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SECONDARY SCHOOL IMPROVEMENT

PROGRAMME (SSIP) 2019 MATHEMATICS

GRADE 12

SUBJECT: MATHEMATICS

TEACHER NOTES

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TABLE OF CONTENTS

SESSION TOPIC PAGE

1 Sequences and series 3 – 16
2 Functions and Inverse Functions 17 – 35

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SESSION NO: 1

TOPIC: SEQUENCES AND SERIES

Teacher Note:
Sequences and series is an exciting part of the curriculum. Make sure the learners
know the difference between arithmetic and geometric sequences.
If the sequence or series is arithmetic then: d  T2  T1  T3  T2
T T
If the sequence or series is geometric then: r  2  3
T1 T2
If the sequence is quadratic then there is a constant second difference.
Learners tend to struggle with the meaning of n, Tn and Sn . Emphasise to them that
the value of n represents the term’s position in the sequence, whereas Tn
represents the actual term with position n.
Expressing terms as follows is important for learners to understand:
For arithmetic: T3  a  2d ; T4  a  3d
For geometric: T3  ar 2 ; T4  ar 3
Solving simultaneous equations is extremely important and needs to be revised
before the start of this chapter. Learners often struggle to understand the meaning
of the sum to infinity of a convergent geometric series. Emphasise to them that the
sum to infinity is the value approached as terms are added progressively.
Applications of sequences and series in the real world are important for learners to
focus on.

LESSON OVERVIEW

1. Introduction session: 5 minutes

2. Typical exam questions and solutions: 60 minutes

SECTION A: TYPICAL EXAM QUESTIONS

QUESTION 1

(a). Consider the sequence -2; 3; 8; 13; 18; 23; 28; 33; 38;……………..
(1) Determine the 100th term. (2)
(2) Determine the sum of the first 100 terms. (2)

(b) The 13th and 7th terms of an arithmetic sequence are 15 and 51 respectively.
Which term of the sequence is equal to 21 (6)

QUESTION 2

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In a geometric sequence, the 6th term is 243 and the 3rd term is 72 .

Determine:

(a) The constant ratio. (4)

(b) The sum of the first 10 terms. (4)

QUESTION 3 (DoE Nov 2008 Paper 1)

1 1 1
Consider the sequence: ; 4 ; ; 7 ; ; 10 ; ...
2 4 8

(a) If the pattern continues in the same way, write down the next TWO terms in
the sequence. (2)

(b) Calculate the sum of the first 50 terms of the sequence. (7)

QUESTION 4

Given the geometric series: 8 x  4 x  2 x  ...

2 3 4

(a) th
Determine the n term of the series. (3)
(b) For what value(s) of x will the series converge? (2)
3
(c) Calculate the sum of the series to infinity if x  . (3)
2

QUESTION 5

The following geometric sequence is given: 10 ; 5 ; 2,5 ; 1,25 ; ...

(a) Calculate the value of the 5th term, T5 , of this sequence. (2)

(b) Determine the n th term, Tn , in terms of n. (2)

(c) Explain why the infinite series 10 + 5 + 2,5 + 1,25 + ... converges. (2)

(d) Determine S   S n in the form ab n , where S n is the sum of the first n

terms of the sequence. (4)

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QUESTION 6

Consider the series: S n  3  5  13  21  ... to n terms.

(a) Determine the general term of the series in the form Tk  bk  c . (2)

(b) Write S n in sigma notation. (2)

(c) Show that S n  4n 2  7n . (3)

(d) Another sequence is defined as:

Q1  6
Q 2  6  3
Q 3  6  3  5
Q 4  6  3  5  13
Q 5  6  3  5  13  21

(1) Write down a numerical expression for Q6 . (2)

(2) Calculate the value of Q129 . (3)

QUESTION 7

Given 𝑓(𝑥) = 3(𝑥 − 1)2 + 5 and 𝑔(𝑥) = 3

(a) Is it possible for 𝑓(𝑥) = 𝑔(𝑥)? Given a reason for your answer. (2)

(b) Determine the value(s) of 𝑘 for which 𝑓(𝑥) = 𝑔(𝑥) + 𝑘 has two unequal real
roots. (2)

