Gr12 Mathematics Study Guide - LR
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Prince BoaheneGr12 Mathematics Study Guide - LR
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Prince BoaheneExponents and Surds
M. Malan Contents
Introduction ......................................................................................................................... 3
Chapter 1 Number patterns, sequences and series ........................................ 4
OVERVIEW ............................................................................................................................... 4
Unit 1 Arithmetic sequences and series
St ud y G u id e Unit 2 Geometric sequences and series
Unit 3 The sum to n terms(Sn): Sigma notation
Unit 4 Convergence and sum to infinity
Mixed exercises .................................................................................................................... 8
Chapter 2 Functions ..................................................................................... 10
OVERVIEW ............................................................................................................................... 10
Via Afrika Mathematics
Unit 1 The definitions of a function
Unit 2 The inverse of a function
Unit 3 The inverse of y = ax + q
Unit 4 The inverse of the quadratic function y = ax2
Mixed exercises .................................................................................................................... 21
Chapter 3 Logarithms ................................................................................... 24
OVERVIEW ............................................................................................................................... 24
Grade 12 Unit 1 The definition of a logarithm
Unit 2 Solving exponential equations using logarithms
Unit 3 The graph of y = logbx where b > 1 and 0 < b < 1
Mixed exercises .................................................................................................................... 28
Chapter 4 Finance, growth and decay ............................................................ 29
OVERVIEW ............................................................................................................................... 29
Unit 1 Future value annuities
Unit 2 Present value annuities
Unit 3 Calculating the period
Unit 4 Analysing investments and loans
Mixed exercises .................................................................................................................... 35
Chapter 5 Compound angles ......................................................................... 37
OVERVIEW ............................................................................................................................... 37
Unit 1 Deriving a formula for cos( − )
Unit 2 Formula for cos( + ) and ( ± )
Unit 3 Double angles
Unit 4 Identities
Unit 5 Equations
Unit 6 Trigonometric graphs and compound angles
Mixed exercises .................................................................................................................... 46
ISBN: 978-1-41546-335-2 Chapter 6 Solving problems in three dimensions ........................................... 48
OVERVIEW ............................................................................................................................... 48
Unit 1 Problems in three dimensions
Unit 2 Compound angle formulae in three dimensions
Mixed exercises .................................................................................................................... 51
© Via Afrika ›› Mathematics Grade 12 1
Exponents and Surds Exponents and Surds
Introduction to Via Afrika Mathematics Grade 12 Study Guide
Chapter 7 Polynomials .................................................................................. 53
OVERVIEW ............................................................................................................................... 53 Woohoo! You made it! If you’re reading this it means that you made it through Grade 11,
Unit 1 The Remainder Theorem
and are now in Grade 12. But I guess you are already well aware of that…
Unit 2 The Factor Theorem
Mixed exercises .................................................................................................................... 57
It also means that your teacher was brilliant enough to get the Via Afrika Mathematics
Chapter 8 Differential calculus ...................................................................... 58 Grade 12 Learner’s Book. This study guide contains summaries of each chapter, and should
OVERVIEW ............................................................................................................................... 58
be used side-by-side with the Learner’s Book. It also contains lots of extra questions to
Unit 1 Limits
help you master the subject matter.
Unit 2 The gradient of a graph at a point
Unit 3 The derivative of a function
Unit 4 The equation of a tangent to a graph
Mathematics – not for spectators
Unit 5 The graph of a cubic function You won’t learn anything if you don’t involve yourself in the subject-matter actively. Do
Unit 6 The second derivative (concavity)
the maths, feel the maths, and then understand and use the maths.
Unit 7 Applications of differential calculus
Mixed exercises .................................................................................................................... 70
Understanding the principles
Chapter 9 Analytical geometry ...................................................................... 72
• Listen during class. This study guide is brilliant but it is not enough. Listen to your
OVERVIEW ............................................................................................................................... 72
Unit 1 Equation of a circle with centre at the origin teacher in class as you may learn a unique or easy way of doing something.
Unit 2 Equation of a circle centred off the origin • Study the notation, properly. Incorrect use of notation will be penalised in tests
Unit 3 The equation of the tangent to the circle
and exams. Pay attention to notation in our worked examples.
Mixed exercises .................................................................................................................... 77
• Practise, Practise, Practise, and then Practise some more. You have to practise
Chapter 10 Euclidean geometry ..................................................................... 81
OVERVIEW ............................................................................................................................... 81 as much as possible. The more you practise, the more prepared and confident you
Unit 1 Proportionality in triangles will feel for exams. This guide contains lots of extra practice opportunities.
Unit 2 Similarity in triangles • Persevere. We can’t all be Einsteins, and even old Albert had difficulties learning
Unit 2 Theorem of Pythagoras
some of the very advanced Mathematics necessary to formulate his theories. If you
Mixed exercises .................................................................................................................... 94
don’t understand immediately, work at it and practise with as many problems from
Chapter 11 Statistics: regression and correlation ........................................... 97
this study guide as possible. You will find that topics that seem baffling at first,
OVERVIEW ............................................................................................................................... 97
suddenly make sense.
Unit 1 Symmetrical and skewed data
Unit 2 Scatter plots and correlation • Have the proper attitude. You can do it!
Mixed exercises .................................................................................................................... 106
Chapter 12 Probability .................................................................................. 108 The AMA of Mathematics
OVERVIEW ............................................................................................................................... 108
ABILITY is what you’re capable of doing.
Unit 1 Solving probability problems
Unit 2 The counting principle MOTIVATION determines what you do.
Unit 3 The counting principle and probability
ATTITUDE determines how well you do it.
Mixed exercises .................................................................................................................... 112
ANSWERS TO MIXED EXERCISES ...................................................................................................... 113
EXEMPLAR PAPER 1 ..................................................................................................................... 151 “Pure Mathematics is, in its way, the poetry of logical ideas.” Albert Einstein
EXEMPLAR PAPER 2 .................................................................................................................... 168
© Via Afrika ›› Mathematics Grade 12 2 © Via Afrika ›› Mathematics Grade 12 3
1 Chapter 1 Chapter
Number patterns, sequences and series Number patterns, sequences and series
TABLE 1: SUMMARY OF SEQUENCES AND SERIES
TYPE GENERAL TERM: SUM OF TERMS: EXAMPLES
A) 2 ; 5 ; 8 ; 11 ; ...
Overview = + ( − 1)
Arithmetic Sequence (AS)
(also named the linear = [2 + ( − 1)] = +3 +3 +3
= 2
sequence) or
= 2 + ( − 1)(3)
= . = [ + ] = 2 + 3 − 3
Unit 1 Page 10 Constant 2
st = − = 3 − 1
Arithmetic sequences and • Formula for an arithmetic 1 difference
− etc.
where
series sequence = the last term of
B) 1 ; -4 ; -9 ; ...
the sequence
Unit 2 Page 14 = -5 -5
Geometric sequences and • Formula for the nth term
Chapter 1 Page 8 series of a sequence = 1 + ( − 1)(−5)
= 1 − 5 + 5
Number patterns, = −5 + 6
sequences and Unit 3 Page 18 ( − 1) A) 2 ; -4 ; 8 ; -16 ; ...
=
= −1
series The sum to terms ( ): Sigma • The sum to terms in an Geometric Sequence (GS)
notation arithmetic sequence (also named exponential = x-2 x-2 x-2
= Or
• The sum to terms in a sequence) (1 − )
= = 2(−2)
geometric sequence = 1−
NOT CONVERGING as < −1
Or ∞ =
Unit 4 Page 28 Constant
B) 3 ; ; ; ; ...
= Where −1 < < 1
Convergence and sum to infinity • Convergence ratio
(Converging series)
= x x x
1
= 3
2
REMEMBER YOUR STUDY APPROACH SHOULD BE: CONVERGING as −1 < < 1
= + + 3 ; 8 ; 16 ; 27 ; ...
Quadratic Sequence (QS)
1 Work through all examples in this chapter of your Learner’s Bok. = 1st difference : 5 8 11
2 Work through the notes in this chapter of this study guide. = 2nd difference
: 3 3
3 Do the exercises at the end of the chapter in the Learner’s Book. Constant Determine , and
nd
2 using simultaneous
4 Do the mixed exercises at the end of this chapter in this study guide. difference
Setup three equations using
equations (see the first three terms:
example) = 3:
3=++ …(1)
Alternatively: = 8:
=÷2 8 = 4 + 2 + …(2)
= − 3 = 16:
= − − 16 = 9 + 3 + …(3)
where Solving simultaneously leads
= first term of first to:
differences = 32 + 12 + 1
© Via Afrika ›› Mathematics Grade 12 4 © Via Afrika ›› Mathematics Grade 12 5
1
Chapter 1
Chapter
Number patterns, sequences and series Number patterns, sequences and series
TYPES OF QUESTIONS YOU STRATEGY TO ANSWER THIS TYPE EXAMPLE(S) OF THIS TYPE OF For a series given in sigma Remember: ∑= has terms
CAN EXPECT OF QUESTION QUESTION notation: The “counter” indicates the number (counter runs from 1 to )
Identify any of the following Determine whether sequence has a See Table 1 above • Determine the number of of terms in the series ∑= has ( + 1) terms
three types of sequences: • constant 1st difference (AS) terms (counter runs from 0 to ; so
Arithmetic (AS), Geometric • constant ratio (GS) one term extra)
(GS) and Quadratic (QS) • constant 2nd difference (QS) ∑= has ( − 4) terms
Determine the formula for the You need to find: See Table 1 above ( four terms not counted )
general term, , of AS, GS • and for an AS
and QS (from Grade 11) • and for a GS • Determine the value of Remember the expression next to See Text Book:
• , and for a QS the series, in other words, the ∑-sign is the general term, . Example 1, p.19
Determine any specific term Substitute the value of into See Text Book : . This will help you to determine
for a sequence e.g. Example 1, nr. 1 d and 2 d, p.8 and or .
(AS)
Example 1, nr. 1 b, 3 b, p.11 Determine the general term, and Example 1, p.19
(AS) Write a given series in sigma number of terms, and substitute
Example 1, nr. 1, p. 15 (GS) notation. into ∑=
Determine the number of Substitute all known variables into See Text Book: Determine the sum, , of an In some cases you have to first See Text Book:
terms in a sequence, , for an the general term to get an equation Example 1, nr.1 c, p.8 AS and a GS (when the determine the number of terms,
AS, GS and QS or with as the only unknown. Solve Example 1, nr.1 c, p.11 number of terms are given or using . Example 2, nr.1 & 2, p.20
the position, , of a specific for . Example 1, nr. 3, p.15 not given) Substitute the values of , and / Example 3, nr. 1, p.24
given term or when the sum OR into the formula for
of the series is given Substitute all known variables into Determine whether a GS is Converging if −1 < < 1
the -formula to get an equation converging or not
with as the only unknown. Solve Determine ∞ for a Substitute vales of and See Text Book:
for . Example 2, nr.3, p.20 converging GS Into formula for ∞ Example 1, nr. 1, p.29
Example 3, nr. 2, p.24 Determine the value of a Determine in terms of See Text Book:
Remember: variable () for which a series and use −1 < < 1 Example 1, nr. 3, p.29
must be a natural number will converge,
(not negative, not a fraction) e.g. (2 + 1) + (2 + 1) +…
When given two sets of For each set of information given, See Text Book: Apply your knowledge of Generate a sequence of terms from See Text Book:
information, make use of substitute the values of and or Example 1, nr. 3, p.11 (AS) sequences and series on an the information given. Identify the Exercise 5, nr. 6, p.30
simultaneous equations to and . Example 1, nr.2, p.15 (AS) applied example (often type of sequence.
solve: Example 3, nr.3, p.24 (GS) involving diagram/s)
and (for an AS) You then have 2 equations which
and (for a GS) you can solve simultaneously (by
substitution)
Determine the value of a For AS use constant difference: The first three terms of an AS
variable () when given a − = − are given by
sequence in terms of . 2 − 4; − 3; 8 − 2
For GS use constant ratio: Determine :
8 − 2 − ( − 3) = − 3 −
= (2 − 4)
∴=5
© Via Afrika ›› Mathematics Grade 12 6 © Via Afrika ›› Mathematics Grade 12 7
1
Chapter 1Chapter
Number patterns, sequences and series Number patterns, sequences and series
10 The first two terms of a geometric sequence are: ( + 3) and ( − 9)
Mixed Exercise on sequences and series a For which value of is this a converging sequence?
b Calculate the value of if the sum of the series to infinity is 13.
⋯
1 Consider the following sequence: 5; 9; 13; 17; 21; … 11 Calculate the value of:
⋯
a Determine the general term. 12 = 3 − 2. Determine .
b Which term is equal to 217? 13 The first four terms of a geometric sequence are 7; ; ; 189.
2 a T5 of a geometric sequence is 9 and T9 is 729. Determine the constant ratio. a Determine the values of and .
b Determine T10. b If the constant ratio is 3, make use of a suitable formula to determine the number of
3 The following is an arithmetic sequence: 2 x − 4 ; 5 x ; 7 x − 4 terms in the sequence that will give a sum of 206 668.
a Determine the value of x .
b Determine the first 3 terms.
4 Consider the following sequence: 2 ; 7 ; 15 ; 26 ; 40 ; …
a Determine the general term.
b Which term is equal to 260?
5 How many terms are there in the following sequence?
17 ; 14 ; 11 ; 8 ; … ; -2785
6 Tom links balls with rods in arrangements as shown below:
Arrangement 1 Arrangement 2 Arrangement 3 Arrangement 4
1 ball, 4 rods 4 balls, 12 rods 9 balls, 24 rods 16 balls 40 rods
a Determine the number of balls in the nth arrangement.
b Determine the number of rods in the nth arrangement.
7 Determine the following:
30 10
∑ ∑
a (8 − 5k) b (2)
k =1 k =2
8 Write the following in sigma notation: 1+5+9+…+21
9 The 5th term of an arithmetic sequence is zero and the 13th term is equal to 12.
Determine:
a the constant difference and the first term.
b the sum of the first 21 terms.
© Via Afrika ›› Mathematics Grade 12 8 © Via Afrika ›› Mathematics Grade 12 9
Chapter 2 Chapter 2
Functions Functions
TYPES OF RELATIONS BETWEEN TWO VARIABLES
Overview
TYPE DESCRIPTION PROPERTIES TYPICAL EXAMPLES
Unit 1 Page 40
NON-FUNCTIONS One-to-many • One -value in domain has MORE • Inverse of a parabola
The definition of a function • Relations and functions
THAN ONE -value (See Unit 4)
• Type of relations
• Does NOT pass vertical line test
• Which relations are
FUNCTIONS One-to-one • Each -value has a unique - • Straight line graph
functions?
value and its inverse
• Definition of a function?
• No - or -value appear more • Hyperbola and its
• Function notation
than once in domain or range inverse
• Passes VERTICAL line test • Exponential graph
Unit 2 Page 44
and its inverse, the
Chapter 2 Page 36 The inverse of a function • The concept of inverses
logarithmic function
Functions by studying sets of
Many-to- one • No -value appears more than • Parabola
ordered number pairs
once in domain • Graph of the cubic
• More than one -value maps onto function
Unit 3 Page 46
the same -value • Trigonometric graphs
The inverse of = + • Graphs of and on
• Passes VERTICAL line test
the same set of axes
Unit 4 Page 48 REVISION OF THE
The inverse of the quadratic • Restricting the domain of
STRAIGHT LINE GRAPH
function = the parabola
Standard form: = +
REMEMBER YOUR STUDY APPROACH SHOULD BE:
1 Work through all examples in this chapter of your Learner’s Book. • Gradient of line
•
2 Work through the notes in this chapter of the study guide. Indicates “steepness”
and direction of line:
3 Do the exercises at the end of the chapter in the Learner’s Book. • -intercept
> 0 (+) • Where = 0
4 Do the mixed exercises at the end of this chapter in the study guide.
< 0(−)
=0
2 1
• =
2 1
© Via Afrika ›› Mathematics Grade 12 10 © Via Afrika ›› Mathematics Grade 12 11
Chapter 2 Chapter 2
Functions Functions
Perpendicular lines have gradients with a product of −.
1
× 2 = −1 ∴=−
PARALLEL AND 2
−1
PERPENDICULAR LINES = +4
2
Let = + and
= + be two lines. REVISION OF THE PARABOLA
If the lines are PARALLEL, then:
=
If the lines are PERPENDICULAR,
then: × = −1
EQUATION IN STANDARD FORM
= + + ( ≠ )
TO DETERMINE THE EQUATION OF A STRAIGHT LINE
GIVEN: EXAMPLES
1. Gradient and a point A line has a gradient of and goes through the point (4;1):
1
=
2
Substitute point (4;1) into = +
1
1 = (4) +
2 • -intercept
= −1 Indicates shape of parabola
1 • Where = 0
= −1 > 0 (+)
2
2. -intercept and a point A line has a -intercept 3 and goes through the point (-2;1): Concave up
=3
Substitute point (-2;1) into = + 3
1 = (−2) + 3
=1
=+3
Remember:
3. Two points on the line A line goes through the points (4;-3) and (2;1).
() Positive(+) people smile!
= 2 1 =
2 1 ()
=2 • Affects the axis of symmetry and
Substitute any one of the two points into = 2 + turning point (TP)
< 0(−)
1=2(2)+c • Equation of axis of symmetry: = −
Concave down
= −3 2
= 2 − 3 • Coordinates of TP − ;
4. A point or -intercept plus a) A line is parallel to the line = − + 3 and goes
information regarding
relationship to another line
through the point (5;-2).
Parallel lines have same gradients; so = −1
Sub (5;-2) into = − + Remember: -intercepts
−2 = −(5) + Negative (−) people are sad!
=3
• Also called roots/zeroes
b) A line is perpendicular to the line = 2 − 1 and has a
• Substitute = 0
-intercept of 4.
© Via Afrika ›› Mathematics Grade 12 12 © Via Afrika ›› Mathematics Grade 12 13
Chapter 2 Chapter 2
Functions Functions
DETERMINE THE EQUATION OF A PARABOLA
EQUATION IN
GIVEN: 2 ROOTS (-INTERCEPTS) PLUS 1 POINT GIVEN: TURNING POINT PLUS 1 POINT
TURNING POINT FORM
FORM OF EQUATION: FORM OF EQUATION:
= ( − ) + ( ≠ )
= ( − )( − ) = ( − ) +
and are the roots (; ) is die turning point of the parabola
EXAMPLE: EXAMPLE:
y y
5
(2;6)
Indicates shape of parabola
and
> 0 (+)
Concave up x (−1;2)
−1 3
x
• Equation of axis of symmetry =
Remember:
• Coordinates of turning point (; ) = − = (; ) = (−1; 2)
Positive(+) people smile!
