drill & Practice)
Encourage the following:
Steps that learner should follow when answering questions:
No Diagram:
• Learners must read the given information with understanding (vocabulary
and instructions).
• Identify/highlight all the key words from the given information that could help
him/her to answer the questions that are to follow.
• Where applicable, a rough sketch can be drawn.
• Answering Questions : What to Know ; and what to show
Diagram Given:
• It is very easy when presented with a diagram think about possible questions
• Learners must read and understand the introductory sentences above the
diagram before trying to answer the question and make deduction(s).
• Answering Questions : What to Know ; and what to show 7
Be consistent with the following
Use of the formula sheet:

• Learners must know that the formula sheet will be provided in the Exam.
• Learners must know which formulas are in the formula sheet and which one
are not there, for each topic.
• Emphasize the need to copy the formula correctly from the formula sheet.
• Learners need to know that incorrect coping of the formula will result in them
forfeiting all the marks for that question.
• Learners must not manipulate the formula before the substitution.
• Marks will be awarded for Correct formula, correct substitution, and correct
answer.
8
Approach to Remedial/Closing the July Exams Gaps
What was assessed What else could have been

(All topic related assessments) assessed
Gaps Revealed to you :

Knowledge & Skills
Skills & Knowledge
Appropriate Methodology
Ascertain understanding
to close the identified Gaps
Classroom Approach
Summary of key concepts Illustration by a teacher Learner Component Learner Component

(Focused) (Focused)
Regression line Use an example to Scenario: 1 (Table : Scenario: 2 (Scatter plot
emphasize key points Positive & Negative) given)
Points to emphasize:
• How will the data be given.
• Identify & copy the linear regression
line formula from the formula sheet.
• Determine the Mean Point (x; y) if x
is the mean of the x values and y is
the mean for the y values. The line of
best fit must pass through this mean
point.
• Sketching the regression line ,
Balance of point, Min & Max point.
• Determine the value or r
• Explain/interpret the calculated
value of r
• Predict : Interpolate & Extrapolate. 10
Analytical Geometry
11
Last Push Approach : Skills & Low hanging Fruits in Analytical Geometry
1. Grade 10 & 11 aspects :

• Gradient (2); Mid point (2) Coordinates (2), Inclination (2) ,
Equation of a straight line (3) , properties of quads (6) : 17 marks
2. Grade 12 Aspects :
• Equation of the circle (3) ,
• application of the equations of the circle (2) Tangent (5) : 10 marks
Grade 10 – 12 : Core Skills in Analytical Geometry
The learners need to master the following:

1. Application of the distance formula, in calculating the distance between the
two points, in polygons or determine the coordinate when given the
Distance.
2. Determining the coordinates of the Mid-point of a polygon using the mid-
point formula or given the midpoint determine the end coordinate of the end
point.
3. Can use the Gradient formula to:
✓ Calculate the gradient (m) of a line segment, given two points or the
angle of inclination ( m = tan θ).
✓ Show if points are co-linear
✓ Find the inclination ( m = tanθ ).
4. Co-linear Points 13
5. Can determine the equation of a Straight Line and use the straight-line
equations to determine the point of intersection, etc.
There are two methods of determining the equation of a straight line joining
two points.
o The first method is to use the general equation in which m represents
the gradient and the value of c can be determined by substituting one of
the points on the line into this equation.
o The second method is to use the formula. All you have to do is now
substitute m and a point on the line into this formula and the equation of
the line is easily obtained.
6. Can apply the understanding of Parallel and Perpendicular lines, that is:
o Conclusion when two lines are parallel (equal gradient) or perpendicular
(m1 x m2 = - 1)
o Apply the understanding of this concept in various polygons
14
8. Determining the angles formed by intersecting lines

9. Properties of shapes:
Quads: The learning of this aspects should include learners being able to draw
a specific quad and label it completely to understand its properties.
Learners must know how to prove that a quadrilateral is a parallelogram,
rectangle, square, rhombus or trapezium by knowing the properties of these
quadrilaterals.
Triangles: Ensure that learners understand the three types of triangle and their
properties (Scalene, Equilateral and isosceles)
o Can use apply analytical method to prove a particular type of a tringle
including showing that a tringle is a Right angle or not (remember one can
either show through Pythagoras theorem or perpendicular lines).
NB: Basic transformation must be revised
15
Core Skills : Circle (Gr 12)
The learners need to master the following concepts:

1. Determining the equation of the circle (any center: Origin & Non-origin) in various forms;
✓ Write the following equations in the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒂𝒚𝟐 + 𝒄𝒚 = 𝒅
✓ 𝒙 − 𝒂 𝟐 + 𝒚 − 𝒃 𝟐 = 𝒓𝟐 The learners
must be aware that the center of the circle is the midpoint, thus the midpoint formula
would be applicable and also when
✓ Diameter give with two end points or the center & one end point
3. Learners should be able to differentiate between radius r and r2
4. Learners must be able to use the equation of the circle:
✓ To show and conclude if a particular point is inside, on the circumference or outside
the circle.
✓ To determine the unknown coordinate with any line that intercept with the circle.
5. Determine and use the equation of a tangent to a circle at a given point on the
circumference of the circle.
16
Required Skills : Circle (Gr 12)
5.
17
Required Skills : Circle (Grade 12)
5. Determine and use the equation of a tangent to a circle at a given point on the circumference
of the circle.
6. What to show if required to show that a given straight line is a tangent
to a circle.
7. Application of Pythagoras theorem to determine any length of a side with a formed
triangle, tangent, radius. Remind learners of the relationship between the tangent and
radius/diameter (Radius perpendicular to the tangent).
The learners need to master the following concepts:
8. 4/5 scenarios of the intersection of circles. Learners should complete activities that
will foster each scenario:
• Intersecting once externally: AB = RA + RB
• Intersecting twice: AB < RA + RB
• No intersection: AB > RA + RB
• Interesting Once internally: AB = RA - RB
18
• Concentric AB = 0
Trial Exams from two provinces
What else
could have
been asked ?
19
20
Last Push Approach : Low hanging Fruits in Analytical Geometry
21
Reinforcing Activities
Given below is a circle with centre M passing through R(−3; 2), T(5; 4) and V on the y-
axis. Q( − 2; − 2) lies on the line RP. TV is drawn and then extended to meet RP at P.
T(5;4)
R( − 3;2)
Q( − 2; − 2)
5.1 Determine the equation of the circle with centre M.
5.2 Show that PR is a tangent to the circle at R.
5.3 Determine the equations of the lines:
5.3.1 PR
5.3.2 TP
5.4 If the equations of PR and TP are y = −4 x − 10 and y = x − 1 respectively,

determine the coordinates of P.
22
5.5 Calculate the angle of inclination of the line TVP (refer to the angle as θ ).
Grade 10 : Last Push Approach : Low hanging Fruits in Analytical Geometry
In the diagram, OAFB is a parallelogram. AGBF and AEBF are quadrilaterals. O is the origin
and, G, O and B are collinear points. The diagonals of OAFB are perpendicular.
y
A(1; 3)
F(4 ; 2)
G
x
O
E( − 2 ; − 1) B(3 ; − 1)
3.1 Determine the coordinates of M. (1)
3.2 Why can OAFB be classified as a rhombus? (1)
3.3 Prove that AOBF is a square. (3)
3.4 Show that AGBF is a trapezium. (2)

