GAUTENG DEPARTMENT OF EDUCATION

SCHOOL BASED ASSESSMENT (SBA)

MATHEMATICS

GRADE 11

2023

Grade 11 Mathematics SBA 2023

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CONTENTS Page

1. Introduction 3

2. Informal or daily assessment 4

3. Formal assessment 5

4. Programme of assessment 6

5. Moderation Tools 8

6. Assessment tasks 13

6.1 Investigation 1 14

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1. INTRODUCTION

Assessment is a continuous planned process of identifying, gathering and interpreting information

about the performance of learners, using various forms of assessment. It involves four steps:
generating and collecting evidence of achievement; evaluating this evidence; recording the
findings and using this information to understand and assist in the learner’s development to
improve the process of learning and teaching. Assessment should be both informal (Assessment
for Learning) and formal (Assessment of Learning). In both cases regular feedback should be
provided to learners to enhance the learning experience.

Although assessment guidelines are included in the Annual Teaching Plan at the end of each term,
the following general principles apply:
• Tests and examinations are assessed using a marking memorandum.
• Assignments are generally extended pieces of work completed at home.

Assignments can be collections of past examination questions but should focus on the
more demanding aspects as any resource material can be used, which is not the case
when a task is done in class under strict supervision. At most one project or investigation
and an assignment if this is the preferred option should be set in a year. The assessment
criteria need to be clearly indicated on the project specification. The focus should be on
the mathematics involved and not on duplicated pictures and regurgitation of facts from
reference material. The collection and display of real data, followed by deductions that
can be substantiated from the data, constitute good projects. A project, in the context of
Mathematics, is an extended task where the learner is expected to select appropriate
Mathematical content to solve a context-based problem.

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Investigations are set to develop the skills of systematic investigation into special cases with a
view to observing general trends, making conjectures and proving them. To avoid having to assess
work which is copied without understanding, it is recommended that while the initial investigation
can be done at home, the final write up should be done in class, under supervision, without access
to any notes. Investigations are marked using rubrics which can be specific to the task, or generic,
listing the number of marks awarded for each skill:
• 40% for communicating individual ideas and discoveries, assuming the reader has not
come across the task before. The appropriate use of diagrams and tables will enhance the
investigation.

• 35% for the effective consideration of special cases;

• 20% for generalising, making conjectures and proving or disproving these conjectures;
and

• 5% for presentation: neatness and visual impact.

2. INFORMAL OR DAILY ASSESSMENT

The aim of assessment for learning is to collect continually information on a learner’s achievement
that can be used to improve individual learning. Informal assessment involves daily monitoring
of a learner’s progress. This can be done through observations, discussions, practical
demonstrations, learner-teacher conferences, informal classroom interactions, etc., Informal
assessment may be as simple as stopping during the lesson to observe learners or to discuss with
learners how learning is progressing. Informal assessment should be used to provide feedback to
the learners and to inform planning for teaching, it need not be recorded. This should not be seen
as separate from learning activities taking place in the classroom. Learners or teachers can
evaluate these tasks. Self-assessment and peer assessment actively involve learners in assessment.
Both are important as these allow learners to learn from and reflect on their own performance.
Results of the informal daily assessment activities are not formally recorded, unless the teacher
wishes to do so. The results of daily assessment tasks are not taken into account for promotion
and/or certification purposes.

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3. FORMAL ASSESSMENT

All assessment tasks that make up a formal programme of assessment for the year are regarded as
Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher
for progress and certification purposes. All Formal Assessment tasks are subject to moderation
for the purpose of quality assurance. Formal assessments provide teachers with a systematic way
of evaluating how well learners are progressing in a grade and/or in a particular subject. Examples
of formal assessments include tests, examinations, practical tasks, projects, oral presentations,
demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal
Programme of Assessment in each grade and subject.

Formal assessments in Mathematics include tests, a June examination( for Grade 12), a trial
examination (for Grade 12), a project or an investigation. The forms of assessment used should
be age- and developmental- level appropriate. The design of these tasks should cover the content
of the subject and include a variety of activities designed to achieve the objectives of the subject.
Formal assessments need to accommodate a range of cognitive levels and abilities of learners as
indicated in the CAPS document.

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4. Programme of Assessment:

Learners are expected to have seven (7) formal assessment tasks for their school-based
assessment, excluding end of year examinations. The number of tasks and their weighting are
listed below:

TERM TASK WEIGHT DATE

(%)
Term 1 Project or Investigation 15
Test 14
Term 2 Assignment 15
June Examination 14
Term 3 Test 14
Test 14
Term 4 Test 14
School-based Assessment 100
School-based Assessment
mark (as % of promotion
mark) 40%
End-of-year Examinations 60%
Promotion mark 100%

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NB:
The school programme of assessment should indicate specific dates when tasks are to be
completed during the year. In the event that teachers are not able to abide by the set dates due to
unforeseen circumstances, minimal deviations are permissible. Although the
project/investigation is indicated in the first term, it could be scheduled in term 2. Only ONE
project/investigation should be set per year. Tests should be at least ONE hour long and count at
least 50 marks.

In the SBA tasks that follow, you are required to choose only ONE project/investigation and ONE
assignment, only 1 assignment should be administered. The June examination has been
reintroduced.

