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GR
GR 11
11 &
& 12
12
MATHEMATICS
WISKUNDE
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 i

MATHEMATICS GRADES 10-12

Weighting of Content areas
description Grade 10 Grade 11 Grade. 12
PaPer 1 (Grades 12:bookwork: maximum 6 marks)
Algebra and equations (and inequalities) 30 ± 3 45 ± 3 25 ± 3
Patterns and Sequences 15 ± 3 25 ± 3 25 ± 3
Finance and Growth 10 ± 3
Finance, growth and decay 15 ± 3 15 ± 3
Functions and Graphs 30 ± 3 45 ± 3 35 ± 3
Differential Calculus 35 ± 3
Probability 15 ± 3 20 ± 3 15 ± 3
total 100 150 150
PaPer 2: Grades 11 and 12: theorems and/or trigonometric proofs: maximum 12 marks
description National
Grade 10 Curriculum
Grade 11Statement
Grade 12(NCS)
Statistics 15 ± 3 20 ± 3 20 ± 3
Analytical Geometry 15 ± 3 30 ± 3 40 ± 3
Curriculum and Assessment
Trigonometry 40 ± 3
Policy 50 ±3
Statement 40 ± 3
euclidean Geometry and Measurement 30 ± 3 50 ± 3 50 ± 3
MATHEMATICS

total 100 150 150

Mathematics
2.6 in the
mathematics FETFet
in the

The subject Mathematics in the Further education and Training Phase forges the link between the Senior Phase
and the Higher/Tertiary education band. All learners passing through this phase acquire a functioning knowledge
of the Mathematics that empowers them to make sense of society. It ensures access to an extended study of the
mathematical sciences and a variety of career paths.

In the FeT Phase, learners should be exposed to mathematical experiences that give them many opportunities to
develop their mathematical reasoning and creative skills in preparation for more abstract mathematics in Higher/
Tertiary education institutions.
Further Education and Training Phase
Grades 10-12

Extracted from:
National Curriculum Statement (NCS)
Curriculum and Assessment Policy Statement
Further Education and Training Phase
Grades 10-12






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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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 ii

Index/Indeks

Paper 1 / Vraestel 1...................................................1 Paper 2 / Vraestel 2....................................................... 25

Products & Factorisation / Produkte & Faktorisering................2 Volume and surface area / Volume en buiteoppervlakte..................26
Indices & surds / Eksponente & wortelvorme...........................4 Analytical geometry / Analitiese meetkunde...................................28
Quadratic equations / Kwadratiese vergelykings.......................6 Trigonometry / Trigonometrie.........................................................31
Simultaneous equations / Gelyktydige vergelykings.................8 Compound & double angles / Saamgestelde- en dubbelhoeke........32
Inequalities / Ongelykhede........................................................9 Solving triangles / Oplos van driehoeke..........................................35
Patterns & sequences Pattern / Getalpatrone & rye.................11 Data handling / Data Hantering.......................................................37
Annuaities / Annuïteite............................................................13 Euclidean Geometry / Euklidiese Meetkunde..................................39
Straight line & parabola / Reguitlyn & parabool.....................15 Solutions / Oplossings.....................................................................53
Hyperbola / Hiperbool.............................................................16
Exponential graph / Eksponensiële grafiek..............................17
Properties of Graphs / Eienskappe van grafieke......................18
Differential Calculus / Differensiaalrekeninge........................22

Compiled by / Saamgestel deur:

Dr Gerrit Stols
Euclidean Geometry Compiled by / Euklidiese Meetkunde Saamgestel deur:
Ria Brown & Philip R. Brown

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 1

Paper 1 / Vraestel 1

Patterns and sequences / Getalpatrone

Annuities and finance / Annuïteite en finansies
Functions and graphs / Funksies en grafieke
Algebra and equations / Algebra en vergelykings
Calculus / Differensiaalrekene
Linear programming / Lineêre programmering

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 2

Products & Factorisation / Produkte & Faktorisering

Products / Produkte
General cases / Spesiale gevalle
 a(b + c) = ab + ac
 (a + b)(c + d) = ac + ad + bc + bd
 (a + b)(d + e + f) = ad + ae + af + bd + be + bf
Special cases / Spesiale gevalle
 Difference of squares / Verskil van vierkante: (2a2 + 3b)(2a2 – 3b) = 4a4 – 9b2
 Square / Vierkant: (a + 3b)2 = a2 + 6ab + 9b2
Factorisation / Faktorisering
Step 1: Find the common factor / Haal gemeenskaplike faktor uit:
Step 2: Count the number of terms / Tel die aantal terme
2 Terms / Terme
 Different of squares: x2 – y2 = (x – y)(x + y)
 Sum of cubes: x3 + y3 = (x + y)(x2 – xy + y2)
 Difference of cubes: x3  y3 = (x  y)(x2 + xy + y2)
3 Terms / Terme: 6x2 – 19x + 10 = (2x – 5)(3x – 2)
4 Terms / Terme: Grouping / Groepeer 2-2 terms: x2 – xp – xq + pq = x(x – p) – q(x – p) = (x  p)(x  q)
Use factor theorem / Gebruik die faktorstelling

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 3

Worksheet
Worksheet 1
/ Werkkaart 1

f) x2 + 7x + 12
1. Simplify the expressions/Vereenvoudig die uitdrukkings: g) (x  3)(x  2) 12
a)  2x  (x  2x2) h) 7x3 – 56
b) (x  2x2)  2x i) 18 – 8(x – y)2
c) (x  2x2) ( 2x) j) (2x – y)2 + 4(y – 2x)
d) 2x (x  2x2) k) 2x2 + 4y – 8y2 – 2x
e) 2x + (x  2x2) l) x3  3x2  16x + 48
f) ( 2x)(x  2x2) m) x3  4x2  11x + 30
g) (2x – y)3 n) x3  3x2 + 4
h) (x + 2)(x2  2x + 4)
i) (4x2 + 6x + 9)(2x  3) 3. Simplify the expressions/Vereenvoudig die uitdrukkings:
2x x2
a) 2

2. Factorise/Faktoriseer: 5 x  25 x 25  x 2
2
2 a  b a 2  2ab  b 2
a) x + x 12 b) 
ab a 3  b3
b) x2  x 12
x 2x  1
c) x2 + x + 12 c) 2
 2
x  4 x  2x
d) x2  x + 12
2
2x2 x3  1
e) x  7x + 12 d) 2 
x 1 x 1

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 4

Indices & surds / Eksponente & wortelvorme

2
Definition: a  b  b = a and a ≥ 0 & b ≥ 0
1 1 a
 a  a2 ; an  n a ; x even number  0

Exponential laws Definitions Surds

Eksponentwette Definisies Wortelvorme

a; b  R and n; m  No
a0  1 n
k s k s a .n b  n ab
a .a  a
1n  1 n
ak a a
n
n
 ak s b b
as 1
an 
an
m n
(a m ) n  a mn a  mn a

[Link] = (a.b)k

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 5

Worksheet / Werkkaart
Worksheet 2 2

1. Are the following true or false? / Is die volgende waar of vals? 3. Simplify without using a calculator / Vereenvoudig sonder om
’n sakrekenaar te gebruik:
a) 2 4.2 5  4 45  4 9
b) 22 + 23 = 25 8 8
a)
2. 8
c) (2)2 = 22
2. Simplify without using a calculator / Vereenvoudig sonder om b) 32  288  800
’n sakrekenaar te gebruik:
c) 2. 8
2

 8  3
a)   18  32
d)
 27  8
2 x 3  2 x 3
b) e) 4 .3 16
2 x 1
27 . 18. 32
3 2 f)
3
c) 9 8 12 . 8
2.5 x 1  3.5 x  2 g) 3 48  3 75  2 108
 
d)
4.5 x 1  3.5 x
8 n 3.32  n 1.6 2 n
e) 4. Rationalise the denominator / Rasionaliseer die noemer:
9n
2
2 x 1.8 x 1 a)
f) 2
4 2( x2)
5
b)
2 3

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 6

Quadratic equations / Kwadratiese vergelykings

Methods to find the roots / Metodes om die wortels te bepaal:

WRITE IN STANDARD FORM & Get rid of fractions:  LCM (denominators  0)

 Factorising / Faktorisering
i. One side = 0 / Een kant = 0
ii. Factorise / Faktoriseer
iii. Let (…) = 0 or (…) = 0 / Stel (…) = 0 of (…) = 0
 b  b 2  4ac
 Formula / Formule: x 
2a
 Completing the square / Vierkantsvoltooiing
i. Divide by the coefficient of x2 / Deel deur koëffisiënt van x2
ii. Take constant term to right-hand side / Konstante term na regterkant
2 2
Coef. of x 1   Koëf. van x 1 
iii. Add    to both sides / Tel albei kante by   
 1 2  1 2
iv. LHS: Factorise & RHS: LCM / LK: Faktoriseer & RK: KGV
v. Extract  / Trek 
vi. Get x alone on a side and LCM / LK: Kry x alleen & RK: KGV

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Worksheet / Werkkaart
Worksheet 3 3

1. Solve for x / Los op vir x: 3. Solve for x, using the formula / Los op vir x deur die formule te
2 gebruik.
a) 2x + x  6 = 0
a) 3  x2 = 2x2 + 1
b) (2x  3)(x  1) = 15
4
4 x 3 b) x  +2=0
c)  x
x3 4
4. Factorise / Faktoriseer:
d) (x + 3)(x  5) = 9
2 a) x3  3x2 + 4x  12
e) 5x  80 = 0
b) 2x3 + x2  13x + 6
f) x  18  6x(x  5) = 0
c) x3 + 6x2  9x  14
2 x2
g) 1  3 d) x3 + 3x2  3x  9
x4 x4
3x  2 5x 5. Solve for x / Los op vir x:
h) 2
2x  3 x4 a) 4x5 – 3x4 – 4x + 3 = 0

1  1x b) x3 + 3x = 2
i) 1
1  1x c)  x3 + 5x2 + 8x = 12
6. Solve for x if/ Los op vir x as: (2x + 3)(x2  5) = 0 and/en
2. Solve for x by completing the square / Los op vir x d.m.v.
vierkantsvoltooiing: a) x  Z
2
a) 2x + 14x + 24 = 0 b) x  Q
b) 2x2 + x  6 = 0 7. Given/Gegee: 1  i
2
c) ax + bx + c = 0 Write the roots of x2 + 2x + 5 = 0 in terms of i.
d) mx2 + x2  x + m = 1 Skryf die wortels van x2 + 2x + 5 = 0 in terme van i.

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 8

Simultaneous equations / Gelyktydige vergelykings

Methods / Metodes:

 Elimination / Eliminasie
Use this method if there is no term with xy. / Gebruik hierdie metode indien daar geen term met xy is nie.
i. Write similar terms underneath each other / Skryf gelyksoortige terme onder mekaar neer
ii. Get coefficients of x or y to be the same by  / Kry koëffisiënte van x of y dieselfde
iii. Eliminate one variable / Elimineer een onbekende
iv. Solve equation / Los op
v. Substitute back and determine other variable / Vervang terug en bepaal ander onbekende

 Equate equations / Stel vergelykings gelyk

Use this method if you can get y alone on a side of both equations.
Gebruik hierdie metode indien y alleen aan ‘n kant van albei vergelykings gekry kan word.

 Substitution / Substitusie
If you can’t use method 1 or 2, this method always works. / Hierdie metode sal altyd werk, indien metode 1
of 2 nie gebruik kan word nie.
i. Look for simplest equation / Soek eenvoudigste vergelyking
ii. Get x or y alone (preferably not fraction) / Kry x of y alleen (verkieslik nie breuk nie)
iii. Substitute in other equation and determine x or y / Vervang in ander vgl. en bepaal x of y.
iv. Substitute answer into any of the original equations to determine the other variable / Vervang
antwoord om ander onbekende te bepaal.

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 9

Inequalities / Ongelykhede

Step 1: One side = 0 / Een kant = 0

Step 2: Factorise / Faktoriseer

Step 3: Calculate roots / Bereken wortels: Let (…) = 0 or (…) = 0 / Stel (…) = 0 of (…) = 0

Step 4: Make a rough sketch of parabola / Maak rowwe skets van die parabool

Step 5: If (***)(***) < 0 read off the x values of the graph under the x-axis
As (***)(***) < 0 lees dan die waardes van die grafiek af onder die x-as.

If (***)(***) > 0 read off the x values of the graph above the x-axis
As (***)(***) > 0 lees dan die waardes van die grafiek af bo die x-as.

Example: Solve for x / Los op vir x: x2  x  6

Step 1: x2  x  6  0
Step 2: (x  3)(x + 2)  0
2 3
Step 3: x-interscepts / x-afsnitte: 3 and 2
Step 4: See sketch / Sien skets
Step 5: Solution / Oplossing: x  2 or / of x  3

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 10

Worksheet / Werkkaart
Worksheet 4 4

1. Solve for x / Los op vir x:

a) 2x = 32 5. Solve simultaneously for x and y / Los gelyktydig vir x en y op:
b 2x = 5 a) 2x + 3y = 2 and/en x  4y = 12
c) 5x  100 = 0 b) 3y  x  4 = 0 and/en x2  xy + y2 = 3
d) 3.2 x 1  18  0 c) y + 2x = 2 and/en y2 + 2x2 = 3xy
e) 3.4 x  8 18  0 d) y2 + 2x2  3xy = 0 and/en y + 2x = 2

f) 3 2 x 1  12
1 6. Solve for x / Los op vir x:
2
g) x  4 a) 1  2x > 0
h) 5.2x+1 – 8 = 32 b) (x + 1)(x  2) > 0
i) 2.2x  64 = 0 c) (2x  3)2 < 4
n d) x2  x  6  0
2. If A  P1  i  , make n the subject of the formula / Maak n die
onderwerp van die formule. e) x2 < x + 12
x[(1  i ) n  1] f) x2  2x  8
3. If F  , make n the subject of the formula / Maak
i g) x2 < 16
n die onderwerp van die formule.
h) x2  9
4. Determine the points of intersection of the curves of: /
Bepaal die snypunte van die krommes van:
y + 2 = 2x and/en y = x2  4x + 3

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 11

Patterns & sequences Pattern / Getalpatrone & rye

Abbreviations / Afkortings Arithmetic sequences / Rekenkundige rye:

a first term of the sequence / eerste term van die ry (a = T1) 2; 5; 8; … of –3; –7; –11; …
d constant difference / konstante verskil (RR): d = T2 – T1 or d = T30 – T29
T T
r constant ratio (GS) / konstante verhouding (MR): r = 2 or r = 45 2) TEST / TOETS: T2 – T1 = T3 – T2
T1 T44
3) Tn  a  (n  1)d
n the number of terms / die aantal terme
n
Tn the value of the nth term of the sequence / die waarde van die n de term 4) Sn  2a  (n  1)d 
2
van die ry n
5) Sn = a  l 
Sn the sum of the first n terms / die som van die eerste n terme 2

Patterns
Geometric sequences / Meetkundige rye:
 Exponential: 1; 2; 4; 8; … = 20; 21; 22; 23; … or 30; 31; 32; 33; …
1
2; 1; 2
; … of 2; –4; 8; …
 Arithmetic: If 1st difference is constant  T2 – T1 = T3 – T2
 Geometric: If the ratio is constant = T2  T3
T1 T2 T2 T3
1) TEST / TOETS: =
 Recursive sequences T1 T2

o 1; 1; 2; 3; 5; 8; .  Fibonacci sequence: Tn+1 = Tn + Tn-1 1) T n  ar n 1

a ( r n  1)
o 1; 9; 33; 105; 321; …  Tn = 3(Tn1 + 2)
2) Sn  ;r1
 Quadratic: If 2nd difference is constant: Tn = p.n2 + q.n + r r 1

5 7 9 a
 Combination: 13 ; 2 ; 3 ; 4 ; …  Tn = 2n  1 3) S   as  r < 1
n 1 r

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 12

Worksheet
Worksheet 5
/ Werkkaart 5

1. Determine the unit’s digit (i.e. last digit of the number) of the 1. Bepaal die ene-syfer van die produk van die eerste 200
product of the first 200 prime numbers. priemgetalle.

