NATIONAL

SENIOR CERTIFICATE/
NASIONALE SENIOR
SERTIFIKAAT

GRADE 12/GRAAD 12

MATHEMATICS P1/WISKUNDE V1

NOVEMBER 2024

MARKING GUIDELINES/NASIENRIGLYNE

MARKS/PUNTE: 150

These marking guidelines consist of 21 pages.

Hierdie nasienriglyne bestaan uit 21 bladsye.

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Mathematics P1/Wiskunde V1 2 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne

NOTE:
• If a candidate answers a question TWICE, only mark the FIRST attempt.
• Consistent Accuracy applies in all aspects of the marking guidelines.

LET WEL:
• Indien ’n kandidaat ’n vraag TWEE keer beantwoord, sien slegs die EERSTE poging na.
• Volgehoue akkuraatheid is DEURGAANS op ALLE aspekte van die nasienriglyne van
toepassing.

QUESTION 1/VRAAG 1

The majority of learners performed well on this question, demonstrating an understanding of the
concepts. However, some learners failed to draw correct conclusions in certain parts of the question,
and many omitted the validation of their solutions

1.1.1 x( x − 3) = 0 ✓ x=0
x = 0 or x = 3 Very well answered. ✓ x=3
(2)

1.1.2 2x 2 − 4x + 1 = 0 ✓ standard form

Very well answered.
−(−4)  ( −4 ) − 4(2)(1)
2

x= ✓ correct substitution
2(2) 4 in correct formula
Answer only:
x = 1,71 or x = 0,29 4 ✓ answer
✓ answer
(4)

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Mathematics P1/Wiskunde V1 3 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne

1.1.3 x 2 − 2x − 3  0
( x − 3)( x + 1)  0 Notation still an issue. ✓factors
CV: x = 3 or x = – 1 Number line is not seen as ✓ critical values
an answer. Question needs
to be answered in inequality
3
form. Answer only:
–1 3 4

x < – 1 or x > 3 OR/OF x  (− ; − 1)  (3 ; ) ✓✓ answer

(4)
1.1.4 2 2 x − 2 x + 2 − 32 = 0
2 2 x − 2 2.2 x − 32 = 0 ✓use of exponential law
Not well answered.
✓factors
(2 x − 8)(2 x + 4) = 0 Validation of solution
2 = 8 or 2  −4
x x omitted by many. ✓ 2x = 8 Answer only:
1

2 =2
x 3
no solution ✓ 2 x  −4 5
x=3
✓ answer (5)

1.1.5 − 2x + 4 − x = 2
Many understood the
− 2x + 4 = 2 + x squaring was necessary but
✓ isolating the root
( )
−2 x + 4 = ( 2 + x )
2 2
did not square both sides.
✓ squaring both sides
− 2x + 4 = 4 + 4x + x 2
x 2 + 6x = 0 ✓ standard form
x( x + 6) = 0
x = 0 or x  −6 ✓ answers with selection

(4)

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Mathematics P1/Wiskunde V1 4 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
1.2 y = 3 − 2x … (1) ✓ eq 1
y + xy = 2
2
… (2)
Subs (1) into (2):
✓ substitution
(3 − 2 x) 2 + (3 − 2 x) x = 2
4 x 2 − 12 x + 9 − 2 x 2 + 3x − 2 = 0
2x 2 − 9x + 7 = 0 ✓ standard form
(2 x − 7)( x − 1) = 0
7 ✓ both x-values
x= or x = 1
2
y = −4 y =1 ✓ both y-values
(5)
OR/OF
OR/OF
3− y
x= … (1)
2 ✓ eq 1
y 2 + xy = 2 … (2)
Subs (1) into (2):
3− y
y2 +  y = 2 Answered well ✓ substitution
 2 
2 y 2 + 3y − y 2 − 4 = 0 ✓ standard form
y 2 + 3y − 4 = 0
( y + 4)( y − 1) = 0 ✓ both y-values
y = −4 or y = 1
7 ✓ both x-values
x= or x = 1 (5)
2
1.3 3 4 5 n n +1 n +1 3 4 5 n +1
Product =    ...   = ✓    ...
2 3 4 n −1 n 2 2 3 4 n