23
3.5 Prove that AEBF is a kite. (7)
In the diagram below, ABCD is a parallelogram with diagonals intersecting at E. The
coordinates of B, C and D are indicated on the diagram.
D(3 ; 4)
C(8 ; − 1)
B(1; − 2)
3.1 Determine the coordinates of E. (2)
3.2 Determine the gradient of BC and hence the gradient of AD. (2)
3.3 Determine the coordinates of A. (4)
3.4 Show that DE ⊥ EC . (3)
3.5 Show that DC = BC . (3)

24
3.6 Why is ABCD a rhombus? (1)
Euclidean Geometry
25
EUCLID : LOW HANGING FRUITS
1. Proof of Grade 11 Theorems (any of the five theorems )

or Grade 12 Theorem (Any of the two) : 6 marks
2. Complete Theorem Statement(s) : 2 marks
3. Numerical Riders (Finding the size of an angle) : 8 marks
4. In Proof type Riders :
✓ Identifying all angles equal to x : 4 marks
✓ Proving a quad is cyclic : 4 marks
✓ Proving lines are parallel : 2 marks
✓ Proving a line segment is a tangent : 2 marks
✓ Proving any two (2) sides of a triangle are equal : 2 marks
✓ Proving that a line bisect an angle : 3 marks
✓ Proving that any two triangles are similar : 4 marks
Tools : Knowing what they need to show with acceptable reasons as per Exam Guidelines
Approach To Revision:
Allow learner to answer

the question and
enforce the skill of
Take 3 Questions and updating the diagram
allow learners to unpack with other angles that
the given statement are now equal as the
Enforce the skill of only results of what has been
learners being able to proven
tell/show what to
Develop the prove or show , i.e A
Geometric Eye & quad is Cyclic, lines are
Completing Theorem parallel, a line segment
Statements is a tangent to a circle.
27
Revising Theorems : Developing the “Geometric Eye”
1. Give leaners:
✓ The Theorem Statement for them to provide related diagram.
✓ The Diagram in multiple view for them to provide the related

theorem statement.
2. Recap the geometry of line and Triangles
3. Recap by explain the theorems in groups and emphasize the

understanding of what they need to show.
28
EUCLIDS’ GEOMETRY TOOLBOX
Identification of Activities
Identify activities that will uncover the following concepts:

✓ Identifying all angles equal to x
✓ Proving a quad is cyclic
✓ Proving lines are parallel
✓ Proving a line segment is a tangent
✓ Proving any two (2) sides of a triangle are equal
✓ Proving that a line bisect an angle
✓ Proving that any two triangles are similar (Equiangular & Sides in proportion)
41
42
43
44
Application of Strategies to solve Proof Riders
In the diagram below, AD is a diameter of the circle passing through A, B, C and D.

BE ⊥ AD.
1. Prove that B̂1 = Cˆ 1 . (6)
2. Prove that BAF ||| CAB . (3)
3. Hence prove that AB2 = AF.AC . (2)
4. Prove that EF.AD = AF.AC . (6)
EF2 . AD2
5. Show that AC = 2
. (3)
AE + EF
2 2
45
8.1 Prove the theorem which states that if one pair of opposite sides of a quadrilateral
are equal and parallel, then the quadrilateral is a parallelogram. (6)
8.2 ABCD is a parallelogram with AE = FC .
Prove that BEDF is a parallelogram. (5)

[11] 46
Prove that BEDF is a parallelogram. (5)
[11]
QUESTION 9
In DEF , DS = SE , EU = UF and ST||EF.
Prove that SEUT is a parallelogram. [5]
47
In the diagram below, ABCD is a square and DCFE is a rhombus. BDE is a straight line and
D̂ 4 = 22,5 .
22,5
8.1 What is the size of D̂1 ? (1)
8.2 Calculate, with reasons, the size of F̂1 . (4)
8.3 Show that DH ⊥ EF . (1) 48

Paper 2 Focus
Additional Discussion
Activities for Grade 12
49
Illustration
In the diagram below, ST and VT are tangents to the circle at S and V respectively.
R is a point on the circle and W is a point on chord RS such that WT || RV.
SV and WV are drawn. WT intersects SV at K. Let Ŝ2 = x .
Discussion:
✓ What aspects would you emphasize
on with the learners as an approach?
11.2.1 Write down, with reasons, THREE other angles each equal to x. (3) 50
Application of Strategies to solve Numeric Riders
In the diagram below, OP is a diameter of the smaller circle. O is the centre of the larger
circle. PTW is a chord of the larger circle and T lies on the smaller circle.
OT is joined. PA is a tangent to both circles at P.
1. ˆ , calculate, with reasons, the size of Ô1 .

If PT bisects OPA (4)
2. If PW = 48 and OT = 10 , calculate, with reasons, the length of the

radius of the smaller circle. (5)
51
Application of Strategies to solve Numeric Riders
In the diagram below, P, M, T and R are points on a circle having centre O.

PR produced meets MS at S. Radii OM and OR and the chords MT and TR are
ˆ = 18 and Ŝ = 43 .
drawn. T̂1 = 148 , PMO
Calculate with reasons, the size of:
1. P̂ (2)
2. Ô1 (2)
3. ˆ
OMS (2)
4. ˆ = 6 .
R̂ 3 , if it is given that TMS (2)
52
In the diagram, tangent KT to the circle at K is parallel to the chord NM.

