KZN DEPARTMENT OF EDUCATION

MATHEMATICS
JUST IN TIME MATERIAL
GRADE 12

TERM 1 – 2020
TABLE OF CONTENTS

TOPIC PAGE NO.

EUCLIDEAN GEOMETRY 2 – 19
TRIGONOMETRY 20 – 33

This document has been compiled by the FET Mathematics Subject Advisors together with Lead Teachers. It
seeks to unpack the contents and to give more guidance to teachers.
EUCLIDEAN GEOMETRY
Weighting
Related concepts
Prior knowledge
Resources
Teacher activity
Learner activity
Methodology
Misconceptions/ Errors
50±3
Axioms, Theorems, Corollaries, Riders, Converse
 Ratio
 Lines – Parallel, Perpendicular, Transversal
 Triangles – Types, congruency, exterior angle, Midpoint theorem,
Pythagoras, Area
 Similar figures
 Properties of quadrilaterals
 Circle geometry – centre, radius, chord, segments, tangents, quads, arc,
sector
Calculator, set of instruments, tracing paper, coloured pencils/pens
Let leaners explore with the aid of investigations using trace papers and paper
folding
Application worksheet(s), explore theorem proofs and have knowledge of
converses
 Revise Euclidean Geometry from GET – 1 day
 Revise grade 10 Euclidean Geometry – 2 days
 Take note of acceptable reasons when writing proofs
 Do overview of important theorems and corollaries
 Important cases in in grade 12 similarity
 How to go about solving a rider
 Assuming information that is not given
 Incorrect naming of triangles in similarity
 Ratio is usually confused with measurement in similarity and proportional
intercept theorem.
 Confusing “Required To Prove (RTP) and Given information.”
 Confusing original reasons with converse reasons when giving concluding
statements for proofs.

FROM THE ATP:

DATES CURRICULUM STATEMENT

1. Revise earlier work on the necessary and sufficient conditions for polygons to be similar.
2. Prove (accepting results established in earlier grades):
29/1 – 05/2
that a line drawn parallel to one side of a triangle divides the other two sides proportionally
(6 days)
(and the Midpoint Theorem as a special case of this theorem);
Solve proportionality problems and prove riders.

3. Prove (accepting results established in earlier grades):

3.1 that equiangular triangles are similar;
6/2 – 14/2
3.2 that triangles with sides in proportion are similar; and
(7 days)
3.3 the Pythagorean Theorem by similar triangles.
Solve similarity problems and prove riders.

2
1.2 Proportion
Proportion is when two ratios (or fractions) are equal.
Example:

Sizes
When shapes are "in proportion" their relative sizes are the same.

Here we see that the ratios of head length to body length are the
same in both drawings.

So, they are proportional.

Making the head too long or short would look bad!

1.3 Proportionality Theorem

Prior Knowledge for proof of proportionality theorem
 Parallel Lines, corresponding angles
 Triangles with equal or common bases, lying between the same parallel lines are of equal area or
have the same area.
Area of triangles
1. In the diagram below, △ABC and △DEF have the same height (h) since both triangles are
between the same parallel lines.

Triangles with equal heights have areas which are proportional to their bases.
2. △WXY and △ZXY have the same base (XY) and the same height (h) since both triangles
lie between the same parallel lines.

Triangles with equal bases and between the same parallel lines are equal in area.
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3. △PQR and △SQR have the same base (QR) and are equal in area.

Triangles on the same side of the same base and equal in area, lie between parallel lines.

1.4 Formal proof of the theorem (Required for exam purposes)

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

. In ∆APQ, draw height h1 relative to base AP; height h2 relative to AQ.

Note: While the proof is complicated with three diagrams, you need only concentrate on the first simple
diagram to do the proof, as long as you label the other two diagrams correctly, with P on AB/BA produced
and Q on AC/CA produced. (When referring to ∆APQ etc. , we mean 𝐀𝐫𝐞𝐚∆APQ. )
Short acceptable reason: Line to one side of ∆ or preferably (Prop theorem, name parallel lines)
Converse: If a line divides the two sides of a triangle proportionally, then the line is parallel to the third side.

