2024 KUTLWANONG

LAST PUSH

MATHEMATICS

FOCUS : PAPER 2

1 - 3 NOVEMBER 2024
 Flow of the Topics & Mark Allocation

Mark Allocation
Topics Grade 10 Grade 11 Grade 12
1. Statistics & Regression 15 ± 3 20 ± 3 20 ± 3
2. Analytical Geometry 15 ± 3 30 ± 3 40 ± 3
3. Trigonometry 40 ± 3 50 ± 3 50 ± 3
4. Euclidean Geometry 30 ± 3 50 ± 3 40 ± 3
Total

2
Paper 2 Focus

Statistics

3
 Stats

Ungrouped Data

Grouped Data

Bivariant Data

4
2024 Provincial Exams : Knowledge & Skills Assessed

2.4 Generate the cumulative frequency table.

2.5 How many people below age 35 voted ? And what is
their percentage?
2.6 How many people between age 45 and 30 voted?
2.7 Determine the 75th Percentile of the data?
2.8 Write down the modal class?
2.9 Draw the box & whiskers diagram from the given
Ogive.
2.10 Comment on the skewness.
2024 Provincial Exams : Knowledge & Skills Assessed

1. Unknows, don’t miss.

2. Complete the cumulative frequency
3. From cumulative frequency,
generate the frequency
4. Grounding , Sketch
5. Estimated Mean
6. Box and Whisker (fully labelled)
7. Describe the skewness
2024 Provincial Exams : Knowledge & Skills Assessed
2024 Provincial Exams : Knowledge & Skills Assessed

Remind learners to :
❑ Reset the calculator
❑ Put it in Stats Mode
❑ Enter the data : Check the value
of a & b , r etc.
❑ To confirm, re-enter and Check
the value of a & b , r again.

Clarify in relation
to value of r
2024 Provincial Exams : Knowledge & Skills Assessed
Required Skills: Box & Whisker

10
Ungrouped data

What must be emphasized

Calculator skills

11
Ungrouped data

12
 Blind Spots & Areas of Difficulty

• Interpretation : Graphs, Box & Whisker, comparing two or more Box &
Whiskers, clear understanding of Correlation coefficient.
• IQR and Semi IQR
• Estimated mean in Group Data
• Effect of adding a constant in the data : How it affect the mean, median and
Standard Deviation.
• From the Ogive: Minimum value of the corresponding Box & Whisker.
Remind
• Is Grounding the Ogive still a problem? learners
• Line of best fit : What must they show ?
✓ Is it correct to show the Y – Intercept and or extent the line below the 1st
point ?
✓ Is it correct to show/Insert the Mean Value point?
✓ Can the line of best fit extend below the 1st and above the last point ? 13
 Blind Spots & Areas of Difficulty

• Adding (Or subtracting) a constant to each value : The median, mean, and
quartiles will change by adding (Or subtracting) a constant to each value.
❑ However, the range, interquartile range, standard deviation and variance
will remain the same.
• Multiplying every value by a constant, however, will multiply the mean, median,
quartiles, range, interquartile range, and standard deviation by that constant,
and multiply the variance (which is simply the square of the standard deviation)
by the square of that constant.

Remind
learners

14
Notable Trend with other Provincial Papers (KZN)

Combination : Bivariant
data & ungrouped data
Notable Trend with other Provincial Papers (NW)
Use data set to clarify the
Points in the next slides

17
 Required Skills : Ungrouped Data

Learners must:
• Understanding and apply the:
o Measured of central tendency (Mean, Mode, Median); and
o Measured of dispersion (Rage, Interquartile Range, Standard deviation,
Variance)
o Standard deviation- around the mean: - Below, within above, outside and
related percentages, etc.).
• To be able to differentiate between variance and standard deviation and use
a calculator to calculate these.
Note: learners should be able to use a calculator to determine these.

18
 Required Skills : Ungrouped Data

Outlier:
• To identifying outliers using the appropriate formulae in the
Data set (lower quartile – 1,5 IQR ; upper quartile + 1,5 IQR)
• An outlier has an influence on the mean and the range of the
data set, but has no influence on the median or lower or upper
quartiles.
Note: Outliers should only be removed in the data set once
instructed to do so, other than that they should be treated as part
of data set.

19
 Approach to Statistics & Required Skills

4. On Five-number summary:
Understanding of five-number summary (Min , Max , Q1, Q2, Q3)
1) The minimum value in the data set;
2) Q1, the lower quartile;
3) M / Q2, the median;
4) Q3, the upper quartile;
5) The maximum value in the data set.
• How to determine quartiles (Q1, Q2, Q3) and related percentile for even data
set and for the Odd data set.
o The following are some special percentiles:
✓ The median is at the 50th percentile
✓ The lower quartile is at the 25th percentile
✓ The upper quartile is at the 75th percentile. 20
 Required Skills: Ungrouped Data

• Able to draw the Box and whisker and it must be scaled & fully label
(5 Number summary)
• Be able to tell/explain the distribution/skewness
• Clarify the relationship between the Mean and the Mode on
the distribution of data and clarify the skewness:
✓ Note that if the mean and the median of a data set are known, then
o If mean – median ≈ 0, then the distribution is symmetric
o If mean – median > 0, then the distribution is positively skewed
o If mean – median < 0, then the distribution is negatively skewed
• Be able to determine the Inter Quartile Range (IQR) and semi Inter
Quartile Range
21
 Required Skills: Box & Whisker

5. Given the information about the Box and whisker, determine the five-
number summary.
6. Compare two Box and whisker:
• The box and whiskers diagrams of two sets A and B are shown below.