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ANNEXURE A

PRE-MODERATION OF A TASK SET AT SCHOOL LEVEL

MATHEMATICS

DISTRICT
SUBJECT
GRADE
NAME OF SCHOOL
NAME OF EDUCATOR (S)
NAME OF HOD
NAME OF MODERATOR
NAME OF SUBJECT ADVISOR
DATE

MODERATION
FRONT PAGE YES NO COMMENT
Name of school
Names of moderator and examiner
Time allocation
Total mark
Subject, e.g., Mathematics
Grade, e.g., Grade 10 or Grade 11 or Grade 12
Assessment activity, e.g., Assignment or Investigation or Project
Date, e.g., June 2017
Are the instructions to candidates clearly specified and unambiguous?
REST OF THE ACTIVITY YES NO COMMENTS
All pages numbered
Mark totals indicated correctly per subsections
Mark totals indicated correctly per question
Correlation between mark allocation, level of difficulty and time
allocation
Is “please turn over” indicated?
Is the assessment activity complete with grid, memorandum, and
diagram sheets?
LAYOUT OF THE ACTIVITY YES NO COMMENTS
Is the appearance and typing consistent? e.g., font type and size
Are sketches clear?
Are sketches labelled and/or numbered?
STANDARD OF ASSESSMENT TASK YES NO COMMENTS
Does the task correspond with the programme of assessment?

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 Is there a verbatim reproduction of questions from previous SBA
activities?
Are questions ordered from easy to difficult, e.g., Level 1 to Level 4
(different cognitive levels)?
Are the subsections grouped by topics?
Are questions concise and to the point (not ambiguous)?
Are the assessment standards appropriately linked and integrated?
Are the questions compliant with CAPS?
Is the mark allocation/weighting for the task in accordance with
CAPS?

ASSESSMENT TOOLS YES NO COMMENTS

Are the assessment tools e.g. rubric, memoranda, checklists, etc. for
the assessment task included?
Are the tools on standard?

AREAS OF GOOD PRACTICE

CHALLENGES

RECOMMENDATIONS/FOLLOW-UP

YES NO
The SBA activity is approved.
The SBA activity is provisionally approved and requires some
adjustments.
The SBA activity is not approved and must be resubmitted on
the following date:

____________________ ___________________ ___________

EDUCATOR SIGNATURE DATE

____________________ ___________________ ___________

HOD/ SUBJECT HEAD SIGNATURE DATE
(MODERATOR)

____________________ ___________________ ___________

DISTRICT FACILITATOR SIGNATURE DATE

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 MATHEMATICS
DISTRICT :

POST MODERATION

SCHOOL: _______________________________ GRADE:______ DATE: _____________

__________________
Name of the responsible educator(s)
1 3
2 4

Name of the learner evidence handed Name of Task moderated/ Original Moderated
in for moderation Questions moderated Mark mark
1
2
3
4
5
6
7
8
9
10

1.1
Item Yes  No  Comments
RECORDS
❑ Working mark sheet included and completed
(Weighting correct)
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 ❑ Marks correctly transferred from learner
recording sheet to working mark sheet
❑ Question analysis included
❑ All learners have marks
1.2 LEARNERS’ EVIDENCE
Item Yes  No  Comments
A) Content
❑ Quality of marking
❑ Tasks dated by learner
❑ Task dated and signed by teacher
❑ Tasks marked according to relevant marking
guideline
❑ Standard of marking
too lenient
Fair
Good
too strict
inconsistent
❑ Marks Acceptable

COMMENTS AND RECOMMENDATIONS:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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Moderator:: ___________________ Signature:___________________Date:_____________________

5. ASSESSMENT TASKS
INVESTIGATIONS

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 PROVINCIAL
ASSESSMENT TASK

GRADE 11

MATHEMATICS: INVESTIGATION
TRIGONOMETRIC GRAPHS
Date: ________________

MARKS:
TIME:

INSTRUCTIONS
• 𝑹𝒐𝒖𝒏𝒅 𝒐𝒇𝒇 𝒚𝒐𝒖𝒓 𝒗𝒂𝒍𝒖𝒆𝒔 𝒕𝒐 𝟐 𝑫𝒆𝒄𝒊𝒎𝒂𝒍 𝒑𝒍𝒂𝒄𝒆𝒔.
• 𝑳𝒂𝒃𝒆𝒍 𝒆𝒂𝒄𝒉 𝒈𝒓𝒂𝒑𝒉 𝒄𝒂𝒓𝒆𝒇𝒖𝒍𝒍𝒚 𝒂𝒏𝒅 𝒂𝒄𝒄𝒖𝒓𝒂𝒕𝒆𝒍𝒚
• 𝑼𝒔𝒆 𝒕𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓𝒊𝒏𝒈 𝒔𝒚𝒔𝒕𝒆𝒎 𝒂𝒔 𝒖𝒔𝒆𝒅 𝒊𝒏 𝒕𝒉𝒆 𝒒𝒖𝒆𝒔𝒕𝒊𝒐𝒏 𝒑𝒂𝒑𝒆𝒓

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QUESTION 1

1.1 By completing the table below, draw the graphs of the following given functions on the
same set of axes provided where 𝑥 ∈ [0° ; 360°]. Label your graphs clearly by showing
the turning points , x – intercepts and the y - intercepts. The graphs of a should be
sketched on one system of axes and of b on the same system of axes and of c on the
same system of axes
a) 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) 𝑎𝑛𝑑 𝑔(𝑥) = 2 sin(𝑥) 𝑎𝑛𝑑 ℎ(𝑥) = 𝑠𝑖𝑛(2𝑥);
b) 𝑓(𝑥) = cos(𝑥) 𝑎𝑛𝑑 𝑔(𝑥) = 3 cos(𝑥) 𝑎𝑛𝑑 ℎ(𝑥) = cos(3𝑥),
c) 𝑓(𝑥) = 𝑡𝑎𝑛(𝑥) 𝑎𝑛𝑑 𝑔(𝑥) = 2 tan(𝑥) 𝑎𝑛𝑑 ℎ(𝑥) = tan (2𝑥).