QUESTION 8

Given arithmetic series 18 + 24 + 30 + ⋯ + 300

(a) Determine the number of terms in the series. (3)

(b) Calculate the sum of this series . (2)

(c) Calculate the sum of all the whole numbers up to and including 300 that

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are not divisible by six. (4)

QUESTION 9

𝑛
The sum of 𝑛 terms is given by 𝑆𝑛 = 2 (1 + 𝑛), find 𝑇5 . (3)

SECTION B: NOTES ON CONTENT

Arithmetic Sequences and Series

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

Geometric Sequences and Series

We have a formula to help us determine any specific term of a geometric sequence.
We also have formulae to determine the sum of a specific number of terms of a
geometric series.
The formulae are as follows:
Tn  ar n1
a(r n  1)
Sn  where r  1
r 1

Convergent geometric series

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Consider the following geometric series:

1 1 1 1
    ................
2 4 8 16
We can work out the sum of progressive terms as follows:
1
S1   0,5 (Start by adding in the first term)
2
1 1 3
S2     0,75 (Then add the first two terms)
2 4 4
1 1 1 7
S3      0,875 (Then add the first three terms)
2 4 8 8
1 1 1 1 15
S4       0,9375 (Then add the first four terms)
2 4 8 16 16

If we continue adding progressive terms, it is clear that the decimal obtained is

getting closer and closer to 1. The series is said to converge to 1. The number to
which the series converges is called the sum to infinity of the series.
There is a useful formula to help us calculate the sum to infinity of a convergent
geometric series.
a
The formula is S 
1 r
1 1 1 1
If we consider the previous series     ................
2 4 8 16
1 1
It is clear that a  and r 
2 2
1
a
S   2 1
1 r 1 1
2
A geometric series will converge only if the constant ratio is a number between
negative one and positive one.
In other words, the sum to infinity for a given geometric series will exist only if
1  r  1 .If the constant ratio lies outside this interval, then the series will not
converge.

SECTION C: ACTIVITIES

QUESTION 1

The 19th term of an arithmetic sequence is 11, while the 31st term is 5.

(a) Determine the first three terms of the sequence. (5)

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(b) Which term of the sequence is equal to 29 ? (3)

QUESTION 2

1 2 3 4 180
Given:     ..................... 
181 181 181 181 181

(a) Calculate the sum of the given series. (4)

(b) Hence calculate the sum of the following series:

1 1 2 1 2 3  1 2 180 
            .......     ........   (4)
 2 3 3  4 4 4  181 181 181 

QUESTION 3 (DoE Feb 2009 Paper 1)

The following is an arithmetic sequence: 1  p ; 2 p  3 ; p  5 ; .....

(a) Calculate the value of p. (3)
(b) Write down the value of:
(1) The first term of the sequence (1)
(2) The common difference (2)
(c) Explain why none of the numbers in this arithmetic sequence are perfect
squares. (2)

QUESTION 4

In a geometric sequence in which all terms are positive, the sixth term is 3 and the
eighth term is 27 . Determine the first term and constant ratio. (7)

QUESTION 5
n
(a) Determine n if:   6r  1  456 (7)
r 1
n
(b) Prove that:  (2k  1)n  n
k 3
3
 4n . (6)

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(c) Write the following series in sigma notation: 2  5  8  11  14  17 (4)

QUESTION 6

Consider the series  2( 12 x)n
n 1

(a) For which values of x will the series converge? (3)

1
(b) If x  , calculate the sum to infinity of this series. (3)
2

QUESTION 7 (DoE Feb 2009 Paper 1)

A sequence of squares, each having side 1, is drawn as shown below. The first square
is shaded, and the length of the side of each shaded square is half the length of the
side of the shaded square in the previous diagram.