= ( − )( − ) = ( − ) +
< 0(−) = ( − (−))( − )
= − (−1) + 2
Concave down = ( + )( − ) = ( + 1) + 2
Intercepts
Now substitute the other point (; ): Now substitute the point (0;5):
• -intercepts (make = 0)
• -intercept (make = 0) = ( + )( − ) 5 = (0 + 1) + 2
= ()(−) 5=+2
Remember: = − 3=
Negative (−) people are sad! − =
= 3( + 1) + 2
= −( + )( − )
DOMAIN: ∈ = 3( + 2 + 1) + 2
= − − − = 3 + 6 + 3 + 2
RANGE:
= − + + (standard form) = 3 + 6 + 5 (standard form)
∈ (−∞; ) ∈ (; ∞)
© Via Afrika ›› Mathematics Grade 12 14 © Via Afrika ›› Mathematics Grade 12 15
Chapter 2 Chapter 2
Functions Functions
REVISION OF THE HYPERBOLA
REVISION OF THE
EXPONENTIAL GRAPH
= + = +
Horizontal asymptote Indicates shape of hyperbola
Indicates shape of hyperbola =
(with respect to asymptotes)
>
> 0 (+) • Horizontal asymptote: =
<<1 • Indicates that the graph = was
Vertical asymptote Intercepts translated (shifted) vertically up/down
= > 0: shifted upwards
• -intercept (make = 0)
< 0: shifted downwards
< 0(−) • -intercept (make = 0)
Domain: ∈ ; ≠
Range: ∈ ; ≠
EXAMPLE: = 2 − 1
Indicates that the graph = was Asymptote: = −1
translated (shifted) horizontally left/right -intercept ( = 0): 2 − 1 = 0 ∴ = −1
EXAMPLE: = −2
> 0: shifted left -intercept: ( = 0): = 2 − 1 = 1
-intercept: Axes of symmetry:
2 < 0: shifted right
= − 2 = −4 y
−1 Substitute(1; −2) into
Axes of symmetry (AS) - intercept: = + = − +
0= − 2 ; = 2
• Two axes of symmetry −2 = 1 + − 2 = −1 + Intercepts
• AS go through intersect of Asymptotes: = −3 = −1
1
= 1 = −2 = − 3 = − − 1
asymptotes (; ) • -intercept (make = 0)
x
y
• Equations: = + and • -intercept (make = 0) −1
x
1 2
= − + −1
−2
• Substitute the point (; ) to
−4
calculate and Domain: ∈
Range: ∈ (; )
© Via Afrika ›› Mathematics Grade 12 16 © Via Afrika ›› Mathematics Grade 12 17
Chapter 2 Chapter 2
Functions Functions
EXAMPLES OF SYMMETRICAL INTERSECTS OF TWO GRAPHS
EXPONENTIAL GRAPHS
To determine the coordinates of the
point where two graphs INTERSECT:
SYMMETRICAL IN THE −axis
y
Use SIMULTANEOUS EQUATIONS
1 =3
= = 3
3
EXAMPLE
x Determine the coordinates of the points of
intersection of () = 3 + 6 and
() = −2 + 3 + 14
SYMMETRICAL IN THE −axis Equate the two equations and solve for :
3 + 6 = −2 + 3 + 14
2 − 8 = 0
y = 3 − 4 = 0
( − 2)( + 2) = 0
= 2 or = −2
Substitute -values back into one of equations
x (choose the easier one):
If = 2 then = 3(2) + 6 = 12
So one point of intersection is (2; 12).
= −3
If = −2 then = 3(−2) + 6 = 0
The other point of intersection is (−2; 0) which
is also the -intercept of both graphs.
© Via Afrika ›› Mathematics Grade 12 18 © Via Afrika ›› Mathematics Grade 12 19
Chapter 2 Chapter 2
Functions Functions
THE INVERSE OF A FUNCTION
Mixed Exercise on Functions
• The inverse of a function, , is denoted by . 1 Determine the coordinates of the intercept of the following two lines:
2 − 3 = 17
•
is a reflection of in the line = 3 − = 15
• To determine the equation of , swop and in the 4 y
f
2 a Determine the equation of line . 3
equation of
b Determine the equation of line . P
• The -intercept of is the -intercept of c Determine the co-ordinates of point, P, 1
x
where the two lines intersect. −4 −3 4
d Are these two lines perpendicular? (2;-1)
FUNCTION INVERSE OF EXAMPLES DIAGRAM Give a reason for your answer.
FUNCTION, e Write down the equation of the line g
Straight line Straight line : = 2 + 3 y
f
which is parallel to line with a -intercept −4
: = + Inverse: 2 + 3 = of -2.
x
: =
3 The diagram shows the graphs of y = x 2 − 2 x − 3 y
: = 3 and y = mx + c .
Exponential Logarithmic y
f
graph function a Determine the lengths of OA, OB and OC.
Inverse: b Determine the co-ordinates of the turning point D. A B x
: = : = log
: = log c Determine m and c of the straight line.
x
d Use the graph to determine for which values C
of k for which the equation x 2 − 2 x + k = 0 would D
have only one real root.
Parabola The inverse of a : = 2
y
parabola is NOT A C
: = FUNCTION Inverse:
The diagram shows the graph of f ( x) = −2( x + 1) + 8 .
2 E
= 2 4 D
NB: The DOMAIN of 1
= C is the turning point.
the parabola has to 2 x
be RESTRICTED to E is the mirror image of the y-intercept of .
1
≥ 0 or ≤ 0 so : ± Determine:
2
that is also a a the length of AB. A B x
function b the co-ordinates of C.
c the length of DE.
© Via Afrika ›› Mathematics Grade 12 20 © Via Afrika ›› Mathematics Grade 12 21
Chapter 2 Chapter 2
Functions Functions
5 Consider the function () = − 2.
a Make a neat drawing of . Clearly show the asymptote and intercepts with the axes. 9 The graph of () = 2 is given.
y
b Determine the domain of .
a Determine the equation of in
c For which values of would () ≥ 0. the form : = ⋯
b How can one restrict the domain of so
that will be a function?
y f(x)=2x²
6 The graph of () = ; ≠ 0 is shown.
x
(−2; 2) is a point on the graph where it cuts the line = −.
a Determine the value of . A(−2;2)
x
b Write down the coordinates of B. f
B
c Graph is translated 2 units up and 1 unit right. 10 The graph of () = is given. 3 y
d Write down the equation of the new graph. The point A (-1; 3) lies on the graph. 2
7 The graphs of the following are shown : a Determine the equation of . x
−3 −2 −1 1 2 3
() = − − 2 + 8 and () = − 1 b Determine the equation of in the form : = ⋯ −1
c Make a neat drawing of the graph of .
Determine: −2
d Determine the domain of .
a the coordinates for A E
y −3
b the coordinates for B and C F A
c the length of CD 11 A straight line graph has an -intercept of -2 and a -intercept of 3. Write down the
R
d the length of DE which is parallel to the -axis f coordinates of the - and -intercepts of .
e the length of AF which is parallel to the -axis
f the length of GH which is parallel to the -axis H x
B D C
g the -value for which RS would have a maximum length.
h the maximum length of RS. G
S
g
i the -values for which () − () > 0.
8 The diagram alongside shows the graphs of the functions of (2 ;5 )
f
() = + () = +
+
a Write down the equation of the asymptote of .
B(−6 ;0 ) −2 x
b Determine the equation of .
−1
c Write down the equations of the asymptotes of .
g
d Determine the equation of .
A(0 ;−3 )
e Determine the equations of the axes of symmetry of .
−4
f For which values of is () > ()?
© Via Afrika ›› Mathematics Grade 12 22 © Via Afrika ›› Mathematics Grade 12 23
Chapter 3 Chapter 3
Logarithms Logarithms
Definition of logarithm
Overview
If log = , then = .
Unit 1 Page 60 EXAMPLES: Converting from one form to another
The definition of a logarithm • Changing exponents to
Logarithmic form Exponential form
the logarithmic form
• Proofs of the logarithmic log = =
laws log , , = , = ,
Unit 2 Page 64
log = =
Solve exponential equations • Using logarithms
= √
Chapter 3 Page 58 log √ =
Logarithms using logarithms
Unit 3 Page 66
The graph of = log where • Inverse of LOGARITHMIC LAW EXAMPLES
= () = 2 • log = log + log + log
> 1 and 0 < < 1
• Inverse of the function Law 1: . = +
1 • log 25.5 = log 25 + log 5 = 2 + 1 = 3
= () =
2 • log = log − log
Law 2: = −
,
• log = log 0,2 − log 25
= log 5 − log 25
= −1 − 2 = −3
REMEMBER YOUR STUDY APPROACH SHOULD BE: • log = 3 log
Law 3: =
1 Work through all examples in this chapter of your Learner’s Bok. • log 0,04 = log 5 = −2 log 5 = −2
lg
2 Work through the notes in this chapter of this study guide. • log =
lg
Law 4: =
3 Do the exercises at the end of the chapter in the Learner’s Book.
lg
• log 5 = = 2,32
lg
4 Do the mixed exercises at the end of this chapter in this study guide.
Note that:
• log = 1 ( ≠ 0)
• log 1 = 0
• log = log
© Via Afrika ›› Mathematics Grade 12 24 © Via Afrika ›› Mathematics Grade 12 25
Chapter 3 Chapter 3
Logarithms Logarithms
THE INVERSE OF THE
: =
EXPONENTIAL GRAPH
is the logarithmic function
: = log ; > 0
USING LOGARITHMS TO SOLVE EQUATIONS EXAMPLES
(RED GRAPH) (BLUE GRAPH) DIAGRAM
y
We know that equations involving exponents can
be solved using exponential laws: 1
= = x
= 1
= (prime factorise)
∴= y
But, what if we cannot use prime factors? =
=
1
x
= 1
=
y
=
= = , = − = (−)
−1 x
−1
= (−)
=−
−1 x
−1
© Via Afrika ›› Mathematics Grade 12 26 © Via Afrika ›› Mathematics Grade 12 27
Chapter 3 4
Chapter
Logarithms Finance, growth and decay
Mixed Exercise on Logarithms Overview
1 Make use of the definition of the logarithm to solve for :
Unit 1 Page 78
a log = 2
Future value annuities • Deriving the future value
b log 1 = 2 formula
3
c − log = 2
Unit 2 Page 82
d log = −2
Present value annuities • Deriving the present
e log = 6
value formula
f log 81 = Chapter 4 Page 76
Finance, growth
g log = Unit 3 Page 86
and decay
Calculating the period • Finding the value of
2 The graph of () = goes through the point 2; .
Unit 4 Page 88
a Determine the value of .
Analysing investments and • Outstanding balances on a
b Determine the equation of .
loans loan
c Determine the equation of if and are symmetrical in the -axis. • Sinking fund
d Determine the equation of , the reflection of in -axis. • Pyramid schemes
3 The function is given by the graph () = log .
a Determine the equations of the following graphs:
REMEMBER YOUR STUDY APPROACH SHOULD BE:
i , the reflection of in the -axis
ii , the reflection of in the -axis
1 Work through all examples in this chapter of your Learner’s Book.
iii , the reflection of in the -axis
2 Work through the notes in this chapter of this study guide.
iv , the inverse of
v , the inverse of 3 Do the exercises at the end of the chapter in the Learner’s Book.
vi , the translation of two units left 4 Do the mixed exercises at the end of this chapter.
b Sketch the graphs of , , and on the same system of axes.
y
c Determine the domain and range of and .
4 The graph of = log is shown in the diagram alongside.
a Determine the coordinates of point A. x
A
b How do we know that > 1.
c Determine if B is the point 8; .
C
d Determine the equation of , the inverse of this graph.
e Determine the value of if C is the point (; −2).
© Via Afrika ›› Mathematics Grade 12 28 © Via Afrika ›› Mathematics Grade 12 29
4
Chapter 4
Chapter
Finance, growth and decay Finance, growth and decay
NOMINAL AND EFFECTIVE INTEREST RATES
HIRE PURCHASE AGREEMENTS
= (1 + )
NB: = the number of times per year
interest is added
Example: Daily: = 365
1 + = 1 + Monthly: = 12
NB: Simple Kelvin buys computer equipment on hire purchase for R20 000. Quarterly: =4
Interest He has to put down 10% deposit and repays the amount monthly over 3 years. Half-yearly (semi-annually): =2
The interest rate is 15% p.a.
EXAMPLE:
Deposit = 10% of R20 000 = R2 000.
What is the effective rate if the nominal rate is 18% p.a. compounded quarterly?
He has to repay = 18000(1 + 0,15 × ) = 26 100 in total. In other words:
36 monthly payments of R26 100÷ 36 =R725 each. Which rate compounded annually will give me the same return as 18% compounded quarterly?
0,18
= 1 + −1
4
INFLATION / INCREASE IN PRICE OR VALUE
=0,1925186...
Effective rate = 19,25%
= (1 + )
NB: Compound
Interest FUTURE VALUE ANNUITIES
= number of years
DEPRECIATION Choosing the
[() ] value of is very
= KEY WORDS:
important!
Choose the correct formula!
• Regular investments
(monthly/quarterly etc.)
• Sinking funds
Straight line method Reducing-balance method Example 1 • Annuity/pension
• Savings plan
= (1 − ) = (1 − ) First payment in one month’s time. Last payment in one year’s time.
Now
= number of years = 12
First payment Last payment
© Via Afrika ›› Mathematics Grade 12 30 © Via Afrika ›› Mathematics Grade 12 31
4
Chapter 4
Chapter
Finance, growth and decay Finance, growth and decay
Example 2 FUTURE VALUE ANNUITIES
First payment immediately. Last payment in one year’s time. [() ]
=
KEY WORDS:
NB: There must always
Now be ONE GAP between
• Regular payments
the P-value and the first
= 13 (monthly/quarterly etc.)
payment!
• Loan (NOT HIREPURCHASE)
• Bond/home loan
First payment Last payment
• Repayment of debt
• How long will money be enough to
Example 3
Example 1 provide regular income?
Assume investment pays out in one year’s time, but the first payment was made 2 months from now
Payment starts one month after the granting of the loan. Last payment in one year’s time.
and the last payment in one year’s time.
GAP
Now
Now
= 12
= 11
First payment Last payment First payment Last payment
[()12 ]
Granting of loan =
Example 4 (Watch out!)
Example 2
First payment immediately, but last payment in 9 months’ time.
Payment starts in 3 months’ time. Last payment in one year’s time.
Now GAP
Now
= 10
= 12 − 2 = 10
First payment Last payment
First payment Last payment
BUT, the investment still
[() ]
= ( + ) earns interest for another 3
months before paying out Granting of loan
()10
NB: Loan amount accumulates interest for 2 months: ( + ) =
© Via Afrika ›› Mathematics Grade 12 32 © Via Afrika ›› Mathematics Grade 12 33
4
Chapter 4
Chapter
Finance, growth and decay Finance, growth and decay
OUTSTANDING BALANCE OF LOAN Mixed Exercise on Finance, growth and decay
1 Determine through calculation which of the following investments is the best, if R15 000 is
Option 2 invested for 5 years at:
Option 1
Use A- and F-formula a 10,6% p.a. simple interest
Use P-formula
b 9,6% p.a., interest compounded quarterly.
= number of payments
= number of payments left
already made
2 An amount of money is now invested at 8,5% p.a compounded monthly to grow to R95 000 in
5 years.
a Is 8,5% called the effective or nominal interest rate?
Example b Calculate the amount that must be invested now.
A loan of is being repaid over 20 years in monthly payments of R6 000. The interest rate is 15% p.a. c Calculate the interest earned on this investment.
compounded monthly. What is the outstanding balance after 12½ years?
3 Shirley wants to buy a flat screen TV. The TV that she wants currently costs R8 000.
a The TV will increase in cost according to the rate of inflation, which is 6% per annum.
Option 1
How much will the TV cost in two years’ time?
b For two years Shirley puts R2 000 into her savings account at the beginning of every
Outstanding period = 7½ years = 90 months six month period (starting immediately). Interest on her savings is paid at 7% per
annum, compounded six-monthly. Will she have enough to pay for the TV in two
0,15 years’ time? Show all your calculations.
12
= 0,15
12 4 Calculate:
a the effective interest rate to 2 dec. places if the nominal interest rate is 7,85% p.a.,
Option 2 compounded monthly.
b the nominal interest rate if interest on an investment is compounded quarterly, using
an effective interest rate of 9,25% p.a.
Payments already made = 12½X12=150 payments already paid
5 Equipment with a value(new) of R350 000 depreciated to R179 200 after 3 years, based on the
Outstanding balance = − reducing balance method. Determine the annual rate of depreciation.
0,15 6 R20 000 is deposited into a new savings account at 9,75% p.a., compounded quarterly.
,
12
Balance = 1 + − 0,15 where P is the initial loan amount. After18 months, R10 000 more is deposited. After a further 3 months, the interest rate
12 changes to 9,95% p.a., compounded monthly. Determine the balance in the account 3 years
after the account was opened.
7 A company recently bought new equipment to the value of R900 000 which has to be replaced
in 5 years’ time. The value of the equipment depreciates at 15% per year according to the
reduced-balance method. After 5 years the equipment can be sold second hand at the
reduced value. The inflation rate on the equipment is 18% per year.
© Via Afrika ›› Mathematics Grade 12 34 © Via Afrika ›› Mathematics Grade 12 35
4
Chapter 5
Chapter
Finance, growth and decay Compound angles
a The company wants to establish a sinking fund to replace the equipment in 5 years’ Overview
time. Calculate what the value of the sinking fund should be to replace the equipment.
Unit 1 Page 108
b Calculate the quarterly amount that the company has to pay into the sinking fund to Deriving a formula for • How to deriving a formula
be able to replace the equipment in 5 years’ time. The company makes the first ( − ) for ( − )
payment immediately and the last payment at the end of the 5 year period. The
interest rate for the sinking fund is 8% per year compounded quarterly. Unit 2 Page 112
Formulae for cos( + ) and • Formula for cos( + )
sin( ± ) • Formula for sin( + )
8 Goods to the value of R1 500 is bought on hire purchase and repaid in 24 monthly payments
• Formula for sin( − )
of R85. Calculate the annual interest rate that applied for the hire purchase agreement.
Unit 3 Page 116
Double angles • Formula for sin2
9 Peter makes a loan to buy a house. He pays back the loan over a period of 20 years in monthly
• Formula for 2
payments of R6 500. Peter qualifies for an interest rate of 12% per years compounded
Chapter 5 Page 102
monthly. He makes his first payment one month after the loan was granted.
Compound angles Unit 4 Page 120
a Calculate the amount Peter borrowed.
Identities • Proving identities
b Calculate the amount that Peter still owes on his house after he has been paying back
• Finding the value(s) for
the loan for 8 years.
which the identity is not
defined
10 Megan’s father wants to make provision for her studies. He starts paying R1000 on a monthly
Unit 5 Page 124
base into an investment on her 12th birthday. He makes the last payment on her 18th birthday.
Equations • Equations with compound
She needs the money 5 months after her 18th birthday. The interest rate on the investment is
and double angles
10% per annum compounded monthly. Calculate the amount Megan has available for her
Unit 6 Page 128
studies.
Trigonometric graphs and • Drawing and working with
compound angles graphs of compound
11 Stephan starts investing R300 into an investment monthly, starting one month from now. He
angles
earns interest of 9% per annum compounded monthly. For how long must he make these
monthly investments so that the total value of his investment is R48 000? Give your answer
as follows: …. years and …. Months REMEMBER YOUR STUDY APPROACH SHOULD BE:
12 Carl purchases sound equipment to the value of R15 000 on hire purchase. The dealer expects
1 Work through all examples in this chapter of your Learner’s Book.
him to put down a 10% deposit. The interest rate is 12% per annum and he has to repay the
money monthly over 4 years. It is compulsory for him to insure the equipment through the 2 Work through the notes in this chapter of this study guide.
dealer at a premium of R30 per month. Calculate the total amount Carl has to pay the dealer
3 Do the exercises at the end of the chapter in the Learner’s Book.
monthly.
4 Do the mixed exercises at the end of this chapter in this study guide.
13 Tony borrows money to the value of R400 000. He has to pay back the money in 16 quarterly
payments, but only has to make his first payment one year from now. The interest rate is 8%
per annum compounded quarterly. Calculate the quarterly payment Tony has to pay.
_____________________________________________________________________________________
© Via Afrika ›› Mathematics Grade 12 36 ©Via Afrika >> Mathematics Grade 12 37
5
Chapter 5
Chapter
Compound angles Compound angles
REDUCTION FORMULAE
REVISION OF TRIGONOMETRY (180° − )
(180° − ) −
BASIC TRIGONOMETRIC RATIOS (180° − ) −
Ratio Inverse
= =
(180° + ) − (360° − ) −
= = Γ̅
(180° + ) − (360° − )
= =
(180° + ) (360° − ) −
Ratio Inverse
= =
= =
CO-RATIOS/CO-FUNCTIONS
= =
Γ̅ Ratio Co-ratio
(90° − ) (90° − )
Is in 1st quadrant
(90° − )
YOU HAVE TO KNOW IN WHICH QUADRANT AN ANGLES LIES AND WHICH (90° − )
RATIO (AND ITS INVERSE) IS POSITIVE THERE:
2nd quadrant 1st quadrant Ratio Co-ratio
(90° + ) (90° + )
(° − ) Is in 2nd quadrant
(90° + ) −
(−° − ) (° + )
(90° + ) −
(° + ) (° − )
( − °) (−)
3rd quadrant 4th quadrant
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 38 ©Via Afrika >> Mathematics Grade 12 39
5
Chapter 5
Chapter
Compound angles Compound angles
COMPOUND ANGLE-IDENTITIES
KNOW YOUR SPECIAL TRIANGLES!