Don’t miss

22
 Required Skills: Box & Whisker

a. Write down what is common to both sets of data.

o For both box and whisker diagrams, the minimum values are 2 and the
lower quartiles are 4.
o 25% of the values in both sets lies between 2 and 4
b. Which data set is symmetrical? State the reasons.
o Data set A is symmetrical. The median is in the middle of the box and the
whiskers are equal in length.
c. Is the other data set skewed left or right? State the reasons.
o Data set B is skewed to the right (more stretched out to the right). The data
is clustered more closely on the left and more spread out on the right.

Don’t miss
23
 Required Skills : Group Data

Learners must be able to:

1. Given the group data, be able to generate/complete the frequency table
2. To generate the cumulative frequency Table to draw the Ogive from the
Histogram.
3. Sketch the Cumulative frequency graph, (emphasize the grounding of
the graph, also give example where the grounding will not be at the
origin)
4. Show the Modal class on the graph (longest segment between two
points) and allow learners to write down the modal class. Check the in equality

5. Use the graph to determine Q1, Q2, Q3, then sketch the Box and whisker
(relate the quartiles to percentiles)
6. Show Q1, Q2, Q3 from the Cumulative Frequency Table
7. Determine the estimated mean & standard deviation from the table
24
 Required Skills : Group Data

Learners must be able to:

Check Questions in Slide 5,
8. Interpret the given Ogive/Graph sketched Ogive
9. Given the group data, be able to generate/complete the frequency table
10.To generate the cumulative frequency Table to draw the Ogive from the
Histogram.
11. Sketch the Cumulative frequency graph, (emphasize the grounding of the graph,
also give example where the grounding will not be at the origin)
12. Show the Modal class on the graph (longest segment between two points) and
allow learners to write down the modal class.
13. Use the graph to determine Q1, Q2, Q3, then sketch the Box and whisker
(relate the quartiles to percentiles)
14. Show position of Q1, Q2, Q3 on the table
25
 Required Skills : Group Data

Learners must be able to:

16. Determine the standard deviation from the table
17. Interpret the given graph and generate the Cumulative Frequency Table from
the Graph.

26
 Required Skills : Correlation coefficient

Learners must be able to:

16. Determine the standard deviation from the table
17. Interpret the given graph and generate the Cumulative Frequency Table from the
Graph.
Scatter plot & Regression line
• Represent bivariate numerical data as a scatter plot and suggest intuitively and by
simple investigation whether a linear, quadratic or exponential function would best
fit the data.
Correlation coefficient (r)
• The range of the correlation coefficient is –1 to 1.
o If x and y have strong positive correlation, r value is very close to 1.
o If x and y have strong negative linear correlation, r is close to –1.
o If there is no linear correlation or there is a weak linear correlation, r is close27 to 0.
 Required Skills : Correlation coefficient

o Use a calculator to calculate the correlation co-efficient of a set of bivariate

numerical data and make relevant deductions.
o Description of r will not be provided in the formula sheet (remind learners).

• Ensure that learners are able to estimate the value of the correlation
coefficient from the scatterplot and vice versa.
• Likewise, learners must be able to estimate the gradient of the least squares
regression line from the general trend in the data

28
 Approach to Statistics & Required Skills : Regression line

• Use a calculator to calculate the linear regression line which best fits a
given set of bivariate numerical data (Both Negative and Positive) and be
able to use the equation of the regression
✓ To determine the linear regression line:
o Copy the linear regression line formula from the formula sheet.
o Determine the Mean Point (x; y) if x is the mean of the x values
and y is the mean for the y values. The line of best fit must pass
through this mean point and should be labeled (indicated).
o Determine the y - intercept and use it to guide the plot of the line
of best fit. You may not plot the y – intercept i.e. the line of best fit
is sketched between the Min and Max Point.
o Maintain the balance between the points above the regression line
and below the regression line. In case of the outliers, ignore it.
29
 Statistics : Regression Line

• Using a Least Squares Regression Line to Make Predictions

✓ When a value for one of the variables that was not originally in the data is
found, you are making a prediction.
✓ The required value can be read off from the scatter plot or by using the
equation of the regression line. Predictions made from the equation of the
line can be made through the process of interpolation and extrapolation.
• Interpolation is a method of predicting/estimating new data value(s) within
the known range of data values.
• Extrapolation on the other hand is a method of estimating new data value(s)
beyond a discrete set of known data values.
Note: The data values that are the result of extrapolation from statistical data are
often less valid than those that are the result of interpolation. This is because the
values are often estimated outside the tabulated or observed range of data. 30
 Practice
An athlete recorded his times, in seconds, for six different laps of the track.