DIAGRAM 1 DIAGRAM 2 DIAGRAM 3 DIAGRAM 4

(a) Determine the area of the unshaded region in DIAGRAM 3. (2)

(b) What is the sum of the areas of the unshaded regions on the first seven
squares? (5)

QUESTION 8
2
A plant grows 1,5 m in 1st year. It’s growth each year thereafter is of its growth in
3
the previous year. What is the greatest height it can reach? (3)

SECTION D: SOLUTIONS FOR SECTION A SESSION 1

1(a)(1) Tn  a  (n  1)d  Tn  a  (n  1)d

 T100  2  (100  1)(5)  493  T100  493 (2)

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1(a)(2) n
Sn 
n
 2a  (n  1)d   Sn   2a  (n  1)d 
2 2
100  T100  493
 S100   2(2)  (100  1)(5)  24550 (2)
2
1(b) T13  15 T7  51  a  12d  15
 a  12d  15  a  6d  51  a  6d  51
 a  12d  15 ….A  d  6
 a  6d  51….. B  a  87
 6d  36 AB  87  (n  1)(6)  21
 d  6  n  19
 a  12(6)  15 (6)
 a  72  15
 a  87
Tn  21
 a  (n  1)d  21
87  (n  1)(6)  21
87  6n  6  21
 n  19
 T19  21
2(a) T6  243 and T3  72  a.r  243
5

a.r 5  243 …A a.r 2  72 …B  a.r  72

2

a.r 5  243 …. A  r 
3 27
a.r 2  72 …...B 8
27 3
r3  …. A  B  r
8 2
3 (4)
r 
2
2(b) 5 5
3 3
 a    243  a    243
2 2
 a  32  a  32
  3 10    3 10 
32     1 32     1
 2    2  
 S10     3626,5625   
 10
S
3 3
1 1
2 2
 answer (4)
3(a) 1   answers
; 13 (2)
16
3(b) S50  25 terms of 1st sequence + 25 terms of 2nd sequence  separating into an
arithmetic and
geometric series

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1 1 1  1  1  
25
S50      ...to 25 terms    4  7  10  13  ...to 25 terms     1
2 4 8  2   2  


1  1  
25
1
    1 1
2  2   25 2
S50   
 2(4)  24(3)  correct formulae
1 2
1 25
2   2(4)  24(3)
2
S50  0,999999...  1000
 answer (7)
S50  1001,00

4(a) n 1  correct formula

1 
Tn  (8 x )  x 
3
 a  8x
3
2 
1
 r x
2
(3)
4(b) x x
1  1  1  1
2 2
 2  x  2  2  x  2
(2)
4(c) a  correct formula
S   substitution
1 r
 answer
8x2 (3)
 S 
x
1
2
2
3
8 
 S   
2
13
1  
22
 S  72
5(a) T
r 2
T1
5

10
1 1

2 r = 2

4
1 1
T5  1,25  T5  10 
2 2 answer
5 5 (2)
 or 0,625  or 0,625
8 OR/OF 8

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5(b) substitutes a  10 into

GP formula
1
n 1
r
1 substitutes 2
Tn  10  into GP formula
2 (2)
5(c) r =½
1  r  1  1  r  1
Therefore the sequence converges/ Die ry konvergeer  show that r = ½ is
1  r  1 (2)
5(d)
S - S n 
a

a 1 rn  
1 r 1 r 10
 1n  1
1
101    2
 
10 2 
  1n 
1
1
1
1 101  
2 2  2 
 1n  1
1
 20  201   2
 2  
n
1
 20  20  20   
2 1
n

 20  20   
1
n
 2
 20   
2
OR/OF answer (4)
S  - S n  Tn 1  Tn  2  Tn 3  
n
constructing the series
1  1 1 
 10  1  2  4  
2   1
n
 1 1 
 
10  1  2  4  
n
 1   2  
1
 10   
2 1  1  1
 2 
1
n 1
1  2
 20   
2 answer (4)
OR/OF
a  a  ar n
 1 r
ar n
 1 r

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S - S n 
a


a 1 rn  1
10 
n

1 r 1 r 2
a  a  ar n 1

1 r  2
ar n
answer (4)

