SSIP 2014 MATHS TEACHER NOTES SESSIONS 8-14 amendedCH3

43
SECONDARY SCHOOL IMPROVEMENT

PROGRAMME (SSIP) 2015
GRADE 12
SUBJECT: MATHEMATICS
TEACHER NOTES
(PAGE 43 OF 114)
© Gauteng Department of Education

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TABLE OF CONTENTS
SESSION TOPIC PAGE

8 Revision of Number Patterns, Sequences and Series 45 - 52
9 Revision of Financial Mathematics 53 - 66
10 Revision of Trigonometry 66 - 79
11 Revision of Calculus 80 - 87
12 Revision of Analytical Geometry 88 - 95
13 Revision of Algebra 96 - 102
14 Revision of Functions 103 - 114

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SESSION NO: 8
TOPIC: NUMBER PATTERNS, SEQUENCES AND SERIES
LESSON OVERVIEW
1. Introduction session – 5 minutes

2. Typical exam questions:
Question 1 30 minutes
Question 2: 30 minutes
3. Discussion of solutions: 60 minutes
Teacher suggestions:
Ensure that your learners understand how to solve quadratic equations before
dealing with quadratic number patterns. The quadratic formula may be used to solve
quadratic equations should learners struggle with the Grade 10 factorisation method.
It is important for your learners to be able to identify whether a sequence or series is
arithmetic, geometric or quadratic.
If the sequence or series is arithmetic then: d  T2  T1  T3  T2
T T
If the sequence or series is geometric then: r  2  3
T1 T2
If the sequence is quadratic then there is a constant second difference.
Learners tend to struggle with the meaning of n , Tn and Sn . Emphasise to them that
the value of n represents the term’s position in the sequence, whereas Tn represents
the actual term with position n.
Expressing terms as follows is important for learners to understand:
For arithmetic: T3  a  2d ; T4  a  3d
For geometric: T3  ar 2 ; T4  ar 3
Solving simultaneous equations is extremely important and needs to be revised.
Learners often struggle to understand the meaning of the sum to infinity of a
convergent geometric series. Emphasise to them that the sum to infinity is the value
approached as terms are added progressively. Applications of sequences and series
in the real world are important for learners to focus on.

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SECTION A: TYPICAL EXAM QUESTIONS
Question 1
This question involves the terms and sum of terms of an arithmetic sequence and
geometric sequence/series. Sigma notation is revised as well the sum to infinity of a
convergent geometric series. Revise simultaneous equations before attempting this
question.
(a) Consider the following series:
3 3 1 1 1
A:   3  ......... B.    .........
4 2 2 6 18
(1) Which series converges and has a sum to infinity? Explain. (2)
(2) Calculate the sum to infinity of the convergent geometric series. (3)
(b) The 7th term of an arithmetic sequence has a value of 61 and the 19th term has
a value of 97.
(1) Determine the value of the constant difference. (3)
(2) Determine the value of the 15th term. (3)
(c) Using an appropriate formula, determine the value of n if:
n
 (3k  4)  2419 (6)
k 1
1
(d) Calculate using appropriate formulae: 10368  5184  2592  ...  10 (6)
8
Question 2
This question revises the quadratic number pattern. The method outlined in Section
B is an excellent approach.
(a) Consider the following number pattern: 8 ;18 ; 30 ; 44 ; ........
Determine the next three terms, the general term and the 20th term. (6)
(b) Consider the following number pattern:
2;  3;  6;  11;.................
(1) Write down the next two terms. (2)
(2) Determine the general term for the number pattern. (4)
(3) Which term of the number pattern is 83 ? (5)
(c) In the figure below, a stack of cans is shown. There are 30 cans in the first
layer, 29 cans in the second layer (lying on top of the first layer), 28 cans in
the third layer. This pattern of stacking continues.
Determine the maximum number of cans that can be stacked in this way. (4)

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SECTION B: NOTES ON CONTENT
Arithmetic Sequences and Series

An arithmetic sequence or series is the linear number pattern discussed in Grade 10.
We have a formula to help us determine any specific term of an arithmetic sequence.
We also have formulae to determine the sum of a specific number of terms of an
arithmetic series.
The formulae are as follows:
Tn  a  (n  1)d where a  first term and d  constant difference
n
Sn   2a  (n  1)d  where a  first term and d  constant difference
2
n
Sn   a  l  where l is the last term
2
Geometric Sequences and Series

We have a formula to help us determine any specific term of a geometric sequence.
We also have formulae to determine the sum of a specific number of terms of a
geometric series.
The formulae are as follows:
Tn  ar n1
a(r n  1)
Sn  where r  1
r 1
Convergent geometric series
a
S 
1 r
A geometric series will converge only if the constant ratio is a number between
negative one and positive one.
In other words, the sum to infinity for a given geometric series will exist only if
1  r  1
If the constant ratio lies outside this interval, then the series will not converge.
Quadratic number patterns
Suppose that the general term of a particular quadratic number pattern is given by
Tn  an2  bn  c .

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The terms of the number pattern would then be:

T1  a(1)2  b(1)  c  a  b  c T2  a(2) 2  b(2)  c  4a  2b  c
T3  a(3)2  b(3)  c  9a  3b  c T4  a(4) 2  b(4)  c  16a  4b  c
abc 4a  2b  c 9a  3b  c 16a  4b  c
3a  b 5a  b 7a  b First difference
2a 2a Second difference
You will notice that the constant second difference is given by the expression 2a .
The first term in the first difference row is given by 3a  b
and the first term is given by a  b  c .
SECTION C: HOMEWORK QUESTIONS
Question 1
Evaluate the sum of each of the following series:

1 1
(a) 1  3  7  ...................  669 (5)
2 2
1
(b) 1  3  6  .....................  768 (6)
2
Question2
(a) The 9th term and the 6th term of a geometric sequence are 80 and 10
respectively.
(1) Find the first term and the constant ratio. (6)
(2) Find the number of terms if the last term is 5120. (4)
(b) Consider the sequence 8( x  3) 2 ; 4( x  3) 3 ; 2( x  3) 4 ;... x  3
(1) Determine the values of x for which the sequence will converge? (4)
(2) Calculate the sum to infinity if x  3,5 (3)

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Question 3
m
Determine the value of m if   2 p  7   1015 (7)
p 1
Question 4
A number of circles touch each other as follows:
211
cm
4
The area of the smallest circle is 4 cm2 and each consecutive circle has an area of
9
times the previous one. How many circles would fit into the rectangle with a length
4
211
of cm , as shown in the sketch.
4
(10)
Question 5
Consider the sequence: 3 ; a ;10 ; b ; 21; ........
The sequence has a constant second difference of 1.
(a) Determine the value of a and b. (4)
(b) Determine the nth term of the sequence. (5)
(c) Hence, prove that the sum of any two consecutive numbers in
the sequence equals a square number. (4)

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SECTION D: SOLUTIONS FOR SECTION A
1(a)(1) 1  Series B
Series B converges since r  which lies in the
3  explanation (2)
interval of convergence which is 1  r  1
1(a)(2) 1 1  a amd r
a r
2 3  substitution
1  answer (3)
3
S  2 
1 4
1
3
1(b)(1) T7  61 and T19  97  a  6d  61
 a  6d  61...A and a  18d  97...B  a  18d  97
 d 3 (3)
Then B  A 12d  36 and  d  3
1(b)(2) a  6d  61 and d  3  calculating a
 a  6(3)  61  43  substitution
 T15  85 (3)
 T15  43  (15  1)(3)
 T15  85
1(c) n  a  1 d  3
 (3k  4)  1  2  5  ...  3n  4  2419
k 1
 substitute Sn  2419
 Sn  2419, a  1 and d  3  using correct formula
 0  3n2  5n  4838
n
 2419  (2( 1)  ( n  1)(3))  factors
2  n  41 (6)
 4838  n(2  3n  3)
 4838  5n  3n 2
 0  3n 2  5n  4838
 0  (3n  118)( n  41)
118
n   or n  41
3
 n  41

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1(d) 1 1
a  10368 and r   r
2 2
n 1 n1
1 1 1 1
10368    10  10368    10
2 8 2 8
n 1 1
1 10,125  10,125 1   n  1  log 1
      2 1024
2 10368  10368 1024 
n 1
 n  11
1 1  1   substitution into
 n  1  log 1 or     10 
2 1024 2 2  formula
n 1 7
1 1
10
 20 725 (6)
 n  1  10 or     8
2 2
 n  11
  1 11 
10368     1
 2  
 S11     20 725 7
1 8
1
2
2(a)  60, 78, 98

T5 T6 T7  a 1
 b7
 c0
abc 60 78 98
 Tn  n2  7n
3a  b 10 12 14 16 18 20  T20  540 (6)
2a 2 2 2 2 2
2a  2 3a  b  10 abc  8
a 1  3(1)  b  10 1  7  c  8
b  7 c  0
 Tn  1n 2  7n  0
 Tn  n 2  7n
Tn  n 2  7n
 T20  (20)2  7(20)
 T20  540
2(b)(1)  18
2 3 6 11 18 27  27 (2)
1 3 5 7 9
2 2 2 2

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Next two terms are 18;  27
2(b)(2) 2a  2 3a  b  1 a  b  c  2  a  1
a  1  3(  1)  b  1 1  2  c  2  b2
 c  3
b  2  c  3
 Tn  n2  2n  3 (4)
 Tn  n 2  2n  3
2(b)(3) 83  n2  2n  3  Tn  83

 n 2  2n  80  0  standard form
 factors
 0  (n  10)(n  8)
 two values for n
 n  10 or n  8  indicating n  10 (4)
But n  8
 n  10
2(c) The layers are stacked as follows:  30 ; 29 ; 28 ; 27 ; ..... ;1
30 ; 29 ; 28 ; 27 ; .............. ;1  correct formula
This forms an arithmetic sequence.  correct substitution
30  465 cans (4)
 S30   2(30)  (30  1)(1) 
2
 S30  465
There are a maximum of 465 cans that can be
stacked in this way.