Laps 1 2 3 4 5 6
Times 51 57 56 62 53 56

2.1 Calculate his mean lap time. (2)

2.2 Calculate the standard deviation of his lap times. (2)

2.3 Determine the interquartile range of the times. (3)

2.4 Is his lap time of 62 seconds considered to be an outlier? Explain. (3)

2.5 On one of his training days, there is an extreme heatwave. He finds that his six
recorded lap times are all x seconds slower.

2.5.1 What is the new mean lap time in terms of x? (1)

2.5.2 How will this affect the standard deviation? (1)

2.6 After changing his training programme to improve his speed and consistency,
he records his lap times for another six laps. His mean is now 55 seconds, and
his standard deviation is now 3,2 seconds.

Has his new training programme improved his consistency? Justify your answer. (2)
[14] 31
 Practice
1.1 The table below shows the number of practice tests (x) that nine Grade 11 learners did
before writing their final examination and their marks obtained (y).

Learner A B C D E F G H I
Number of tests (x) 2 12 5 8 13 6 3 7 16
Examination mark (y) 40 80 50 70 82 50 48 65 99

1.1.1 Determine the mean number of practice tests that were completed by the
learners. (1)

1.1.2 If the standard deviation of the practice tests is 4,47, determine the fewest
number of complete tests a learner must practice to fall within one standard
deviation of the mean. (2)

1.1.3 Calculate the equation of the least squares regression line for this data. (3)

1.1.4 A learner claims to have completed 10 practice tests. Predict the exam result
he may get in the exam. (2)
32
1.2 Suppose that the data set a, b, c, d and e has a mean of 8.
 Practice
The length of time, in minutes, of a certain number of cell phone calls was recorded. No call
lasted 25 minutes or longer. A cumulative frequency diagram of this data is shown below.

2.1 Determine the total number of calls recorded.

2.2 Determine the interquartile range for this data.

2.3 Complete the table provided on the diagram sheet.

2.4 Hence draw a histogram on the grid provided on the diagram sheet.

33
 Paper 2 Focus

Analytical Geometry

34
 Analytical Geometry

Grade 10 – 11 Aspects (Coordinate)

Grade 12 : Circle

35
 Ice Breakers : What do you see
SENIOR PHASE
Grade 9 Rhombus Square
1. Diagonals bisect each other
Identify and write clear definitions of 2. Diagonals bisect interior angles 45 45
quadrilaterals in terms of their sides,
angles and diagonals distinguishing
45 45
between: -
45 45
1 Parallelogram 45 45
Diagonals bisect each other

Rectangle 1. Diagonals bisect interior angles

2. Diagonals are equal
Kite

1. the longer
diagonal bisect
Do not compromise this the shorter
slide 1. Diagonals bisect each other diagonal &
2. Diagonals are equal interior angles36
2024 Provincial Exams : Knowledge & Skills Assessed

What are the key points you

would emphasize on as part
of the interpretation of the
Statement and the Diagram

Summarise:
❑ What do we need to emphasise as
part of reading the statement?
❑ What skills were assessed ?
❑ What are possible learners' Blind
spots & How do we mitigate on
them.
❑ What must still be
emphasised/clarify?
❑ What must we not take for
granted?
 2024 Provincial Exams : Knowledge & Skills Assessed
Show properties on the diagram

Notable Trend with other Provincial Papers (MP)

38
 Blind Spots

Straight line Geometry :

• Calculation of angles that are not inclination.
• Determining the area : Strategies to manage questions that requires the
calculation of an area.
Circles:
• Relationship between the circle and line.
• Relationship between the circle and line.

39
2024 Provincial Exams : Knowledge & Skills Assessed

What are the key points you would emphasize on as part of the
interpretation of the Statement and the Diagram
Notable Trend with other Provincial Papers (KZN)

Notable Trend with other Provincial Papers (MP)

41
DISCUSSION 1.1: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of
Area in the
Cartesian plane
DISCUSSION 1.1: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of Step 1: Calculate the x-value of N

Area in the
Cartesian plane

Step 2: Determine the horizontal distance PN

DISCUSSION 1.1: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of Step 3: Use the formula for area of a triangle

Area in the
Cartesian plane
DISCUSSION 1.2: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of
Area in the
Cartesian plane
DISCUSSION 1.2: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of Step 1: Calculate the x-value of M

Area in the
Cartesian plane

Step 1: Determine the horizontal distance NM

DISCUSSION 1.2: ANALYTICAL GEOMETRY
Concept of Area
SKILL CONCEPT SKILL DISCUSSION

Calculations of Step 3: Use the formula for area of a triangle

Area in the
Cartesian plane
Points of Emphasis

48
 Required Skills (Gr 12 ) : Formula Sheet Application

The learners need to master the following:

1. Application of the distance formula, in calculating the distance between
the two points, in polygons or given the distance calculate one of the
coordinates.
2. Determining the coordinates of the Mid-point of a polygon using the
mid-point formula.
3. Can use the Gradient formula to:
✓ Calculate the gradient (m) of a line segment, given two points or the
angle of inclination ( m = tan θ).
✓ Show if points are co-linear
✓ Find the inclination (m = tanθ ).
4. Co-linear Points
49
 Required Skills (Gr 12)