2. A rubber ball is bounced from a height of 90 m and after each 2. ‘n Rubberbal wat van ’n hoogte van 90 m laat val word, verloor
successive bounce loosed 30% of the previous height. met elke terugsprong 30% van sy vorige hoogte.
a) What maximum height will the ball reach during the 5th a) Wat is die maksimum hoogte wat die bal tydens die 5de
bounce? terugsprong bereik?
b) After how many rebounces will the ball reach a height of less b) Na hoeveel spronge bereik die bal ‘n hoogte van minder as
than 3 metres? 3 meter?
c) Calculate the total distance travelled by the ball after it came c) Bereken die totale afstand wat die bal aflê het nadat dit tot
to rest. rus gekom het.

3. The following number pattern was given 1; 5; 11; 19; … 3. Die volgende getal patroon word gegee: 1; 5; 11; 19; …
a) Determine the 5th term in the pattern. a) Bepaal die 5de term in die patroon.
b) Derive a formula for the nth number in the pattern. b) Lei ‘n formule af vir die n-de getal in die patroon.
c) What is the 50th number in the pattern? c) Wat is die 50ste getal in die patroon?

4. A swimming pool company builds rectangular pools and uses

4. ’n Swembad maatskappy bou reghoekige swembaddens en
square paving blocks around it.
gebruik vierkantige blokke om die swembad as plaveisel.
a) How many square paving blocks are needed for an 8  5 pool? a) Hoeveel vierkantige plaveisel blokke word benodig
b) How many square paving blocks are needed for 6 by 3 pool vir ‘n 8 × 5 swembad?
a m × n pool? b) Hoeveel vierkantige plaveisel blokke word benodig
c) How many square paving blocks are needed for vir ‘n m × n swembad?
a m × m pool? c) Hoeveel vierkantige plaveisel blokke word benodig
d) What is the largest pool that can be built with vir ‘n m × m swembad?
200 square paving blocks? d) Wat is die grootste swembad wat met 200 vierkantige
plaveisel blokke gebou kan word?

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 22
13

Annuities / Annuïteite

Home loans (bond repayment) / Huislenings (Verbandpaaiemente)

Interest on a home loan is calculated at the beginning of each month, and payments are calculated on a monthly basis. / Rente op ‘n huislening
word bereken aan die begin van elke maand, en betalings word op ‘n maandelikse basis bereken.
x[1  (1  i )  n ]
Use Present value formula to calculate x / Gebruik die Huidige waarde formule om x te bereken: P 
i
P = Loan (Bond amount) / Lening (Verband bedrag)
n = number payments / aantal terugbetalings (aantal paaiemente)
i = interest rate per period / rentekoers per saamgestelde periode
x = regular payment / gereelde betaling

Total amount to be repaid / Totale bedrag wat terug betaal moet word:
Regular payment × Number of repayments / Paaiement × Aantal terugbetalings

Outstanding balance / Uitstaande balans:

Working from the present time to the point in time when the balance must be calculated / Werk vanaf begintyd tot die tydstip waarop die
balans bereken moet word: Balance = (loan + interest) – (sum of payments + interest) Balans = (lening + rente) – (som van paaiemente +
rente)

Sinking funds / Sinkende fondse

Definition: Start saving a fixed monthly instalment to provide for the purchase of new equipment in future. Use present equipment as a deposit.
Definisie: Begin vroegtydig ‘n gereelde paaiement te spaar om voorsiening te maak vir die aankoop van nuwe toerusting in die toekoms.
Verkoop huidige toerusting vir ‘n deposito
x[(1  i ) n  1]
Monthly instalment: Calculate x in Future Value Formula / Maandelikse paaiemente: Bereken x in die Toekomstige waarde formule F 
i

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 23
14

Worksheet
Worksheet 7
/ Werkkaart
6 6

1. Tokyo borrowed R50 000 and agrees to repay the loan by means 1. Tokyo leen R50 000 en kom ooreen om die lening in 50 gelyke
of 50 equal monthly instalments. Interest is calculated at 16% maandelikse paaiemente terug te betaal. Rente word bereken
per annum compounded monthly. Calculate the monthly teen 16% per jaar maandeliks bereken. Bereken die maandelikse
instalment. paaiement.
2. An amount of x rand is invested k times per annum in an 2. 'n Bedrag van x rand word k keer per jaar in 'n annuïteit belê Die
annuity. The interest rate is r% per annum and is compounded k rentekoers is r% per jaar en word k keer per jaar saamgestel. Lei
times per annum. Derive a formula from first principles that you 'n formule vanuit eerste beginsels af waarmee u die bedrag
can use to calculate the amount available in the annuity after n beskikbaar in die annuïteit na n jaar sal kan bereken.
years.
3. Tabu besluit om kwartaalliks R5 000 in 'n annuïteit te belê. Sy
3. Tabu decides to invest R5 000 quarterly in an annuity. His first eerste betaling is eers aan die einde van die eerste kwartaal. As
payment is only at the end of the first quater. If the compound die saamgestelde rente wat hy verdien teen 16% per jaar
interest he earns is calculated quarterly at 16% per annum, kwartaalliks gekapitaliseer word, bereken die waarde van
calculate the value of this annuity in five years time from now. hierdie annuïteit oor vyf jaar van nou af.
4. The cost of a bus is R2 400 000. The cost is expected to rise at a 4. ’n Bus kos R2 400 000. Die verwagte styging in koste is 16%
rate of 16% per annum compound interest, while the value of saamgestelde rente per jaar. Die waarde van die bus verminder
the bus depreciates at a rate of 22% compounded depreciation teen ’n saamgestelde koers van 22% per jaar. Die verwagte
per annum. The life expectancy of the bus is 5 years. gebruiksleeftyd van die bus is 5 jaar.
a) Find the scrap value of the bus. a) Bepaal die skrootwaarde van die bus.
b) Vind die koste van die nuwe bus oor vyf jaar.
b) Find the cost of a new bus in five years’ time.
c) ’n Delgingsfonds word gestig om vir die nuwe bus te betaal.
c) A sinking fund is established to pay for the new bus. For the Vir hierdie fonds geld die volgende: Die paaiemente word
sinking fund, payments are made into an account paying 16% gemaak in ‘n rekening wat 16% per jaar betaal, maandeliks
per annum, compounded monthly. Find the value of the saamgestel. Bepaal die waarde van hierdie delgingsfonds en
sinking fund and the size of the monthly payments, if die grootte van die maandelikse paaiement, indien
payments start in a year’s time and stop the month before the paaiemente oor een jaar begin en eindig ’n maand voordat
purchase of the new bus. die bus aangekoop word.

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 24
15

Straight line & parabola / Reguitlyn & parabool

Standard form / Standaardvorm: y = mx + c General form / Standaardvorm: y = a(x + p)2 + q

 m (slope / gradiënt) = y  y 2  y1 Sketch / Skets
x x 2  x1
o || lines / lyne: m1 = m2  Turning point: / Draaipunt: (p; q)
o  lines / lyne: m1.m2 = –1  Form / Vorm: a value / a waarde + –
 c is the y-intercept / c is die y-afsnit
 x-intercepts / x-afsnitte: Let / Stel y = 0
Sketch (3 methods) / Skets (3 metodes)  y-intercept / y-afsnit: Let / Stel x = 0
 Table: Choose x and determine y / Tabel: Kies x en
bepaal y
Sketch using transformations / Skets mbv
 Double intercept / Dubbel-afsnit metode:
transformasies: y = a(x – p)2 + q
o y-intercept: let x = 0 / y-afsnit: stel x = 0
o x-intercept: let y = 0 / x-afsnit: stel y = 0  Draw the graph / Skets die grafiek van: y = ax2
 Gradient intercept / Gradiënt afsnit:  Shift graph q units in the vertical direction / Skuif
o Get y-intercept / Kry y-afsnit grafiek q eenhede vertikaal
o Use m: Work in y then in x direction / Gebruik
m: Werk eers in y- en dan in x-rigting  Shift graph ( p) units in the horizontal direction /
Skuif grafiek (p) eenhede horisontaal
Determining the equation / Bepaling van die vergelyking
Determining the equation / Bepaling van die vergelyking
 Determine gradient of line / Gebruik die gradiënt van
die lyn  Turning point + any other point / Draaipunt + enige
 Find the coordinates of a point on the line / Bepaal ander punt: y = a(x – p)2 + q
koördinate van ‘n punt op die lyn  Two roots + any point / Twee wortels + enige punt:
 Substitute m and the point in / Vervang m en die punt y = a(x – x1)(x – x2)
in: (y – yA) = m(x – xA)

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 25
16

Hyperbola / Hiperbool
Hyperbola Hiperbool

General form / Algemene vorm: y  a ; if a > 0 graph is in the 1st and 3rd quadrants / as a > 0 dan is grafiek in 1st en 3rd kwadrante
x
a
If graph is not in standard position / Indien grafiek nie in standaard posisie is nie: y   q ; with / met
( x  p)
 a (vertical stretch / vertikale uitrekking)
 p (horizontal shift / horisontale skuif)
 q (vertical shift / vertikale skuif)
a
Asymptotes of the graph / Asimptote van die grafiek: y  q
( x  p)
 Horizontal asymptote / Horisontale asimptoot: y = q
 Vertical asymptote / Vertikaal asimptoot: x =  p

Sketch using a table / Skets grafiek mbv tabel

 Get y alone. / Kry y alleen aan ‘n kant.

 Table: Choose x and calculate y. / Tabel: Kies x en bereken y.

Sketch using transformations / Skets mbv transformasies: y  a

q
( x  p)
a
 Draw the graph / Skets grafiek van: y = x
 Shift graph q units in the vertical direction / Skuif grafiek q eenhede in die vertikale rigting
 Shift graph ( p) units in the horizontal direction / Skuif grafiek (p) eenhede in die horisontale rigting

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 26
17

Exponential graph / Eksponensiële grafiek

General form / Algemene vorm: y = bx; b > 0

If graph is not in standard position / Indien grafiek nie in standaard posisie is nie: y = a.b (x + p) + q, with / met
 a (vertical stretch / vertikale uitrekking)
 p (horizontal shift / horisontale skuif)
 q (vertical shift / vertikale skuif)

Asymptotes of the graph / Asimptote van die grafie: y = a.b (x + p) + q

 Horizontal asymptote / Horisontale asimptoot: y = q

Sketch using a table / Skets grafiek mbv tabel

 Get y alone. / Kry y alleen aan ‘n kant.
 Table: Choose x and calculate y. / Tabel: Kies x en bereken y.

Sketch using transformations / Skets mbv transformasies: y = a.b (x + p) + q

 Draw the graph / Skets grafiek van: y = [Link]
 Shift graph q units in the vertical direction / Skuif grafiek q eenhede in die vertikale rigting
 Shift graph ( p) units in the horizontal direction / Skuif grafiek (p) eenhede in die horisontale rigting

Determining the equation / Bepaling van die vergelyking: y = a.b (x + p) + q

 Find horizontal asymptote: If equation is y = 3 then q = 3 / Bepaal die horisontale asimptoot: As y = 3 dan is q = 3
 Use y-intercept to find a: If p = 0: a = y-intercept / Gebruik y-afsnit om a te bepaal: As p = 0 dan is a = y-afsnit
 Substitute any point on the exponential graph temporarily in y = bx and calculate b. / Vervang enige punt tydelik in die vergelyking om b te bepaal.