( − ) = +
( + ) = −
√ ( + ) = +
( − ) = −
° Γ̅
DOUBLE ANGLE-IDENTITIES
°
=
√
° = −
Γ̅
= −
= −
=
IDENTITIES −
= and = =
TIPS FOR PROVING IDENTITIES
SQUARE IDENTITIES: • Work with LHS and RHS separately
+ = • Write DOUBLE angles as SINGLE angles
From this follows that: • Watch out for SQUARE IDENTITIES
∴ = − • Write everything in terms of and
∴ = − • When working with fractions, put EVERYTHING over the LCD
• Be on the look out for opportunities to FACTORISE, e.g.
− = ( − )
Note that the two identities above can both be
− = ( + )( − )
FACTORISED as differences of two squares: + − = ( − )( + )
= − = ( − )( + ) • It is sometimes necessary to replace with +
= − = ( − )( + ) E.g. + = + +
= ( + )
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 40 ©Via Afrika >> Mathematics Grade 12 41
5
Chapter 5
Chapter
Compound angles Compound angles
FINDING THE GENERAL SOLUTION
OF A TRIGONOMETRIC EQUATION EQUATIONS INVOLVING
STEP EXAMPLES OF HOW TO APPLY STEP TWO TRIGONOMETRIC FUNCTIONS
Get trig ratio (sin/cos/tan) A 2 sin 3 = 0,4
alone on LHS 3 = 0,2 EXAMPLES COMMENTS
1 1 =
B = −0,2
One value alone on RHS 3 ÷ by on both sides
= −0,6
2 tan( − 10°) + 3 = 0 =
C
tan( − 10°) = −
Now use RHS consisting of a: A 3 = +0,2 =
The + indicates the 1st and 2nd quadrant,
= ° + . ° ;
SIGN (+ or -) and a VALUE where sin is positive.
Reference ∠= (0,2) = 11,54°
B = −0,6
2 = May NOT divide by both sides
Indicates Get reference The – indicates the 2nd and 3rd quadrant,
(° − ) = Trig function on both sides should be the
Quadrant angle using: where cos is negative. same
(+) Reference ∠= (0,6) = 53,13° ° − = + . ° ;
(+) 3 − = −° + . ° Angles on LHS and RHS should either be the
C tan( − 10°) = − = , ° − . °
Or (+) 2 same or
The − indicates the 2nd and 4th quadrant, or
where tan is negative. ° − = − + . ° ;
Reference ∠= = 56,31° = −° + . ° be in two different quadrants where have
A 2 sin 3 = 0,4 = −° + . ° the same sign (1st and 4th quadrant)
The angle in the trig equations will be equated to 3 = 0,2
the following in the respective quadrants: 1st : 3 = 11,54° + 360° ; ∈ 3 ( + °) = ( − °) Alternative: sin on both sides
= 3,85° + 120° OR [° − ( + °)] = ( − °)
1st = Ref ∠ 2nd : 3 = 180° − 11,54° + 360° ( + 20°) = (2 − 30°)
+360°; ∈ for sin/cos
2nd = ° −Ref ∠ = 56,15° + 120° (° − ) = ( − °) ( + 20°) = sin[90° − (2 − 30°)]
or
3rd = ° +Ref ∠ ° − = − ° + . ° ( + 20°) = (120° − 2)
4th = ° −Ref ∠ +180°; ∈ for tan B
= −0,2
− = −° + . °
= −0,6 = , ° − . ° ; ∈ + 20° = 120° − 2 + . 360°
Then solve for 2nd : = 180° − 53,13° + 360°; ∈ or 3 = 100° + . 360°
= 126,87° + 360° OR ° − = −( − °) + . ° = 33,33° − . 120° ; ∈
3rd : = 180° + 53,13° + 360° = −° + . ° or
= 233,13° + 360° + 20° = 180° − (120° − 2) + . 360°
C − = 40° + . 360°
2 tan( − 10°) + 3 = 0
3 = −40° − . 360°
tan( − 10°) = −
2
2nd : − 10° = 180° − 56,31° + 180°;
∈
= 133,69° + 180°
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 42 ©Via Afrika >> Mathematics Grade 12 43
5
Chapter 5
Chapter
Compound angles Compound angles
EXAMPLES OF EQUATIONS INVOLVING PROBLEMS WITH COMPOUND-ANGLES TO
DOUBLE ANGLES BE DONE WITHOUT A CALCULATOR
• Write given information in form where trig function is ALONE on LHS
. ° + . ° = ,
( − °) = , • Select QUADRANT and draw TRIANGLE in correct quadrant
Ref ∠= , ° (2 sides of triangle will be known)
1st quadrant: • Use the Theorem of PYTHAGORAS to determine 3rd side
− ° = , ° + . ° • Now work with the expression of which you need to find the value:
= , ° + . ° ; ∈ write all compound or double angles in terms of SINGLE ANGLES
4th quadrant: • Now SUBSTITUTE VALUES from diagram(s) and SIMPLIFY
− ° = −, ° + . °
= −, ° + . ° ; ∈ Example:
If + = and ∈ [°; °] and = ; > 90°, determine
without the use of a calculator the value of:
+ =
+ = a ( − ) b ( + )
( + ) = c d
= or = − Solution:
= . ° ; ∈ or = ° + . ° = −
=
negative in 3rd and 4th quad positive in 1st and 4th quad
But ∈ [°; °], so 3rd quad But >
90°,5so 4 quadrant
th
+ =
−12
+ − = 13
13
∴ ( + )( − ) =
= − = −
+ = or + =
= − or = −
No solution = ° + . ° ; ∈ a ( − ) = − = − =
b ( + ) = − = − = −1
c = = =
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 44 ©Via Afrika >> Mathematics Grade 12 45
5
Chapter 5
Chapter
Compound angles Compound angles
3 Simplify:
Mixed Exercise on Compound angles
( )
sin 180 0 − x tan (− x )
1 Solve the following equations for . Give the general solution unless otherwise stated.
a
( ) (
tan 180 0 + x cos x − 90 0 )
Answers should be given correct to 2 decimal places where exact answers are not possible.
( ) (
sin 180 0 + x tan x − 360 0 )
a 22 + 1 = 0
b
( )
tan 360 0 − x cos 240 0 tan 225 0
(without using a calculator)
b x = 3 cos x for ∈ [90°; 360°] 4 Given that 17° = , express in terms of :
c = cos 3
a cos 73°
d 6 − 10 = 3 ; ∈ [−360°; 360°]
b (−163°)
e 2 − − 3 = 0
c 197°
f 3 − 8 + 16 − 6 + 3 = 0 d 326°
2 Prove the following identities, stating any values of or for which the identity is not valid: 5 Given that 5 + 4 = 0 , calculate, without the use of a calculator, the value(s) of :
1 a 5 + 3
a cos x + tan x sin x =
cos x
b tan 2
sin θ cosθ 1
b − = 6 If 3 = −1 ; ∈ [90°; 270°] and =
; ∈ [90°; 360°]. Determine without the use of a
1 − cosθ sin θ sin θ
calculator the value of:
1 − cos x
2
c = tan x sin x a cos( − )
cos x
b 2 − 2
sin 3 x + sin x cos 2 x
d = tan x 7 Simplify without the use of calculator:
cos x
a 22,5° − 22,5°
1 + tan x 1 + 2 sin x cos x
e =
1 − tan x cos 2 x − sin 2 x
b 22,5° 22,5°
f sin(45° + ) . sin(45° − ) = 2
c 215°15°
g =
h =
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 46 ©Via Afrika >> Mathematics Grade 12 47
6
Chapter Chapter 6
Solving problems in three dimensions Solving problems in three dimensions
REVISION ON THE USE OF THE −, − and the
Overview
−FORMULAE
INFORMATION GIVEN UNKNOWN FORMULA TO USE FORM OF FORMULA
Unit 1 Page 146
2 angles and 1 side s -rule =
Problems in three dimensions • Trigonometry in real life
(∠∠s) is unknown
Chapter 6 Page 142
Solving problems in Unit 2 Page 150
three dimensions Compound angle formulae in • Using compound angle -rule
2 sides and Watch out for
three dimensions formulae in three ∠ =
dimensions a not- included ∠ ambiguous case!
(ss∠) ∠ can be acute or
is unknown
obtuse
REMEMBER YOUR STUDY APPROACH SHOULD BE:
2 sides and
an included ∠ s -rule = + − 2
1 Work through all examples in this chapter of your Learner’s Book.
(s∠s) is unknown
2 Work through the notes in this chapter of this study guide.
3 Do the exercises at the end of the chapter in the Learner’s Book.
3 sides -rule + −
4 Do the mixed exercises at the end of this chapter in the study guide. ∠ =
(sss) 2
is unknown
2 sides and Area Area-rule Area of ∆=
an included ∠ Area is unknown
Area, side and ∠ s Area-rule 2 ×
=
is unknown
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 48 ©Via Afrika >> Mathematics Grade 12 49
6
Chapter 6
Chapter
Solving problems in three dimensions Solving problems in three dimensions
Mixed Exercise on Problems in Three Dimensions
TIPS FOR SOLVING PROBLEMS IN THREE DIMENSIONS
• Where there are 3 triangles, start with the ∆ with the most information and 1 In the diagram alongside B, D and E are in the
work via the 2nd ∆ to the 3rd ∆ which contains the unknown to be calculated. same horizontal plane. = 120°
AB and CD are two vertical towers.
• Indicate all RIGHT angles – remember they don’t always look like ° angles
AB = 2CD = meter
• Shade the horizontal plane in the diagram (e.g. floor, ground) The angle of elevation from E to A is .
• Be on the lookout for reductions like (° − ) = and The angle of elevation from E to C is (90° − ).
(° − ) = to simplify expressions
a Determine the length BE in terms of and .
• Use compound and double angle formulae to convert to single angles
b Show that the distance between the two towers can be given as:
• When writing out the solution – always indicate in which ∆ you are working
ℎ√4 2
=
EXAMPLE c Hence determine the height of the tower CD, rounded to the nearest meter, if = 42° and
BD=400 m.
P, Q and R are in the same horizontal plane. TP is a vertical tower
5,9 m high. The angle of elevation of T from Q is 65°. = .
2 B, C and D are three points in the same horizontal plane and
AB is a vertical pole of length metres. The angle of elevation of
a Calculate the length of PQ to the nearest meter.
A from C is and ̂ = . Also, = 30° and = 8 .
b Hence show that = 5,5 .
c If it is further given that = 42°, calculate the area of ∆.
a in terms of .
Express
Solution:
(°)
a
,
= 65° b Hence show that = .
,
∴ = = 2,75
°
b = 180° − 2
= 3 In the diagram alongside, AB is a vertical flagpole 5 metres high.
=
, AC an AD are two stays. B, C and D are in the same horizontal plane.
(°)
,
= 12 , ̂ = and = .
=
, ()
= Show that =
∴ = 2 × 2,75
= 5,5
c Area of ∆ = × × ×
= × 2,75 × (5,542°) × 42°
= 3,76 square units
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 50 ©Via Afrika >> Mathematics Grade 12 51
6 Chapter 7
Chapter
Solving problems in three dimensions Polynomials
4 =.
In ∆ AD = ; DB = ; CD = and
Overview
a Complete in terms of , and : Area ∆ = ⋯
b Show that the area of ∆ = ( + ) sin .
c
If the area of ∆ = 12,6 ; = 5,9 Unit 1 Page 158
The Remainder Theorem • The Remainder theorem
Chapter 7 Page 156
and = 8,1 , calculate the value(s) of .
Polynomials
Unit 2 Page 160
The Factor Theorem • The Factor Theorem
5 = 90° , ̂ =
In the diagram,
̂ = ; AB = BC and = units.
a Express BC in terms of and .
b Determine, without stating reasons, REMEMBER YOUR STUDY APPROACH SHOULD BE:
the size of in terms of .
1 Work through all examples in this chapter of your Learner’s Book.
.
c Hence , prove that AC = 2 Work through the notes in this chapter of the study guide.
.
3 Do the exercises at the end of the chapter in the Learner’s Book.
4 Do the mixed exercises at the end of this chapter in the study guide.
6 In the diagram PQ is a vertical building.
Q, R and S are points in the same horizontal plane.
The angle of elevation of P, the top of the building,
measured from R, is .
= 30°
= 150° −
= 12
(√)
a Show that =
b Hence show that the height PQ of the building is given by
= 6 + 6√3
c Hence calculate the value of if PQ = 23 m.
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 52 ©Via Afrika >> Mathematics Grade 12 53
7
Chapter Chapter7
Polynomials Polynomials
DIFFERENT METHODS TO FACTORISE A CUBIC POLYNOMIAL (3RD DEGREE)
METHOD AND DESCRIPTION OF STEPS EXAMPLES
THE REMAINDER THEOREM
SUM AND DIFFERENCE OF CUBES A) () = + 27
() = ( + ). () + () = ( + 3)( − 3 + 9)
Cannot factorise further
B)() = 8 − 1
= (2 − 1)(4 + 2 + 1)
divisor quotient remainder Cannot factorise further
FACTORISE BY GROUPING () = + − −
The remainder theorem can be used to calculate the remainder
= ( + ) − 4( + )
• Group terms in two pairs
when a polynomial ()is divided by ( + ) = ( + )( − )
• Take out common factor from each pair = ( + 3)( + )( − )
∴ − = () • Two sets of brackets now become common factor
• Factorise bracket further if possible
Choosing the correct value to substitute is very important: () = 2 − − 10 − 6
FACTORISE BY INSPECTION
(−1) = 2(−1) − 2(−1) − 10(−1)
If you divide by () = Value to substitute into () • Find one linear factor using factor theorem −6=0
( − ) (2) =? • Find other factor (quadratic expression) by ∴ ( + 1) is a factor
1 inspection () = ( + 1)( + + )
( − ) =?
2
( + ) (−3) =?
2 Now find these coefficients
( + ) − =?
3 Start with and :
1× = 2 ∴ =2
1 × = −6 ∴ = 6
You now need to find :
Multiply the two brackets; the two
-terms need to give you − :
() = ( + 1)( + + )
THE FACTOR THEOREM
+ 2 = − ∴ = −4
If − = 0 then: ∴ () = ( + 1)(2 − 4 + 6)
= ( + 1)(2 + 2)( − 3)
• ( + ) is a FACTOR of () and SYNTHETIC OR LONG DIVISION () = 2 − − 10 − 6
(−1) = 2(−1) − 2(−1) − 10(−1)
• () is DIVISIBLE by ( + ) • Find one linear factor using factor theorem −6=0
• Find other factor (quadratic expression) by long ∴ ( + 1) is a factor
division or synthetic division () = ( + 1)( + + )
When trying out −values that give 0, try them in the
(SEE NEXT PAGE) Find , , using synthetic
following order: 1; −1; 2; −2; 3; −3 etc.
division
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©Via Afrika >> Mathematics Grade 12 54 ©Via Afrika >> Mathematics Grade 12 55
7
Chapter Chapter7
Polynomials Polynomials
SYNTHETIC DIVISION Mixed Exercise on Polynomials
1 Factorise the following expressions completely:
(−1) = 0 , so ( + 1)is a factor
a 27 − 8 b 5 + 40
(−1) = 0 () = 2 − 2 − 10 − 6
c + 3 + 2 + 6 d 4 − − 16 + 4
e 4 − 2 + 10 − 5 f + 2 + 2 + 1
− − − − g − − 22 + 40 h + 2 − 5 − 6
−
i 3 − 7 + 4 j − 19 + 30
− −
k − − − 2
This method is called SYNTHETIC division, because we don’t really divide.
2 Solve for :
We actually multiply and add.
a + 2 − 4 = 0
Note the following:
b − 3 − + 6 = 0
• The -value of −1 that gave us the factor ( + 1) is written on the LHS
c 2 − 12 − + 6 = 0
• The coefficients of the cubic polynomial are written in the top row
• The first coefficient, 2, is carried down to the last row d 2 − − 8 + 4 = 0
• Now starting from the left: e + − 2 = 0
MULTIPLY along the dotted arrow repeat
and write the ANSWER in the block one row up and one column right steps f = 16 + 12
• Now ADD DOWN in the column (the two values underneath each other) g + 3 = 20 + 60
• You MUST get 0 in the last block
• The 3 values in the bottom row are the coefficients of the quadratic factor. 3 Show that − 3 is a factor of () = − − 5 − 3 and hence solve () = 0.
So, () = ( + 1)(2 − 4 − 6) 4 Show that 2 − 1 is a factor of () = 4 − 8 − + 2 and hence solve () = 0.
You can now complete the factorising:
() = ( + 1)(2 + 2)( − 3)
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©Via Afrika >> Mathematics Grade 12 56 ©Via Afrika >> Mathematics Grade 12 57
Chapter 8 Chapter 8
Differential calculus Differential calculus
Overview
Unit 1 Page 170
THE CONCEPT OF A LIMIT
Limits • Investigating limits
Unit 2 Page 172 Notation: → ()
The gradient of a graph at a • Function notation and the
point average gradient We say: “The limit of as approaches ”
• The gradient of a graph at a
point What does it mean?
Unit 3 Page 176
The derivative of a function • First principles The limit is the -value (remember = ()) which the function
• Rules for differentiation approaches as the -value approaches (gets closer to) a certain value
• The derivative at a point
Chapter 8 Page 166
from the left or the right .
Differential Unit 4 Page 182
calculus The equation of a tangent • Calculating the equation of a
Examples: a Let () = +
to a graph tangent to a graph
Unit 5 Page 184 → () = → +
The graph of the cubic • Plotting a cubic function
function = () + =
Unit 6 Page 188
The second derivative • Change in concavity
(concavity)
Unit 7 Page 192
Application of differential • Modelling real-life problems
calculus
Before calculating the limit, it is sometimes necessary to FACTORISE and
REMEMBER YOUR STUDY APPROACH SHOULD BE: SIMPLIFY first:
1Work through all examples in this chapter of your Learner’s Book. An examples of this is:
2
2 Work through the notes in this chapter of the study guide. lim→ Substituting = 3 now will cause division by 0
()()
3 Do the exercises at the end of the chapter in the Learner’s Book. = lim→ First factorise the numerator and cancel out
= lim ( + 3)
→
= (3 + 3) Note that “lim” falls away in the step where you
=6 substitute
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©Via Afrika >> Mathematics Grade 12 58 ©Via Afrika >> Mathematics Grade 12 59
Chapter 8 Chapter 8
Differential calculus Differential calculus
(ℎ)()
The formula ′ () = limℎ→ can be used to find any of the
ℎ
AVERAGE GRADIENT BETWEEN 2 POINTS following from FIRST PRINCIPLES: Look out for the words:
FIRST PRINCIPLES
From previous grades you know you can calculate the gradient between two
2 1 • The derivative of at any point
points ( ; ) and ( ; ) using the formula: =
• The gradient of the tangent to graph at any point
2 1
• The gradient of the function at any point
In the diagram below the points A(; ()) and B( + ; ( + )) are indicated.
• The rate of change of at any point
(ℎ)()
The AVERAGE GRADIENT between A and B is given by: =
ℎ
′ () can also be determined using DIFFERENTIATION RULES
Function Derivative ′ () Examples
• () = −5
() = ′ () = 0
() = 0 • =4
where is a constant
=0
• [ ] = 6
() = ; ′ () = • () = 3 =
′ () = −3 =
4
THE GRADIENT OF A GRAPH AT A POINT • () = 2
′ () = 2 × 4
By letting approach 0, the distance between point A and B will become smaller () = ; ∈ = 8
where is a constant ′ () = × 5
5
and smaller. A and B will almost “become one point”. • 2 = × 2
5
The average gradient then becomes the =
4
GRADIENT OF THE GRAPH AT A POINT = limℎ→
(ℎ)() When functions are added/subtracted, apply • [5 − 4 + 6]
ℎ
the rule to each function separately: = 5 × 2 − 4 + 0
NOTATION: This is denoted by ′ ()
= 10 − 4
[() ± ()] = [()] ± [()]
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©Via Afrika >> Mathematics Grade 12 60 ©Via Afrika >> Mathematics Grade 12 61
8
Chapter Chapter 8
Differential calculus Differential calculus
BEFORE YOU APPLY THE DIFFERENTIATION RULES, THE CUBIC GRAPH = + + +
MAKE SURE THERE ARE:
• No brackets :
a () = ( + 1)(2 − 1) = 2 + − 1 indicates THE SHAPE
STATIONARY POINTS
′ () = 4 + 1
> 0 (+)
• No under a fraction line:
2 2
b () = = − = 3 − 2 TURNING POINTS POINTS OF
or
′ () INFLECTION
= 3 − 2(−1) = 3+
2
2 ()()
c () =
=
=−3 < 0(−) Where ′ () = 0 Where ′′ () = 0
′ () = 1 Local maximum
• No under a root sign: or
1
d () = 3√ − 4 = 3 2 − 4
1 1
′ () = 3 × 2 − 4 = 2 − 4
Local minimum
How do I determine whether it is:
A LOCAL MAXIMUM or A LOCAL MINIMUM?