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1.5 Useful strategies in solving problems with proportion involving areas of triangles:
Identify the type of problem using the following criteria:

1. If the two triangles in question have a common height 1

Use area formula: Area = 2 base × height
and a common vertex.
2. If the two triangles in question have a common angle. 1
Use area rule: Area = 2 a b sin C

3. If none of the above. Identify a common triangle and relate the two
triangles in question to it, then use any of the
two methods mentioned above.

Exercise 3:
3.1 ΔPQR has TS QP 3.2 NL PQ
Write down all the different pairs of Write down all the different pairs of
equal ratios. equal ratios.
P L
O
S

M
R
Q N
T P

3.3 In ∆ PQR, ST QR, SU PR and TU PQ.

S T

Q R
U

Complete the following proportions, and in each case, state the pair of parallel lines which make the
proportions possible.
PS TR
(i) = = (ii) = =
PQ PT

1.6 ACTIVITIES
1. In the accompanying figure MSQ R. Furthermore, PM = x cm, MQ = 2 cm, PS = (x+2) cm and
SR =3 cm.

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 Area ∆PRA
10.1 Write down the value of (2)
Area ∆QRA
BD
10.2 Calculate the value of the ratio . Show all your working to support your answer. (5)
BQ

11. In the figure , PQRS is a quadrilateral. PQ = 24 units, QR = 8 units, RS = 12 units, SP = 32 units

and QS = 16 units.
P

Q S

11.1 Prove that QR PS (5)

Area of triangle QRS
11.2 Determine the ratio (4)
Area of quadrilateral PQRS

11.3 If PR and QS intersect at O, calculate the length of OQ. (5)

2. SIMILARITY

 Similarity means two objects are of the same shape but not necessarily of the same size.
 Congruency means that two figures or objects are identical in shape and size.
 The order of naming triangles is important when working with similarity.

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 Note: If two triangles are congruent, then they are also similar, but two similar triangles are not
necessarily congruent.
2.1 Triangles are special polygons
 If two triangles are equiangular, then their sides will always be in the same proportion, so the
triangles are similar.
 Equiangular means the corresponding angles are equal.
 If the sides of two triangles are in the same proportion, then the triangles will be equiangular, so the
triangles are similar.

Example 1:
A

40
D
40

115 115
C F
B E

In ∆ABC and ∆DEF

1. Â=D ̂ (Given)
2. B̂=E ̂ (Given)
3. Ĉ = F̂ (sum of  ‘s of a ∆)
∴ ∆ABC ∣∣∣ ∆DEF (  ) or (AAA) or (Equiangular ∆′s)

Example 2:
B

E
10 cm
5 cm

A C D F
3 cm
6 cm
AC 6 2 AB 10 2
= = and = =
DF 3 1 DE 5 1

BC 2
Provided is also in the ratio , then all three pairs of sides will be in proportion, and so the
EF 1
triangles are similar.

2.2 Similarity Theorem

If two triangles are equiangular then their corresponding sides are in proportion and the triangles
are similar.
Formal proof of the theorem (Required for exam purposes)

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 Converse: If the corresponding sides of two triangles are in proportion, then the triangles are
similar.

2.3 How to prove two triangles similar

There are three easy ways to prove similarity:

(i) AAA(Angle-Angle-Angle)
If two pairs of corresponding angles in a pair of triangles are equal, then the triangles are similar.
We know this because if two angle pairs are the same, then the third pair must also be equal.

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 When using this method, structure your answer as in example 1 above.

(ii) SSS (side-side-side)

If the measures of corresponding sides are known, then their proportionality can be calculated.
If all three pairs are in proportion, then the triangles are similar.

(iii) SAS (Side-Angle-Side)

If two pairs of corresponding sides are in proportion, and the included angle of each pair is
equal, then the two triangles they form are similar.

2.4 Ways in which similarity can be asked

1. Prove that ∆ABC ∣∣∣ ∆DEF.
AB BC
2. Prove that = . First prove: ∆ABC ∣∣∣ ∆DEF and then deduce the proportion of the sides.
DE EF
3. Prove that: KN. PX = NR. YP. Find two triangles in which KN, PX, NR and YP
(or sides equal to these), and thus prove that: ∆KNR ∣∣∣ ∆YPX , then deduce what you were asked
to prove.
2.5 Useful strategies in locating the triangles when proving that they similar
1. Try taking letters from the top and bottom and see if you can locate similar triangles

Use the diagram to check whether ABC and ABD form triangles
If yes, it is ok.