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SESSION NO: 9 (CONSOLIDATION)
TOPIC: REVISION OF FINANCIAL MATHEMATICS
LESSON OVERVIEW

Teacher suggestion:
Financial Maths is an exciting topic with applications in the real-world. Make sure that
your learners understand the difference between simple and compound interest,
nominal and effective rates. Different compounding periods need to be thoroughly
taught as this concept is central in Financial Mathematics. The graphical
representation of simple and compound interest is extremely important and should be
discussed with the learners.
Time lines are useful when doing Financial Maths calculations and learners should
be encouraged to draw time lines.
Learners must work to maximum accuracy and rounding off should only happen in
the final answers. The final answers should be rounded off to two decimal places.
Different compounding periods
Interest can be quoted per annum but calculated over different time periods during a
year. Interest can be calculated:
annually: once per year (usually at the end of the year)
semi-annually: twice per year (every six months/half yearly)
Divide r by 2 and multiply n by 2
quarterly: four times per year (every three months)
monthly: twelve times per year (every one month)
The formula to find A when given P is as follows:

A  P(1  i)n
The formula to find P when given A is as follows:
P  A(1  i)n

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Nominal and annual effective rates
A nominal rate is an annual rate which does not take into consideration the effect of
different compounding periods. For example, 15% per annum compounded monthly
is a nominal rate.
It is possible to determine an annual effective rate compounded annually that will
yield the same accumulated amount as the annual rate compounded monthly.
The formula to calculate the effective annual rate given a nominal rate is:
n
 i 
1  ieff  1  nom 
 n 
where:
inom  nominal rate
ieff  effective rate (annual)
n  number of compoundings per year
Depreciation
When equipment loses its value over a given time period, we say that the equipment
is depreciating in value over time. There are two types of depreciation:
Linear Depreciation and Reducing Balance Depreciation.
Linear Depreciation
With linear depreciation, equipment is depreciated by a percentage of its original

value. It works in the same way as simple interest, but the value decreases rather
than increases as with simple interest.
The formula for linear depreciation is
A  P(1  i.n)
Reducing Balance Depreciation
With reducing-balance depreciation, equipment is depreciated by a percentage of its

previous value. It works in the same way as compound interest, but the value
decreases rather than increases as with compound interest.
The formula for Reducing Balance Depreciation is
A  P(1  i)n
It is often the case that learners fail to understand the difference between present
value and future value annuities. A present value annuity involves borrowing money
and paying off the loan (with interest) by means of equal payments over a specified
time period. A future value annuity involves investing equal amounts of money over a

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specified time period thereby accumulating a sum of money at the end of the time
period.
A future value annuity involves investing equal amounts over a specified time
period. In essence, a future value annuity is saving money for the future.
x (1  i )n  1
The formula for working with future value annuities is: F   
i
There are a few important concepts that need to be clarified when using the future
value annuity formula.
Firstly, the value of n in the formula represents the number of payments and not
necessarily the duration of the investment. Also, the formula only works to the last
payment in the annuity. The interest rate is 18% per annum compounded monthly
and is expressed as follows:
18  100 0,18
i 
12 12
Here are some examples to illustrate this.
(a)
T0 T1 T2 T3
0,18 T118 T119 T120
12
The savings period here is 120 months (10 years), but the number of
payments made is 121. This is because a payment was made at T0 . The
future value of the annuity which is the accumulated amount at the end of
the savings period is calculated at T120 . The last payment of R800 is made at
T120 and this is where the annuity ends. The future value is calculated as
follows:
 0,18 121 
800 1    1
 12  
F
0,18
12
Notice that the number of payments is 121.
(b)
T0 T1 T2 T30,18 T118 T119 T120
12
The savings period here is still 120 months but the first payment is made one
month after the decision to save money. There are therefore 120 payments.
 0,18 120 
800 1    1
 12  
F
0,18
12

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(c)
T0 T1 T2 T3 0,18 T118 T119 T120 T121
12
In this example, the last payment is made at T120 but you are required to
calculate the value of the investment one month after the final payment has
been made (A). Bearing in mind that the future value formula works to the
final payment, all that we need to do is calculate the future value at T120 (F)
and then simply grow the answer for one month to T121 . The accumulated
amount can be calculated as follows:
 0,18 121 
800 1    1
 12    0,18 1
A 1  
0,18  12 
12
There are 121 payments of R800 with the last payment being made at T120 .
The value of F can now be grown for one month to yield A, the accumulate
amount at T121 .
All that the learners need to know is the number of payments in the annuity
and that the future value formula works to the last payment. The amount
calculated (A) can then be grown to whatever time period specified using the
formula: A  F 1  i 
n
In the previous example, if the amount (F) is left to grow for a further four
months (no further payments of R800 being made), then the accumulated
amount (A) will be:
 0,18 121 
800 1    1
 12    0,18 4
A 1  
0,18  12 
12
A present value annuity involves two types of loans. The first loan is where
someone borrows money from a bank and repays the loan with interest. The other
type of loan is where a large sum of money is invested in a financial institution and
the financial institution pays the investor equal amounts over a given time period.
The formula for these types of loans is called the present value annuity formula:
x 1  (1  i)  n 
P  .
i
The important thing to be aware of with this formula is that n represents the number
of payments. The formula can only be used if there is a “gap” between the loan and
the first payment. If the payments are made on a monthly basis, the gap between the
loan and the first payment must be one month. If the payments are made on a
quarterly basis, the gap between the loan and the first payment must be three
months (one quarter).

57
Here is an example to illustrate this.
T0 T1 T2 T3 0,16 T58 T59 T60

12
The payments are made on a monthly basis starting one month after the granting of
the loan. The gap between the loan (P) and the first payment is one month. There
are 60 payments of R5 000 and the duration of the loan is 5 years (60 months). The
interest rate is 16% per annum compounded monthly and is expressed as follows:
16  100 0,16
i  .
12 12
The value of the loan (P) can now be calculated using the present value annuity
formula:
  0,16 60 
5000 1  1   
  12  

P
0,16
12
0,16
It is recommended that learners work with the interest rate as rather than as the
12
decimal 0,013 (rounded off). This is to ensure maximum accuracy in calculations. If
0,18
the interest rate is which equals 0,015 (no rounding off needed), then the
12
decimal can be used without affecting maximum accuracy.
It is sometimes the case that the first payment is not made one “gap” after the loan.
In this case, it is necessary to grow the loan to one “gap” before the first payment.
Here is an example.
2
 0,16 
P 1  
 12 
T0 T1 T2 T3 0,16 T58 T59 T60

12
The first two payments were not made so there are now 58 payments to be made
once the loan has grown to T2 . The loan (P) can now be calculated using the present
value annuity formula:

58
  0,16 58 
5000 1  1   
 0,16 
2
  12  

P 1   
 12  0,16
12
Question 1
This question revises Grade 11 nominal and effective rates, depreciation and the use
of the formula to calculate A and P. Section B revises this content. Please make sure
that learners understand these concepts.
(a) David deposits R65 000 into a savings account paying 15% per annum
compounded monthly. He wants to buy a car in three years time.
(1) Convert the nominal rate of 15% per annum compounded monthly to
the equivalent effective rate (annual). (2)
(2) Calculate how much money will be available to him in three years’
time. (3)
(3) If he makes a further deposit of R10 000 into the account one year after
his first deposit of R65 000, how much money will he have then saved
in three years time. (4)
(b) Assume that David buys the car for

R100 000. He drives the car for four
years and then decides to sell the car.
Suppose that after four years of depreciation,
the car is worth one quarter of its original value.
The depreciation of his car is represented in the
graph alongside.
(1) What is the value of the car at M on the graph? (1)

(2) What is the value of the car at N on the graph? (1)
(3) Based on the graph, what type of depreciation took place? (1)
(4) Calculate the rate of depreciation as a percentage. (3)
(c) Lerato deposits R100 000 into a five year savings account. Two years later,
she withdraws R20 000. Calculate the future value of her investment if the
interest rate for the first two years is 18% per annum compounded monthly
and 18% per annum compounded half-yearly for the remaining two years of
the savings plan. (6)

59
(d) Mandy repays a loan by means of two payments. The first repayment of
R13 000 is made after four years. The second and final repayment of R5000 is
made three years later. The interest rate during the first four years is 9% per
annum compounded semi-annually. For the remaining three years, the interest
rate changes to 12% per annum compounded monthly. How much did Mandy
originally borrow? (6)
Question 2
The use of logs to calculate n is dealt with in (a). Future value annuities where the
value of the investment is calculated two months after the last payment is made is
dealt with in (b). Question (c) deals with present value annuities, missed payments
and balance outstanding. Ensure that learners are master the concepts in Section B
and the Teacher note.
(a) Tumi invested R5 000 and wanted his investment to double as quickly as
possible. He settled for an interest rate of 12% per annum compounded
quarterly. How long will it take for his investment to double? (4)
(b) Five years ago, Paul started to save money in a financial institution. At the
beginning of the first month he deposited R2000 into the account and made a
further deposit of R2000 at the end of that month. He then continued to make
month end payments of R2000 into the account. Due to financial difficulty, he
did not make the last two payments. The interest rate was 6% per annum
compounded monthly. Calculate the future value of his investment at the end of
the five year period. (3)
(c) Phyllis takes out a twenty year loan of R400 000. She repays the loan by
means of equal monthly payments starting one month after the granting of the
loan. The interest rate is 18% per annum compounded monthly.
(1) Calculate the monthly repayments. (3)
(2) Calculate the amount owed after the 3rd payment was made. (2)
th th th
(3) Due to financial difficulty, Phyllis misses the 4 , 5 and 6 payments.
Calculate her increased monthly payment which comes into effect from
the 7th payment onwards. (4)

60
Simple interest
The formula for simple interest calculations is:
A  P(1  in)
Different compounding periods
Interest can be quoted per annum but calculated over different time periods during a
year. Interest can be calculated:
annually: once per year (usually at the end of the year)
semi-annually: twice per year (every six months/half yearly)
quarterly: four times per year (every three months)
monthly: twelve times per year (every one month)
The formula to find A when given P is as follows:

A  P(1  i)n
The formula to find P when given A is as follows:
P  A(1  i)n
Nominal and annual effective rates
A nominal rate is an annual rate which does not take into consideration the effect of
different compounding periods. For example, 15% per annum compounded monthly
is a nominal rate.
It is possible to determine an annual effective rate compounded annually that will
yield the same accumulated amount as the annual rate compounded monthly.
The formula to calculate the effective annual rate given a nominal rate is:
n
 i 
1  ieff  1  nom 
 n 
where:
inom  nominal rate
ieff  effective rate (annual)
n  number of compoundings per year

61
Depreciation
When equipment loses its value over a given time period, we say that the equipment
is depreciating in value over time. There are two types of depreciation:
Linear Depreciation and Reducing Balance Depreciation.
Linear Depreciation
With linear depreciation, equipment is depreciated by a percentage of its original

value. It works in the same way as simple interest, but the value decreases rather
than increases as with simple interest.
The formula for linear depreciation is
A  P(1  i.n)
Reducing Balance Depreciation
With reducing-balance depreciation, equipment is depreciated by a percentage of its

previous value. It works in the same way as compound interest, but the value
decreases rather than increases as with compound interest.
The formula for Reducing Balance Depreciation is
A  P(1  i)n
Future value annuity formula:

x (1  i ) n  1
F
i Note:
where: This formula deals with saving
money for the future. Remember that
x  equal and regular payment per period the value of n represents the number
n  number of payments of payments and not necessarily the
r duration of the investment.
i  interest rate as a decimal 
100
Present value annuity formula:

x 1  (1  i )  n 
P
i Note:
where: This formula deals with loans. There
must always be a gap between the
x  equal and regular payment per period
loan and the first payment for the
n  number of payments formula to work.
r
i  interest rate as a decimal 
100