NT cuts the circle at L. KML is drawn. M̂ 2 = 40 and MKT ˆ = 84 .
Determine, with reasons, the size of:
1. K̂ 2 (2)
842. N̂1 (3)
3. T̂ (2)
4. L̂ 2 (2)
40
5. L̂1 (2)
53
Illustration
the diagram below,SV and
ST and WV
VT are areto the
tangents drawn.
circle at S WT intersects SV at K. Let Ŝ2 = x .
and V respectively.
11.2.1 Write down, with reasons, THREE other angles each equal to x. (3)
54
In the diagram below, ED || BC. EB and FA are tangents to the circle at B and A
respectively. EAD is a straight line. ABCD is a cyclic quadrilateral and chords BD and AC
intersect at S. B̂1 = x .
Don’t Compromise:
✓ ‘Grocery List’
✓ Update the Diagram
1. Find, giving reasons, five other angles equal to x. (10)
2. Prove that FBSA is a cyclic quadrilateral. (5) 55

In the diagram below, O is centre of circle of the circle MPQ. Chord MQ is extended to R
and PR is joined. Chord MP = RP and QP = QR .
Don’t Compromise:
1. Determine Ô1 in terms of x if R̂ = x . (5)
2. Prove that RP is a tangent to the circle at P. (4) 56

In the diagram below, AC is a tangent to the circle at B. Q is the centre of the circle and
KB is a diameter of the circle. R, K and D are points on the circumference of the circle.
BE = ER and B̂1 = x .
Don’t Compromise:
1. Prove that DC || KR. (5)
1
2. Prove that B̂3 = x. (4) 57
2
In the diagram below, ED is a diameter of the circle centre O. ED is extended to C and CA
is a tangent to the circle at B. AO intersects BE at F. BD || AO, OD = DC .
Don’t Compromise:
1. Prove that F is the midpoint of BE. (4)
2. Prove that AB = BC . (2)
3. Prove that CBD ||| CEB . (3)

58
4. Prove that 2EF.CB = CE.BD (3)
QUESTION 10
In the figure below TP and TS are tangents to the circle. R is a point on the circumference.
ˆ =P
Q is a point on PR such that Q ˆ = x.
ˆ , let P
1 1 1
Don’t Compromise:
10.1 Show that TQ // SR

10.2 Prove that QPTS is a cyclic quadrilateral.
ˆP 59
10.3 Prove that TQ bisects SQ
In the diagram below, chords CD and CE of the circle are produced to A and B
respectively so that AE is a tangent to the circle and AB = AE .
1. ˆ = Bˆ + Bˆ .
Prove that D (6)
1 1 2
2. Why is ABED is a cyclic quadrilateral? (1)
3. Prove that AB is a tangent to the circle passing through B, C and D. (3)

4. ˆ .
Prove that Eˆ 3 = Eˆ 2 + A 60 (4)
2
LOM is a diameter of circle LMT .

O is the centre of the circle.
NL ⊥ NP
MT is a chord, NT is a tangent at T
LT is a chord produced to P.
Prove that:
9.1 MNPT is a cyclic quadrilateral

9.2 NP = NT
61
In the diagram below, AD is a diameter of the circle passing through A, B, C and D.

BE ⊥ AD.
1. Prove that B̂1 = Cˆ 1 . (6)
2. Prove that BAF ||| CAB . (3)
3. Hence prove that AB2 = AF.AC . (2)
4. Prove that EF.AD = AF.AC . (6)
EF2 . AD2
5. Show that AC = 2
. (3)
AE + EF
2 2

62
In AGE , BD || FE and CD || AE.
Calculate the values of m and k by referring to the lengths given on the diagram. (5)
63
In the diagram below, A, P and B are point on the circle and the tangent to the circle at P
meets AB produced at T. The point C lies on AP such that BC || TP.
1. Prove that APT ||| PBT . (4)
2. Show that TP2 = TB.TA . (2)
3. If AB = 6 units and BT = 2 units , calculate:
3.1 TP (2)
AP
3.2 (2)
PB
AC
3.3 (3)
AP 64
In the diagram below, ADE is a triangle having BC || ED and AE || GF. It is also given that
AB : BE = 1 : 3 , AC = 3 units, EF = 6 units, FD = 3 units and CG = x units.
Calculate, giving reasons:
1. The length of CD. (3)
2. The value of x. (4)
3. The length of BC. (5)
Area ABC
4. The value of (5)
Area GFD
65
In the diagram below, circle KRST is drawn. Chords RK and ST produced meet at J.JT = RS
Prove that:
14.1 JRS /// JTK
14.2 JR . TK = RS 2
In the diagram below, FA is a tangent to circle ABCD at A. AD and FBC produced meet at E.
16.1 Prove that DEC /// BEA

16.2 Prove that FAB /// FCA
16.3 Hence, show that FA.CA = FC. AB
Grade 12 : Euclid
In the diagram below, BE || DC in ADC and GH || FE in AFE .

GH is produced to B where B is a point on AC. FE is produced to C.
1
It is further given that BC = AB .
2
68
Grade 11 : Euclid
10.2 In the diagram below, JKMN and JNML are cyclic quadrilaterals.
LJN ˆ = 100 and KMN
ˆ = 90 , JNM ˆ = 70 . Chords KM and JL intersect at R.
Let KRLˆ = x.
70
100
Calculate, with reasons:
ˆ
10.2.1 JKM (1)
10.2.2 the value of x. (4)

69
[10]
Grade 11 : Euclid
In the diagram below, KLMN is a cyclic quadrilateral. RM is a tangent to the circle at M.
RM || PN. PM and RN cut each other on the circle at L and M̂1 = x .
12.1 Write down, with reasons, three angles equal to x. (3)
12.2 Prove that KM is a tangent to the circle passing through P, L and K. (2) 70
Grade 11 : Euclid
he diagram below, ST and VT are tangents to the circle at S and V respectively.
11.2.1 Write down, with reasons, THREE other angles each equal to x. (3) 71
Paper 2 Focus
Trigonometry
72
Paper 2 Focus
Trigonometry
73
Trigonometry
Pythagoras
Reduction Formula & Special Angles
Identities
Trig Equations and Trig Functions
Solutions of a Triangle
74
TRIG : LOW HANGING FRUITS
1. Understand and can apply the Trig Ratios, CAST Diagram &
Pythagoras : 7 marks
Reduction Formula. : 5 marks
2. Trig Identities : 7 marks
3. Trig Equation : 6 marks
4. Trig Functions (Sketch & Characteristics) : 10 marks
5. 3D : 10 marks
Approach to Trigonometry & Required Skills
1. Ensure that learners :