The product will be an integer value when n + 1 is  n +1 

✓ statement  
divisible by 2 i.e. n  3;5;7;...  2 
Therefore, n must be an odd number, greater than 2. ✓ n is odd for n > 2
(3)
OR/OF
3 OR/OF
For n = 2 the product is
2
 3  4  ✓ generation of the four
For n = 3 the product is     = 2 products
 2  3  Very little understanding. Higher order questions are
 3  4  5  5 marked differently. Must show clear understanding
For n = 4 the product is     = before marks where awarded.
 2  3  4  2
 3  4  5  6  ✓ identifying the pattern
For n = 5 the product is      = 3
 2  3  4  5  when n is odd
n  3;5;7;... ✓ n is odd for n > 2
(3)
Therefore, n must be an odd number, greater than 2.

[27]

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Mathematics P1/Wiskunde V1 5 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 2

In general Question 2 was answered fairly well, with question 2.1 being answered with more success
than 2.2.

2.1.1 n
S n = [2a + (n − 1)d ]
2
Answered well
20 ✓ substitution
S 20 = [2(7) + (20 − 1)(5)]
2
S 20 = 1 090 ✓ answer
(2)
2.1.2 Tn = 7 + (n − 1)(5) Learners were
Tn = 5n + 2 required to write a ✓ general term
series in sigma
notation and
S 75 − S 20 = 14 400 − 1 090 = 13 310 perform additional ✓ S 75 − S 20
75 20 calculations to
 (5n + 2) −  (5n + 2) = 13 310
n =1 n =1
complete the
question accurately.
75
75
  (5n + 2) = 13 310 Most found the
✓ 
n = 21
✓ = 13 310
n = 21 correct general term
but failed perform
additional (4)
OR/OF calculations
T21 + T22 + T23 + ... + T75 = 14 400 − 1 090 OR/OF
107 + 112 + 117 + …. = 13 310 ✓ S 75 − S 20
Tn = 102 + 5n
55
  (5n + 102) = 13 310 ✓ general term
55


1
✓ ✓ = 13 310
n=1
(4)
2.2.1 Tn = 2n − 1
98th first difference = 2(98) – 1
Determining the general ✓answer
= 195
term first lead to many
loosing marks.
Quadratic: T98 = 9 632 − 195 ✓method
= 9 437 ✓answer
(3)
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Mathematics P1/Wiskunde V1 6 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne

2.2.2 28 ; 29 ; 32

1 3 5 7
Answered well

2 2 2 ✓ second difference

3a + b = 1 9a + 3b + c = 32 ✓a=1
2a = 2 3(1) + b = 1 ✓b=–2
T3 = 1(3) 2 − 2(3) + c = 32 a = 1 b=–2 ✓ method to calculate
c = 29 c
OR/OF
1 – 2 + c = 28
c = 29 ✓ c = 29
(5)
Tn = n 2 − 2n + 29
[14]

QUESTION/VRAAG 3

This question was answered at an average level. In addition to the significant language skills required,
the integration of different topics posed challenges for many learners.