𝑥° 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
𝑠𝑖𝑛(𝑥)
2𝑠𝑖𝑛(𝑥)
𝑠𝑖𝑛 (2𝑥)

𝑐𝑜𝑠(𝑥)

3𝑐𝑜𝑠(𝑥)

𝑐𝑜𝑠 (3𝑥)

𝑡𝑎𝑛(𝑥)
2𝑡𝑎𝑛(𝑥)
𝑡𝑎𝑛(2𝑥)

Show and Label the Turning Points , x – intercepts and the y – intercepts for graphs of
a , b and c

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 a) 𝑓(𝒙) = 𝑠𝑖𝑛(𝑥) vs 𝑔(𝒙) = 2𝑠𝑖𝑛(𝑥) vs ℎ(𝒙) = 𝑠𝑖𝑛(2𝑥) (2 ; 2; 2)
.

b) 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) 𝒗𝒔 𝑔(𝑥) = 3𝑐𝑜𝑠(𝑥) 𝒗𝒔 ℎ(𝑥) = 𝑐𝑜𝑠(3𝑥) (2; 2; 2)

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c) 𝑓(𝑥) = 𝑡𝑎𝑛(𝑥) 𝒗𝒔 𝑔(𝑥) = 2 tan(𝑥) 𝒗𝒔 ℎ(𝑥) = 𝑡𝑎𝑛(2𝑥) (2; 2; 2)

1.2 For each of the graph you have drawn above in 𝟏. 𝟏 𝒂, 𝒃 𝑎𝑛𝑑 𝒄, answer the following
questions.

𝑦= 𝑅𝑎𝑛𝑔𝑒 𝑎𝑚𝑝𝑙𝑖𝑡𝑢𝑑𝑒 𝑃𝑒𝑟𝑖𝑜𝑑

𝑆𝑖𝑛(𝑥)
2𝑠𝑖𝑛(𝑥)
𝑆𝑖𝑛(2𝑥)
(3)
𝑐𝑜𝑠(𝑥)
3𝑐𝑜𝑠(𝑥)
𝐶𝑜𝑠(3𝑥)
(3)
𝑡𝑎𝑛(𝑥)
2𝑡𝑎𝑛(𝑥)
𝑡𝑎𝑛(2𝑥)
(3)

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1.3 Drawing from your own observations in QUESTION 1.1 and 1.2, answer the following
questions.

In relation to the given equation 𝑔(𝑥) = 2sin x ; 𝑔(𝑥) = 3 cos x ; ℎ(𝑥) = sin (2𝑥) and
ℎ(𝑥) = cos 3x which are drawn above. if : 𝑚(𝑥) = 𝒂𝑠𝑖𝑛 (𝒑𝑥). Correctly complete the
statements below.

1.3.1 𝒂 represents………………………………………………………… (1)

𝒑 represents……………………………………………………….... (1)

1.3.2 Hence or otherwise deduce the general formula for calculating the period of the
following functions:
a) 𝑔(𝑥) = 𝒂𝑠𝑖𝑛(𝒑𝑥) 𝑃𝑒𝑟𝑖𝑜𝑑 = ……………………………… (1)
b) 𝑓(𝑥) = 𝒃𝑡𝑎𝑛(𝒑𝑥), 𝑃𝑒𝑟𝑖𝑜𝑑 = …………………………….. (1)

1.3.3 Write down the equations of the asymptotes of the functions below
a) 𝑔(𝑥) = 3𝑡𝑎𝑛(2𝑥) 𝑤ℎ𝑒𝑟𝑒 𝑥 ∈ [−90°; 90° ]

……………………………………………………………………………………………..........(2)
b) Describe the transformation that the graph of 𝒇 has to undergo to form the graph
of 𝒈.

………………………………………………………………………………………………… (2)
[35]

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QUESTION 2

2.1 Given equations of the functions below, complete the table of values and then draw the
graphs on the same set of axes provided for the interval: 𝑥 ∈ [−90°; 180°]

𝑓(𝑥) = sin(𝑥) 𝒗𝒔 𝑔(𝑥) = 𝑠𝑖𝑛 (𝑥) + 1 𝑣𝑠 𝑘(𝑥) = sin(𝑥) − 1

𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) 𝑣𝑠 𝑔(𝑥) = − cos(𝑥) 𝑣𝑠 𝑘(𝑥) = 0,5𝑐𝑜𝑠(2𝑥) − 1

