J Matric Revision Notes

SECTION J : REVISION GRADE 12 MATHEMATICS
NOTES INDEX
REVISION REVISION
PAPER 1 Mod Page PAPER 2 cont. Mod Page
Algebra and Equations 01 JZ001 Data Handling 02 JZ012
1. Quadratic Equations (Basic) 3-4 1. Central Tendency 59-59
2. Quadratic Equations (Advanced) 4-6 2. Dispersion 60-62
rd
3. 3 Degree Polynomials 6-6 3. Cumulative Frequency 62-64
4. Simultaneous Equations 7-7 4. Standard Deviation 64-68
5. Restrictions 7-9 5. Bivariate Data 68-69
6. Inequalities 9-10 Coordinate Geometry 03 JZ015
7. Exponents 11-14 1. Straight Lines 70-72
8. Surds 14-15 Coordinate Geometry 04 JZ016
9. Logs 16-16 1. Circles 73-75
Functions and Graphs 02 JZ002 Trigonometry 05 JZ017
1. Algebraic Functions 17-19 1. Identities 76-78
2. Trigonometric Functions 19-20 2. Expressions 79-80
3. Reflections in the axes 20-20 3. Equations 80-83
4. Points of Intersection and Inequalities 21-22 Trigonometry 06 JZ018
5. Lengths of lines 23-24 1. 2D and 3D 84-86
Functions and Graphs 03 JZ003
1. Functions 25-26 PAPER 3
2. f(x) notation 27-27 Geometry 01 JZ008
3. Inverses 27-30 1. Similarity 87-95
4. Log function 30-32 Circle Geometry 02 JZ009
Finance 04 JZ004 1. Chords and midpoints 96-97
1. Growth and Decay 33-34 2. Angles in circles 98-98
2. Nominal and Effective rates 34-35 3. Cyclic quadrilaterals 99-99
3. Annuities 35-35 4. Tangents 100-108
Calculus 05 JZ005 Recursion 03 JZ010
1. Limits 36-37 1. Recursive Sequences 109-109
2. Average Gradient 37-37 Probability 04 JZ014
3. First Principles and Rules 38-38 1. Definitions and Rules 110-110
4. Equation of tangent to graph 38-41 2. Venn Diagrams 110-111
Calculus 06 JZ006 3. Tree Diagrams 112-112
1. Sketching Graphs 42-45 4. Two Way Contingency Tables 113-113
2. Finding Equations 45-46 5. Fundamental Counting Principle 114-114
3. Rate of Change 46-47 Bivariate Data 05 JZ019
4. Optimisation 47-47 1. Bivariate Data 115-116
Sequences and Series 07 JZ007 Descriptive Statistics 06 JZ020
1. Arithmetic & Geometric Progressions 48-49 1. Sampling and Misleading Statistics 117-123
2. Sigma notation 49-50 2. Interpretation 123-128
3. Sum to Infinity 50-50
4. Patterns 51-51 Formula Sheet 129-129
Linear Programming 08 JZ013
1. Linear Programming 52-53 WORKSHEET ANSWERS
PAPER 2 Paper 1 130-164
Transformations 01 JZ011
1. Enlargements 54-55 Paper 2 165-189
2. Translations and Reflections 55-57
3. Rotations 57-58 Paper 3 190-209
MR (151) January 2010

SECTION J : REVISION GRADE 12 Mathematics
MODULES SORTED BY ID NUMBER NOTES
REVISION REVISION
JZ001 Algebra and Equations 01 JZ011 Transformations 01
1. Quadratic Equations (Basic) 3-4 1. Enlargements 54-55
2. Quadratic Equations (Advanced) 4-6 2. Translations and Reflections 55-57
rd
3. 3 Degree Polynomials 6-6 3. Rotations 57-58
4. Simultaneous Equations 7-7 JZ012 Data Handling 02
5. Restrictions 7-9 1. Central Tendency 59-59
6. Inequalities 9-10 2. Dispersion 60-62
7. Exponents 11-14 3. Cumulative Frequency 62-64
8. Surds 14-15 4. Standard Deviation 64-68
9. Logs 16-16 5. Bivariate Data 68-69
JZ002 Functions and Graphs 02 JZ013 Linear Programming 08
1. Algebraic Functions 17-19 1. Linear Programming 52-53
2. Trigonometric Functions 19-20 JZ014 Probability 04
3. Reflections in the axes 20-20 1. Definitions and Rules 110-110
4. Points of Intersection and Inequalities 21-22 2. Venn Diagrams 110-111
5. Lengths of lines 23-24 3. Tree Diagrams 112-112
JZ003 Functions and Graphs 03 4. Two Way Contingency Tables 113-113
1. Functions 25-26 5. Fundamental Counting Principle 114-114
2. f(x) notation 27-27 JZ015 Coordinate Geometry 03
3. Inverses 27-30 1. Straight Lines 70-72
4. Log function 30-32 JZ016 Coordinate Geometry 04
JZ004 Finance 04 1. Circles 73-75
1. Growth and Decay 33-34 JZ017 Trigonometry 05
2. Nominal and Effective rates 34-35 1. Identities 76-78
3. Annuities 35-35 2. Expressions 79-80
JZ005 Calculus 05 3. Equations 80-83
1. Limits 36-37 JZ018 Trigonometry 06
2. Average Gradient 37-37 1. 2D and 3D 84-86
3. First Principles and Rules 38-38 JZ019 Bivariate Data 05
4. Equation of tangent to graph 38-41 1. Bivariate Data 115-116
JZ006 Calculus 06 JZ020 Descriptive Statistics 06
1. Sketching Graphs 42-45 1. Sampling and Misleading Statistics 117-123
2. Finding Equations 45-46 2. Interpretation 123-128
3. Rate of Change 46-47
4. Optimisation 47-47 Formula Sheet 129-129
JZ007 Sequences and Series 07
1. Arithmetic & Geometric Progressions 48-49 WORKSHEET ANSWERS
2. Sigma notation 49-50
3. Sum to Infinity 50-50 Paper 1 130-164
4. Patterns 51-51
JZ008 Geometry 01 Paper 2 165-189
1. Similarity 87-95
JZ009 Circle Geometry 02 Paper 3 190-209
1. Chords and midpoints 96-97
2. Angles in circles 98-98
3. Cyclic quadrilaterals 99-99
4. Tangents 100-108
JZ010 Recursion 03
1. Recursive Sequences 109-109
January 2010 MR (151)