3.1 6
2nd circle: = 3 cm
2

3 Answered well
3rd circle: = 1,5 cm ✓✓ radius 3rd circle
2
(2)
OR/OF
1
2 OR/OF
3 circle = 6   = 1,5
rd
2 ✓✓ radius 3rd circle
(2)
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Mathematics P1/Wiskunde V1 7 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
3.2 9
36 ; 9 ;  ; ...
4
1 ✓a
r= ; a = 36
4 Answered with
✓r
some success. Many
  1 10  failed to read the
36    − 1
 4   question correctly
S10 =   and did not
1 calculate the area ✓ substitution
−1
4 as asked.
S10 = 150,80 ✓ answer
(4)
3.3 3
6;3; ...
2 Answered varied
1 3  3 widely. Main
radius =  = 3
2  128  256 challenge when ✓
n−1 setting up the 256
3 1
= 6  equation radii and
256 2 diameters were ✓ equating to radius
n−1
used in the same general term
1 1
=  equation. ✓simplification
512  2 
9 n−1
1 1  1 
  =  or/of n − 1 = log 1   
2 2    512 
2

 n −1 = 9  n −1 = 9
 n = 10  n = 10 ✓ answer
(4)
OR/OF

12 ; 6 ; 3 ; … OR/OF

3
diameter =
128
n−1
3 1
= 12  
128 2 1
n−1

n−1 ✓ 12  
1 1 2
= 
512  2  ✓ equating general term
9 n−1 of
1 1  1 
  =  or/of n − 1 = log 1    diameter to
3
2 2    512 
2 128
✓simplification
 n −1 = 9  n −1 = 9
 n = 10  n = 10
✓ answer
(4)

[10]

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Mathematics P1/Wiskunde V1 8 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 4

. Learners performed well on this question overall.

4.1 f ( x) = a x − 1
5
− = a2 −1 ✓ substitution
9
4
a2 =
9 Answered well
2
a= ✓ answer
3 (2)
4.2 y  −1 ✓ answer
OR/OF Answered well (1)
y  (− 1 ; )
✓ answer
(1)
4.3
y
Answered well,
most common
error, sketch
showed a ✓(0 ; 0)
hyperbola
✓ asymptote
✓decreasing
shape

x (3)
0 B

−1

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Mathematics P1/Wiskunde V1 9 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
4.4 19  2 
x

=   −1 Answered better than ✓substitution

8 3 expected. Many learners
x
27  2  calculate 𝑥 = −3, but then
=  many failed to do the
8 3
reflection over the line 𝑦 =
3 −x
3 3 𝑥.
  = 
2 2

 x = −3 ✓ answer

 19 
 C  −3 ; 
 8
 19  ✓ answer
C/  ; − 3
8  (3)
[9]

QUESTION/VRAAG 5

The response to this question was average overall, except for question 5.5, which was answered with
very limited success

5.1 p = −1 ✓ p = −1
Not answered well, confusion with x and p
(1)

5.2 y = x−3 Not answered well, confusion between ✓ substitution

y = 1− 3 equation of the horizontal asymptote and
y = −2 the value of 𝑞 in the general formula of a ✓ answer
hyperbolaconfusion with x and p (2) 2
Answer only:
2
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Mathematics P1/Wiskunde V1 10 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
5.3 a
1= −2 ✓ substitute (0 ; 1)
0 −1 Answered well, CA marking
a benefitted many.
3=
−1
a = −3 ✓ answer
(2)
5.4 −3
−2=0
x −1
− 3 = 2x − 2 Answered well, many correctly
2 x = −1 calculated the x-intercept, but
failed to conclude correctly ✓x-intercept
1
x = −
2
 1  1
x  − ; 1 OR/OF −  x  1 ✓✓ answer
 2  2 (3)
5.5 f is reflected in the y-axis, then translated 2 units ✓ reflection in y-axis
to the right ✓ translation 2 units right
Not well answered.
Learners struggled to grasp (2)
the transformation
OR/OF OR/OF

f is reflected in the x-axis, then translated 4 units ✓ reflection in x-axis

down ✓ translation 4 units
down
OR/OF (2)
OR/OF
f is reflected about the line x = 1
✓✓ reflection about line
x =1
OR/OF (2)

f is reflected about the line y = – 2 OR/OF

✓✓ reflection about line

y = −2 (2)

[10]

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Mathematics P1/Wiskunde V1 11 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 6

The question started off well with the first two questions being answered well by the majority of
learners, however the interpretive questions was a challenge for most.