1 r
n
1
10 
  
2
1
2
n
1
 20   
2
6(a) Tk  a  k  1d
d value
 3  k  18
 3  8k  8
 8k  11 answer
(2)
6(b) n n 1 n 1 for general term
 8k  11
k 1
OR/OF  8(k  1)  11   (8k  3)
k 0 k 0
lower and upper values
in sigma notation
(2)
6(c) formula
Sn 
n
2a  n  1d 
2
substitution
 2 3  n  1(8)
n
2
  6  8n  8
n
2 n
8n  14
 8n  14 
n
2
2 (3)
 n( 4n  7)
 4n 2  7 n

OR/OF

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formula
Sn 
n
2a  n  1d 
2
substitution
 2 3  n  1(8)
n
2 n
8n  14
  6  8n  8
n 2
2 (3)
 8n  14 
n
2
 4n 2  7 n

OR/OF formula

Sn 
n
a  l  substitution
2
  3  8n  11
n n
8n  14
2 2
(3)
 8n  14 
n
2
 4n 2  7 n

OR/OF

S1 S2 S3 S4 calculates S1, S2, S3

–3 2 15 36 and S4,

5 13 21

8 8
a=4
S n  an 2  bn  c
a4
S1  4  b  c  3 b  c  7 ...............(1) solves simultaneously
S 2  16  2b  c  2 2b  c  14 ..............(2) for b and c.
b  7 ................(2)  (1) (3)

c0

Hence
Sn  4n2  7n

6(d) 1 Q 6  6  3  5  13  21  29  answer
(2)

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6(d) 2 Q129  6  S128

  6  4(128)  7(128)
2

 6  4(128)  7(128)
2

answer
 64634 (3)

OR/OF

Q1 Q2 Q3 Q4
–6 –9 –4 9

–3 5 13

8 8 8
a = 4
Qn  an 2  bn  c
a4
Q1  4  b  c  6 b  c  10 ...............(1)
Q2  16  2b  c  9 2b  c  25 ...............(2)
b  15 ................(2)  (1)
 Qn  4n  15n  5
2

c5
Qn  4n 2  15n  5 answer
Hence (3)
Q129  4129   15129   5
2

 64 634

7(a) No, there will be no intersection between the graphs.  answer

Minimum value of 3(𝑥 − 1)2 + 5 𝑖𝑠 5  reason

𝑁𝑒𝑒, 𝑑𝑎𝑎𝑟 𝑠𝑎𝑎𝑙 𝑔𝑒𝑒𝑛 𝑠𝑛𝑦𝑑𝑖𝑛𝑔 𝑡𝑢𝑠𝑠𝑒𝑛 𝑑𝑖𝑒 𝑔𝑟𝑎𝑓𝑖𝑒𝑘𝑒 𝑤𝑒𝑒𝑠 𝑛𝑖𝑒,
𝑀𝑖𝑛 𝑤𝑎𝑎𝑟𝑑𝑒 𝑣𝑎𝑛
2
3(𝑥 − 1) + 5 𝑖𝑠 5

OR/ OF

3(𝑥 − 1)2 + 5 = 3

3(𝑥 − 1)2 = −2  answer

2  reason
(𝑥 − 1)2 = −
3
No, there will be no intersection between the graphs.

𝑁𝑒𝑒, 𝑑𝑎𝑎𝑟 𝑠𝑎𝑙 𝑔𝑒𝑒𝑛 𝑠𝑛𝑦𝑑𝑖𝑛𝑔 𝑡𝑢𝑠𝑠𝑒𝑛 𝑑𝑖𝑒 𝑔𝑟𝑎𝑓𝑖𝑒𝑘𝑒 𝑤𝑒𝑒𝑠 𝑛𝑖𝑒. [2]

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7 (b) 3(𝑥 − 1)2 + 5 = 3 + 𝑘  answer

3(𝑥 − 1)2 = 𝑘 − 2  reason
𝑘−2>0
𝑘>2
For all real values of 𝑥 / 𝑣𝑖𝑟 𝑎𝑙𝑙𝑒 𝑟𝑒𝑒𝑒𝑙𝑒 𝑤𝑎𝑎𝑟𝑑𝑒𝑠 𝑣𝑎𝑛 𝑥 [2]