PAPER 1
MR (151) 3
ALGEBRA AND EQUATIONS JZ 001
PAPER 1 NOTES Module 01
1 BASIC QUADRATIC EQUATIONS

• NUMBER SYSTEM…
Real (R) Non-Real
Q 7 Q′ −9 Q : Rational
3
Q′ : Irrational
0, 2& 1, 25 −16
5 4
3 Z : Integers
Z
9 6
−23
π = 3,145....
2
−3 0
4
• SOLVING QUADRATIC EQUATIONS…
Standard Form
ax 2 + bx + c = 0
Factorise Formula
Put each factor = 0 −b ± b2 − 4 ac

x= 2a
and solve
• BEWARE…
* Never divide by a variable or unknown

* (any number)² ≥ 0 [can never be negative]
* If there are fractions:
- factorise denominators if necessary

- change signs if necessary
- identify the restrictions [denominator may not be zero]
- multiply all terms by LCD
- write in standard form.
2 ADVANCED QUADRATIC EQUATIONS

• EQUATIONS CONTAINING A SQUARE ROOT…
Example: Solve for x: 2x −1 + 2 = x
4 MR (151)
Answer: 2x −1 = x − 2 [isolate square root ]

∴ 2 x − 1 = ( x − 2)² [ square both sides ]
∴ 2 x −1 = x² − 4 x + 4
∴ x² − 6 x + 5 = 0 [ standard form]
∴ ( x − 1)( x − 5) = 0
∴ x = 1 or x = 5
Test answers in original equation:
x = 1: LHS = 2(1) − 1 + 2 = 1 + 2 = 1 + 2 = 3 ≠ RHS
x = 5 : LHS = 2(5) − 1 + 2 = 9 + 2 = 3 + 2 = 5 = RHS
∴ x = 5 is the only solution
• EQUATIONS WITH SQUARES…

Example: Solve for x: 2(2 x + 5)² = 32
Answer: (2 x + 5)² = 16 [isolate squared part ]
∴ 2 x + 5 = ±4 [ square root both sides ]
∴ 2 x = −5 ± 4
∴ x= −5± 4 [isolate x]
2
∴ x= −9 or x= −1
2 2
Alternative method: 2(2 x + 5)² = 32

∴ (2 x + 5)² = 16
∴ 4 x ² + 20 x + 25 = 16
∴ 4 x ² + 20 x + 9 = 0 [ standard form]
∴ (2 x + 9)(2 x + 1) = 0
∴ x= −9 or x = −1
2 2
• “K” METHOD…
Example: Solve for x: 2( x − 1) + x2−1 = 5
Answer: Let k = x − 1 ...•

∴ 2k + k2 = 5 [ substitute " k " in place of repeated expression]
∴ 2k ² + 2 = 5k
∴ 2 k ² − 5k + 2 = 0
∴ (2k − 1)(k − 2) = 0 [ solve for k ]
∴ k= 1
2 or k =2
∴ x − 1 = 12 or x − 1 = 2 [ substitute into •]
∴ x = 1 12 or x = 3 [ solve for x]
MR (151) 5
• BEWARE…
expression ≥ 0 [cannot be negative]
3 3RD DEGREE POLYNOMIALS

Examples:
With a 2 x ³ − 5 x − 12 x = 0
common factor ∴ x(2 x ² − 5 x − 12) = 0
∴ x(2 x + 3)( x − 4) = 0
∴ x = 0 or x = − 32 or x = 4
Grouping 3x ³ − 4 x ² − 15 x + 20 = 0
∴ x ²(3x − 4) − 5(3 x − 4) = 0
∴ (3x − 4)( x ² − 5) = 0
• SOLVING 3RD ∴x = 4
3 or x = ± 5
DEGREE
EQUATIONS 27 x ³ − 1 = 0
Sum and difference of cubes
( x ³ + y ³) = ( x + y )( x ² − xy + y ²) ∴ (3x − 1)(9 x ² + 3x + 1) = 0
( x ³ − y ³) = ( x − y )( x ² + xy + y ²) ∴ 3x − 1 = 0 or 9 x ² + 3x + 1 = 0
[use formula ]
∴ x = 13 or x = −3± −27
18
[non - real roots ]

∴ x = is the only real root
1
3
1. Use the factor theorem to f ( x) = 2 x ³ − 3 x ² − 11x + 6 = 0

find one factor f (−2) = 0 ∴ ( x + 2) is a factor
2. Find the other factor by
2x3 +6
inspection
3. Factorise fully & solve (x + 2)(2x2 – 7x + 3) = 0
1
1 + 2 = –3x2
2
∴ ( x + 2)( x − 3)(2 x − 1) = 0
∴ x = −2 or x = 3 or x = 1
2
• FACTOR THEOREM…
If (ax + b) is a factor of f ( x), then f (− ba ) = 0
Example:
1. Given f ( x) = x ³ + 2 x ² − x − 2 2. Given f ( x) = 3x ³ + 2 x ² − 3 x − 2
( x − 1) is a factor of f ( x) f (− 23 ) = 0
because f (1) = 0 ∴ (3 x + 2) is a factor of f ( x)
6 MR (151)
4 SIMULTANEOUS EQUATIONS
• SOLVING SIMULTANEOUS EQUATIONS…
Example: Solve simultaneously: x + 2 y − 12 = 0

xy = 10
Answer: x + 2 y − 12 = 0.................•
xy = 10................‚
•: x = 12 − 2 y........ƒ [isolate one variable in
linear equation. Avoid fractions ]
ƒ into ‚: (12 − 2 y ) y = 10 [ substitute into non - linear equation]
∴12 y − 2 y ² − 10 = 0 [ solve]
∴ y² − 6 y + 5 = 0
∴ ( y − 1)( y − 5) = 0
∴ y = 1 or y = 5
∴ x = 12 − 2(1) or y = 12 − 2(5) [ substitute back into linear equation]
= 10 =2
• THE GRAPHICAL MEANING OF SIMULTANEOUS EQUATIONS…

* The solution(s) indicate the point(s) of intersection of the graphs represented
by the two equations.
5 RESTRICTIONS
Complex (C)
* Non-Real/Imaginary (R ′) Real (R)
** Rational (Q) *** Irrational ( Q′ )
Integers (Z) Fractions