If not, you go for option 2.

2. Try taking letters from the left and right and see if you can locate similar triangles

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 then refer to the diagram to check whether ABC and ACD form triangles, if yes, it is ok if not you
go for option 3.
3.1 Replace lengths with equal other lengths and then try to locate triangles.
3.2 Use information from previous parts of the question to assist you.
3.3 Look for other pairs of triangles which might be similar and have a bearing on what you
are trying to prove.

2.6 ACTIVITIES
1. State with reason whether the following triangles are similar:
(a) (b)

2. Given that the following triangles are similar, determine the values of 𝑥 and 𝑦.

3. ABCD is a cyclic quadrilateral with BC = CD. The tangent through C meets AB

produced at S.

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TRIGONOMETRY
Weighting 40 ±3 marks in the final NSC examination

Related concepts Use of quotient identities

Square identities
Reduction formulae
Special angles
Negative angles
Right angled triangle
General solution
Area rule, sine rule, cosine rule
Trig graphs
Prior knowledge Definition of trig ratios
Pythagoras theorem
Definition of quadrants
Factorisation
Angle of elevation
Angle of depression
Amplitude
Period
Resources Calculator
Textbooks
Activities Baseline assessment
Classwork
Methodology Revise grade 11 trigonometry
Use the activities below to deduce that :
cos  A  B   cos A-cosB but
cos  A  B   cosAcosB+sinAsinB

Guiding activity:

 ˆ
Given (i) A=90 ˆ
 and B=30
ˆ
(ii) A=120 ˆ
 and B=30
ˆ
(iii) A=225 ˆ
 and B=135 
Use a calculator to calculate the following:
 cos  A  B

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  cos A  cos B
 cos AcosB  sinAsinB
What deduction can you make in 1 above?

 cos  A  B  cosAcosB  sinAsinB will then be used to derive the other

compound and double angles.
 Then demonstrate with some examples the application of the identities
from any relevant textbook.
 Revise grade 11 solution of triangles
 Cutting and fitting to recognize the visualisation of 3D figures
 Application of the method
o Analyse the given information
o Look for the right angled triangle (Pythagoras theorem)
o If there is no right angled triangle, then use cosine and or the sine
rule
o Break up diagram into its constituents parts
o Look at the triangle that has more information than the others
 Look for a common side
Misconceptions/  sin x
 tan x 
Errors  cos x
2
tan   x  3/ y  2
3
cos 2 x  sin 2 x  1
sin tx  t sin x cos x
cos  A±B   cos A  cos B

FROM THE ATP:

DATES TOPIC CURRICULUM STATEMENT

Compound angle identities:

1. cos(𝛼 ± 𝛽) = 𝑐𝑜𝑠𝛼𝑐𝑜𝑠𝛽 ∓ 𝑠𝑖𝑛𝛼𝑠𝑖𝑛𝛽
17/2 – 03/3 TRIGONOMETRY: 2. sin(𝛼 ± 𝛽) = 𝑠𝑖𝑛𝛼𝑐𝑜𝑠𝛽 ± 𝑐𝑜𝑠𝛼𝑠𝑖𝑛𝛽
(12 days) COMPOUND ANGLES 3. 𝑠𝑖𝑛2𝛼 = 2𝑠𝑖𝑛𝛼𝑐𝑜𝑠𝛼
4. 𝑐𝑜𝑠2𝛼 = 𝑐𝑜𝑠 2 𝛼 − 𝑠𝑖𝑛2 𝛼
5. 𝑐𝑜𝑠2𝛼 = 2𝑐𝑜𝑠 2 𝛼 − 1
6. 𝑐𝑜𝑠2𝛼 = 1 − 2𝑠𝑖𝑛2 𝛼
04/3 – 10/3
TRIGONOMETRY: 2D/3D Solve problems in two and three dimensions.
(5 days)

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BASELINE ASSESSMENT:

Revision of Grade 11 Trigonometry

 Definitions and signs of ratios

 Reduction formulae
 Special angles
 Identities
 General solutions

Definitions and signs of ratios

1. If 7sinθ + 4 = 0 and cosθ > 0
Find, without a calculator, the value of :
1.1 cosθ
sinθ
1.2 cosθ
1.3 1 – 49cos2θ
1.4 cosθ. tanθ