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 27
18

Properties of graphs / Eienskappe van grafieke

Linear function Quadratic Exponential Hyperbola

1
y=x y = x2 y = bx y=
x
y y y y

x x x x

domain R R R (; 0)  (0; +)

range R [0; +) R (; 0)  (0; +)

x- intercepts 0 0 - -

y- intercepts 0 0 1 -

turning points - (0; 0) is a minimum - -

asymptotes - - y=0 x = 0; y = 0

symmetry no symmetry x=0 no symmetry y=x

intervals on which the function
R (0; +) R -
increases
intervals on which the function
- (; 0) - (; 0)  (0; +)
decreases

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 28
19

Worksheet
Worksheet 8
/ Werkkaart
7 7

1. Given/Gegee: f (x) = 2 cos (x + 30°) 4. Draw the graph of / Skets die grafiek van: f (x) = 3x
Find the following properties of f. a) Use a transformation to draw the graph of y = 3–x on
a) maximum value / maksimum waarde the same set of axes.
b) period / periode Gebruik ’n transformasie om die grafiek van y = 3–x
c) range / waardeversameling op dieselfde assestelsel te teken.
d) amplitude b) Give the equations of the line of symmetry between
the two graphs.
Gee die vergelyking van die simmetrie-as van die
2. Given/Gegee: f (x) = 3tan x  2.
twee grafieke.
Find the following properties of f / Bepaal die volgende
eienskappe van f:
5. Given/Gegee: g(x) = x2 and/en f (x) = 3(x – 2)² 1
a) y-intercept / y-afsnitte
a) Graph the function of g(x) / Skets die grafiek van g(x).
b) general equation of the asymptotes
b) Describe a series of transformations needed to obtain the
algemene vergelyking van die asimptote
graph of f (x) = 3(x – 2)² 1 from the graph of g(x) = x2
c) period / periode
Beskryf ’n reeks transformasies wat gebruik kan word
d) range / waardeversameling
om die grafiek van f (x) = 3  (x + 4)2 vanaf die grafiek
3. Sketch the graph of/Skets die grafiek van f (x) = (x  3)2 + 2. g(x) = x2 te verkry.
Use your graph to find the following properties about f c) Graph the function f (x) by starting with the graph of g(x)
Gebruik jou grafiek om die volgende eienskappe van f te by using transformations.
bepaal:
Skets die funksie f (x) deur met die grafiek van g(x) te
a) y-intercept / y-afsnitte
begin en deur transformasies te gebruik.
b) x-intercepts / x-afsnitte
d) Give the domain of f (x)
c) minimum value / minimum waarde
Gee die definisie versameling van f (x).
d) domain / definisie versameling
e) Give the range of f (x)
e) range / waardeversameling
Gee die waardeversameling van f (x).
f) line(s) of symmetry / lyne van simmetrie

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 29
20

Worksheet
Worksheet 9
/ Werkkaart
8 8

1. The monthly electricity cost depends on the number of units 1. Die maandelikse koste van elektrisiteit hang af van die aantal
used during the month. Ann found that in April her electricity eenhede wat gebruik word gedurende die maand. Ann se koste
bill was R460 for 420 units and in May the bill was R620 for in April maand was R460 vir 420 eenhede wat sy gebruik het en
720 units. in Mei was dit R620 vir 720 eenhede wat sy gebruik het.
a) Express the monthly cost C in terms of the number of units a) Druk die maandelikse koste C uit in terme van die aantal
used x, assuming that a linear relationship gives a suitable eenhede x wat gebruik is, as aanvaar word dat die model
model. deur ’n lineêre verwantskap voorgestel kan word.
b) Use a) to predict the cost of 2000 units per month. b) Gebruik die antwoord in a) en voorspel die koste as 2000
eenhede per maand gebruik word.
c) Draw the graph of the linear equation. c) Stel die lineêre vergelyking grafies voor.
d) What does the slope of the line represent? d) Wat stel die gradiënt van die lyn voor?
e) Wat stel die y-afsnit van die grafiek voor?
e) What does the y-intercept of the graph represent?
2
2. Teken die grafieke van y = x2 + x  6 en y = 2x + 1 en gebruik
2. Draw the graphs of y = x + x  6 and y = 2x + 1 and use the hulle om die volgende vrae te beantwoord:
graphs to answer the following questions: x2  x  6
x2  x  6 As f (x) = voltooi:
If f (x) = , then complete: 2x  1
2x  1 a) Vir watter waardes van x is f (x) = 0
a) For which value(s) of x is f (x) = 0 b) Vir watter waardes van x is f (x)  0
b) For which value(s) of x is f (x)  0 c) Vir watter waardes van x is f (x)  0
c) For which value(s) of x is f (x)  0 d) Vir watter waardes van x sal f (x) ongedefinieer wees?
d) For which value(s) of x does f (x) not exist?
2 3. Gegee: g(x) = x + 2 & f (x) = x2  x  6
3. Given: f (x) = x  x  6 and g(x) = x + 2
a) Skets die grafieke van g(x) en f (x) op dieselfde assestelsel.
a) Sketch the graphs of g(x) and f (x) on the same set of axes. b) Gebruik jou grafieke om die vergelyking x2  2x  8 = 0 op
b) Use your graphs to solve the equation x2  2x  8 = 0 te los.

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 30
21

Worksheet / Werkkaart
Worksheet
Worksheet 10
9 9

1. In the figure the graphs of the following functions are shown: iii) AF
In die figuur word die grafieke van die volgende funksies iv) HI
aangetoon:
y 2. The figure shows the graphs of two trigonometric functions,
f(x) and g(x). Determine the equation of f(x) and g(x).
A F
g(x) Die figuur toon grafieke van twee trigonometriese funksies,
I f(x) en g(x). Bepaal die vergelykings van f(x) en g(x).

B D C x y
H

f (x)
4 
f

x
E   
–360 –180 90 180 360
E is the turning point of f / E is die draaipunt van f
f (x) = x2  10x + 9 and/en g(x) = 2x  2
a) Determine the coordinates of the following points: –4
i) A g
ii) B and/en C
b) Determine the lengths of / Bepaal die lengtes van:
i) OD
ii) DE

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 31
22

Differential Calculus / Differensiaalrekeninge

f ( x  h)  f ( x)
Average decline / Gemiddelde helling: (Average speed / Gemiddelde spoed)
h
f ( x  h)  f ( x )
The incline in a point / Die helling in ‘n punt: f ' (x) = lim
h0 h
dy
Notation / Notasie: f '(x) or Dx (**) or or d * *
dx dx
Rate of change / Veranderingstempo: f '(x)
Remember s(t)  distance & s'(t)  speed & s''(t)  speed

Wordproblems / Woordsomme:
 Draw a sketch / Teken ‘n skets
 Draw up an equation, based on the problem, eg. f(x). / Stel ‘n vergelyking op, gebaseer op die probleem, bv. f(x).
 Determine / Bepaal f '(x)
 Put f '(x) = 0, to deliver a maximum or minimum value for x / Stel f '(x) = 0 om ‘n maksimum of minimum waarde vir x te lewer.
 Substitute x in f(x) to get the maximum or minimum value. / Vervang x in f(x) om die maksimum of minimum waarde te kry

Sketches of polynomials of the third degree / Sketse van derdegraadse polinome:

General equation / Algemene vergelyking: y = ax3 + bx2 + cx + d
 X-intercepts / X-afsnitte: f(x) = 0
 Factorise through grouping / factor theorem
 Faktoriseer deur groepering / faktorstelling
 Y-intercept / Y-afsnit: Let / Stel x = 0
 Stationary points / Stationêre punte: Put / Stel f '(x) = 0
o Solve for x / Los op vir x.
o Find f(x) for abovementioned x-values.
o Vind f(x) vir bogenoemde x-waardes.

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 32
23

Worksheet / Werkkaart
Worksheet 11
10 10

1. Given / Gegee: f(x) = 3x – 2x2 5. a) Find the equations of the tangents to the parabola
Determine the average rate of change of the function between y = x2  2x  3 at the points where x = 0 and x = 2
x = 2 and x = 3. respectively.
Bepaal die gemiddelde veranderingstempo van die funksie tussen Bepaal die vergelykings van die raaklyne aan die parabool
x = 2 en x = 3. y = x2  2x  3 by die punte waar x = 0 en x = 2 respektief is.
2x
2. Given / Gegee: f(x) = b) Find the point of intersection of these two tangents.
x 1
a) Determine the average rate of change of the function between Bepaal die snypunt van hierdie twee raaklyne.
x = 1 and x = 2.
Bepaal die gemiddelde veranderingstempo van die funksie 6. Sketch the following graphs / Skets die volgende grafieke:
tussen x = 1 en x = 2. a) f (x) = x3  4x2  11x + 30
b) Determine the average rate of change of the function between b) f (x) = x3  7x2 + 15x  9
x = a and x = a + h. c) f (x) = x3  x2  8x + 12
Bepaal die gemiddelde veranderingstempo van die funksie
tussen x = a en x = a + h. 7. A cold drink company wants to optimise its manufacturing cost.
They want to use a closed cylindrical can that holds 350 ml of
3. If f (x) = 4x2, determine f '(x) from first principles. cold drink to sell their products. Calculate the height and radius
As f (x) = 4x2, bepaal f '(x) vanaf eerste beginsels. that will minimise the amount of material needed to manufacture
a can.
4. Determine f '(x) / Bepaal f '(x):
a) f (x) = (x  1) (x2 + 2) ’n Koeldrank maatskappy wil die vervaardigingskoste optimeer.
4 Hulle wil ’n geslote silindriese houer gebruik wat 350 ml bevat
b) f (x) = 2 x  2  3 om die produk te verkoop. Wat moet die radius en die hoogte van
x die blikkie wees om die hoeveelheid materiaal wat benodig word
4
c) f (x) = 3x + x om die blikkie te vervaardig te optimeer?
d) f (x) = 3x3 + 2x2  4x + 6
e) f (x) = x + (x + 3)2

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 33
24

Worksheet / Werkkaart
Worksheet 12
11 11

1. A biologist states that when a specific kind of anti-bacterium is 2. The humidity (H) of air in relation to the temperature (t in ºC) is
added to a culture of bacteria, the number of bacteria present will given by the formula H = t3 + 24t2  84t + 80
be given by the formula B(t) = 5t2 + 60 t + 1200 where B(t) Die humiditeit (H) van lug met betrekking tot die temperatuur (t
represents in millions the number of bacteria on moment t.
in ºC) word gegee deur die formule H = t3 + 24t2  84t + 80
’n Bioloog beweer dat wanneer ‘n sekere soort antibakterie tot ’n
a) Determine the humidity at temperature 0 ºC / Bepaal die
kultuur van bakterieë gevoeg word, die getal bakterieë
humiditeit by temperatuur 0 ºC.
teenwoordig gegee sal word deur die formule
B(t) = 5t2 + 60 t + 1200 waar B(t) in miljoene die getal bakterieë b) At which temperature is the humidity 0? / By watter temperatuur
op tydstip t, gemeet in uur, voorstel. is die humiditeit 0?
a) How many bacteria were present at the beginning? / Hoeveel c) At which temperature does the humidity reach a maximum in the
bakterieë was aan die begin teenwoordig? interval [0º ; 20º]? / By watter temperatuur bereik die humiditeit
‘n maksimum in die interval [0º ; 20º]?
b) Calculate the tempo of change in relation to the time on moment
t = 10 hours. / Bereken die tempo van verandering met betrekking d) Sketch the graph of H with relation to t in the interval [0º; 20º]. /
tot die tyd op tydstip t = 10 uur. Skets die grafiek van H met betrekking tot t in die interval
[0º; 20º].
c) Was the bacteria population shrinking or growing on Q R
moment t = 10 hours? / Was die bakterieë bevolking aan
die afneem of toeneem op tydstip t = 10 uur? 3. A rectangular camp PQRS that must be fenced in by 72 cm of
wire netting. PQ is an existing wall. PS, SR and QR must be
d) At which moment was the maximum number of bacteria fenced in. Calculate the maximum area of the camp.
present? / Op watter tydstip was die maksimum getal
bakterieë teenwoordig?
Die meegaande figuur toon ’n reghoekige kamp PQRS wat
e) After how many hours did the number of bacteria start omhein moet word deur 72 cm ogiesdraad. PQ is ‘n bestaande
decreasing? / Na hoeveel uur het die getal bakterieë muur. PS, SR en QR moet toegekamp word. Bereken die
begin afneem? maksimum oppervlakte van die kamp.
P S

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 36

36
25

Paper 2/ Vraestel 2
Paper 2/ Vraestel 2
Coordinate geometry / Analitiese meetkunde
Coordinate
Transformations
geometry //Analitiese meetkunde
Transformasies
Transformations Transformasies
Trigonometry //Trigonometrie
Trigonometry
Data Trigonometrie
handling / Data hantering
Data handling / Data hantering

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 37
26

Volume and surface area / Volume en buiteoppervlakte

Cylinder Pyramid
1
 Volume of a cylinder = r2 h  Volume of pyramid = 3
Ah
 Surface area (closed cylinder) = 2r2 + 2rh 1
 Surface area of pyramid = A + 2
pH

Prism
Sphere
 Volume of prism = (area of base)  height
4
 Volume of sphere = 3
r 3
 Surface area = A + ph = ab + h (a + b)
 Surface area of sphere = 4r 2
Cone
 Volume of cone = 13 r 2 h
 Surface area of closed cone = r2 + rH

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 38
27

Worksheet / Werkkaart
Worksheet 12
14 12

1. Calculate the number of diagonals in a polygon with 12 sides / Bepaal hoeveel diagonale ’n veelhoek met 12 sye het.
2. Complete the following table / Voltooi die volgende tabel:
Number of sides of a polygon / Aantal sye van veelhoek 3 4 5 100 n
Sum of interior angles / Som van die binnehoeke 180 360
In the case of a regular polygon find the measure of each angle.
60 90
In die geval van ’n reëlmatige veelhoek bepaal die grootte van elke hoek
3. Determine the measure of each of the twelve angles of a regular dodecagon / Bepaal die mates van die binnehoeke van ’n reëlmatige
twaalfhoek.

