REMOTE LEARNING ACTIVITY BOOK

(RELAB)

SUBJECT: TECHNICAL MATHEMATICS

GRADE: 10 (Term 1 – 4)

LEARNER GUIDE
A. TABLE OF CONTENTS

TERM TOPIC CONTENT PAGE

1 Number Systems 4 – 14
2 Binary Numbers 15 – 25
3 Exponents 26 – 36
1 4 Mensuration 37 – 42
5 Algebraic Expressions 43 – 56
6 Algebraic Fractions 57 – 62
7 Equations and Inequalities 63 – 81
2 8 Trigonometry 82 – 102
9 Functions and Graphs 103 – 110
10 Euclidean Geometry 111 – 129
3 11 Analytical Geometry 130 – 145
12 Circles, Angles and Angular Movement 146 – 154
4 13 Finance and Growth 155 – 164

Developed by the Technical Mathematics Subject Advisors and Provincial

Coordinator of Gauteng Province 2021 – Thank you Team!

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B. INTRODUCTION AND PURPOSE OF THE RELAB

The pandemic has forced schools to resort to the implementation of rotational

timetables-where learners who are at home during normal schooling must continue
learning. Hence RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:

a) Responding to GDE Strategic goal 2 promoting quality education across all

classrooms and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation
of the Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to
support schools for lockdown learning. Understanding learning constraints at
home as majority of learners do not have access to devices or data to use for
online learning. Many households are depending on schools to provide them with
learning resources packs

RELAB is designed in a study guide format, where the content is briefly explained
with related concepts as revision, in the form of e.g. notes, mind-maps, concept
progression from the previous grade/s followed by exemplar exercises then practice
exercises/problems . The exercises are pitched at different cognitive levels to expose
learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC
diagnostic reports in different subjects have revealed that learners fail to analyse
questions and as a result fail to respond accordingly.

The RELAB is intended to ensure that learners work on exercises as per topics
taught while at school. These exercises must be completed at home, fully and
learners will receive feedback as groups or individually at school. It is therefore of
paramount importance that teachers mark the work with learners in class, as a way
of providing feedback. Educators must diagnose learner responses, remediate
where necessary and plan further intervention.

Educators are encouraged to create whatsapp groups to remind learners on what is

expected of them in a particular week/ day(s). There shouldn’t be a backlog on
curriculum coverage as content will be covered simultaneously. Feedback from
learners at home will confirm usage of the RELAB material.

RELAB further prepares learners for formal assessment.

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 TOPIC 1: NUMBER SYSTEMS

THE REAL NUMBER SYSTEM

 All numbers can be divided into two groups: REAL or NON-REAL numbers
 Up to date you have worked with Real numbers. You will be introduced to the
Non-Real (imaginary/complex) numbers soon.
 Important: you must LEARN both the names and the symbols of the
different sets of numbers.

Rational Numbers (ℚ)

1. The set of Natural numbers, ℕ, includes the counting numbers:

N  {1;2;3;4.....}

2. The set of Whole Numbers, N 0 , includes the set of Natural Numbers and

zero: N 0  0;1;2;3;4;..... 
3. The set of Integers, ℤ, includes the positive and negative number and zero:
Z  ...  4;3;2;1;0;1;2;3;4.... 

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 4. The set of Rational Numbers, ℚ, includes all the natural number, whole
numbers, integers common fractions and decimal fractions. These numbers
can be written as a fraction, where both the numerator and denominator are
integers.

*Rational numbers have a terminating or recurring decimal.

3 1
*Examples: √49 ; 3 ; − 4 ; 0,5 ; 1, 4̇ ; −√16 ; 3 2

Example

1. Classify the following numbers fully as natural numbers, whole numbers,

integers and /or rational numbers:
1.1. 7
1
1.2. 3
2

Solutions

1.1 7 is a natural number, a whole number, an integer and rational number.

1 7
1.2 3 = is a rational number.
2 2

Activity 1

a
1. Write down the following numbers in the form :
b
1.1 11
1.2 –19
1.3 0,5
3
1.4 2
4
1
1.5 6
2

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 2. Classify the following numbers fully as natural numbers, whole numbers,
integers and /or rational numbers:
1
2.1 2
4
2.2 1,26
2.3 36
5
2.4 2
8
2.5 0

Irrational Numbers (ℚ′ )

The set of irrational numbers, ℚ′ , contains all numbers that cannot be expressed in
a
the form . Irrational numbers are any real numbers that is not rational.
b

 Irrational numbers have non-terminating, non-recurring decimals.

 The square root of all whole numbers that are not perfect squares are
irrational.
3 4
 Examples: √2 ; √10 ; √24 ; 𝜋 ; 1,819304 … …. ; √9

Example

1. Classify the following numbers fully as natural numbers, whole numbers,

integers and /or rational numbers:
1.1 25

1.2 6

Solutions

1.1 25  5 is a natural number, a whole number, an integer and a rational

number.

1.2 6  2,449 ... is an irrational number and a real number.

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Activity 2

1. Study the following list of numbers:


3
21 ; 0, 3 ; 0,75 ; 27 ; 125

1.1 Write down all the rational numbers in the list.

1.2 Write down all the irrational numbers in the list.

2. Classify the following numbers fully as natural numbers, whole numbers,

integers, rational numbers and /or irrational numbers:

22
2.1
7

2.2 -56

 
2.3 0, 2 3

2.4 

2.5 24

ROUNDING OFF – decimal places

Method

 First identify the rounding position. If they say round off to 3 decimal
places, then the THIRD digit after the comma is the rounding position.
 Look at the digit directly to the right-hand side of the rounding position.
 If the value of this digit is 5 or more than 5, then we round UP.
 If the value of this digit is less than 5, we round DOWN.

Example

ROUND OFF 4,45361 TO……

a) three decimal places b) four decimal places

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Solutions

a) Digit in rounding position is 3. Next to the 3 is a 6 which is bigger than 5.

Round up. ∴4,45361 ≈ 4,454

b) Digit in rounding position is 6. Next to the 6 is a 1 which is less than 5.

Round down. ∴ 4,45361 ≈ 4,4536

Activity 3

Round the following numbers correctly off to the number of decimal places indicated
in the brackets:

1. 2,3516 (1) 7. 9,000029 (3)

2. 2,3516 (2) 8. 9,0299 (1)
3. 2,005 (2) 9. 9,0299 (2)
4. 7,5699 (nearest ℤ) 10. 9,0299 (3)
5. 7,5614 (3) 11. -12,3359 (nearest ℤ)
6. 4,59997 (3) 12. -12,3359 (2)

ROUNDING OFF – significant figures

Explanation

The first non-zero digit, reading from left to right in a number, is the first significant
figure.

Example 1

ROUND 0,0064735 OFF TO…. (Here the first significant figure is 6)

a) 4 significant figures b) 1 significant figure

Solutions: a) 0,006474 b) 0,006

Example 2

ROUND 94,738065 OFF TO…. (Here the first significant figure is 9)

a) 2 significant figures b) 5 significant figures

Solutions: a) 95 b) 94,738

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Activity 4

Round the following numbers correctly off to the number of significant figures
indicated in the brackets:

1. 0,03516 (1) 7. 0,000029 (1)

2. 2,3516 (2) 8. 9,0293 (2)
3. 214,005 (3) 9. 9,0293 (4)
4. 0,00419 (2) 10. 9,0299 (1)
5. 72,5614 (3) 11. 12,3359 (4)
6. 41,59997 (3) 12. 12,3359 (2)

ROUNDING OFF – important to remember

 When we are working with numbers that represent whole objects, like people
or tins of food, we cannot make use of fractions. Now you need to round UP.

Example:

If worked out that you must cater for 43,2 people at a party, you will have to round
UP to 44 people as one cannot cater for 0,2 part of a person.

 When the instruction is to round off to the nearest unit, we round off to the
nearest Whole number (no fractions)

Activity 5

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SURDS

 1 ; 4 ; 9 ; 25 ; 36 ….. are perfect squares, or square numbers.

 √25 = 5 because 5 × 5 = 25. It can be simplified because 25 is a perfect
square. Hence, √25 is a rational number, not a surd.
 A surd (e.g. √5 ) is an irrational number.

Examples

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Solutions

Activity 6

Indicate between which two integers the following simple surds lie:
3
6.1 √10 6.2 √55 6.3 √95 6.4 √25
3
6.5 −√38 6.6 −√77 6.7 − √15

SET BUILDER NOTATION, INTERVAL NOTATION AND NUMBER LINES

 During your Technical Mathematics journey, you will use interval and set
builder notation a lot.

 The table shows the difference between interval and set builder notation:

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Examples

1. Represent the following inequalities on a number line.

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2. Write down the inequality represented below.

YouTube Videos to assist you.

https://youtu.be/nif2PKA9bXA

https://youtu.be/qERiYSIW6FI

https://youtu.be/etY6X5PwWw

Activity 7

1. Represent the following inequalities on a number line.

1.1 (−2 ; 4]
1
1.2 𝑥 < −3 2 𝑜𝑟 𝑥 ≥ 0
1
1.3 −3 2 < 𝑥 < 0
1.4 (−∞ ; −8]
1.5 𝑥 ≥ −8

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2. Write down the inequalities represented by each number line below firstly in set
builder notation and then in interval notation.

Consolidation Exercise

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 TOPIC 2: BINARY NUMBERS

THE BINARY NUMBER SYSTEM

 For normal calculations, the decimal number system is satisfactory.

 For computer and digital electronic circuits, the decimal number system is not
suitable because these devises depend for their operation upon TWO state
devices such as switches, which are either in the OFF or ON position.
 The OFF position can be represented by the character 0 while the ON
position can be represented by the character 1.
 Digital computers perform their calculations using a system containing only 2
characters.
 Each position in a binary number (called bits rather than digits),
represents powers of 2

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BINARY COUNTING

 Binary counting follows the same procedure as decimal counting, except that
only the two symbols 0 and 1 are available.
 Thus, after a digit reaches 1 in binary, an increase resets it to 0 but also
causes an increase of the next digit to the left:
 0000,
 0001, (rightmost digit starts over, and next digit is increased)
 0010, 0011, (rightmost two digits start over, and next digit is increased)
 0100, 0101, 0110, 0111, (rightmost three digits start over, and the next
digit is increased)
 1000, 1001, 1010, 1011, 1100, 1101, 1110, 1111 ...

 In the binary system, each digit represents an increasing power of 2, with the
rightmost digit representing 20 , the next representing 21 , then 22 , and so on.
 The equivalent decimal representation of a binary number is the sum of the
powers of 2 which each digit represents.

Example: Consider the binary number 1012

 organized into columns:

1|0|1

 organized into powers of base 2:

2² | 2¹ | 2⁰
1 | 0 |1

 Hence, 1012 = 1 x 2² + 0 x 2¹ + 1 x 2⁰
= 1x4 + 0x2 + 1x1
= 4 + 0 + 1
= 5

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CONVERTING FROM DECIMAL NUMBERS TO BINARY NUMBERS

 We make use of a table like the following (with powers of 2):

26 25 24 23 22 21 20
64 32 16 8 4 2 1

Activity 1

Convert the following numbers from binary to decimal (fill in the last column):

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CONVERTING FROM BINARY NUMBERS TO DECIMAL NUMBERS

Example:

Convert 75 to a binary number.