62
Question 1
(a) Patricia deposited a certain amount of money into a bank account paying 8%
per annum compounded half-yearly. After four years, the money has a value
of R100 000.
(1) Convert the nominal interest rate into the equivalent annual effective
rate. (2)
(2) Hence, or otherwise, calculate the amount of money originally
deposited into the bank account by Patricia. (2)
(b) A motor car bought for R130 000 depreciates on a reducing balance at a rate
of 15% per annum for a period of three years. Thereafter, it continues to
depreciate on a reducing balance at a rate of 16% per annum for a further two
years.
(1) Calculate the depreciated value of the motor car at the end of the five
year period. (4)
(2) What single annual rate of depreciation (reducing balance) will yield the
same depreciated value over the five year period? Round off your
answer to one decimal place. (3)
Question 2
(a) Maria decided to start saving money for her son’s future education. She
immediately deposited R4000 into a savings account. Three years later, she
deposited a further R5000 into the account. One year later, she withdrew
R2000 in order to do repairs around the house. Her son needed the money
four years after her withdrawal of R2000. The interest rate for the first three
years was 15% per annum compound monthly. The interest rate for the
remaining five years was 16% per annum compounded quarterly. Calculate
the future value of his money at the end of the savings period which lasted
eight years. (8)
(b) Thabo borrowed money in order to finance the purchase of new home. He
paid a deposit of R100 000. He then repaid the balance that he owed by
means of a payment of R160 000 after three years. His last payment of R170
000 was paid four years after the previous payment. The interest rate for the
first three years was 12% per annum compounded monthly. The interest rate
was then 14% per annum compounded half-yearly for the remaining four
years. What was the original price of the home? (8)
Question 3
(a) Aaron opens a savings account and immediately deposits R1 000 into the
account. He continues to make monthly payments of R1 000 into the

63
account for a period of one year. The interest rate remains fixed at 18% per
annum compounded monthly. Due to financial difficulty, he missed the 4th
payment. Calculate the future value of his investment. (8)
(b) Maria bought a house for R620 000. She paid 35% cash and the balance
was paid through a bank loan. The interest paid on the loan was 15% per
annum compounded monthly.
(1) Calculate how much she would pay on a monthly basis if the loan is
to be paid off over twenty years assuming that her first payment was
made one month after the loan was granted. (7)
(2) Calculate the balance outstanding at the end of the sixth year. (4)
(3) At the end of the sixth year, the interest rate dropped to 12,25% per
annum compounded monthly. Calculate her new monthly repayment
one month after the interest rate dropped. (4)
1(a)(1)  0,15 
12  substitution into formula
ieff  1   1  answer
 12  (2)
 ieff  0,1607545177
1(a)(2) A  65000 1  ieff 
3  correct formula
 correct i and n
 A  R101 656,35  answer
Alternatively: (3)
36
 0,15 
A  65000 1  
 12 
 A  R101 656,35
1(a)(3) A  65000 1  ieff   10000 1  ieff   65000 1  ieff 
3 2 3
 A  R115 129,86  10000 1  ieff 

2
Alternatively:
36 24  answer
 0,15   0,15  (4)
A  65000 1    10000 1  
 12   12  or
36
 A  R115 129,86  0,15 
 65000 1  
 12 
24
 0,15 
 10000 1  
or  12 
 answer
A  65000 1  ieff   10000 1  ieff 
1 2
  or
 A  R115 129,86  65000 1  ieff 
1
or
 10000
 1  ieff 
2

64
 12   0,15 24  answer

 0,15 
A  65000 1    10000  1   or
  12    12  12
 0,15 
 A  R115 129,86  65000 1  
 12 
 10000
24
 0,15 
 1  
 12 
 answer
(b)(1) R100 000  answer

(1)
(b)(2) R25 000  answer
(1)
(b)(3) Reducing balance depreciation  answer
(1)
(b)(4) 25000  100000(1  i) 4  correct formula
 correct substitution
 0, 25  (1  i ) 4  correct value for r
 4 0, 25  1  i (3)
 i  1  4 0, 25
 i  0, 2928932188
 r  29,3%
(c)  24   0,18 6  correct formula
 0,18 
A  100000 1    20000  1    correct interest rates
  12    2   correct values for n
 A  R206 199,93  correct structure
 answer
Alternatively:
24 6 6
 0,18   0,18   0,18  (6)
A  100000 1   1    20000 1  
 12   2   2 
 A  R206 199,93
(d) 8 36 8  correct formula
 0, 09   0,12   0, 09 
P  13000 1    5000 1   1    correct interest rates
 2   12   2   correct values for n
 P  R11 598,77  correct structure
Alternatively:  answer
 36   0, 09 8
 0,12 
P  5000 1    13000  1   (6)
  12    2 
 P  R11 598,77

65
2(a) A  P(1  i ) n  substitution into correct

formula
0,12 4 n
10 000  5000(1  )  2  (1,03)4 n
4
 4n  log1,03 2 or
 2  (1, 03) 4 n or log 2  log1, 034 n
 4n  log1,03 2  log 2  4n log1, 03 log 2  log1,034n
 n  5,86 years (4)
log 2
 4n  23, 449...   4n
log1, 03
 n  5,86 years  n  5,86 years
T0 T1 T2 T3 T58 T59 T60

0,06
 0,005
12
2(b)  0, 06 59   0, 06 59 
2000 1    1 2000 1    1
 12   12 
2
   0, 06 
  
F . 1    R138 227,76 
0, 06  12  0, 06
12 12
2
 0, 06 
 1  
 12 
 answer (3)
T0 T1 T2 T3 T240
0,18
 0,015
12
2(c)(1)   0,18 240   formula
x 1  1      0,18 240 
 
 12   x 1  1   
400 000 
0,18   12  
 400 000 
12 0,18
 x  R6173,25 12
 answer
(3)

2(c)(2) 6173, 25 1  (1, 015) 237  6173, 25 1  (1, 015) 237 

B B
0, 015 0, 015
 B  R399 472,68  answer
(2)

66
T0 T1 T2 T3 T4 T5 T6 T7 T8 T240
0,18
 0,015
12
2(c)(3)   0,18 234   0,18 
3
x 1  1     399 472,68 1  
 0,18 
3
 
 12    12 
399 472,68 1     present value formula
 12  0,18
 n  234
12
 answer
 x  R6464,16
(4)
TOPIC: REVISION OF TRIGONOMETRY
LESSON OVERVIEW

Section B is included and it contains a summary of all Grade 11 and 12 Trigonometry

theory. In this lesson, compound and double angles are revised. Trigonometric
equations and Trigonometric graphs (Grade 11) are also revised and linked to
compound and double angles. Please revise the basics of trig equations and graphs
with the learners.

67
Question 1
This question revises compound and double angles. Please revise reduction
formulae and special angles before attemting this question.
Simplify without using a calculator:

(a) cos(50  x)cos(20  x)  sin(50  x)sin(20  x) (3)
(b) (1  2 sin 75)( 2 sin 75  1) (3)
Question 2
Revise the use of a calculator when solving a trigonometric equation. The graphical
method is used in the solutions (see Section B). However, learners may also use the
reference angle method (see Section B). Revise identities before doing this question.
Determine the general solution for the following equations:

(a) 2  sin   2,5 (4)
(b) cos 2  0,5 (4)

(c) 2 tan 1 (4)
2
(d) 3sin   2cos   0 (4)
(e) sin   3cos   5sin 
2 2
(7)
(f) cos3x  sin x (7)
Question 3
The equations to be solved are slightly more complicated. Specific solutions must be
given in question (a). Reduction formulae, negative angles and identities feature in
question (b).
(a) Calculate the value of x, correct to one decimal digit if x  90 ; 360 and
cos 2 x  tan 23 (3)
(b) Determine the general solution to the equation:
cos( x  360)  cos(90  x)  0 (5)
Question 4
Before attempting this question, ensure that learners revise sketching the
graphs of trigonometric functions. The four main shifts need to be mastered
before this question can be done (see Section B). Solving trigonometric
equations involving double angles is dealt with in (a).

68
Given: f ( x)  1  sin x and g ( x)  cos 2 x

(a) Calculate the points of intersection of the graphs of the two functions for
x  180 ; 360 (7)
(b) Draw sketch graphs of f and g for x  180 ; 360 on the same set of
axes. (4)
(c) For which values of x will f ( x)  g ( x) for x  180 ; 360 (3)
Question 5
Before attempting this question, ensure that learners revise sketching the
graphs of trigonometric functions. The four main shifts need to be mastered
before this question can be done (see Section B). Solving trigonometric
equations involving compound angles angles is dealt with in (b).
(a) Draw neat sketch graphs of f ( x)  cos  x  30  and g ( x)  sin  x  30 on
the same set of axes for x   120;210 . Indicate the intercepts with the
axes as well as the coordinates of the endpoints of the graphs. (8)
(b) Hence solve f ( x)  g ( x) algebraically. (6)
Question 6
This question focuses on three-dimensional trigonometry using the sine, cosine and
area rules. First make sure that learners know when to use the rules in given
triangles. It might be useful to construct a model of the diagram using cardboard.
A, B and L are points in the same horizontal plane, HL is a vertical pole of length 3
metres, AL = 5,2 m, the angle AL̂B  113 ° and the angle of elevation of H from B is
40. Diagram is on the next page.
3m
40
L B
113
5,2m
mm

69
(a) Calculate the length of LB. (2)

(b) Hence, or otherwise, calculate the length of AB. (4)
(c) Determine the area of ABL. (4)
Summary of all Trigonometric Theory

y x y
sin   cos   tan  
r r x
sin   sin  
90   90  
cos   cos  
tan   tan  
( x ; y)
180  

180   360  
sin   sin  
cos   cos  
tan   tan  
Reduction rules
sin(180  )  sin  sin(180  )   sin  sin(360  )   sin 
cos(180  )   cos  cos(180  )   cos  cos(360  )  cos 
tan(180  )   tan  tan(180  )  tan  tan(360  )   tan 
sin(90  )  cos  sin(90  )  cos 
cos(90  )  sin  cos(90  )   sin 
sin()   sin  cos()  cos  tan()   tan 