4. Calculate the surface area of each solid correct to two decimal places. Lengths are in cm and the height of each of the prisms and pyramids is
10 cm.
Bereken die buite oppervlakte van elk van die volgende vaste liggame korrek tot twee desimale syfers. Lengtes is in cm en die hoogtes van
alle prismas en piramiedes is 10cm.

a) b) Square: 33
c) d) e)
4 4

10
10

3 6
6
8 8 8 8

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 39
28

Analytical geometry / Analitiese meetkunde

Formulae / Formules

Distance between points A and B / Afstand tussen twee punte A en B: AB  ( x A  xB ) 2  ( y A  y B ) 2

x A  xB y  yB
Midpoint M(xM ; yM) of line segment AB / Middelpunt M(xM ; yM) of AB: xM  and yM  A
2 2

y A  yB
Gradient of a line / Helling (gradiënt): mAB 
x A  xB

Angle of inclination / Inklinasie hoek: tan  = m

Equation of a straight line / Vergelyking van ‘n reguitlyn: y = mx + c of/or y  yA = m(x  xA)

Circle with centre (a; b) and radius r / Sirkel met middelpunt (a; b) & radius r: (x  a)2 + (y  b)2 = r 2

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 40
29

Worksheet / Werkkaart
Worksheet 15
13 13

1. A (5 ; 6), B (t ; 2) and C (7 ; 2) are three points in a Cartesian 1. A (5 ; 6), B (t ; 2) en C (7 ; 2) is drie punte in 'n Cartesiese
plane. Calculate vlak. Bereken
a) the co-ordinates of the midpoint of AC a) die koördinate van die middelpunt van AC
b) the value(s) of t if AB = BC b) die waarde(s) van t as AB = BC
2. P (6 ; 2) and Q (q ; 6) are points on the circumference of a circle 2. P (6 ; 2) en Q (q ; 6) is punte op die omtrek van 'n sirkel met die
with the origin as centre. Determine oorsprong as middelpunt. Bepaal
a) the equation of the circle a) die vergelyking van die sirkel
b) the value(s) of q b) die waarde(s) van q
c) the size of the angle between the line PQ and the positive x- c) die grootte van die hoek wat die lyn PQ met die positiewe x-
axis if q = 2. as maak as q = 2.
3. B(3; 2) and C(3; 6) are points on the circumference of a circle 3. B(3; 2) en C(3; 6) is punte op die omtrek van ’n sirkel met
with centre Q and with equation x2 + y2  2x + 4y  15 = 0. middelpunt Q en met vergelyking x2 + y2  2x + 4y  15 = 0.
a) Determine the coordinates of the centre of the circle and the a) Bepaal die koördinate van die middelpunt van die sirkel en
length of the radius. die radius van die sirkel.
b) Determine the equation of the tangent to the circle at C. b) Bepaal die vergelyking van die raaklyn aan die sirkel by C.
4. A(4 ; 5), B (6; 6) and C (3; 2) are the vertices of ABC . 4. A(4 ; 5), B (6; 6) en C (3; 2) is die hoekpunte van ABC .
Calculate the measure of angle BĈA Bereken die grootte van hoek BĈA .
5. A circle with centre M(4 ; 2) passes through the point A(8 ; 2). 5. 'n Sirkel met middelpunt M(4 ; 2) gaan deur die punt A(8 ; 2).
Determine Bepaal
a) the equation of the circle in the form x2 + ax + y2 + by + c = 0 a) die vergelyking van die sirkel in vorm x2 + ax + y2 + by + c = 0
b) the co-ordinates of the y-intercepts of the circle b) die koördinate van die y-afsnitte van die sirkel .
6. What is the radius of the circle with equation 9x2 = 4  9y2 ? 6. Wat is radius van die sirkel met vergelyking 9x2 = 4  9y2 ?

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 41
30

Worksheet / Werkkaart
Worksheet 16
14 14

1. Determine the co-ordinates of the centre and the radius of the 1. Bepaal die koördinate van die middelpunt en radius van die sirkel
circle with equation x2  10x + y2 + y = 0 met vergelyking x2  10x + y2 + y = 0

2. AB and DE are two parallel lines. The equation of AB is 2. AB en DE is twee ewewydige lyne. Die vergelyking van AB is
3y  2x = 15 and the co-ordinates D and E are D(0 ; 1) and 3y  2x = 15 en die koördinate van D en E is onderskeidelik
E(e ; 3) respectively. Determine D (0 ; 1) en E (e ; 3). Bepaal
a) the gradient of the straight line AB a) die gradiënt van die reguitlyn AB
b) the value(s) of e b) die waarde(s) van e
c) the equation of the straight line through the point C(3 ; 8) which c) die vergelyking van die reguitlyn deur die punt C (3 ; 8) wat
is perpendicular to AB, in the form ax + by + c = 0. loodreg is op AB, in die vorm ax + by + c = 0.

3. K(–4; 2), L(2; 2) en M(3; 3) is

3. K(–4; 2), L(2; 2) and M(3; 3) are
hoekpunte van KLM op ʼn Kartesiese vlak.
vertices of KLM in a Cartesian plane.
a) Bereken die omtrek van KLM
a) Calculate the perimeter of KLM.
b) Bereken die inklinasiehoek van LM
b) Calculate the inclination angle of LM.
c) Bepaal die koördinate van die middelpunt
c) Determine the co-ordinates the midpoint of van lynstuk KM.
segment KM.
d) Determine the equation of the perpendicular d) Bepaal die vergelyking van die loodregte
bisector of KM. verdeler van KM.

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 42
31

Trigonometry / Trigonometrie

Definitions
y t x a y t
sin  = = cos  = = tan  = =
r s r s x a
Simplifying with reducing formulae:
Step 1 Make negative s positive then cos x is positive, the rest is negative / Maak negatiewe e positief dan cos x is positief, en die res negatief
e.g. sin (300) =  sin 300 & cos (250) = + cos 250
Step 2 Make angle greater than 360 / smaller than 360 by subtracting any multiple of 360, then nothing changes. / Maak hoeke groter as 360 kleiner as
360 deur veelvoude van 360 af te trek, maar geen tekens verander nie.
e.g. cos 1000 = cos 280
Step 3 Make all ’s acute angles (< 90). Discard multiples of 180 or 360’ and determine the sign by means of CAST table. Maak alle e skerphoeke
(< 90), ‘gooi 180 of 360 weg’ en bepaal die teken mbv die CAST-tabel:
e.g. cos 150 = cos (180  30) = cos 30
Step 4 For further simplification or if there is (90 ), then use cofunctions / Vir verdere vereenvoudig of as daar ‘n (90 ), gebruik ko-funksies

Proof of identities (LHS & RHS individually) / Bewys van identiteite (LK & RK apart)
1) Choose most difficult side / Kies moeilikste kant
2) Look for square identities / Kyk vir vierkant identiteite (Kyk vir ‘1’ en kwadrate)
3) Everything to sin x and cos x / Alles na sin x & cos x
4) Fractions: Get LCM / Breuke: Kry KGV
5) Factorise or simplify / Faktoriseer of vereenvoudig
6) Emergency plan: If cosx  1, then multiply above and below by (cosx + 1) / Noodplan: Indien (cosx  1) maal dan bo en onder: (cosx + 1)
7) See for which values of x the expression is not defined / Kyk vir watter waardes van x is die uitdrukking nie gedefinieer nie

Identities / Identiteite
sin x
tan x = sin2 x + cos2 x = 1 Cofunction sin (90  x) = cos x cos (90 + x) =  sin x
cos x

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 43
32

Compound & double angles / Saamgestelde- en dubbelhoeke

Compound angles / Saamgestelde hoeke

 cos ( + ) = cos .cos   sin .sin 
 cos ( – ) = cos .cos  + sin .sin 
 sin ( + ) = sin .cos  + cos .sin 
 sin ( – ) = sin .cos  – cos .sin 

Double angles / Dubbelhoeke

 sin 2A = [Link]

 cos 2A = cos 2A – sin 2A

 cos 2A = 2cos 2A – 1
 cos 2A = 1 – 2sin 2A

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 44
33

Worksheet / Werkkaart
Worksheet 17
15 15

1. Given/Gegee: f (x) = sin 2x and/en g(x) = sin (45 + x) 3.a) Sketch, on the same set of axes, the graphs of / Skets op
a) Sketch the graphs of f and g on the same set of axes for dieselfde assestelsel, die grafieke van:
x  [180;180] . Clearly show the co-ordinates of the f = {(x; y) / y = ½tan x; 180º  x  180º} and/en
intercepts with the axes and of all turning points. g = {(x; y) / y = tan ½ x ; 180º  x  180º}
Skets die grafieke van f en g op dieselfde assestelsel vir b) What is the period of f ? / Wat is die periode van f ?
x  [180;180] . Dui die koördinate van die afsnitte op die c) For which value(s) of x will f (x) = g(x)?
asse en die draaipunte van die grafieke duidelik aan. Vir watter waarde(s) van x sal f (x) = g(x)?
b) Write down the period of f and g d) For which value(s) of x will f (x) > g(x)?
Skryf die periode neer van f en g Vir watter waarde(s) van x sal f (x) > g(x)?

2. a) Sketch the graphs of f, g end h for the interval [180º; 180º], 4. In the figure, the graphs of two functions / In die figuur word die
where: / Skets die grafieke van f, g en h vir die interval grafieke van die twee funksies:
[180º ; 180º ], waar: f (x) = 2 cos x ; g(x) = 2 + cos x ; f = {(x; y) / y = a cos x + k; 180º  x  180º} and/en
h(x) = cos 2x g = {(x; y) / y = sin bx + m; 180º  x  180º}
b) For which value(s) of x will cos 2x = 0? y
Vir watter waarde(s) van x sal cos 2x = 0?
1
c) Use your graphs to determine the greatest value of the
expression 2  cos x. Indicate clearly where you have read x
your answer, again using capital letters. 180 90 90 180
Gebruik u grafiek om die grootste waarde van die 1
uitdrukking 2  cos x te bepaal. Toon duidelik aan waar u die
antwoord afgelees het. Gebruik weer eens hoofletters 2
daarvoor.
3

Determine the values of a, b, k, and m. / Bepaal die waardes van a,

b, k en m.

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 45
34

Worksheet / Werkkaart
Worksheet 18
16 16

1. Simplify, without using a calculator, the following expressions: 3. If x  [0; 180] solve the following equations / As x  [0; 180]
(Show ALL the calculations.) los die volgende vergelykings op:
Vereenvoudig, sonder die gebruik van 'n sakrekenaar, die 3
volgende uitdrukkings (Toon AL die berekeninge.): a) cos A = 
2
tan(360  x). cos(180  x)
a) b) sin2 x = 1  cos2 x
cos(90  x) c) cos (2x  72) = sin (x + 23)
cos 330. tan 135
b) 4. Solve for x if / Los op vir x, indien:
sin 570. cos(60)
a) 5cos3x + 4 = 0 and/en x  [0°; 360°].
tan 240. cos150  tan 225  4 sin 90
c) b) 2 sin( A  20)  0,428 ; Aˆ  [90;270]
cos(300)
d) tan 30.sin 240  cos180  cos 2 135 5. If/As [Link] x = 2 3 , 2 sin y + 1= 0 and/en x,y  [180; 360]
3 cos(90  x). sin(360  x) cos 2 (360  x). tan 150 calculate without the use of a calculator the value of / bereken,
e)  sonder die gebruik van ‘n sakrekenaar die waarde van
sin(90) tan(120) a) x + y b) tan x
 1 1 
f) sin 2 x    6. Determine the general solution of / Bepaal die algemene
1  cos x 1  cos x  oplossing van:
2. Determine, without using a calculator, the value of the following a) [Link] [Link] x  cos x = 0
in terms of t, if sin 17° = t / Bepaal, sonder die gebruik van 'n b) 7 cos   2 sin 2   5  0
sakrekenaar, die waarde van die volgende in terme van t indien
7. Prove the identity / Bewys die identiteit:
sin 17° = t:
1  sin x 1  sin x 4 tan x
a) sin 523  
b) cos 73° 1  sin x 1  sin x cos x
c) tan(–17°) 8. If x and y are complementary angles and 13 cos x  5  0 ,
calculate, without using a calculator, the value of tan x + cos y
As x en y komplementêre hoeke is en 13 cos x  5  0 , bereken,
sonder om 'n sakrekenaar te gebruik die waarde van tan x + cos y

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 46
35

Solving triangles / Oplos van driehoeke

Sin rule / reël

If  and side opposite each other are known + any other angle or side (i.e. s or ss)
Indien  en sy regoor mekaar bekend is + enige ander hoek of sy m.a.w. s of ss)

sin A sin B sin C

If you want to calculate  / Indien  gevra word:  
a b c
a b c
If you want to calculate a side / Indien sy gevra word:  
sin A sin B sin C
Cos rule / reël
If no  and side opposite each other are known (i.e. sss or ss)
Indien geen  en sy regoor mekaar nie bekend is nie (m.a.w. sss of ss)

If side / Indien sy gevra: a2 = b2 + c2 – [Link] A

b2  c2  a 2
If  / As gevra word: cos A 
2bc

Area rule / Opp reël

If 90  / Indien 90  in driehoek: Area = ½ b.h

Determine ss: Area ABC = ½ [Link] A

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 47
36

Worksheet / Werkkaart
Worksheet 19
17 17

1. If in ABC, c = 8 units, b = 7 units and B̂ = 60, calculate the y sin 2

ii) Prove that / Bewys dat: QR 
following without using a calculator: sin  . cos 
As in ABC , c = 8 eenhede, b = 7 eenhede en B̂ = 60, bereken 3. The diagram below is a representation of a tree (TA) with height
die volgende sonder die gebruik van die sakrekenaar: of 30 m and two observers K and L on the ground. The angle of
a) the value of a / die waarde van a. depression from T to person C is 12°. The angle of elevation from
b) the area of ABC for the greatest value of a. person B to the top of the tree is 19°.
die oppervlakte van ABC vir die grootste waarde van a.
Die diagram hieronder is 'n voorstelling van 'n 30 m hoë boom
2. In the figure Q, T and R are points in the same horizontal plane (TA) en twee persone op die grond. Die dieptehoek van T na
such that TQ = TR = y and TP represents a vertical pole persoon C is 12°. Die hoogtehoek van B na die top van die boom
positioned at T. 19°.
In die figuur is Q, T en R punte in dieselfde horisontale vlak T
sodat TQ = TR = y en TP stel ‘n vertikale paal voor. 12
P
a) Prove that / Bewys dat:
PQ = PR. 30 m
30 m
b) If the angle of elevation of
P from Q is  and
PRˆ Q =  / As die 19
hoogtehoek van P vanaf Q T A B C
ˆ
gelyk is aan  en PRQ = 
i) express PQ in terms a) Calculate the size of Ĉ / Bereken die grootte van Ĉ .
of y and a
trigonometric value of  / Q R b) Calculate the length of TB / Bereken die lengte van TB.
druk PQ uit in terme van y en ‘n trigonometriese funksie van . c) Hence calculate the distance between the two observers B and C /
Bereken vervolgens die afstand tussen die twee persone B en C

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 52
37

Data handling / Data Hantering

Measures of Central Tendency / Bepalers van sentrale neiginge

 Mean (Average) / Gemiddeld
o The sum of a set of data divided by the number of data: / Die som van die gegewe data gedeel deur die aantal data: x  x
n
 Median (middle value) / Mediaan (middelwaarde)
o The value halfway through an ordered data set. / Die waarde halfpad in die geordende data versameling.
 Mode (most frequent value) / Modus
o Value that appears the most. / Waarde wat die meeste voorkom.