5. Can determine the equation of a Straight Line and use the straight-line
equations to determine the point of intersection, etc.
There are two methods of determining the equation of a straight line joining
two points.
o The first method is to use the general equation in which m represents
the gradient and the value of c can be determined by substituting one of
the points on the line into this equation.
o The second method is to use the formula. All you have to do is now
substitute m and a point on the line into this formula and the equation of
the line is easily obtained.
6. Can apply the understanding of Parallel and Perpendicular lines, that is:
o Conclusion when two lines are parallel (equal gradient) or perpendicular
(m1 x m2 = - 1)
o Apply the understanding of this concept in various polygons
50
 Required Skills (Gr 12)
7. Determining the Inclination & Intersecting lines
8. Determining the angles formed by intersecting lines
9. Properties of shapes:
Quads: The learning of this aspects should include learners being able to draw
a specific / type of a quad and label it completely to demonstrate the
understand its properties.
Learners must know how to prove that a quadrilateral is a parallelogram,
rectangle, square, rhombus or trapezium by knowing the properties of these
quadrilaterals.
Triangles: Ensure that learners understand the three types of triangle and their
properties (Scalene, Equilateral and isosceles)
o Can use apply analytical method to prove a particular type of a tringle
including showing that a tringle is a Right angle or not (remember one can
either show through Pythagoras theorem or perpendicular lines).
NB: Basic transformation must be revised 51
 Required Skills : Circle (Gr 12)

The learners need to master the following concepts:

1. Determining the equation of the circle (any center: Origin & Non-origin) in
various forms;
2. The learners must be aware that the center of the circle is the midpoint, thus
the midpoint formula would be applicable.
3. Learners should be able to differentiate between radius r and r2
4. Be able to show and conclude if a particular point is inside the circle, on the
circumference or outside.
5. Determine the equation of a tangent to a circle at a given point on the circle.
6. What to show if required to show that a given straight line is a tangent or not to
a circle.
7. Application of Pythagoras theorem to determine any length of a side, tangent,
radius. Remind learners of the relationship between the tangent and
52
radius/diameter (Radius perpendicular to the tangent).
 Required Skills : Circle (Grade 12)

The learners need to master the following concepts:

8. 4/5 scenarios of the intersection of circles. Learners should complete activities
that will foster each scenario:
• Intersecting once externally: AB = RA + RB
• Intersecting twice: AB < RA + RB
• No intersection: AB > RA + RB
• Interesting Once internally: AB = RA - RB
• Concentric AB = 0
NB: Learners should be aware that these relations are not in the formula sheet.

53
Two circles with centre A and B that touch ,intersect ,Don’t
touch at all.
 Paper 2 Focus

Trigonometry

55
 Trigonometry

Pythagoras

Reduction Formula & Special Angles

Identities

Trig Equations and Trig Functions

Solutions of a Triangle
56
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

57
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

58
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

59
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

60
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

61
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

62
2024 Provincial Exams : Knowledge & Skills Assessed

Notable Trend with other Provincial Papers (MP)

63
Pythagoras Type
2024 Provincial Exams : Knowledge & Skills Assessed
Re-Cap Concepts : CAST Diagram

66
 Re-Cap Concepts/Remind Learners : CAST Diagram

CAST Diagram:

• Cos ɵ is +ve in the fourth quadrant and where as Tan ɵ & Sin ɵ are -ve. This
implies (Cos ɵ > 0, Tan ɵ < 0 & Sin ɵ < 0)

• Demonstrate understanding and application of the restrictions like ,

90° ≤ 𝜃 ≤ 270° ; ∈ [90°; 270°].

• Position the Terminal arm in the correct quadrant be able to complete the Right-
Angle Triangle, Label all the sides, including the angle.
3 −3
Note: Remember what is tanɵ = in the 3rd Quadrant is; tanɵ =( ) , thus learners
4 −4

need to be able to label the diagram correctly and substitute correctly when
applying the Pythagoras Theorem to determine the value of r. 67
 Application of CAST

12 6
If sin  = − for 90    270 and cos  = for tan   0 , determine, without using a
13 7
calculator, the value of the following:

1.3.1 5 tan θ + 13cos 2   sin 2  (8)

1.3.2 sin  if  = 90 +  . (3)

68
 Application of CAST

1.1 In the diagram, A is the point ( − 3 ; − 1) .


A(− 3 ; −1)

Without using a calculator, determine the value of each of the following:

1.1.1 tan  (1)

1.1.2 cos  (3)

1.1.3 the size of  if OB is a reflection of OA about the y-axis. (4) 69

 Re-Cap Concepts/Remind Learners

Compound Angle Formulae

• Know the compound angle formulae and the double angle formula

• Know that these formulae are in the formula sheet and should be able to utilize
them correctly.
• Apply the formula in scenarios that requires them to expand and those that requires
them to reduce.

• Apply these formulae when solving questions involving the Reduction formulae ,
Special angle and Pythagoras type:

• Adherence to the instruction like without using a calculator, learners must know
that they will be expected to apply special angles.
70
 Re-Cap Concepts/Remind Learners

Compound Angle Formulae

• Application of Double and Compound angles to solve the Pythagoras type

question and emphasize that the tool box could include calculation of :
o All sides, all angles in a right-angle triangle, application of double &
compound angles and special angles i.e. Combination of the angle in the
given triangle and special angle
o (Cos 78º = Cos ( 30º + 48º), where 30º is the special angle and 48º is the angle
in the given triangle).