NB: NOTE THE DIFFERENCE BETWEEN THE FOLLOWING:
′′ ( ) 0 ′′ ( ) 0
(4) is the -VALUE of the function at = 4
′ (4) is the GRADIENT of the function at = 4 What does and tell me?
Negative (< 0) =0 Positive (> 0)
As well as the gradient of the TANGENT at = 4 decreases turns increases
Local maximum Point of inflection Local minimum
Concave down Concave up
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©Via Afrika >> Mathematics Grade 12 62 ©Via Afrika >> Mathematics Grade 12 63
8
Chapter Chapter 8
Differential calculus Differential calculus
−INTERCEPTS/ROOTS AND SHAPE
EQUATION OF TANGENT TO GRAPH AT A SPECIFIC POINT
• For −intercepts: solve () = 0
• A cubic graph can have either one(only) or two or three −intercepts
• Substitute −value into () to find coordinates of POINT of TANGENCY
EXAMPLES: • Determine ′ () using differentiation rules
• Substitute −value into ′ () to find GRADIENT of TANGENT,
a () = + 4 − 11 − 30
• Substitute gradient into = +
(3) = (3) + 4(3) − 11(3) − 30 = 0 • Substitute point of tangency in = + to find the value of .
-5 -2 3
∴ ( − 3) is a factor
EXAMPLE
() = ( − 3)( + 7 + 10)
= ( − 3)( + 2)( + 5) Determine equation of tangent to () = 2 − 5 − 4 + 3 at = 1
The roots are −5; −2 and 3.
Substitute = 1: (1) = 2(1) − 5(1) − 4(1) + 3 = −4
b () = − 3 + 2 ∴ Point of tangency is (1; −4)
(1) = (1) − 3(1) + 2 = 0
′ () = 6 − 10 − 4
∴ ( − 1) is a factor ′ (1) = 6(1) − 10(1) − 4 = −8
∴ Gradient of tangent at = 1 is −8 ; so = −8 +
() = ( − 1)( + − 2)
() = ( − 1)( − 1)( + 2) = ( − 1) ( + 2)
Substitute (1; −4) into = −8 + : −4 = −8(1) +
∴=4
If TWO FACTORS are the SAME, then the −INTERCEPT is also a TURNING POINT. Equation of tangent is = −8 + 4
The graph BOUNCES at = 1
-2 1
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©Via Afrika >> Mathematics Grade 12 64 ©Via Afrika >> Mathematics Grade 12 65
Chapter 8 Chapter 8
Differential calculus Differential calculus
SKETCHING THE CUBIC GRAPH FINDING THE EQUATION OF A CUBIC GRAPH IN THE FORM
EXAMPLE: () = − − + = + + +
DESCRIPTION OF STEP STEP APPLIED TO THIS EXAMPLE INFORMATION GIVEN (CAN BE SHOW ON A STEPS
Determine shape (using ) GRAPH OR NOT)
= 1 (positive)
From the −intercept we already know that
= −8.
Determine −intercept = (0) − (0) − 8(0) + 12 = 12
Make = But we are going to use the three roots:
= ( + 2)( + 1)( − 4)
Determine −intercepts (2) = 0
Substitute the point (0; −8):
Solve () = ∴ ( − 2) is a factor −intercept: = − −8 = (0 + 2)(0 + 1)(0 − 4)
() = ( − 2)( + − 6)
and −intercepts: = −; − and −8 = −8
() = ( − 2)( − 2)( + 3)
=1
Roots are −3 and 2.
= 2 is also a turning point where graph bounces ∴ = 1( + 2)( + 1)( − 4)
Removing the brackets gives:
Determine turning points and their ′ () = 3 − 2 − 8 = 0 = − − 10 − 8
(3 + 4)( − 2) = 0
−values
= − or = 2
Solve () = We were given two roots (of which one is also
Substitute −values into () We already know from the previous step that (2; 0) a turning point) and the other turning point.
is one turning point (local minimum).
y
NB: The graph BOUNCES at = 1. This factor
Let us now find the other TP’s −coordinates will therefore have to be squared.
−4 −4 −4 1 x
() = − − 8 + 12 = 18,52 4
3 3 3
Local maximum at (−1,33 ; 18,52) = ( − 1) ( − 4)
Make a neat drawing y Substitute the other turning point (3; −4):
f
( 3;−4 )
−4 = (3 − 1) (3 − 4)
−4 = −4
(−1,33 ; 18,52) =1
12 ∴ = ( − 1) ( − 4)
Removing the brackets gives:
= − 6 + 9 − 4
x
−3 2
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©Via Afrika >> Mathematics Grade 12 66 ©Via Afrika >> Mathematics Grade 12 67
8
Chapter Chapter8
Differential calculus Differential calculus
SPECIAL APPLICATIONS OF DERIVATIVES USING FIRST DERIVATIVE TO DETERMINE
RATES OF CHANGE MINIMUM OR MAXIMUM
• Distance/Displacement () • For area, (), to be a min/max, solve ′ () = 0
• Speed/Velocity ′ () • For volume, (), to be a min/max, solve ′ 4() = 0
• Acceleration ′′ () • For cost, (), to be a minimum, solve ′ () = 0
• For profit, (), to be a maximum, solve () = 0
EXAMPLE
EXAMPLE
The displacement of a moving object is described by the equation
() = 10 − where , represents displacement in metres and , time in The volume of water in a water reservoir is given by: () = 60 + 8 − 3
seconds. where () is the volume in thousands of litres and is the number of days
a Determine the displacement after 2 seconds. water is pumped into the reservoir.
b What time will it take for the object to reach a maximum displacement? a Determine the rate of change of the volume after 3 days.
c Determine the velocity of the object after 3 seconds. b When will the volume of water in the reservoir be a maximum?
d Determine the acceleration of the object. Is it going faster or slower? c What will the maximum level of water in the reservoir be?
SOLUTIONS SOLUTIONS
a (2) = 10(2) − (2) = 16
a ′ () = 8 − 6
b ′ () = 10 − 2 = 0
∴ 10 − 2 = 0 ∴ ′ (3) = 8 − 6(3) = −10 thousand liters/day
∴ =5 b ′ () = 8 − 6 = 0
c ′ (3) = 10 − 2(3) = 4 . ∴ 8 − 6 = 0
d ′′ () = −2 . = = 1,3 days
The object is going slower because the acceleration is negative. c = 60 + 8 − 3 = 58,67 thousand litres
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©Via Afrika >> Mathematics Grade 12 68 ©Via Afrika >> Mathematics Grade 12 69
Chapter 8 Chapter 8
Differential calculus Differential calculus
7 The graph of () = + + + is drawn. The curve has turning points at B
Mixed Exercise on Differential Calculus and (1; 0). The points (−1; 0) and (1; 0) are -intercepts.
y
1 Determine from first principles if a Show that = −1; = −1 and = 1. B
a () = 1 −
b Determine the coordinates of B. x
(−1;0) (1;0)
b () = −3
2 Determine:
a if = √ − 2
2
b
8 The distance covered in metres by an object is given as () = − 2 + 3 + 5.
Determine:
3 Determine the equation of the tangent to the curve () = −2 + 3 + 32 + 15 at
the point = −2.
a an expression for the speed of the object at any time .
4 Sketch the graph with the following properties showing all the key points on the b the time at which the speed of the object is at a minimum.
graph:
′ () < 0 when 1 < < 5 c the time at which the acceleration of the object will be 8 . .
′ () > 0 when < 1 and > 5
9 The sketch below shows a rectangular box with base ABCD.
′ (5) = 0 and ′ (1) = 0
AB = 2 metres and BC = metres. The volume of the box is 24 cubic metres.
(0) = −6 and (3) = 0
Material to cover the top (PQRS) of the box costs R25 per square metre.
′′ (3) = 0
Material to cover the base ABCD and the four sides costs R20 per square metre.
5 (2; 9) is a turning point of the graph () = + 5 + 4 + . Determine the
values of and in the equation of .
6 The diagram below represents the graph of = ′ (), the derivative of .
4 y
x a Show that the height() of the box is given by = 12 .
a Write down the -values of the turning point of . −2 2 4 6 8
b Write down the -value of the point of inflection of . −4
b Show that the total cost (C) in rand is given by: () = 90 + 1440 .
c For which values of will () decrease? −8
−12
y=f '(x) c Determine the value of for which the cost will be a minimum.
−16
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©Via Afrika >> Mathematics Grade 12 70 ©Via Afrika >> Mathematics Grade 12 71
Chapter9 Chapter9
Analytical geometry Analytical geometry
Overview
REVISION OF CONCEPTS FROM PREVIOUS GRADES
Unit 1 Page 204 CONCEPT FORMULA / METHOD
Equation of a circle with centre • Finding the equation of a Distance between two points ( ; ) and = ( − ) + ( − )
at the origin circle ( ; )
• Symmetrical points on a + +
Coordinates of midpoint ;
circle 2 2
−
Chapter 9 Page 202 Unit 2 Page 208 Average gradient between two points =
−
Analytical Equation of a circle centred off • Finding the equation of ( ; ) and ( ; )
geometry the origin a circle with any given
Or when given the angle of inclination, , use
centre Gradient of straight line through and =
• General form
Equation of a straight line = +
Or − = ( − )
Unit 3 Page 214 =
Angle of inclination,
The equation of the tangent to • Lines on circles
the circle • Equation of a tangent
NB: Angle between line and POSITIVE If > 0(+) , then is
−axis an acute angle
(smaller than 90°)
REMEMBER YOUR STUDY APPROACH SHOULD BE:
1 Work through all examples in this chapter of your Learner’s Book.
If < 0(−) , then is
2 Work through the notes in this chapter of the study guide.
an obtuse angle
3 Do the exercises at the end of the chapter in the text book. (bigger than 90° but )
4 Do the mixed exercises at the end of this chapter in the study guide.
To prove that points , and are collinear Prove that =
(i.e. arranged in a straight line) Or =
Or =
Parallel lines Two lines = + and = +
are parallel if =
Perpendicular lines Two lines = + and = +
are perpendicular if × = −1
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©Via Afrika >> Mathematics Grade 12 72 ©Via Afrika >> Mathematics Grade 12 73
9
Chapter Chapter9
Analytical geometry Analytical geometry
OTHER DEFINITIONS/CONCEPTS YOU HAVE TO KNOW
DEFINITION EXAMPLES
A (1;4)
C(4;6)
C(3;-2) B(-2;4)
K
B(-3;4)
Altitude of a triangle = To determine the equation of altitude AK:
line from one vertex perpendicular to • Determine gradient of BC Perpendicular bisector = the line through To determine equation of perpendicular
opposite side • Determine gradient of AK the midpoint of a line and bisector of BC:
• Determine equation of AK (substitute A) perpendicular to that line • Determine gradient of BC
−2 − 4 • Determine gradient of bisector
= = −1
3 − (−3) • Determine equation of bisector
But BC⏊AK, so = 1 6−4 1
= =
Substitute point A(1;4): 4 − (−2) 3
− 4 = −1( − 1)
Equation of AK: Product of gradients must be −1:
= − + 5 = −3
K(1;6)
− 6 = −3( − 4)
= −3 + 18
M(4;2)
A
L(-4;-4)
Median = line joining vertex of triangle to To determine the equation of median KA:
midpoint of opposite side • Determine coordinates of midpoint A
• Determine gradient of KA
• Determine equation of KA
−4 + 4 −4 + 2
;
2 2
(0; −1)
6 − (−1)
= =7
1−0
− 6 = 7( − 1)
= 7 − 1
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©Via Afrika >> Mathematics Grade 12 74 ©Via Afrika >> Mathematics Grade 12 75
Chapter9 Chapter9
Analytical geometry Analytical geometry
NB: Radius is PERPENDICULAR to tangent
THE CIRCLE : ( − ) + ( − ) =
Equation of tangent to circle at
(centre-radius form)
given point
Determine the equation of the tangent to the circle
( + ) + ( − ) = through the point (; ).
SUMMARY ON CIRCLES The steps are:
• Determine centre of circle
Equation of circle with radius • Determine gradient of RADIUS
+ =
and centre at the origin • Determine gradient of TANGENT:
Remember: × = −
• Determine equation of tangent by substituting point
Equation of circle with radius of tangency
( − ) + ( − ) =
and centre (; )
The centre of circle ( + ) + ( − ) = is (−; ).
Example A: Determine the radius and centre of the circle Radius joins centre (−; ) with point of tangency
with equation ( + 1) + ( − 3) = 16 (; ).
−
= = =
− (−)
( + 1) + ( − 3) = 16 can be written as ∴ = −
To determine radius and ( − (−1)) + ( − (3)) = 16
Equation of tangent: − = −( − )
centre of circle when given = − +
equation Centre: (−1; 3) Radius = √16 = 4
Example B: Determine the radius and centre of the circle
with equation + + 4 + 6 − 10 = 0
Mixed Exercise on Analytical Geometry
We are going to use COMPLETION OF THE SQUARE 1 A (−2; 1), B(; −4), C(5; 0) and D (3; 2) are the vertices of trapezium ABCD in a
• Constant term to RHS; group - and -terms Cartesian plane with ǁ.
+ 4 + ⋯ + + 6 + ⋯ = 10
a Show that = 3.
• Complete square for and - add ×
b Calculate AB:CD in simplest form.
+ 4 + + + 6 + = 10 + +
c If N (; ) is on AB and NBCD is a parallelogram, determine the coordinates of
• Write in centre-radius form
( + 2) + ( + 3) = 23 N.
d Determine the equation of the line passing through B and D.
Centre: (−2; −3) Radius = √23 e What is the angle of inclination of line BD?
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©Via Afrika >> Mathematics Grade 12 76 ©Via Afrika >> Mathematics Grade 12 77
9
Chapter 9
Chapter
Analytical geometry Analytical geometry
f Calculate the area of parallelogram NBCD. 5 A (-3; 3), B(2; 3), C(6; - 1) and D(; ) are the vertices of quadrilateral ABCD in a
g R (−1; ), A and C are collinear. Calculate the value of . Cartesian plane.
2 + 4 + + 2 – 8 = 0 is the equation of a circle with centre M in a Cartesian a Determine the equation AD.
plane. b Prove that the coordinates of D are
a Prove that the circle passes through the point N(1; −3) ( ) if D is equidistant from B and C.
3 3
;−
2 2
b Determine the equation of PN, the tangent to the circle at N.
c Determine the equation of BD.
c Calculate , the angle of inclination of the tangent, rounded off to one decimal
d Determine the size of θ , the angle between BD
place.
d Determine the coordinates of the point where the tangent in 2 b intersects the and BC, rounded off to one decimal digit.
-axis. e Calculate the area of ∆BDC rounded off to the nearest square unit.
e Calculate the coordinates of the point(s) where the circle with centre M cuts
the -axis. 6 In the diagram, points A(2; 3), B(; 0) and C(5; - 3) are the vertices of ∆ABC in a
Cartesian plane. AC cuts the -axis at D.
3 In the diagram, P, R and S are vertices of ∆PRS . P is a point on the y-axis. The
coordinates of R is (-6; -12). The equation of PR is 3 – + 6 = 0.
a Calculate the coordinates of D.
The median SM and the altitude RN intersect at the origin O.
b Calculate the value of p if BC = AC and < 0.
c Determine the angle of inclination of
a Calculate the gradient of RO.
straight line AC, rounded off to one
b Calculate the gradient of PS.
decimal place.
c Determine the equation of PS.
d If = −1, calculate the size of  , rounded
d Calculate the inclination of PS rounded of to one
off to one decimal digit.
decimal digit.
e ( 3
)
If the coordinates of N are 2n; 3 5 + n , determine
7 In the Cartesian plane the equation of a circle with centre M is given by:
the value of . + + 6 – 7 = 0
f Calculate the coordinates of S.
Determine, by calculation, whether the straight line = + 1 is a tangent to
4 The equation of a circle is + + 4 – 2 – 4 = 0. the circle, or not.
a Determine the coordinates of M, the centre of the circle, as well as the length
of the radius.
b Calculate the value of p if N(; 1) with > 0, is a point on the circle.
c Write down the equation of the tangent to the circle at N.
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©Via Afrika >> Mathematics Grade 12 78 ©Via Afrika >> Mathematics Grade 12 79
9
Chapter 10
Chapter
Analytical geometry Euclidean geometry
8 In the diagram, centre C of the circle lies on the straight line 3 + 4 + 7 = 0.
The straight line cuts the circle at D and E(−1; −1). The circle touches the y-axis at
P(0; 2). Overview
a Determine the equation of the circle
in the form: ( – ) + ( – ) = Unit 1 Page 244
Proportionality in triangles • Ratio
b Determine the length of diameter DE.
• Theorem 1
c Determine the equation of the perpendicular
bisector of PE. Chapter10 Page 236 Unit 2 Page 250
d Show that the perpendicular bisector of PE and Euclidean Similarity in triangles • Theorem 2
straight line DE intersect at C. geometry • Theorem 3
Unit 3 Page 256
9 In the diagram, P, R(4; −4), S and T (0; 4) are the vertices of a rectangle. Theorem of Pythagoras • Prove of Theorem of
P and S lie on the – axis. The diagonals intersect at W. Pythagoras
a Show that the coordinates of S are (2 + 2√5; 0).
b Determine the gradient of TS rounded off to REMEMBER YOUR STUDY APPROACH SHOULD BE:
two decimals.
c Calculate rounded off to two decimals. 1 Work through all examples in this chapter of your Learner’s Book.
2 Work through the notes in this chapter of the study guide.
3 Do the exercises at the end of the chapter in the Learner’s Book.
4 Do the mixed exercises at the end of this chapter in the study guide.
10
a Show that the equation of the tangent to the circle + – 4 + 6 + 3 = 0
at the point (5; -2) is = −3 + 13
b If T(; ) is a point on the tangent in 10.a, such that its distance from the centre of the
circle is 20 units, determine the values of and .
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©Via Afrika >> Mathematics Grade 12 80 ©Via Afrika >> Mathematics Grade 12 81
Chapter10 10
Chapter
Euclidean geometry Euclidean geometry
REVISION of geometry PROPERTIES OF SPECIAL QUADRILATERALS
PARALLELOGRAM
From previous years • Both pairs of opposite sides are parallel
• Both pairs of opposite side are equal
• Both pairs of opposite angles are equal
• Diagonals bisect each other
CONGRUENCY
SSS RECTANGLE
All properties of parallelogram
Plus:
• Both diagonals are equal in length
• All interior angles are equal to 90°
AAS
RHOMBUS
All properties of parallelogram
Plus:
• All sides are equal
• Diagonals bisect each other perpendicularly
SAS • Diagonals bisect interior angles
(included angle)
SQUARE
All properties of a rhombus
Plus:
RHS • All interior angles are 90°
• Diagonals are equal in length
KITE
• Two pairs of adjacent sides are equal
• Diagonal between equal sides bisects other
diagonal
• One pair of opposite angles are equal
SIMILARITY (unequal sides)
AAA • Diagonal between equal sides bisects
interior angles (is axis of symmetry)
• Diagonals intersect perpendicularly
TRAPEZIUM
• One pair of opposite sides are parallel
SSS
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©Via Afrika >> Mathematics Grade 12 82 ©Via Afrika >> Mathematics Grade 12 83
10
Chapter Chapter 10
Euclidean geometry Euclidean geometry
HOW TO PROVE THAT A QUADRILATERAL
MIDPOINT THEOREM
IS A PARALLELOGRAM
The line segment joining the midpoints of two sides of a triangle, is
parallel to the 3rd side of the triangle and half the length of that side.