70
Whenever the angle is greater than 360 , keep subtracting 360 from the angle
until you get an angle in the interval 0 ;360 .
Identities
sin 
cos2   sin 2   1 tan  
cos 
The following identities are important for tackling Grade 12 Trigonometry:
Compound angle identities Double angle identities
sin(A  B)  sin A cos B  cos A sin B cos 2   sin 2   cos 2

sin(A  B)  sin A cos B  cos A sin B sin 2  2sin  cos 
cos(A  B)  cos A cos B  sin A sin B cos 2   sin 2 

cos(A  B)  cos A cos B  sin A sin B cos 2  2cos 2   1

1  2sin 
2
Solving two-dimensional problems using the sine, cosine and area rules
 The sine-rule can be used when the following is known in the triangle:
- more than 1 angle and a side
- 2 sides and an angle (not included)
sin A sin B sin C
 
a b c
 The cosine-rule can be used when the following is known of the triangle:
- 3 sides
- 2 sides and an included angle
a 2  b2  c2  2bc cos A
 The area of any triangle can be found when at least two sides an included
angle are known
1
Area of ABC  ab sin C
2
Trigonometric equations
The following method (called the graphical method) is used in this session to
determine the general solutions of trigonometric equations:
If sin   a and 1  a  1
then   sin 1 (a)  k .360 (k  )
or   180  sin 1 (a)  k .360 (k  )
If cos   a and 1  a  1 If tan   a and a 

then    cos 1 (a)  k .360 (k  ) then   tan 1 (a)  k .180 (k  )

71
Note:
Some schools use a different method which 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. This
method is acceptable as well.
For example, you solve the following equation using this method:
sin x  0,5
Reference angle (acute)  30
You ignored the negative sign and calculated the reference angle by working out
SHIFT/sin/0.5 on your calculator
Since sin x is negative in quadrant 3 and 4
x  (180  30)  k .360
 x  210  k .360
OR
x  (360  30)  k .360
 x  330  k .360
where k 
Trigonometric Graphs
Amplitude shifts
Graphs of the form y  a sin x, y  a cos x and y  a tan x involve amplitude shifts.
The amplitude of a trigonometric graph is defined to be:
1
distance between the maximum and minimum y  values
2
Vertical shifts
Graphs of the form y  sin x  q, y  cos x  q and y  tan x  q involve vertical

shifts. The basic graphs will not change shape as with amplitude shifts. The basic
graph will move up or down depending on the value of q.
Period shifts
Graphs of the form y  sin kx , y  cos kx, and y  tan kx involve period shifts.
The central principle is that the period of these graphs is determine by taking the
period of the basic graph and dividing by the value of k.
Examples
Period of y  sin x : Period  360

72
360
Period of y  sin 2 x : Period   180
2
360
Period of y  cos3x : Period   120
3
180
Period of y  tan 4 x : Period   45
4
Mixed shifts
You may be required to sketch graphs involving more than one shift (but not more
than two).
Example
1
Consider f ( x)  2sin x.
2
This graph involves an amplitude shift as well as a period shift.
360
The amplitude is 2 and the period is 1
 720
2
Horizontal shifts
The graphs of y  sin( x  p), y  cos( x  p), y  tan( x  p) involve shifts to the left
and right.
Examples
The graph of y  sin( x  30) is the graph of y  sin x shifted 30 to the left.
The graph of y  sin( x  30) is the graph of y  sin x shifted 30 to the right.
Question 1
Simplify without using a calculator:

(a) cos(140)cos740  sin140 sin(20) (6)
cos 375  cos (75)
2 2
(b) (7)
sin(50)sin 230  sin 40 cos310
Question 2
(a) Determine the general solutions of the following equations:

(1) cos 2 x  1  0 (3)

73
(2) 2sin x  cos x  0 (4)

(3) 2sin 2 x  2sin x cos x  0 (7)
(4) 4cos2 x  2sin x cos x  1 (8)
(b) Solve for  if sin    30   0,44 , and   0;720  (6)
Question 3
(a) On the axes provided on the diagram sheet, draw neat sketch graphs of the
following functions for the interval x   90 ;180 :
f ( x)   tan x and g ( x)  sin 2 x (4)
(b) Hence determine graphically the values of x for which:
sin 2 x   tan x (2)
Question 4
(a) Solve for x if cos( x  30)  sin3x where x   60 ;120 . (6)
(b) Sketch the graphs of the following functions on the same set of axes for the
interval x   60 ;120 .
f ( x)  cos( x  30) and g ( x)  sin 3x (6)
(c) Determine graphically the values of x for which cos( x  30)  sin3x (2)
Question 5
(a) Given: f ( x)  sin x

Sketch the graphs of the following on the same set of axes for the interval
x  0 ;180 :
(1) g ( x)  f ( x)  3 (2)
(2) h( x)  3 f ( x)  1 (2)
(b) Determine graphically the value of x for which g ( x)  h( x) (1)
(c) Explain the transformations involved in the following function:
y  sin(2 x  60) (2)

74
Question 6
Two ships, A and B, are 120 km apart. Ship A is at a bearing of 67 from D and 97
km away from D. DN points due north. Ship B is at a bearing of 208 from D.
67
208
(a) Determine the bearing of Ship A from Ship B, i.e, MBA ˆ ,

when BM||DN . (6)
(b) If Ship A travels due north, and Ship B travels due south, then at some instant
of time, Ship A is due east of Ship B. Calculate the distance between the two
ships at that instant. (3)
1(a) cos(50  x) cos(20  x)  sin(50  x) sin(20  x)  cos (50  x)  (20  x)

 cos  (50  x)  (20  x)   cos30
 cos 30 3
 (3)
3 2

2
1(b) (1  2 sin 75)( 2 sin 75  1)  1  2sin 2 75
 (1  2 sin 75)(1  2 sin 75)  cos150
3
 1  2sin 2 75   (3)
2
 cos 2(75)
3
 cos150   cos 30  
2

75
2(a) 2  sin   2,5  sin   0,5

 sin   2,5  2    30  k.360
 sin   0,5    150  k.360
 k (4)
  sin 1 (0,5)  k .360 or   180  sin 1 (0,5)  k .360
  30  k .360   150  k .360
where k 
2(b) cos 2  0,5  2  120  k.360
1
 2   cos (0,5)  k .360 (k  )    60  k.180
   60  k.180
 2  120  k .360
 k (4)
  60  k .180
2(c)  
2 tan  1  tan  0,5
2 2
 
 tan  0,5   27  k .180
2 2
    54  k.360
  tan 1 (0,5)  k .180 (k  )
2  k (4)

  27  k .180
2
  54  k .360
2(d) 3sin   2cos   0 3sin  2cos 

 
 3sin   2 cos  cos  cos 
3sin  2 cos  2
   tan  
cos  cos  3
 3 tan   2    34  k.180
2  k (4)
 tan  
3
 2 
  tan 1    k .180
 3 
  34  k .180 (k  )
2(e)  sin 2   3(1  sin 2 )  5sin   1  sin 2 
 sin 2   3  3sin 2   5sin   2sin 2   5sin   3  0
 (2sin  1)(sin   3)  0
2sin 2   5sin   3  0
1
 2sin 2   5sin   3  0  sin   or sin   3
2
 (2sin   1)(sin   3)  0    30  k.360
1    150  k.360
 sin   or sin   3  no solution for sin   3
2
  30  k .360 no solution since  1  sin   1 (7)
or   150  k .360
k

76
2(f) In this example, we will make use of the reduction rule:  cos3x  cos(90  x)
sin x  cos(90  x) .
Using this rule, the right side of the equation
cos3x  sin x can also be expressed in terms of the
cosine of an angle as follows:
cos3x  cos(90  x)
One general solution of the equation can be obtained  3x  (90  x)  k.360
by equating the angles and adding k .360 :  x  22,5  k.90
3x  (90  x)  k .360 k  cos3x  cos 360  (90  x)
 4 x  90  k.360  3x  270  x  k.360
 x  22,5  k.90  x  135  k.180
There is another general solution. If we use the  k
reduction rule (7)
cos   cos(360  ) , the equation can be rewritten as
follows:
cos 3 x  cos(90  x)
 cos 3 x  cos 360  (90  x) 
 cos 3 x  cos 360  90  x 
 cos 3 x  cos(270  x)
 3 x  270  x  k .360
 2 x  270  k .360
 x  135  k .180
3(a) cos 2 x  tan 23  x  11,5  k.180

2 x  tan 1 (tan 23)  k .360  x  168,5  k.180
 2 x  23  k .360  x 168,5 ;191,5 (3)
 x  11,5  k .180
OR
2 x  360  tan 1 (tan 23)  k .360
 2 x  337  k .360
 x  168,5  k .180
 x  168,5 ;191,5

77
3(b) cos( x  360)  cos(90  x)  0  cos x

 cos x  ( sin x)  0   sin x
 tan x  1
 cos x  sin x  0
 x  135  k.180
 sin x   cos x  x  315  k.180 (5)
 tan x  1
x  135  k .180 Deduct 1 mark if k  is
x  315  k .180 omitted
where k 
4(a) 1  sin x  cos 2 x  1  2sin 2 x
1  sin x  1  2sin 2 x  sin x(1  2sin x)  0
 two equations
 sin x  2sin 2 x  0
 general solutions
 sin x(1  2sin x)  0  answers (7)
1
 sin x  0 or sin x  
2
For sin x  0 :
x  0  k 360
or
x  180  k 360
or
x  180  k 360
1
For sin x   :
2
x  30  k 360
or
x  210  k 360
 x  180 ; 210 ; 330 ; 360
4(b) 2 y
x
0
180 225 270 315 360
–1
–2

78
4(b) see diagram For f ( x)  1  sin x

 max and min values
 shape
For g ( x)  cos 2 x
 amplitude
 intercepts (4)
4(c) f ( x)  g ( x)  180  x  210
180  x  210 or 330  x  360  330  x  360
 inequality signs
correct (3)
5.
1.5 y
f
1
0,9 g
0.5
x
–120 –90 –60 –30 30 60 90 120 150 180 210
–0.5
–1
–1.5
5(a) For f :  shape For g :  shape

 x-intercepts: 60; 120  x-intercepts: 30; 150
3 1
 y-intercept:  0,9  y-intercept:  0,5
2 2
 endpoints: (120 ;  0,9)  endpoints: (120 ;  1)
(210 ;  1) (210 ;  0,9) (8)
5(b) cos  x  30  sin  x  30  cos  90  ( x  30) 
 cos  x  30  cos  90  ( x  30)   cos  x  30  cos  60  x 
 cos  x  30  cos  60  x    x  30   60  x   k 360
Quad 1  x  45
 x  30   60  x   k 360   x  30  360   60  x   k 360
2 x  90  k 360  no solution
x  45  k180 (6)
 x  45
Quad 2

79
 x  30  360   60  x   k 360

 x  30  300  x  k 360
no solution
6(a) 3  definition
 tan 40  answer (3)
LB
3
 LB 
tan 40
 LB  3,58 m
6(b) AB2  AL2  BL2  2.AL.BL.cos113  cosine rule
 substitution
 AB2  (5, 2) 2  (3,58) 2  2(5, 2)(3,58) cos113  answer (4)
 AB  54, 40410138 m
2 2
 AB  7,38 m
6(c) 1 ˆ  area rule
Area of ABL  AL.BL.sin ALB  substitution
2
1  answer (4)
 (5, 2)(3,58) sin113
2
 8.568059176
 8,57 m