* Even root of a negative number
** All rational numbers can be
Counting ( N 0 ) Negative written as integer
integer
*** Non-recurring and non-
terminating decimals
MR (151) 7
• A FRACTION…
* only equals zero when the numerator equals zero
* is undefined when the denominator equals zero [i.e. when dividing by zero]
* is positive when the numerator and denominator have the same signs
* is negative when the numerator and denominator have different signs
• A SQUARED NUMBER…
* is always positive or zero [the smallest value of a squared number is zero]
• ROOTS…
* x; x − 2; 9 − x 2 ; − y are all positive or zero
* − x ; − x − 2; − 9 − x 2 ; − − y are all negative or zero
Roots
positive/zero negative
Real Non-real
perfect square not a perfect square 0 =0
Integer/ Irrational
Rational
• DOMAIN AND RANGE…

* Domain: All x-values for which the expression is real and defined
Example: Determine the domain of y = x
x +1
Domain : x ∈ R; x ≠ −1 [only undefined when dividing by 0]

* Range: All y-values for which the expression is real and defined
8 MR (151)
Example: Determine the range of y = x

x +1
To find the range, write x in terms of y:
∴ y ( x + 1) = x
∴ xy + y = x
∴ xy − x = − y
∴ x( y − 1) = − y
−y
∴x = y −1
∴ Range : y ∈ R; y ≠ 1 [only undefined when dividing by 0]
• INTERVAL NOTATION…
Examples:
If x ∈ R and… Interval notation

x>3 x ∈ (3 ; ∞)
x ≤ −2 x ∈ (−∞ ; − 2]
−3 ≤ x < 5 x ∈ [−3 ; 5)
x < −1 or x ≥ 0 x ∈ (−∞ ; − 1) or x ∈ [0 ; ∞)
6 INEQUALITIES
• QUADRATIC INEQUALITIES (with factors)…
Example: Solve for x: − x(2 x − 3) ≥ −9
Answer: −2 x ² + 3 x + 9 ≥ 0 [ standard form]

[if coefficient of x² is negative, multiply
∴ 2 x² − 3x − 9 ≤ 0 throughout by − 1]
Note : Inequality sign changes direction
∴ (2 x + 3)( x − 3) ≤ 0 [ factorise]
PTO for rest of solution…
MR (151) 9
Roots (zeros) at x = −3 and x = 3

2
Number line Graphically

y
2x + 3 – + + y = 2x2 – 3x – 9
x–3 –3 3 x
– – + 2
–3
(2x + 3)(x – 3) + 2 – 3 +
–9
Solution: −3 ≤ x≤3
2
• QUADRATIC INEQUALITIES (with no factors)…

Example: Solve for x if x ² + x + 1 > 0
Answer: No factors ∴ use formula
−b ± b ² −4 ac
x= 2a
−1± 1² − 4(1)(1)
= 2(1)
−1± −3 which is non-real ∴ no x-intercepts
= 2
Graphically
y = x2 + x + 1
1
Solution: According to the graph, x ∈ R
Note: For x ² + x + 1 < 0 there is no solution
10 MR (151)
7 EXPONENTS
• POWERS…
3 exponent
power 2
base
• LAWS…
1. a m × a n = a m+n 2. am
an
= a m−n
2. (a m )n = a mn 4. (a.b) m = a m .b m or ( ba )m = am
bm
• IMPORTANT FACTS…
1. a0 = 1
2. a − n = a1n and 1
an
= a−n
( ba ) − x = ( ba ) x
1
3. x = x2
n
an = a m
m 1
4. Examples 3
x = x3
5. a > 0 (eg. 2 > 0)
x x
2
5
x2 = x 5
• POWERS DICTATE…
* 2.32 = 2.9 = 18
* −32 = −1.9 = −9
• WRITE BASES AS PRIME FACTORS WHEN GIVEN ONE TERM OVER

ONE TERM…
62 x × 4− x+1
Example: Simplify: 32 x
(2.3)2 x .(2 2 )− x+1
[ prime factorise inside brackets]
Answer: 32 x
= 22 x.32 x.2−2 x+2 [use law 3 to get rid of brackets ]

32 x
= 2 2 x − 2 x + 2.32 x −2 x [laws 1 and 2]
= 2 2.30
= 4.1
=4
MR (151) 11
• FACTORISE WHEN THERE ARE PLUS AND MINUS SIGNS ( + and − )

BETWEEN THE POWERS…
2 x+1 − 3.2x+2
Example: Simplify
2 x − 2 x−2
Answer: 2 x ( 2 − 3.22 )
[ factorise to get 1 term over 1 term ]
2 x (1− 2−2 )
2 −12
=
1− 14
−10
= 3
4
−10
= 1
× 4
3
− 40
= 3
12 MR (151)
Example:
3x = 27 x + 1
Power = Power
∴ 3x = (33 ) x + 1
1. Prime factorise to get
∴ 3x = 33 x + 3
the same base
2. Drop the bases ∴ x = 3x + 3
∴−2 x = 3
∴ x = − 32
Example:
Power = 1 3x = 1
1. Rewrite 1 as a power ∴ 3x = 30
of 3 ∴x = 0
Example:
5.23 x = 320
Number × Power = Number
1. Isolate Power ∴ 23 x = 64
2. Prime factorise to get ∴ 23 x = 2 6
the same base ∴ 3x = 6
• SOLVING ∴x = 2
EXPONENTIAL
EQUATIONS *Beware 5.23 x ≠ 103 x
Example:
2 x +1 + 6.2 x =
1
2
More than one power:
∴ 2 (2 + 6) = 12
x
1. Unknown powers on
∴ 2 x (8) = 12
one side
2. Factorise ∴ 2 x = 161
3. Isolate power
∴ 2 x = 2−4
∴ x = −4
Special case: Example:
7 x +1 = 4 x +1
If exponents are identical
and bases different then ∴ x +1= 0
the exponents can only be ∴ x = −1
zero.
Example:
5
* Variable in the base: 243 x 4 = 32

5
∴ x4 = 32
243
1. Divide both sides by
5
the constant ∴ x4 = 25
35
2. Raise both sides to 5 4 5 4
the reciprocal of the ∴ ( x 4 ) 5 = ( 235 ) 5
exponent
∴ x = 16
81
MR (151) 13
• EXPONENTS WORTH RECOGNISING…