Measures of dispersion (variability ) / Maat van dataverspreiding

 Range (Largest value – smallest value) / Omvang (Grootste waarde – kleinste waarde)
 Percentiles (% of total frequency  x) / Persentiel (% van die totale frekwensie  x)
 Percentiles divide the data in 100 groups containing the same number of observations. / Persentiele deel die data in 100 groepe wat die selfde aantal observasies bevat.
(x  x)2
 Variance / Variansie: 
n
(x  x)2
 Standard deviation / Standaard afwyking: 
n

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 53
38

Worksheet / Werkkaart
Worksheet 22
18 18

1. Given data / Gegewe data: 5, 9, 7, 8, 3, 10, 8, 10, 9, 17, 33 b) Use the table on the diagram sheet to complete the cumulative
Find the following for the data / Bepaal die volgende vir die data: frequency column / Gebruik die tabel op die diagramvel om die
a) mean / gemiddeld b) median / mediaan kumulatiewe frekwensie kolom te voltooi.
c) mode / modus d) range / omvang c) Draw the ogive for the given data on a grid / Teken die ogief
e) lower quartile / onderste kwartiel op ‘n rooster.
f) upper quartile / boonste kwartiel d) Use the ogive to determine the median mark / Gebruik die
g) interquartile / inter-kwartiel ogief om die mediaanpunt te bepaal.
h) standard deviation / standaard afwyking 4. The table represents the number of cars sold by a car
i) variance / variansie manufacturer from 2003 to 2008:
2. Given data/Gegewe data: 5, 9, 7, 8, 3, 10, 8, 10, 9, 17, 33 Die onderstaande tabel stel die aantal motors wat verkoop is deur
Represent the data using a box and whisker diagram / Stel die ‘n motorvervaardiger 2003 tot 2008, voor:
data voor deur van 'n mond-en-snordiagram gebruik te maak. Year / Jaar Cars sold / Motors verkoop
3. The frequency table represents the marks in terms of %, obtained 2002 1234
by a group of Grade 12 learners in a Mathematics examination. 2003 1432
Die frekwensietabel verteenwoordig die punte in terme van %, 2004 1672
deur 'n groep Graad 12-leerders in 'n Wiskunde-eksamen behaal. 2005 1752
Test scores/ Frequency/ Cumulative frequency/ 2006 2013
Toetspunte Frekwensie Kumulatiewe frekwensie 2007 2193
1-20 3 2008 2345
21-40 5 a) Draw the scatter plot to represent the above data. / Teken 'n
41-60 9 spreidiagram om bogenoemde inligting voor te stel.
61-80 6 b) Explain whether a linear, quadratic or exponential curve would
81-100 2 be a line of best fit for the above-mentioned data. / Verduidelik of
a) Find the following / Bepaal die volgende: 'n lineêre, kwadratiese of eksponensiële kurwe die beste paslyn
i) lower quartile / onderste kwartiel vir die bogenoemde inligting sal wees.
ii) upper quartile / boonste kwartiel c) If the same trend continued, estimate, by using your graph, the
iii) interquartile / inter-kwartiel number of cars that will be sold in 2010. / Indien dieselfde
iv) semi-interquartile range / semi-inter-kwartiel neiging/patroon voortgaan, skat, deur jou grafiek te gebruik, die
aantal motors wat teen 2010 verkoop sal word.

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 -13-
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15

4 Theorems and formulae

Euclidean Geometry
39

Theorems and formulae

4.1 Theorems
Theorems
THEOREM ABBREVIATION

1a) If two straight lines intersect, the sum of any pair of adjacent straight ∠
angles is equal to 180◦ .
1b) (CONVERSE) If the sum of any pair of adjacent angles is adj. ∠s suppl.
equal to 180◦ their non-common sides lie on the same line.

2) If two lines intersect, the vertically opposite angles are equal. vert. opp. ∠s

3a i) If a transversal intersects two parallel lines, then the corre-  lines, corr. ∠s
sponding angles are equal to one another.
3a ii) If a transversal intersects two parallel lines, then the alter-  lines, alt. ∠s
nate angles are equal to one another.
3a iii) If a transversal intersects two parallel lines, then the sum  lines, co-int. ∠s
of the interior angles on the same side of the transversal is 180◦ .

3b i) (CONVERSE) If two lines are intersected by a transver- corr. ∠s equal

sal so that a pair of corresponding angles are equal, then the two
lines are parallel.
3b ii) (CONVERSE) If two lines are intersected by a transversal alt. ∠s equal
so that a pair of alternate angles are equal, then the two lines are
parallel.
3b iii) (CONVERSE) If two lines are intersected by a transversal co-int. ∠s suppl.
so that a pair of co-interior angles are supplementary, then the
two lines are parallel.

4) Lines that are parallel to the same line are parallel to each  to the same line
other.

5) The exterior angle of a triangle is equal to the sum of the inte- ext. ∠ of 
rior opposite angles.

6) The sum of the angles of a triangle is 180◦ . sum ∠s 

7i) If two sides and the included angle of one triangle are respec- s∠s
tively equal to two sides and the included angle of another trian-
gle, the two triangles are congruent.
7ii) If two angles and a side of one triangle are respectively equal ∠∠s
to two angles and the corresponding side of another triangle, the
triangles are congruent.

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 -14-
-16-
40 16

THEOREM ABBREVIATION
7iii) If three sides of one triangle are respectively equal to three sss
sides of another triangle, the triangles are congruent.
7iv) If in two right-angled triangles the hypotenuse and one side 90◦ ss
of the one are respectively equal to the hypotenuse and one side
of the other, the triangles are congruent.

8a) In an isosceles triangle the angles opposite the equal sides are ∠s opp. equal sides
equal.
8b) (CONVERSE) If two angles of a triangle are equal then the sides opp. equal ∠s
sides opposite them are equal.

9a) The opposite sides of a parallelogram are equal. opp. sides m

9b) (CONVERSE) If the opposite sides of a quadrilateral are opp. sides quad. equal
equal, it is a parallelogram.

10a) The opposite angles of a parallelogram are equal. opp. ∠s m

10b) (CONVERSE) If the opposite angles of a quadrilateral are opp. ∠s quad. equal
equal, it is a parallelogram.

11) Each diagonal bisects the area of the parallelogram. diagonal bisects m

12) A parallelogram and a rectangle on the same base and be- same base and height
tween the same parallels have equal areas.

13) The area of a triangle is equal to one half the area of a rec- same base and height
tangle on the same base and between the same parallels.

14a) The diagonals of a parallelogram bisect each other. diagonals m

14b) (CONVERSE) If the diagonals of a quadrilateral bisect diagonals of quad. bisect
each other, it is a parallelogram.

15) If a pair of opposite sides of a quadrilateral are equal and opp. sides equal and 
parallel, the quadrilateral is a parallelogram.

16) The diagonals of a rectangle are equal to each other. diagonals of rectangle

17) The diagonals of a rhombus bisect each other at right angles diagonals of rhombus
and bisect the angles of the rhombus.

18) The line segment joining the mid-points of two sides of a tri- mid-point theorem
angle is parallel to the third side, and equal to half the third side.

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 -15-
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41 17

THEOREM ABBREVIATION
19) The line drawn through the mid-point of one side of a triangle, line through mid-point of
parallel to another side, bisects the third side. one side  2nd side
20) If three or more parallel lines cut off equal line segments on one  lines make equal inter-
transversal, they cut off equal line segments on any transversal. cepts

21a) The square on the hypotenuse of a right-angled triangle is Pyth.

equal to the sum of the squares on the other two sides.
21b) (CONVERSE) If the square on one side of a triangle is equal converse Pyth.
to the sum of the squares on the other two sides, then the angle op-
posite the first side is a right angle.

22a) The line segment joining the centre of a circle to the mid-point line through centre and
of a chord is perpendicular to the chord. midpt.
22b) (CONVERSE) The perpendicular drawn from the centre of a perp. from centre to
circle to a chord bisects the chord. chord
22c) (COROLLARY) The perpendicular bisector of a chord passes perp. bisector of chord
through the centre of the circle.

23) The angle that an arc of a circle subtends at the centre of the ∠ at centre = 2×∠ at
circle is twice the angle it subtends at any point on the circle. ce

24a) The diameter of a circle subtends a right angle at the circum- ∠ in semi-circle
ference.
24b) (CONVERSE) If the angle subtended by a chord at a point on chord subt. 90◦
the circle is a right angle, then the chord is a diameter.
24c) (CONVERSE) The circle described on the hypotenuse of a  with hypotenuse as
right-angled triangle as a diameter passes through the vertex of the diameter
right angle.

25a) Angles in the same segment of a circle are equal. ∠s in same segm.
25b) (CONVERSE) If a line segment joining two points subtends line segm. subt. equal ∠s
equal angles at two other points on the same side of the line seg-
ment, these four points are concyclic.
25c) (COROLLARY) The angles subtended by arcs of equal length equal arcs, equal ∠s
in a given circle are equal.
25d) (COROLLARY) The angles subtended by arcs of equal length equal arcs, equal radii,
in two different circles with equal radii are equal. equal ∠s

26a) The opposite angles of a cyclic quadrilateral are supplemen- opp. ∠s of cyclic quad.
tary.
26b) (CONVERSE) If two opposite angles of a quadrilateral are opp. ∠s suppl.
supplementary, the quadrilateral is a cyclic quadrilateral.

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 -16-
-18-
42 18

THEOREM ABBREVIATION
27a) An exterior angle of a cyclic quadrilateral is equal to the inte- ext. ∠ of cyclic quad.
rior opposite angle.
27b) (CONVERSE) If an exterior angle of a quadrilateral is equal ext. ∠ = int. opp. ∠
to the interior opposite angle, then the quadrilateral is cyclic.

28a) A tangent to a circle is perpendicular to the radius at the tangent ⊥ radius

point of contact.
28b) (CONVERSE) A line drawn perpendicular to a radius at the line ⊥ radius
point where the radius meets the circle is a tangent to the circle.

29) Two tangents drawn to a circle from the same point outside the tangents from point out-
circle are equal in length. side .

30a) The angle between a tangent to a circle and a chord drawn ∠ between tangent and
from the point of contact is equal to an angle in the alternate seg- chord
ment of the circle.
30b) (CONVERSE) If an angle between a chord of a circle and a ∠ between chord and line
line through the end of that chord is equal to an angle in the alter- = ∠ in alt. segm.
nate segment, that line is a tangent to the cicle.

CONCURRENCY
31) The internal bisectors of the angles of a triangle are concurrent. bisectors of ∠s of 
(Point of intersection is the in-centre of the triangle.)
32) The perpendicular bisectors of the sides of a triangle are concur- perp. bisectors of sides of
rent. (Point of intersection is the circum-centre of the triangle.) 
33a) The medians of a triangle are concurrent. (Point of intersec- medians of 
tion is the centroid of the triangle.)
33b) (COROLLARY) The medians of a triangle trisect one another. medians of 
34) The altitudes of a triangle are concurrent. (The point of inter- altitudes of 
section is the ortho-centre of the triangle.)
In any triangle, the centroid, orthocentre and circumcentre are collinear.
The line through these three points is called the Euler Line.

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 -17-
-19-
43 19

RATIO AND PROPORTION

35a) A straight line parallel to one side of a triangle divides the line  one side of 
other two sides proportionally.
35b) (CONVERSE) If a line cuts two sides of a triangle so as to line divides two sides of
divide them in the same ratio, then that line is parallel to the third  prop.
side.

36a) If two triangles are equiangular, their corresponding sides are equiangular 
in proportion.
36b) (CONVERSE) If the corresponding sides of two triangles are sides of s prop.
proportional, then their corresponding angles are equal.

37) The perpendicular drawn from the vertex of a right angle of a perp. from rt. ∠ to hy-
right-angled triangle to the hypotenuse, divides the triangle into two potenuse
triangles that are similar to each other and to the original triangle.

4.2 Frequently usedformulae

Frequently used formulae
F1) Area rectangle = base × height

1
F2) Area  = 2 base × height

F3) Circumference of circle = 2πr

F4) Area of circle = πr2

F5) Area parallelogram = base × height

1
F6) Area trapezium = 2 × (sum of parallel sides) × height

F7) Area kite = 12 × diagonal × diagonal

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 – 15 –

4 Stellings
Euklidiese en formules 44
meetkunde
Stellings en formules
4.1 Stellings
Stellings
STELLING AFKORTING

1a) As twee reguit lyne mekaar sny, is die som van enige paar gestrekte ∠
aangrensende hoeke gelyk aan 180◦ .
1b) (OMGEKEERDE) As die som van enige paar aangrensen- aangr. ∠e suppl.
de hoeke gelyk is aan 180◦ , dan lê hul nie-gemeenskaplike sye op
dieselfde reguit lyn.

2) As twee reguit lyne mekaar sny, is die regoorstaande hoeke regoorst. ∠e

gelyk.

3a i) As ’n dwarslyn twee parallelle lyne sny, dan is die ooreen-  lyne, ooreenk. ∠e
komstige hoeke gelyk.
3a ii) As ’n dwarslyn twee parallelle lyne sny, dan is die verwisse-  lyne, verw. ∠e
lende hoeke gelyk.
3a iii) As ’n dwarslyn twee parallelle lyne sny, dan is die som van  lyne, ko-binne ∠e
die binnehoeke aan dieselfde kant van die dwarslyn, gelyk aan
180◦ .

3b i) (OMGEKEERDE) As twee lyne deur ’n dwarslyn gesny ooreenk. ∠e gelyk

word, sodanig dat ’n paar ooreenkomstige hoeke gelyk is, dan is
die lyne parallel.
3b ii) (OMGEKEERDE) As twee lyne deur ’n dwarslyn gesny verw. ∠e gelyk
word, sodanig dat ’n paar verwisselende hoeke gelyk is, dan is die
lyne parallel.
3b iii (OMGEKEERDE) As twee lyne deur ’n dwarslyn gesny ko-binne ∠e suppl.
word, sodanig dat ’n paar ko-binnehoeke supplementêr is, dan is
die lyne parallel.

4) Lyne wat parallel is aan dieselfde lyn, is parallel aan mekaar.  aan dieselfde lyn

5) Die buitehoek van ’n driehoek is gelyk aan die som van die buite ∠ van 
twee teenoorstaande binnehoeke.

6) Die som van die binnehoeke van ’n driehoek is gelyk aan 180◦ . binne ∠ e 

7i) As twee sye en ’n ingeslote hoek van een driehoek respektie- s∠s
welik gelyk is aan twee sye en ’n ingeslote hoek van ’n ander drie-
hoek, dan is die twee driehoeke kongruent aan mekaar.
7ii) As twee hoeke en ’n sy van een driehoek respektiewelik ge- ∠∠s
lyk is aan twee hoeke en die ooreenstemmende sy van ’n ander
driehoek, dan is die twee driehoeke kongruent aan mekaar.