6.1 −4
x= =2 OR/OF f / ( x) = −2 x + 4 = 0
2(−1) ✓ method for x
x=2 ✓ value of x
y = − (2) + 4(2) + 5
2
Answered well. ✓ value for y
=9

 B(2 ; 9) (3)
6.2 x 2 − 4x − 5 = 0
( x − 5)( x + 1) = 0
x = 5 or x = −1 Answered well.
 A(− 1 ; 0) ✓ A(− 1; 0)
Equation of AC:
8−0 y −0 8−0 ✓ method for
= OR/OF m= =2
3 +1 x +1 3 +1 gradient
8x + 8 = 4 y y − 0 = 2(x + 1)
✓ substitute point A
2x + 2 = y y = 2x + 2 or C into equation
of a straight line
(3)

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Mathematics P1/Wiskunde V1 12 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
6.3 EH = − x 2 + 4 x + 5 − (2 x + 2) Not answered as well as ✓ difference
EH = − x + 2 x + 3
2
expected, many equated the ✓ EH = − x 2 + 2 x + 3
functions or made
Max EH at: assumptions from the sketch.
− b − (−2)
− 2 x + 2 = 0 OR/OF x = =
2a 2(−1)
✓ x - value
x= 1 x= 1
Max length of EH = −(1) + 2(1) + 3
2
1
=4 Answer only: ✓ length (4)
k ( x ) = f ( x + m)
6.4 4

= − x 2 − 2mx − m 2 + 4 x + 4m + 5

k / ( x) = −2 x − 2m + 4 Not answered well ✓ k / ( x)

k / (x ) = 2 ✓ k / (x ) = 2
− 2 x − 2m + 4 = 2 0
Answer only:
− 2 x = 2m − 2 5
x = 1− m ✓ x = 1− m

k (1 − m) = g (1 − m)
− (1 − m) 2 − 2m(1 − m) − m 2 + 4(1 − m) + 4m + 5 = 2(1 − m) + 2 ✓ substitution
− 1 + 2m − m 2 − 2m + 2m2 − m 2 + 4 − 4m + 4m + 5 = 2 − 2m + 2
− 2m − 4 = 0
m = −2
OR/OF ✓ answer
k (x) = f (x + m) = g (x) (5)
OR/OF
− x 2 − 2mx − m 2 + 4 x + 4m + 5 = 2 x + 2
0 = x 2 + (2m − 2)x + m 2 − 4m − 3 ✓ equating
✓ simplification
 = (2m − 2) − 4(1)(m − 4m − 3)
2 2

 = 4m 2 − 8m + 4 − 4m 2 + 16m + 12 ✓ substitution into 

 = 8m + 16 = 0
m = −2 ✓  =0
OR/OF ✓ answer
f ( x) = − x 2 + 4 x + 5 (5)
f ( x) = −2 x + 4 = 2
/
OR/OF
−2 x = −2 ✓ f / ( x) = 2
x =1
✓ x-value
f (1) = −(1) 2 + 4(1) + 5
y =8
translate 2 units to the right
 m = −2 ✓ y-value
✓ 2 units to the right
✓ answer
(5)

[15]

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Mathematics P1/Wiskunde V1 13 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 7

This question was not answered with much success. Incorrect formulae and compounded interest
rates was a challenge for many. Very few learners showed any understanding of the problem in 7.3.2.