20 = 1
21 = 2 2 −1 =
1
2
−2
22 = 4 2 = 14
23 = 8 2−3 = 18
24 = 16 2−4 = 16
1
25 = 32 2−5 = 32
1
26 = 64 2−6 = 641
27 = 128 2−7 = 1281
30 = 1
31 = 3 3−1 = 13
32 = 9 3−2 = 19
33 = 27 3−3 = 1
27
34 = 81 3−4 = 81
1
35 = 243 3−5 = 243

1
50 = 1
51 = 5 5−1 = 15
52 = 25 5−2 = 1
25
53 = 125 5−3 = 1
125
70 = 1
71 = 7 7 −1 = 1
7
7 2 = 49 7 −2 = 49
1
7 3 = 343 7 −3 = 343
1
8 SURDS
• DEFINITION…
If n
a ( a > 0; n ≥ 2; n ∈ N ) is irrational, then it is a surd.
Examples: 5; 3 7; 4 91
14 MR (151)
• SIMPLIFYING…
* perfect square × number or 3 perfect cube × number
Examples: 1. 32 = 16 × 2 = 4 2
2. 3
32 = 3 8 × 4 = 2 3 4
3. 50 x 6 = 25 × 2 × x 6 = 5 2 x 3
Note: The perfect squares are 4, 9, 16, 25, 36, …

The perfect cubes are 8, 27, 64, 125, …
• ADDING AND SUBTRACTING (only possible when surds are like)…
Examples: 1. 3 + 3 =2 3
2. 5 2+3 2− 2 =7 2
3. 4 3 5 − 3 5 = 3 3 5
4. 2+ 3 [can't simplify]
• MULTIPLYING AND DIVIDING (only possible when roots are the same)…
Examples: 1. 2 × 3 = 2×3 = 6
2. 3
5× 3
2 = 3 5 × 2 = 3 10
3. 2×32 [can't simplify ]
4. ( a + b )( a − b ) = a − b
5. 10
5
= 10
5 = 2
318
6. 36 = 3 18
6 = 33
310
7. 2
[can't simplify ]
• TO GET RID OF A SURD IN THE DENOMINATOR…

* one term
Example: 1
2
= 1
2
. 2
2
= 2
2
* two terms
Example: 2− 3
1
2+ 3
= 1
2+ 3
. 2− 3
[ factors of difference of squares]
2− 3
= 4−3 [(2 + 3)(2 − 3) = 4 − ( 3)2 ]
=2 − 3
MR (151) 15
9 LOGARITHMS
• LOG FORM… number
a>0
y = loga x a ≠1
x>0
log (exponent) base
• EXPONENTIAL FORM… exponent (log)

a>0
x=a y
a ≠1
x>0
number base
If y = loga x ⇔ x = a y
1. log x = log10 x [no base implies base is 10]
2. log x x = 1
3. log x 1 = 0
4. x log x a = a
• LAWS…
1. log x AB = log x A + log x B
2. log x A
B = log x A − log x B
3. log x A = n log x A
n
log B A = log x A
4. log x B
• USING LOGS TO DETERMINE THE EXPONENT (use when working with

compound growth and finance)…
Example: Solve for n, if 2.5n = 210
Answer: 5n = 105 [divide by constant ]

∴ log 5 = log 105
n
[take logs both sides ]
∴ n log 5 = log 105 [apply law 3]
log 105
∴n = log 5 [isolate variable]
= 2,89 [calculater keys : log 105 ÷ log 5 = ]
16 MR (151)
FUNCTIONS AND GRAPHS JZ 002
1 ALGEBRAIC FUNCTIONS
• STANDARD FORMS AND CHARACTERISTICS…
Effect of "a" Increase

Function Equation (Big "a" steep graph) Effect of "q" Effect of "p"
vs Continuous
a>0 a<0 q>0 q<0 p>0 p<0 Decrease
Slope Slope a > 0: increase
Line y = ax + q up down Yes
a < 0: decrease
a > 0:
Min. TP Max. TP
Parabola y = a(x – p)2 + q (p ; q) decrease increase
Axis of symmetry a < 0: Yes
x=p increase decrease
(p ; q)
a
y= x–p +q a > 0:
Hyperbola 1st 2nd No
Vertical asymptote and and decrease
x=p undefined
3rd 4th a < 0:
Horizontal asymptote quadrants at x = p
quadrants increase
y=q
Increase :
a>0 a<0
b>1 0<b<1
y = a.bx – p + q
asymptote at Graph Graph
Exponential y=q above below q q
horizontal horizontal
asymptote asymptote Yes
(y = q) (y = q) Decrease :
a<0 a>0
b>1 0<b<1
q q
* To find y-intercept(s): put x = 0
* To find x-intercept(s): put y = 0
* Domain: All x-values for which the function is real and defined.
* Range: All y-values for which the function is real and defined.
y −y
* Average gradient between two points ( x1 ; y1 ) and ( x2 ; y2 ) equals x1 − x2
1 2
change in y
which is the ( change in x ).
* Equations of the axes of symmetry of a hyperbola: y = a

x− p +q
Step 1: Gradients are always 1 or −1
∴ y = x + c1 and y = − x + c2
Step 2: To find c1 and c2 : substitute (p ; q)
* If the parabola is given in the form y = ax 2 + bx + c

Step 1: "a" gives the shape
Step 2: (0 ; c) is the y-intercept
MR (151) 17
Step 3: solve for ax 2 + bx + c = 0 to get the x-intercepts

Step 4: complete the square to get y = a( x − p)2 + q with (p ; q) the turning
point
Example:
Sketch f ( x) = 2 x 2 − 4 x − 6
Answer:
Step 1: shape
Step 2: y-intercept at ( 0 ; − 6 )
Step 3: 2x2 − 4x − 6 = 0
∴ x2 − 2x − 3 = 0
∴ ( x + 1)( x − 3) = 0
∴ x = −1 or 3
∴ x-intercepts at (−1 ; 0) and (3 ; 0)
Step 4: f ( x) = 2 x 2 − 4 x − 6
= 2[ x 2 − 2 x − 3] (coeff. of x 2 equal to 1)
= 2[ x 2 − 2 x + 1 - 1 − 3] (add and subtract ( coeff.2 of x )2 )
= 2[( x − 1) 2 − 4] (factorise and simplify)
= 2( x − 1) − 8 2
(remove square brackets)
∴TP at (1 ; − 8)
y
Sketch:
x
(–1 ; 0) (3 ; 0)
(0 ; –6)
(1 ; –8)
• FINDING THE EQUATIONS…
* Parabola
TP (p ; q) and one x-intercepts ( x1 and x2 ) y-intercept and two other