✓ Understand and can apply the Trig Ratios, CAST Diagram & Reduction
Formula.
✓ Trig Identities
✓ Trig Equation
✓ Trig Functions
✓ 2/3 D
76
CAST Diagram:
• Define the three trig ratios in the Cartesian plane (4 - Quadrant), in terms of
x, y & r (The hypotenuse (r) is all ways +ve in the four quadrants).
• Learners should demonstrate understand of the CAST diagram:

o All trigonometric ratios are positive in the first quadrant.
o Sin ɵ is +ve in the second quadrant, whereas Cos ɵ & Tan ɵ are -ve.
This implies (Sin ɵ > 0 and Cos ɵ < 0 & Tan ɵ < 0)
o Tan ɵ is +ve in the 3rd quadrant and whereas Cos ɵ & Sin ɵ are -ve.
This implies (Tan ɵ > 0, Cos ɵ < 0 & Sin ɵ < 0)
77
CAST Diagram:
• Cos ɵ is +ve in the fourth quadrant and where as Tan ɵ & Sin ɵ are -ve. This
implies (Cos ɵ > 0, Tan ɵ < 0 & Sin ɵ < 0)
• Demonstrate understanding and application of the restrictions like ,
90° ≤ 𝜃 ≤ 270° ; ∈ [90°; 270°].
• Position the Terminal arm in the correct quadrant be able to complete the Right
Angle Triangle, Label all the sides, including the angle.
3 −3
Note: Remember what is tanɵ = in the 3rd Quadrant is; tanɵ =( ) , thus learners
4 −4
need to be able to label the diagram correctly and substitute correctly when
applying the Pythagoras Theorem to determine the value of r. 78
79
80
Application of CAST
12 6
If sin  = − for 90    270 and cos  = for tan   0 , determine, without using a
13 7
calculator, the value of the following:
1.3.1 5tan θ + 13cos2   sin 2  (8)
1.3.2 sin  if  = 90 +  . (3)
81
Application of CAST
In the diagram, A(3; p) is a pint in the Cartesian plane. OA = 34 and  is
a reflex angle.
34
A(3 ; p)
Without using a calculator, determine:
21.2.1 the value of p. (2)
21.2.2 cos2  (2)
21.2.3 tan (90 − ) (5) 82

Application of CAST
If cos 20 = p , express the following in terms of p:
1.4.1 cos 40 (2)
1.4.2 sin140 (4)
1.4.3 2 cos 25 in simplest form. (4)
OR
18.1 If sin 31 = p , determine, without using a calculator, the following in terms of p:
18.1.1 sin149 (2)
18.1.2 cos (−59) (2)
18.1.3 cos 62 (2) 83

Reduction Formulae
• The learners should revise the reduction formulae which was completed in Grade 11
Trigonometry.
• Learners need to remember that the reduction formulae are used to reduce the
trigonometric ratio of any angle to the trigonometric ratio of an acute angle.
• The learners should remember that:
(1) sin(180 + ) = − sin  but 𝑠𝑖𝑛2 180° + 𝜃) = (−𝑠𝑖𝑛𝜃)2 = 𝑠𝑖𝑛2 𝜃
(2) sin(180 + ) = − sin  but sin180 = 0
2
 2 2 1
i.e. cos 225 = cos(180 + 45) = (− cos 45) =  −  = =
2 2 2
 2  4 2
84
Negative angles.
(2) sin(180 + ) = − sin  but sin180 = 0
Approach to Trigonometry & Required
2 
2
2 1 Skills
i.e. cos 2 225 =  cos(180 + 45) = (− cos 45) =  −
2
 = =
2
 2  4 2
Negative angles.
• The learners should remember or understand that:

(a) sin(−) = − sin  cos(−) = cos  tan(−) = − tan 
(b) sin 𝜃 − 180°) = sin⁡(− 180° − 𝜃 ) = − sin 180° − 𝜃 ) = −𝑠𝑖𝑛𝜃
Or
𝟑𝟔𝟎° could be added to the -ve angle and be treated as
sin 𝜃 − 180°) = sin⁡

(360° − 180° + 𝜃) = sin 180° + 𝜃 ) = −𝑠𝑖𝑛𝜃
(Remember 3600 could be added to any – ve angles to change it positive)
Angles greater than 360
• Learners need to remember that whenever the angle is greater than 360 , keep
subtracting 360 from the angle until you get an angle in the interval  0 ;360 .
For example, tan 765 = tan(765 − 2(360)) = tan 45 = 1
Special Angles
• Learner must revise the special angles which were completed in Grade 11. 85
Compound Angle Formulae
• Know the compound angle formulae and the double angle formula
• Know that these formulae are in the formula sheet and should be able to utilize
them correctly.
• Apply the formula in scenarios that requires them to expand and those that requires
them to reduce.
• Apply these formulae when solving questions involving the Reduction formulae ,
Special angle and Pythagoras type:
• Adherence to the instruction like without using a calculator, learners must know
that they will be expected to apply special angles.
86
Compound Angle Formulae
• Application of Double and Compound angles to solve the Pythagoras type

question and emphasize that the tool box could include calculation of :
o All sides, all angles in a right-angle triangle, application of double &
compound angles and special angles i.e. Combination of the angle in the
given triangle and special angle
o (Cos 78º = Cos ( 30º + 48º), where 30º is the special angle and 48º is the angle
in the given triangle).
• Correct selection and application of reduction formulae

87
Application of CAST
If cos 20 = p , express the following in terms of p:
1.4.1 cos 40
1.4.2 sin140
What about 50°
1.4.3 2 cos 25 in simplest form.
88
Reduction Formula
1.1 Simplify as far as possible:
tan (180 + x).cos (− x) OR

(4)
cos (90 + x)
1.2 Determine the value of the following expression without using a calculator:
sin130.tan 2 (−240).cos 540

(9)
cos 570.sin (−300).cos 320
Simplify the following expression to a single trigonometric function:
4 cos(− x). cos(90 0 + x)

1.4.1
1.3 Reduction formula
sin( 30 0 − x). cos x + cos(30 0 − x). sin x
Reduce angles to cute
Manage negative angles
sin 130 0 tan 60 0 Special Angles
1.4.2
1.4
cos540 0. tan 230 0. sin 400 0
89
1.1 Prove the identity: 2 tan x −2sin 2 x = tan x