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 – 16 –45

STELLING AFKORTING
7iii) As drie sye van een driehoek respektiewelik gelyk is aan drie sss
sye van ’n ander driehoek, dan is die driehoeke kongruent aan
mekaar.
7iv) As die skuinssy en een sy van ’n reghoekige driehoek respek- 90◦ ss
tiewelik gelyk is aan die skuinssy en een sy van ’n ander reghoeki-
ge driehoek, dan is die twee driehoeke kongruent aan mekaar.

8a) Die basishoeke van ’n gelykbenige driehoek is gelyk. gelyke ∠e teenoor gelyke
sye
8b) (OMGEKEERDE) As twee hoeke van ’n driehoek gelyk is, is gelyke sye teenoor gelyke
die sye teenoor die hoeke ook gelyk. ∠e

9a) Die teenoorstaande sye van ’n parallelogram is gelyk. teenoorst. sye m

9b) (OMGEKEERDE) As albei pare teenoorstaande sye van ’n teenoorst. sye vierh. gelyk
vierhoek gelyk is, dan is dit ’n parallelogram.

10a) Die teenoorstaande hoeke van ’n parallelogram is gelyk. teenoorst. ∠e m

10b) (OMGEKEERDE) As albei pare teenoorstaande hoeke van teenoorst. ∠e vierh. gelyk
’n vierhoek gelyk is, is dit ’n parallelogram.

11) Elke hoeklyn halveer die oppervlak van die parallelogram. hoeklyn halveer m

12) ’n Parallelogram en ’n reghoek op dieselfde basis en tussen dieselfde basis en hoogte

dieselfde ewewydige lyne, is gelyk in oppervlak.

13) Indien ’n driehoek en ’n reghoek op dieselfde basis en tussen dieselfde basis en hoogte
dieselfde ewewydige lyne lê, is die driehoek se oppervlakte gelyk
aan die helfte van die reghoek se oppervlakte.

14a) Die hoeklyne van ’n parallelogram halveer mekaar. hoeklyne m

14b) (OMGEKEERDE) Indien die hoeklyne van ’n vierhoek me- hoeklyne van vierh. hal-
kaar halveer, is dit ’n parallelogram. veer

15) Indien een paar teenoorstaande sye van ’n vierhoek gelyk en een paar teenoorst. sye
ewewydig is, is die vierhoek ’n parallelogram. gelyk en 

16) Die hoeklyne van ’n reghoek is gelyk aan mekaar. hoeklyne van reghoek

17) Die hoeklyne van ’n ruit halveer mekaar reghoekig en halveer hoeklyne van ruit
die hoeke van die ruit.

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 – 17 –46

STELLING AFKORTING
18) Die lynstuk wat die middelpunte van twee sye van ’n driehoek middelpunte van sye
verbind, is ewewydig aan die derde sy en gelyk aan die helfte van die
derde sy.
19) Die lyn deur die middelpunt van een sy van ’n driehoek, ewewy- lyn deur middelpunt,  2e
dig aan die tweede sy, halveer die derde sy. sy
20) As drie of meer ewewydige lyne gelyke lynstukke van ’n dwars-  lyne, gelyke afsnitte
lyn afsny, dan sal hul gelyke lynstukke van enige dwarslyn af-sny.

21a) In ’n reghoekige driehoek is die kwadraat van die skuinssy ge- Pyth.
lyk aan die som van die kwadrate van die ander twee sye.
21b) (OMGEKEERDE) As die kwadraat van een sy van ’n drie- omgekeerde Pyth.
hoek gelyk is aan die som van die kwadrate van die ander twee sye,
dan is die hoek teenoor die eerste sy, ’n regte hoek.

22a) Die lynstuk wat die middelpunt van ’n sirkel en die middelpunt lyn deur midpt.  en
van ’n koord verbind, is loodreg op die koord. midpt. koord
22b) (OMGEKEERDE) Die loodlyn uit die middelpunt van ’n sir- loodlyn uit midpt. na
kel na enige koord, halveer die koord. koord
22c) (AFLEIDING) Die middelloodlyn van ’n koord gaan deur die middelloodlyn van koord
middelpunt van die sirkel.

23) Die middelpuntshoek in ’n sirkel is twee maal die omtrekshoek [Link].∠ = 2×∠ op
wat deur dieselfde boog by enige punt op die omtrek onderspan omtr
word.

24a) Die omtrekshoek in ’n halwe sirkel is 90◦ . ∠ in halwe sirkel

24b) (OMGEKEERDE) As ’n koord van ’n sirkel ’n regte hoek by koord onderspan 90◦
’n punt op die omtrek van die sirkel onderspan, is die koord ’n mid-
dellyn van die sirkel.
24c) (OMGEKEERDE) Die sirkel wat die skuinssy van ’n reghoeki-  met skuinssy as
ge driehoek omskryf, gaan deur die hoekpunt van die regte hoek. middellyn

25a) Omtrekshoeke in dieselfde sirkelsegment is gelyk. ∠e in dieselfde segm.

25b) (OMGEKEERDE) As ’n lynstuk wat twee punte verbind, ge- lynstuk onderspan gelyke
lyke hoeke by twee ander punte aan dieselfde kant daarvan onder- ∠e
span, is die vier punte konsiklies.
25c) (AFLEIDING) Gelyke koorde onderspan gelyke omtrekshoeke gelyke koorde, gelyke ∠e
in dieselfde sirkel.
25d) (AFLEIDING) In twee gelyke sirkels onderspan gelyke koorde gelyke koorde, gelyke ra-
gelyke omtrekshoeke. diusse, gelyke ∠e

26a) Die teenoorstaande hoeke van ’n koordevierhoek is supple- teenoorst. ∠e koordevierh.

mentêr.

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 – 18 –47

STELLING AFKORTING
26b) (OMGEKEERDE) As twee teenoorstaande hoeke van ’n vier- teenoorst. ∠e suppl.
hoek supplementêr is, is die vierhoek ’n koordevierhoek.
27a) Die buitehoek van ’n koordevierhoek is gelyk aan die teenoor- buite ∠ koordevierh.
staande binnehoek.
27b) (OMGEKEERDE) As ’n buitehoek van ’n vierhoek gelyk is buite ∠ = teenoorst.
aan die teenoorstaande binnehoek, is die vierhoek ’n koordevierhoek. binne ∠

28a) ’n Raaklyn aan ’n sirkel is loodreg op die radius wat na die raaklyn ⊥ radius
raakpunt getrek word.
28b) (OMGEKEERDE) ’n Reguitlyn wat loodreg op die radius by lyn ⊥ radius
’n punt op die omtrek getrek word, is ’n raaklyn aan die sirkel.

29) As twee raaklyne aan ’n sirkel vanuit dieselfde punt buite die raaklyne vanuit dieselfde
sirkel getrek word, is die twee raaklyne ewe lank. punt buite 

30a) Die hoek gevorm deur die raaklyn aan ’n sirkel en ’n koord ∠ tussen raaklyn en koord
wat vanuit dieselfde raakpunt getrek is, is gelyk aan die hoek in die
teenoorstaande sirkelsegment.
30b) (OMGEKEERDE) As ’n lyn vanuit die eindpunt van ’n koord ∠ tussen koord en lyn =
getrek word sodat die hoek wat die lyn met die koord maak gelyk is ∠ in teenoorst. segm.
aan ’n omtrekshoek in die teenoorstaande sirkelsegment, is die lyn ’n
raaklyn aan die sirkel.

GEMEENSKAPLIKE SNYPUNTE
31) Die halveerlyne van die hoeke van ’n driehoek sny in een punt. halveerlyne van ∠e van 
(Die snypunt is die middelpunt van die ingeskrewe sirkel van die
driehoek.)
32) Die middelloodlyne van die sye van ’n driehoek sny in een punt. middelloodlyne van sye
(Die snypunt is die middelpunt van die omgeskrewe sirkel, om- van 
middelpunt, van die driehoek.)
33a) Die mediane (swaartelyne) van ’n driehoek sny in een punt. mediane van 
(Die snypunt is die swaartepunt van die driehoek.)
33b) (AFLEIDING) Die swaartepunt is die derde-verdelingspunt mediane van 
van elke mediaan.
34) Die hoogtelyne van ’n driehoek sny in een punt. (Die snypunt is hoogtelyne van 
die ortosnypunt van die driehoek.)
In enige driehoek is die swaartepunt, ortosnypunt en om-middelpunt ko-lineêr.
Die lyn deur dié drie punte word die Euler-Lyn genoem.

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 – 19 –48

VERHOUDING EN EWEREDIGHEID
35a) ’n Reguit lyn parallel aan een sy van ’n driehoek verdeel die lyn  een sy van 
ander twee sye in eweredige dele.
35b) (OMGEKEERDE) As ’n lyn twee sye van ’n driehoek in ewe- lyn verdeel twee sye van
redige dele verdeel, is dié lyn parallel aan die derde sy.  eweredig

36a) As twee driehoeke gelykhoekig is, is hulle ooreenstemmende gelykhoekige e

sye eweredig.
36b) (OMGEKEERDE) As die ooreenstemmende sye van twee drie- sye van e eweredig
hoeke eweredig is, is die driehoeke gelykhoekig.

37) Die loodlyn vanuit die regtehoekpunt van ’n reghoekige drie- loodlyn uit regte ∠ op
hoek op die skuinssy, verdeel die driehoek in twee driehoeke wat ge- skuinssy
lykvormig aan mekaar en gelykvormig aan die oorspronklike drie-
hoek is.

4.2 Algemene formules

Algemene formules
F1) Oppv. reghoek = basis × hoogte

1
F2) Oppv.  = 2 basis × hoogte

F3) Omtrek van sirkel = 2πr

F4) Oppv. van sirkel = πr2

F5) Oppv. parallelogram = basis × hoogte

1
F6) Oppv. trapesium = 2 × (som van ewewydige sye) × hoogte

F7) Oppv. vlieër = 12 × hoeklyn × hoeklyn

Bestel jou volledige gids:

MEETKUNDE = PRET
Graad 12
‘n Probleemoplossingshandleiding vir Onderwysers en Studente
Ria Brown, Philip R. Brown

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 -42-
-44-
44
49
Example
FOURTH EXERCISE

L E D
1 4
2 3

1
F
2
2
1
C
3 4
2
1 1 B
K 2

In the diagram, LED is the common tangent to the two circles that touch internally at
E. AD is a tangent to the smaller circle at B, intersecting the bigger circle at A and C.
EA, EB and EC are drawn. EC intersects the smaller circle in F . EA intersects the
smaller circle in K. KB and BF are drawn.
Without drawing any additional lines, name
a) Two pairs of equal angles, using only the theorem: An exterior angle of a cyclic quadri-
lateral is equal to the interior opposite angle
b) Ten pairs of equal angles, using only the theorem: The angle between a tangent and
a chord drawn from the point of contact is equal to an angle in the alternate segment of
the circle.
ANSWER a):
i) K
 2 = F1

ii) F2 = K
1

ANSWER b):

(i) E4 = B3 (vi) B4 = E

3
(ii) E4 = A (vii) B EL
 = F1
(iii) B ED
 =K 1 (viii) E BC
 =K 1
(iv) E1 = B
2 (ix) B1 = E
2
(v) E
1 = C
1 (x) ABE
 = F1

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 – 45
50 –
Voorbeeld
VIERDE OEFENING

L E D
1 4
2 3

1
F
2
2
1
C
3 4
2
1 1 B
K 2

In die diagram is LED die gemeenskaplike raaklyn aan twee sirkels wat mekaar intern
raak by E. AD is ‘n raaklyn aan die kleiner sirkel by B en dit sny die groter sirkel by
A en C. EA, EB en EC word ingeteken. EC sny die kleiner sirkel by F . EA sny die
kleiner sirkel by K. KB en BF word ingeteken.
Sonder om addisionele lyne te trek, noem
a) Twee pare gelyke hoeke deur gebruik te maak van die stelling: Die buitehoek van ‘n
koordevierhoek is gelyk aan die teenoorstaande binnehoek
b) Tien pare gelyke hoeke deur gebruik te maak van die stelling: Die hoek gevorm deur
die raaklyn aan ‘n sirkel en ‘n koord wat vanuit dieselfde raakpunt getrek is, is gelyk aan
die hoek in die teenoorstaande sirkelsegment.
ANTWOORD a):
i) K
 2 = F1

ii) F2 = K
1

ANTWOORD b):

(i) E4 = B3 (vi) B4 = E

3
(ii) E4 = A (vii) B EL
 = F1
(iii) B ED
 =K 1 (viii) E BC
 =K 1
(iv) E1 = B
2 (ix) B1 = E
2
(v) E
1 = C
1 (x) ABE
 = F1

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 Page 37

Faculty of Engineering, Information & Communication Technology (051) 507-3081

51

Exercise 22 Worksheet Oefening

/ Werkkaart
22 19
1. In the figure, O is the centre of the circle and P, Q, R and S
are points on the circumference such that PQ = QS. If O 8 x ,
express the following angles in terms of x.
(Give reasons for your answers.)

In die figuur is O die middelpunt van die sirkel en P, Q, R en S

is punte op die omtrek sodat PQ = QS. As O 8 x , druk
die volgende hoeke uit in terme van x.
(Gee redes vir u antwoorde.)

1.1 P2 (4) 1.2 

PQS (2) 1.3 R (7)

2. The diagonals PR and QS of square PSRQ, with sides 6 units long,

intersect at K. T is the midpoint of SR and PT cuts QS at G.

Die hoeklyne PR en QS van vierkant PSRQ, met sye 6 eenhede lank,

ontmoet in K. T is die middelpunt van SR en PT sny QS in G.

2.1 Prove that G is the centroid of ΠPSR.

Bewys dat G die swaartepunt van ΠPSR is. (5)

2.2 Calculate the length of PG, leaving your answer in simplest

surd form.
Bereken die lengte van PG en laat u antwoord in eenvoudigste
wortelvorm. (5)

3. In the figure, ABCF is a cyclic quadrilateral with AB = BF and

AF and BC, both produced, meet at E. The tangent to the circle
at F meets BE at D.

In die figuur is ABCF ‘n koordevierhoek met AB = BF en AF

en BC, beide verleng, ontmoet in E. Die raaklyn aan die sirkel
by F ontmoet BE in D.