Solution (Method 1)

 Make use of our table again. Now we must add possible answers of the
powers of 2 to get 75
 64 + 8 + 2 + 1 = 75

 Therefore, 75 = 10010112

Solution (Method 2)

 Divide 2 into 75, like this:

 Now, write the last (remainder) column down FROM THE BOTTOM
UPWARDS
 Therefore, 75 = 10010112

Activity 2

Convert the following numbers from decimal to binary:

1. 7 2. 19
3. 44 4. 109
5. 200

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ADDING BINARY NUMBERS

 Binary addition works on the same principle as adding decimal numbers, but
the numerals are different. Begin with one-bit binary addition:

Example 1: Add 0012 and 0102

Solution

 1+1 carries us into the next column.

 In decimal form, 1+1 = 2.
In binary, any digit higher than 1 puts us a column to the left (as would 10 in
decimal notation).
 The decimal number "2" is written in binary notation as "10" (1x2¹)+(0x2⁰).
 Write the 0 in the ones column, and carry the 1 to the two’s column to get an
answer of "10."
 In our vertical notation ……

Example 2:

Add the following binary numbers: 1010 + 1111

Solution

 0 + 1 = 1.
Write down the 1.
 1 + 1 = 10.
Write down the 0, carry the 1.
 1 + 0 = 1 BUT there is the 1 from the previous carry
Thus 1+1 = 10.
Write down the 0, carry the 1.
 1+1 = 1 0.
Add 1 from carry: 1 0 + 1 = 11.
Write down the 1 and carry 1.
 Final result: 11001

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Activity 3

Add the following binary numbers:

1. 101+101

2. 11101+1001

3. 100111+11101

 Consider the next examples where the addition of binary numbers is verified
by adding the decimal numbers.

Example

Add the following binary numbers, and test it in decimal:

No. Binary Decimal

1. 1 1 0
+ 1 1

No. Binary Decima.

2. 1 0 0

+ 1 1 1

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Solution

No. Binary Decimal

1. 1 1 0 4+2 6
+ 1 1 2+1 3
1 0 0 1 8+1 9

No. Binary Decimal

2. 1 0 0 4 4
+ 1 1 1 4+2+1 7
1 0 1 1 8+2+1 11

Activity 4

Add the following binary numbers, and test it in decimal:

No. Binary Decimal

3. 1 1 0 0 1 1
+ 1 0 0 1 1

No. Binary Decimal

4. 1 1 1 0 1 1
+ 1 1 0 0 1 1

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BINARY SUBTRACTION

 Binary subtraction works on the same principle as decimal subtraction, but the
numerals are different.
 Begin with one-bit binary subtraction:

 Subtract 101 from 111

1 1 1
– 1 0 1

 1–1=0
 1–0=1
 1–1=0
 The answer is 010

 If we have to subtract (0 – 1) in binary, 10 is borrowed from the next column.

0 1 0
– 0 0 1
0 0 1

 1 cannot be subtracted from 0 in the right column

 In the second column from the right, 1 (which basically equals ‘2’ of the ‘1’s) is
borrowed. The result of subtraction in this column is therefore 1.
 In the second column, each bit is zero because a 1 has been borrowed to the
RHS column. The result at this column is 0.

 In the third column, each bit is also 0 hence the result is zero.
 The final answer is 001 = 1

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Activity 5

Subtract the following binary numbers:

1. 111 - 101

2. 11101 - 1001

3. 1001111 - 11101

BINARY MULTIPLICATION

 Multiplication in the binary system works the same as in the decimal system:

 1x1=1
 1x0=0
 0x1=0

Example

Multiply the following binary numbers: 101 and 11

1 0 1
x 1 1
1 0 1
1 0 1 0
1 1 1 1

Activity 6

1. Multiply the following binary numbers:

1.1) 101 x 11

1.2) 1101 x 10

1.3) 11110 x 11

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2. Multiply the following binary numbers and test it in decimal:

No Binary Decimal
2.1 1 1 0
x 1 1
1 1 0
1 1 0 0

No. Binary Decimal

2.2 1 0 1 1 1
x 1 0
0 0 0 0 0
1 0 1 1 1 0

BINARY DIVISION

 Follow the same rules as in decimal division.

 For the sake of simplicity, throw away the remainder.

Examples

1. Divide the following binary numbers: 11011 divided by 11

2. Divide binary number 1000010 by binary number 11

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Activity 7

1. Divide the following binary numbers:

1.1 1100 ÷ 10

1.2 10001 ÷ 101

1.3 11011 ÷ 10

Activity 8: (Mixed exercise)

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 TOPIC 3: EXPONENTS

EXPONENTS

 As you already know, we can describe numbers as the product of their

factors, e.g. 10 = 5 x 2

 125 = 5 x 5 x 5 can also be written in exponential form: 125 = 53

 5 is called the base, 3 is called the exponent and 53 is called a power

 Sometimes an exponent is also called an index

 You must know:

 the laws and definitions of exponents
 how to simplify and exponential expressions
 how to solve exponential equations (sums with an “=” in)

THE EXPONENTIAL ‘RULES’ OR LAWS

 Study the following exponential laws that you were taught in Grade 9

26
  When working with exponents, remember and apply the following:

Examples

Examples

27
Examples

Examples

Examples

28
Examples

Activity 1

2. Write down the six laws for exponents.

3. Complete the table by writing the answers of the exercises in the

APPLICATION column:

29
TWO COMMON MISTAKES TO AVOID WHEN WORKING WITH EXPONENTS

WORKING ‘BACKWARDS TO GO FORWARD’

30
Examples of more difficult expressions

31
Activity 2

SOLVING EXPONENTIAL EQUATIONS

 When an exponential equation is given, you will be asked to “solve for……”

In other words, you must determine the value of the unknown (e.g. 𝑥)

 Familiarize yourself with the summary below to guide you on the different
methods to apply, depending on what is given:

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Examples (factorisation not needed)

Examples (factorisation needed)

33
Activity 3

34
Activity 4 (Mixed exercise)

PART A - Expressions

35
PART B – Equations

36
 TOPIC 4: MENSURATION

What is the Metric System?

The metric system is a system of measurement that uses the meter, litre, and gram
as base units of length (distance), capacity (volume), and weight (mass)
respectively.

To measure smaller or larger quantities, we use units derived from the metric units

37
METRIC PREFIXES

10 mm = 1 cm
10 cm = 1 dm (decimetre)
10 dm = 1m = 100 cm = 1000 cm
10 m = 1 Dm (dekametre)
10 Dm = 1 hm (hectometre)
10 hm = 1 km

Example:

Change 450 mm to centimetres.

Solution:

Using proportions
10 mm = 1 cm
450 mm = 𝑥

Cross multiply by equating the products (𝑥 ×10 mm 𝑎𝑛𝑑 450 mm ×1 cm)

𝑥 × 10 mm = 450 mm × 1 cm

Transpose 10 mm by dividing both sides of equation by 10 mm

𝑥×10𝑚𝑚 450 𝑚𝑚× 1 𝑐𝑚

=
10𝑚𝑚 10𝑚𝑚

Divide common terms and numbers;

𝑥 = 45 ×1 𝑐𝑚
𝑥 = 45 𝑐𝑚

Activity 1

Convert the following metric units/prefixes

a) 40 mm (→ cm)
b) 175 cm (→ m)
c) 4,35 m (→ cm)
d) 2,89 km (→m)
e) 974 m (→km)

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SQUARE UNITS

Square units are used in expressing the area of shapes. Area is a number of square
units that cover a figure. The area of the square below is determined by squaring the
length of one side. Therefore, the area is 1 square unit.

The units used to measure the magnitude of a flat surface are:

1. Square millimeter (mm2) is an area bounded by a square with dimensions
1 mm x 1 mm.
2. Square centimeter (cm2) is an area bounded by a square with dimensions
1 cm x 1 cm.
3. Square meter (m2) is an area bounded by a square with dimensions 1 m x 1 m.
4. Square kilometer (km2) is an area bounded by a square with dimensions
1 km x 1 km.
5. The hectare (ha) is an area bounded by a square with dimensions
100 m x 100 m.

METRIC PREFIXES

100 mm2 = 1 cm2

100 cm2 = 1 dm2 (decimetre)
100 dm2 = 1m2 = 1000 cm2 = 1000 000 mm2
100 m2 = 1 Dm2 (dekametre)
100 Dm2 = 1 hm2 (hectare metre)
100 hm2 = 1 km2

Example 1:

Convert 80000 cm2 to metres.

Solution:

Use proportions to determine the answer

1𝑚2 = 10000 𝑐𝑚2
𝑥 = 80000 𝑐𝑚2
Cross multiply by equating the products (𝑥 × 1000 𝑐𝑚2 = 1𝑚2 × 8000 𝑐𝑚2)
𝑥 × 10000 𝑐𝑚2 =1𝑚2 × 80000 𝑐𝑚2

39
Make 𝑥 the subject of the formula by dividing both sides of the equation by 1000 𝑐𝑚2
𝑥 × 10000 𝑐𝑚2 = 1𝑚2 × 80000 𝑐𝑚2
(𝑥 × 10000𝑐𝑚2 ) 1𝑚2 × 80000𝑐𝑚2
=
10000𝑐𝑚2 10000𝑐𝑚2
𝑥 = 8 𝑚2

Activity 2

1. Calculate the area of the rectangle below.

2. Convert the following metric units/prefixes:

a) 25 cm2 to mm2
b) 550 cm2 to m2
c) 35 mm2 to cm2
d) 11 000 m2 to km2

CUBIC UNITS

With cubic units, 1000 000 𝑚𝑚 = 1000 𝑐𝑚3.

Refer to the information below for standard conversion between metric prefixes.

METRIC PREFIXES

1000 mm3 = 1 cm3

1000 cm3 = 1 dm3 (decimetre)
1000 dm3 = 1 m3 = 1 000 000 cm3 = 1000 000 000 mm3

40
Example:

Convert 65000 mm3 to centimetres.

Solution:
Use proportions to determine the answer
1𝑐𝑚3 = 1000 𝑚𝑚3
𝑥 = 65000 𝑚𝑚3
Cross multiply by equating the products (𝑥 ×1000 𝑚𝑚3 𝑎𝑛𝑑 1𝑐𝑚3 × 65000 𝑚𝑚3)
𝑥 × 1000 𝑚𝑚³ = 1𝑐𝑚³ × 65000 𝑚𝑚³
Make 𝑥 the subject of the formula by dividing both sides of the equation by
1000 𝑚𝑚³
𝑥 × 1000 𝑚𝑚³ = 1𝑐𝑚³ × 65000 𝑚𝑚³
𝑥 × 1000𝑚𝑚3 1𝑐𝑚3 × 65000𝑚𝑚3
=
1000𝑚𝑚3 1000𝑚𝑚3
𝑥 = 65 𝑐𝑚3

Activity 3

Convert the following metric units/prefixes:

a) 200 m3 to cm3
b) 0,0000625 m3 to mm3
c) 0,69 cm3 to mm3
d) 0,00023 km3 to m3
e) 0,3 cm3 to mm3
f) 0,008 m3 to cm3
g) 15 300 cm3 to m3
h) 4 000 000 mm3 to cm3

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Activity 4

1. Find the area of a square with side equal to 50 m.

2. Calculate the area of a circle with diameter 12 cm.

3. Use the relevant conversions to answer the following questions.

(a) Convert 10 000 hectometres to meters.
(b) A container can hold 30 000 ℓ. How many kℓ will the container hold if it is
only half-full?
(c) For each 50 mg of medicine A, a nurse needs to add 350 mℓ of water.
Express this in g/ℓ.
4. Lindiwe decorates a mirror with coloured tiles of area 1 cm 2 each. The mirror
is 10 cm in length and has a breadth of 5 cm.
(a) How many coloured tiles will she need to cover the mirror?
(b) How many cm2 is the mirror?
5. An ant is moving around two food pieces of different shapes scattered on the
floor. For which food-piece would the ant have to take a longer round?
Remember, circumference of a circle can be obtained by using the expression
c = 2πr, where r is the radius of the circle.