𝑥° −90° −60° −30° 0° 30° 60° 90° 120° 150° 180°

𝑠𝑖𝑛(𝑥)
𝑆𝑖𝑛(𝑥) + 1

𝑆𝑖𝑛(𝑥) − 1

𝑐𝑜𝑠(𝑥)
−𝑐𝑜𝑠(𝑥)
0,5𝑐𝑜𝑠(2𝑥) − 1

In sketching the graphs show the turning points , x – intercepts and the y - intercepts
2.1.1 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) 𝒗𝒔 𝑔(𝑥) = 𝑠𝑖𝑛(𝑥) + 1 𝒗𝒔 𝑘(𝑥) = 𝑠𝑖𝑛(𝑥) − 1 (2; 2; 2)

2.1.2 Describe the transformation that the graph of 𝒇 has to undergo to form the graph of 𝒈

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………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………… (1)

2.2 Draw the following graphs neatly and indicate the TP (turning points),
𝑥 𝑎𝑛𝑑 𝑦 −intercepts.
2.2.1 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) 𝒗𝒔 𝑔(𝑥) = − cos(𝑥) 𝒗𝒔 𝑘(𝑥) = 0,5𝑐𝑜𝑠(2𝑥) − 1 (2; 2; 2)

2.2.2 Describe the transformation that the graph of 𝒇 has to undergo to form the graph of 𝒈
………………………………………………………………………………………............................................................(1)
2.2.3 Describe the transformation that the graph of 𝒇 has to undergo to form the graph of 𝒌
………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………… (3)

2.2.4 Complete the table using observations from graphs in 2.1.1 and 2.2.1 drawn above.
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 𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑅𝑎𝑛𝑔𝑒 𝑎𝑚𝑝𝑙𝑖𝑡𝑢𝑑𝑒 𝑃𝑒𝑟𝑖𝑜𝑑
𝑔(𝑥) = 𝑠𝑖𝑛(𝑥) + 1 (1)
𝑘(𝑥) = 0,5𝑐𝑜𝑠(2𝑥) − 1 (2)

[20]

QUESTION 3
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3.1 Given the equations of the functions below, complete the table of values and then draw
the graphs (a) on the same set of axes provided on the intervals: 𝒙 ∈ [−135°; 315°] and
graphs (b) on interval 𝒙 ∈ [−90° ; 180°) respectively. 𝐼𝑛𝑑𝑖𝑐𝑎𝑡𝑒 the turning points and
𝑥 𝑎𝑛𝑑 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑠 for both sets of graphs.
a) 𝑓(𝑥) = 𝑠𝑖𝑛 (𝑥) 𝑣𝑠 𝑔(𝑥) = sin (𝑥 + 45°) 𝑣𝑠 ℎ(𝑥) = sin (𝑥 − 45°)
b) 𝑓(𝑥) = cos(𝑥) 𝑣𝑠 𝑘(𝑥) = cos (2𝑥 − 60°)

𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑦 = -135° −90° −45° 0° 45° 90° 135° 180° 225° 270° 315°
𝑠𝑖𝑛(𝑥)
𝑠𝑖𝑛(𝑥 + 45°)
𝑠𝑖𝑛 (𝑥 − 45°)

𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑦 = −90° −60° −30° 0° 30° 60° 90° 120° 150° 180°
𝑐𝑜𝑠(𝑥)
𝑐𝑜𝑠(2𝑥 − 60°)

3.1.1 𝑓(𝑥) = 𝑠𝑖𝑛 (𝑥) 𝑣𝑠 𝑔(𝑥) = sin (𝑥 + 45°) 𝑣𝑠 ℎ(𝑥) = sin (𝑥 − 45°) (2; 2; 2)

3.1.2 Complete the table using observations from graphs 3.1.1 drawn above.
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 𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑅𝑎𝑛𝑔𝑒 𝑎𝑚𝑝𝑙𝑖𝑡𝑢𝑑𝑒 𝑃𝑒𝑟𝑖𝑜𝑑
𝑓(𝑥) = sin (𝑥) (1)
ℎ(𝑥) = sin (𝑥 − 45°) (2)

3.1.3 Describe the transformation that the graph of 𝒇 has to undergo to form the graph of 𝒉
……………………………………………………………………………………………………………………… (1)
3.1.4 Given 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥 + 𝑝) and ℎ(𝑥) = 𝑠𝑖𝑛(𝑥 − 𝑝), and using the graphs drawn in 3.1.1
then in terms of shifts

+𝒑 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑠………………………………………………………………………………………………...(1)
−𝒑 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑠….……………………………………………………………………………........................(1)

3.2. Draw the following graphs on the same set of axes in the space below
3.2.1 𝑓(𝑥) = cos(𝑥) 𝑣𝑠 𝑘(𝑥) = cos (2𝑥 − 60°) (2; 3)

3.2.2 Complete the table using observations from graphs 3.2.1 drawn above.

𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑅𝑎𝑛𝑔𝑒 𝑎𝑚𝑝𝑙𝑖𝑡𝑢𝑑𝑒 𝑃𝑒𝑟𝑖𝑜𝑑

𝑘(𝑥) = cos (2𝑥 − 60°)
(3)
3.2.3 Describe the transformation of the graph of 𝒇 to that of 𝒌
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………………… (3)
3.2.4 Determine the values of 𝑥 ∈ [−90°; 180°] for which 𝑓(𝑥) ≥ 𝑘(𝑥)

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 …………………………………………………………………………………………………………… (2)
[𝟐𝟓

APPLICATION
QUESTION 4
4.1 The graphs of the functions f ( x) = a tan x and g ( x) = b cos x for 0  x  270  are shown in the

diagram below. The point ( 225 ;2) lies on f. The graphs intersect at points P and Q.