80
TOPIC: REVISION OF CALCULUS
LESSON OVERVIEW

A discussed in Session 6 (Calculus), ensure that learners understand that the

gradient of a curve at point is the same as the gradient of the tangent at that point.
The words derivative, slope and rate of change all mean gradient.
Emphasise the importance of correct layout and notation and ensure that learners
know how to work with exponents, particularly when differentiating expressions.
Question 1
In this question, first principles is revised as well as differentiation. Ensure correct

layout and notation. Remember that the gradient of the tangent to a curve at a point
is the derivative of the function at that point..
(a) Determine f ( x) from first principles if f ( x)  4  x 2 (5)

(b) Determine:
dy 8
(1) if y  2 x  (4)
dx x
2 p  3p  2
2
(2) Dp   (3)
 p2 
(c) Determine the value of k for which the gradient of the tangent to
g ( x)  3x 2  kx  4 at the point where x  2 is 8. (4)
Question 2
Curve sketching is revised in this question. Emphasise to learners that at a turning

point the derivative is zero and at that the point itself can be substituted into the

81
equation of the function. Simultaneous equations can then be used to determine the
value of the unknowns. Determining the equation of a tangent is also revised.
Consider the function f ( x)  ax3  bx 2

The graph of f ( x)  ax3  bx 2 has a local turning point at (2 ;  4) .
(a) Determine the value of a and b. (6)
(b) Sketch the graph of f on a set of axes. (7)
(c) Determine the equation of the tangent to f at x  1 (4)
Question 3
Problems involving area, perimeter, surface area and volume are quite difficult for the
learners. Spend time discussing these concepts in this question.
A builder wishes to construct a steel window frame in the shape of a rectangle with a
semi-circular part on top. The radius of the semi-circular part is r metres and the width
of the rectangular part is h metres.
(a) Write down, in terms of h and r
(1) the steel perimeter (P) of the frame. (2)
(2) the area enclosed by the frame. (2)
(b) The area enclosed by the frame is to be
4 square metres.
Show that the perimeter (P) is
  4
P    2 r  (4)
2  r
(c) If the steel for the frame costs R10 per metre,
calculate the value of r for which the total cost
of the steel will be a minimum. (4)
The most important fact in Calculus is that the gradient of the tangent to a curve at a
given point is the gradient of the curve at that point.
Other words for gradient are: rate of change, derivative, slope

dy
Symbols for gradient are: f ( x) Dx
dx
f (a ) is the gradient of f at x  a
f (a)
f (a ) is the y -value corresponding to x  a mt  m f  f (a )

82
Average gradient
The average gradient (or average rate of change) of a function f between x  a

and x  b and is defined to be the gradient of the line joining the points on the
graph of the function. We say that the average gradient of f over the interval is the
gradient of the line AB.
Gradient of a curve at a point using first principles
The formula to determine the gradient of a function from first principles is given by
the following limit:
f ( x  h)  f ( x )
f ( x)  lim
h0 h
The gradient of a function using the rules of differentiation
You will be required to use the following rules of differentiation to determine the
gradient of a function.
n1
Rule 1 If f ( x)  ax , then f ( x)  a.nx
n
Rule 2 If f ( x)  ax, then f ( x)  a

Rule 3 If f ( x)  number, then f ( x)  0
Determining the equation of the tangent to a curve at a point

The gradient of the tangent to a curve at a point is the derivative at that point.
The equation is given by y  y1  m( x  x1 ) where ( x1 ; y1 ) is the point of tangency
and m  f ( x1 )
Rules for sketching the graph of a cubic function

The graph of the form f ( x)  ax3  bx 2  cx  d is called a cubic function.
The main concepts involved with these functions are as follows:
Intercepts with the axes:

For the y-intercept, let x  0 and solve for y
For the x-intercepts, let y  0 and solve for x
(you might have to use the factor theorem here)
Stationary points:
Determine f ( x) , equate it to zero and solve for x.
Then substitute the x-values of the stationary points into the original equation to
obtain the corresponding y-values.
If the function has two stationary points, establish whether they are maximum or
minimum turning points.

83
Points of inflection:
If the cubic function has only one stationary point, this point will be a point of
inflection that is also a stationary point.
For points of inflection that are not stationary points, find f ( x) , equate it to 0 and
solve for x. Alternatively, simply add up the x-coordinates of the turning points and
divide by 2 to get the x-coordinate of the point of inflection.
Question 1
1
(a) Given: f ( x)  2  x 2
2
(1) Determine the gradient of f at x  2 by using first principles. (6)
(2) Determine the equation of the tangent to f at x  2 (3)
dy 6 1
(b) Determine if y  (4)
dx 3 6
x 6 x6
(Write your answer with positive exponents)
Question 2
The function g defined by g ( x)  ax3  bx 2  cx  d has the following properties. Use
this information to draw a neat sketch graph of g without actually solving for a, b, c
and d.
g (0)  32, g (4)  0, g ( 2)  0, g (0)  0, g (4)  0
g ( x)  0 if x  0 or x  4
g ( x)  0 if 0  x  4 (4)
Question 3
The graph of y  g ( x) is sketched below. This graph represents the derivative graph of
a quadratic function g.
y  g ( x )
1
2

84
(a) Determine the values of x for which the graph of g decreases. (1)
(b) Write down the x-coordinate of the turning point of g. (1)
Question 4
Consider the diagram below. OCDE is an inscribed rectangle in  ABO.

A(0;6) and B(8;0) are given points.
A(0;6)
B(8;0)
(a) Determine the equation of line AB. (2)

(b) By using calculus methods, determine the dimensions of rectangle OCDE
so that OCDE has a maximum area. (5)
(c) If rectangle OCDE is sketched such that EO = OC (thus forming a square),
determine the length of the square OCDE. (3)

85
1(a) f ( x  h)  f ( x )  4  x2  2 xh  h2
f ( x)  lim
h 0 h  4  x 2
4  ( x  h) 2  (4  x 2 )  2xh  h2
 f ( x)  lim
h 0 h  (2 x  h)
4  ( x  2 xh  h 2 )  4  x 2
2  2x
 f ( x)  lim
h 0 h
4  x  2 xh  h 2  4  x 2
2

 f ( x)  lim (5)
h 0 h
2 xh  h 2
 f ( x)  lim
h 0 h

 f ( x)  lim(2 x  h)
h 0
 f ( x)  2 x
1(b)(1) 8 1
y2 x  y 2x 2  8 x 1
x
1
1 
1  x
y  2x 2  8x 2

1  8x 1
dy
  x 2  8 x 2 1 8
dx   2 (4)
x x
dy 1 8
   2
dx x x
1(b)(2)  2 p2  3 p  2   (2 p  1)( p  2)
Dp    2 p 1
 p2 
2 (3)
 (2 p  1)( p  2) 
 Dp  
 p2 
 D p  2 p  1
2
1(c) g ( x)  3x 2  kx  4  g ( x)  6 x  k
 g ( x)  6 x  k  Substituting x  2
 6(2)  k  8
 6(2)  k  8
 k  4 (4)
 k  4
2(a) (2 ;  4) is a turning point  f ( x)  3ax  2bx

2
 0  12a  4b
 4  a(2)  b(2)
3 2
 1  2a  b
 a 1

86
f ( x)  3ax 2  2bx  b  3 (6)
 f (2)  3a(2) 2  2b(2)

 0  12a  4b
 0  3a  b
 b  3a
(2 ;  4) is a point on the graph
4  a (2)3  b(2) 2
 4  8a  4b
 1  2a  b
 1  2a  (3a)
 1   a
a 1
 b  3
2(b) f ( x)  x 3  3 x 2  y-intercept
 x-intercepts
y-intercept: (0 ; 0)
 0  3x 2  6 x
x-intercepts:  x  0 or x  2
0  x3  3 x 2  (0 ; 0) (2 ;  4)
(0 ; 0) (3 ; 0)
 0  x 2 ( x  3)  shape (7)
 x  0 or x  3
Turning points:
f ( x)  3 x 2  6 x (2 ;  4)
 0  3x 2  6 x
f (0)  0 f (2)  4
 0  x2  2x
(0 ; 0) (2 ;  4)
 0  x( x  2)
 x  0 or x  2
2(c) f (1)  3(1)2  6(1)  9  f (1)  9
f (1)  (1)3  3(1)2  2  m  f (1)  2
 y  (2)  2( x  (1))
(1;  2) lies on the graph
 y  2 x  4 (4)
y  (2)  2( x  (1))
 y  2  2( x  1)
 y  2  2 x  2
 y  2 x  4
3(a)(1) 1  2h  2r
P  2h  2r   2r
2  r (2)
 P  2h  2r  r

87
3(a)(2) 1  2rh
A  2rh  r 2
2 1
 r 2 (2)
2
3(b) 1 1
4  2rh  r 2  4  2rh  r 2
2 2
 8  4rh  r 2 8  r 2
 h
 8  r 2  4rh 4r
 8  r 2 
8  r 2  P  2
 h  4r   2r  r
4r  
P  2h  2r  r   4
 P    2 r  (4)
 8  r 2  2  r
 P  2    2r  r
 4r 
8  r 2
P   2r  r
2r
4 r
 P    2r  r
r 2
4 r
 P    2r
r 2
4  
P     2 r
r 2 
  4
P    2 r 
2  r
3(c)   40   40
C  10   2  r   C  10   2  r 
2  r 2  r
 C  5r  20r  40r 1  C  5r  20r  40r 1
40
 C(r )  5  20  40r 2  0  5  20  2
r
40
 C(r )  5  20  2  r  1, 06m (4)
r
40
 0  5  20  2
r
40
 2  5  20
r
40
  r2
5  20
40
 r
5  20
 r  1, 06m

88
TOPIC: REVISION OF ANALYTICAL GEOMETRY
LESSON OVERVIEW

Please ensure that learners are familiar with all of the formulae for Analytical
Geometry. Properties of quadrilaterals are important in this topic and learners need to
know them well. Refer to Section B for these formulae.
Question 1
Completing the square to find the coordinates of the centre and radius is revised in
this question. Make sure that learners know how to determine the coordinates of the
intercepts of a circle with the axes. The equation of a tangent to a circle is also
revised.
In the figure below, the tangent touches the circle x  2 x  y  4 y  t  0 at

2 2
D(  2;  1) .
A is the centre of the circle and the circle cuts the y-axis at B and C.