42
 TOPIC 5: ALGEBRAIC EXPRESSIONS

ALGEBRAIC EXPRESSIONS

The Place Number Table

Description Thousands Hundreds Tenths Units

Range of numbers 1000 - 9999 100 - 999 10 - 99 0-1
Smallest Number 1000 100 10 1
Represented in exponential 103 102 101 100
form with base 10
Let base 10 be 𝑥 𝑥3 𝑥2 𝑥1 𝑥0

REVISION: NUMBER OF TERMS

1. 𝑥 3 + 2𝑥 2 + 4𝑥1 + 2 is called a polynomial, consisting of 4 terms

(polynomials consist of 4/more terms)

Example:
Consider the number 1242
1242 = 1000 + 200 + 40 + 2 = 103 +2 × 102 +4 × 101 +2
If we let 𝑥 = 10, then 1242 = 𝑥 3 + 2𝑥 2 + 4𝑥1 + 2
In this case, the highest degree in 𝑥 is 3 (it can be more)

2. 𝑥 2 + 3𝑥1 + 2 is called a trinomial, consisting of 3 terms

Example:
Consider the number 132
132 = 100 + 30 + 2 = 102 +102 +4 × 101 +2
If we let 𝑥 = 10, then 132 = 𝑥 2 + 3𝑥1 + 2
In this case, the highest degree in 𝑥 is 2

3. 2𝑥 + 4 is called a binomial, consisting of 2 terms

Note: (2𝑥 + 4) is seen as one term!

4. 3y is called a monomial (consisting of 1 term only)

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Learner Activity 1

REVISION: ADDITION AND SUBTRACTION OF ALGEBRAIC EXPRESSIONS

 When we add or subtract numbers, we do it in terms of units, tens, hundreds,

thousands, etc. (that is, we add or subtract LIKE TERMS)
 When we add or subtract algebraic expressions, it works exactly the same.
We add and subtract LIKE TERMS

Examples:

1. (𝑥 + 2) + (𝑥 + 5) 12+15
=𝑥+2+𝑥+5 = 10 + 10 + 2 + 5
=𝑥+𝑥+2+5 = 27
= 2𝑥 + 7

2. (𝑥 2 + 𝑥 + 3) + (𝑥 2 + 3𝑥 + 2) 113+134
= 𝑥 2 + 𝑥 + 3 + 𝑥 2 + 3𝑥 + 4 = 100 + 100 + 10 + 30 + 3 + 4
= 𝑥 2 + 𝑥 2 + 𝑥 + 3𝑥 + 3 + 4 = 247
= 2𝑥 2 + 4𝑥 + 7

44
Learner activity 2

Simplify:

1. 4𝑐 + 2𝑐 + 3𝑐 2. 2𝑏 − 5𝑏 3. 5𝑑 − 1 + 3𝑑

4. 2𝑎𝑏 + 5𝑏𝑎 + 𝑎𝑏 5. 2𝑥 − 3 + 4𝑥 − 5 6. 𝑥2 + 𝑥2

7. 3𝑥 2 + 𝑥 3 − 3𝑥 3 8. 𝑦 3 + 3𝑦 − 2𝑦 3 9. 3𝑥 − (−2𝑥)

10. 𝑎𝑏𝑐 + 2𝑏𝑐𝑎 − 3𝑐𝑏𝑎 11. 7𝑥 2 − (−𝑥 2 ) − 5𝑥 2

12. 2𝑎 + (−2𝑎𝑏) − 4𝑏𝑎 13 4𝑎 + 3𝑏 − 𝑐 + 𝑎 − 4𝑐 + 2

MULTIPLICATION OF ALGEBRAIC EXPRESSIONS

1. Monomial x Polynomial

 Use the distributive law

Example:

2. Binomial x Binomial

 Use the FOIL method (Firsts, Outers, Inners, Lasts)

Example:

45
3. Binomial x Binomial = difference of two squares

 The two binomials are the same EXCEPT the sign in one is a plus and
the sign in the other is a minus. The ‘Outers’ and ‘Inners’ are then
additive inverses of each other. Therefore, the answer is only the
‘Firsts’ and ‘Lasts’

Example 1

Example 2

Example 3

4. Binomial x Trinomial

 Multiply each term in the binomial by each term in the trinomial

 Now add the like terms
 Look out for the special cases, like examples 2 and 3

Example 1:

Example 2:

46
 Example 3:

5. Mixed Products

 Myltiply the brackets making use of the distributive law and methods
above
 Add or subtract like terms

Example 1:

Example 2:

47
SUMMARY:

 Make sure you understand the following so that you can apply it:

48
Learner Activity 3

FACTORISATION OF ALGEBRAIC EXPRESSIONS

1. Take out a common factor/bracket

 This is the inverse (opposite) of distribution

Examples:

49
 Sometimes it is neccesary to CHANGE THE SIGN in a bracket to make
the factors the same

50
2. The difference of two SQUARES

 When factorised, the answer will look like this:

(√𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 − √𝑠𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚)(√𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 + √𝑠𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚)

Examples:

Learner Activity 4

1.

51
2.

3. Factorisation by GROUPING terms

 Use this method when there is four/more terms

 First: group the term
 Second: take out the common factor

Examples:

52
4. Sum or difference of two CUBES

 Follow the steps below:

Examples:

Factorise

53
Learner Activity 5

1.

2.

5. Factorising TRINOMIALS

 Write expression in standard form, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

 Multiply the coefficients of the 1st and the 3rd terms (𝑎 × 𝑐)
 Find the factors of the answer in the previous step that add if +𝑐 or
subtract if −𝑐 to get 𝑏
 Write it with the middle term plit into outers and inners
 Factorise by grouping

Examples:

54
Learner Activity 6

55
SUMMARY OF STEPS TO FOLLOW WHEN FACTORISING

1. Always look for and take out a common factor/bracket

2. If you have 2 terms (binomial), look for…..

 The difference of two squares
 The sum/difference of two cubes

3. If you have 3 terms (trinomial):

 Write it in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
 Now factorise

4. If you have 4/more terms, factorise by grouping the terms

Remember to always factorise as far as possible!

Learner Activty 7 (MIXED EXERCISE)

Factorise completely:

1. 2 x 2  4 xy x2 1
2. 
16 25

3. 3a  b  ca  b 4. a 2  13a  36

5. 2 x 2  2 x  yx  y 6. 1  64 p 3

7. 15x 2  7 xy  36 y 2 8. p 2  x  y  p  xy

9. x 2 x  2  32  x x  4x  2 10. x 4  2x 2

1 3 1
11. 27k 3  b 12.  2 x 16
8 2

a6 1 36 a 4  25a  b 
2
13. 14.

15. 12  26k  10k 2 16. x 3  4 xy 2  xy  2 y 2

56
 TOPIC 6: ALGEBRAIC FRACTIONS

ALGEBRAIC FRACTIONS
 In this section, we will:
 Simplify algebraic fractions
 Multiply and divide algebraic fractions
 Add and subtract algebraic fractions

 In order to work with algebraic fractions, you must be able to ….

 Factorise expressions
 Find the LCD (lowest common denominator)
 Know what method to use, depending on what is asked of you

 If the denominator of an algebraic fraction is zero, the expression is

MEANINGLESS.
This means that NO factor in the denominator can be equal to zero.
Hence, the variables cannot have certain values.

Example:
2 9
+ 𝑥−5  Restrictions: 𝑥 ≠ −3; 𝑥 ≠ 5
𝑥+3

SIMPLIFICATION OF ‘SINGLE’ FRACTIONS

 If the numerator and/or denominator of a fraction contains more than one

term, you need to FACTORISE the expressions first.
 Now, divide both the numerator and denominator with the same factor
(cancel)
 REMEMBER: You MAY NOT cancel a term that is connected to another term
with a plus (+) or a minus (–)

Examples:

Simplify:

𝑎2 −25𝑏2 𝑥 2 −𝑥−6 𝑎𝑥−𝑏+𝑥−𝑎𝑏

1. 2. 3.
−2𝑎−10𝑏 9−3𝑥 𝑎𝑥 2 −𝑎𝑏𝑥

(𝑎−5𝑏)(𝑎+5𝑏) (𝑥−3)(𝑥+2) 𝑎(𝑥−𝑏)+(𝑥−𝑏)

= = =
−2(𝑎+5𝑏) 3(3−𝑥) 𝑎𝑥(𝑥−𝑏)

𝑎−5𝑏 (𝑥−3)(𝑥+2) (𝑥−𝑏)+(𝑎+1)

= = =
−2 −3(𝑥−3) 𝑎𝑥(𝑥−𝑏)

𝑥+2 𝑎+1
=− =
3 𝑎𝑥

57
Learner Activity 1

MULTIPLICATION & DIVISION OF ALGEBRAIC FRACTIONS

 Factorise the numerators and the denominators

 Cancel the same factors  one in the numerator with one in the denominator
of the same, or different, fractions
 Remember to ‘tip & times’ when fractions are divided (see below):

Examples:

Simplify:

1.

58
2.

3.

Learner Activity 2

59
ADDITION AND SUBTRACTION OF ALGEBRAIC FRACTIONS

 Factorise the denominators

 Find the Lowest Common Denominator (LCD)
 Put each term over the LCD by creating equivalent fractions
 Carry out the products in the numerators and add like term
 If possible, factorise the numerator to see if there are factors to cancel

Examples:

Simplify:

60
Learner Activity 3

SUMMARY: WORKING WITH ALGEBRAIC FRACTIONS

 Follow the basic guidelines below

61
Learner Activity 4 (MIXED EXERCISE)

Simplify:

2 x 2  2 xy x 4  81x 2 x 2  9x
1. 2. 
4x 2  4 y 2 2x 6

3t 2  6t 3t  4 2x  3 3
3. 2   4. 
3t 2
2t 2x  6x  4 x  x 2
2

2 x 2  x  21 3x  6 9 x  18 4 x 2  2 x
5. 6.  
49  4 x 2 4x 2  1 6x  3 4x

x

2x p 3  q 3 3 p  3q
7. 8.  2
x y
2 2
 y  x 2 p2 p  q2

h
 2
1  3  1 
9. 10.   3  2  
h  f
3 3
h  hf  f 2
 2x  1  x 1

x2  4 1 x2 a2  b2
11.  
4 x2 3 12.
ab
ab
a  b 2

62
 TOPIC 7: EQUATIONS & INEQUALITIES

SOLVING EQUATIONS

You need to understand the difference between an expression and an equation.

 You will be asked to simplify an expression, but you cannot solve them
(in other words, you will not find a value for 𝑥).
 Expressions do not have an equal sign (=) between terms.

 You will be asked to solve an equation

(this means you will find the value of 𝑥)
 Equations have an equal sign (=) between the terms.

Example of an expression:

Simplify: 2(𝑥 + 3)
= 2𝑥 + 6

Example of an equation:

Solve for 𝒙: 2(𝑥 + 3) = 0

2𝑥 + 6 = 0
2𝑥 = −6
𝑥 = −3

Equations can be LINEAR, QUADRATIC or EXPONENTIAL.

 It is important to know the difference between them because we use different

methods to solve it.
 You were introduced to linear equations in Grade 9, and exponential
equations were dealt with in term 1 of this year.