• Correct selection and application of reduction formulae

71
 Don’t Miss : Application of CAST

If cos 20 = p , express the following in terms of p:

1.4.1 cos 40

1.4.2 sin140 ❑ What about 50°

❑ What about – ve
angles
1.4.3 2 cos 25 in simplest form.

72
 Application of CAST

If cos 20 = p , express the following in terms of p:

1.4.1 cos 40 (2)

1.4.2 sin140 (4)

1.4.3 2 cos 25 in simplest form. (4)

OR

18.1 If sin 31 = p , determine, without using a calculator, the following in terms of p:

18.1.1 sin149 (2)

18.1.2 cos (−59) (2)

18.1.3 cos 62 (2) 73

Reduction Formula
 Re-Cap Concepts/Remind Learners

Reduction Formulae

• The learners should revise the reduction formulae which was completed in Grade 11
Trigonometry.
• Learners need to remember that the reduction formulae are used to reduce the
trigonometric ratio of any angle to the trigonometric ratio of an acute angle.
• The learners should remember that:
(1) sin(180 + ) = − sin  but 𝑠𝑖𝑛2 180° + 𝜃) = (−𝑠𝑖𝑛𝜃)2 = 𝑠𝑖𝑛2 𝜃
(2) sin(180 + ) = − sin  but sin180 = 0
2
 2 2 1
i.e. cos 225 = cos(180 + 45)  = (− cos 45) =  −  = =
2 2 2
 2  4 2
Negative angles. 75
 2
2  2 2 1
i.e. cos 225 = cos(180 2
2
 +  = −
Re-Cap Concepts/Remind
45 ) ( cos 45) =  − = =
Learners
 2  4 2
Negative angles.

• The learners should remember or understand that:

(a) sin(−) = − sin  cos(−) = cos  tan(−) = − tan 
(b) sin 𝜃 − 180°) = sin⁡ (− 180° − 𝜃 ) = − sin 180° − 𝜃 ) = −𝑠𝑖𝑛𝜃
Or
𝟑𝟔𝟎° could be added to the -ve angle and be treated as

sin 𝜃 − 180°) = sin⁡

(360° − 180° + 𝜃) = sin 180° + 𝜃) = −𝑠𝑖𝑛𝜃
(Remember 3600 could be added to any – ve angles to change it positive)

Angles greater than 360

• Learners need to remember that whenever the angle is greater than 360 , keep
subtracting 360 from the angle until you get an angle in the interval 0 ;360 .
For example, tan 765 = tan(765 − 2(360)) = tan 45 = 1

Special Angles

• Learner must revise the special angles which were completed in Grade 11. 76
 Reduction Formula

1.1 Simplify as far as possible:

tan (180 + x).cos (− x) OR

(4)
cos (90 + x)

1.2 Determine the value of the following expression without using a calculator:

sin130.tan 2 ( −240).cos 540

(9)
cos 570.sin ( −300).cos 320
Simplify the following expression to a single trigonometric function: For Learner with
challenges, start by
4 cos( − x). cos(90 0 + x) reducing trig ratios
1.4.1
1.3 outside the
sin( 30 0 − x). cos x + cos(30 0 − x). sin x expression/fraction

sin 130 0 tan 60 0

1.4.2
1.4
cos 540 0. tan 230 0. sin 400 0
77
Reduction Formula

78
Practice

79
Practice

80
Trig Identities
2024 Provincial Exams : Knowledge & Skills Assessed
 Re-Cap Concepts/Remind Learners

Identities:

• Learner must develop their ability in proving the identities (LHS = RHS) and must
know it will include Splitting the left-hand side and the right-hand side.

• Proving identities appears to be easy when the complex side is considered for
simplification.

• Toolbox could include : Factorization ; identities like 𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃 = 1 and

Double and Compound identities (listed in the formula sheet) .

• Integrate with the Trig Equations to manage where the identity is defined.
83
Trig Identities

Tips !!!

84
 Identities
1.

1. 1

1. 2

2.

3.

3.1

3.2
85
Trig Equations
 Re-Cap Concepts/Remind Learners

Trig Equations

• The learners must have the ability to simplify various Trig expressions which
could lead to various scenarios like the Tan type, Cofunctions, Expansion or
reduction of compound or double angle, factorization:
o Common factor, difference of squares, quadratic trinomial grouping of
polynomials.

• In most cases the Trig equation is simplified to one trigonometric ratio.

• Simplify the equation using identities.

• Compound and double angles must be simplified to a single angle.
87
 Re-Cap Concepts/Remind Learners

Trig Equations

• Solving the trig equation also requires understanding of finding the General
Solution, and finding the solution within a particular interval.

• Finding the General solutions of trigonometric equations, a learner can use

either the reference angle approach or the graphical method:

• Reference angle method: This method involves ignoring the negative sign
when calculating the acute reference angle and then obtaining two solutions by
locating quadrants. Then the general solution is obtained using these two
angles.