Prove any ONE of the following (most often by congruency):
• Prove that both pairs of opposite sides are parallel
• Prove that both pairs of opposite sides are equal
• Prove that both pairs of opposite angles are equal
• Prove that the diagonals bisect each other
If AD = DB and AE = EC, then DE ǁ BC and DE = BC
CONVERSE OF MIDPOINT THEOREM
If a line is drawn from the midpoint of one side of a triangle parallel to
HOW TO PROVE THAT A another side, that line will bisect the 3rd side and will be half the length of
the side it is parallel to.
PARALLLELOGRAM IS A RHOMBUS
Prove ONE of the following:
• Prove that the diagonals bisect each other
perpendicularly
• Prove that any two adjacent sides are equal in length If AD = DB and DE ǁ BC, then AE = EC and DE = BC.
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©Via Afrika >> Mathematics Grade 12 84 ©Via Afrika >> Mathematics Grade 12 85
Chapter 10 10
Chapter
Euclidean geometry Euclidean geometry
Corollaries of Theorem 4 Equal chords of equal circles
REVISION OF CIRCLE GEOMETRY (FROM GRADE 11) Equal chords subtend equal Equal chords subtend equal subtend equal angles at the
angles at the circumference angles at the centre of the circle. circumference.
Theorem 1 Converse of Theorem 1 of the circle.
If AC = CB in circle O, then OC ⏊ AB. If OC ⏊ chord AB, then AC = BC.
Theorem 2
The angle at the centre of a circle subtended by an arc/a chord is double the angle at the
circumference subtended by the same arc/chord. AO B = 2 × AC B Theorem 5 Converse of Theorem 5
The opposite angles of a cyclic quadrilateral are If the opposite angles of a quadrilateral
supplementary. are supplementary, then it is a cyclic
̂ + ̂ = 180° quadrilateral.
+ = 180°
Theorem 3 Converse of Theorem 3
The angle on the circumference subtended by If ̂ = 90°, then AB is the diameter of the circle. Theorem 6 Converse of Theorem 6
the diameter, is a right angle. (The angle in a The exterior angle of a cyclic quadrilateral is equal If the exterior angle of a quadrilateral is equal to the
to the opposite interior angle. opposite interior angle, then it is a cyclic
semi-circle is 90°).
quadrilateral.
Theorem 4 Converse of Theorem 4 Theorem 7 Converse of Theorem 7
The angles on the circumference of a circle, If a line segment subtends equal angles at two The tangent to a circle is perpendicular to the radius If a line is drawn perpendicularly to the radius
subtended by the same arc or chord, are equal. other points, then these four points lie on the at the point of tangency. through the point where the radius meets the
circumference of a circle. circle, then this line is a tangent to the circle.
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©Via Afrika >> Mathematics Grade 12 86 ©Via Afrika >> Mathematics Grade 12 87
10
Chapter Chapter 10
Euclidean geometry Euclidean geometry
Theorem 8 Example 1
If two tangents are drawn from the same point outside a circle, then they are equal in length.
In the diagram alongside< O is the centre of circle DABMC.
BC and DM are diameters.
AC and DM intersect at T.
OT =3DT
ABǁDM
Theorem 9 (Tan chord theorem) Converse of Theorem 9
The angle between the tangent to a circle and a If a line is drawn through the endpoint of a chord to
a Prove that T is the midpoint of AC.
chord drawn from the point of tangency, is equal to form an angle which is equal to the angle in the
the angle in the opposite circle segment. opposite segment, then this line is a tangent. b Determine the length of MC in terms of DT.
Acute angle Obtuse angle in terms of .
c Express
Solution:
a ̂ = 90° ∠ em ⊙
= 90° . ∠ upp
THREE WAYS TO PROVE THAT A QUADRILATERAL
IS A CYCLIC QUADRILATERAL
Prove that:
• one pair of opposite angles are supplementary
• the exterior angle is equal to the opposite interior angle
• two angles subtended by a line segment at two other vertices
of the quadrilateral, are equal.
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©Via Afrika >> Mathematics Grade 12 88 ©Via Afrika >> Mathematics Grade 12 89
10
Chapter 10
Chapter
Euclidean geometry Euclidean geometry
REVISING THE CONCEPT OF PROPORTIONALITY Theorem 2 (Midpoint Theorem) Converse of Theorem 2
(Special case of Theorem 1)
The line segment joining the midpoints of two If a line is drawn from the midpoint of
sides of a triangle, is parallel to the 3rd side one side of a triangle parallel to another
A 6 cm B 4 cm C of the triangle and half the length of that side. side, that line will bisect the 3rd side and
will be half the length of the side it is
parallel to.
D 9 cm E 6 cm F
If AD = DB and AE = EC, then DE ǁ BC and DE = BC. If AD = DB and DE ǁ BC, then AE = EC
and DE = BC.
AB : BC = 6 : 4 = 3 : 2
DE : EF = 9 : 6 = 3 : 2
Although, AB : BC = DE : EF it does NOT mean that AB = DE, AC = DF or BC = EF.
GRADE 12 GEOMETRY
Theorem 1 Converse of Theorem 1 Theorem 3 Converse of Theorem 3
A line drawn parallel to one side of a triangle If a line divides two sides of a triangle The corresponding sides of two equiangular If the sides of two triangles are
that intersects the other two sides, will divide proportionally, then the line is parallel proportional, triangles are proportional. then the triangles are equiangular.
the other two sides proportionally. to the third side of the triangle.
If ∆ ||| ∆ then = = If = = then ∆ |||∆
If DE ǁ BC then = If = then DE ǁ BC.
or AD : DB = AE : EC
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©Via Afrika >> Mathematics Grade 12 90 ©Via Afrika >> Mathematics Grade 12 91
10
Chapter 10
Chapter
Euclidean geometry Euclidean geometry
Example
Theorem 4
Given: : = 2: 3 and = .
The perpendicular drawn from the vertex of the right angle of a right-angled triangle, Instruction: Determine the ratio of : .
divides the triangle in two triangles which are similar to each other and similar to the
Solution:
original triangle.
In ∆ = ∴ =
But it was given that =
∴ =
= ÷ =
In ∆ = =
∴ : = 15: 8
Corollaries of Theorem 4
TIPS TO SOLVE A GEOMETRY PROBLEM
∆|||∆ ∆|||∆ ∆|||∆
• READ-READ-READ the information next to the diagram thoroughly
∴ = = ∴ = = ∴ = =
• TRANSFER all given information on the DIAGRAM
∴ = . ∴ = . ∴ = .
• Look for KEYWORDS, e.g.
TANGENT: What do the theorems say about tangents?
Theorem 5 (The Theorem of Pythagoras) CYCLIC QUADRILATERAL: What are the properties of a cyclic quad?
Using the corollaries of Theorem 4, it can be proven that: • Set yourself “SECONDARY” GOALS, e.g.
= + - To prove that two sides of triangle are equal (primary goal), first prove
that there are two equal angles (secondary goal)
- To prove that a line is a tangent, the secondary goal can be to prove that
the line is perpendicular to a radius
• For questions like: Prove that ̂ = ̂ . Start with ONE PART. Move to the
OTHER PART step-by-step stating reasons.
= ̂ ; ̂ = ̂ ; ̂ =
E.g. ; ∴
=
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©Via Afrika >> Mathematics Grade 12 92 ©Via Afrika >> Mathematics Grade 12 93
10
Chapter Chapter10
Euclidean geometry Euclidean geometry
Mixed Exercise on Euclidian Geometry 3 In the diagram alongside, circles ACBN and AMBD
Intersect at A and B.
CB is a tangent to the larger circle at B.
1 In the diagram, TBD is a tangent to circles BAPC and BNKM at B. M is the centre of the smaller circle.
AKC is a chord of the larger circle and is also a tangent to the smaller circle at K. CAD and BND are straight lines.
Chords MN and BK intersect at F. PA is produced to D. Let ̂ =
BMC, BNA and BFKP are straight lines.
Prove that: a in terms of .
Determine the size of
a MN ǁ CA b Prove that:
b ∆ is isosceles
c
=
i CB ǁ AN
d DA is a tangent to the circle passing through ii AB is a tangent to circle ADN.
points A, B and K.
4 In the diagram below, O is the centre of circle ABCD.
DC is extended to meet circle BODE at point E.
OE cuts BC at F. Let = .
2 In the diagram below, chord BA and tangent TC of circle ABC are produced to meet at
a Determine ̂ in terms of .
R. BC is produced to P with RC=RP. AP is not a tangent.
b Prove that:
i BE=EC
Prove that:
ii BE is NOT a tangent
a ACPR is a cyclic quadrilateral.
to circle ABCD.
b ∆|||∆
.
c =
d . = .
e Hence prove that = .
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©Via Afrika >> Mathematics Grade 12 94 ©Via Afrika >> Mathematics Grade 12 95
Chapter10 11
Chapter
Euclidean geometry Statistics: regression and correlation
5 In the diagram alongside, medians AM and CN Overview
of ∆ intersect at O.
BO is produced to meet AC at P.
Unit 1 Page 266
Symmetrical and skewed data • Symmetrical data
MP and CN intersect in D.
• Skewed data
ORǁMP with R on AC.
Unit 2 Page 270
a Calculate, giving reasons, the numerical value of . Scatter plots and correlation • Bivariate data
• Correlation
Chapter 11 Page 262
b Use : = 2: 3, to calculate the numerical value of
. • Examples of scatter
Statistics: regression and
plots and correlation
correlation
6 In the diagram, AD is the diameter of circle ABCD. • Drawing scatter plots
• The least squares
AD is extended to meet tangent NCP in P.
method
Straight line NB is extended to Q and intersect AC • The correlation
in M with Q on straight line ADP. coefficient
AC⏊NQ at M. • Using a calculator to
find the regression line
a Prove that NQǁCD.
REMEMBER YOUR STUDY APPROACH SHOULD BE:
b Prove that ANCQ is a cyclic quadrilateral.
c i Prove that ∆|||∆. 1 Work through all examples in this chapter of your text book.
2 Work through the notes in this chapter of the study guide.
ii Hence, complete: = ⋯
3 Do the exercises at the end of the chapter in the text book.
d Prove that = .
4 Do the mixed exercises at the end of this chapter in the study guide.
e If it is further given that PC=MC, prove that
2 .
1− =
2 .
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©Via Afrika >> Mathematics Grade 12 96 ©Via Afrika >> Mathematics Grade 12 97
11
Chapter 11
Chapter
Statistics: regression and correlation Statistics: regression and correlation
UNGROUPED DATA GROUPED DATA OGIVE
Mode = most frequent number Modal class = interval with highest frequency
∑ ×
Estimated mean = 80 Ages
Measures of central tendency
ℎ ∑ Ogive = cumulative frequency graph
Mean = where = midpoint of class 70
and = frequency of class 60
NB: Data has to be arranged in ascending order NB: When drawing the ogive:
50
, Median = Middle value Median class interval = class/interval in which • plot the (upper class boundary ; cumulative frequency) 40
(for an odd number of values) middle value lies
•
30
() the graph has to be grounded
Position of =
20
Or
• the shape of the graph has to be smooth rather
10
(for an even number of values) than consist of “connected dots” Q1 Q3 Freq
Percentiles (divide data into 100 equal parts) 5 10 15 20 25 30
E.g. the position of = ( + 1)
Measures of dispersion (indicates
, Lower quartile = Middle value of all the values ()
Position of = THE OGIVE CAN BE USED TO DETERMINE THE MEDIAN AND QUARTILES.
below the median (excluding median)
, Upper quartile = Middle value of all the values ()
Position of =
above the median (excluding median)
Range = Maximum – Minimum MEASURES OF DISPERSION AROUND THE MEAN
spread of data)
Inter quartile range (IQR) = −
3 1
Semi Inter quartile range =
Five point summary (used to draw box-and-whisker VARIANCE
diagram): Min, , Median, , Max
Variance, , is an indication of how far each value in the data set is from the mean, ̅ .
DISTRIBUTION OF DATA ∑( ̅ )2
= (for population)
SYMMETRICAL DISTRIBUTION ASYMMETRICAL DISTRIBUTIONS
NORMAL DISTRIBUTION NEGATIVELY SKEWED POSITIVELY SKEWED
= = − < 0 − > 0 STANDARD DEVIATION
Standard deviation (SD), : SD = √
The larger the standard deviation, the larger the deviation from the mean would be.
A normal distribution is shown below:
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©Via Afrika >> Mathematics Grade 12 98 ©Via Afrika >> Mathematics Grade 12 99
Chapter11 Chapter 11
Statistics: regression and correlation Statistics: regression and correlation
USING A TABLE TO CALCULATE VARIANCE USING CASIO -82ZA PLUS CALCULATOR
AND STANDARD DEVIATION TO CALCULATE STANDARD DEVIATION
UNGROUPED DATA MODE
2 : STAT To switch on the frequency column
First calculate the mean,̅ then the following columns. 1 : 1 – VAR when calculating the SD for a frequency
table, first do the following:
Enter the data points: Push = after each data point
DATA VALUES, ( − ̅ ) ( − ̅ ) AC Shift Setup; Down arrow (on big REPLAY
button); 3: STAT; 2: ON
SHIFT STAT (above the 1 button)
4 : VAR
3:
Calculate the total of this column,∑( − ̅ )
∑(̅ )2
Variance = To clear screen: MODE 1: COMP
Standard variance = √
DETERMINING OUTLIERS
GROUPED DATA
∑ ×
First calculate the estimated mean, ̅ = Inter quartile range, IQR = −
∑
An outlier is identified if it is:
Class Frequency Midpoint
× − ̅ ( − ̅ ) × ( − ̅ )
Interval
• Less than − × 1,5 or
• Larger than + × 1,5
Calculate the total of this column
∑ (̅ )2
Variance =
Standard variance = √
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©Via Afrika >> Mathematics Grade 12 100 ©Via Afrika >> Mathematics Grade 12 101
Chapter 11 11Chapter
Statistics: regression and correlation Statistics: regression and correlation
On the calculator press:
SCATTER DIAGRAMS (SCATTER PLOTS) MODE 2
2: A+Bx
FOR BIVARIATE DATA
Enter the data points (column X and Y): Push = after each data point
Press AC.
SHIFT STAT
Scatter diagrams are used to graphically determine whether there is an association between 5: REG
two variables. 1: A = (to determine the - intercept of the line)
SHIFT STAT
By investigation one can determine which of the following curves (regression functions) 5: REG
would best fit the diagram: 2: B = (to determine the gradient of the line)
SHIFT STAT
5: REG
3: = (to determine correlation coefficient)
EXAMPLE
5 10 15 20 25 30 35 40
20 223 25 35 30 40 50 55
Linear (straight line) Quadratic (parabola) Exponential function
Using the calculator, the equation for the line of best fit (or regression line) can be
determined giving:
USING A CALCULATOR TO DETERMINE THE EQUATION OF THE
= 1 + 12,25
REGRESSION LINE (LEAST SQUARES REGRESSION LINE)
100 y
95
90
85
The standard form of a straight line equation is: = + 80
75
70
where is the gradient and is the -intercept. 65
NB: The line of best fit ALWAYS
60
55 goes through the point (̅ ; ).
50
45
NB: On the calculator the regression line is determined in the form: 40
35
In this case it goes through the
point ( 23 ; 35 )
= + 30
25
20
(In this form = the gradient of the line and = the -intercept) 15
10
5 x
5 10 15 20 25 30 35 40 45
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©Via Afrika >> Mathematics Grade 12 102 ©Via Afrika >> Mathematics Grade 12 103
11
Chapter 11
Chapter
Statistics: regression and correlation Statistics: regression and correlation
CORRELATION COEFFICIENT
CORRELATION
The correlation between two variables can also be described in terms of a number, called the
correlation coefficient. The correlation coefficient, , indicates the strength and the
The strength of the relationship between the two variables represented in a scatter diagram, direction of the correlation between two variables. This number can be anything between
depends on how close the points lie to the line of best fit. The closer the points lie to this −1 and 1.
line, the stronger the relationship or correlation.
Interpretation
Correlation (tendency of the graph) can be described in terms of the general distribution of
Perfect positive relationship
data points, as follows:
, Strong positive relationship
Fairly strong positive
,
relationship
, Weak positive relationship
No relationship
Strong positive Fairly strong positive Perfect positive No correlation −, Weak negative relationship
Correlation Fairly weak negative
−,
relationship
−, Strong negative relationship
− Perfect negative relationship
Example
Strong negative Fairly strong negative Perfect negative Refer to the previous example again.
For the given data set = 0,958 which means that there is a strong positive relationship
between the two variables.
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©Via Afrika >> Mathematics Grade 12 104 ©Via Afrika >> Mathematics Grade 12 105
11
Chapter 11
Chapter
Statistics: regression and correlation Statistics: regression and correlation
2 Fifty people were asked what percentage of their December holiday expenses were
related to transport costs. The responses were as follows:
Mixed Exercise on Statistics
PERCENTAGE FREQUENCY (f)
10 < ≤ 20 6
1 A national soccer team has participated against teams of other countries in a 20 < ≤ 30 14
competition for the past 14 years. Their results were as follows: 30 < ≤ 40 16
40 < ≤ 50 11
YEAR MATCHES WINS DRAWS LOSSES GOALS GOALS 50 < ≤ 60 3
PLAYED FOR AGAINST
1999 5 3 2 0 11 3
a Draw an ogive to represent the data above.
2000 3 1 1 1 2 22
b Use your ogive to determine the median percentage of the holiday expenses spent on
2001 5 3 1 1 10 4
2002 4 2 0 2 8 6 travel expenses.
2003 7 2 3 2 5 4 c Calculate the estimated mean.
2004 7 6 1 0 14 5 d Calculate the standard deviation of the data.
2005 5 2 0 3 8 7
2006 7 5 1 1 15 4 3 An athlete’s ability to take and use oxygen is called his VO2 max. The following table
2007 6 1 2 3 9 11 shows the VO2 max and the distance eleven atheletes can run in an hour.
2008 4 2 1 1 4 2
2009 3 1 1 1 2 3 VO2 max 20 55 30 25 40 30 50 40 35 30 50
2010 3 1 0 2 5 10 Distance(km) 8 18 13 10 11 12 16 14 13 9 15
a
2011 1 0 0 1 2 3
2012 5 4 0 1 18 9 Represent the data on a scatter graph.
b Determine the equation of the line of best fit.
a Determine the quartiles for: c Draw the line of best fit on the scatter graph.
i the matches played d Use your line of best fit to predict the VO2 max of an athlete that runs 19 km.
ii the wins e Determine the correlation coefficient of the data and comment on the correlation.
iii the goals scored against the soccer team.
b Draw a box and whisker plot for the goals against the soccer team and comment on 4 Five number 4; 8; 10; and have a mean of 10 and a standard deviation of 4. Find
the distribution of the data. and .
c Calculate the mean of the number of matches played.
d Calculated the standard deviation of the number of matches played. 5 The standard deviation of five numbers is 7,5. Each number is increased by 2. What
will the standard deviation of the new set of numbers be? Explain your answer.