LINEAR EQUATIONS

 In linear equations, the highest power of 𝒙 is one. (……𝑥……)

 A linear equation will have at most ONE solution.
 When solving linear equations, you need to transpose all the terms with an 𝑥
to the one side of the =, and all terms without an 𝑥 (constants) to the other
side of the =

63
 Look at the example below:

 Special cases:

The following statement is true for all values of 𝑥 .

“𝑥 ∈ ℝ” means that 𝑥 can be any number we choose, the equation will be true
(LHS = RHS)

The following statement can never be true.

“𝑥 ∉ ℝ” means that there is NO number that we can use in the place of 𝑥 that
will make the equation true (LHS ≠ RHS)

64
Activity 1

QUADRATIC EQUATIONS

 In quadratic equations, the highest power of 𝒙 is two. (……𝑥 2 ……)

 A quadratic equation has at most TWO solution.
 The standard form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 𝟎.
From the standard form of the equation it is clear that ONE SIDE of the
equation has to EQUAL ZERO.
 Follow the steps below to solve a quadratic equation:

1. Simplify the given equation if needed (e.g. remove brackets or fractions)

2. Write the equation in standard form (𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0)
3. Factorise (look again at the different types of factorisation)

4. Apply the zero – factor law (if 𝑎 . 𝑏 = 0, then 𝑎 = 0 or 𝑏 = 0)

Example of the zero – factor law

65
 Please take note that you may never divide both sides by 𝒙!!!
Reason: you will lose one of the two solutions.

Examples

Solve for 𝑥:

Solutions

66
Activity 2

EQUATIONS WITH FRACTIONS

 When solving equations with fractions, it is important to remember that we

cannot divide by 0.
 Therefore, you must check that your answer(s) do not make one of the
denominators 0. (this is why we write down the ‘restrictions’ when solving
equations with variables in the denominators)
 Method to be used:

1. Factorise the expressions in the denominators (if you can)

2. Find the Lowest Common Denominator (LCD)
3. Multiply each term with the LCD
(now there shouldn’t be any more fractions!)
4. Determine whether the equation is linear or quadratic
5. Solve the equation by making use of the appropriate method
6. Check that the solutions do not make the original denominators zero

67
Examples

Solve for 𝑥:

Solutions

(a)

(b)

68
 Now, multiply by the LCD:

(c)

69
Activity 3

REVISION: SET BUILDER NOTATION, INTERVAL NOTATION AND NUMBER

LINES

 We need to revise set builder and interval notation, as well as working on a

number lines.
 When solving linear inequalities (our next section), you will have to indicate
your solution graphically on a number line.

70
Examples

1. Represent the following inequalities on a number line.

2. Write down the inequality represented below.

71
LINEAR INEQUALITIES

 Inequalities have a range of solutions (not only one answer but many)

 We can represent the solution to an inequality graphically on a number line

 The principles used in solving linear equations are also used in solving linear
inequalities

 Make sure you understand the following:

Consider the statement: −5 < 3

If we add or subtract any value to both sides, the statement will remain
true, as illustrated below:

−5 + 3 < 3 + 3 or −5 − 3 < 3 − 3
∴ −2 < 6 −8 < 0

BUT!! If we multiply or divide both sides by –1, the statement can only
remain true if we change the direction of the inequality sign.

−5(−1) < 3(−1)

∴ 5 > −3

Example 1

Solve the inequalities below and represent the answers on a number line:

Solutions

72
Example 2

Solve the following compound inequalities and represent the answers on a number
line:

Solutions

(a)

73
Activity 4

LITERAL EQUATIONS (MANUPILATING FORMULAE)

 A literal equation is one in which alphabet letters are used as coefficients and
constants.
 These equations, usually referred to as “formulae”, are used a great deal in
Mathematics, Science and Technology.
 The aim is to solve the equation (or formula) for a specific letter (we say that
we make the letter the subject of the formula).
 This is a very important and useful skill in Technical Mathematics.

74
Example 1

Solutions

75
  The variables you are solving for may sometimes be present in more than one
term.
 For these type of equations, you will need to factorise first before solving the
equation.

Example 2

Solutions

Activity 5

76
SIMULTANEOUS LINEAR EQUATIONS

 When you are given TWO equations with TWO variables, you can solve for
both the variables by solving the equations simultaneously

 When these equations are drawn on a set of axes, the intersection of the two
lines will give you the values of the variables

 When two LINEAR equations are given, you may choose between two
methods to get to your answer:
 The method of elimination
 The method of substitution

 The example below illustrates the two methods

Example

Solve for 𝑥 and 𝑦 simultaneously: 𝑥 − 𝑦 = 8 and 2𝑥 + 𝑦 = 10

Solution

77
Activity 6

Solve for 𝑥 and 𝑦 in each of the following simultaneous equations:

SOLVING WORD PROBLEMS

Example 1

78
Soltution

Example 2

Solution

79
Example 3

Solution

Example 4

Solution

80
Activity 7

81
 TOPIC 8: TRIGONOMETRY

TRIGONOMETRY

Trigonometry deals with the relationship between the angles and the sides of a
right-angled triangle. The are many fields which make use of the application of
trigonometry, for example in statistics, electronics, chemistry, land surveying,
engineering, computer graphics and game development to mention the few.

One important use is in finding distances which are difficult or impossible to measure
directly, such as the height of a mountain or the distance across a lake. We will also
deal with a very important group of functions called trigonometry functions, which
forms the basis of trigonometry.

It is important to note that the following trigonometric ratios, 𝐬𝐢𝐧 𝜽, 𝐜𝐨𝐬 𝜽 and 𝐭𝐚𝐧 𝜽,
together with their reciprocals namely 𝐜𝐨𝐬𝐞𝐜 𝜽, 𝐬𝐞𝐜 𝜽 and 𝐜𝐨𝐭 𝜽, can be defined in a
right-angled triangle only.

The three sides of the right-angled triangle are labelled as follows, adjacent,
hypotenuse and opposite. The opposite and adjacent sides are dependent on which
angle is used as the reference point.

82
 𝑂 𝑦 𝐻 𝑟
𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝑒𝑐𝜃
𝐻 𝑟 𝑂 𝑦
𝐴 𝑥 𝐻 𝑟
𝑐𝑜𝑠𝜃 𝑠𝑒𝑐𝜃
𝐻 𝑟 𝐴 𝑥
𝑂 𝑦 𝐴 𝑥
𝑡𝑎𝑛𝜃 𝑐𝑜𝑡𝜃
𝐴 𝑥 𝑂 𝑦

Activity 1

1.1 Redraw the triangles below and indicate which sides are opposite, adjacent
and hypotenuse with respect to 𝜃.

83
1.2 State the following in terms of 𝑔, 𝑘 and 𝑚:

1.2.1 sin 𝐾 1.2.2 cos 𝐾 1.2.3 tan 𝐾

1.2.4 cosec 𝐾 1.2.5 cot 𝐾 1.2.6 sec 𝐾

1.2.7 sin 𝐺 1.2.8 sec 𝐺 1.2.9 cot 𝐺

1.3 State the following in terms of 𝑝, 𝑞 and r

1.3.1 sin 𝜃 1.3.2 cos 𝜃 1.3.3 tan 𝜃

1.3.4 cos 𝛼 1.3.5 𝑐𝑜𝑠𝑒𝑐𝛼 1.3.6 cot 𝛼

1.3.7 sec 𝜃 1.3.8 tan 𝛼 1.3.9 sec 𝛼

84
THE SIGNS OF THE TRIG RATIOS IN THE 4 QUADRANTS

Activity 2

2. In which quadrant does the terminal arm of the angle 𝜃 lie if:

2.1 sin 𝜃 > 0 and cos 𝜃 > 0

2.2 sin 𝜃 < 0 and cos 𝜃 < 0
2.3 tan 𝜃 > 0 and cos 𝜃 < 0
2.4 tan 𝜃 < 0 and cos 𝜃 < 0
2.5 sin 𝜃 < 0 and 𝜃 ∈ [90°; 270°]
2.6 cos 𝜃 < 0 and cos 𝜃 < 0 and 0° < 𝜃 < 180°

85
Activity 3

3.1 Given:

Calculate, without using a calculator:

3.1.1 The length of radius OP

3.1.2 𝑠𝑖𝑛2 𝐵 + 𝑐𝑜𝑠 2 𝐵
3.1.3 1+𝑡𝑎𝑛2 𝐵
3.1.4 𝑠𝑒𝑐 2 𝐵

3.2 Given:

Calculate, without using a calculator:

3.2.1 The length of radius OP

3.2.2 sin 𝜃. cosec 𝜃
3.2.3 1 + 𝑡𝑎𝑛2 𝜃
3.2.4 𝑐𝑜𝑡 2 𝜃
3.2.5 sec 𝜃

86
Examples

√7
1. Given: 𝑐𝑜𝑠𝛼 = − for 𝛼 ∈ [0°; 180°]
4

Determine without a calculator the value

of:

1.1 𝑐𝑜𝑡𝛼
1.2 𝑡𝑎𝑛2 𝛼 − 𝑐𝑜𝑠𝑒𝑐𝛼

Solution

 for this ratio cos is = to a negative ratio so possible in the 2nd or 4th
quadratnt but the restriction is only 1st or 2nd quadrant.
𝑥 −√7
 𝑐𝑜𝑠𝛼 = =
𝑟 5
2
 2
𝑦 = (4)2
− (−√7)
2
𝑦 = 16 − 7
𝑦 = √9 = 3
𝑥 −√7
1.1 𝑐𝑜𝑡𝛼 = =
𝑦 4

1.2 𝑡𝑎𝑛2 𝛼 − 𝑐𝑜𝑠𝑒𝑐𝛼

𝑦 2 𝑟
= (𝑥 ) − 𝑦
3 2 4
= (−√7) − (3)
1
= − 21

87
 2. If 12𝑡𝑎𝑛𝐴 = 5 𝑎𝑛𝑑 90° < 𝐴 < 360°, determine the value of the following without
a calculator:

2.1 𝑠𝑖𝑛2 𝐴
2.2 2𝑠𝑒𝑐𝐴 − 𝑐𝑜𝑠𝑒𝑐𝐴

Solution
5
 Rewrite ratio: 𝑡𝑎𝑛𝐴 = 12
 The ratio for tan = positive which indicates 1st or third quadrant
 Use the x and y as negative because of the posistion on the
cartesian plane
 𝑟 2 = (−12)2 (−5)2
𝑟 = 13

−5 2 25
2.1 𝑠𝑖𝑛2 𝐴 = ( ) =
13 169
2.2 2𝑠𝑒𝑐𝐴 − 𝑐𝑜𝑠𝑒𝑐𝐴
13 13
= 2 −12 − (−5)
13
= 30

Activity 4
𝑡
4.1 Given: 𝑡𝑎𝑛𝜃 = 2, where 0° ≤ 𝜃 ≤ 90°. Determine the following in terms of 𝑡:

4.1.1 𝑠𝑒𝑐𝜃
4.1.2 𝑐𝑜𝑡𝜃
4.1.3 𝑐𝑜𝑠 2 𝜃
4.1.4 𝑡𝑎𝑛2 − 𝑠𝑒𝑐 2 𝜃
3
4.2 If 𝑠𝑖𝑛𝜃 = and 0° < 𝜃 ≤ 90° , determine by means of a diagram:
5

4.2.1 𝑐𝑜𝑠 2 𝜃
4.2.2 2𝑡𝑎𝑛𝜃
5
4.3 If 𝑡𝑎𝑛𝜃 = 12 and sin 𝜃 > 0 , determine by means of a diagram:

4.3.1 13𝑐𝑜𝑠𝜃
4.3.2 𝑐𝑜𝑠 2 𝜃 + 𝑠𝑖𝑛2 𝜃

4.4 If 13𝑠𝑖𝑛𝛼 + 5 = 0 and 90° < 𝛼 < 270° , determine the value of the following
with the aid of a diagram:

4.4.1 𝑐𝑜𝑡𝛼
4.4.2 𝑐𝑜𝑠𝛼 + tan 𝛼

88
WORKING WITH THE CALCULATOR

Examples

Solutions

Activity 5

Use your calculator to find the value of the following (correct to 2 decimal places):

5.1 cos 48°

5.2 2𝑠𝑖𝑛35°
5.3 𝑡𝑎𝑛2 81°
5.4 3𝑠𝑖𝑛2 72°
1
5.5 cos 27°
4
5
5.6 tan 34°
6
20,35
5.7 sin 38°
5.8 sin 35° + cos 75°
5.9 sin( 35° + 75°)
sin 12°
5.10 12
40
5.11 −25 sin 45°
sin 60° cos 70°
5.12 tan 46° sin 30°

89
Activity 6

6.1 Calculate, with the aid of a calculator, the value of the following:

Hint: 𝑠𝑖𝑛2 𝜃 can be written as (𝑠𝑖𝑛𝜃)2

6.1.1 𝑠𝑖𝑛2 61 + 𝑐𝑜𝑠 2 61

6.1.2 𝑐𝑜𝑠 2 30 + 𝑠𝑖𝑛2 30

6.2 Determine the decimal value of the following if 𝐴 = 35° and 𝐵 = 52°
(Round off your answers to two decimal places)

6.2.1 cos(𝐴 + 𝐵)
6.2.2 3 sin 2𝐵
6.2.3 2𝑠𝑖𝑛2 (2𝐴 − 𝐵)

6.3 If 𝑥 = 43° and 𝑦 = 32,5°, use a calculator to find the values of the following:

6.3.1 sin(𝑥 + 𝑦)
𝑥−𝑦
6.3.2 𝑠𝑒𝑐( 2 )

FINDING THE SIZE OF AN ANGLE WITH THE AID OF A CALCULATOR

Example:

 Consider the trigonometric equation 𝑐𝑜𝑠𝜃 = 0,5.

 We want to find the size of the angle that will result in the ratio 0,5.
 In order to do this, we will make use of the 𝑐𝑜𝑠 −1 function on the calculator.
 This function can be found above the "𝑐𝑜𝑠" button. To use this function, you
have to press the " 𝑆𝐻𝐼𝐹𝑇" button on your calculator.

Activity 7

7.1 Determine the size of the acute angle 𝜃 in each of the following trigonometric
equations. Round your answers off to two decimal place where necessary.

7.1.1 𝑠𝑖𝑛𝜃 = 0,866 7.1.2 𝑐𝑜𝑠𝜃 = 0,866 7.1.3 tan 𝜃 = 1,703

7.1.4 sin 𝜃 = 1 7.1.5 𝑐𝑜𝑠𝜃 = 1 7.1.6 tan 𝜃 = 1

7.2 Determine the value of the acute angle 𝑥 in each of the following equations.

7.2.1 sin(𝑥 − 20°) = 0,678 7.2.2 2 tan(2𝑥 − 10°) = 3,4641

7.2.3 3 cos(𝑥 + 30°) = 2,121 7.2.4 4𝑡𝑎𝑛4𝜃 = 4

90
SOLVING RIGHT – ANGLED TRIANGLES

Any right –angled triangle can be solved if the following information is given:

1. An angle and the length of any side;

OR
2. the lengths of any two sides

Example 1

Determine the size of angle H, to the nearest degree.

91
Solution

Example 2

Determine the height of the castle.

Solution

𝑦 ℎ
𝑡𝑎𝑛30° = =
𝑥 100
ℎ = 100 tan 30°
= 100(0,577)
= 57,735 The height of the castle is 57, 735 m.

92
Activity 8

8.1 Determine the value of 𝜃 if 𝑠𝑖𝑛𝜃 + 1 = 1,1931 and 𝜃 is an acute angle.

Round off the answer to one decimal place.

8.2 Determine angle Q, to the nearest degree, using a trigonometric equation.

8.3 Solve for 𝛽, which lies between 0° and 90°, if 9,43 − 3,22 tan(𝛽 + 60°) = 2,32,
correct to two decimal places.

8.4 Use the three different trigonometric ratios to determine angle 𝜃.

8.5 Determine 𝜃 if 0° ≤ 𝜃 ≤ 90° and cos(𝜃 + 20) = 0,3.

Round off the answer to one decimal place.

93
Activity 9

9.1 Calculate the height of the Eiffel Tower in Paris.

9.2 Determine the width of the river in the figure below.

94
9.3 A contractor builds a roof with a pitch of 20°. The width of the building is 40 𝑚
and the peak of the roof is at the centre of the building. How high above the
outside walls will the peak of the roof be?

9.4 The cables attached to a television relay tower are 110 m long. They meet
level ground at an angle of 60°. Determine the height of the tower.

BASIC TRIGONOMETRIC GRAPHS

TERMINOLOGY:

95
Note that:

 The maximum value is 1 and the minimum value is -1.

1
 The amplitude of a graph is defined to be 2 × [distance between max and min
1
value]. Hence, for the graph of 𝑦 = 𝑠𝑖𝑛𝜃, the amplitude is 2 × [1 − (−1)] = 1.

96
Study the graph of 𝑦 = 𝑡𝑎𝑛𝜃

97
THE EFFECT OF 𝒂 AND 𝒒 ON THE TRIGONOMETRIC GRAPHS

 In 𝑦 = 𝑎𝑠𝑖𝑛𝜃 + 𝑞, 𝑦 = 𝑎𝑐𝑜𝑠𝜃 + 𝑞 and 𝑦 = 𝑎𝑡𝑎𝑛𝜃, the 𝑎 −value determines the

shape and amplitude of the graph and the 𝑞 −value shifts the graph vertically
up and down.

 The graph of 𝑦 = 𝑠𝑖𝑛𝜃 + 𝑞 is the graph of 𝑦 = 𝑠𝑖𝑛𝜃 moved

 up by 𝑞 units if 𝑞 is positive and
 down by – 𝑞 units if 𝑞 is negative.
 The same applies for 𝑦 = 𝑐𝑜𝑠𝜃 + 𝑞

 The graph of 𝑦 = 𝑎𝑠𝑖𝑛𝜃 is the graph of 𝑦 = 𝑠𝑖𝑛𝜃 stretched (or shrunk)

vertically to have an amplitude of 𝑎
 The same applies for 𝑦 = 𝑎𝑐𝑜𝑠𝜃.

 The graph of 𝑦 = 𝑎𝑡𝑎𝑛𝜃 is the graph of 𝑦 = 𝑡𝑎𝑛𝜃, stretched (or shrunk)

vertically to go through the point (45°; 𝑎).

Activity 10

10.1 Plot the graph of 𝑦 = 3𝑠𝑖𝑛𝜃 for 0° ≤ 𝜃 ≤ 360° , using the given table.

𝜃 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°

98
10.2 Plot the graph of 𝑦 = 𝑠𝑖𝑛𝜃 for 0° ≤ 𝜃 ≤ 360° , using the given table.

𝜃 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°

10.3 Plot the graph of 𝑦 = 2𝑐𝑜𝑠𝜃 and 𝑦 = −2𝑐𝑜𝑠𝜃 on the same system of axes
for 0° ≤ 𝜃 ≤ 360° , using the given table.

𝜃 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
2𝑐𝑜𝑠𝜃
−2𝑐𝑜𝑠𝜃

99
 1
10.4 Plot the graph of 𝑦 = 2 𝑡𝑎𝑛𝜃 for 0° ≤ 𝜃 ≤ 360° , using the given table.

𝜃 0° 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°
y

Examples

Below is the graph of 𝑦 = 𝑠𝑖𝑛𝜃 + 1 for 𝜃 ∈ [0°; 360°]

 The maximum value is 2 and the minimum value is 0. The range is 𝑦 ∈ [0; 2]
1
 The amplitude is 2 [2 − 0] = 1 and the period is 360°.

100
The graph of 𝑦 = −𝑐𝑜𝑠𝜃 − 1 is the graph of 𝑦 = 𝑐𝑜𝑠𝜃 reflected in the 𝑥-axis and then
shifted 1 unit down. The graph is shown below.

 The maximum value is 0 and the minimum value is -2. The range is 𝑦 ∈
[−2; 0].
1
 The amplitude is 2 [0 − (−2)] = 1 and the period is 360°.

Exercise 11

11.1 Sketched below are the graphs of 𝑓(𝑥) = 𝑎𝑐𝑜𝑠𝑥 + 𝑞 and 𝑔(𝑥) = 𝑎𝑠𝑖𝑛𝑥

11.1.1 Write down the amplitude of 𝑓 and 𝑔.

11.1.2 What is the range of 𝑓.
11.1.3 What is the period of 𝑓.
11.1.4 Determine the values of 𝑎 and 𝑞.

101
11.2 Given: 𝑦 = −𝑐𝑜𝑠 + 3 and 𝑦 = −𝑠𝑖𝑛𝜃 − 2

11.2.1 Sketch the graphs on the same set of axes for 𝜃 ∈ [0°; 270°].
11.2.2 Write down the maximum and minimum values for each graph.
11.2.3 Write down the range, amplitude and the period for each graph.

11.3 Given the graph below with equation 𝑦 = acos + 𝑞

11.3.1 What is the period of the graph?

11.3.2 What is the amplitude of the graph?
11.3.3 Determine the values of 𝑎 and 𝑞.
11.3.4 For which values of 𝜃 is the graph increasing?
11.3.5 Write down the equation of the graph if it is shifted down by two units.

11.4 Complete the table by writing down the new equations of the graphs, after the
given transformations.

Equation Shift up by three Stretched Reflected about

units vertically by two the 𝜃-axis and
units shifted up by two
units
𝑦 = −𝑠𝑖𝑛𝜃
𝑦 = 𝑐𝑜𝑠𝜃

102
 TOPIC 9: FUNCTIONS & GRAPHS

FUNCTIONS AND GRAPHS: GRADE 10

 An equation involving 𝑥 and 𝑦, which is also known as a function, can be written in the
form 𝑦 = “some expression involving 𝑥” that is, 𝑦 = 𝑓 ( 𝑥).
 This last expression is read as “ 𝑦 𝑒𝑞𝑢𝑎𝑙𝑠 𝑓 𝑜𝑓 𝑥” and means that 𝑦 is a function of 𝑥.
e.g. 𝑦 = 𝑥 + 5. This can also be written as 𝑓(𝑥) = 𝑥 + 5
 𝑥 is the input and 𝑦, or 𝑓(𝑥), is the output.
 𝑥 + 5 is in this case a rule that says how to calculate the function’s output 𝑦 for given
input 𝑥

SUMMARY: THE GRAPHS YOU NEED TO KNOW IN GRADE 10

NAME STANDARD Purpose of the Purpose of the 𝒒- value: SPECIAL features of

FORM 𝒂-value: VERTICAL SHIFT the graph
SHAPE

Straight Line 𝑦 = 𝑎𝑥 + 𝑞 𝑎 > 0 (Positive): 𝑦-intercept = 𝑞/𝑐 𝑥-intercept (𝑦 = 0)

(Linear or and
Function) 𝑦 = 𝑚𝑥 + 𝑐 Graph moves q units from 𝑦-intercept (𝑥 = 0)
𝑎 < 0 (Negative): y = 0:
*Positive q – moves UP
*Negative q – moves
DOWN