Reduction formulae
cos(180°+θ).tan(−θ)
2. Simplify: sin(360°−θ).tan(720°+θ)

cos(180°−β).cos(90°−β)
3. Prove that = −1
sin(90°+β).sin(−β−180°)

Special angles
4. Simplify: sin210° − tan120°. cos330°

Identities
2 𝑠𝑖𝑛 2 𝑥 𝑐𝑜𝑠 𝑥
5. Prove that:2 𝑡𝑎𝑛 𝑥−2 𝑠𝑖𝑛 𝑥 𝑐𝑜𝑠 𝑥 = 𝑠𝑖𝑛 𝑥

General solution
6. Determine the general solution of:
6.1 2cos2 ∝ −1 + cos ∝= 0

6.2 sin3θ = sin(2θ + 10°)

6.3. cos(θ + 30°) = sin2θ

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COMPOUND ANGLES

Given α=60o and β= 30o

Evaluate: (a) cos (α – β)

(b) cosα – cosβ

(c) cosαcosβ + sinαsinβ

Compare the answers of (a) and (b)

Compare the answers of (a) and (c)

Compare the answers of (b) and (c)

What can you conclude?

Prove that 𝐜𝐨𝐬( 𝐀 − 𝐁) = 𝐜𝐨𝐬 𝐀 . 𝐜𝐨𝐬 𝐁 + 𝐬𝐢𝐧 𝐀 . 𝐬𝐢𝐧 𝐁

PROOF

Let the line PR = d

1
R(cosA;sinA)

Construct a circle with centre 0 and a radius of 1.

P(cosB;sinB)
This is known as a unit circle.
A B

From the distance formula

d2 = (sin A − sin B)2 + (cos A − cos B)2 ………..d2 = (y2 − y1 )2 + (𝑥2 − 𝑥1 )2

= sin2 A − 2 sin A sin B + sin2 B + cos2 A − 2 cos A cos B + cos2 B

= 1 + 1 − 2 sin A sin B − 2 cos A cos B

= 2 − 2 sin A sin B − 2 cos A cos B

= 2 − 2(sin A sin B + cos A cos B) …………..(1)

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Using cosine rule

d2 = OP2 + OR2 − 2(OP)(OR) cos( A − B)

= 12 + 12 − 2(1)(1) cos( A − B)

= 2 − 2 cos( A − B). . . . . . . . . . . . . . . . . . . . . (2)

(2) = (1): 2 − 2 cos( a − B) = 2 − 2(sin A sin B + cos A cos B)

−2 cos( A − B) = −2(sin A sin B + cos A cos B)

cos( A − B) = sin A sin B + cos A cos B

The angle (α – β) is called a compound angle

Other compound angles done in grade 11 which we proved by using the reduction formulae are:

 cos(-B) = cos B
 sin (90 – A) = cos A
 cos (90 – B) = sin B

Using the compound angle formula cos(α – β) = cosα.cosβ + sinα.sinβ, show that:

cos(α + β) = cosα.cosβ – sinαsinβ Hint: cos(α + β) = cos[(α – ( - β)]

sin(α + β) = sinα.cosβ + cosαsinβ Hint: sin(α + β) = cos[90 o - (α + β)]
sin(α – β) = sinα.cosβ – cosαsinβ

compound angle formulae

cos(α – β) = cosα.cosβ + sinα.sinβ cos(α + β) = cosα.cosβ – sinα.sinβ

sin(α + β) = sinα.cosβ + cosα.sinβ sin(α – β) = sinα.cosβ – cosα.sinβ

ACTIVITIES

1. Expand each of the following

1.1 sin(θ + 50°)

1.2 cos(3𝑥 − 40°)
Solutions

1.1 sinθcos50° + cosθsin50° 1.2 cos3𝑥cos40° + sin3𝑥sin40°

2. Simply the following into a single trigonometric ratio

2.1 sin𝑥cosy − cos𝑥siny

2.2 cos70°cos10° − sin70°sin10°

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Solutions
2.1 sin(𝑥 − y) 2.2 cos(70 + 10) =cos80°