8(a) 𝑇𝑛 = 𝑎 + (𝑛 − 1)𝑑  𝑎 = 18 & d=6

300 = 18 + (𝑛 − 1)6  Answer
300 = 18 + 6𝑛 − 6  300
6𝑛 = 288 [3]
𝑛 = 48

8(b) 𝑛  𝑠𝑢𝑏𝑠𝑡
𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑]
2  answer
[2]
48
𝑆48 = [2(18) + (47)6]
2
𝑆48 = 7632

8(c) Sum of all numbers from 1 to 300  𝑠𝑢𝑏𝑠𝑡

𝑆𝑜𝑚 𝑣𝑎𝑛 𝑎𝑙𝑙𝑒𝑔𝑒𝑡𝑎𝑙𝑙𝑒 𝑣𝑎𝑛 1 𝑡𝑜𝑡 300  answer
300
𝑆300 = [2(1) + (299)(1)]
2
300(301)
𝑆300 =
2
𝑆300 = 45150

Sum of numbers not divisible by 6 /

𝑆𝑜𝑚 𝑣𝑎𝑛 𝑑𝑖𝑒 𝑔𝑒𝑡𝑎𝑙𝑙𝑒 𝑤𝑎𝑡 𝑛𝑖𝑒 𝑑𝑒𝑒𝑙𝑏𝑎𝑎𝑟 𝑑𝑒𝑢𝑟 6 𝑖𝑠 𝑛𝑖𝑒.  (7632 + 6 + 12)
 answer
= 45150 − (7632 + 6 + 12)
= 37500)
[4]

9 5  15
𝑆5 = (1 + 5) = 15  10
2
4  5
𝑆4 = (1 + 4) = 10
2
∴ 𝑇5 = 15 − 10 = 5 [3]

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SESSION NO: 2

TOPIC: FUNCTIONS AND INVERSE FUNCTIONS

Teacher Note: Changing from exponential to logarithmic form in real world

problems is the most important concept in this section. This concept is particularly
useful in Financial Maths when required to solve for n. Make sure that learners
understand this concept thoroughly.

LESSON OVERVIEW

1. Introduction session 5 minutes

2. Typical exam questions and solutions: Remaining time

SECTION A: TYPICAL EXAM QUESTIONS

QUESTION 1
x
1
Consider the functions: f ( x)  2 x2 and g ( x)   
2
(a) Restrict the domain of f in one specific way so that the inverse of f will also
be a function. (1)
1
(b) Hence draw the graph of your new function f and its inverse function f
on the same set of axes. (2)
(c) Write the inverse of g in the form g 1( x)  ........ (2)
(d) Sketch the graph of g 1 . (2)
(e) Determine graphically the values of x for which log 1 x  0 (1)
2

QUESTION 2

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Sketched below are the graphs of f ( x)  3x and g ( x)   x 2

(a) Write down the equation of the inverse of the graph of f ( x)  3x in the form
f 1 ( x)  ..... (2)

(b) On a set of axes, draw the graph of the inverse of f ( x)  3x (2)

(c) Write down the domain of the graph of f 1 ( x) (1)

(d) Explain why the inverse of the graph of g ( x)   x 2 is not a function. (1)

(e) Consider the graph of g ( x)   x 2

(1) Write down a possible restriction for the domain of g ( x)   x 2

so that the inverse of the graph of g will now be a function. (1)

(2) Hence draw the graph of the inverse function in (1). (2)

QUESTION 3
x
1
Given: g ( x )   
2
1
(a) Write the inverse of g in the form g ( x)  ..... (2)
(b) Sketch the graph of g 1 (2)
(c) Determine graphically the values of x for which log 1 x  0 (1)
2

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QUESTION 4

Given: f ( x)  2 x1  8

(a) Write down the equation of the asymptote of f. (1)

(b) Sketch the graph of f. Clearly indicate ALL intercepts with the axes as well
as the asymptote. (4)

(c) The graph of g is obtained by reflecting the graph of f in the y-axis. Write
down the equation of g. (1)

QUESTION 5

Given: h x   2 x  3 for  2  x  4 . The x-intercept of h is Q.