2 sin x
cos 2 x
1.2 Show that: = cos x − sin x
cos x + sin x
Prove the identity: cos − cos 2 = tan 

sin  sin  . cos
• Look at your neighbour

• Apply the identities
90
Identities:
• Learner must develop their ability in proving the identities (LHS = RHS) and must
know it will include Splitting the left-hand side and the right-hand side.
• Proving identities appears to be easy when the complex side is considered for
simplification.
• Toolbox could include Factorization ; identities like 𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃 = 1 and
Double and Compound identities (listed in the formula sheet) .
• Integrate with the Trig Equations to manage where the identity is defined.
91
Identities:
• Learner must develop their ability in proving the identities (LHS = RHS) and must
know it will include Splitting the left-hand side and the right-hand side.
• Proving identities appears to be easy when the complex side is considered for
simplification.
• Toolbox could include : Factorization ; identities like 𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃 = 1 and
Double and Compound identities (listed in the formula sheet) .
• Integrate with the Trig Equations to manage where the identity is defined.
92
1.1 Prove the identity: 2 tan x −2sin 2 x = tan x

2 sin x
cos 2 x
1.2 Show that: = cos x − sin x
cos x + sin x
Prove the identity: cos − cos 2 = tan 

sin  sin  . cos
• Look at your neighbour

• Apply the identities
93
94
Trig Equations
• The learners must have the ability to simplify various Trig expressions which
could lead to various scenarios like the Tan type, Cofunctions, Expansion or
reduction of compound or double angle, factorization:
o Common factor, difference of squares, quadratic trinomial grouping of
polynomials.
• In most cases the Trig equation is simplified to one trigonometric ratio.
• Simplify the equation using identities.
• Compound and double angles must be simplified to a single angle.

95
Trig Equations
• Solving the trig equation also requires understanding of finding the General
Solution, and finding the solution within a particular interval.
• Finding the General solutions of trigonometric equations, a learner can use

either the reference angle approach or the graphical method:
• Reference angle method: This method involves ignoring the negative sign
when calculating the acute reference angle and then obtaining two solutions by
locating quadrants. Then the general solution is obtained using these two
angles. Spend more time in
determining the reference
Angle
96
1.1 Determine the general solutions of the following equations:
1.1.1 cos 2 x + 1 = 0
1.1.2 2sin x + cos x = 0
1.1.3 2sin 2 x + 2sin x cos x = 0
1.1.4 4cos 2 x + 2sin x cos x = 1
1.2 Determine the general solution of cos 2 x − 7 cos x − 3 = 0

1.3 Solve for  if sin (  + 30 ) = −0, 44 , and   ( 0;720 )
97
1.4 Solve for x if cos( x − 30) = sin3x where x   −60 ;120 .
Given: 1.sin x + 3.cos x = 1
1
5.4.1 Show that the equation can be written as sin (60 + x) = .
2
5.4.2 Hence, determine the general solution of sin x + 3 cos x = 1 .
98
Trial Exam (Two Provinces) in Trigonometry
99
4.1 Given: y = sin (2 x + 20)
4.4.1 Calculate the value of y if x = 60 . (2)
4.4.2 Calculate the value of the acute angle x if y = 1 . (3)
1
4.2 Calculate the value of cos2 100 + tan 240 (2)
2
4.3 Determine, without using a calculator, the value of the following:
4.4.1 cos2 30 − sin 60. tan 30 (4)
sin 90 + tan 45

4.4.2 (4)
cos 0
4.4.3 sec 60 + cosec 30 + cot 45 (4)
4.4 Without using a calculator, solve the following equation where x is acute:
2 cos3x −1 = 0 (3) 100

4.1 If A = 38,6 and B = 141, 4 , evaluate of the following to two decimal places:
 B
4.1.1 cos 2A − sin   (2)
2
4.1.2 2 tan 2 B (2)
1
4.1.3 (2)
cos A
4.2 Calculate  in each case where 0    90 :

4.2.1 sin = 0, 4 (2)
2
tan (  − 13 )
4.2.2 = 6,5 (3)
2
4.3 Calculate the following without the use of a calculator:
sin 2 30 − cos 60. tan 45 (4)
4.4 If 2sin  + 1 = 0 and 90    270 calculate without the use of a calculator
and with the aid of a diagram the value of the following:
4.4.1 4cos2  (5)
4.4.2 81.tan 2  (2) 101

Trigonometric graphs
• Learners must know how to sketch the Trig Graphs within a given interval /domain.
o y = a sin x; y= a cos x; y = a tan x
o Changing period: y = a sin bx ; y = a cos bx ; y = a tan bx

360° 180°
o Period = , b > 0 and for y = a tan b x , Period = and the critical points
𝑏 𝑏
𝑃
are determined
4
• Vertical translation : y = sin bx + q ; y = cos bx +q ; y = tan bx + q
• Horizontal translation: y = sin (x + p); y= cos (x + p); y = tan (x + p).

102
Trigonometric graphs
• The learners must remember that when sketching a horizontally
translated graph using a calculator, the value of p should be used for a
step to show the turning points.
• The learners must be able to tell and determine the Amplitude
𝑀𝑎𝑥−𝑀𝑖𝑛
(Amplitude = ) , Period, Min, Max, and Asymptote (graph: tan x) for the Trig
2
Graph.
103
Interpretation of Trig Graphs:
• Identifying the type of graph in a given sketch
• Finding the defining equations of the trig function
• Transformations applied in trig graphs and their description in words. i.e. effects of
parameters. (two at a time) (Show a link with algebraic graphs)
• Understanding and correct use of notation. e.g. f(x)>g(x) versus f(x)≥g(x)
• Graphically determine the values of x for which:
o f(x) > 0; f(x). g(x) > 0, f(x). g(x) < 0, x. f(x) < 0, f’(x). f(x) < 0, increase, decrease, etc.
Note: Learners should note that the skills learnt if other functions will still be applicable
in the Trig functions.
104
105
The diagram below represents the graphs of two functions, f and g.
5
4
3
2
1
90 180 270
−1
−2
−3
−4
5.1 Write down the equation of f (2)
5.2 Write down the equation of g. (1)
5.3 Write down the minimum value for g. (1)
5.4 Write down the amplitude of f . (1)
5.5 Determine graphically the value(s) of x for which:
5.5.1 g ( x)  0 (2)
5.5.2 f ( x)  g ( x) (2)
5.5.3 f ( x). g ( x)  0 (2) 106

8.1 On the axes provided on the diagram sheet, sketch the graphs of the following
for the interval x  [0 ; 270] :
f ( x) = 2cos x and g ( x) = 1 − sin x (4)
8.2 Write down the amplitude of g. (1)
8.3 For which values of x is f ( x).g ( x)  0 (2)
8.4 The diagram below represents the graphs of the following for the interval
x  [0 ; 360] : p( x) = a tan x and h( x) = b sin x .
y
3
h
2
p
1
x
90 180 270 360
−1
−2
−3
8.4.1 Write down the value of a and b. (2)
8.4.2 For which values of x is p( x)  h( x) in the interval x  (90 ; 270) ? (2)

107
[11]
Solutions of a Triangle : Applicable Formular Sheet
• Do Learner know these Rules ?