SPECIAL straight lines  These lines pass once only through EITHER the 𝑥-axis OR the 𝑦-axis.
 In the equation, there will be a 𝑥 or a 𝑦 only, plus a constant.
(E.g. 𝑦 = −2 or 𝑥 = 2 )

𝑘
E.g. 𝑦=𝑘 or 𝑥=𝑝
𝑝

103
 NAME STANDARD Purpose of the Purpose of the SPECIAL features of the
FORM 𝒂-value: 𝒒- value: graph
SHAPE VERTICAL SHIFT

Parabola 𝑦 = 𝑎𝑥 2 + 𝑞 𝑎 > 0 (Positive): 𝑦-intercept = 𝑞 Turning point: (0 ; 𝑞)

(Quadratic Axis of symmetry: 𝑥 = 0
Function) Graph moves q units
from y = 0: 𝑥-intercept (𝑦 = 0)
*Positive q – moves UP and
*Negative q – moves 𝑦-intercept (𝑥 = 0)
𝑎 < 0 (Negative): DOWN

104
 NAME STANDARD Purpose of the SPECIAL features of the
FORM 𝒂-value: graph
SHAPE
2 Asymptotes at:
Hyperbola 𝑎 𝑎 > 0: 𝑥 = 0 (y-axis)
𝑦=
(Hyperbolic 𝑥 𝑦=0
Function)
Therefore:
NO 𝑥-intercept
NO 𝑦-intercept
𝑎 < 0:
Axis of symmetry:
𝑦=𝑥
or
𝑦 = −𝑥

NAME STANDARD Purpose of the Purpose of the SPECIAL

FORM 𝒃-value: 𝒂-value: features of the
DIRECTION SHAPE graph

Exponential 𝑦 = 𝑎 . 𝑏𝑥 𝑏 > 1 (Not a fraction) 𝑎>0 Asymptote at:

Function 𝑦=0
or
Therefore:
NO 𝑥-intercept

𝑦-intercept
𝑎>0 𝑎>0 (𝑥 = 0)
0 < 𝑏 < 1 (A fraction) 𝑏>1 0<𝑏<1

𝑎<0

or

𝑎<0 𝑎<0
𝑏>1 0<𝑏<1

105
 MAKE SURE YOU UNDERSTAND THE FOLLOWING:
 The domain is the set of all possible input values to which the rule applies.
 The range is the set of all possible output values to which the rule applies.
 Finding 𝑥 – values for which:
 𝑓(𝑥) = 𝑔(𝑥) means where 𝑓 is equal to 𝑔
 𝑓(𝑥) < 𝑔(𝑥) means where 𝑓 is below 𝑔
 𝑓(𝑥) ≥ 𝑔(𝑥) means where 𝑓 is above and equal to 𝑔

ACTIVITY 1

1.1 Copy and complete the table for the functions defined by:

(a) 𝒇(𝒙) = 𝒙 (𝒃) 𝒋(𝒙) = −𝒙 (𝒄) 𝒈(𝒙) = 𝒙 − 𝟐 (𝒅) 𝒌(𝒙) = −𝒙 + 𝟏

𝒙 -4 -3 -2 -1 0 1 2 3 4
𝒇(𝒙)
𝒋(𝒙)
𝒈(𝒙)
𝒌(𝒙)

106
1.2 Draw the graphs of 𝑓(𝑥), 𝑗(𝑥), 𝑔(𝑥) and 𝑘(𝑥) on the axes below.

1.3 What do you notice? Give a reason for this.

107
ACTIVITY 2

Given the functions: 𝑓(𝑥) = 𝑥 2 − 2 and 𝑔(𝑥) = −𝑥 + 3

2.1 Complete the table:

𝒙 -3 -2 -1 0 1 2 3
𝒇(𝒙)
𝒈(𝒙)

2.2 Draw the graphs of 𝑓(𝑥) and 𝑔(𝑥) on axes below.

2.3 Use your graphs or the table to find (or estimate) the value(s) of 𝑥 for which:

2.3.1 𝑓(𝑥) − 𝑔(𝑥) = 0

2.3.2 𝑔(𝑥) − 𝑓(𝑥) = 3

2.3.3 𝑔(𝑥) > 𝑓(𝑥)

108
2.4 Write down :

2.4.1 The coordinates of the turning point of 𝑓.

2.4.2 The equation of 𝑝 if 𝑝(𝑥) = 𝑔(−𝑥).

2.4.3 The domain of 𝑓

2.4.4 The range of 𝑓

ACTIVITY 3

3.1 Copy and complete the table below for the functions defined by 𝑓(𝑥) = 𝑥 + 1.

𝑥 -5 -4 -3 -2 -1 0 1 2 3 4 5

𝑓(𝑥)

3.2 Draw the graph of the function by plotting the coordinates on the Cartesian plane
below.

109
3.3 Write down:

3.3.1 The 𝑥 − intercept

3.3.2 The 𝑦 − intercept

3.3.3 the domain

3.4 Is the graph increasing or decreasing?

ACTIVITY 4
2
The sketch below show the graphs of the functions 𝑓(𝑥) = 𝑎. 𝑏 𝑥 and 𝑔(𝑥) = 𝑥 , for 𝑥 > 0 . The
point 𝐴(1; 2) is the point of intersection of 𝑓 and 𝑔 . Point 𝐵(0; 3) is the 𝑦 − intercept of 𝑓

Determine:

4.1.1 The value of 𝑎

4.1.2 The value of 𝑏

4.1.3 The range of 𝑔

4.1.4 The domain of 𝑓

110
 TOPIC 10: EUCLIDEAN GEOMETRY

TO DO LIST:

1. Revise basic results established in earlier grades,

2. Investigate and form conjectures about the properties of special triangles
(scalene, isosceles, equilateral and right-angled triangle) and quadrilaterals,
3. Investigate alternatives (but equivalent) definitions of various polygons
(including the scalene, isosceles, equilateral and right-angled triangle) like the
kite, parallelogram, rectangle, rhombus, square and trapezium,
4. The application of the Theorem of Pythagoras.

REVISION: GRADE 8 & 9 EUCLIDEAN GEOMETRY

LINES AND ANGLES

Adjacent supplementary angles Angles round a point

ˆ B
In the diagram, B ˆ  180 In the diagram, a  b  c  360
1 2

a c
b
2 1
B

Vertically opposite angles Corresponding angles

Vertically opposite angles are If AB||CD, then the corresponding
equal. angles are equal.

A x B

 
x D
C

111
Alternate angles Co-interior angles
If AB||CD, then the alternate angles If AB||CD, then the co-interior angles
are equal. add up to 180 , i.e. x  y  180

A B
A B x
x

y
x C D
C D

TRIANGLES
Interior angles of a triangle

 sum in  OR

sum of s in ∆ OR

int. s of 
Exterior angle of a triangle

ext.  of 

𝐶̂2 = 𝐴̂ + 𝐵̂ (exterior angle of a ∆)

Two equal sides or angles

s opp equal sides OR

BA = BC ̂ = Ĉ
A sides opp equal s
̂ = Ĉ
∴A
∴ BA = BC

112
 A

B C
The Theorem of Pythagoras

AC2  AB2  BC2

or
AB  AC2  BC2
2

or
BC  AC2  AB2
2

| |
 

| |
||

||

|| ||
|
|

Condition 1 (SSS) Congruent triangles

Two triangles are congruent if three sides of
one triangle are equal in length to the three
| |
||

sides of the other triangle. ||

||| |||

Condition 2 (SAS)
Two triangles are congruent if two sides and the
included angle are equal to two sides and the
included angle of the other triangle.

Condition 3 (ASA or AAS or SAA)

Two triangles are congruent if two angles and
one side are equal to two angles and one
corresponding side of the other triangle.

Condition 4 (RHS)
Two right-angled triangles are congruent if the
hypotenuse and a side of the one triangle is
equal to the hypotenuse and a side of the other
triangle.

If two triangles are similar then they are Similar triangles

equiangular and their corresponding sides are

113
in the same proportion.
A
D
If ABC|||DEF , then



 E F
A  D, B  E , C  F B C
and
AB BC AC
 
DE EF DF

PRACTICE EXERCISES (GRADE 8 & 9 REVISION)

1. Solve for x and y:

2. Use the diagram below to answer the following questions. Give reasons for
your statements.

114
 a) Calculate
b) Calculate
c) Calculate

3. Use the given diagram to answer the following questions. Give reasons for
your statements. and and .

a) Calculate . b) Calculate
c) Calculate . d) Calculate
e) Calculate . f) Calculate .
g) Calculate h) Calculate .
i) Calculate j) Calculate

115
4. Use the diagram below to answer the following questions:

a) Calculate b) Calculate
c) Calculate d) Calculate
e) Calculate f) Calculate
g) Why is

GRADE 10 EUCLIDEAN GEOMETRY

A polygon is a closed two-dimensional figure with three or more straight sides. A

quadrilateral is a polygon with four straight sides.

DEFINITIONS OF QUADRILATERALS

90

116
 90

PROPERTIES OF QUADRILATERALS

Parallelogram

If ABCD is a parallelogram, you may assume the following properties:

AD||BC ; AB||DC
AD  BC ; AB  DC
AE  EC ; BE  ED
ˆ B
D ˆ ;D ˆ Bˆ ; Cˆ  A
ˆ ;Cˆ A
ˆ
1 2 2 1 1 2 2 1
ˆ C
A ˆ ;Bˆ Dˆ

In order to prove that a quadrilateral is a parallelogram, you will need to prove at

least one of the following:

a) Prove opposite sides parallel or

b) Prove opposite sides equal or
c) Prove the diagonals bisect each other or
d) Prove the opposite angles are equal or
e) Prove one pair of opposite equal and parallel

AD||BC and AB||DC Opp sides ||

AD  BC and AB  DC Opp sides 
AE  EC and BE  ED Diagonals bisect
ˆ117
A C ˆ and B
ˆ D
ˆ Opp angles 
AB||DC and AB  DC
AD||BC and AD  BC
Rectangle

If ABCD is a rectangle, you may assume the following properties:

AD||BC ; AB||DC
AD  BC ; AB  DC
AE  EC  BE  ED
ˆ B
D ˆ ;Dˆ B ˆ ; Cˆ  A
ˆ ;Cˆ A
ˆ
1 2 2 1 1 2 2 1
ˆ C
A ˆ Bˆ Dˆ  90

In order to prove that a quadrilateral is a rectangle, you will need to prove one of the
following:

(a) The quadrilateral is a parallelogram with at least one interior angle equal to
(b) The diagonals of the quadrilateral are equal in length and bisect each other.

Rhombus

If ABCD is a rhombus, you may assume the following properties:

AD||BC ; AB||DC
AD  BC  AB  DC
AE  EC ; BE  ED
ˆ D
D ˆ B ˆ Bˆ
1 2 1 2
ˆ A
A ˆ Cˆ C
ˆ ;Aˆ C
ˆ ;B
ˆ D
ˆ
1 2 1 2

Ê1  90 ; AC  BD

In order to prove that a quadrilateral is a rhombus, you will need to prove one of the
following:

(a) The quadrilateral is a parallelogram with a pair of adjacent sides equal

118
(b) The quadrilateral is a parallelogram in which the diagonals bisect at right
angles.