4.1.1 Determine the numerical values of 𝑎 and 𝑏. (4)

………………………………………………………………………………………………………………………………..

4.1.2 Determine the minimum value of 𝑔(𝑥) + 2. (2)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………
4.1.3 Show that if the 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 of P is 𝜃, then the x-coordinate of Q is (180° − 𝜃) (2)
……………………………………………………………………………………………………………………………......
………………………………………………………………………………………………………………………………..
[8]

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4.2 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
1
(0°; 2) , (−120°; −1) 𝑎𝑛𝑑 (240° ; −1).

a) Determine the values of 𝑝 𝑎𝑛𝑑 𝑞 (2)

……………………………………………………………………………………………………………………………
b) Determine the (i) range of 𝑔 ……………………………………………………………………… (1)
(ii) amplitude of 𝑓 ……………………………………………………………… (1)
(iii) period of 𝑔 …………………………………………………………………… (1)
c) Determine the values of 𝑥 in the interval −240° ≤ 𝑥 ≤ 240° for which 𝑓(𝑥) > 𝑔(𝑥).
………………………………………………………………………………………………………………… (2)
d) Describe the transformation that the graph of 𝑔 has to undergo to form the graph ℎ,
where ℎ(𝑥) = −𝑐𝑜𝑠𝑥.
…………………………………………………………………………………………………………………… (2)
e) Solve: 𝑓(𝑥) = 𝑔(𝑥) for 𝑥 ∈ [−240°; 240°]
……………………………………………………………………………………………………………………………..
..............................................................................................................................................................................
................................................................................................................................................................ (3)
[12]
TOTAL : 100

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 Checklist: All graphs labelled (i) 𝒕𝒖𝒓𝒏𝒊𝒏𝒈 𝒑𝒐𝒊𝒏𝒕𝒔
(ii) 𝒙 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕𝒔
(iii) 𝒚 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕𝒔

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 INVESTIGATION (1) MARKING
GUIDELINE

TRIGONOMETRIC GRAPHS

GRADE 11

TOTAL: 100 Marks

TIME: 2 Hr 30 Mins

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QUESTION 1

𝑓(𝒙) = 𝒔𝒊𝒏(𝒙) 𝒂𝒏𝒅 𝒈(𝒙) = 𝟐 𝐬𝐢𝐧(𝒙) 𝒂𝒏𝒅 𝒉(𝒙) = 𝒔𝒊𝒏(𝟐𝒙);

𝑥° 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
𝑠𝑖𝑛(𝑥) 0 0.5 0,86 1 0,86 0,5 0 -0,5 - -1 - -0,5 0
0,86 0,86
2𝑆𝑖𝑛(𝑥) 0 1 1,73 2 1,73 1 0 -1 - -2 - -1 0
1,73 1,73
𝑠𝑖𝑛 (2𝑥) 0 0,86 0,86 0 -0,86
- 0 0,86 0,86 0 -086 -0,86 0
0,86
𝒇(𝒙) = 𝐜𝐨𝐬(𝒙) 𝒂𝒏𝒅 𝒈(𝒙) = 𝟑 𝐜𝐨𝐬(𝒙) 𝒂𝒏𝒅 𝒉(𝒙) = 𝐜𝐨𝐬(𝟑𝒙),
𝑐𝑜𝑠(𝑥) 1 0,86 0,5 0 -0,5
- -1 -0,86 -0,5 0 0,5 0,86 1
0,86
3𝑐𝑜𝑠(𝑥) 3 2,59 1,5 0 -1,5 - -3 -2,59 -1,5 0 1,5 2,59 3
2,59
𝑐𝑜𝑠 (3𝑥) 1 0 -1 0 1 0 -1 0 1 0 -1 0 1
𝒇(𝒙) = 𝒕𝒂𝒏(𝒙) 𝒂𝒏𝒅 𝒈(𝒙) = 𝟐 𝐭𝐚𝐧(𝒙) 𝒂𝒏𝒅 𝒉(𝒙) = 𝐭𝐚𝐧 (𝟐𝒙)
𝑡𝑎𝑛(𝑥) 0 0,57 1,73 ∞ -1,73 - 0 0,57 1,73 ∞ - -0,57 0
0,57 1,73
2𝑡𝑎𝑛(𝑥) 0 1,15 3,46 ∞ -3,46 - 0 1,15 3,46 ∞ - -1,15 0
1,15 3,46
𝑡𝑎𝑛(2𝑥) 0 1,73 - 0 1,73 - 0 1,73 - 0 1,73 -1,73 0
1,73 1,73 1,73

a) 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) 𝑎𝑛𝑑 𝑔(𝑥) = 2 sin(𝑥) 𝑎𝑛𝑑 ℎ(𝑥) = 𝑠𝑖𝑛(2𝑥).