• Are they aware they are in the formular sheet?
• Have you shown them how to write them properly with the given Diagram ?
• Do they know how to apply them in a given diagram?
Solution of a triangle (2Ds and 3Ds)

Learners need to know:
• The sine, cosine and area rules and be able to apply them.
• That these rules are provided in the formula sheet.
• Learners must develop the ability to work in three-dimensions.
• Learners must know when to use the rules, that is:
• Sine rule is used when you are given:

o Two sides and a non-included angle
o More than one angle and a side

109
Solution of a triangle (2Ds and 3Ds)

• The cosine rule is used when you are given:
o Two sides and the included angle
o Three sides
• The area rule is used when you are given:
o Two sides and the included angle
The following skills will be required from the learners :

o Identifying different planes in the sketch with more information
o Integrating Euclid’s Geometry, particularly to find the angles.
o Algebraic manipulation.
o Knowing the minimum requirements for each triangle rule to be used
o Complete numeric and poof type.
110
Solutions of a Triangle
111
Trial Exams : Two Provinces
112
Grade 10
In the diagram below, the angle of elevation of the top of a flagpole (DC) from a point A on
the ground is 47 . From a point B, which is 10 m closer to the flagpole, the angle of elevation
is 62 . The length of BC is 13 metres and the length of BA is x metres.
62 47
6.1 Calculate the length of DC rounded off to one decimal place. (3)
6.2 Calculate the value of x rounded off to one decimal place. (4)
[7]
113
Grade 10
ˆ = 53 .
In ABC , Ĉ = 90 , BC = 15 cm , AC = 12 cm and DBC
53
6.1 Calculate the length of AD. (3)
6.2 Calculate the size of B̂1 . (3)

[6]
114
Paper 2 Focus
Statistics
115
Stats
Ungrouped Data
Grouped Data
Bivariant Data
116
Approach to Statistics & Required Skills : Ungrouped Data
Learners must:
• Understanding and apply the:
o Measured of central tendency (Mean, Mode, Median); and
o Measured of dispersion (Rage, Interquartile Range, Standard deviation,
Variance)
o Standard deviation- around the mean: - Below, within above, outside and
related percentages, etc.).
• To be able to differentiate between variance and standard deviation and use
a calculator to calculate these.
Note: learners should be able to use a calculator to determine these.
117
Approach to Statistics & Required Skills : Ungrouped Data
Outlier:
• To identifying outliers using the appropriate formulae in the
Data set (lower quartile – 1,5 IQR ; upper quartile + 1,5 IQR)
• An outlier has an influence on the mean and the range of the
data set, but has no influence on the median or lower or upper
quartiles.
Note: Outliers should only be removed in the data set once
instructed to do so, other than that they should be treated as part
of data set.
118
Approach to Statistics & Required Skills
4. On Five-number summary:
Understanding of five-number summary (Min , Max , Q1, Q2, Q3)
1) The minimum value in the data set;
2) Q1, the lower quartile;
3) M / Q2, the median;
4) Q3, the upper quartile;
5) The maximum value in the data set.
• How to determine quartiles (Q1, Q2, Q3) and related percentile for even data
set and for the Odd data set.
o The following are some special percentiles:
✓ The median is at the 50th percentile
✓ The lower quartile is at the 25th percentile
✓ The upper quartile is at the 75th percentile. 119
Approach to Statistics & Required Skills: Ungrouped Data
• Able to draw the Box and whisker and it must be scaled & fully label
(5 Number summary)
• Be able to tell/explain the distribution/skewness
• Clarify the relationship between the Mean and the Mode on
the distribution of data and clarify the skewness:
✓ Note that if the mean and the median of a data set are known, then
o If mean – median ≈ 0, then the distribution is symmetric
o If mean – median > 0, then the distribution is positively skewed
o If mean – median < 0, then the distribution is negatively skewed
• Be able to determine the Inter Quartile Range (IQR) and semi Inter
Quartile Range
120
Approach to Statistics & Required Skills: Box & Whisker
5. Given the information about the Box and whisker, determine the five-
number summary.
6. Compare two Box and whisker:
• The box and whiskers diagrams of two sets A and B are shown below.
121
Approach to Statistics & Required Skills: Box & Whisker
a. Write down what is common to both sets of data.

o For both box and whisker diagrams, the minimum values are 2 and the
lower quartiles are 4.
o 25% of the values in both sets lies between 2 and 4
b. Which data set is symmetrical? State the reasons.
o Data set A is symmetrical. The median is in the middle of the box and the
whiskers are equal in length.
c. Is the other data set skewed left or right? State the reasons.
o Data set B is skewed to the right (more stretched out to the right). The data
is clustered more closely on the left and more spread out on the right.
122
Approach to Statistics & Required Skills : Group Data
Learners must be able to:

1. Given the group data, be able to generate/complete the frequency table
2. To generate the cumulative frequency Table to draw the Ogive from the
Histogram.
3. Sketch the Cumulative frequency graph, (emphasize the grounding of
the graph, also give example where the grounding will not be at the
origin)
4. Show the Modal class on the graph (longest segment between two
points) and allow learners to write down the modal class.
5. Use the graph to determine Q1, Q2, Q3, then sketch the Box and whisker
(relate the quartiles to percentiles)
6. Show Q1, Q2, Q3 from the Cumulative Frequency Table
7. Determine the estimated mean & standard deviation from the table
123

8. Interpret the given Ogive/Graph
9. Given the group data, be able to generate/complete the frequency table
10. To generate the cumulative frequency Table to draw the Ogive from the
Histogram.
11. Sketch the Cumulative frequency graph, (emphasize the grounding of the graph,
also give example where the grounding will not be at the origin)
12. Show the Modal class on the graph (longest segment between two points) and
allow learners to write down the modal class.
13. Use the graph to determine Q1, Q2, Q3, then sketch the Box and whisker
(relate the quartiles to percentiles)
14. Show position of Q1, Q2, Q3 on the table
124

16. Determine the standard deviation from the table
17. Interpret the given graph and generate the Cumulative Frequency Table from
the Graph.
125
Approach to Statistics & Required Skills : Correlation coefficient