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©Via Afrika >> Mathematics Grade 12 106 ©Via Afrika >> Mathematics Grade 12 107
Chapter 12 Chapter12
Probability Probability
SUMMARY OF THEORY ON PROBABILITY
Overview CONCEPT/DEFINITION MATHEMATICAL NOTATION/RULE EXAMPLE
Probability = the chance that an Values of probability can range from 0
event will occur to1
• For an event, K, that is certain NOT to
happen () = 0
Unit 1 Page 282 • For an event, K that is CERTAIN to
happen () = 1
Solving probability problems • Venn diagrams
Sample Space = the set of all
• Tree diagrams possible outcomes
• Two-way The number of elements in the () If = {2; 4; 6} then () = 3
contingency tables sample space
General rule for A and B inside the () = () + () − ()
sample space S
Chapter 12 Page 280 Unit 2 Page 288 Intersection or ∩
Probability The counting principle • The fundamental
counting principle
Union or ∪
Unit 3 Page 292
The counting principle and • Using the counting
probability principle to calculate
Inclusive events have elements in ( ∩ ) ≠ 0
probability A B
common
Mutually exclusive/disjoint events ( ∩ ) = 0
REMEMBER YOUR STUDY APPROACH SHOULD BE:
DON’T INTERSECT,
∴ () = () + ()
i.e. have NO elements in common
1 Work through all examples in this chapter of your Learner’s Book.
2 Work through the notes in this chapter of the study guide. Exhaustive events = together they ∴ ( ∩ ) = 1
contain ALL elements of S
3 Do the exercises at the end of the chapter in the Learner’s Book.
4 Do the mixed exercises at the end of this chapter in the study guide.
Complement of A = all elements Complement of A = A’
which are NOT in A
Complementary events = mutually ( ) = 1 − ()
(′ ) = 1 − ()
exclusive and exhaustive
Or
(everything NOT in A, is in B)
(′ ) + () = 1
Independent events = outcome of ( ∩ ) = () × () Tossing a coin and throwing a die
1st event DOES NOT influence the
outcome of 2nd event
Dependent events = outcome of 1st ( ∩ ) ≠ () × () Choosing a ball from a bag, not
event DOES influence the outcome replacing it, then choosing a 2nd ball
of 2nd event
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©Via Afrika >> Mathematics Grade 12 108 ©Via Afrika >> Mathematics Grade 12 109
Chapter 12 Chapter 12
Probability Probability
FACTORIAL NOTATION
The product 5 × 4 × 3 × 2 × 1 can be written as
LETTER ARRANGEMENTS
5!
∴ ! = × ( − 1) × ( − 2) × … × 3 × 2 × 1
When making new words from the letters in a given word , one has to distinguish between:
The Fundamental Counting Principle
RULE EXAMPLE
RULE 1 a) You have 3 pants and 4 shirts.
Where there are ways to do one thing and That means you have 3 × 4 = 12
Treating repeated letters as Treating repeated letters as IDENTICAL.
ways to do another, then there are × ways to different outfits. DIFFERENT letters.
do both The following rule applies:
The normal counting
RULE 2 b) 5 children have to be seated on 5 principle (Rule 2) For letters of which are identical, are
Where different things have to be placed in chairs in the front row of a class. The identical, … and are identical, the number of
applies here.
positions, the number of arrangements is ! number of ways they can be seated is arrangements is given by:
5!=120
!
RULE 3 c) 8 students participated in a 100 m ! × ! × … × !
Where different things have to be placed in race. The first three positions can be
!
positions, the number of arrangements is ()! occupied in
! !
()!
= = 8 × 7 × 6 = 336 ways.
!
RULE 4 d) 3 girls and 4 boys have to be seated Examples:
When seating boys and girls in a row, the on 7 chairs, with girls together and boys
number of arrangements are: together.
1 How many different arrangements can be made with the letters of the word
• Boys and girls in any order: ( + )! ways Number of ways = 2 × 3! × 4! = 288
• Boys together and girls together: × ! × ! e)5 Maths books and 2 Science books MATHEMATICS, if repeated letters are treated as different letters.
ways have to be place on a shelf, but the The letters are regarded as 11 different letters.
• Only girls together: ( + )! × ! arrangements Maths books have to be placed together. Number of arrangements 11!
• Only boys together: ( + )! × ! Number of ways = (2 + 1)! × 5! = 360
arrangements
2 How many different arrangements can be made with the letters of the word
MATHEMATICS, if repeated letters are treated as identical.
The letters are regarded as 11 different letters.
!
Number of arrangements = = 6 652 800 (The M, A and T repeat)
!×!×!
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©Via Afrika >> Mathematics Grade 12 110 ©Via Afrika >> Mathematics Grade 12 111
Chapter 12
Probability Answers to Mixed Exercises
Chapter 1: Number patterns, sequences and series
Mixed Exercise on Probability
1 a = + ( − 1)
=5; =4
1 How many different 074- cell phone numbers are possible if the digits may not = 5 + ( − 1)4 = 4 + 1
repeat? b 217 = 4 + 1
4 = 216
2 How many different 082- cell phone numbers are possible if the digits may only be
∴ = 54
integers?
3 What is the probability that you will draw a queen of diamonds from a pack cards? 2 a 9 =
4 How many different arrangements can be made with the letters of the word 729 =
8
TSITSIKAMMA, if: =
4
a repeating letters are regarded as different letters = 81
= ±3
b repeating letters are regarded as identical.
b = ×
5 Four different English books, three different German books and two different
= ±2187
Afrikaans books are randomly arranged on a shelf.
Calculate the number of arrangements if: 3 a − = −
a the English books have to be kept together 5 − (2 − 4) = (7 − 4) − 5
5 − 2 − 7 + 5 = −4 − 4
b all books of the same language have to be kept together
= −8
c the order of the books does not matter. b −20 ; −40 ; −60
6 In how many different ways can a chairman and a vice-chairman be chosen from a
committee of 12 people? 4 a = + +
7 The letters of the word MATHEMATICS have to be rearranged. Calculate the probability =
that the “word” formed will not start and end with the same letter. = 5 − 3 =
8 In how many different ways can the letters of the word MATHEMATICS rearranged so =2− − =0
that
= + Note: alternative methods can be used
a the H and the E stay together.
b 260 = +
b the E keep its position.
3 + − 520 = 0
(3 + 40)( − 13) = 0
= 13
13 260.
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©Via Afrika >> Mathematics Grade 12 112 ©Via Afrika >> Mathematics Grade 12 113
Answers to Mixed Exercises Answers to Mixed Exercises
5 = + ( − 1) 10 a For it to be a converging sequence −1 < < 1.
= 17 ; = −3 2 2
= =
1
−2785 = 17 + ( − 1)(−3)
()()
−2802 = ( − 1)(−3) =
934 = ( − 1) =−3
= 935 ∴ −1 < − 3 < 1
The sequence has 935 terms. 2<<4
b ∞ =
6 a = ()
13 =
b = + + ()
()
=4÷2=2 13 = ()
= 8 − 3(2) = 2 13(− + 4) = ( + 3)
=4−2−2 =0 −13 + 52 = + 3
∴ = 2 + 2 −13 − = 3 − 52
−14 = −49
7 a = 3 ; = −2 ; = −7
=
= [2 + ( − 1)]
= 3 ; = −5 11 For series in numerator:
= [2(3) + (30 − 1)(−5)] 99 = 1 + ( − 1)2
= −2085 = 50 terms
b = ; = 1 ; = 2 = [2(1) + (50 − 1)2] = 2 500
1 9
2
For series in denominator:
=
299 = 201 + ( − 1)2
= 255,5 = 50 terms
= [2(201) + (50 − 1)2] = 12 500
8 =6
= 1 + ( − 1)4 = 4 − 3 Value = =
1 + 5 + 9 + ⋯ + 21 = ∑= 4 − 3
12 = −
9 a = 0 ; = 12 = 3(9) − 2(9) = 225
0 = + 4 …(1) = 3(8) − 2(8) = 176
12 = + 12 …(2) ∴ = 225 − 176 = 49
(2)-(1): 12 = 8
13 a Let =constant ratio
=
7 = 189
= −4 = −6
= 27
b = 2(−6) + (21 − 1) =3
= 189 = 7 × 3 = 21
= 21 × 3 = 63
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©Via Afrika >> Mathematics Grade 12 114 ©Via Afrika >> Mathematics Grade 12 115
Answers to Mixed Exercises Answers to Mixed Exercises
( ) e = − − 2
b 206 668 =
( )
206 668 = 3 a Let = 0:
413 336 = 7(3 − 1) 0 = − 2 − 3
59 048 = 3 − 1 0 = ( − 3)( + 1)
3 = 59 049 ∴ = 3 = −1
3 = 3 (−1; 0) and (3; 0)
∴ = 10 Let = 0:
= (0) − 2(0) − 3
Chapter 2: Functions = −3
∴ (0; −3)
1 2 − 3 = 17 … (1) = 1
3 − = 15 … (2) = 3
(2) × 3: 9 − 3 = 45 … (3) = 3
(1) − (3) : − 7 = −28 b = = =1
()
=4 Substitute = 1:
Substitute into (1): = (1) − 2(1) − 3 = −4
2(4) − 3 = 17 (1; −4)
= −3 c = −3
Intercept is (4; −3)
=
=1
2 a = + 3
d For the graph to have only one real root it has to move 4 units up.
Substitute (−3; 0)
= − 2 − 3 + 4 = − 2 + 1
0 = (−3) + 3
∴=1
=1
∴ =+3
b = + 1 4 a Let = 0:
Substitute (2; −1): 0 = −2( + 1) + 8
0 = −2 − 4 + 6
−1 = (2) + 1
0 = (−2 + 2)( + 3)
= −1
= 1 = −3
: = − + 1
(−3; 0) and (1; 0)
c + 3 = − + 1
= 4 units
2 = −2
= −1 b (−1; 8)
Substitute = −1: c = 0, = 6
= −1 + 3 = 2 (0 ; 6) (−2; 6)
∴ (−1; 2) ∴ = 2 units
d Yes, because the products of their gradients is −1.
(−1 × 1 = −1)
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©Via Afrika >> Mathematics Grade 12 116 ©Via Afrika >> Mathematics Grade 12 117
Answers to Mixed Exercises Answers to Mixed Exercises
5 a y
Substitute = into the equation = − 1
x
−1 = −1
−1 =−
∴ ;
−2
= 3,25
g () − () = − − 2 + 8 − − 1
b ∈
c ≤ −1 = − − + 9
Minimum at turning point:
5
6 a Substitute the point A into the equation =
= 2
=−
2=
= −4 h = − − − + 9 =
b (2; −2) i () − () > 0 ∴ () > ()
c = +2 − <<2
7 a = −(0) − 2(0) + 8 = 8 8 a = −4
(0; 8) b = +
b 0 = − − 2 + 8 = −4
0 = (− + 2)( + 4) = − 4
= 2 = −4 Substitute the point (2; 5) into the equation:
(−4; 0) and (2; 0) 5 = − 4
c (−1; 0) = 9
= 3 =3
d = −1 = 3 − 4
= −(−1) − 2(−1) + 8 c = −1 ; = −2
= −1 + 2 + 8 = 9 d = −1
(−1; 9) Substitute the point (0; −3):
= 9 −3 =
−1
e (0; 8)
−3 = − 1
(−2; 8)
= 2 = −2
f − − 2 + 8 = − 1 = −4
−2 − 4 + 16 = − 2 =
−1
−2 − 5 + 18 = 0 e Substitute (−2; −1) into = + and = − +
(2 + 9)(− + 2) = 0 −1 = −2 + −1 = 2 +
= = 2 = 1 = −3
=+1 = − − 3
= at H
f > −2; ≠ 0
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©Via Afrika >> Mathematics Grade 12 118 ©Via Afrika >> Mathematics Grade 12 119
Answers to Mixed Exercises Answers to Mixed Exercises
9 a = 2 g
= 3
= 2 3 = 3
= = −2
= ±
2 a Substitute 2; : =
b ≤ 0 ≥ 0
=
b : = log 3
2
10 a = c f
y
y=x
c () =
Substitute point :
3 = d () = − log 3
2
=
x 3 a i) () = − log b
=
ii) () = log (−)
iii) () = − log (−)
iv) : = 2
b : = log 1 d >0
3 v) : = 2
vi) () = log ( + 2)
11 −intercept: (3; 0) c For :
−intercep: (0; −2) Domain ∈ ;
Range > 0
Chapter 3: Logarithms
4 a −coordinate = 0
1 a = 3 = 9 0 = log
= = 1
b = =
(1; 0)
c log = −2 b Because graph is increasing as increases.
= (4) = ()2 = c Substitute :
= log 8
d = (5) = ()2 = 3
8= 2
e = 10 2
2
3 3
= 10 (8)3 = 2
2 2
= 100 = (8)3 = (2 )3 = 2 = 4
f 81 = 3 d () = 4
3 = 3 e Substitute = −2: −2 = log
=4
= 4 =
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©Via Afrika >> Mathematics Grade 12 120 ©Via Afrika >> Mathematics Grade 12 121
Answers to Mixed Exercises Answers to Mixed Exercises
b 1 + = 1 +
Chapter 4: Finance, growth and decay
1 + 0,0925 = 1 +
1 a = (1 + . ) 4
1,0925 = 1 +
= 15 0001 + (0,106)(5)
1.022 − 1 =
= 22 950
b = (1 + ) = 0.0894 …
Nom. rate= 8,95% p.a. compounded quarterly
= 15 0001 + (0,024)
= 24 104,07
5 = (1 + )
It is better to invest it at 9.6% p.a , interest compounded quarterly.
179 200 = 350 000(1 − )
0,512 = (1 − )
2 a Nominal interest rate 3
b = (1 + ) 1 − = 0,512
,
= 0.2
95 000 = 1 + Dep. rate= 20%
= 0,085 60
12
. . .
6 = 20 000 1 + + 10 000 1 + 1 +
= 62 202,48
c 95 000 − 62 202,48 = 32 797,52 = 23 672.43 + 10 243.75(1.13185 … )
= 38 388,36
3 a = (1 + ) OR
= 8 000(1 + 0.06) . . .
= 20 000 1 + + 10 000 1 + 1 +
= 8 988,80
[() ] = 23 109.142 + 10 000(1.024375)(1.13 … )
b = [1 + ]
= 38 388,36
0,07 4
,
2
= 1 +
.
7 a = 900 000(1 − 0.15)
= 8 724,93
= 399 334,78
She will NOT have enough money to buy the TV in two years.
= 900 000(1 + 0.18)
= 2 058 981,98
4 a 1 + = 1 + 2 058 981,98 − 399 334,78 = 1 659 647,20
. (.)61
1 + = 1 + b 1 659 647,20 =
,
,×,
= 0.08138 … = [(,)61 ]
. = 8.14% = 14 144,81
8 = (1 + . ) 2 yrs = 24 months
(24 × 85) = 1 500(1 + . 2)
= 0.18
rate= 18%
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©Via Afrika >> Mathematics Grade 12 122 ©Via Afrika >> Mathematics Grade 12 123
Answers to Mixed Exercises Answers to Mixed Exercises
[() ] Chapter 5: Compound angles
9 a =
(,)240
= 1 a 2 cos 2 x = −1
,
= 590 326,21 ∴ 2 = −
(,)96
b = 2 = ±120° + . 360°; ∈
,
∴ = ±60° + . 180°; ∈
= 399 930,07
b = 3
0,01 73
=3
12 = 3
10 = 0,01
12 ∴ = 71,47° + . 180°; ∈
= 99 915,81 c = 3
∴ cos(90° − ) = 3
= (1 + ) 90° − = ±3 + . 360°
, 4 = 90° + . 360° or 2 = −90° + . 360°
= 99 915,81 1 + = 22,5° + . 90° = −45° + . 180°; ∈
= 104 147,21 d 6 − 10 − 3(1 − ) = 0
∴ 3 − 10 + 3 = 0
[() ] ∴ (3 − 1)( − 3) = 0
11 =
∴ = or = 3 (no solution)
0,09
12 ∴ = ±70,53° + . 360°;
48 000 = 0,09
12 For ∈ [−360°; 360°] ∈ {−289,47°; −70,53°; 289,47°}
2,2 = (1,0075) e 2( + ) − − 3 = 0
= log, 2,2 2 − − = 0
= 106 (2 + )( − ) = 0
8 years and 10 months = − or = 1
= −26,57° + . 180° or = 45° + . 180°; ∈
12 = (1 + . ) f 3( + ) − 8 + 16 − 6 = 0
= 13 5001 + (0.12)(4) ∴ 3 − 6 − 8 + 16 = 0
3(1 − 2) − 8(1 − 2) = 0
= 19 980
(1 − 2)(3 − 8) = 0
Repayment = 19 980 ÷ 48 = 416,25
= or =
Including insurance= 416,25 + 30 = 446,25
∴ = ±60° + . 360° or = 22,02° + . 360° or = 157,98° + . 360°; ∈
13 = 400 000(1 + 0,02)
= 432 972,86 (amount owing after 1 year)
[() ]
=
(,)16
432 972,86 =
,
= 31 888,51
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©Via Afrika >> Mathematics Grade 12 124 ©Via Afrika >> Mathematics Grade 12 125
Answers to Mixed Exercises Answers to Mixed Exercises
sin x
2 a LHS= cos x + × sin x
cos x
f = sin(45° + ). sin(45° − )
cos x + sin x
2 2
= = (sin 45°. cos + sin . 45°) × (sin 45°. cos − sin . cos 45°)
cos x
1 √ √ √ √
= =
cos +
sin cos
−
sin
cos x
√ √
=RHS = cos − sin
Not valid for x = 90 0 + k .180 0 ; k ∈ Z
= −
sin 2 θ − cos θ (1 − cos θ ) sin 2 θ + cos 2 θ − cos θ 1 − cos θ 1
= ( − )
b LHS = = = =
(1 − cos θ )sin θ (1 − cos θ )sin θ (1 − cos θ )sin θ sin θ
= cos 2
=RHS
=
Not valid for θ = k .180 0 ; k ∈ Z
g =
1 − cos 2 x sin 2 x sin x
c LHS = = = . sin x = tan x. sin x = RHS .
cos x cos x cos x =
(2 )
Not valid for x = 90 0 + k .180 0 ; k ∈ Z ( )
=
2
d LHS =
(
sin x sin 2 x + cos 2 x
=
)
sin x
= tan x =RHS = (
( )
)( )
cos x cos x
=
Not valid for x = 90 0 + k .180 0 ; k ∈ Z
=
sin x
1+
LHS = cos x = cos x + sin x × cos x
×
cos x + sin x
h =
sin x cos x cos x − sin x cos x + sin x
1−
e cos x 2
=
cos 2 x + 2 sin x cos x + sin 2 x 1 + 2 sin x cos x .
= = = RHS
cos 2 x − sin 2 x cos 2 x − sin 2 x =
2
.
Not valid for x = ±45 0 + k .180 0 ; k ∈ Z ( )( )
=
( )
=
=
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©Via Afrika >> Mathematics Grade 12 126 ©Via Afrika >> Mathematics Grade 12 127
Answers to Mixed Exercises Answers to Mixed Exercises
3 a
( )
sin 180 0 − x tan (− x )
=
sin x(− tan x )
= −1
( ) (
tan 180 0 + x cos x − 90 0 )
tan x(sin x ) cos( − ) = cos . cos + sin . sin
b
( ) (
sin 180 0 + x tan x − 360 0
=
)
sin x. tan x
= 2 sin x =
√
× + ×
( )(
tan 360 0 − x − cos 60 0 tan 45 0)( )
− tan x(− 0,5)(1)
√
= +
( )
√
4 a cos 73 0 = cos 90 0 − 17 0 = sin 17 0 = k =
b cos(−163°) = 163° = −17° = −√1 − b cos 2 − cos 2
= 1 − 2 − (1 − 2 )
c 197° = 17° =
√ 2
= 2 − 2
d 326° = 34° = 2(17°) = 1 − 2 17° = 1 − 2
= 2 − 2
5 a = −
= − =
7 a cos 2(22,5°) = cos 45° =
√
b × 2 sin 22,5°. cos 22,5° = × sin 2(22,5°)
3 3 − 3 − 3
5 sin x + 3 tan x = 5 + 3 or = 5 + 3
5 − 4 5 −4
= sin 45° =
√
9 3 9 3
= 3− = or = −5 + =− c sin 2(15°) = sin 30° =
4 4 4 4
2 tan x
b tan 2 x =
1 − tan 2 x Chapter 6: Solving problems in three dimensions
3
2 1 a ∆ ∶ tan =
ℎ
∴ =
ℎ
−4 3 16 24
∴ tan 2 x =
3 16 24 ta
2
=− × =− or tan 2 x = × =
3 2 6 7 2 7 7 ℎ
1− b ∆: tan(90° − ) = ∴ = tan
−4
∆:
6 a = + − 2()(). cos
= (. cot ) + (. tan ) − 2(. cot )(. tan ) cos 120°
= 4 . + − 4 (cot . tan ) −
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©Via Afrika >> Mathematics Grade 12 128 ©Via Afrika >> Mathematics Grade 12 129
Answers to Mixed Exercises Answers to Mixed Exercises
= (4 + + 2)
= + + 2 4 a ∆ = . sin(180° − )
2
ℎ2 4 2
= b ∆ = . sin
2
ℎ√4 2 ∆ = ∆ + ∆
=
ta
ta
= sin(180° − ) + sin
c = √4
2
= . sin + . sin
.ta °
= √4
°2 °
= ( + ) sin
= 182,90
c 12,6 = (8,1)(5,9) sin
2 a = 180° − − 30° = 150° −
sin = 0,527306968 …
b tan =
∴ = . tan = 31,82° = 180° − 31,82° = 148,18°
=
(°)
5 a sin =
.(°)
=
∴ =
.°(°)
=
b = 180° − 2
.(°)
= c
=
1
.(°) .(°)
= tan =
sin
=
(°)
(°) .