Given:
other point and one other point points
Use: y = a ( x − p )² + q y = a( x − x1 )( x − x2 ) y = ax 2 + bx + c
1. Substitute TP 1. Substitute x1 and x2 1. Substitute y-intercept (c)
2. Substitute other 2. Substitute other 2. Substitute two other
Steps:
point and solve point and solve for points and solve
for “a” “a” simultaneously
18 MR (151)
* Hyperbola: y = a
x− p +q
Step 1: Substitute “p” and “q”
Step 2: Substitute any point on the graph and solve for “a”
* Exponential: y = a . b x − p + q
- If asymptote at y = q , substitute this immediately
- If y-intercept given: substitute (0; y ) into equation
- If a point ( x ; y ) given: substitute into equation
- If unknown in exponent: make the bases the same.
2 TRIGONOMETRIC FUNCTIONS
• STANDARD FORM AND CHARACTERISTICS…
Function Period Amplitude Asymptotes Increase vs Decrease Continuous
y = a sin x + q 360° a increase
y = sin( x − p ) 360° 1 decrease

Yes
y = sin kx 360° y = sinx

k 1 starts at 0
increase
y = a cos x + q 360° a y = cosx

1 starts at 1
y = cos( x − p ) 360° 1
Yes
y = cos kx 360° decrease

increase
k 1
y = a tan x + q 180° 90° ± 180° y = tanx goes through

the origin
No
y = tan( x − p ) 180° (90° + p ) ± 180° undefined at
the
y = tan kx 180° 1 ( 180° ) ± 180° asymptotes
k 2 k k Always increasing
* Domain and Range…
Function Domain Range

Sine x∈R y ∈ [min. value; max. value]
Cosine x∈R y ∈ [min. value; max. value]
Tangent x ∈ R ; x ≠ asymptotes y∈R
MR (151) 19
* Effects of “a”, “q”, “p” and “k” (k > 0) on all trigonometric functions…
Changes:
Big “a” → steep
a>0 amplitude
graph
landmark
Stays the
same:
a<0 Reflected in x-axis period
asymptotes
Changes:
q>0 Moves “q” units up landmark
Stays the
same:
amplitude
q<0 Moves “q” units down period
asymptotes
Changes:
p>0 Moves “p” units right landmark
asymptotes
Stays the
same:
p<0 Moves “p” units left amplitude
period
Changes:
Stretches graph
0 < k <1 period
horizontally
landmark
asymptotes
Stays the
Shrinks graph
k >1 same:
horizontally
amplitude
* Note 1: For a = 1 and a = − 1, amplitude = 1
* Note 2: Landmark point of y = a tan x + q [ y = tan( x − p)] :

x-value: halfway between origin [x-intercept] and asymptote.
y-value: substitute “x” into equation.
* Note 3: sin(−θ ) = − sin θ ; cos(−θ ) = cos θ ; tan(−θ ) = − tan θ
3 REFLECTIONS IN THE AXES

•
In the x-axis… In the y-axis…
y → −y New equation: y = − f ( x) x → −x New equation: y = f (− x)
make y the subject do necessary manipulations
20 MR (151)
4 POINTS OF INTERSECTION AND INEQUALITIES

• FINDING POINT OF INTERSECTION…
Given: " f " (a quadratic function)
" g " (a linear function)
Algebraically Graphically
Solving the equations of " f "
Finding the coordinates of
and " g " simultaneously; the point(s) where the graphs
In words…
write solutions in coordinate of " f " and " g " intersect.
form.
2 solutions Graphs intersect twice
Graphs only touch each other
Type of solutions 1 solution (i.e. " g " a tangent to " f " )
No solution i.e. non real Graphs don’t intersect
• USING GRAPHS TO FIND THE VALUE OF "k" IN A LINEAR

FUNCTION…
* Given: y = ax ² + bx + c (quadratic)
y = ax + k (linear)
* Determine graphically a value for "k" for which the given functions will…
Question Action Graph Answer

y
Move line graph k
... intersect in up or down so that
x
two points it intersects the
parabola twice. Find
k
y
Move line graph by
... intersect in reading
one point up or down so that k
it intersects the x off the
(line is a tangent) parabola once. y-intercept
of the
y
Move line graph line.
up or down so that
... not intersect it does not intersect x
k
the parabola.
MR (151) 21
• INEQUALITIES…
* Given: " f " (any function)
Example for "f " a quadratic function:
Question Graph Meaning Answer

where f intersects the
f =0 x = a or x = b
y x-axis
f >0 f where f is above the x- x < a or x > b
axis
where f is above or on
f ≥0 x ≤ a or x ≥ b
x the x-axis
a b
f <0 where f is below the x- a<x<b
axis
f ≤0 where f is below or on a≤x≤b
the x-axis
* Given: " f " (a quadratic function)

and " g " (a linear function)
Question Graph Meaning Answer

points of intersection of
f =g y x = a or x = b
f and g
f >g where f is above g a<x<b
g
where f is above or
f ≥g a x a≤x≤b
b equal to g
f <g where f is below g x < a or x > b
f
f ≤g where f is below or x ≤ a or x ≥ b
equal to g
y where both functions are c≤x ≤b
f .g ≥ 0 positive or both are or
g negative i.e. both below
or both above the axis x≤a
a b where one function is a≤x≤c
x
f .g ≤ 0 c positive and the other or
negative x≥b
f
where both functions are c<x ≤b
f
g ≥0 positive or both negative or
but g may not equal zero x<a
* Note 1: f ≥ g can also be written as f − g ≥ 0
* Note 2: f − g = 2 means f lies 2 units above g.
22 MR (151)
5 LENGTHS OF LINES
• FINDING COORDINATES OF POINTS…
Find the
Graph coordinates Action Answer
of…
x² − x − 2 = 0
∴ ( x − 2)( x + 1) = 0
∴ x = 2 or − 1
A and B put y = 0 ∴ A(−1;0) B(2;0)
(x-intercepts) [ f ( x) = 0] (use graph to choose
correct point)
y
f(x)
D 10 y = (0)² − (0) − 2
E
C put x = 0 = −2
x
A B3 (y-intercept) [ f (0)] ∴ C (0; − 2)
C
x ² − x − 2 = 10
D ∴ x ² − x − 12 = 0
f(x) = x2 – x – 2
(point on graph; substitute ∴ ( x − 4)( x + 3) = 0
y-coordinate y = 10 ∴ x = 4 or − 3
given)
D(−3; 10)
E y = (3)² − (3) − 2
(point on graph; substitute =4
x-coordinate x=3 ∴ E (3; 4)
given)
y x ² − x − 2 = −3 x + 1
∴ x² + 2 x − 3 = 0
f(x) = x2 – x – 2
∴ ( x − 1)( x + 3) = 0
A ∴ x = 1 or x = −3
A and B
solve f and g ∴ y = −2 or y = 10
(points of
simultaneously
x intersection) ∴ A(−3;10) B(1; − 2)
B
g(x) = –3x + 1 (use graph to choose
correct point)
MR (151) 23
• FINDING LENGTHS OF LINES…
* Length is always positive.
Find the
Graph Action Answer
length of…
y
AB A(−1;0) and B(2; 0)