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 ✓✓ (2) ✓✓ (2) ✓✓ (2)
[Turning points √ shape/correct graph √]

b) 𝒇(𝑥) = cos(𝑥) 𝑎𝑛𝑑 𝑔(𝑥) = 3 cos(𝑥) 𝑎𝑛𝑑 ℎ(𝑥) = cos(3𝑥),

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 ✓✓ (2) ✓✓ (2) ✓✓(2)
c) 𝑓(𝑥) = 𝑡𝑎𝑛(𝑥) 𝑣𝑠 𝑔(𝑥) = 2 𝑡𝑎𝑛(𝑥) 𝑣𝑠 ℎ(𝑥) = 𝑡𝑎𝑛(2𝑥)

✓✓ (2) ✓✓(2) ✓✓ (2)

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1.2 Completed table of values observed from 𝟏. 𝟏 𝒂, 𝒃 𝑎𝑛𝑑 𝒄. (27 ÷ 3) =
(9)

𝑦= 𝑅𝑎𝑛𝑔𝑒 𝑎𝑚𝑝𝑙𝑖𝑡𝑢𝑑𝑒 𝑃𝑒𝑟𝑖𝑜𝑑 marks

𝑆𝑖𝑛(𝑥) [-1;1] 1 360° ✓
2𝑠𝑖𝑛(𝑥) [-2;2] 2 360° ✓
𝑆𝑖𝑛(2𝑥) [-1;1] 1 180° ✓ (3)

𝑐𝑜𝑠(𝑥) [-1;1] 1 360° ✓

3𝑐𝑜𝑠(𝑥) [-3;3] 3 360° ✓
𝐶𝑜𝑠(3𝑥) [-1;1] 1 120° ✓ (3)

𝑡𝑎𝑛(𝑥) (−∞; ∞) ∞ 180° ✓

2𝑡𝑎𝑛(𝑥) (−∞; ∞) ∞ 180° ✓
𝑡𝑎𝑛(2𝑥) (−∞; ∞) ∞ 90° ✓ (3)

1.3 Observations from questions 𝟏. 𝟏 and 𝟏. 𝟐.

Given that: 𝑓(𝑥) = 𝐚𝑠𝑖𝑛 (𝐩𝑥). Correctly complete the statements below.
1.3.1 𝒂 represents: a vertical stretch of a units OR Amplitude |𝑎|
√ (1)
𝒑 represents: horizontal stretch of factor (1/p) OR compression of factor p ✓ (1)
1.3.2 General formula for calculating the period of the following functions:
𝟑𝟔𝟎°
a) 𝑔(𝑥) = 𝒂𝑠𝑖𝑛(𝒑𝑥) 𝐏𝐞𝐫𝐢𝐨𝐝 = 𝐩 ✓ (1)
𝟏𝟖𝟎°
b) 𝑓(𝑥) = 𝒃𝑡𝑎𝑛(𝒑𝑥), 𝐏𝐞𝐫𝐢𝐨𝐝 = ✓ (1)
𝐩
1.3.3 Equations of the asymptotes of the function below
a) 𝑔(𝑥) = 3𝑡𝑎𝑛(2𝑥) 𝑤ℎ𝑒𝑟𝑒 𝑥 ∈ [−90°; 90° ]
𝒙 = −𝟒𝟓° 𝒂𝒏𝒅 𝒙 = 𝟒𝟓° ✓✓ (2)
b) Transformation of 𝒇 to 𝒈 where 𝑓(𝑥) = 𝑡𝑎𝑛(𝑥) and 𝑔(𝑥) = 3𝑡𝑎𝑛(2𝑥).
ANSWER: 𝒇 is:
→ vertically stretched by 3 units up ✓
→ horizontally compressed by factor 2 i.e., its period is halved. ✓
(2)

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QUESTION 2
𝒇(𝒙) = 𝐬𝐢𝐧(𝒙) 𝒗𝒔 𝒈(𝒙) = 𝒔𝒊𝒏 (𝒙) + 𝟏 𝒗𝒔 𝒌(𝒙) = 𝐬𝐢𝐧(𝒙) − 𝟏
𝑥° −𝟗𝟎° −𝟔𝟎° −𝟑𝟎° 𝟎° 𝟑𝟎° 𝟔𝟎° 𝟗𝟎° 𝟏𝟐𝟎° 𝟏𝟓𝟎° 𝟏𝟖𝟎°
𝑠𝑖𝑛(𝑥) −1 −0,86 -0,5 0 0,5 0,86 1 0,86 0,5 0
𝑆𝑖𝑛(𝑥) + 1 0 0,13 0,5 1 1,5 1,86 2 1,86 1,5 1
𝑆𝑖𝑛(𝑥) − 1 -2 −1,86 -1,5 −1 −0,5 −0,13 0 −0,13 -0,5 −1

𝒇(𝒙) = 𝒄𝒐𝒔(𝒙) 𝒗𝒔 𝒈(𝒙) = − 𝐜𝐨𝐬(𝒙) 𝒗𝒔 𝒌(𝒙) = 𝟎, 𝟓𝒄𝒐𝒔(𝟐𝒙) − 𝟏

𝑐𝑜𝑠(𝑥) 0 0,5 0,86 1 0,86 0,5 0 −0,5 −0,86 −1
−𝑐𝑜𝑠(𝑥) 0 −0,5 -0,86 −1 −0,86 −0,5 0 0,5 0,86 1
0,5𝑐𝑜𝑠(2𝑥) −1.5 −1,25 -0,75 −0,5 −0,75 −1,25 −1,5 −1,25 -0,75 −0,5
−1