88
Trig Equations

89
 Trig Equations

1.4 Solve for x if cos( x − 30) = sin3x where x   −60 ;120 .

Given: 1.sin x + 3.cos x = 1

1
5.4.1 Show that the equation can be written as sin (60 + x ) = .
2

5.4.2 Hence, determine the general solution of sin x + 3 cos x = 1 .

90
 Trig Equations

6.

7.

8.

91
Trig Functions
2024 Provincial Exams : Knowledge & Skills Assessed
 Re-Cap Concepts/Remind Learners : Functions

Trigonometric graphs

• Learners must know how to sketch the Trig Graphs within a given interval /domain.

o y = a sin x; y= a cos x; y = a tan x

o Changing period: y = a sin bx ; y = a cos bx ; y = a tan bx

360° 180°
o Period = , b > 0 and for y = a tan b x , Period = and the critical points
𝑏 𝑏
𝑃
are determined
4

• Vertical translation : y = sin bx + q ; y = cos bx +q ; y = tan bx + q

• Horizontal translation: y = sin (x + p); y= cos (x + p); y = tan (x + p).

94
 Re-Cap Concepts/Remind Learners : Functions

Trigonometric graphs

• The learners must remember that when sketching a horizontally

translated graph using a calculator, the value of p should be used for a

step to show the turning points.

• The learners must be able to tell and determine the Amplitude

𝑀𝑎𝑥−𝑀𝑖𝑛
(Amplitude = ) , Period, Min, Max, and Asymptote (graph: tan x) for the Trig
2

Graph.
95
 Re-Cap Concepts/Remind Learners : Functions

Interpretation of Trig Graphs:

• Identifying the type of graph in a given sketch

• Finding the defining equations of the trig function

• Transformations applied in trig graphs and their description in words. i.e. effects of
parameters. (two at a time) (Show a link with algebraic graphs)

• Understanding and correct use of notation. e.g. f(x)>g(x) versus f(x)≥g(x)

• Graphically determine the values of x for which:

o f(x) > 0; f(x). g(x) > 0, f(x). g(x) < 0, x. f(x) < 0, f’(x). f(x) < 0, increase, decrease, etc.

Note: Learners should note that the skills learnt if other functions will still be applicable
in the Trig functions.
96
 TRIG FUNCTIONS: SKETCH

Given: f (x) = 2sin (x − 45) and g(x) = tan x −1 for the interval x [−45 ; 270]

1. Sketch the graph of f and g on the axes provided on the diagram sheet.
Indicate the intercepts with the x-axis and the asymptotes of g.

2. Determine the range of f.

3. Determine graphically the values of x for which:

4. f (x)  g(x)

97
 Practice
TRIG FUNCTIONS: INTERPRETATION

2.1 Solve for x if cos(x − 30) = sin3x where x −60;120 .

2.2 Sketch the graphs of the following functions on the same set of axes for the
interval x −60;120 .
f (x) = cos(x − 30) and g(x) = sin3x

2.3 Determine graphically the values of x for which cos(x − 30)  sin3x

98
 Trig Functions : Interpretation
Practice
Practice
In the diagram below, the graphs of f and g are drawn.

f (x) = a cos x and g(x) = sin bx for the interval x [0 ; 360].

.1 Determine the value of a and b. (2)

.2 Write down the range of the graph of y = sin bx +1. (1)

.3 Determine the general solution of the equation 4cos x = sin x . (3)

.4 Hence, determine the coordinates of I rounded off to two decimal digits. (2)
228
 Practice
Trig Functions : Interpretation
Practice
In the diagram below, the graphs of f (x) = cos x + q and g(x) = sin (x + p) are
drawn on the same set of axes for −240  x  240. The graphs intersect at
(0 ; 21 ) , (−120 ; −1) and (240 ; −1) .

1. Determine the value of p and q.

2. Determine the values of x in the interval −240  x  240for which:

(a) f (x)  g(x) .

(b) f (x). g(x)  0 .

(c) g(x) − f (x) is a maximum.

100
 Practice

Given: f ( x) = 2sin ( x − 45) and g ( x) = tan x − 1 for the interval x  [−45 ; 270]

1. Sketch the graph of f and g on the axes provided on the diagram sheet.
Indicate the intercepts with the x-axis and the asymptotes of g. (6)

2. Determine the range of f. (1)

3. Determine graphically the values of x for which:

4. f ( x)  g ( x) (3)

5. f ( x).g ( x)  0 (2)

101
Solutions of a
Triangle
 Approach to Trigonometry & Required Skills

Solution of a triangle (2Ds and 3Ds)

Learners need to know:

• The sine, cosine and area rules and be able to apply them.

• That these rules are provided in the formula sheet.

• Learners must develop the ability to work in three-dimensions.

