Grd 11 Mathematics/Investigation 1 LDoE/Term 1 2025

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NATIONAL
SENIOR CERTIFICATE

GRADE 11

MATHEMATICS
INVESTIGATION

MARKS : 100

This investigation consists of 10 Pages.

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INVESTIGATION: DERIVATION OF THE QUADRATIC FORMULA AND ITS

SIGNIFICANCE
The aim of this investigation is to establish the quadratic formula, allowing us to find
solutions to any quadratic equation of the form ax 2 + bx + c = 0 . Let’s start by using the
process of completing the square to solve the equation x 2 + 2 x − 8 = 0 . We could solve this
equation through factorisation but let’s use completing the square and colour code the terms
to follow the process. We can then try to follow the same process to solve ax 2 + bx + c = 0 .

This investigation is set out as a fill in the gaps investigation. It is advisable that this paper is
used as an answer sheet as well.

SECTION A: UNDERSTANDING COMPLETING THE SQUARE [15]

1. Starting with x 2 + 2 x − 8 = 0 , move the constant term to the right-hand side:

We can represent this problem visually as the sum of the area of a square with side
length x and the area rectangle with side lengths 2 and x, is equal to a square with total
area 8:

1.1 Fill in the missing side lengths. (3)

x✓ 2✓

x✓

Figure 1: Blue Figure 2: Green

Figure 3: Orange
Equation 1 illustration 1

Splitting the green rectangle down the middle we can place it on either side of the blue
rectangle.

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1.2 Fill in the missing side lengths and areas. (5)

1✓

x2 ✓ x ✓

1✓ x✓
Figure 2: Orange
Figure 1: Blue & green

Equation 1 illustration 2: We can “complete the square” on the left by adding the missing corner.
We do this to both sides to balance the equation.

1.3 Fill in the missing area’s. (2)

1✓

Figure 3: Yellow
1✓

Figure 2: Orange
Figure 1: Blue & green

Equation 1 illustration 3: Combining the terms on the right-hand side to form a new square, we
now have equivalent squares.

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1.4 Fill in the missing area for the new rectangle on the right. (2)

9✓✓

Figure 1: Blue, green and yellow Figure 2: Grey

Equation 1 illustration 4

And hence,

( x + 1) =9
2

1.5 So, we know the side length x + 1 must be equal to the side length of the grey rectangle

which is 3, so a solution is x = 2 ✓✓. (2)

1.6 If we are looking to solve the equation generally and not just in a concrete case we can

also have x + 1 = −3 , and hence our second solution is x = −4 ✓. (1)

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SECTION B: DEDUCING THE QUADRATIC FORMULA [32]

Let’s now repeat this process to deduce the quadratic formula.

2. Starting with ax 2 + bx + c = 0 , divide through by a and move the constant term to the
right-hand side:

Let’s again represent this problem visually as the sum of the area of a square with side
b
length x and the area of a rectangle with side lengths and x, is equal to a square with total
a
area −ac:

2.1 Fill in the missing side lengths and area. (4)

b
x✓ ✓
a

c
✓
x✓ a

Figure 1: Blue Figure 2: Green

Figure 3: Orange
Equation 2 Illustration 1

Splitting the green rectangle down the middle we can place it on either side of the blue
rectangle.

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2.2 Fill in the missing side lengths and areas. (6)

b
✓
2a

c
x2 ✓ ✓
a

b
✓
2a
b
x ✓✓
2a Figure 2: Orange
Figure 1: Blue & Green

Equation 2 Illustration 2

We can “complete the square” on the left by adding the missing corner. We do this to both
sides to balance the equation.

2.3 Fill in the missing areas. (3)

b2
✓
c 4a 2
✓
a

Figure 3: Yellow
b2
✓
4a 2
Figure 2: Orange
Figure 1: Blue, Green & Yellow

Equation 2 Illustration 3: Combining the terms on the right-hand side to form a new square, we
now have equivalent squares.

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2.4 Fill in the gaps to find a simplified expression for the area of our new grey rectangle: (2)

c b2 4ac b 2 (make both fractions have the same denominator)

− + 2 =− 2
+ 2✓
a 4a 4a 4a

b 2 − 4ac (combine to form a single fraction)