3. Prove the following:

3.1 cos(180° + θ) = −cosθ

√2−√6
3.2 cos105° = 4

Solutions
3.1 cos180°cosθ − sin180°sinθ LHS = cos105°
=(−1)cosθ − (0)sinθ = cos(60° + 45°)
=−cosθ = cos60°cos45° − sin60°sin45°
1 √2 √3 √2
=(2) ( 2 ) − ( 2 ) ( 2 )
√2 √6
=4 − 4
√2−√6
= = RHS
4

ACTIVITIES

1. Expand each of the following:

1.1 sin(𝑥 − 10°)

1.2 cos(∝ +70°)
1.3 sin(3θ + 2β)
1.4 sin(𝑥 − 4y)

2. Simplify to a single trigonometric ratio:

2.1 cos3θ. cosθ + sin3θsinθ

2.2 sin70°cos10° − cos80°cos70°
2.3 cos70°cos10° − cos20°cos80°
2.4 sin8ycos2y + cos8ysin2y

3. Evaluate (no calculator):

3.1 sin15°
3.2 sin195°
3.3 tan15°

4. Prove without the use of a calculator that:

4.1 cos78° + cos42° = cos18°

4.2 sin5𝑥 − 2cos3𝑥sin2𝑥 = cos(90° − 𝑥)
1
4.3 cos(45° + 𝑥) cos(45° − 𝑥) = 2 cos2𝑥
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DOUBLE ANGLES

Double angles involve trigonometric functions of double angles, i.e. sin 2A, cos 2A and tan2A

sin 2A = sin(A + A)

Use the compound angle formula to work out double angle formulae

sin(A + A) = sinAcosA + cosAsinA

= 2sinAcosA

Therefore 𝐬𝐢𝐧𝟐𝐀 = 𝟐𝐬𝐢𝐧𝐀𝐜𝐨𝐬𝐀

Similarly

cos2A = cos(A + A) = cosAcosA – sinAsinA = cos2 A – sin2 A

sin2α = 2sinαcosα

cos2α = cos2α – sin2α sin2α + cos2α = 1

= 2 cos2α – 1

= 1 – 2sin2α

Since there are 3 formulae for cos2A it is important to know which formula to use to avoid complications.

For example

1 - cos2A cos2A + 1

=1 - (1 - 2sin2A) = (2 cos2 A– 1) + 1

= 2sin2A = 2 cos2 A

EDUCATORS’ ACTIVITIES

1. Expand the following using double angle formulae:

1.1 sin6θ
1.2 2cos22°
1.3 4sin44°

Solutions

26
 1.1 sin6θ = sin 2(3θ)
= 2sin3θ. cos3θ
1.4 2cos22° = 2cos2(11°) 1.5 4sin44° = 4sin2(22°)
= 2[cos211° − sin211°] = 4(2sin22°. cos22°)
= 2 cos211° − 2sin211° = 8sin22°. cos22°
OR
= 2(1 – 2sin2 11°)
= 2 – 4sin2 11°
OR
= 2(2cos 2 11 – 1)
= 4cos2 11° – 2

2. Write the following as a single trigonometric function:

2.1 2sin3A. cos3A

2.2 2sin30°. cos30°
2.3 2cos 2 15° – 1
2.4 sin𝑥. cos𝑥

Solutions
2.1 2sin3A.cos3A = sin2(3A) 2.2 2sin30o.cos30o = sin2(30o)
= sin6A
=sin60o
√3
=2
2.3 2cos215 – 1 = cos2(15o) 1
2.4 sin 𝑥 cos 𝑥 = . 2 sin 𝑥 cos 𝑥
2
= cos30o 1
√3 = 2 sin 2 𝑥
= 2

LEARNERS’ ACTIVITIES

1. Expand the following using double angle formulae:

(a) cos 4 𝑥
(b) sin 7 0°
(c) − cos 8 6°

2. Simplify
(a) 2 cos 2 2 2,5° − 1
(b) 8 sin 𝑥 cos 𝑥

27
 p.cos β.sin(𝑥+θ).tan α
22.3 Prove that: HG = sin θ

REFERENCES:
Clever Mathematics

Mind Action Series

Study and Master Mathematics

The Answer Series

St Stithians Maths prelims

Maths Handbook and Study Guide

Maritzburg College textbook

Maths is fun.com

Classroom Mathematics

Platinum Mathematics

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