subtract
x (a horizontal ∴ AB = 2 − (−1)
A B x-coordinates
line) =3
f(x) = x2 – x – 2
f(x) = x2 – x – 2
CD C (0;1) and D (0; −2)
C subtract
x (a vertical ∴ CD = 1 − (−2)
y-coordinates
line) =3
D
g(x) = –3x + 1
y E (−3;10) and F (1; −2)

EF = ( yE − yF )² + ( xE − xF )²
f(x) = x2 – x – 2
E
EF = (10 − (−2))² + (( −3) −1)²
use distance
x (a slanted = 144 + 8
F formula
line)
g(x) = –3x + 1
= 152
= 12,3
• FINDING MAXIMUM OR MINIMUM LENGTHS…
Step 1: Length Formula = top equation − bottom equation

(write in y = ax ² + bx + c form)
dy
Step 2: d x = 0 ; solve for x
Step 3: Substitute x into original equation to find y.[the length]
24 MR (151)
1 FUNCTIONS
• DEFINITION OF A FUNCTION…
A function (f) shows a relationship between two sets where every value in the input
set (the x-values or domain) is connected to only one value in the output set (the y-
values or range)
• TYPES OF FUNCTIONS…
One-to-One function Many-to-One function

Each value in the domain is Two or more values in the
connected to a different value in domain are connected to the
the range. same value in the range.
Example: Example:
A = {(1; 2); ( −3;0); (4; −1)} B = {(2;1); (−4;1); (5; −3)}
Domain Range Domain Range

1 2 2 1
–3 0 –4
4 –1 5 –3
Note: C = {(2;3); (2; −1); (3;0)} is not a function

Domain Range
2 3 “One-to-Many” is not a function
–1
3 0
MR (151) 25
• TESTING GRAPHICALLY FOR A FUNCTION…
One-to-One function Many-to-One function Not a function

A vertical line cuts the
A vertical and a
graph only once and a A vertical line cuts the
horizontal line cut the
horizontal line cuts the graph more than once.
graph only once.
graph more than once.
Example: Example: Example:
y y y
f(x) q(x)
g(x)
x x x
y
y
g(x)
∴ q ( x) is not a
f(x) function
x
x
∴ f ( x) a One-to-One ∴ g ( x) a Many-to-One
function function
• TESTING ALGEBRAICALLY FOR A FUNCTION…
One-to-One function Many-to-One function Not a function

From the equation, it is
Try to find more than one x
clear that every x gives a
that will give the same y- Show that one x gives
different y-value (usually
value (i.e. usually an even two or more y-values.
a linear; an exponential
power of x).
or a hyperbolic function).
Example 1: Example 1: Example 1:
y = 4x − 3 y = 2 x² + 1 y=± x
If x = 2 then y = 5 If x = 1 then y = 3 If x = 9 then y = ±3
If x = 3 then y = 9 If x = −1 then y = 3
If x = −3 then y = −15 Two y-values!
etc…
Example 2: Example 2: Example 2:
y = 2x y =5 x = −2
If x = −2 then y = 14 ∴ y = 5 for all values of x! ∴ x = −2 for all
If x = 0 then y = 1 y -values!
If x = 2 then y = 4
etc…
26 MR (151)
2 f(x) - NOTATION
y = f ( x)
Output values Input values
or Range or Domain
In words: “the value of the function, f, at x”.
Examples:
Given: f ( x) = x ² + 1 and g ( x) = 2 x − 3
1. g (4) = 2(4) − 3 = 5
2. f (−1) = (−1)² + 1 = 2
3. g ( a ) = 2a − 3
4. g (2) × g (3) = (2(2) − 3) × (2(3) − 3) = 1 × 3 = 3
5. f (2 + 3) = f (5) = (5)² + 1 = 26
6. f (b) + g (b) = (b ² + 1) + (2b − 3) = b ² + 2b − 2
* 7. f ( g (−3)) = [ g (−3)]² + 1 = [2(−3) − 3]² + 1 = 81 + 1 = 82
* 8. g ( f ( p )) = 2[ f ( p )] − 3 = 2[ p ² + 1] − 3 = 2 p ² + 2 − 3 = 2 p ² − 1
* These are called composite functions because the output of one function is used for
the input of the other function.
3 INVERSES
• AN INVERSE IS…
a reflection in the line y = x
• NOTATION…
f −1 ( x) is the inverse of f ( x)
• DEFINITION…
If f ( f −1 ( x)) = x and f −1 ( f ( x)) = x, then f −1 ( x) is the inverse of f ( x)
MR (151) 27
* In words…
The composition of a function and its inverse sends every value back to itself!
• DOMAIN AND RANGE…
* The domain of f ( x) is the range of f −1 ( x) .
* The range of f ( x) is the domain of f −1 ( x) .
• FINDING INVERSES…
Algebraically Graphically
1. Change x → y and y → x 1. Change ( x; y ) → ( y ; x )