7.1 A = P(1 + i ) n
64
 6,8  ✓ i, n
A = 5 000 1 +  Answered well,
 400  some incorrect i ✓ substitution into
= R14 706,56 and n values. correct formula
✓ answer
(3)
7.2 A = P (1 − in)
1 Fairly well answered.
P = P (1 − 4i) Simplification to make 𝑖 the
✓substitution into
2 subject of the equation correct formula
1
= (1 − 4i) proved to be a challenge
2
1
i=
8
r = 12,5% ✓ answer
(2)

OR/OF OR/OF

r=
50% ✓ method
4
r = 12,5% ✓ answer
(2)

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Mathematics P1/Wiskunde V1 14 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
7.3.1 Already paid:
2 300,98  60 = R 138 058,80 Very poorly ✓ amount already
answered. paid
Confused interest
Interest:
earned with
138 058,80 – 100 000
interest rate. ✓ interest
= R 38 058,80
(2)

7.3.2 Balance after 2 years:

P=

x 1 − (1 + i )
−n
 Very poorly
answered. The
i question posed
  13,5  
−36 multiple
✓n= 36
2 300,981 − 1 +   challenges, as it
  1200  
 required extensive ✓i
P= ✓ substitution into
13,5 calculations before
reaching the correct formula
1200
= R 67 804,94 answer. ✓ answer
R 67 804,94 – R20 000 = R 47 804,94 ✓ answer

P=

x 1 − (1 + i )
−n

i
  13,5  
−n

2 300,981 − 1 +  
  1200   ✓substitution into
47 804,94 =
13,5 correct formula
1200
0,766 = (1,01125 )
−n

log 1,01125 0,766 = −n

n = 23,83
 12 months earlier ✓ answer in months
(7)
OR/OF OR/OF
122
 13,5 
A = 100 0001 +  ✓n = 24
 1200 
= R130 799,12 ✓i

 13,5 122  ✓ substitution into

2 300,981 +  − 1 both correct
 1200  
F= formulae
13,5
1200
= R 62 993, 92
✓ answer
Balance outstanding = A – F = 130 799,12 – 62 993,92
= R67 805,20
✓ answer
R 67 805,20 – R20 000 = R 47 805,20

P=

x 1 − (1 + i )
−n

i

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Mathematics P1/Wiskunde V1 15 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
  13,5 − n  ✓ substitution into
2 300,98 1 − 1 +   correct formula
  1200  

47 805, 20 =
13,5
1200
0, 766... = (1, 01125 )
−n

log1,01125 0,766... = −n ✓ answer in months

n = 23,80 (7)
 12 months’ earlier OR/OF
OR/OF
✓i
  13,5   −n
✓ n = 24
2 300,981 − 1 +   −24 ✓= 100 000
  1200   +
  13,5 
100 000 = 20 000 1 +  ✓ substitution into
13,5  1200  correct P formula
1200 ✓ substitution into
correct A formula

  809 − n 
2 300,98 1 −    ✓ simplification
  800  

84 709,38 =
0,135
12
−n
 809 
0, 4142 = 1 −  
 800 
−n
 809 
  = 0,5858
 800 
−n = log  809  0,5858
 
 800 

n = 47,80 months after starting payments

✓ answer in months
 12 months earlier (7)

[14]

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Mathematics P1/Wiskunde V1 16 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 8

The overall average for Question 8 is 76% and the range is 18. The sequence in which questions
were asked was different from any other year but the question was still answered well by the majority
of learners, with the exception of 8.3. Differentiation from first principles and using the rule of
differentiation was done well.