16. Determine the standard deviation from the table
17. Interpret the given graph and generate the Cumulative Frequency Table from the
Graph.
Scatter plot & Regression line
• Represent bivariate numerical data as a scatter plot and suggest intuitively and by
simple investigation whether a linear, quadratic or exponential function would best
fit the data.
Correlation coefficient (r)
• The range of the correlation coefficient is –1 to 1.
o If x and y have strong positive correlation, r is close to 1.
o If x and y have strong negative linear correlation, r is close to –1.
o If there is no linear correlation or there is a weak linear correlation, r is close
126
to 0.
Approach to Statistics & Required Skills : Correlation coefficient
o Use a calculator to calculate the correlation co-efficient of a set of bivariate

numerical data and make relevant deductions.
o Description of r will not be provided in the formula sheet (remind learners).
• Ensure that learners are able to estimate the value of the correlation
coefficient from the scatterplot and vice versa.
• Likewise, learners must be able to estimate the gradient of the least squares
regression line from the general trend in the data
127
Approach to Statistics & Required Skills : Regression line
• Use a calculator to calculate the linear regression line which best fits a
given set of bivariate numerical data (Both Negative and Positive) and be
able to use the equation of the regression
✓ To determine the linear regression line:
o Copy the linear regression line formula from the formula sheet.
o Determine the Mean Point (x; y) if x is the mean of the x values
and y is the mean for the y values. The line of best fit must pass
through this mean point.
o Determine the y - intercept and use it to guide the plot of the line
of best fit. You may not plot the y – intercept i.e. the line of best fit
is sketched between the Min and Max Point.
o Maintain the balance between the points above the regression line
and below the regression line. In case of the outliers, ignore it.
128
Statistics : Regression Line
• Using a Least Squares Regression Line to Make Predictions

✓ When a value for one of the variables that was not originally in the data is
found, you are making a prediction.
✓ The required value can be read off from the scatter plot or by using the
equation of the regression line. Predictions made from the equation of the
line can be made through the process of interpolation and extrapolation.
• Interpolation is a method of predicting/estimating new data value(s) within
the known range of data values.
• Extrapolation on the other hand is a method of estimating new data value(s)
beyond a discrete set of known data values.
Note: The data values that are the result of extrapolation from statistical data are
often less valid than those that are the result of interpolation. This is because the
values are often estimated outside the tabulated or observed range of data. 129
130
131
132
Grade 11
An athlete recorded his times, in seconds, for six different laps of the track.
Laps 1 2 3 4 5 6
Times 51 57 56 62 53 56
2.1 Calculate his mean lap time. (2)
2.2 Calculate the standard deviation of his lap times. (2)
2.3 Determine the interquartile range of the times. (3)
2.4 Is his lap time of 62 seconds considered to be an outlier? Explain. (3)
2.5 On one of his training days, there is an extreme heatwave. He finds that his six
recorded lap times are all x seconds slower.
2.5.1 What is the new mean lap time in terms of x? (1)
2.5.2 How will this affect the standard deviation? (1)
2.6 After changing his training programme to improve his speed and consistency,
he records his lap times for another six laps. His mean is now 55 seconds, and
his standard deviation is now 3,2 seconds.
Has his new training programme improved his consistency? Justify your answer. (2)
[14] 133
Grade 11/12
A company recorded the number of downloads per hour for one of their new apps over a
period of 16 hours. The data is provided below.
11 22 23 30 32 14 13 22
22 33 44 52 33 42 33 33
1.1 Calculate the mean for the number of downloads per hour. (1)
1.2 Calculate the standard deviation of the number of downloads per hour. (1)
1.3 Determine the number of downloads per hour which lie within ONE standard
deviation of the mean. (2)
1.4 An outlier may be defined as any number in a data set which falls outside the
interval  Q1 − 1,5  IQR ; Q3 + 1,5  IQR  where Q1 and Q3 represent the lower and
upper quartiles respectively and IQR represents the inter-quartile range. Use this
definition to determine which of the number of downloads per hour is an outlier. (5)
1.5 Draw a box and whisker plot to represent this data. (3)
1.6 How is this data distributed in the box and whisker plot? Give a reason. (2) 134
Grade 12
The average heights (ranging from 150-185 cm) of people in 135 countries have been
grouped into class intervals. [Source: https://en.wikipedia.org/wiki/Template:Average_height_around_the_world]
Class intervals Frequency Cumulative frequency

150  x  155 12
155  x  160 15
160  x  165 19
165  x  170 25
170  x  175 33
175  x  180 22
180  x  185 9
2.1 Complete the cumulative frequency column in the table provided above. (2)
2.2 Draw a cumulative frequency graph of the above data on the grid provided
on the next page. (3)
2.3 Use the ogive curve to determine an estimate for the median. (1) 135
Grade 12
The length of time, in minutes, of a certain number of cell phone calls was recorded. No call
lasted 25 minutes or longer. A cumulative frequency diagram of this data is shown below.
2.1 Determine the total number of calls recorded. (1)
2.2 Determine the interquartile range for this data. (3)
2.3 Complete the table provided on the diagram sheet. (2)
2.4 Hence draw a histogram on the grid provided on the diagram sheet. (2)
[8]
2.1 Determine the total number of calls recorded. (1) 136

Grade 12
A Mathematics teacher wants to create a model by which she can predict a learner’s final
marks. She decided to use her 2020 results to create the model.
Preparatory
55 35 67 85 91 48 78 72 15 75 69 37
exam (x)
Final exam
57 50 74 80 92 50 80 81 23 80 75 42
(y)
1. Determine the equation of the least-squares regression line (line of best fit) in
the form y = a + bx . (3)
2. Use the equation of the regression line to predict the final exam mark for a learner
who attained 46% in the preparatory examination. (2)
3. Determine the correlation coefficient of the data. (2)
4. Describe the correlation between the preparatory and final examinations. (1)137
Grade 12
The relationship between age and spending money on buying clothes per month has
been studied for years. Research has shown the following results:
Age Spending money on buying clothes in rands

21 R1 534
27 R1 260
35 R 986
42 R 810
55 R 450
63 R 250
1. Draw a scatter plot to represent the data. Use the diagram below. (2)
2. Determine the equation of the regression line and draw it on the scatter plot. (3)
3. Describe the trend of the data with reference to the correlation coefficient. (2)
4. Estimate the expenditure of a 50-year old person from the scatter plot. (1)
5. Is the estimation in 20.4 an example of interpolation or extrapolation?