3.1 Prove that / Bewys dat:

3.1.1 F1 C 8 (4)

3.1.2 F4 B5 (4)

3.1.3 FB is a tangent at F to the circle passing through the points F, C and E.

FB ‘n raaklyn by F aan die sirkel deur die punte F, C en E is. (5)

3.2 If / As E 30q and / en F4 40q , show that / bewys dat F3 F4 (4)

4. In the figure, AC is a diameter of circle ABC. The bisec-

 meets AB at G and GF is perpendicular
tor CG of ACB
to AC. The straight line AD is parallel to GC and meets
BC produced at D.

In die figuur is AC ‘n middellyn van sirkel ABC. CG,

 , ontmoet AB in G en GF is
die halveerlyn van ACB
loodreg op AC. Die reguitlyn AD is ewewydig aan GC
en ontmoet BC verleng in D.

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 Page 38

Faculty of Engineering, Information & Communication Technology (051) 507-3081

52

4.1 Prove that / Bewys dat: 4.1.1 ΠCAD is isosceles / gelykbenig is. (4)
BC BG
4.1.2 (3)
AC GA
4.1.3 ΠAFG /// ΠABC (4)

4.2 If BC = 12 units and the radius of the circle 4.2 As BC = 12 eenhede en die radius van die sirkel
is 10 units, calculate: 10 eenhede is, bereken:

4.2 1 AB (4) 4.2.2 AG (5) 4.2.3 AF (3)

5. In the figure, AB is a tangent to the circle at B. Chords CD

and BF intersect at E so that BC is a tangent to the circle
through the points E, C and F. C and F are joined.

In die figuur is AB ‘n raaklyn aan die sirkel by B. Koorde CD

en BF sny mekaar in E sodat BC ‘n raaklyn aan die sirkel deur
die punte E, C en F is. C en F is verbind.

Prove that / Bewys dat:

5.1 AB // CD (7)
BC. FC
5.2 BF (6)
CE
6. In the figure, the two circles touch at P. QP is a common
tangent to the circles. QBA, QCD and PCB are straight
lines. PA, PD and BD are line segments.

In die figuur raak die twee sirkels mekaar in P. QP is ‘n

gemeenskaplike raaklyn aan die sirkels. QBA, QCD en PCB
is reguitlyne. PA, PD en BD is lynstukke.

Prove that the following are cyclic quadrilaterals:

Bewys dat die volgende koordevierhoeke is:

6.1 PQAD (3)

6.2 CBAD (4)
6.3 PBAD (2)

7. In the figure, AB is a diameter and AD and DB are chords of the

circle. C is a point on AB such that DC ] AB. E is a point on
AD such that:

In die figuur is AB ‘n middellyn en AD en DB koorde van die

sirkel. C is ‘n punt op AB sodanig dat DC ] AB. E is ‘n punt
op AD sodanig dat:

AE AC 2
ED CD 2
Prove that / Bewys dat:

7.1 ΠDAB /// ΠCDB /// ΠCAD (3)

7.2 EC // DB (6)

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 53
54

Solutions / Oplossings

PAPER 1
Worksheet /1Werkkaart 1  x 1
c)
1. a) 2
2x  3x x( x  2)
b) 2x2  x x3  2 x 2  1
d)
2 3 ( x  1)( x  1)
c) 2x + 4x
d) 2x2 + 4x3 Worksheet /2Werkkaart 2
Worksheet
2
e) 2x  x 1. a) False
f) 2x2 + 4x3 b) False
g) 8x3  12x2y +6xy2  y3 c) False
h) x3 + 8 9
2. a)
i) 8x3  27 4

2. a) (x + 4)(x  3) 7
b) 
16
b) (x  4)(x + 3)
c) 27 ¼
c) cannot factorise
85
d) cannot factorise d)
17
e) (x  4)(x  3)
1
f) (x + 4)(x + 3) e)
16
g) (x  6)(x + 1) f) 64
2
h) 7(x  2)(x + 2x + 4)
3. a) 2
i) 2(3  2x + 2y)(3 + 2x  2y)
b) 12 2
j) (2x  y)(2x  y  4)
c) 4
k) (x  2y)(2x + 4y  1)
d) ½
l) (x  3)(x  4)(x + 4)
e) 4
m) (x  2)(x  5)(x + 3)
f) 3 2
n) (x + 1)(x  2)2
g) 3
 3x 2 2
3. a) 4. a)
5 x( x  5)( x  5) 2
a 2  ab  b 2 5 3
b) b)
ab 6

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 54
55

Worksheet /3Werkkaart 3
Worksheet d) 1,58
1. a) 1½ or 2 e) 1,75
b) 1½ or 4 f) 0,63
c) 5 g) 16
d) 6 or 4 h) 2

e) 4 i) 5

f) 4½ or 2 2. n  log (1i )  PA 
3

g) 8 3. n  log (1i )  Fix  1

h) 3 or 10 23 4. (1; 0) or (5; 8)
i) no solution 5. a) (4; 2)
2. a) 3 or 4 b) (1; 1) or ( 117 ; 13
7 )
b) no real solution c) ( 23 ; 3
2 ) or ( 12 ; 1)
 b  b 2  4ac d) (0,5; 1) or ( 23 ; 23 )
c) x
2a
6. a) x< 1
2
1  4m 2  8m  5
d) x b) x < 1 or x > 2
2(m  1)
c) 1
2 <x< 5
2
3. a) x=  3
2
d) x  2 or / of x  3
b) 1,24 or 3,23
e) 3 < x < 4
2
4. a) (x 3)(x + 4)
f) 2  x  4
b) (x  2)(2x  1)(x + 3)
g) 4 < x < 4
c) (x  2)(x +7)(x + 1)
h) x  3 or / of x  3
d) (x + 3)(x  3 )(x + 3 )
5. a) x= 3
4 or x = 1 or x = 1 Worksheet /5Werkkaart 5
Worksheet
b) x = 1 or x = 2 1. 2; 3; 5; 7; 11; 13; 17; …
c) x = 1 or x = 6 or x = 2 Product 1st; 2nd; 3rd; …
6. a) no solution = 2; 6; 30; 210; 2310; …

b)  32  Units digit is 0
2. a) 90(0,7)5 = 15,126 m
7. 1  2i
b) 11 bounces
c) 510 m
Worksheet
Worksheet /4Werkkaart 4
3. a) 29
1. a) 5
b) 1; 5; 11; 19; 29; …
b) 2,32
4 ; 6 ; 8 ; 10 ; …
c) 2,86

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 8 85pool:
5 pool:
2(82(8
+ 2)+ +2)2(5)
b) b) m mnpool:
n pool:
+ 2(5) = 30
= 30
1445679
1445679,61,61

x 1x1012,16 12  1 1
 
,16 60
060

0 ,16 0 ,16
12 12
2(m2(m
+ 2)+ +2)2(n)
+ 2(n) = 2(m
= 2(m + n)+ +n)4+ 4 55
56
 x=xR15
= R15 880,39
880,39
c) c) m mnpool:
n pool:
2(m2(m + m)+ m) + 4+=44m = 4m
+ 4+ 4
2; 2 ; 2 ; … Worksheet
Worksheet
Worksheet [(81,04) 20  17]
/8Werkkaart
5000
d) d) 49 49  49  49
poolpool 3. F 
 T1  2 1. 1.a) a) 2 2 0,04
 Tn =  n  qn  r
2 b) =b)R360
360
148 
 890,39
Worksheet
Worksheet 6 6
Substitute T1 = 1 & T2 = 5: 4. c) c) F
a) [=2;[22]
2;400
2] 000(1 + 0,16)5
1. 1.R27R27 228,80
228,80
 T = 0,5n2 + 2,5n  2 d) d) 2 =2R 5 040 819,98
2. 2.5,95,9 n years
years
c) 9,62%T50 = 1373 2. 2.a)
b) a) F
2=22 400 000(1  0,22)5
3. 3.9,62%
4. 4.a) P =6 F(1 3 pool: n 2(6 + 2) + 2(3) b) b) x ==x90
R= 690
+486+ 499,59
k.180
k.180  
4. P = F(1 + i)+ni)
= 22 c) c) 180180
 
Fn F
i8=i n=  1 2(8 1 + 2) + 2(5) = 30
5 pool:
P P
b) m  n pool:
d) d) R R
3. 3.a) a) 11 11
1445679 ,61 

x 1  012,16   1
60

 FF 
0 ,16
=nlog
n2(m =+ log 1)  = 2(m + n) + 4
2) +i 2(n)
( b) b) no no x-intercepts
x-intercepts
12

 PP 
( i 1)
 x = R15 880,39
c) c) 2 2
5. 5.c)
a) a) m n pool:
12,68%
12,68%
2(m d) d) R R
b) b) +R34039,80
m) + 4 = 4m + 4
R34039,80 Worksheet 8
) )
e) e) [2; [2;
6. 6.d) 49  49 pool
29,3%
29,3% 1. a) 2
f) f) x =x3= 3
b) 360
Worksheet 4. 4.a) a)
Worksheet
Worksheet
Worksheet 76 /7Werkkaart 6 c) [2; 2]
1. R27 228,80
2. 1.5,9
1. 50000
50000  
years
x1 
x 111012,16 012,16 
50 50
 d) 2
0 ,16 0 ,16
12 12 2. a) 2
3. 9,62%
x =xR1376,51
= R1376,51 b) x = 90 + k.180
4. P = F(1 + i)n nk
56
2. 2. F F F

 
x 1x1kr  kr  1  1
nk
  c) 180 57
i= n  1 kr kr d) R
P
3. a) 11
;… 5000 F[(1,04) 20  1] b) xno= x0-intercepts
3.n =Flog
 ( i 1)  P  b)
 0,04
5. a)
c) & c)
2
 qn  r
5. a) 12,68%
= R 148 890,39 d) R
1 & T2 = 5: 4.b) a) R34039,80
F = 2 400 000(1 + 0,16)5
e) [2; )
6. 29,3% = R 5 040 819,98
2,5n  2 f) x=3
b) F = 2 400 000(1  0,22)5 4. a)
Worksheet 7 = R 6 486 499,59
2(6 + 2) + 2(3)

1.
c)
50000 

x 1  1  012,16 
50

0 ,16
+ 2) + 2(5) = 30
: x = 1445679
R1376,51
,61 
12

x 1  012,16   1
60
 a) x = 3
0 ,16
b) x  3
= 2(m + n) + 4
2.

x 1  kr   1
F  x = R15
nk

880,39
 12
b) 3  vertical stretch
c) 3  x
:
r
k
Translation 2 units to the right
d) x = ½
4m + 4 Translation 1 unit downwards
Worksheet 8 d) R
ol Download this Free Study Guide at Laai hierdie Gratis Studiegids af by
1. a) 2
[Link] [Link] 3. a)
e) [1; )
b) 360
c) [2; 2] Worksheet 9
 a) x = 3 or x = 2
a) x = 3 or x = 2
b) x  3 or ½ < x  2
b) 3  vertical stretch
b) x  3 or ½ < x  2
b) 3  vertical stretch c) 3  x  ½ or x  2
Translation 2 units to the right 56 c) 3  x  ½ or x  2
Translation d) x = ½
Translation 12 unit
unitsdownwards
to the right
d) x = ½
Translation
d) R 1 unit downwards
d) R 3. a)
e) [1; )
3. a)
e) [1; )

Worksheet 9
Worksheet
1. a) C(9/x)Werkkaart
= 8 x + 2368
15
1. a) C(x) = 158 x + 236
b) C(2000) = R1302,67
b)
c) C(2000) = R1302,67
c)

b) x2  2x  8 = 0
b) 2x2  2x  8 = 0
x x6=x+2
 x2  x  6 = x + 2 58
 (2; 0) & (4; 6)
 (2; 0) & (4; 6)

Worksheet /10
Werkkaart 9
(1; 36)
1. a) A(0; 9)
d) The rate that the cost change
with The
d) respect
ratetothat
thethe
units used.
cost change B(1; 0)
57 with Basic
respectcost
to the units used.
e) C(9; 0)
2. e) Basic cost b) OD = 5
2. DE = 16
AF = 10
HI = 20
2. f (x) = 2 sin(½x) + 2
b)
g(x) = 4tanx

Worksheet /11
Werkkaart 10 (1,67;

1. m=1
2. a) m=1
a) x = 3 or x = 2 2
b)
b) x  3 or ½ < x  2 (a  h  1)(a  1)
retch
c) 3  x  ½ or x  2 3. 8x
to the right
d) x = ½ 4. a) f '(x) = 3x2  2x + 2
downwards
8
b) f '(x) = 2 
3. a) x3
 12 1 c)
c) f '(x) = 4

x 2 x (1,3; 18,5)
2
d) f '(x) = 9x + 4x  4
236
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1
302,67 e) f '(x) =  2x  6
2 x
5. a) y = 2x  3 & y = 2x  7
 4.
5. a)
a) fy'(=x)=2x3x2 3 &
2xy+=22x  7
b) 8
b) f(1;
'(x)=5) 2  3
x
6. a) 57
 12 1 c)
c) f '(x) = 4 
x 2 x (1,3; 18,5)
350
d) 2
f '(x) = 9x + 4x  4 7. Volume = r2h h =
r 2
1
e) f '(x) =  2x  6 A(r) = 2(r2) + 2rh
2 x
700
5. a) y = 2x  3 & y = 2x  7 A'(r) = 4r 
58 r
b) (1; 5) 59
r = 3,81 cm & h = 7,67 cm
6. a)
(1; 36)
Worksheet /12 Werkkaart 11 Worksheet 13
350
1. Volume
7. a) B(0) = 1r200
2
h h = 2
r 1. a) x  10
b) B'(t) = 240
A(r) = 2(r ) + 2rh y 0
c) Decrease with 40 million per
hour.A'(r) = 4r  700 y  2

d) Shrinking r y  x

e)r t==3,81
 6 cm & h = 7,67 cm y 1
6

(3,7; 14,8)
f) 6 hours b) y=
2
b) Pmax a
2. a) H(0) = 8 P = 23
(1,67;
b) t = 2ºC or/of t = 20ºC c) 2 < m
c) t = 14ºC
10 < c
d)

2. a)
 1)

2x + 2
3. a) SR = (72  2x) m
b) A = 72x – 2x2
1 c) c) x = 18 m
2 x (1,3; 18,5) d) A = 648 m²
4x  4 b) At the