= =
. .
3 = 13()
̂ = 180° − ( + )
6 a = 180° − 30° − (150° − ) =
∴ =
[°()]
=
(°)
∴ =
()
=
() (°)
∴ =
(°)
=
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©Via Afrika >> Mathematics Grade 12 130 ©Via Afrika >> Mathematics Grade 12 131
Answers to Mixed Exercises Answers to Mixed Exercises
=
( °. °. ) d 4 − − 16 + 4
1 √3 = (4 − 1) − 4(4 − 1)
.
2 2
=
= (4 − 1)( − 4)
√
= = (4 − 1)( − 2)( + 2)
b = 180° − 90° − = 90° − e 4 − 2 + 10 − 5
= 2 (2 − 1) + 5(2 − 1)
=
= (2 − 1)(2 + 5)
6cos +√3 sin
sin
= f + 2 + 2 + 1
(°)
sin(90° − ) =
. √ = ( + 1) + (2 + 2)
= ( + 1)( − + 1) + 2( + 1)
√
= +
= ( + 1)( + + 1)
= 6 + 6√3 tan
g − − 22 + 40
c 23 = 6 + 6√3 tan
= ( − 2)( + − 20)
17 = 6√3 tan = ( − 2)( + 5)( − 4)
= 1,64 h + 2 − 5 − 6
= 58,56° = ( − 2)( + 4 + 3)
= ( − 2)( + 3)( + 1)
Chapter 7: Polynomials i 3 − 7 + 4
1 a 27 − 8 = (3 − 2)(9 + 6 + 4) = ( − 1)(3 − 4 − 4)
b 5 + 40 = 5( + 8) = 5( + 2)( − 2 + 4) = ( − 1)(3 + 2)( − 2)
c + 3 + 2 + 6 j − 19 + 30
= ( + 3) + 2( + 3) = ( − 2)( + 2 − 15)
= ( + 3)( + 2) = ( − 2)( + 5)( − 3)
k − − − 2
= ( − 2)( + + 1)
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©Via Afrika >> Mathematics Grade 12 132 ©Via Afrika >> Mathematics Grade 12 133
Answers to Mixed Exercises Answers to Mixed Exercises
3 (3) = 3 − 3 − 5(3) − 3
2 a ( + 2 − 4) = 0 = 27 − 9 − 15 − 3 = 0
= 0 = −1 ± √5 ( − 3) is a factor
b ( − 2)( − − 3) = 0 ( − 3)( + 2 + 1) = 0
±√ ( − 3)( + 1) = 0
= 2 =
= 3 = −1
c (2 − 12 ) − ( − 6) = 0
2 ( − 6) − ( − 6) = 0
( − 6)(2 − 1) = 0 4 = 4 − 8 − + 2
1 1
= 6 = ± = −2− +2=0
2 2
d (2 − ) − (8 − 4) = 0 (2 − 1)(2 − 3 − 2) = 0
(2 − 1) − 4(2 − 1) = 0 (2 − 1)(2 + 1)( − 2) = 0
( − 4)(2 − 1) = 0 =
= −
= 2
= 2 = −2 =
e
( − 1)( + 2 + 2) = 0 Chapter 8: Differential calculus
(ℎ)()
=1 1 a ′ () = limℎ→
ℎ
f ( + 2)( − 2 − 8) = 0 (ℎ)2 2
= limℎ→
ℎ
( + 2)( − 4)( + 2) = 0
2 ℎℎ2 2
= limℎ→
= −2 = 4 ℎ
ℎℎ2
g ( − 20) + (3 − 60) = 0 = limℎ→
ℎ
( − 20) + 3( − 20) = 0 = limℎ→
ℎ(ℎ)
ℎ
( − 20)( + 3) = 0
= lim (−2 − )
ℎ→
= ±2√5 = −3
= −2
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©Via Afrika >> Mathematics Grade 12 134 ©Via Afrika >> Mathematics Grade 12 135
Answers to Mixed Exercises Answers to Mixed Exercises
(ℎ)()
b ′ () = limℎ→
ℎ
(ℎ)2 2
4
= limℎ→ Point of
ℎ
inflection
2 ℎℎ2 2
= limℎ→
ℎ
ℎℎ2
= limℎ→
ℎ
ℎ(ℎ)
= limℎ→
ℎ
= lim (−6 − )
ℎ→
= −6 5 (2; 9) is a point on the graph and a turning point
∴ (2) = 9 and ′ (2) = 0
′ () = 3 + 10 + 4
1
0 = 3(2) + 10(2) + 4
2 a = √ − = 2 −
2 ∴ = −2
1
= 2 − × −2
9 = (−2)(2) + 5(2) + 4(2) +
1 ∴ = −3
= 2 +
6 a Turning point where ′ () = 0 ∴ = −2 and = 5
= + b Point of inflections is where ′′ () = 0 , therefor where graph of turns
√ 3
c will decrease where its gradient ′ is negative ( ′ < 0)
2
b −2 < < 5
()()
= 7 a The graph bounces at = 1 and has an -intercept at = −1
∴ () = ( + 1)( − 1)
= [2 + 5] = 2
() = ( + 1)( − 2 + 1) = − − + 1
∴ = −1; = −1; = 1
b B is a turning point where ′ () = 0
3 () = −2 + 3 + 32 + 15 3 − 2 − 1 = 0
(3 + 1)( − 1) = 0)
(−2) = −2(−2) + 3(−2) + 32(−2) + 15 = −21
At B = −
′ ()
= −6 + 6 + 32
− = − − − − − + 1 =
′ (−2)
= −6(−2) + 6(−2) + 32 = −4
Sub (−2; −21) into = −4 + − ;
−21 = −4(−2) + = −29 = −4 − 29
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©Via Afrika >> Mathematics Grade 12 136 ©Via Afrika >> Mathematics Grade 12 137
Answers to Mixed Exercises Answers to Mixed Exercises
8 a If () is distance, then ′ () is speed. d B and D have the same -coordinate, so it is a vertical line with equation = 3.
′ () = 3 − 4 + 3 e Angle of inclination of a vertical line is 90°.
b Speed is a minimum where ′′ () = 6 − 4 = 0 f Area of parallelogram = base x perpendicular height
= = ×
c 6 − 4 = 8 = 2√2 × 6 = 12√2
= 2 g =
=
9 a Volume = 2 = 24
=
= = 12
2 ∴=
b () = 2 × 25 + 2 × 20 + 2 × × 20 + 2 × 2 × 20
= 90 + 120
2 a Substitute = 1 and = −3 in LHS. If LHS=0, then the point (1; −3) lies on the
= 90 + 120(12 )
circle.
= 90 + 1440
= + 4 + + 2 – 8
c ′ () = 180 − 1440 = 0
= (1) + 4(1) + (−3) + 2(−3)– 8 = 0
180 − =0
2 ∴ lies on the circle
180 − 1440 = 0 b First determine the centre of the circle:
= 8 + 4 + 4 + + 2 + 1 = 8 + 4 + 1
=2 ( + 2) + ( + 1) = 13
Centre of circle is (−2; −1)
Chapter 9: AnalyticalgGeometry
= =−
1 a = MN⏊PN (radius⏊tangent)
() ∴ =
=
Substitute (1; −3): = +
= = −1
−3 = (1) + ∴=−
2+=5
=3 = −
b = (3 − (−2)) + (−4 − 1) = 5√2 c =
= 56,3°
= (5 − 3) + (0 − 2) = 2√2 d −intercept where = 0:
: = 5√2: 2√2 = 5: 2 0= −
∴=3
c =
e −intercepts are where = 0:
= −1 ∴ = − − 1 … (1)
(0) + 4(0) + + 2 – 8 = 0
= ∴ + 2 – 8 = 0
=2 ∴ = 2 − 4 … (2) ( + 4)( − 2) = 0
(1)-(2): 0 = 3 − 3 The points are (0; −4) and (0; 2).
= 1 = −2
(1; −2)
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 138 ©Via Afrika >> Mathematics Grade 12 139
Answers to Mixed Exercises Answers to Mixed Exercises
5 a = = −1
3 a = =2 AD goes through origin: So, equation is = −
b PS⏊RN (RN is altitude of ∆) b =
× = −1 ( − 2) + ( − 3) = ( − 6) + ( + 1)
∴ = − Substitute = −
c (0; 6) ( −intercept of PR) ( − 2) + (− − 3) = ( − 6) + (− + 1)
− 4 + 4 + + 6 + 9 = − 12 + 36 + − 2 + 1
∴ =− +6
16 = 24
d = 26,57° =
∴=−
Inclination of PS = 180° − 26,57° = 153,43° 3
( )
2
c = 3 =9
e Substitute (2; 3 + ) into equation of PS
2
3 + = − (2) + 6
Substitute (2; 3) into = 9 +
3 = 9(2) + ∴ = −15
3 + = − + 6 = 9 − 15
2 = 2 = d Inclination of BD= (9) = 83,7°
()
= = = −1
f Find equation of SM. SM is the median, so M is the midpoint of PR. Inclination of BC= 135°
∴ = 135° − 83,7° = 51,3°
; = (−3; −3)
√
= 1 so equation of SM: = e = 2 − + 3 + =
Solve equations of SM and PS simultaneously to calculate coordinates of S
= (3 + 1) + (2 − 6) = 4√2
=− +6 ∴ = 4; = 4
∆ = × ×
(4; 4) √
= × × 4√2 × 51,3°
4 a + 4 + – 2 = 4 = 10
+ 4 + 4 + – 2 + 1 = 4 + 4 + 1
( + 2) + ( − 1) = 9 6 a First determine equation of AC
()
Centre (−2; 1) radius= 3 = = −2
b Substitute (; 1) into equation of circle. Substitute (2; 3): 3 = −2(2) + ∴ = −2 + 7
+ 1 + 4() – 2(1) – 4 = 0 − ( = 0): =
; 0
+ 4 − 5 = 0
b =
( + 5)( − 1) = 0
( − 5) + (0 + 3) = (5 − 2) + (−3 − 3)
∴ = 1 as > 0
− 10 + 25 = 9 + 36
c Radius through N is horizontal.
− 10 − 20 = 0
Therefore the tangent will be vertical. ±√
Equation of tangent: = 1 = = 5 ± 3√5
= 5 − 3√5
c = −2
= 180° − (2) = 116,6°
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©Via Afrika >> Mathematics Grade 12 140 ©Via Afrika >> Mathematics Grade 12 141
Answers to Mixed Exercises Answers to Mixed Exercises
d (−1; 0) 9 a Let the coordinates of S be (; 0)
= =1 ST⏊SR
Inclination of = 45° × = × = −1
̂ = − ( − 4) = 16
= 116,6° − 45° − 4 − 16 = 0
= 71,6° ±()2 ()
= = 2 ± 2√5
But S is on positive −axis, so 2 + 2√5; 0
7 The line will be a tangent if it intersects the circle in only one point.
Substitute = + 1 into equation of circle and solve for . b = = −0,62
√
There should be only one solution. c Inclination of TS= 180° − (0,62) = 148,20°
+ ( + 1) + 6( + 1) − 7 = 0 =
= −2
+ + 2 + 1 + 6 + 6 − 7 = 0
Inclination of TR= 180° − (2) = 116,57°
2 + 8 = 0
= 148,20° − 116,57° = 31,63°
= 0 or = −4
The line is NOT a tangent.
10 a + – 4 + 6 + 3 = 0
8 a = 2 at C. Substitute into 3 + 4 + 7 = 0 − 4 + + 6 = −3
3 + 4(2) + 7 = 0 − 4 + 4 + + 6 + 9 = −3 + 4 + 9
3 = −15 ( − 2) + ( + 3) = 10
= −15 Centre is (2; −3)
∴ (−5; 2) and the radius is 5. = =
( + 5) + ( − 2) = 25 = −3
b length of = 10 Substitute (5; −2) into = −3 +
c = =3 −2 = −3(5) +
= 13
= −
∴ = −3 + 13
Midpoint of PE= ; = − ; b ( − 2) + ( + 3) = √20
Substitute midpoint into = − + ( − 2) + ( + 3) = 20
Substitute = −3 + 13 into equation above:
= − − +
( − 2) + (−3 + 13 + 3) = 20
= ( − 2) + (−3 + 16) = 20
=− +
− 4 + 4 + 9 − 96 + 256 = 20
10 − 100 + 240 = 0
d 3 + 4 − + + 7 = 0 − 10 + 24 = 0
3 − + + 7 = 0 ( − 6)( − 4) = 0
= 6 or = 4
=−
= −3(6) + 13 = −5 or = −3(4) + 13 = 1
= −5
(6; −5) or (4; 1)
= − (−5) + = 2 The lines intersect at (−5; 2)
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©Via Afrika >> Mathematics Grade 12 142 ©Via Afrika >> Mathematics Grade 12 143
Answers to Mixed Exercises Answers to Mixed Exercises
Chapter 10: Euclidian geometry c = from 2 b
.
= but =
1 a = tan chord
.
= ̂ ∴ =
∴ = ̂ d In ∆ and ∆:
∴ || corr ∠s ̂ = tan chord
b = alt ∠s is common
= tan chord ̂ = ̂ 3rd angle
∴ ∆ is isosceles ∴ ∆|||∆ ∠∠∠
=
c alt ∠s = ∆ |||
= ∠s in same segment . = .
̂ = ∠s in same segment e
=
from 2 b
= ̂
∴
= RC=RP
∴ || alt ∠s=
.
∴ = line || to one side of ∆ = …(i)
.
But = line || to one side of ∆ From 2 d =
. .
∴ = ∴ =
d ̂ = ∠s in same segment ∴ = .
= equal chords subt equal ∠s
∴ ̂ = 3 a = ̂ = ∠s opp equal sides
= 180° − 2 sum ∠s of ∆
∴ is a tangent to the circle through A, B and K
∴ = 2
2 a ̂ = ∠s opp equal sides bi ̂ = 1 ∠ at centre =2x∠circ
̂ + ̂ = ̂ + ext ∠ of ∆ = 90° −
̂ = tan chord = 180° − (90° − + 2) sum ∠s of ∆
̂
∴ = ̂ = 90° −
∴ ̂ = both = ̂ = ̂ = 90° − ext ∠ of cyclic quad
ACPR is a cyclic quadrilateral (ext ∠ of quad) ∴ =
b In ∆ and ∆: ∴ || corr ∠s
= ̂ ∠s in same segment b ii
= = 2 tan chord
= proven in 2 a = ̂ alt ∠s
∴ = ̂ =
̂ = ext ∠ of cyclic quad ∴AB is a tangent (∠betw line&chord= ∠sub chord)
̂ = ̂ 3rd ∠ of ∆
∴ ∆|||∆ ∠∠∠
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©Via Afrika >> Mathematics Grade 12 144 ©Via Afrika >> Mathematics Grade 12 145
Answers to Mixed Exercises Answers to Mixed Exercises
4 a = = ∠s in same segment ci In ∆ and ∆:
= = ∠s opp = sides ̂ = ̂ tan chord
= 180° − 2 sum ∠s of ∆ is common
̂ = 90° − ∠ at centre =2x∠circ = ̂ 3rd ∠
bi ̂ = 90° − ext ∠ of cyclic quad ∴ ∆ ||| ∆ ∠∠∠
= 180° − ( + 90° − ) sum ∠ of ∆ ii = .
= 90° d In ∆ and ∆:
In ∆ and ∆: = ̂ ∠s in same segm
= = 90° adj ∠ str line = ∠s in same segm
BF = FC ̂ = ̂ tan chord
FE is common = ∠s in same segm
∆ ≡ ∆ s∠s = ̂ 3rd ∠
BE = EC (≡) ∴ ∆ ≡ ∆ ∠∠∠
ii = 90° − sum ∠ of ∆ ∴
=
∴ = ̂
= .
∴ BE is not a tangent + ≠ ̂ 2 2 2
e 1− =
2 2
2
5 a P is midpoint of AC medians concur = Pyth.
2
AB||PM midpt theorem 2
=
2
In ∆: .
=
= = line || 1 side of ∆ .
= =
Chapter 11: Statistics: regression and correlation
b In ∆:
= 1 a
Lower Q Median Upper Q
= BP is a median
Matches played 3 5 6
= line || 1 side of ∆ Wins 1 7 3
Goals scored against 3 4,5 9
=
= b
6 a ̂ = 90° ∠ in semi ⊙
= 90° AM⏊NM Positively skewed (skewed to the right)
∴ || corr ∠s= c
= 4,64
b ̂ =
|| lines, corr ∠s
d Standard deviation = 1,72
̂ = ̂ tan chord
=
∴ ANCQ is a cyclic quad ∠s subt by same line segm
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©Via Afrika >> Mathematics Grade 12 146 ©Via Afrika >> Mathematics Grade 12 147
Answers to Mixed Exercises Answers to Mixed Exercises
2 a 3 a&c 20 Di sta nce
% transport costs
60 15
50
40 10
30
20 5
10
VO2
0 10 20 30 40 50 60
10 20 30 40 50 60
% transport costs b = 0,2432 + 3,6834
d Substitute = 19 then = 62,98 (VO2)
b Median = ±32% e = 0,8985 …
c Strong positive correlation
Class midpoint Frequency FreqxMidpoint
4
15 6 90
( − )
25 14 350
4 36
35 16 560
8 4
45 11 495
10 0
55 3 165
( − 10)
TOTAL 50 1660
( − 10)
Estimated mean ̅ = = 33,2%
Mean= 10
d
∴ = 10
Class midpt Freq ̅ − (̅ − ) (̅ − )
Which simplifies to: + = 28 … . (1)
15 6 -18,2 331,24 1987,44
25 14 -8,2 67,24 941,36
35 16 1,8 3,24 51,84 Standard deviation = 4
45 11 11,8 139,24 1531,64 ()2 ()2
∴ =4
55 3 21,8 475,24 1425,72
TOTAL 50 5938 Which simplifies to: ( − 10) + ( − 10) = 40 … (2)
Substitute = 28 − from (1) into (2):
− 28 + 192 = 0
Standard deviation= = 10,90
( − 12)( − 16) = 0
= 12 or = 16
= 16 or = 12
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©Via Afrika >> Mathematics Grade 12 148 ©Via Afrika >> Mathematics Grade 12 149
Answers to Mixed Exercises Exemplar Paper 1
5 The standard deviation will remain 7,5.
Exemplar Paper 1 (3 hours; 150 marks)
If all the numbers are 2 bigger, then the mean will also be 2 bigger.
The difference between each number and the mean will therefore remain the same 1 a Solve for :
leaving the standard deviation unchanged. i +2= (4)
ii − √ = 6 (4)
Chapter 12: Probability ( 2 )()
iii ≥0 (6)
1 7 spaces that have to be filled using 7 digits without repetition(as 0,7 and 4 may not be iv 5 +5 = 126 (5)
used again) b Consider the equation: () = 2 + + − 9
∴ 7! = 5040
If (2 + ) is a factor of () and ≠ 0, determine the value(s) of . (5)
2 7 spaces have to be filled – 10 digits are available for each space c 2 is a root of 2 − 3 − = 0. Determine the value of and hence the
∴ 10 = 10 000 000 other root. (4)
[28]
3 P(Queen of diamonds)=
2 a The sum of the first 20 terms of an arithmetic progression is 410, while the
4 a 11!