(a) Determine the coordinates of Q. (2)

(b) Write down the domain of h 1 . (3)

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(c) Sketch the graph of h 1 in your ANSWER BOOK, clearly indicating the y-
intercept and the end points. (3)

(d) For which value(s) of x will hx   h 1 x  ? (3)

(e) P(x ; y) is the point on the graph of h that is closest to the origin. Calculate
the distance OP. (5)

QUESTION 6

a
The function defined as y   q has the following properties:
x p

 The domain is x  R, x  2.

 y  x  6 is an axis of symmetry.
 The function is increasing for all x  R, x  2.

Draw a neat sketch graph of this function. Your sketch must include the
asymptotes, if any. (4)

SECTION B: NOTES ON CONTENT

It is important for learners to understand what the concept of a function is. When the
graphs of the inverses of many-to-one functions are drawn, the graph is no longer a
function. In order to ensure that the graph of the inverse of a many-to-one function is
also a function, it is necessary to first restrict the domain of the original function.
However, what is important to note is that the range of the restricted function must
remain the same as the range of the original function. Remind your learners that the
graph of the inverse of a function is a reflection about the line y  x .
Emphasize the fact that the inverse of an exponential function is also a function and
that the graph of this inverse function is called a logarithmic function. Make sure your
learners know how to determine the domain and range of functions and their
inverses.
Logarithms need not be studied in too much detail. Teach learners the definition of a
logarithm and ensure that they know how to move from log-form to exponential form
and exponential form to log-form. Make them aware of the four laws as well as the
deductions and let them practice a few basic exercises, but don’t go into too much
detail. What is important is the use of the definition and the laws in real-world
situations including exponential growth, decay and financial calculations.

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If a number is written in exponential form, then the exponent is called the logarithm of
the number. For example, the number 64 can be written in exponential form as
64  26 . Clearly, the exponent in this example is 6 and the base is 2. We can then
say that the logarithm of 64 to base 2 is 6. This can be written as log2 64  6 .
The base 2 is written as a sub-script between the “log” and the number 8.
In general, we can rewrite number  baseexponent in logarithmic form as follows:

number  baseexponent
 log base (number)  exponent

SECTION C: ACTIVITIES

QUESTION 1

A colony of an endangered species originally numbering 1000 was predicted to have

t
a population N after t years given by the equation N  1000(0,9) .

(a) Estimate the population after 1 year. (2)

(b) Estimate the population after 2 years. (2)

(c) After how many years will the population decrease to 200? (5)

QUESTION 2

The graph of f : x  log a x passes through the point (16 ; 2).

(a) Calculate the value of a. (3)

(b) Write down the equation of the inverse in the form f 1( x)  ..... (2)

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SECTION D: SOLUTIONS FOR SECTION A SESSION 2

1(a) f ( x)  2 x2 where x  0  x  0 OR x  0
OR (1)
f ( x)  2 x2 where x  0

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1(b)  f
y  f 1
f

f 1

yx

OR
y
f

f 1
yx (2)

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1(c) x y
1 1
y   x 
2 2
1
1
y  g ( x)  log 1 x
x  2
2 (2)
 log 1 x  y
2

 g 1 ( x)  log 1 x
2
1(d)  shape
 (1;0)
(2)

(1;0)

1(e) log 1 x  0 for x  1  x 1

2
(1)

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2(a) y  3x  x3
y

 x  3y  f 1( x)  log3 x
 log3 x  y (2)

 f 1 ( x)  log3 x
2(b)  shape
 (1; 0)
(2)

f 1

(1; 0)

2(c) Domain: x  0 ;   x  0 ; 
(1)

2(d) The inverse is a one-to-many relation, which is not a  one-to-many

function. (1)

2(e)(1) x0  answer

OR (1)
x0
2(e)(2)  Shape
 origin
x0

(2)

OR

x0

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3(a) x y
1 1
y   x 
Remember that the inverse of a 2
2
graph is determined by
y
1 interchanging x and y in the 1
x  equation of the original graph.  g ( x)  log 1 x
2 2

 log 1 x  y
2 (2)
 g 1 ( x)  log 1 x
2

3(b)  shape
Don’t forget to indicate  (1;0)
the coordinates of the (2)
intercept with the axes.
The y-axis is the
asymptote of the graph.