2. Make y the subject 2. Plot the points
Example 1: Example:
Given : f ( x) = 5 x − 2 Given:
Find f −1 ( x) y
Answer : f(x)
f ( x) : y = 5 x − 2
f −1 ( x) : x = 5 y − 2 x
(–4 ; 0) (4 ; 0)
∴5 y = x + 2
x+2 (0 ; –3)
∴ y= 5
x+2
∴ f −1 ( x) = 5
Example 2: Sketch f −1 ( x)
Given : f ( x) = x ²
Find f −1 ( x) y
Answer : (0 ; 4)
f ( x) : y = x²
f −1 ( x) : x = y ² (–3 ; 0) x
∴ y=± x (0 ; –4)
f –1 (x)
∴ f −1 ( x) = ± x
28 MR (151)
• IMPORTANT FACTS ABOUT INVERSES…
* The inverse of a one-to-one function is also a function.
Example:
y f(x)
f ( x) a one-to-one function.
∴ f −1 ( x) is a function
x
f –1 (x)
* The inverse of a many-to-one function is not a function.
Example:
y
g ( x) a many-to-one function.
g(x) ∴ g −1 ( x) is not a function
x
g –1 (x)
* If you want the inverse of a many-to-one function to also be a function, you

need to restrict the domain of the original function, so that it is a one-to-one
function.
Example:
Given: f ( x) = x ² . Restrict the domain of f ( x) in two ways, so that f −1 ( x) is

a function.
Answer:
y
f(x) = x2 f ( x) is a many-to-one function with
domain: x ∈ R
You need to restrict the domain of f ( x) so that it is a one-to-one function:
MR (151) 29
Method 1: Method 2:
Domain: x ≤ 0 Domain: x ≥ 0
y y
f(x) = x2 ; f(x) = x2 ;
x 0 x 0
x x
therefore: therefore:
f(x) = x2 ; x 0
y y
f –1 (x)
f(x) = x2 ;
x 0
x x
f –1 (x)
∴ f −1 ( x) is a function ∴ f −1 ( x) is a function
4 LOG FUNCTION
• A REMINDER…
* To convert between exponential and logarithmic form:
2³ = 8 ⇔ log 2 8 = 3
• AN IMPORTANT FACT…
* The inverse of y = a x is y = log a x x > 0; 0 < a < 1 or a > 1
x = ay
y=a x
y = log a x
( x → y and y → x)
find the inverse write in logarithmic form
30 MR (151)
• FINDING THE EQUATION…
a >1 0 < a <1

Example: Example:
Given: f ( x) = 3x Given: f ( x) = ( 12 ) x
Find the equation of f −1 . Find the equation of f −1 in the
Answer: form y = .........
f ( x ) : y = 3x Answer:
∴ f −1 ( x ) : x = 3 y f ( x) : y = ( 12 ) x
∴ y = log3 x f −1 ( x) : x = ( 12 ) y
∴ f −1 ( x) = log 3 x ∴ y = log 1 x
2
• LOG GRAPHS (inverses of exponential graphs)…
a >1 0 < a <1
y y = ax y
y=x y= ax y=x
1
1
x x
1 1
y = logax
y = logax
y = log a x (a > 1) y = log a x (0 < a < 1)

an increasing function a decreasing function
Domain Range
y = ax x∈R y>0
y = log a x x>0 y∈R
* Here it is clear that the domain of a function becomes the range of its
inverse and visa versa.
MR (151) 31
• FINDING INEQUALITIES…
a >1 0 < a <1

Example: Example:
Given: f ( x) = 3x Given: g ( x) = ( 12 ) x
y f f y
(2 ; 9) (–3 ; 8)
1 1
x x
For which values of x is f −1 ( x) > 0 ? For which values of x is g −1 ( x) > −3 ?
Answer: Answer:
f −1 ( x) > 0 f −1
above x-axis g −1 ( x) > −3 g −1 above y = −3
Hint: draw f −1 Hint: draw g −1

y y
(9 ; 2)
f –1
x 8
1 x
y = –3
(8 ; –3) g –1
∴x >1 ; x∈R ∴0 < x < 8 ; x ∈ R
32 MR (151)
FINANCE JZ 004
1 GROWTH AND DECAY
GROWTH DECAY
Simple Compound Simple Compound

Formulae A = P (1 + ni ) A = P (1 − ni )
A = P(1 + i) n A = P(1 − i )n
(given)
A = Final amount / Book or scrap
A = Accumulated / Final amount
value
P = Principal / Initial amount
n = number of periods; i = 100
r with r the interest rate (%)in decimal form
Keywords • flat rate • inflation rate • flat rate • reducing

increase • increase yearly decrease balance
• straight line • grow • straight line • diminishing
increase exponentially decrease value
• on a linear
basis
Graphs
Time Time Time Time
* Note 1: Interest rate (i) must always be in decimal form (8,4% = 0,084)
* Note 2: Simple interest is usually charged on hire purchase agreements.
* Note 3: Inflation and population rates are usually yearly rates.
* Compounding periods.
half yearly / bi-annually n×2 i

per semester / semi-annually 2
quarterly n×4 i
4
monthly n × 12 i
12
daily n × 365 i
365
• TIMELINES…
* This is an aid to solve financial problems.
MR (151) 33
FINANCE JZ 004
Examples:
1. Determine how much money John will receive after 5 years if he initially
invested R2 000 and after 3 years invested another R1 000 at 11% p.a.
compounded monthly.
T0 T1 T2 T3 T4 T5
R2 000 R1 000
i(12) = 11% p.a.
∴ A = 2 000(1 + 0,11
12 ) + 1 000(1 + 12 )
60 0,11 24
2. Determine how much money Joan will receive after 6 years if she invested
R5 000 at 8% p.a. compounded semi-annually, but withdrew R1 500 after 3
years at which time the interest rate changed to 6% p.a. compounded
quarterly.
T0 T1 T2 T3 T4 T5 T6
R5 000 (R1 500)

i(2) = 8% p.a. i(4) = 6% p.a.
∴ A = 5 000(1 + 0,08
2 ) (1 + 4 ) − 1 500(1 +
6 0,06 12 0,06 12
4 )
2 NOMINAL AND EFFECTIVE RATES
Nominal Rate (i ( m ) ) Effective Rate (i)
…is the rate of interest quoted as a …is the actual interest rate per year
yearly rate and is compounded more compounded annually. This produces the
than once a year. This rate is always same yearly interest amount as the
lower than the effective rate. nominal rate.
* Conversion formula
i = (1 + i( m ) ) m −1
m
Example 1:
Convert a nominal rate of 10% per annum compounded monthly to an
effective rate.
Decimal form
i = (1 + 0,1 12
12 ) −1
= 0,1047...
= 10,5%
34 MR (151)
FINANCE JZ 004
Example 2:
Convert an effective rate of 11,2% per annum to a nominal rate compounded
quarterly.
∴ 0,112 = (1 + i(4) ) 4 −1
4
∴ i (4) = [ 4 1,112 − 1] × 4
= 0,10758...
= 10,8%
3 ANNUITIES
* An annuity is a series of fixed regular payments…
Future value annuity (Fv) Present value annuity (Pv)