!
sum of the next 30 terms is 2865. Determine the first three terms of the
b = 1 247 400 (5 letters repeat)
!!!!! progression. (7)
b 3; ; 15; ; 35 is a quadratic sequence.
5 a Regard the 4 English books as a unit. The number of arrangements for the English
books is 4!=24 i Determine the values if and . (4)
Total number of arrangements= 4! × 6! = 17 280 ii Determine formula for . (4)
b 4! × 3! × 2! × 3! = 1728 c Find such that ∑=(2 − 3) is equal to the sum of the first 6 terms of the
c 9! = 362 880 sequence −24; 48; −96; … (7)
d For which value(s) of will the following series be convergent?
6 12 × 11 = 132
( + 2) + ( + 2) + ( + 2) + ⋯ (2)
! [24]
7 First calculate the total number of words: = 4 989 600
!!!
Now calculate how many of these WILL start and end on the same letter.
It can start and end with M, A or T 3 a Melissa decides to save R1 200 per month for a certain period. The bank offers
!
∴ = 90720 her an interest rate of 12% p.a. compounded monthly for this period.
!!
Determine how long Melissa has to make this monthly payment if she wants to
P(not start and end on same letter)= 1 − =
have a lump sum of R200 000. (5)
!× !
8 a = 907 200 b = 453 600
!!! !!!
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©Via Afrika >> Mathematics Grade 12 150 ©Via Afrika >> Mathematics Grade 12 151
Exemplar Paper 1 Exemplar Paper 1
b Richard plans to buy a house on a 20 year mortgage and can only afford to pay 5 The functions () = + and () = 2 − 13 intersect each other. The
R5 000 per month. If the interest rate is currently 12% per annum compounded asymptotes of () intersect in(6; −8). () goes through (7; −4).
monthly, determine the size of the mortgage he can take, if he starts paying
y
one month after the mortgage was approved. (3) y = 2x - 13
x
c An amount of R300 000 is to be used to provide quarterly withdrawals for the
next 10 years. The withdrawal amount will remain fixed and the first ·
(7;-4)
withdrawal will be in 3 months’ time. An interest rate of 15% p.a. compounded
(6;-8)
quarterly applies. Determine the value of each quarterly withdrawal. (4)
[12]
4 In the diagram is the graph of = − + + cuts the −axis at B and C
and the −axis at D. is the graph of = − and cuts the −axis at B. is
the graph of = and cuts the −axis at D. QR and ST are parallel to the −axis. a Determine the values of a, and . (4)
b Determine the co-ordinates of the intersects of and . (5)
; is a point on and vertically above C.
y
h c For which values of would () ≥ ()? (3)
g
Q S d Determine the equation of the dotted line which is the axis of symmetry of the
D
hyperbola. (3)
A
x
P B F C [15]
T 6 Determine:
2
f a lim→ (3)
R
′
b () from first principles if () = −2 . (4)
c ′ () if () = 2√ + 2
; ≠ 0 (4)
a Determine the values of and . (6) [11]
b Determine the value of . (2)
c Calculate the length of QR if OP = 2 units. (4)
d Determine the length op OF, if ST = 4 units. (4)
e Determine the equation of . (2)
f Write down the domain of . (2)
[20]
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©Via Afrika >> Mathematics Grade 12 152 ©Via Afrika >> Mathematics Grade 12 153
Exemplar Paper 1 Exemplar Paper 1
b ( ) = 0,6 and () = 0,2
7 The figure shows the graph of () = 2 + + + 3. The curve has a local i Find () given that events A and B are mutually exclusive. (2)
minimum turning point F at (2; −9). ii Find () given that events A and B are independent. (4)
y
D c i In how many ways can the letters of the word PROBABILITY
be arranged to form different “words” – the word “probability” itself
is included? (3)
E ii In how many ways can the letters of the word PROBABILITY
A B C x be arranged to form different “words” if the R and O have to be kept
together? (3)
[16]
F (2;−9)
a Show that = −5 and = −4. (6) MEMORANDUM: Exemplar Paper 1
b If it is given that (−1; 0), calculate the coordinates of B and C. (5)
c Determine the equation of the tangent to the graph at = 3. (4) 1 a i +2=
[15] ( + 2)( + 1) = 2
+ 3 = 0
( + 3) = 0
8 A container firm is designing an open-top rectangular box that will hold 108 .
∴ = 0 = −3
The box has a square base with sides and height .
ii − √ = 6
Let = √ , then =
− − 6 = 0
( − 3)( + 2) = 0
= √ = 3 or = √ = −2
a Show that the total outside surface area of the
box will be = + . (4) =9 Not valid
( 2 )()
b For which value of and will the outer surface area iii ≥0
be a minimum. (5) ( + 4) > 0 for all values of ∈
()
[9] ()
≥0
()
()
≤0
9 a A six-member working group is to be selected from five teachers and nine ∴ −2 < ≤ 2
students. If the working group is randomly selected, what is the probability
that it will include at least two teachers? (4)
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©Via Afrika >> Mathematics Grade 12 154 ©Via Afrika >> Mathematics Grade 12 155
Exemplar Paper 1 Exemplar Paper 1
iv 5 + 5 = 126 c −24; 48; −96; … is a geometric series with = −24 and = −2
5 . 5 + 5 . 5 = 126 =
()6
= 504
5 + 5 = 126 ∑=(2 − 3) = 11 + 13 + 15 + ⋯ + (2 − 3)
5 = 126 504 = [2(11) + ( − 1)(2)]
5 = 5 + 10 − 504 = 0
=2 ( + 28)( − 18) = 0
∴ = 18
b If (2 + ) is a factor, then − = 2 + − + − − 9 = 0
3 3
d =+2
− + − − 9 = 0
For convergent series −1 < < 1
× 2) = −18 −1 < + 2 < 1
÷ ) = −18 −3 < < −1
c Substitute = 2: 2(2) − 3(2) − = 0
∴=2 0,12
[ ]
2 − 3 − 2 = 0 3 a 200 000 = 12
0,12
12
(2 + 1)( − 2) = 0
(1,01) =
∴=− is the other root
5
3
= = 51,33755
,
2 a = 410 Melissa must make at least 52 payments
= + 30 = 410 + 2865 = 3275 0,12 240
12
[2 + 19] b = 0,12 = 454 097,08
410 =
12
41 = 2 + 19 … . (1) 0,15 40
4
c 300000 = 0,15
3275 = [2 + 49]
4
0,15
131 = 2 + 49 … . (2) ×
4
= 0,15 −40
= 14957,84
(2)-(1): 30 = 90 1−1+ �
4
∴ = 3 en = −8
b i = 8 ; = 24 4 a D is the −intercept of and .
ii T: 3 ; 8 ; 15 ; 24 ; 35 Substitute = 0 into =
: 5 ; 7 ; 9 ; 11 ∴=1
: 2 ; 2 ; 2 ∴=1
=2÷2=1 = 5 − 3(1) = 2 =3−1−2 =0 To find we need the coordinates of A.
= + 2 First find the roots of os we can get the -value of A.
− + + 1 = 0
−−2= 0
( − 2)( + 1) = 0
= 2 at C and A
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©Via Afrika >> Mathematics Grade 12 156 ©Via Afrika >> Mathematics Grade 12 157
Exemplar Paper 1 Exemplar Paper 1
Sub 2; into =
2 ()()
= 6 a lim→ = lim→
()
∴= = lim→ −( + 1) = −2
(ℎ)()
b Sub (−1; 0): 0 = (−1) −
∴=−
b ′ () = limℎ→
ℎ
(ℎ)2 2
c = −2 at Q and R = lim
ℎ→ ℎ
= − ℎℎ2
= lim
ℎ→ ℎ
= − (−2) − − [ − (−2) + (−2) + 1] = lim − 2 −
ℎ→
= = −2
1
d − + +1+ + =4 c () = 2√ + = 2 2 +
2
1
− + 2 − = 0 ′ () = 2 ×
2 + × −2
− 4 + 3 = 0 =
−
√ 3
( − 3)( − 1) = 0
∴ = 1
e = log 1 7 a (2) = −9 and ′ (2) = 0
2
′ () = 6 + 2 +
f > 0; ∈ 0 = 6(2) + 2(2) +
4 + = −24 … . (1)
5 a Asymptotes go through (6; −8) −9 = 2(2) + (2) + (2) + 3
∴ = −6 and = −8 2 + = −14…(2)
Substitute (7; −4) into () =
−8 (1)-(2): 2 = −10
∴ = −5
−4 = −8 = −2 − 14
∴=4 = −2(−5) − 14 = −4
b − 8 = 2 − 13 b From (a) it follows that () = 2 − 5 − 4 + 3
= 2 − 5 If = −1 is a root, then ( + 1) is a factor of
4 = (2 − 5)( − 6) () = 2 − 5 − 4 + 3
2 − 17 + 26 = 0 = ( + 1)(2 − 7 + 3
(2 − 13)( − 2) = 0 = ( + 1)(2 − 1)( − 3)
= or = 2 = −1, or = or = 3
= 0 or = −9 ; 0 and (3; 0)
Intersects are ; 0 and (2; −9)
c ′ () = 6 − 10 − 4
′ (3) = 6(3) − 10(3) − 4 = 20
c ∈ [2; 6) or ∈ [ ; )
Sub (3; 0) into = 20 +
d Substitute (6; −8) into = +
Eq of tangent: = 20 − 60
−8 = 6 + ∴ = −14 = − 14
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©Via Afrika >> Mathematics Grade 12 158 ©Via Afrika >> Mathematics Grade 12 159
Exemplar Paper 1 Exemplar Paper 2
8 a Volume = 108 Exemplar Paper 2 (3 hours; 150 marks)
= 108
∴=
2
= + 4 1 Given the following box-and-whisker plot:
= + 4
2
= +
b will be a minimum where ′ () = 0
= + 432
′ () = 2 − =0
2
= 216 a Which quarter has the smallest spread of data?
= 6 and = ()2 = 3 What is the spread? (2)
b Determine the inter quartile range. (2)
! c Are there more data in the interval 5-10 or in the interval 10-13?
9 a Total number of different six-member groups= = 17 297 280
!
! How do you know this? (2)
Number of groups with no teacher= = 60 480
!
d Which interval has the fewest data in it? Is it 0-2, 2-4, 10-12 or
Number of groups with one teacher only= 5 × 9 × 8 × 7 × 6 × 5 = 75 600
12-13? How do you know it? (2)
Total number of groups with less than two teachers= 136 080
[8]
Total number of groups with two or more teachers
= 17 297 280 − 136 080 = 17 161 200
2 A factory produces and stockpiles metal sheets to be shipped to a motor
P(two or more teachers)= = 0,99
vehicle manufacturing plant. The factory only ships when there is a minimum
bi () = () + () for mutually exclusive
of 3254 sheets in stock at the beginning of that day. The table shows the day
0,6 = 0,2 + ()
() = 0,4 and the number of sheets in stock at the beginning of that day.
ii ( ) = () × () for independentevents
( ) = () + () − ( ) Day 1 2 3 4 5 6
( ) = () + () − () × () Sheets 854 985 1054 1195 1204 1384
0,6 = 0,2 + () − 0,2()
0,4 = 0,8()
a Determine the equation of the least squares regression line for this set of
() = 0,5
! data rounding coefficients to three decimal places. (3)
ci = 9 979 200
!!
! b Use this equation to determine the day the sheets will be shipped. (3)
ii = 907 200
!! [6]
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©Via Afrika >> Mathematics Grade 12 160 ©Via Afrika >> Mathematics Grade 12 161
Exemplar Paper 2 Exemplar Paper 2
3 The ogive below represents the results of a survey amongst first year students on the 5 In the diagram, ABCD is a quadrilateral
average time per day they spend exercising. Answer the questions that follow. with (4; 12), (1; 3), (4; 2) and D(8;4).
a Determine the gradients of BC and CD. (4)
b Show that AB ⏊ BC. (3)
c Prove that ABCD is a cyclic
quadrilateral. (4)
d Determine the equation of the circle ABCD. (7)
[18]
6 Given the vertices (2; 3), (5; 4), (4; 2) and (1; 1) of parallelogram ABCD.
Determine:
a the coordinates of M, the point of intersection of diagonals AC
and BD (2)
b the equation of the median PM of ∆DMC (5)
a How many students participated in the survey? (1) [7]
b Approximately how many students spend more between 10 and 20 minutes
per day exercising? (1) 7 a If = and 180° < < 360°, determine the following without the use of a
c Use the ogive to determine the median time spent on daily exercise. (2) calculator:
[4] i (1)
ii 2 (4)
°
4 In the diagram, KC is a diameter of the circle b If 17° = , express in terms of . (3)
°
and (1; 4); (7; 2) and (; ) are points [8]
on the circle.
8 a Determine the value of the following without using a calculator:
Determine: 69°. 9° + 81°. 21° (4)
a the equation of the circle (5) b Consider the following identity:
b point B if the gradient of KB= (9) =
[14] i For which values of will the identity be undefined? (4)
i Prove the identity. (4)
[12]
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©Via Afrika >> Mathematics Grade 12 162 ©Via Afrika >> Mathematics Grade 12 163
Exemplar Paper 2 Exemplar Paper 2
9 a Solve the following equations for the interval [−90°; 90°]: 11 In the diagram below, Q is the base of a vertical tower PQ, while R and S are points
i 2 = −0,6842 (2) in the same horizontal plane as Q. The angle of elevation of P, the top
ii 2. − . 2 = 0,5 (2) of the tower, as measured from R, is . Furthermore, = , =
b Determine the general solution of: and the area of ∆ = .
cos + 15° = sin(2 − 15°) (5)
[9]
10 The graphs of = and = are drawn over the interval
y
2
−180 −150 −120 −90 −60 −30 30 60 90 120 150 180
−1 a Show that = (5)
b Calculate the value of if = 76,8; = 87,36; = 480,9 and
−2
= 46,5°. (3)
a Write down the values of and . (2) [8]
b Use your graph to determine approximate values of ; ∈ [−180°; 180] for
12 a Write down the converse of the following theorem:
which − = (5)
The angle between a tangent to a circle and a chord drawn through
[7]
the point of contact, is equal to an angle in the alternate segment. (2)
_____________________________________________________________________________________ _____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 164 ©Via Afrika >> Mathematics Grade 12 165
Exemplar Paper 2 Exemplar Paper 2
b The diagonal AC of quadrilateral ABCD bisects ̂ while AD is
a tangent to the circle ABC at point A. Prove that AB is a tangent to 13 a In ∆ and ∆, ̂ =
and = .
circle ACD. Prove the theorem that = = . (8)
(5) b In the diagram A, B, C and E are points on a circle.
AE bisects ̂ and BC.
AE intersect in D.
Prove that:
i ∆///∆ (4)
c Two circles intersect at A and B. AB is produced to P. PQ is a tangent to the
smaller circle at Q. QB produced meets the larger circle at R. PR cuts the ii . = + . (7)
larger circle at X. AX and AQ are drawn. [19]
Prove that:
i Points A, X, P and Q are on the circumference of the same circle.
14 In ∆ , P is the midpoint of AC, RS//BP and = .
(5)
CR and BP intersect at T.
ii PQ is a tangent to the circumscribed circle of ∆. (3)
Determine, giving reasons, the following ratios:
a (4)
b (3)
c (3)
∆
d (6)
∆
[15]
TOTAL: 150
[15]
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©Via Afrika >> Mathematics Grade 12 166 ©Via Afrika >> Mathematics Grade 12 167
Exemplar Paper 2 Exemplar Paper 2
5 a = =− = =
MEMORANDUM: Exemplar Paper 2
b = =3 ∴ × = − × 3 = −1
∴ AB ⏊ BC
1 a Fourth quarter. Spread = 13 − 12 = 1 c = = −2 ∴ × = × −2 = −1
b IQR= 12 − 2 = 10 ∴ AD ⏊ CD
c More data in 10-13 = 90° from 5 b = 90°
Median = 10 and Max=13. Therefore 50% of the data lies in interval 10-13 +
= 180°
25% of data lies between 2-10. Therefore less than 50% in 5-10 ABCD is a cyclic quad (opp angles supp)
d 2-4 has fewest data d AC is diameter of circle( angles in semi circle =90°)
0-2, 2-10 ,10-12 and 12-13 all represent 25% of the data Midpoint of AC= ; = (4; 7)
2-4 will only be a part of 25% (less than 25%) Radius = 12 − 7 = 5
( − 4) + ( − 7) = 25
2 a = 767,867 + 98,514
b 3254 = 767,867 + 98,514 6 a M ; = 3; (diagonals bisect each other)
98,514 = 2486,133 b Median PM join M with point P on DC, where P is the midpoint of DC
= 25,236
P ; = ;
Shipping will be done on the 26th day.
7 a i = =
3 a 100
b 80-20=60 ii 2 = 2
c 14 minutes =2× ×
=
4 a Midpoint= ; = (4; 3) b
1
° °
Radius = (4 − 1) + (3 − 4) = √10 17° = =
=
° ° 2 1 √ 2
( − 4) + ( − 3) = 10 1
b KB ⏊ BC ( = 90°; angle in semi circle)
= −2 8 a 69°. 9° + 81°. 21° = 21°. 9° + 9°. 21°
∴ = = 2( − 4) = − 1 …..(1) = sin(21° + 9°)
= sin 30 ° =
∴ = = −2 ( − 2) = −2( − 7) … … (2)
Solving equations (1) and (2) simultaneously yields:
= 5; = 6
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©Via Afrika >> Mathematics Grade 12 168 ©Via Afrika >> Mathematics Grade 12 169
Exemplar Paper 2 Exemplar Paper 2
b i Undefined at asymptotes of tan : = 90° + . 180°; ∈
Also undefined where + 2 = 0 11 a = ∴ =
+ 2 = 0
Area of ∆ = .
(1 + 2) = 0
∴ = 0 or = −
∴ = ×
=
= . 360° or = ±120° + . 360°; ∈
2
ii = = =
() (,),°
= b 76,8 =
() ,
(,),°
= = = 0,151064
,(,)
= = 8,69° 171,31°
9 a i 2 = −0,6842 12 a If a line is drawn through the endpoint of a chord to form an angle which is
= −0,3421 equal to the angle in the opposite segment, then this line is a tangent.
= −18,89° b ̂ = = tan chord
ii 2. − . 2 = 0,5 ̂ = ̂ = given
sin(2 − ) = 0,5
̂ = 180° − ( + ) sum of angles of ∆
= 0,5
= 60° = 180° − ( + ) sum of angles of ∆
∴ ̂ =
b cos + 15° = sin(2 − 15°)
∴ AB is a tangent to the circle
cos + 15° = cos[90° −(2 − 15°)]
c i = angles in same segm
cos + 15° = cos[90° −(2 − 15°)]
= ̂ + ext angle of triangle
cos + 15° = cos(105° − 2) But
+ 15° = (105° − 2) + . 360°
̂ = + tan chord
or + 15° = −(105° − 2) + . 360° ∴ = + +
= 36° + . 144°; ∈ = 80° − . 240°; ∈ ∴ A,X,P,Q concyclic (ext angle = opp int angle)
ii = ̂ AXPQ cyclic quad
10 a = 2; = 2 = angles in same segm
b
− =
∴ PQ is a tangent
2 − 2 = 1
2 − 1 = 2
∴ It is where the two graphs meet.
= 20° 160°
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©Via Afrika >> Mathematics Grade 12 170 ©Via Afrika >> Mathematics Grade 12 171
Exemplar Paper 2
13 a Book work
b i In ∆ABD and ∆AEC:
̂ = ̂ given
= angles in same segm
∴∆ABD⦀∆AEC (AAA)
ii In ∆ABD and ∆CED:
= proven
= vert opp ⊾s
∴∆ABD⦀∆CED (AAA)
∴ =
∴. = .
= ( + )
= + .
But AD.DE=BD.DC ( = )
∴. = + .
14 a = given
Let = 3 and = 5
∴ = RS//BP
b Let = 3 and = 5
but AP=PC (given)
∴ = = 5
∴ = =
c = RS//TP
=
1
∆ ..̂
d = 21
∆ ..̂
2
= . = . =
_____________________________________________________________________________________
©Via Afrika >> Mathematics Grade 12 172
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