(1;0)

3(c) log 1 x  0 for x  1  x 1

2
(1)

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Given: f ( x)  2 x 1  8
4(a) y=–8 y=–8
(1)
4(b)
y
8

6
x-intercept
4 f y-intercept
2 shape
x asymptote (only if the
-8 -6 -4 -2 0 2 4 6 8
graph does not cut the
asymptote)
-2

-4

-6
y = -8
-8 (4)

4(c) g x   2  x 1  8 answer
(1)
OR/OF

x 1 answer
1
g x     8 (1)
2
QUESTION 5
Given h x   2 x  3 for  2  x  4 .
y

Q x
-2 O 4
P

-3

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5(a) For x-intercepts, y = 0

2x  3  0
x  1,5  x  1,5
Q1,5 ; 0  y=0
(2)
5(b) h:
x  2 : y  2(2)  3  7  h(–2) = –7
x  4: y  2(4)  3  5  h(4) = 5
Domain of h : 7  x  5 OR/OF  7; 5
1
7  x  5
(3)
 y-intercept
y
5(c)
on a straight
h-1
line
1,5
-7 x
0 5  line segment

 accurate
endpoints (x
or y or
both)
OR/OF
y

4 (3)
h-1
1,5
x
0

-2

5(d) h x   2 x  3

For the inverse of h,

x  2y  3
x3 x3
y y
2
2
h x   h 1  x 
x3 x3
2x  3   2x  3 
2 2
4x  6  x  3
3x  9
x3 x3
(3)

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OR/OF
h x   2 x  3
1
h and h intersect when y  x

 h x   x
h x   x
2x  3  x  2x  3  x
x3
x3
OR/OF
(3)
h x   2 x  3
x3
For the inverse of h, y
x  2y  3 2
x3
y
2
1
h ( x)  x x3
 x
x3 2
x
2
x  3  2x x3
(3)
x3

5(e) OP 2   x  0    y  0   OP2  x 2  y 2
2 2

 x 2  2 x  3
2
substitute
 x 2  4 x 2  12 x  9 y  2x  3

 5 x 2  12 x  9  5x 2  12 x  9
For OP to be at its minimum, OP2 has to be a minimum
Vir OP om minimum te wees, moet OP2 'n minimum wees
b
x
2a
 12

25
6
x 
5
2
x-value
6 6 9 3
Minimum length of OP  5   12   9  or or 1,34 units
5 5 5 5
answer
OR/OF (5)

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m h  2 (given)
1
m OP 
2
1
 OP has equation y  x
2
1
x  2x  3
2
 x  4x  6 1
 mOP 
5x  6 2
x P  1,2 equation of OP
y P   1,2   0,6
1
2 1
 x  2x  3
OP  1,2  02   0,6  02 2

 1,34 or 1,8 units

x-value
OR/OF
answer
(5)
3 
O0;0 Px; 2 x  3 Q ; 0 
2 
OP 2  PQ 2  OQ 2 (pythag)
2 2

x  02  2 x  3  02   x  3  3

 2 x  3  0    
2

 2 2
9 9
x 2  4 x 2  12 x  9  x 2  3 x   4 x 2  12 x  9 
4 4
10 x  27 x  18  0
2

5 x  62 x  3  0
6 3
x or
5 2

6
Hence, x  at P
5

 OP2  x 2  y 2
substitute
y  2x  3

 10 x 2  27 x  18

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OP 2  x 2  2 x  3
2

2
6  6 
2

     2   3 
5  5  x-value
36 9
 
25 25
9

5
OP  1,34

OR/OF answer
(5)
tan Qˆ  2
Qˆ  63,43 
OP
sin 63,43  
1,5
OP  1,34

QUESTION 6
6 If C  x; y  is the centre of the hyperbola/As C  x; y  die middelpunt
is van
die hiperbool
y  x  6 and x  2

 y  2  6  4
asymptote
y
y4

asymptote x  2
y=4
shape (increasing
hyperbolic function)
(4)
x
0

x = -2

© Gauteng Department of Education