8.1.1 d
dx

3x − 5 x 2  Answered well ✓3
= 3 − 10 x ✓– 10x
(2)
8.1.2 2 3 7
g ( x) = − x Well answered
x2 question. Minor
7 7
−2 notation errors were ✓ 2 x −2 ✓ − x 3
g ( x) = 2 x −x 3
still evident.
4
4
7 3
g ( x) = −4 x
/ −3 7 3
− x ✓ − 4x −3 ✓ − x
3 3
(4)
8.2 f ( x) = x − 4 x + 2 x + 3
3 2
Surprisingly poorly
f / ( x) = 3x 2 − 8 x + 2 answered. Learners do
m = f / (2) = 3(2) − 8(2) + 2
2 not understand the
relationship between
m = −2 the gradient of a ✓ m = −2
y = f (2) = (2) 3 − 4(2) 2 + 2(2) + 3 tangent to a function
y = −1 and the derivative of ✓ y = −1
y + 1 = −2(x − 2) the function.
y = −2 x + 3 ✓ answer
(3)
8.3.1 f ( x) = −6 x 2
Well answered
f (x + h ) − f (x )
f ( x) = lim
/ question. Minor
h→0 h notation errors were
− 6(x + h ) + 6 x still evident.
2 2
= lim ✓substitution
h →0 h
−6 x − 12 xh − 6h2 + 6 x 2
2 ✓
= lim f ( x + h) = −6 x 2 − 12 xh − 6h 2
h →0 h

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Mathematics P1/Wiskunde V1 17 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
− 12 xh − 6h 2 ✓simplification
= lim
h →0 h
h ( −12 x − 6h )
= lim ✓common factor
h →0 h
= lim ( −12 x − 6h )
h →0

= −12 x ✓answer
OR/OF (5)
OR/OF
f ( x) = −6 x 2

f ( x + h) = −6 x 2 − 12 xh − 6h 2 ✓
f ( x + h) − f ( x) = −6 x − 12 xh − 6h + 6 x = −12 xh − 6h
2 2 2 2
f ( x + h) = −6 x 2 − 12 xh − 6h 2
✓simplification
f (x + h ) − f (x )
f / ( x) = lim
h→0 h
− 12 xh − 6h 2
= lim
h →0 h
h ( −12 x − 6h ) ✓substitution
= lim
h →0 h
✓common factor
= lim ( −12 x − 6h )
h →0

= −12 x
✓answer
(5)
8.3.2 x0 ✓answer
Fairly answered by many learners. The most (1)
common error here was 𝑥 < 0 or 𝑥 > 0.
OR/OF

x0 ✓answer
(1)
8.3.3 y = −6x 2
Learners struggled with
x = −6y 2 ✓ swopping x and y
determining the inverse and
−1 writing correct restrictions. Most
y2 = x swopped 𝑥 and 𝑦, but could not
6
correctly give the equation of the
1 inverse function in the correct form 1
y= − x ✓y= − x
6 with the correct restrictions. 6
1
y = − − x ; x0 ✓ answer
6
(3)
[18]

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Mathematics P1/Wiskunde V1 18 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 9

The overall average for Question 9 is 42% and the range is 8. Despite the fact that the sketch of the
function is given in the question, it was not answered well. There seems to be a general lack of
knowledge where the interpretation of the function is concerned. The relationship between 𝑓, 𝑓′ and
𝑓′′ is not understood.

5 ✓✓answer
9.1 1 x  This question was answered relatively well
2
with correct notation being the biggest
challenge
(2)
9.2 5  ✓ x =1 ✓ x =
5
(1 ; 0) and  ; 0  Learners often simply gave the
 2  given coordinates of the turning 2
points of 𝑓 as an answer.
(2)
9.3 5
+1 This question was not answered
2 by many learners. Learners are ✓method
2 unable to draw conclusions
7 about the inflection point if the
=
4 sketch of the graph is given. If
7 the equation of the function
Concave up for x  was given, learners would have ✓answer
4
been able to calculate the point
of inflection algebraically. (2)

9.4 − 9  k  −8 ✓✓answer
Many learners did not attempt the question and
(2)
showed little understanding of what was asked. The
transformation in this questions, similar to the
transformation in question 5, was a challenge for most
learners.

[8]

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Mathematics P1/Wiskunde V1 19 DBE/November 2024
NSC/NSS – Marking Guidelines/Nasienriglyne
QUESTION/VRAAG 10

This question was not answered by many learners and those attempting the question had little insight
and could not answer it correctly. 3.2 was a problem solving question and the poor results was
expected. Many learners answered question 10.2 in 10.1 and visa-versa which shows that the had no
understanding of what was being asked.