= ✓
4a 2

2.5 Does the numerator look familiar? Yes✓, it is called discriminant/delta✓ (2)
2.6 Fill in the gap for the area of our new grey rectangle. (1)

b 2 − 4ac
✓
4a 2

Figure 1: Blue, Green & Yellow Figure 2: Grey

Equation 2 Illustration 4

And hence,

b  b 2 − 4ac
2

 x +  = ✓✓ (2)
 2a  4a 2

From here let’s rearrange algebraically: (3)

a) Take the square roots of both sides, don’t forget to indicate there are two answers

b b 2 − 4ac
x+ = ✓
2a 4a 2

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x x
b) Simplify the fraction by recalling =
y y

b b 2 − 4ac
x+ = ✓
2a 4a 2

c) Isolate the x on the left by moving the other term to the right

b b 2 − 4ac
x=−  ✓
2a 2a

d) Write the right-hand side as a single fraction

−b  b 2 − 4ac
x=
2a

If you have followed the steps correctly you have established quadratic formula, i.e. for a
quadratic equation of the form ax 2 + bx + c = 0 , solutions are:

−b  b 2 − 4ac
2.7 x = ✓✓ (2)
2a

Further questions to ponder:

3. Who was the first person to establish this formula and when? Simon Stevin✓, 1594✓ (2)
4. Are there ways to establish the formula? Yes✓ (5)
a) Completing the square by Śrīdhara's method✓
b) By substitution✓
c) By using algebraic identities✓
d) By Lagrange resolvents✓

SECTION C: SIGNIFICANCE OF THE QUADRATIC FORMULA [3]

The quadratic formula defines the points ( x;0 ) on the parabolic graph, where the parabola

y = ax2 + bx + c crosses the x -axis and it can be separated into two terms,

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−b  b 2 − 4ac
x=
2a
b b 2 − 4ac
x=− 
2a 2a

b b
The first term − describes the (i) axis of symmetry✓, the line x = − . The second term
2a 2a

b 2 − 4ac
, gives the (ii) distance✓ the roots are away from the axis of symmetry.
2a

If the parabola’s vertex is on the x -axis, then the corresponding equation has a single
repeated root on the line of symmetry, and this distance term is zero, algebraically,

the (iii) discriminant✓ commonly known as b 2 − 4ac = 0 . (3)

GRAND TOTAL: 100 MARKS

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Level 1 (1x) Level 2 (2x) Level 3 (3x) Level 4 (4x) Max Marks
Criteria
Section A: Understanding Completing the Square [36 Marks]
Most side lengths completed All side lengths accurately identified and
No attempt to fill inside
1.1 Missing side lengths correctly. completed with clear understanding /x4
lengths. (0 correct)
(1-2 correct) (3-5 correct).
Some areas calculated correctly All areas are calculated correctly with
Incorrect areas with Most areas are correctly calculated and
1.2 Missing areas but with noticeable errors. detailed explanations of process. (6 and /x3
significant errors. (0 correct) logical reasoning shown. (4-5 correct)
(1-3 correct) both conclusion values correct).
No understanding of
Partial completion of the square All correct completion of square and
1.3 & 1.4 Completing the balancing the equation and
with some understanding of correct addition of missing corners. (2-3 /x4
square adding missing corners.
balancing both sides. (1 correct) correct)
(0 correct)
Section B: Deducing the Quadratic Formula [52 Marks]

Fill-in side lengths No side lengths identified. 3 side lengths correctly/with minor 5 side lengths are completed correctly All side lengths are completed accurately
/x3
(2.1 & 2.2) (0 correct) errors. with some gaps. and systematically.

No attempt to visually One correct understanding of Most visual representations and

Completing the square Clear and accurate visual representation
represent the square or add completing the square visually but additions are correct with minor errors. /x3
visually (2.3 & 2.4) (4-5 correct).
missing corners. (0 correct) lacks clarity or accuracy. (2-3 correct)
No attempt/response to the Attempted to respond to familiarity Attempted to respond to familiarity of the
Familiarity of the
familiarity of the numerator. of the numerator with yes only. numerator with yes and named it. /x4
numerator (2.5)
(0 correct) (1 correct) (2 correct)
Conclusion/algebraic Most algebraic steps are correct with Most algebraic steps are correct with
No understanding of algebraic 1-2 correct rearrangement
rearrangements some inaccuracies. some inaccuracies. /x3
rearrangements. (0 correct) attempted but with errors.
(2.6 & 2.7) (3-4 correct) (5-8 correct)
No attempt to answer
Historical and alternative 1-2 correct response with limited 3-4 correct responses correct with some 5-7 correct responses correct with some
historical and alternative /x1
methods (3 & 4) explanation or accuracy. gaps in detail. gaps in detail.
method questions. (0 correct)
Section C: Significance of the Quadratic Formula [12 Marks]

Incorrect interpretation of one interpretation of terms with Two terms are interpreted correctly with
Interpretation of terms Both terms are interpreted correctly as
terms and their significance. noticeable gaps or errors. minor errors. /x3
(i-iii) well as the discriminant. (3 correct)
(0 correct) (1 correct) (2 correct)

Total
/100

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