• Learners must know when to use the rules, that is:

• Sine rule is used when you are given:

o Two sides and a non-included angle

o More than one angle and a side

103
 Approach to Trigonometry & Required Skills

Solution of a triangle (2Ds and 3Ds)

• The cosine rule is used when you are given:
o Two sides and the included angle
o Three sides
• The area rule is used when you are given:
o Two sides and the included angle

The following skills will be required from the learners :

o Identifying different planes in the sketch with more information
o Integrating Euclid’s Geometry, particularly to find the angles.
o Algebraic manipulation.
o Knowing the minimum requirements for each triangle rule to be used
o Complete numeric and poof type.
104
Solutions of a Triangle

105
Solutions of a Triangle

106
Learner Practice : Solutions of a Triangle

107
Learner Practice : Solutions of a Triangle

108
2024 Provincial Exams : Knowledge & Skills Assessed
Euclidean Geometry
2024 Trial Examination : What was Assessed ?

Required enables:
❑ Are they aware of all other theorems they need
to prove?
❑ What were the notable learners' mistakes?
2024 Trial Examination : What was Assessed ?

Required enables:
❑ What you : Observe the diagram (Numeric,
Quad, Triangle, There might a tangent)

Comprehension skills :
❑ Read the statement (RRR)
❑ Deduce from the statement the related
Theorem Statements, Corollaries, Axioms,
Definitions.
❑ Relate the Diagram (What do you see) with the
given statement (Ensure all the information in
the statement is shown in the Diagram.
✓ Colour all equal angle with the same
colour.
✓ Identify Shapes / Quads
✓ Generate the Grocery list
✓ Update the Diagram all the way.
2024 Trial Examination : What was Assessed ?

Required enables:
Comprehension skills :
❑ Read the statement (RRR)
❑ Deduce from the statement the related
Theorem Statements, Corollaries, Axioms,
Definitions.
❑ Relate the Diagram (What do you see)
with the given statement (Ensure all the
information in the statement is shown in
the Diagram.
✓ Colour all equal angle with the same
colour.
✓ Generate the Grocery list
✓ Update the Diagram all the way.

By looking at the diagram,

can Proportionality
Theorem be applicable?
2024 FS Trial Examination : What was Assessed ?

❑ What are the required enablers

❑ Required Strategies
2024 Trial Examination : What was Assessed ?

❑ What are the required enablers

❑ Required Strategies

115
2024 Trial Examination : What was Assessed ?
2024 Trial Examination : What was Assessed ?
 Application

Notable Trends from other

Provinces

118
Provincial Papers (KZN)

119
Provincial Papers (NW)

120
Provincial Papers (KZN)

121
Provincial Papers (NW)

122
Provincial Papers (KZN)

123
Provincial Papers (KZN)

124
Provincial Papers (KZN)

125
Provincial Papers (NW)

126
Notable Trend with other Provincial Papers (MP)

Required enables:
❑ What you : Observe the diagram (Proof type, Triangle,
There might a tangent)
Comprehension skills :
❑ Read the statement (RRR)
❑ Deduce from the statement the related Theorem
Statements, Corollaries, Axioms, Definitions.
❑ Relate the Diagram (What do you see) with the given
statement (Ensure all the information in the statement
is shown in the Diagram.
✓ Colour all equal angle with the same colour.
✓ Colour all Parallel lines with the same colour.
✓ Identify shapes/Quads/Parallel line
✓ Generate the Grocery list
✓ Update the Diagram all the way.
Blind spot: GC \\ BF
Notable Trend with other Provincial Papers (MP)

Acceptable Reasons

Do Learners know, what they

need to show?

• Questions are in spiral.

Notable Trend with other Provincial Papers (MP)

Proof of theorems?
• Awareness of all the examinable Theorems
• Have we given them an approach?
• Did we clarify the construction where is involved
• Naming of angles (Where applicable)
Points of Emphasis

130
 Approach to Consolidation
✓ Recap Key Concepts and generate Chalkboards Summary (About 20 – 30 min)
o Probe (Teacher to be fully prepared & Know what to ascertain) for responses from learners
➢ In Multiple views, Draw diagrams for learners to give related theorem statement and vice
versa.
➢ Relate with what they need to show i.e. A Quad is Cyclic
➢ Group Theorems to Summaries them.
o Focus on Knowledge & Skills for each topic (Know & Skills to show) ;
o Clarify applicable Vocabulary/Comprehension.
✓ Short Focused Assessment (30 Minutes for Gap identify & Consolidation)
✓ Further Clarification/ Illustration of Concepts with FS Material (Implement Diagnostic
Report).
✓ Ensure that various scenarios are catered for. Remaining Time
✓ Allow learners to practice (Drill & Practice)
 Encourage the following:

Steps that learner should follow when answering questions:

No Diagram:
• Learners must read the given information with understanding (vocabulary
and instructions).
• Identify/highlight all the key words from the given information that could help
him/her to answer the questions that are to follow.
• Answering Questions : What to Know ; and show
Diagram Given:
• It is very easy when presented with a diagram think about possible questions
• Learners must read and understand the introductory sentences above the
diagram before trying to answer the question.
• Answering Questions : What to Know ; and show
132
 Clarification/Unpack the critical concepts/aspects
SENIOR PHASE
Grade 9 Rhombus Square
1. Diagonals bisect each other
Identify and write clear definitions of 2. Diagonals bisect interior angles 45 45
quadrilaterals in terms of their sides,
angles and diagonals distinguishing
45 45
between: -
45 45
1 Parallelogram 45 45
Diagonals bisect each other

Rectangle 1. Diagonals bisect interior angles

2. Diagonals are equal
Kite

1. the longer
Do not compromise this diagonal bisect
slide as it also Addresses the shorter
Analytical Geo 1. Diagonals bisect each other diagonal &
2. Diagonals are equal interior angles
133
 FET Core Content to be clarified
Grade 10 Grade 10 Grade 10
Revise basic results established in
earlier grades regarding lines,
angles and triangles, especially the
similarity and congruence of
triangles.