2.1.1 𝒇(𝑥) = sin(𝑥) 𝑣𝑠 𝑔(𝑥) = 𝑠𝑖𝑛 (𝑥) + 1 𝑣𝑠 𝑘(𝑥) = sin(𝑥) − 1. ✓✓✓✓✓✓ (2;2;2)

2.1.2 Describe the transformation that the graph of f has to undergo to form the graph of g.
ANSWER: Graph 𝑔 is the Graph of 𝑓 shifted 𝐎𝐍𝐄 unit up ✓ (1)
2.2.1 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) 𝑣𝑠 𝑔(𝑥) = − cos(𝑥) 𝑣𝑠 𝑘(𝑥) = 0,5𝑐𝑜𝑠(2𝑥) − 1 ✓✓✓✓✓✓ (2;2;2)

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2.2.2 Transformation of 𝐟 to 𝐠: Graph 𝑔 is a reflection 𝑓 about the 𝑥 − 𝑎𝑥𝑖𝑠 ✓ (1)
2.2.3 𝒌 is graph of 𝒇 that has been:
→ vertically shifted 1 unit down ✓
1
→ vertically stretched by factor 2
OR vertically compressed by factor 2 ✓
1
→ horizontally compressed by factor 2 OR horizontally stretched by factor 2 OR 𝑓 has
its period halved). ✓
(3)
2.2.4 Completed table using observations from graphs in 2.1.1 and 2.2.1 drawn above.
𝐅𝐮𝐧𝐜𝐭𝐢𝐨𝐧: 𝐑𝐚𝐧𝐠𝐞 𝐚𝐦𝐩𝐥𝐢𝐭𝐮𝐝𝐞 𝐏𝐞𝐫𝐢𝐨𝐝 Mark
𝑔(𝑥) = 𝑠𝑖𝑛(𝑥) + 1 [0;2] 1 𝟑𝟔𝟎°
𝑘(𝑥) = 0,5𝑐𝑜𝑠(2𝑥) − 1 [-1.5 ; -0.5] 1/2 = 𝟎. 𝟓 180° ✓✓✓ (3)

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QUESTION 3
a) 𝒇(𝒙) = 𝒔𝒊𝒏 (𝒙) 𝒗𝒔 𝒈(𝒙) = 𝐬𝐢𝐧 (𝒙 + 𝟒𝟓°) 𝒗𝒔 𝒉(𝒙) = 𝐬𝐢𝐧 (𝒙 − 𝟒𝟓°)
𝐹𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑦 = −90° −45° 0° 45° 90° 135° 180° 225° 270° 315°
𝑠𝑖𝑛(𝑥) -1 -0,71 0 0,71 1 0,71 0 -0,71 -1 -
0,71
𝑆𝑖𝑛(𝑥 + 45°) - 0 0,71 1 0,71 0 - -1 -0,71 0
0,71 0,71
𝑠𝑖𝑛 (𝑥 − 45°) - -1 - 0 0,71 1 0,71 0 -0,71 -1
0,71 0,71

𝒇(𝒙) = 𝐜𝐨𝐬(𝒙) 𝒗𝒔 𝒌(𝒙) = 𝐜𝐨𝐬 (𝟐𝒙 − 𝟔𝟎°)

𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛: 𝑦 = −90° −60° −30° 0° 30° 60° 90° 120° 150° 180°
𝑐𝑜𝑠(𝑥) 0 0,5 0,86 1 0,86 0,5 0 -0,5 -0,86 -1
𝑐𝑜𝑠(2𝑥 − 60°) -0,5 -1 -0,5 0,5 1 0,5 -0,5 -1 -0,5 0,5

3.1.1 𝑓(𝑥) = 𝑠𝑖𝑛 (𝑥) 𝑣𝑠 𝑔(𝑥) = sin (𝑥 + 45°) 𝑣𝑠 ℎ(𝑥) = sin (𝑥 − 45°)

f: ✓✓ (2) 𝑔: ✓✓ (2) ℎ: ✓✓ (2)

3.1.2 Complete the table using observations from graphs 2.1.1 and 2.2.1 drawn above.
𝐅𝐮𝐧𝐜𝐭𝐢𝐨𝐧: 𝐑𝐚𝐧𝐠𝐞 𝐚𝐦𝐩𝐥𝐢𝐭𝐮𝐝𝐞 𝐏𝐞𝐫𝐢𝐨𝐝 mark
𝒇(𝒙) = 𝐬𝐢𝐧 (𝒙) [-1 ; 1] 1 360° ✓
𝒉(𝒙) = 𝐬𝐢𝐧 (𝒙 − 𝟒𝟓°) [-1 ; 1] 1 360° ✓✓

3.1.3 Transformation of 𝒇 to 𝒉
ANSWER: 𝑓 to ℎ: 𝑓 is shifted 45° to the right to get the graph of ℎ ✓(1)

3.1.4 Given 𝒇(𝒙) = 𝑠𝑖𝑛(𝑥 + 𝑝) and 𝒉(𝒙) = 𝑠𝑖𝑛(𝑥 − 𝑝), then in terms of shifts:
+𝒑 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑠: 𝒑 degrees to the left ✓(1)
−𝒑 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑠: 𝒑 degrees to the right ✓(1)