Square

If ABCD is a square, you may assume the following properties:

AD||BC ; AB||DC
45 45 AD  BC  AB  DC
45 45 AE  EC  BE  ED
ˆ D
D ˆ B ˆ B ˆ Aˆ A
ˆ Cˆ C
ˆ  45
45 45 1 2 1 2 1 2 1 2
ˆ ˆ ˆ ˆ
A  C  B  D  90
45 45
Ê1  90 ; AC  BD

In order to prove that a quadrilateral is a square, you will need to prove one of the
following:

(a) The quadrilateral is a parallelogram with an interior right angle and a pair of
adjacent sides equal.
(b) The quadrilateral is a rhombus with an interior right angle
(c) The quadrilateral is a rhombus with equal diagonals.

Trapezium

If ABCD is a trapezium, you may assume the following properties:

AD||BC
ˆ C
A ˆ ; D
ˆ B
ˆ
2 2 1 2

In order to prove that a quadrilateral is a trapezium, you will need to prove that
AD||BC.

Kite

If ABCD is a kite, you may assume the following properties:

AB  AD
BC  DC
BE  ED
ˆ A
A ˆ
1 2

Cˆ 1 119
Cˆ 2
Bˆ D ˆ
Ê 2  90
In order to prove that a quadrilateral is a kite, you will need to prove that the pairs of
adjacent sides are equal in length.

The mid-point theorem (no proof needed)

If in ∆ABC, D is the midpoint of AB and E the midpoint of AC, then

DE║BC and DE = ½ BC.

EXAMPLES

Question 1

Quadrilateral RAVE has sides RE and AV equal to 8 cm and sides RA and EV equal
to 5 cm. Use congruency to show, giving reasons, that A = E.

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Solution

STATEMENT REASON
RE = AV Given
RE = AV Given
RV = RV Common
∴ ∆𝑅𝐴𝑉 ≡ ∆𝑉𝐸𝑅 3 sides
𝐴̂ = 𝐸̂ Corresponding angles in congruent
triangles are equal

Question 2

Square ABCD has diagonals AC and BD intersecting at E.

A square can be described as a rectangle with equal sides.

List three properties of a rectangle.

Solution

The other three properties of a rectangle are:

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 1. The opposite sides of a rectangle are parallel.
2. The opposite sides of a rectangle are equal.
3. All angles of a rectangle are equal to 90.

Question 3

M and T are midpoints of AB and AC respectively. Mˆ 1  80  and MT  5m

3.1 Determine B̂

3.2 Calculate the length of BC

Solution

STATEMENT REASON
B̂  80 midpoint theorem
1 midpoint theorem
MT  BC
2
BC  10m

ACTIVITY 1 (QUADRILATERALS)

Question 1

1.1 Name 3 characteristics of a square. (3)

1.2 Name 2 characteristics of a rhombus. (2)
1.3 What is the difference between a rectangle and a parallelogram?
Substantiate your answer by 2 characteristics of each (4)
[9]

Question 2

Are the following questions true or false? If the statement is false, correct the
statement.

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2.1 A rhombus is a square. (2)
2.2 A kite's diagonals bisect. (2)
2.3 The sum of the interior angles of a quadrilateral is 180 °. (2)
2.4 One pair of opposite angles of a kite is equal. (2)
2.5 In a trapezium is only one pair of opposite sides parallel (2)
[10]

Question 3

Study the diagram given.

3.1 Classify ABCD with reasons (2)

3.2 Classify BCED with reasons (2)
[4]

Question 4

Solve the values of x and y. Give a reason for your answer.

4.1 ABDC is a Parallelogram.

(4)
4.2 The diagram is a quadrilateral.

(2)

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4.3 ABCD is a Parallelogram.

(4)
4.4 The diagram is a Kite.

(2)
[12]

ACTIVITY 2 (MIDPOINT THEOREM)

Question 1

Make use of the midpoint theorem to solve the following unknowns.

1.1.

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1.2. 𝑮𝒊𝒗𝒆𝒏: 𝐴𝐸 = 𝐸𝐺 𝑎𝑛𝑑 𝐴𝐺 = 𝐺𝐶;
𝐵𝐶 = 46𝑐𝑚

𝑨𝒔𝒌𝒆𝒅: 𝑙𝑒𝑛𝑔ℎ𝑡 𝑜𝑓 𝐷𝐸

1.3. Three values are given: 𝐴̂ = 63° , 𝐵̂ = 91° 𝑒𝑛 𝐷

̂ = 26°

Determin the value of 𝐷𝐶̂ 𝐸.

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ACTIVITY 3 (EXAM TYPE QUESTIONS)

QUESTION 1

1.1. In the diagram below, CD  AB. FE is a straight line passing through G.

AF || EB and AG = GB = GE.

1.1.1. Calculate, giving reasons, the sizes of angles a, b, d, e and f. (4)

1.1.2. Show that AFG ≡ BEG (4)

1.2 In ABC, 𝐴̂ = 90° 𝑎𝑛𝑑 𝐶̂ = 51° . D is the midpoint of AB and E is the midpoint
of BC. DE is drawn so that 𝐵𝐷 ̂ 𝐸 = 90° and DE = 2,8 cm.

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 1.2.1. Explain why DE || AC. (1)
1.2.2. Show that ABC ||| DBE (3)
1.2.3. If DE is 2,8 cm, calculate the length of AC. (1)
1.2.4. Name the quadrilateral formed by ADEC, giving a reason. (2)
[15]

QUESTION 2

2.1 In the diagram below, ABC || DEF, BE and CD intersect at G and BG = CG.
𝐶̂ = 50°

2.1.1. Calculate, giving reasons, the sizes of the angles a to e. (6)

2.1.2. Show that  BCG ||| EDG (3)
BC BG
2.1.3. Complete the following: = = (1)
ED DG

2.2. ABCD is a parallelogram and diagonal AC is drawn

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 2.2.1. Show that AB = CD and AD = BC. (4)
2.2.2. Name three other quadrilaterals that have both pairs of opposite
sides parallel. (2)
[15]

QUESTION 3

3.1. In isosceles triangle ABC with AB = AC, BC is produced to F. The midpoints

of AB and AC, D and E respectively, are joined. DE || BCF. AD = 3,7 cm and
AD = 2,5 cm.

3.1.1. Give, with reasons, the sizes of angles x, y and z. (3)

AB AC
3.1.2. Given that ∆ABC ||| ∆ADE, complete: = = (1)
AD DE
3.1.3. Give, with reasons, the lengths of EC and BC. (2)

3.2. ABCD is a kite, with AB = AD and BC = CD. Diagonals AC and BD are drawn.

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 3.2.1. Given that ∆ABC ≡ ∆ADC, write down the pairs of corresponding
angles that are equal in triangles ∆ABC and ∆ADC. (3)

3.2.2. Show that ∆ABO ≡ ∆ADO (4)

3.2.3. What other properties of the diagonals of a kite can

now be deduced? (2)
[15]

QUESTION 4

4.1. In ∆ABD, midpoints F and C of AB and BD respectively, are joined. AC is

drawn. 𝐵𝐶̂ 𝐴 = 63° , 𝐴𝐵̂ 𝐶 = 68° 𝑎𝑛𝑑 𝐴𝐷
̂ 𝐶 = 36°.

4.1.1. Give, with reasons, the sizes of angles p, q and r. (3)

4.1.2. What two facts describe the relation between FC and AD? (2)

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4.2. Rectangle ABCD is drawn below. F and C are points on AE and BD,
respectively. 𝐶𝐵̂ 𝐹 = 47° 𝑎𝑛𝑑 𝐶𝐸̂ 𝐷 = 43°.

4.2.1. Give, with reasons, the sizes of angles a to d. (4)

4.2.2. What type of quadrilateral is BCEF? Give a reason for your answer. (2)

4.2.3. Show that ∆ABF ≡ ∆DEC. (4)

[15]

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 TOPIC 11: ANALYTICAL GEOMETRY

Summary:
For any two points 𝑷(𝒙𝑷 ; 𝒚𝑷 ) and 𝑸(𝒙𝑸 ; 𝒚𝑸 ) on the Cartesian plane:

 Distance between the two points P and Q: PQ  ( xQ  x P ) 2  ( y Q  y P ) 2

yQ  y P
 Gradient of the line joining the two points P and Q: M PQ 
xQ  x P

 Coordinates of the mid – point of the line segment joining the two points P and Q:
 x P  xQ y P  y Q 
M ( x M ; y M )   ; 
 2 2 
 The equation of the straight line passing through the two points P and Q:
𝑦 = 𝑚𝑥 + 𝑐 , or y  y1  m( x  x1 )

THE DISTANCE BETWEEN TWO POINTS

Example 1

Solutions

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Example 2

Solutions

(a)

(b)

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Exercise 1

1.1 Given the points E(-3; -5) , F(-9; -4) and I(3; 2).
Calculate the distances:

a. IE
b. EF

1.2 Consider the coordinates given in the Cartesian plane below:

Calculate the lengths of the following line segments:

a. AH
b. HG
c. What is the relationship between AH and HG?

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1.3 Given the coordinates of P (-3; 5) and Q (x; 1). If the length PQ = 4√10
Calculate the value of 𝑥.

1.4 Study the diagram below.

1.4.1 Calculate the lengths of sides ON, MN and MO.

1.4.2 Is the triangle above Equilateral; Isosceles or Scalene?
Give a reason for your answer.

THE MIDPOINT OF TWO POINTS

Example 1

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Solutions

Example 2

Solution

135
Example 3

Solutions

(a)

136
Exercise 2

2. The diagram below shows the position of several points:

2.1 Determine the coordinates of the midpoint of the following

line segments:

2.1.1 PS
2.1.2 ST

2.2 U is the midpoint of the line segment RH. Calculate the

coordinates of H.

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THE GRADIENT BETWEEN TWO POINTS

Example 1

Solutions

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PARALLEL LINES

Lines are parallel if they have the same / equal gradient i.e.

If KL ∥ MN, then M KL  M MN

Example 2

Solution

and

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PERPENDICULAR LINES

Two lines are perpendicular to each other if they meet at an angle of 90°
The product of their gradient is equal to negative one i.e.

If KL ⊥MN, then M KL  M MN  1

Example 3

Solution

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Exercise 3

1. Calculate the gradients of the line segments in the given diagram.

2. Determine whether line segments AB and CD are parallel, perpendicular or

neither, in each of the following cases.

3. In the questions below, determine the value of a and b.

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THE EQUATION OF A LINE BETWEEN TWO POINTS

 To find the equation of a straight line passing through two points, you may use
one of two formulae: 𝑦 = 𝑚𝑥 + 𝑐 or y  y1  m( x  x1 )

 𝑚 is the gradient and 𝑐 is the y – intercept of the straight line.

 Horizontal lines have the equation of the form 𝒚 = 𝒄
(because the gradient of a horizontal line is zero).
 Vertical lines have the equation of the form 𝒙 = a number.
The gradient of a vertical line is undefined.

Example 1

Solutions

(a)

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Exercise 4

4.1 Determine the equation of the straight line AB, if the coordinates are
A( -7; 2) and B(-2; -3).

4.2 If the gradient of BC  m1 and the gradient of WY  m2 , write down the

relationship between m1 and m 2 if:
a. BC  WY
b. 𝐵𝐶  𝑊𝑌

3
4.3 If the gradient of ST  ; find the value of 𝑘 given if:
5
a. S(-5; 0) and T(𝑘; 12)
b. S(2𝑘; 4) and T( -3; 𝑘 )

143
4.4 The diagram below shows the circle with centre W, through points P; Q
and R.

4.4.1 Determine the coordinates of W.

4.4.2 Show that PR  PQ
4.4.3 Determine the equation of the line PR

4.5 The line defined by the equation y  3 x  6 is parallel to line MN. Line
MN passes through point K (5; -2). Determine the equation of line MN.