10.1 − 6t + 18 = 0 ✓=0
18 = 6t
3=t ✓ value of t
s (3) = − 3(3) 2 + 18(3) = 27
/ ✓ answer
(3)
Most learners simply factorised and solved the given
quadratic expression that was given, very few learners
understood the concept of maximisation in this question.
The learners who answered the question correctly by finding
𝑠′′(𝑡) did not explicitly show 𝑠 ′′ (𝑡) = 0 and was therefore
penalised one mark.

10.2 − 3t 2 + 18t = 0
Very poorly answered. Many ✓ factors
− 3t (t − 6) = 0
learners simply omitted this ✓ values
t = 0 or t = 6 question Many learners
attempted to use 𝑠𝑝𝑒𝑒𝑑 =
s(t ) = at 3 + bt 2 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
to solve the question. A
𝑡𝑖𝑚𝑒
s (t ) = 3at + 2bt
/ 2
few learners used integration
3a = −3 and 2b = 18 to answer the question. The
a = −1 b = 9 relationship between distance, ✓ a and b
speed and velocity is not
s(t ) = −1t + 9t
3 2 understood well.

s(6) = −(6)3 + 9(6) 2 ✓ substitution

s(6) = 108 ✓ answer
(5)
[8]

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QUESTION/VRAAG 11

The overall average for Question 11 is 52% and the range is 8. This was an easy question based
solely on the Grade 11 curriculum, which should have been answered very well. However, it was only
answered fairly well. Some learners did not use probability to approach the question, which may
suggest that it was not taught at all schools.

11.1

M T
5 ✓2
11 6
2 ✓3 ; 4 ; 5
4 3
✓6 ; 9 ; 11
9
G

(3)
Answered fairly well but many did not have
the correct sample space. The most common
error was not finding the intersection of all 3
events, which shows the lack of basic
11.2 4 + 2 + 5Venn
knowledge on drawing + 3 diagrams
14 7 ✓ (4 + 2 + 5 + 3) or
P(at least two subjects) = = = = 0,35 14
40 40 20
This question was not answered in numerator
well, and many did not understand ✓ 40 in denominator
what ‘at least one’ refers to. (2)

P(M)  P(T) =
11.3 22 16 11 22 16
 = = 0,22 ✓ 
40 40 50 40 40
P(M and T ) =
7 Learners showed some 11
= 0,175 ✓
40 understanding of the 50
concept of independence. 7
✓
P(M)  P(T)  P(M and T) Many learners did not 40
prove independence but
simply stated the rule and
Events M and T are worked with it as an
not independent equation.
✓answer
(4)
[9]
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QUESTION/VRAAG 12

The overall average for Question 12 is 44% and the range is 8. Question 12 was answered well and
was relatively easy compared to the counting principle in the December 2023 NCS paper. However,
many learners lost marks in 12.3 due to errors in calculating percentage increase, a concept taught in
Grade 9. Additionally, many learners incorrectly used factorials, even though they were not
applicable, indicating that the topic is generally being taught.

12.1 26  10  26  10 = 67 600 ✓for correct letters

The learners who attempted
✓for correct digits
this question mostly got it
(2)
right.
12.2 18  9  19  5 = 15 390 Given that its
multiplication
This question was poorly answered by many learners.
✓ 18
It is more difficult that 12.1 as the number of
✓ 19
restrictions are increased. Some learners calculated
✓9
the sum instead of the product of the numbers.
✓5
(4)

12.3 24  9  25  5 = 27 000 ✓ 24  9  25  5
27 000 − 15390
100 = 75, 44% ✓answer
15 390
(2)
Learners did not understand the concept of percentage
increase. Many used the answer in 12.1 as the
denominator here, as if they are answering a question
on probability rather than percentage increase.

[8]

TOTAL/TOTAAL: 150

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