 2x  6  6,8 ha m
sunflower
y = 2x  7

350
7. Volume = r2h h =
Download this Free Study Guide at r
2
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A(r) = 2(r2) + 2rh
700
A'(r) = 4r 
r
 58
60

PAPER 2

Worksheet /14
Worksheet Werkkaart 12 4. mAC = 1 & mBC = 4
9

1. 1
2 n 2  32 n Angle = 45 + 23,9 = 68,9
2. 5. a) x2  8x + y2  4y  12 = 0

5 100 n b) (0; 6); (0; 2)

540 17640 180(n  2) 6. r = 2

3

180(n  2)
108 176,4 Worksheet /16
n Worksheet Werkkaart 14
3. 150 1. (x  5)2 + (y + 21 )2 = 25 41
4 a) 441,1 cm2 M( 5;  21 ) & r = 5,025
b) 412,6 cm2 2. a) mAB = 23
2
c) 414,7 cm
b) e = 3
d) H = 91
c) 3x + 2y  7 = 0
r2 + rH
3. a) 26 + 26 + 52 = 17,4
2
= (3) + (3) 91
b) 11,3
= 118,2 cm2
c) (3,5; −0.5)
e) (8)(6) +
d) y = 0,2x + 0,2
  
2 12 (6)( 116 )  2 12 (8)( 109 ) 
= 196,1 cm2
Worksheet /17
Worksheet Werkkaart 15
1. a)
Worksheet /15
Worksheet Werkkaart 13
1. a) (6; 4)
b) t = 6
2. a) x2 + y2 = 40
b) q =  2
b) f (x): 180 & g(x): 360
c)  = 26,6 2. a)
3. a) (1; 2) & r = 20
b) mradius = 2
mtangent = ½
y + 6 = ½(x  3)
y= 1
2 x  152

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 59
61

Worksheet /18
Worksheet Werkkaart 16
1. a) 1
b)  2 3
c) 3
d) 2
e) 3

b) x = 135º ; 45º ; 45º ; 135º f) 2

2. a) t
c) 2  cosx = 2 + cosx  2 cosx
b) t
= (2 + cosx)  (2cosx)
t
x = 180º; 180º c)
1 t2

3. a) 3. a) 150
b) x  R
c) x = 46,3
4. a) 12,3 ; 107,7
b) 212,4 ; 7,6
5. a) 555
 3
b)
3
b) 180º
6. a) x = k.180
c) x = 0º
x = 30 + k.360
d) 180º < x < 90º or 0º < x <
x = 150 + k.360
90
kZ
4. a = 2 & k = 1
b)  = 60 + k.360
b = 1 & m = 1
 = 300 + k360
kZ
7. Prove LHS = RHS
8. 181
65

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[Link] [Link]
 63
60
62

62
Worksheet /19
Worksheet Werkkaart 17 Worksheet
3. a) i) 3321 4. a)

1. a) a = 5 or a = 3 1. a) (ii)
4;67
Cars sold /
5)
Worksheet 21 iii) 34 2500

b) Area = 10 3 b) (5; 4) 2000

1. a) (4; 5) iv) 17
2. a) P'(1; 1); Q'(0; 2)
1500
2. a) PQT ≡  PRT (SS)
b) (5; 4) b) 1000

 PQ = PR R'(3; 3); S'(2; 6) 500

2. a) P'(1; 1); Q'(0; 2) 1-20 3 3

(SS) b) P'( 1; 1);5Q'(2;
0

b) R'(
y
PQ=3; 3); S'(;Use sine rule 21-40 8 0) 2000 2002 200

cos  2; 6) 41-60

R'( 3; 3);9S'(17
6; 2)
61-80 6 23 b) Linear
3. b)
a) P'(
12  1; 1); Q'(2; 0) c) 81-100
P'(1; 1);2Q'(0;
e sine rule 25 2)
R'(3; 3); S'(
306; 2) c) R'(3; 3); S'(2; 6)
b) sin 19 = c) 3000
TB 2)
c) P'(1; 1); Q'(0; 3. a) (x; y)  (y; x)
TB = 3);
R'(3; 9,77 m 6)
S'(2; b) (x; y)  (x; y)
3. a) (xBC
; y)  (y9;,77
x) c) (x; y)  (y; x)
c) 
b) (sin
x; y7) (sin
x;12y)
c) (BC
x; y=) 
5,73
(ym; x) Worksheet 22
63 1. a) 10,82
Worksheet 22
Worksheet 20 d) 50
Worksheet / Werkkaart 18 b) 9
1. a) 10,82
1. c) 9
3. b)
a) 9i) 33 4. a)
d) 30
c) 9ii) 67 e) 7
Cars sold / Motors verkoop

iii) 34
d) 30
2500

2000f) 10
e) 7iv) 17 1500
g) 317
b) 10
f)
1000

h) 8,15
500

1-20 3 3
g) 317 i)02000 66,4
21-40 5 8 2002 2004 2006 2008 2010

h) 8,15
41-60 9 17 2.
61-80 6 23 b) Linear
i) 66,4
a) 81-100 2 256); D'(2; 4)
B'(6; 2); C'(2;
2.
c)
b) 4 times BCD = 4y c) 3000
; D'(2; 4) 2. a) (x; y)  (x; y)
4y b) (x; y)  (x + 7; y + 5)
c) (x; y)  (x; y)
y + 5) d) A'(4;6); B'(1; 2)
C'(3; 4); D'(7; 1)
; 2) 3.
d) A'(6,2;
50 1,27)
7; 1)

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 Page 47

Faculty of Engineering, Information & Communication Technology (051) 507-3081

61

Worksheet / Werkkaart
Exercise 22 / Oefening 22 19 3.2 F4 B 5 40q 3.1.2
In ΠABF:
1.1 P2 S6 OP = OS ; radii A F1 AB = BF
180q x
Ss of Œ / Se van Œ = 70º Ss of Œ / Se van Œ
2
1.2 Reflex/ Inspringende S POS = 360º - x C 8 A = 70º ext. S cyclic quad

 360q x
PQS central-inscribed S buite S kvh
2
[Link]-omtreks S D 9 F4  E 70q ext. S / buite S ΠDEF
1.3 R S7 subtended by PQ In ΠCDF:

onderspan deur PQ F3 180q (C 8  D 9 ) Ss of Œ / Se van Œ

P3 PQ = QS = 40º = F4

180q PQS
Ss of Œ / Se van Œ
2
x
4.1.1 A 1 C 6 AD // CG ; alt/verw S
4
D C 7 AD // CG ; corr/ooreenk S
2.1 PK = KR diagonals of square But/maar:
hoeklyne van vierkant C 6 C 7 CG bisects SACB
SK median of / swaartelyn van ΠPSR CG halveer SACB
Also / Ook ST = TR given / gegee ? A 1 D
j PT median of / swaartelyn van ΠPSR j ΠCAD isosceles / gelykbenig
j G centroid of / swaartepunt van ΠPSR
BC BG
4.1.2 In ABD: AD // CG
CD GA
2.2 PT = 35 Pythagoras But/maar: CD = AC ΠCAD isosceles /
PG = b PT G centroid / swaartepunt gelykbenig
= 25
BC BG
j
AC GA

3.1.1 F1 A AB = BF 4.1.3 In ΠAFG and/en ΠABC:

C 8 ext. S cyclic quad (i) A A Commom/Gemeensk.
buite S kvh (ii) AFG 90q GF ]AC
3.1.2 F3 B 6 tangent, chord = B S in semi X
raaklyn, koord (iii) G 3 C 6  C 7 Ss of Œ / Se van Œ
F3  F4 B 6  B 5 ext. S cyclic quad j ΠAFG /// ΠABC SSS
buit e S kvh
F4 B 5 4.2.1 AC = [Link] = 20 units/eenhede
In ŒABC:
3.1.3 F1  F2 C 8  E ext.S / buite S ŒFCE AB = 20 2  12 2 = 16 units/eenhede
But / maar:
AG DC
F1 C 8 from / van 3.1 4.2.2 AD // CG
AB DB
AG 20
j F2 E DC = AC ; DB = DC+BC
16 32
j BF a tangent / ‘n raaklyn AG = 10 units / eenhede

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 Faculty of Engineering, Information & Communication Technology (051) 507-3081
Page 48 Page 48

ΠABC Faculty
4.2.3 From/Van: ΠAFG ///Faculty of Engineering, 62 7.2
of Engineering, Information
Information & Communication
&ΠCommunication
CDB /// 7.1 Technology
ΠCAD Technology (051) 507-3081
(051) 507-3081
AF AG CD CB
4.2.3 AB4.2.3 AC
From/Van:From/Van:
Œ AFG ///Œ ŒAFG
ABC/// ΠABC CA
7.2 ///ΠCD
7.2 Œ CDB ŒCDB
CAD/// ΠCAD
7.1 7.1
AF
AF AG 10 AF AG CD CD CB
CB
CD² = [Link]
16 20
AB AC AB AC CA CD CA CD
AF 10AF 10 AE AC 2
AF = 8 units / eenhede but / maar: CD² = [Link] / gegee
CD² = [Link]
16 2016 20 ED CD 2
AE AC AE
AC 2 2
AC 2
AF =/ 8eenhede
AF = 8 units units / eenhede but / maar:
but / maar: given / gegee
given / gegee
ED CACD . CB2 CD 2
ED
AC
AC 2 AC
2
5.1 C1 F tangent/raaklyn BC
CB. CB CA. CB
CA
chord/koord EC
 AC AC
5.1 C5.1
1 F F
B1C1 tangent/raaklyn
tangent/raaklyn
tangent/raaklyn BC
AB BC j EC divides ADCBand AB proportionally
CB
chord/koord
chord/koord BC
chord/koord
EC EC EC verdeel AD en AB in dieselfde
j AB //CD alt. Ss = / verw. Se = verhouding
B1 B1 tangent/raaklyn
tangent/raaklyn AB AB j ECAD
j EC divides divides AD proportionally
and AB
j EC // DB
and AB proportionally
5.2 In ΠBFC and/enchord/koord chord/koord
ŒBCE: BC BC EC verdeel AD en AB inen
EC verdeel AD AB in dieselfde
dieselfde
j AB //
 j AB alt.
CD // CDSs = /[Link] =S/everw.
verw. = Se = verhoudingverhouding
(i) B2 B2 Common/Gemeensk. j EC // DB
j EC // DB
5.2 In Œ BFCŒand/en
5.2 F Inand/en ŒBCE:
(ii)ΠBFC C 1
BCE:5.1
(i) B 2 (i) B 2B2  
B2 Common/Gemeensk.
Common/Gemeensk.
(iii) C1  C 2 E 1 Ss of Œ / Se van Œ
 (ii)C F C15.1
(ii)j ŒFBFC ///
1 ΠBCE SSS 5.1
(iii)j CBF
 (iii)  FCC1E1 CS2 s ofEŒ1 / SSse of
1  C2 vanŒ /ŒSe van Œ
j ŒBC
BFCj///CE Œ ŒBFC
BCE/// ŒSSS BCE SSS
j BFBF BC BF
FC . FC FC
j j CE
BC CE BC CE
6.1 P1 D 1 BC. FC
tangent/raaklyn
BC. FC QP
j BF j BF
CEchord CE / koord PC
But/maar
6.1 
P6.1
1 D 1 P1 Dtangent/raaklyn
1 tangent/raaklyn
QP QP
P1 QAP  tangent/raaklyn
chordPC QP PC
/ koord
chord / koord
But/maarBut/maar chord / koord PB
j Line QP subtends
 P1 QAP  equal angles
PLynstuk
QAP tangent/raaklyn
tangent/raaklyn QP
1 QP onderspan gelykeQP hoeke
j PQAD is a cyclic chord chord
/ koord
quad / koordev.
/ is ‘nPB koord PB
j Line QP j Line QP subtends
subtends equal anglesequal angles
Lynstuk
 Lynstuk
QP QP onderspan
 onderspan gelyke gelyke hoeke
hoeke
6.2 QAD KPD ext. S cyclic quad PQAD
PQAD is a cyclic quad
j PQAD is a cyclic quad / is ‘n koordev.
j / is ‘n koordev.
buite S kvh PQAD
 =C   tangent / ext.
raaklyn
 S cyclic PK
6.2 6.2
QAD QAD
KPD
1 KPD
ext. cyclic
quad
S PQADquad PQAD
chord
buite S/ koord
buite
kvh PD
S kvh PQAD
PQAD
Ext. S = opp. interior S
Buite =S C C1 binne
= tangent
= 1teenoorst. /tangent
raaklyn
S
/ PK
raaklyn PK
j CBAD is a cyclic chord chord
/ koord
quad / koordev
/ is ‘nPD koord PD
Ext. S = Ext. = [Link] S
[Link]
6.3 Buite
For S =Buite
PBAD S a= cyclic
teenoorst.
to be teenoorst.
binnequad:S binne S
CBAD
jVir j CBAD
is a cyclicis a cyclic
quad
PBAD om ‘n koordevierh. / is quad / is ‘nmoet:
‘ntekoordev
wees, koordev
BAP   
6.3 6.3 FortoPBAD
For PBAD to D D2 quad:
acyclic
be1quad:
be a cyclic
ViromPBAD om ‘n
Vir PBAD
But/Maar ‘n D koordevierh.
 koordevierh.
BAP te wees, te wees, moet:
moet:
 1   
a cyclicBAP / is2Dnie Dkoordev
 1 ‘n
j PBAD is notBAP D 1  D
quad 2 nie.
7.1 
ADB 90 q BAP
But/Maar
But/Maar D 1 X D 1
 S inBAP
semi
j PBAD CPBAD
= jis isgiven
not quad
3not a cyclic
a/ cyclic
/ is quad
gegee nie ‘n/ is nie ‘n koordev
koordev nie. nie.
7.1 j ΠDBAADB
ADB
7.1 90 
///q ΠCBD
90S q/// ΠCDA
in semi SXin semi X
two triangles similar
 to each other and similar to the original triangle.
= C 3 =wat
twee driehoeke
Cgiven given / gegee
/ gegee
3gelykvormig is aan mekaar en aan die oorspronklike driehoek.
j Œ DBAj/// Œ ŒDBACBD//////Œ ŒCBD
CDA /// ΠCDA
two triangles
two triangles similar tosimilar to each
each other andother andtosimilar
similar to the triangle.
the original original triangle.
twee driehoeke
twee driehoeke wat gelykvormig
wat gelykvormig is aanen
is aan mekaar mekaar enoorspronklike
aan die aan die oorspronklike
[Link].
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