89
(a) Determine the coordinates of A, the centre of the circle. (4)

(b) Express the radius of the circle in terms of t. (1)
(c) Show that t  5 . (3)
(d) Determine the coordinates of B and C. (5)
(e) Write down the length of BC. (1)
(f) Determine the equation of the tangent at D. (4)
O
D(2;  1)

90
Question 2
In this question, showing that a point lies on a line is revised. There is a link to
trigonometry and quadrilaterals.
A(  8 ; 2), B(  2 ;  6) and D(0 ; 8) are the vertices of a triangle that lies on the
circumference of a circle with diameter BD and centre M, as shown in the figure
below.
D(0 ; 8)
A(  8 ; 2) M
B(  2 ;  6)
(a) Calculate the coordinates of M. (2)

(b) Show that (  8 ; 2) lies on the line y  7 x  58 (2)
(c) What is the relationship between the line y  7 x  58 and the circle centred
at M? (5)
(d) Calculate the lengths of AD and AB (4)
(e) Prove that DAB ˆ  90 (3)
(f) Write down the size of angle  (1)
(g) A circle, centred at a point Z inside triangle ABD, is drawn to touch sides AB,
BD and DA at N, M and T respectively. Given that BMZN is a kite, calculate
the radius of this circle. (6)

91
If AB is the line segment joining the points A( xA ; yA ) and B( xB ; yB ) , then the

following formulas apply to line segment AB.
The Distance Formula

AB2  ( xB  xA )2  ( yB  yA )2
or AB  ( xB  xA )2  ( yB  yA )2
The Midpoint Formula

 x  xB yA  yB 
M A ;  where M is the midpoint of AB.
 2 2 
The Gradient of a line segment joining two points

yB  yA
Gradient of AB 
xB  xA
Parallel lines
Parallel lines have equal gradients. If AB||CD then mAB  mCD
Perpendicular lines
The product of the gradients of two perpendicular lines is 1 . If AB  CD, then

mAB  mCD  1
The equation of the line y  yA  m  x  xA 
Inclination of a line tan   mAB

If mAB  0, then  is acute
If mAB  0, then  is obtuse
Collinear points (A, B and C) mAB  mBC

or mAC  mAB
or mAC  mBC
Circles and tangents to circles
The equation of a circle centre the origin is given by: x2  y 2  r 2

92
The equation of a circle centre (a ; b) is given by:  x  a 2   y  b 2  r 2

The radius is perpendicular to the tangent: mradius  mtangent  1
Question 1
O is the centre of the circle in the figure on the next page. P( x ; y) and Q (12 ; 5) are
two points on the circle. POQ is a straight line. The point R(t ; – 1) lies on the tangent
to the circle at Q.
Q(12 ; 5)
R(t ;  1)
P(x ; y)
(a) Determine the equation of the circle. (3)

(b) Determine the equation of the straight line through P and Q. (2)
(c) Determine the coordinates of P. (2)
12
(d) Show that the gradient of QR is  . (2)
5
(e) Determine the equation of the tangent QR in the form y = … (3)
(f) Calculate the value of t. (2)
(g) Determine an equation of the circle with centre Q(12 ; 5) and passing
through the origin. (3)

93
Question 2
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)
(a) Determine the equation of the circle with centre M. (4)

(b) Show that PR is a tangent to the circle at R. (3)
(c) Determine the equations of the lines:
(1) PR (3)
(2) TP (6)
(d) If the equations of PR and TP are y  4 x  10 and y  x 1 respectively,
determine the coordinates of P. (3)
(e) Calculate the angle of inclination of the line TVP (refer to the angle as θ ). (3)
Question 3
(a) Determine the centre and radius of the circle with the equation defined by
x2  y 2  8x  4 y  38  0 (4)
(b) A second circle has the equation ( x  4)2  ( y  6)2  26 . Calculate the
distance between the centres of the two circles. (2)
(c) Hence, show that the circles intersect each other. (3)
(d) Show that the circles intersect along the line y   x  4 . (4)

94
1(a) x2  2 x  y 2  4 y  t  0  completeing the square

 A(1;  2)
 x2  2 x  1  y 2  4 y  4  t  1  4 (4)
 ( x  1)  ( y  2)  t  5
2 2
Centre  A(1;  2)
1(b) r  t 5 answer
(1)
1(c) A(1;  2) and D(2;  1)  AD2  (1  (2))2  (2  (1))2
 AD 2  (1  (2))2  (2  (1)) 2  AD2  10
 AD 2  9  1  t 5
(3)
 AD 2  10
 t  5  10
t  5
1(d) x2  2 x  y 2  4 y  5  0  y2  4 y  5  0
For intercepts with the y  axis: let x  0  ( y  5)( y  1)  0
 y  5 or y  1
 (0) 2  2(0)  y 2  4 y  5  0
 B(0;  5)
 y2  4 y  5  0  C(0;1)
 ( y  5)( y  1)  0 (5)
 y  5 or y  1
 B(0;  5) C(0;1)
1(e) BC  6 units answer
(1)
1(f) A(1;  2) and D( 2;  1) 1
 mAD 
2  (1) 1 3
mAD  
1  (2) 3  mtangent  3
 mtangent  3  y  (1)  3( x  (2))
 y  (1)  3( x  (2))  y  3x  5
(4)
 y  1  3( x  2)
 y  1  3x  6
 y  3x  5
2(a)  0  (2) 8  ( 6)   x-coordinate
M ; 
 2 2   y-coordinate (2)
 M(1;1)

95
2(b) y  7 x  58  substitution
 y  7(8)  58  2  answer (2)
2(c) mline  7  relationship
2 1 1  mline  7
mAM  
8  (1) 7  mAM  
1
1 7
mline  mAM  7    1  product (5)
7
The line is a tangent to the circle
2(d) AD 2  (0  8) 2  (8  2) 2 AB2  (8  2) 2  (2  6) 2  substitution
 answer
 AD  (0  8) 2  (8  2) 2  AB  (8  2) 2  (2  6) 2  substitution
 answer (4)
 AD  36  64  AB  36  64
 AD  10  AB  10
2(e) 8  (2) 6 3  gradient of AD
mAD   
0  (8) 8 4  gradient of AB
 product (3)
2  (6) 8 4
mAB   
8  (2) 6 3
4 3
mAB .mAD     1
3 4
ˆ
 DAB  90
2(f)   45  answer (1)
2(g) BM 2  (1  ( 2)) 2  (1  ( 6)) 2  distance formula
 length of BM
 BM 2  1  49  tan perpendicular to rad
 BM 2  50  definition
 22,5
 BM  50  answer (6)
ZM
 sin 22,5
BM
ZM
  sin 22,5
50
 ZM  50 sin 22,5
 ZM  2,93

96
TOPIC: REVISION OF ALGEBRA
LESSON OVERVIEW

It is important for learners to revise Grade 11 Algebra as it is tested extensively in

Paper 1.
When you are required to solve a quadratic equation, always get the equation into its
standard form ax2  bx  c  0 . Then factorise if it is easy to do so or use the formula.
Make sure that you read the question to find out whether the answers must be left in
surd form or in round off decimal form.
b  b2  4ac
The formula is: x where a  0
2a
Emphasise to the learners that the quadratic formula can be used to determine the
solutions of any quadratic equation of the form ax2  bx  c  0 where a  0 .
For example, the quadratic equation x2  2 x  8  0 can be solved in two ways:
Method 1 (Factorisation) Method 2 (Quadratic formula)
x  2x  8  0
2
(2)  (2) 2  4(1)(8)
 ( x  4)( x  2)  0 x 
2(1)
x 4  0 or x20
2  36 2  6
x  4 or x  2 x  
2 2
x  4 or x  2
Ensure that learners know how to round off decimal answers if the solutions of a
quadratic equation are irrational.
The use of a parabola is recommended when solving quadratic inequalities. Make

sure that the coefficient of the term in x 2 is positive. Don’t forget to change the sign
of the inequality when multiplying or dividing throughout by a negative.
The method of elimination is far quicker with simultaneous linear equations than the
method of substitution.
With simultaneous equations involving linear and non-linear equations, always work
with the linear equation first and choose a variable with a coefficient of 1. Make that
variable the subject of the formula. This will make the substitution into the non-linear
equation a much more efficient process.

97
Make sure that learners do not confuse the difference between the concept of an
undefined number and a non-real number.
Undefined numbers occur when division by zero happens. The square root of a
negative number is non-real.
1
For example, consider the expression
x2
1 1 1
The expression will be undefined if x  2 since  
22 0 0
The expression will be non-real if x  2  0 , i.e. x  2
Emphasise to learners that the nature of the roots of a quadratic equation is
determined by the expression b2  4ac in the quadratic formula.
Ensure that they know how to determine the nature of the roots of a quadratic
equation without solving the equation. Learners must also be able to determine the
value(s) of a variable for which the nature of the roots is given.
Question 1
This question revises Grade 11 Algebra including algebraic fractions, the quadratic
formula, quadratic inequalities, surd equations, simultaneous equations, the concept
of real and non-real and the nature of roots.
(a) Solve for x rounded off to two decimal places where necessary:
x2  x  2
(1) 1  0 (4)
x 1
(2) 5x( x  3)  2 (4)
(3) 20  ( x  1)( x  2) (4)
(4) 2  7 x  2 x  0 (5)
(b) Solve simultaneously for x and y in the following set of equations:
y  2 x  2 and 2 x2  2  y 2 (6)
4 x
(c) For which value(s) of x will the expression be non-real? (3)
x6
(d) Show that the roots of the equation 5 p 2  x( x  3 p) are non-real if
p  0. (4)

98
Question 2
Simplifying exponential and surd expressions and solving exponential equations is

dealt with in this question. The use of the k-method is ideal for 2(b).
(a) Simplify the following without the use of a calculator:

 3
4
3 3
(1) 81 . (4)
3
16  3 54  3 128
(2) (5)
3
128
(b) Solve for x:
(1) 32 x1  4.3x2  81  0 (5)
1
(2) x  x 2  0
4 (6)
Exponential and surd laws
Laws Definitions
1. a . a  a m n
m n
1. a 10
am 2. 1a  1 , with a  R
2. n
 a mn
a
3. (a m )n  amn  (an )m 3. xn 
1
xn
4.  ab m  ambm 4.
1
n
 xn
x
m m
a am
5.    5. n
a  m
an
b bm
Rules for exponential and surd equations

1
(a) x even number  negative number
m
(b) Whenever you have equations of the form x n  number , always rewrite the
m 1
expression x n in the form ( x n )m .
(c) A  negative number
Quadratic formula and nature of roots

b  b 2  4ac
x
2a

99
b2  4ac Roots
0 Non-real
0 Real
  0 and   perfect square Real, rational and unequal
  0 and   a perfect square Real, irrational and unequal
0 Real, rational and equal
Question 1
(a) Solve for x rounded off to two decimal places where necessary:
x2  4
(1)  3x (4)
x2
(2) ( x  3)( x  2)  8 (4)
(3) 7 x2  18 x  9  0 (4)
(4) 5  x 1 x  0 (5)
(b) Solve for x and y simultaneously:
2x  y  7
x 2  xy  21  y 2 (7)
(c) If 2  a and 3  b , express the following in terms of a and b:
108  18 (3)
(d) For which values of p will the equation x(4 x  3)   p have equal
roots? (4)
Question 2
9 x 1  6.32 x
(a) Show that:  3 for all values of x. (5)
 