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3.2. GRAPHS:

3.2.1 𝑓(𝑥) = cos(𝑥) 𝑣𝑠 𝑘(𝑥) = cos (2𝑥 − 60°)

✓✓ 𝟐 ✓✓✓ 3

3.2.2 Complete the table using observations from graphs 2.1.1 and 2.2.1 drawn above.

𝐅𝐮𝐧𝐜𝐭𝐢𝐨𝐧: 𝐑𝐚𝐧𝐠𝐞 𝐚𝐦𝐩𝐥𝐢𝐭𝐮𝐝𝐞 𝐏𝐞𝐫𝐢𝐨𝐝

𝒌(𝒙) = 𝐜𝐨𝐬 (𝟐𝒙 − 𝟔𝟎°) [-1 ; 1] 1 180°

✓✓✓ (3)
3.2.3 Transformation of 𝒇 to 𝒌
ANSWER: from 𝑓 to 𝑘: 𝑓 has been:
1
- compressed by factor 2 or (stretched by factor 2) or (its period is halved):
Period = 180°
- shifted 30° to the right ✓✓✓ (3)
3.2.4 Values of 𝑥 ∈ [−90°; 180°] for which 𝑓(𝑥) ≥ 𝑘(𝑥)
ANSWER: [−90° ; 20°) 𝑈 (60° ; 140°] ✓✓ (2)

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 𝐀𝐏𝐏𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍
QUESTION 4
The graphs of the functions 𝑓(𝑥) = 𝑎𝑡𝑎𝑛(𝑥) and 𝑔(𝑥) = 𝑏𝑐𝑜𝑠(𝑥) for 0  x  270  are shown
in the diagram below. The point (225°; 2) lies on f. The graphs intersect at points P and Q.

4.1.1 𝒂=2 ✓✓ (2)

𝒃=4 ✓✓ (2)
4.1.2 Minimum value: 𝑦 = −2 ✓✓ (2)
4.1.3 Range: −4 ≤ 𝑦 ≤ 4
4.2 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
1
(0°; 2) , (−120°; −1) 𝑎𝑛𝑑 (240° ; −1).

f) VALUES of 𝒑 𝒂𝒏𝒅 𝒒 are:

ANSWER: 𝑝 = +30° (i.e., 30° horizontal shift to the left ✓ (1)
𝑞 = −0,5 = −1/2 ✓ (1)
g) (i) range of 𝑔: [-1 ; 1] ✓ (1)
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 (ii) amplitude of 𝑓: = 1 ✓(1)
(iii) period of 𝑔: = 360° ✓(1)
h) Values of 𝑥 in the interval −240° ≤ 𝑥 ≤ 240° for which 𝑓(𝑥) > 𝑔(𝑥).
ANSWER: (−120° ; 0°) ✓✓ (2)
i) The transformation 𝑔(𝑥) = 𝑠𝑖𝑛(𝑥 + 30°) to form ℎ, where ℎ(𝑥) = −𝑐𝑜𝑠𝑥.
ANSWER: 𝑔 must be:
→ horizontally shifted 60° to the left (+60°) ✓
→ reflected about the 𝑥 − 𝑎𝑥𝑖𝑠. ✓ (2)
[𝑠𝑖𝑛(𝑥° + 30° + 60°] = sin(𝑥 + 90°) = cos(𝑥) , 𝑡ℎ𝑒𝑛 (−1) × cos(𝑥) = ℎ(𝑥)
(multiplying by −1 ≡ 𝑟𝑒𝑓𝑙𝑒𝑐𝑡𝑖𝑛𝑔 𝑎𝑏𝑜𝑢𝑡 𝑡ℎ𝑒 𝑥 − 𝑎𝑥𝑖𝑠)
j) SOLUTION: 𝑖𝑓 𝑓(𝑥) = 𝑔(𝑥) for 𝑥 ∈ [−240°; 240°]
𝒙 = {−120° ; 0° ; 240°} ✓✓✓ (3)
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 GAUTENG DEPARTMENT OF EDUCATION
Mathematics Investigation
Grade 11
Term 1:
Name of Learner:…………………………………………

Date:…………………………………………………………

Question No 1 2 3 4 Total
Possible Mark 35 20 25 20 100
Learner Mark

Date………………….
Signature……………

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 GRADE 11
INVESTIGATION (1)
QUESTION TAXONOMY LEVELS TOTAL

1 2 3 4
1.1 a ✓
b ✓
c ✓
1.5 ✓
1.2 ✓
1.3 1.3.1 ✓
1.3.2a ✓
1.3.2b ✓
1.3.3a ✓
b ✓
2 2.1.1 ✓
2.1.2 ✓
2.2.1 ✓
2.2.2 ✓
2.2.3 ✓
2.2.4 ✓
3.1 3.1.1 ✓
3.1.2 ✓
3.1.3 ✓
3.1.4 ✓
3.2.1 ✓
3.2.2 ✓
3.2.3 ✓
3.2.4 ✓
4.1 4.1.1 ✓
4.1.2 ✓
4.1.3 ✓
4.2 a ✓
b(i) ✓
(ii) ✓
(iii) ✓
c ✓
d ✓
e ✓
TOTALS 8 16 7 3 34
% 23,5 47,1 20,6 8,82 100

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