Two triangles are said to be

congruent if all three corresponding
sides are equal and all the three
corresponding angles are equal in
measure. (same shape and same
size)
RHS (Right angle- Hypotenuse-Side)
If the hypotenuse and a side of a
right- angled triangle is equivalent
to the hypotenuse and a side of the
second right- angled triangle, then
the two right triangles are said to be
congruent by RHS rule.

134
 Clarification/Unpack the critical concepts/aspects
• ( as a special case of proportionality theorem Grade 12

135
CONVERSE MIDPOINT THEOREM ( as a
special case of proportionality theorem
Grade 12

If AD = DB and DE||BC
then AE = EC and DE = 1
2
BC
Grade 10 Euclidean Geometry
Clarification/Unpack the critical concepts/aspects
ACCEPTABLE REASONS

137
Clarification/Unpack the critical concepts/aspects
ACCEPTABLE REASONS
Grade 11

138
 Clarification/Unpack the critical concepts/aspects
ACCEPTABLE REASONS
Grade 11 Grade 12

139
 Clarification/Unpack the critical concepts/aspects

. The following proofs of theorems are examinable:

1. The line drawn from the centre of a circle perpendicular to a chord bisects the chord;

2. The line drawn from the centre of a circle that bisects a chord is perpendicular to the chord;

3. The angle subtended by an arc at the centre of a circle is double the size of the angle subtended by the

same arc at the circle (on the same side of the chord as the centre);

4. The opposite angles of a cyclic quadrilateral are supplementary;

5. The angle between the tangent to a circle and the chord drawn from the point of contact is equal to the

angle in the alternate segment;

6. A line drawn parallel to one side of a triangle divides the other two sides proportionally;

7. Equiangular triangles are similar.

140
Clarification/Unpack the critical concepts/aspects

141
Clarification/Unpack the critical concepts/aspects

142
Clarification/Unpack the critical concepts/aspects

143
Clarification/Unpack the critical concepts/aspects

144
Clarification/Unpack the critical concepts/aspects

145
 Clarification/Unpack the critical concepts/aspects
GRADE 12
1. Revise earlier work on the necessary and sufficient conditions for polygons to be similar.
2. Prove (accepting results established in earlier grades):
• that a line drawn parallel to one side of a triangle divides the other two sides proportionally
(and the Mid-point Theorem as a special case of this theorem) ;

146
 Clarification/Unpack the critical concepts/aspects
GRADE 12
1. Revise earlier work on the necessary and sufficient conditions for polygons to be similar.
2. Prove (accepting results established in earlier grades):
• that a line drawn parallel to one side of a triangle divides the other two sides proportionally
(and the Mid-point Theorem as a special case of this theorem) ;

147
 Concepts/aspects (frequently asked Questions)

• An incomplete theorem statement given, learners are expected

to fill in the missing words

• Proof of an examinable theorems (7 theorems)

• Numeric type questions

• Proof type questions

148
 Methodology/Approach to teaching (Best practices)
NUMERIC TYPE QUESTIONS

PON O center TM TANGENT OR II PM

diameter
OR = ON

149
Methodology/Approach to teaching (Best practices)

PON O center TM TANGENT OR II PM

diameter
OR=ON

150
 PROOF TYPE QUESTIONS

Learners must understand what they need to prove to show that:

1. Lines are parallel :
❑ Alternate Angle must be equal
❑ Corresponding angles must be equal
❑ Co-interior Angles are supplementary
❑ Converse of proportionality theorem
2. A quadrilateral is Cyclic
❑ If the opposite angles are supplementary
❑ If the Exterior Angle is equal to the interior opposite angle
❑ If angle subtended by the same chord are equal
3. A line is a tangent to a circle
❑ Prove the converse of the Tan chord theorem
❑ Prove that a line is perpendicular to a line through the centre.
151
 PROOF TYPE QUESTIONS

Learners must understand what they need to prove to show that:

4. Two sides of triangle are equal

❑ That the angles opposite the sides are equal
5. Two sides of two different triangles equal
❑ That the two triangles congruent
6. A line bisect the angle
❑ A line passing through a vertex of two adjacent angle and cut
it into equal angles
.

152
 Misconceptions and how do we confront/mitigate them.

Misconceptions And Common errors Mitigating / Confronting the Misconceptions

Proof of theorems: learners do not show Learners should be taught that a construction
or describe any construction (with a solid is required in order to prove a theorem
line)
Some reasons provided are NOT it is necessary for learners to be constantly
acceptable reasons. reminded of the acceptable reasons.
Some learners used as reason ‘isosceles An explanation of the theorem should be
triangle’, instead of ‘angles opposite accompanied by showing the relationship in a
equal sides’ diagram.
Assumptions
Issue of constructing in questions
153
Thank you