4 x 1
3
(b) Solve for x:
(1) 3x1  3x1  8 (3)
2
(2) 6 x  54
3
(3)

100
1(a)(1) x2  x  2  x2  2 x  3  0
1  0  ( x  3)( x  1)  0
x 1
 x  3 or x  1
 x2  x  2  x  1  0
 selecting x  3
 x2  2 x  3  0 (4)
 ( x  3)( x  1)  0
 x  3 or x  1
But x  1
 x  3 is the only solution
Alternatively:
x2  x  2 ( x  2)( x  1)
1  0  1  0
x 1 ( x  1)
( x  2)( x  1)  ( x  2)  1  0
 1  0
( x  1)  provided x  1
 ( x  2)  1  0 (provided x  1)  x  3
 x  3
1(a)(2) 5 x( x  3)  2  standard form

 substitution into
 5 x 2  15 x  2  0
formula
(15)  (15) 2  4(5)(2)  correct answers
x  (4)
2(5)
15  265
x 
10
 x  3,13 or x  0,13
1(a)(3) 20  ( x  1)( x  2)   x2  3x  18  0
 20  x 2  3 x  2  x2  3x  18  0
 20  x 2  3 x  2  0    

( x  6)( x  3)  0
6  x  3
 x  3 x  18  0 6
2
3 (4)
 x  3 x  18  0
2
 ( x  6)( x  3)  0
6  x  3

101
1(a)(4) 2  7x  2x  0  2  7 x   2x
 2  7x   2x  2  7 x  4 x2
 0  (4 x 1)( x  2)
 
2
  2 x 
2
 2  7x 1
 x or x  2
 2  7 x  4 x2 4
 selecting x  2 (5)
 0  4 x2  7 x  2
 0  (4 x  1)( x  2)
1
x  or x  2
4
 x  2
1(b) 2 x 2  2  (2 x  2) 2  substitution
 multiplication
 2 x 2  2  (4 x 2  8 x  4)  standard form
 2 x2  2  4 x2  8x  4  factors
 x-values
 6 x2  8x  2  0  y-values
 3x 2  4 x  1  0 (6)
 (3x  1)( x  1)  0
1
x  or x  1
3
1
 y  2   2 or y  2(1)  2
3
4
y  or y  0
3
1(c) 4 x  non-real if 4  x  0
will be non-real if:  x4
x6
 x6
4 x  0
(3)
 x  4
x  4
However, the expression will be undefined if x  6 .
Therefore, the expression will be non-real if
x  4 where x  6
1(d) 5 p 2  x( x  3 p)  0  x2  3 px  5 p 2
 5 p 2  x 2  3 px    (3 p)2  4(1)(5 p 2 )
 0  x 2  3 px  5 p 2    11p 2
 0 (4)
  (3 p) 2  4(1)(5 p 2 )
  9 p 2  20 p 2  11 p 2  0

102
 3
2(a)(1) 4  applying surd rule
3 3
81 .
 same bases
4  multiplying exponents
  81  33 
1 1
3
 adding exponents and
  obtaining 1 (4)
 
1
 34 3  3 43 
 
 
3  34
 34. 3  30  1
2(a)(2) 3 16  3 54  3 128  23 2
3
128  33 2
3
8  2  3 27  2  3 64  2  43 2
 3
3
64  2 
2
2 2 3 2 4 2
3 3 3 3
21 43 2
  3  1
43 2 4 2 4  (5)
4
2(b)(1) 32 x  3x  2  32  3x  3x. 32
 32 x  3x. 32  32  3x  k  3x
Let k  3x  k 2  10k  9  0
 (k  9)(k  1)  0
 k 2  9k  9  k  k  9 or k  1
 k 2  10k  9  0  x  2 or x  0 (6)
 (k  9)(k  1)  0
 k  9 or k  1
 3x  32 or 3 x  30
 x  2 or x  0
2(b)(2) 1 1 1
x2  x4  6  0  k  x4
1  k2  k  6  0
Let k  x 4
 (k  3)(k  2)  0
1 1
 k 2  ( x 4 )2  x 2 1 1
 x 4  3 or x 4  2
k2  k  6  0  x  81 (5)
 (k  3)(k  2)  0
 k  3 or k  2
1 1
 x 4  3 or x 4  2
 x  81 no solution

103
TOPIC: REVISION OF FUNCTIONS
LESSON OVERVIEW

Teacher note:
Grade 11 functions needs to be revised early in the year.

Before dealing with the Grade 11 functions, it is extremely important to ensure that
your learners revise the concept of a function. Learners must understand the
meaning of the notation f (2)  3 , which is so important in this chapter as well as in
Calculus.
In the new curriculum, the emphasis is on investigating the effect of the parameters
a, b, p and q for the following functions:
a
y  ax  q y  a( x  p) 2  q y  q y  ab x p  q
x p
The mother graph for quadratic functions is y  ax 2 . The graph of y  a( x  p)2  q is
obtained by shifting the mother graph p units horizontally and then q units vertically.
This method is highly effective since it makes the sketching of these functions
meaningful.
For example, the graph of y   x 2  1 is the graph of y   x 2 (mother graph) shifted 1
unit downwards. Immediately the learners can see that the graph has no x-intercepts
without having to do an algebraic manipulation to get non-real solutions for the
equation 0   x2  1 .
Also, the graph of y  x 2  1 is the graph of y  x 2 (mother graph) shifted 1 unit
downwards. Learners will clearly see that the graph has x-intercepts which can be
determined algebraically.
The graph of y  2( x  1)2  8 is the graph of y  2 x 2 (mother graph) shifted 1 unit left
and 8 units downwards.
The concept of a “mother graph” can be applied to the other functions as well.
With hyperbolic and exponential functions, the table method is used to shift points on
the “mother graph”. The coordinates of the newly formed graph can then be indicated
on the graph together with the asymptotes.
Make sure that your learners know how to determine the equations of given graphs,
understand the concepts of domain, range, increasing and decreasing. The graphical
meaning of solving simultaneous equations is important.

104
Question 1
In this question, the focus is on revising quadratic functions. Revise the two different
forms of a quadratic function and how to determine the coordinates of the turning
point for each form.
(a) Consider the function f ( x)  ( x  1)2  4

(1) Draw a neat sketch graph indicating the coordinates of the intercepts
with the axes, the coordinates of the turning point and the equation of
the axis of symmetry. (6)
(2) Write down the range. (2)
(3) Determine the values of x for which the graph increases. (1)
(b) Consider the function g ( x)   x 2  4 x  3
(1) Determine the maximum value of g. (3)
(2) Determine the coordinates of the turning point of the graph of
g ( x  1) (2)
Question 2
In this question, learners are required to determine the equation of a quadratic and
hyperbolic function. This is extremely important for Paper 1.
In the diagram below, the graphs of the following functions are represented:
a
f ( x)  a( x  p)2  q and g ( x)  q
x p
The turning point of f is (1; 4) and the (1 ; 4)
asymptotes of g intersect at the turning 3
point of f. Both graphs cut the y-axis at 3.
(a) Determine the equation of f.

(4)
(b) Determine the equation of g.
(4)
(c) Determine the coordinates of the x-intercept of g. (3)
(d) For which values of x will g ( x)  0 ? (2)

105
Question 3
In this question, the focus is on exponential functions. It is important for learners to

understand the concept of reflection about the axes as well as translating grpahs
horizontally and vertically (see (c) and (d)).
In the diagram below (not drawn to scale), the graph of f ( x)  2a x .

The graph of f passes through the point (1; 4) and cuts the y-axis at A.
( 1 ; 4)
1
(a) Show that a  and hence write down the equation of f. (3)
2
(b) Determine the coordinates of A. (2)
(c) Show that the equation of g, the reflection of f about the y-axis, can be written
as g ( x)  2 x 1 (3)
(d) Draw a neat sketch graph of y  f ( x  1)  2 indicating the intercepts with the
axes as well as the equation of the asymptote. (4)
Question 4
This question revises exponential and logarithmic functions.
 1
The graph of f ( x)  a x 1 passes through the point  0 ; .
 2
(a) Calculate the value of a. (2)
(b) Write down the equation of the inverse of f in the form f 1 ( x)  .... (2)
(c) Sketch the graph of f and its inverse on the same set of axes. (5)
1
(d) Write down the domain of f (1)

106
QUADRATIC FUNCTIONS
The general equation for the quadratic function is y  a( x  p)  q .
2
(a)
(remember that the exponent of x is always squared).
Draw the “mother graph” y  ax by using a table of selected x-values.
2
(b)
(c) The value of a tells us if the graph is concave (happy) or convex (sad).
If a  0 , the shape is concave If a  0 , the shape is convex.

The graph of y  a( x  p)  q is obtained by shifting the graph of y  ax by p
2 2
(d)
units to the left or right and then q units up or down.
 If p  0 , the shift is left
 If p  0 , the shift is right
 If q  0 , the shift is upwards
 If q  0 , the shift is downwards
For graphs of the form y  ax  q , the value of p is 0 meaning that the mother
2
graph will shift up or down but not left or right.

The equation of the axis of symmetry of the graph y  a( x  p)  q is obtained by
2
(e)
putting the expression x  p  0 and solving for x.
The equation of the axis of symmetry for the graph of a parabola of the form
y  ax 2  q is x  0 (the y-axis). The axis of symmetry passes through the x-
coordinate of turning point of the parabola. The value of q is the y-coordinate of the
turning point.
(f) To determine the coordinates of the turning point of parabolas of the form
y  ax2  bx  c , express y  ax2  bx  c in the form y  a( x  p)  q by
2
b
completing the square or use the formula x   to find the x-coordinate
2a
and hence substitute this x-value into the original equation to find the
corresponding y-coordinate.
(g) The y-intercept can be determined by letting x  0 in the equation of
y  a( x  p) 2  q .
The y-intercept of the graph of y  ax  q is the value of q.
2
(h) If the parabola cuts the x-axis, the x-intercepts can be determined by letting
y  0 in the equation of y  a( x  p)2  q and solving for x.
(i) If a  0 the parabola has a minimum value at q.
If a  0 the parabola has a maximum value at q.
(j) If a  0 then the graph of the parabola decreases for all x  p and increases for all
x p.
If a  0 then the graph of the parabola increases for all x  p and decreases for all
x p .