1
4.6 The gradient of line ST which is perpendicular to line EF, is − 5 .

 1
Determine the equation of line EF, if EF passes through point G   3; 
 4
.

Exercise 5 (Mixed questions)

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146
 TOPIC 12: CIRCLES, ANGLES AND ANGULAR
MOVEMENT

DEFINITIONS AND BASIC CONCEPTS

1. Circle: A line forming a closed loop, every point on which is a fixed distance
from a centre point.

2. Radius: A line from the centre of a circle to a point on the circle or the
distance from the centre of a circle to a point on the circle.

3. Diameter: The distance across a circle through its centre point.

4. Chord: The line which joins any two points on the circumference.

5. Secant: A line that intersects a curve or circle at two points

6. Tangent: A line that contacts an arc or circle at only one point

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MORE DEFINITIONS AND BASIC CONCEPTS

1. Arc(s):
The length of the curve between two points on the circumference e.g.
AB or CD. (To avoid possible mistake, it is sometimes called a circular arc.)

2. Central angle (Φ):

The angle at the center of the circle subtended by a given arc.

3. Circle segment:
The plane bounded by a chord and an arc cut off by the chord on a circle.
Any chord divides a circle into a major and a minor segment.

4. Sector:
The plane bounded by 2 radii and the arc of a circle.

COMPARISON OF DEGREE’S AND RADIANS

 Radians and degrees are two units for measuring angles.
 Degrees are used to express directionality and angle size.
 Degrees, technically speaking, are not actually numbers, and we can only do
maths with numbers.
 To do mathematical computations, you first need to convert degrees to the
equivalent radian form, a ratio.

148
RADIAN MEASURE (SIZE)
1. The radian measure  of a central angle of a circle is defined by the ratio of
the length of the arc (s) the angle subtends, divided by the radius (r), of the
circle.

S

r

2. If we now draw a circle with radius r, central angle  and the length of the arc
equal to the length of radius r, then the central angle is defined as 1 radian.

rs

S r
   1 radian
r r

 There is a relationship between r,  (angle measured in radians) and the arc

archlength S
length s for any circle is:   
radius r
 The radian measure of an angle is the ratio of two lengths (radius and arc
length), hence the radian is only a number written without any units.
 From Euclidean Geometry, we know that the circumference of a circle is equal
to 2 x  x r. We also know that one revolution is 360° hence, 3600  2 .
archlength S 2r
 If    , then for the one revolution:    2
radius r r

149
CONVERSION BETWEEN DEGREES AND RADIANS

 1800
Radians  deg rees  and Degrees  radians
1800 
(NB: Use your calculator to do your calculations)

Exact radian values of special angles:

150
Activity 1

1. Convert the following degrees to 2. Convert the following radians to

radians: degrees:

1.1 30° 2.1 2𝜋

11𝜋
1.2 45° 2.2 6
7𝜋
1.3 60° 2.3 4
1.4 90° 5𝜋
2.4 3
3𝜋
1.5 120° 2.5 2
4𝜋
1.6 135° 2.6 3
5𝜋
1.7 150° 2.7 4
7𝜋
1.8 180° 2.8 6

3. Complete the table below:

Angle  Values of trigonometric ratio’s

Degree radian sin  cos  tan 

0⁰


6

600

1800

3
2

3000

3600

151
 DEGREES, MINUTES & SECONDS
Example Solution Explanation
Convert 0,3o to 0,3° = 0,3 × 60 = 18 ′ When converting from degrees
minutes to minutes, multiply the value in
degrees by 60
Convert 34,4o to 34,4° = 34° + (0,4° × 60)′ The 34o remains the same;
degrees and = 34°24′ multiply the 0,4o by 60: = 24
minutes min.
Now, write the two numbers
together.
o
Convert 56 15’30” 56°28′ 30′′ = 56° + ( )+ (
15 30
) The 56o remains the same.
to degrees only 60 3600 Divide the minutes by 60, i.e.:
= 56° + 0,25° + 0,008° 15
= 56,258° = 0,25°; and divide the
60
seconds by 3600 (why?), i.e.:
30
= 0,008°.
3600
Now that all the times are in
degrees, add the three sets of
numbers.
Convert 35,48° to 35,48° = 35° + (0,48 × 60) The unit of degrees remains the
degrees, = 35° + (28,8)′ same, i.e. 35o remains the
minutes and = 35°28′ + (0,8 × 60) same. Next, multiply the 0,48 by
seconds. = 35°28′48′′ 60 to get the minutes, i.e.
0,48 × 60 = 28,8′. The whole
number, i.e. 28, becomes the
minutes. Multiply the remaining
0,8 by 60 to get the seconds, i.e.
0,8 × 60 = 48′′.
Now put the three sets of
numbers together, i.e.:
35°28′48′′

Activity 2
1. Convert 28⁰ to radians

2. Convert 43°26' to radians

3. Convert 0,574 radians to degrees and minutes

4. Convert 0,3o to minutes

5. Convert 34,4o to degrees and minutes

6. Convert 56o15’30” to degrees only

7. Convert 35,48° to degrees, minutes and seconds

152
Example 1:
When she is outdoors, Tasha, the dog, is tied to a stake in the centre of a circular
area with radius of 7 meters. The angle between her dog house and her favourite
tree is 165⁰. What distance does she run from her dog house to the tree, following
the minor arc RON, to the nearest meter.

Solution 1:

Given: r  7meter & s  1650


1650  165  2,879 radians
180
Arch length: s  r
 2,879  7
 20,15meter

153
Activity 3
1. Find the angle subtended at the centre by an arc of 25 m in a circle with
radius 20,5m. (REMEMBER:  in radians)

2. The arc of a circle, with radius 3 cm, subtends a central angle of 60°.
Determine the total perimeter of the sector POQ.

3. John jogs on a circular track that has a radius of 60 meter. He runs along the
track from point R to point N, a distance of 140 meter. Determine, to the
nearest degree, the measure (size) of minor arc RON

154
 4. The diagram shows segment AOB with a radius of 3,6m and an arc length of
4,9 m. Determine angle AOB in degrees.

Activity 4
1. A section of side walk is a circular sector of radius 1,5m and central angle of
60. What is the perimeter of this section of sidewalk?

2. A tractor wheel has a diameter of 200cm.

2.1 If the wheel of the tractor rotated through an angle of 300, what distance
did the tractor travel?
2.2 If the wheel of a tractor rotated through an angle of 8, what distance, in
meters, did the tractor travel?

155
 TOPIC 13: FINANCE AND GROWTH

Money and finances are part of the world. If you invest money you earn interest and
if you borrow money from the bank, then they will charge you interest on the amount
borrowed.
Interest is calculated in two different ways:
 Simple interest: interest is calculated on the amount of money that is
invested (principal amount or capital)

 Compound interest: interest is calculated on the principal amount (capital)

as well as the interest that is added to the principal amount

FINANCIAL MATHEMATICS

a. Simple b. Compound c. Exchange

interest interest rates

Hire purchases Inflation

FORMULAE AND EXPLANATIONS

Simple interest: A  P1  in Compound interest: A  P1  i 

n

A = Final amount (interest is included) A = Final amount (interest is included)

P = Principal (initial amount) P = Principal (initial amount)
 r   r 
r = Interest rate (rate %)  i   r = Interest rate (rate %)  i  
 100   100 
n = number of years (periods) n = number of years (periods)

156
SIMPLE INTEREST

Example 1
Your share in a small business is R200 000. You pay your share over 5 years at a
15% simple interest rate per year. How much did you pay for your share of the
business, in total, after 5 years?
Example 1 (solution)
A  P1  in 
A  200 0001  0,15  5
A  R350 000

Activity 1
1. R10 000 is deposited into a debit card at a bank. Interest is calculated annually at
15% per year, simple interest. Calculate how much money will be available on
this card after 18 years.

Answer: R37 000

2. Sibusiso borrowed R1 500 from his brother and agreed to pay it back after 3
years at 12% per annum, simple interest. Calculate the interest amount Sibusiso
must pay his brother.

Answer: R2 040
3. An investment triples after 7 years. Calculate the simple interest rate, correct to
two decimal places.
Answer: 28,6%

157
HIRE PURCHASES

Hire Purchase (HP) agreements are always calculated using SIMPLE INTEREST.
An HP agreement is essentially a short term loan that many stores offer on expensive
items. The simple interest is calculated on the full value of the loan for the agreed
repayment period. It is common for stores to insist on cash deposits and to add on
additional monthly insurance costs.

Activity 2
4. The price of a smart TV is R17 000 on hire purchase. A deposit of 10% is
payable.
If monthly payments of R800 are made over 2 years, calculate:

i. The deposit
ii. The monthly instalment
iii How much was paid in total for the smart TV?

iv. The interest rate, to the nearest %

Answers: i. R1 700, ii. R19 200 iii. R20 900 iv. 12%

5. A student buys a TV set for R1 000 on a hire purchase agreement. He agrees to

pay a deposit of 20% and the balance over a period of two years in 24 monthly
instalments at 14% simple interest per year. He also takes out an insurance
premium of R18,50 per month. Determine the amount of each instalment
payable.
Answer: R61,17

158
COMPOUND INTEREST

Example 2
R10 000 is deposited into a debit card at a bank. Interest is calculated annually at
15% per year, compound interest. Calculate how much money will be available on
this card after 18 years
Example 2 (solution)

A  P1  i 
n

A  10 0001  0,15
18

A  R123 754, 54

Activity 3
6. A farmer invests R400 000 to buy a new tractor in 8 years’ time. The money
earns 5% interest, compounded yearly. How much money will he have available
for the new tractor after 8 years of saving?

Answer: R590 982,18

7. An investment of R6 000 grows to an amount of R7 500 in three years. Calculate

the interest rate, if it was compounded annually.

Answer: 7,72%

8. In 2005 the population of South Africa was 42 680 000. The average increase in
the population is 5,23% p.a., compound yearly. What will South Africa’s
population be by 2021?

Answer: 96 484 498

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INFLATION

Activity 4
9. Between December 2010 and December 2011, the food prices in South Africa
went up by an inflation rate of 7,8%. What would the price of bread be after 4
years, if the 2011 price was R4,80, assuming that the inflation rate remains
constant (the same)?

Answer: R6,48
10. A piano that currently costs R40 000 will cost R42 500 in 3 years’ time. At what
inflation rate will the price of the piano increase if the inflation rate is compounded
yearly?

Answer: 2,04%

EXCHANGE RATES

Example 3
The daily rate at a hotel is $73 per person. How much will two people pay if they stay
one week at this hotel, if the exchange rate of dollar: rand is 1: 13,29?
Example 3 (solution)
R13,29  $73  R970,17 per person
R970,17 2  7  R13582,38

Example 4
If the exchange rate between euros and pounds is 1 euro = R16 and £1 = R22.
Calculate the exchange rate between the Euro and the pound.
Example 4 (solution)
1 1
Euro  R1 and Pound  R1
16 22
1 1
Euro  Pound
16 22
1 16 1 16
 Euro   Pound
16 1 22 1
8
1Euro  Pound  0,727Pound
11

160
Activity 5
11.
USA ZAR (R)
dollar
1 USA ($) 1 6,928
1 ZAR (R) 0,1443 1

In South Africa, a Big Mac burger costs R14,55. In the USA it costs $3, 06. In
which country is the burger the cheapest?
Answer: Cheapest in South Africa

12. If the exchange rate is 1 euro = R8,1671 and 1 pound = R12,1668, determine
the exchange rate between the euro and the pound.

Answer: 1 euro = 0,6713 pound

MIXED EXERCISE (SHARP WORKSHEET)

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