Explain. (2) 138
Grade 12
A group of students attended a course in Statistics on Saturdays over a period of 10 months.
The number of Saturdays on which a student was absent was recorded against the final mark
theattended
A group of students student obtained.
a course in StatisticsThe information
on Saturdays is ofshown
over a period in the table below and the scatter plot is
10 months.
The number of Saturdays on which a student was absent was recorded against the final mark
drawn
the student obtained. for the data.
The information is shown in the table below and the scatter plot is
drawn for the data.
1. Determine the equation of the line of best fit for this data.
2. Calculate the correlation coefficient.
3. Comment on the trend of the data.
4. Predict the final mark of a student who was absent for four Saturdays.
139
Grade 12
On the first school day of each month, information is recordedTOTAL aboutMARKS:
the temperature
50 at
midday, and the number of 500 ml bottles of water that were sold at the tuck shop of a certain
school
On the first school day during
of each month,the lunch
information break.
is recorded about theThe data
temperature at is shown in the table below and represented on the
midday, and the number of 500 ml bottles of water that were sold at the tuck shop of a certain
scatter plot. The least squares regression line for this data is drawn on the scatter plot.
school during the lunch break. The data is shown in the table below and represented on the
scatter plot. The least squares regression line for this data is drawn on the scatter plot.
Temperature at
Temperature at
21 19C 26 32
1840 2130 19 26 32 35 36 40 38 30 25
midday in midday
18 in 35 36 38 25
C
Number
Number of bottles of bottles 571270 631553 2313
of water (500 ml)
12 15 13 31 46 51 31 46 51 57 70 63 53 23
of water (500 ml)
1. Identify an outlier in the data. (1
2. Determine the equation of the least squares regression line. (3
3. Estimate the number of 500 ml bottles of water that will be sold if the
TOTAL MARKS: 50 temperature is 28 C at midday. (2
4. Calculate the correlation coefficient and comment on the strength of the

correlation. (2
TOTAL MARKS: 50
5. Give a reason why the observed trend for this data cannot continue
indefinitely. (1
140
Grade 10
A clinic recorded the number of people arriving for a Covid-19 test per day for a period of
fourteen days. The results are shown in the table below.
Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number
15 8 16 22 26 36 11 13 21 42 51 19 18 7
of people
1.1 Calculate the mean number of people who arrived for the test. (1)
1.2 Determine the five number summary. (5)
1.3 Draw a box-and-whisker plot. (2)
1.4 Comment on the skewness of the distribution. (2)

[10]
141
Grade 10
The weights of parcels couriered by a courier company in one week are shown in the table
below.
Class intervals Frequency

(weights in kg) (number of parcels)
30  x  35 11
35  x  40 13
40  x  45 15
45  x  50 17
50  x  55 19
55  x  60 26
60  x  65 36
2.1 Complete the table on the DIAGRAM SHEET and hence calculate the
estimated mean. (4)
2.2 What is the modal class? (1)
2.3 In which class interval does the median lie? (1)

[6] 142
Grade 10
A factory that produces brake pads takes a sample of 80 tyres. The distance that each brake pad
lasted was recorded and the results are shown in the table below.
Distance (thousands of km) Frequency

15  x  25 4
25  x  35 13
35  x  45 17
45  x  55 22
55  x  65 20
65  x  75 4
75  x  85 0
2.1 Calculate the estimated mean of the data.

Use the diagram on the diagram sheet to assist you. (4)
2.2 What is the modal class? (1)
2.3 What is the median class? (1)

143
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LAST PUSH

✓ Recap Key Concepts and generate Chalkboards Summary (About 20 – 30 min)

Use of the formula sheet:

• Learners must not manipulate the formula before the substitution.

What was assessed What else could have been

Gaps Revealed to you :

Summary of key concepts Illustration by a teacher Learner Component Learner Component

1. Grade 10 & 11 aspects :

The learners need to master the following:

8. Determining the angles formed by intersecting lines

The learners need to master the following concepts:

5.1 Determine the equation of the circle with centre M.

5.2 Show that PR is a tangent to the circle at R.

5.3 Determine the equations of the lines:

5.4 If the equations of PR and TP are y = −4 x − 10 and y = x − 1 respectively,

3.1 Determine the coordinates of M. (1)

3.2 Why can OAFB be classified as a rhombus? (1)

3.3 Prove that AOBF is a square. (3)

3.4 Show that AGBF is a trapezium. (2)

3.1 Determine the coordinates of E. (2)

3.3 Determine the coordinates of A. (4)

3.4 Show that DE ⊥ EC . (3)

3.5 Show that DC = BC . (3)

1. Proof of Grade 11 Theorems (any of the five theorems )

Allow learner to answer

✓ The Diagram in multiple view for them to provide the related

2. Recap the geometry of line and Triangles

3. Recap by explain the theorems in groups and emphasize the

Identify activities that will uncover the following concepts:

In the diagram below, AD is a diameter of the circle passing through A, B, C and D.

1. Prove that B̂1 = Cˆ 1 . (6)

2. Prove that BAF ||| CAB . (3)

3. Hence prove that AB2 = AF.AC . (2)

4. Prove that EF.AD = AF.AC . (6)

8.2 ABCD is a parallelogram with AE = FC .

Prove that BEDF is a parallelogram. (5)

In DEF , DS = SE , EU = UF and ST||EF.

Prove that SEUT is a parallelogram. [5]

8.1 What is the size of D̂1 ? (1)

8.2 Calculate, with reasons, the size of F̂1 . (4)

8.3 Show that DH ⊥ EF . (1) 48

1. ˆ , calculate, with reasons, the size of Ô1 .

2. If PW = 48 and OT = 10 , calculate, with reasons, the length of the

In the diagram below, P, M, T and R are points on a circle having centre O.

Calculate with reasons, the size of:

In the diagram, tangent KT to the circle at K is parallel to the chord NM.

Determine, with reasons, the size of:

842. N̂1 (3)

1. Find, giving reasons, five other angles equal to x. (10)

2. Prove that FBSA is a cyclic quadrilateral. (5) 55

1. Determine Ô1 in terms of x if R̂ = x . (5)

2. Prove that RP is a tangent to the circle at P. (4) 56

1. Prove that DC || KR. (5)

1. Prove that F is the midpoint of BE. (4)

2. Prove that AB = BC . (2)

3. Prove that CBD ||| CEB . (3)

10.1 Show that TQ // SR

2. Why is ABED is a cyclic quadrilateral? (1)

3. Prove that AB is a tangent to the circle passing through B, C and D. (3)

LOM is a diameter of circle LMT .

9.1 MNPT is a cyclic quadrilateral

In the diagram below, AD is a diameter of the circle passing through A, B, C and D.

1. Prove that B̂1 = Cˆ 1 . (6)

2. Prove that BAF ||| CAB . (3)