107
For any quadratic function of the form y  ax  q or y  a( x  p)  q :

2 2
(k)
Domain: x    ;  
Range: y q ;  if a  0 y    ; q  if a  0
HYPERBOLIC FUNCTIONS
a
(a) The general equation for the hyperbola is y  q
x p
(remember that x is in the denominator).
a
(b) The hyperbola y   q has two asymptotes:
x
Vertical asymptote: x  0 (y-axis) Horizontal asymptote: yq
a
The hyperbola y   q has two asymptotes:
x p
Vertical asymptote: x  p  0 Horizontal asymptote: yq
(b) Shape:
a0 a0
(The dotted lines are the asymptotes)

a
(c) Start by drawing the graph of y  by using a table of selected x-values
x
(preferably two positive and two negative factors of a).
a a
(d) The graph of y   q is obtained by shifting the graph of y  q units up or
x x
down.
a
If q  0 , then the graph of y  shifts q units upwards.
x
a
If q  0 , then the graph of y  shifts q units downwards.
x
a a
The graph of y   q is obtained by shifting the graph of y  p units left or
x p x
right and then q units up or down.
If p  0 , the shift is left If p  0 , the shift is right
If q  0 , the shift is upwards If q  0 , the shift is downwards
(e) The y-intercept can be determined by letting x  0 .
(f) The x-intercept can be determined by letting y  0 .
a
(g) For any hyperbolic function of the form y   q :
x
Domain: x    ;   where x  0 Range: y    ;   where y  q
a
For any hyperbolic function of the form y  q:
x p

108
Domain: x    ;   where x  p  0 Range: y    ;   where y  q
EXPONENTIAL FUNCTIONS
(a) The general equation for the exponential function is y  ab x p  q where b  0 and
b  1 (remember that the exponent is x).
(b) The exponential graph has one asymptote:
Horizontal asymptote: y  q
(c) Draw the basic graph y  ab x by using a table of selected x-values
(best to use x 1; 0 ;1 ).
(d) The graph of y  ab x p  q is formed by shifting the graph of the function y  ab x
p units horizontally (left or right) and then q units vertically (up or down).
If p  0 , the shift is left If q  0 , the shift is right
If q  0 , the shift is upwards If q  0 , the shift is downwards
(e) Determine the x-intercept of the graph of y  ab x p  q by letting y  0 .
(f) The y-intercept can be determined by letting x  0 in the equation of y  ab x p  q .
(g) For any exponential function of the form:
y  ab x p  q [ a  0, b  0 and b  1 ]
Domain: x    ;   Range: y   q ; 
Summary of the exponential and logarithmic functions

Increasing functions Decreasing functions
f ( x)  a x f ( x)  a x yx
a 1
yx 0  a 1
(0 ;1)
(0 ;1) f 1 ( x )  log a x
a 1 (1;0)
(1;0)
f 1 ( x )  log a x
0  a 1
Some important theory:

The expression log a x is defined only if:
0  a  1 or a  1 (a cannot be negative, 0 or 1)
x  0 (x cannot be negative or 0)

109
Question 1
Functions y  f ( x)  bx 2 and y  g ( x)  a x are not sketched according to scale.
2
8
(a) Determine the values of a and b. (3)

(b) Write down a possible restriction for the domain of f ( x) so that the inverse
of f will be a function. (1)
(c) Hence determine the equation of the inverse function of f ( x) . (3)
1
(d) Write down the equation of the inverse of g ( x) in the form g ( x)  ..... (2)
(e) If h( x)  g ( x  2)  3 , state the transformation that was applied to g ( x) to form
h( x) and hence or otherwise determine the equation of h( x) (3)
Question 2
2
Given: f ( x) 
x 1
(a) Write down the equations of the asymptotes. (2)
(b) Sketch the graph of f indicating the coordinates of the y-intercept
as well as the asymptotes. (6)
2
(c) Determine graphically the values of x for which 1 (2)
x 1
(d) State the domain of f. (2)
Question 3

110
The straight line f ( x)  4 x  32 passes through the turning point of the parabola with
equation g ( x)  a( x  p)  12 . The line and parabola intersect at the point (7 ; 4) .
2
(7 ; 4)
(a) Determine the coordinates of D. (2)

(b) Determine the equation of g. (4)
(c) State the range of g. (1)
1(a)(1 Intercepts with the axes:  y-intercept

x-intercepts: Let y  0  x-intercepts
 coordinate of TP
0  ( x  1) 2  4  axis of symmetry
 0  x2  2 x  1  4  shape
(6)
 0  x2  2 x  3
 0  ( x  3)( x  1)
 x  3 or x  1
(3 ; 0) (1; 0)
y-intercept: Let x  0
y  (0  1) 2  4
 y  3
(0 ;  3)
Method 1
y  ( x  1)2  4
Axis of symmetry: x  1
Turning point: (1;  4)
Method 2

111
y  ( x  1) 2  4
 y  x2  2x  1  4
 y  x2  2x  3
x-coordinate of turning point:
b 2
x   1
2a 2(1)
y-coordinate of turning point:
y  (1)2  2(1)  3 x  1
 y  4
Turning point: (1;  4)
( 3 ; 0) (1 ; 0)
(0 ;  3)
( 1 ;  4)
1(a)(2) Range: y   4 ;    answer

(2)
1(a)(3) The graph increases for x  1  answer
(1)
1(b)(1) g ( x)   x  4 x  3
2  xTP  2
b 4  yTP  1
xTP    2
2a 2(1)  Max value is 1
(3)
yTP  (2) 2  4(2)  3  1
Turning point is (2 ;1)  completing the square
 Max value is 1
 Max value is 1
Alternatively:
g ( x)   x 2  4 x  3
 g ( x )  ( x 2  4 x )  3
  4   4  
2 2
 g ( x)    x 2  4 x         3
  2   2  
 g ( x)   ( x  2) 2  4   3
 g ( x)  ( x  2) 2  4  3
 g ( x)  ( x  2) 2  1
 max value is 1
1(b)(2) The graph of g shifts 1 unit left. Therefore the turning  recognising left shift
point of the shifted graph is (1;1)  (1;1)
Alternatively: (2)
 algebraic manipulation

112
g ( x)   x 2  4 x  3  (1;1)
 g ( x  1)  ( x  1) 2  4( x  1)  3
 g ( x  1)  ( x 2  2 x  1)  4 x  4  3
 g ( x  1)   x 2  2 x  1  4 x  1
 g ( x  1)   x 2  2 x
2
xTP   1
2(1)
yTP  (1) 2  2(1)  1
Turning point is (1;1)
2(a) y  a ( x  1) 2  4  y  a( x  1)2  4
Substitute (0 ; 3)  3  a(0  1)2  4
3  a (0  1) 2  4  a  1
3  a  4  f ( x)  ( x  1)2  4
 a  1 (4)
 f ( x)  ( x  1) 2  4
2(b) a a
y 4  y  4
x 1 x 1
Substitute (0 ; 3)  a 1
1
3 
a
4  g ( x)  4
0 1 x 1
(4)
 3  a  4
a  1
1
 g ( x)  4
x 1
2(c) 1 1
0 4  0 4
x 1 x 1
 0  1  4( x  1)  x
3
0  1 4x  4 4
0  4x  3 3 
  ; 0
4 x  3 4 
(3)
3
x 
4
3 
 ; 0
4 
2(d) 3  x0
g ( x)  0 for 0  x 
4 3
 x
4
(2)

113
3(a) y  2a x  4  2a 1
Substitute (  1; 4)  a
1
2
 4  2a 1 x
1
2  f ( x)  2  
4  2
a
(3)
 4a  2
1
a 
2
x
1
 f ( x)  2  
2
3(b) 0 0
1 1
y  2   2  2 
2 2
(0 ; 2)  (0 ; 2)
(2)
3(c) x x
1 1
g ( x)  2    g ( x)  2  
2 2
 g ( x)  2(2 x )  g ( x)  2(2 x )
 g ( x)  21 x  g ( x)  2 x1
(3)
 g ( x)  2 x 1
3(d)  y-intercept
 x-intercept
 asymptote
 shape
(4)
(0 ; 2)
(1 ; 0)
y  1

114
4(a) y  a x 1  substitution of point

 a2 (2)
1
  a 01
2
1
  a 1
2
1 1
 
2 a
a  2
4(b) y  2 x 1 f  x  2 y 1
x  2 y 1 f 1  f 1 ( x)  log 2 x  1 (2)
 log 2 x  y  1
 log 2 x  1  y
 f 1 ( x)  log 2 x  1
4(c) For y  2 x1 :
y  y-intercept
 one other point
For y  log 2 x  1:
y  2 x 1
y x  x-intercept
 one other point
y  log 2 x  1
(2 ; 2)  functions intersecting at (1;1)
and (2 ; 2) (5)
(1 ; 1)
(0 ; 12 )
x
( 12 ; 0)
4(d) Domain of f 1 : x0  x0 (1)

SSIP 2014 MATHS TEACHER NOTES SESSIONS 8-14 amendedCH3

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43

SECONDARY SCHOOL IMPROVEMENT

© Gauteng Department of Education

SESSION TOPIC PAGE

© Gauteng Department of Education

TOPIC: NUMBER PATTERNS, SEQUENCES AND SERIES

1. Introduction session – 5 minutes

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SECTION A: TYPICAL EXAM QUESTIONS

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SECTION B: NOTES ON CONTENT

Arithmetic Sequences and Series

Geometric Sequences and Series

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The terms of the number pattern would then be:

The first term in the first difference row is given by 3a  b

and the first term is given by a  b  c .

SECTION C: HOMEWORK QUESTIONS

Evaluate the sum of each of the following series:

© Gauteng Department of Education

A number of circles touch each other as follows:

Consider the sequence: 3 ; a ;10 ; b ; 21; ........

The sequence has a constant second difference of 1.

(a) Determine the value of a and b. (4)

(b) Determine the nth term of the sequence. (5)

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SECTION D: SOLUTIONS FOR SECTION A

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2(a)  60, 78, 98

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Next two terms are 18;  27

2(b)(3) 83  n2  2n  3  Tn  83

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SESSION NO: 9 (CONSOLIDATION)

TOPIC: REVISION OF FINANCIAL MATHEMATICS

1. Introduction session – 5 minutes

Different compounding periods

The formula to find A when given P is as follows:

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Nominal and annual effective rates

Linear Depreciation and Reducing Balance Depreciation.

With linear depreciation, equipment is depreciated by a percentage of its original

The formula for linear depreciation is

Reducing Balance Depreciation

With reducing-balance depreciation, equipment is depreciated by a percentage of its

The formula for Reducing Balance Depreciation is

© Gauteng Department of Education

© Gauteng Department of Education

© Gauteng Department of Education

Here is an example to illustrate this.

T0 T1 T2 T3 0,16 T58 T59 T60

T0 T1 T2 T3 0,16 T58 T59 T60

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SECTION A: TYPICAL EXAM QUESTIONS

(b) Assume that David buys the car for

(1) What is the value of the car at M on the graph? (1)

© Gauteng Department of Education

© Gauteng Department of Education

SECTION B: NOTES ON CONTENT

The formula for simple interest calculations is:

Different compounding periods

The formula to find A when given P is as follows:

Nominal and annual effective rates

© Gauteng Department of Education