x[(1 + i )n − 1] x [1 − (1 + i )− n ]
Fv = i Pv = i
Formulae
(given) x: fixed regular payment
• fixed payments (monthly, • bond repayments
quarterly, etc.) • loan repayments
• saving • amortise
Keywords
• investment
• sinking fund
• maturity value
• FINDING BALANCE OF A LOAN…
* Balance = Loan (plus interest) − Repayments (plus interest)

x[( x +i )n −1]
= P(1 + i) n − i
normal compound future value annuity

formula formula
MR (151) 35
CALCULUS JZ 005
1 LIMITS
• DEFINITION…
lim f ( x) = l
x →a
This limit is the value that f ( x) approaches (in this case l) as x approaches a
• CALCULATING LIMITS…
Step 1:
Substitute directly
Type 1: Type 2: Type 3:

Answer is real Answer is undefined Answer is indeterminate
∴ limit exists ∴ limit does not exist 0
0
Step 2:
Factorise, simplify and
substitute again
Special Case:
lim constant = constant
x →a
Examples:
1. lim 10 = 10 [ special case]

x →3
2. x ² + 25
lim x+5
x →−5
( −5)² + 25
= −5+5 [Step 1 : substitute directly ]
= 50
0 [Type 2 : division by zero is undefined ]
∴ no limit exists
36 MR (151)
CALCULUS JZ 005
x ² + 3 x − 10
3. lim x−2
x→2
2² + 3(2) − 10
= 2−2 [Step 1 : substitute directly ]
= 0
0 [Type 3 : indeterminate ∴ move to step 2 ]
( x + 5)( x − 2)
lim ( x − 2) [Step 2 : factorise]
x→2
= lim ( x + 5) [ simplify]
x→2
=2 + 5 [ substitute again]
=7
2 AVERAGE GRADIENT
• NOTATIONS…
change in y ∆y
Average gradient = change in x [ ∆x ]
y2 − y1
= x2 − x1
f ( x2 ) − f ( x1 )
= x2 − x1
f ( x + h) − f ( x)
= h
Example:
Determine the average gradient of f ( x) = x ² between x = 1 and x = 4
Answer:
f (4) − f (1) ∆y
Average gradient = 4 −1 [ ∆x]
4² − 1²
= 3
= 15
3
=5
• REMEMBER…
Average gradient is also the average rate of change
MR (151) 37
CALCULUS JZ 005
3 FIRST PRINCIPLES AND RULES
• DIFFERENT WAYS OF SAYING THE SAME THING…
Differentiate ≡ Derivative ≡ Gradient at a point ≡ Instantaneous rate of change
• NOTATIONS…
f ′( x) or ( x)] or Dx [ f ( x)] or y′
df ( x ) d
dx or dx[ f
• FINDING THE DERIVATIVE…
From first principles vs Using differentiation rules

(only when asked)
Definition:
f ( x + h) − f ( x ) 1. If f ( x) = constant, then f ′( x) = 0
f ′( x) = lim h
h →0 Example:
If f ( x) = 8, then f ′( x) = 0
Example: 2. If f ( x) = x n , then f ′( x) = nx n −1
If f ( x) = x ², determine f ′( x)
Example:
Answer:
f ( x + h) − f ( x )
If f ( x) = x 4 , then f ′( x) = 4 x3
f ′( x) = lim h
h →0
= lim ( x + h )² − x ² 3. If f ( x) = ax n , then f ′( x) = a.nx n −1

h →0 h
Example:
Remember : If f ( x) = x ² If f ( x) = 2 x 5 , then f ′( x) = 10 x 4
then f ( x + h) = ( x + h)²
x ² + 2 xh + h ² − x ² Note 1:
= lim h Always rewrite as separate terms
h→0
h (2 x + h )
= lim
h→0 h Note 2:
= lim (2 x + h) No variable roots in the denominator
h→0
= 2x Note 3:
No variable in the denominator
4 EQUATION OF TANGENT TO GRAPH
1. A tangent is a straight line:
y = mx + c
38 MR (151)
CALCULUS JZ 005
2. The gradient of the tangent, mtangent , to the curve f ( x) at the point

x = a, is given by f ′(a )
3. The gradient of a curve at a point is equal to the gradient of the tangent at that
point.
Example:
Determine the gradient of f ( x) = x 2 at x = 3
Answer:
f ′( x) = 2 x [differentiate to get general " gradient formula "]

f ′(3) = 2(3) = 6 [ substitute x -coordinate to get actual gradient ]
• DETERMINING THE EQUATION OF A TANGENT TO A CURVE f ( x) …
Example:
* The x-value is given Determine the equation of the tangent to the
curve f ( x) = − 3 x 2 + 2 x + 1 at x = 2
Steps: Answer:
1. Determine the point of contact by f (2) = − 3(2) 2 + 2(2) + 1

substituting x into the original
= −12 + 4 + 1
equation
=−7
∴ Point of contact is (2; − 7)
f ′( x) = − 6 x + 2
2. Differentiate and substitute to find ∴ f ′(2) = − 6(2) + 2
gradient of tangent = − 10
∴ Equation of tangent : y = − 10 x + c
Substitute (2; − 7) into y = −10 x + c

3. Substitute point of contact into ∴−7 = − 10(2) + c
equation of tangent ∴ c = 13
∴ Final equation of tangent : y = −10 x + 13
MR (151) 39
CALCULUS JZ 005
Example:
What is the equation of the tangent to

* A line parallel to the tangent is given f ( x) = 6 x 2 + 1 which is parallel to
y = 36 x − 7 ?
Steps: Answer:
1. Differentiate f ( x) to find gradient of f ( x) = 6 x 2 + 1

the tangent in terms of x ∴ f ′( x) = 12 x
2. Put derivative = gradient of line 12 x = 36 ( y = 36 x − 7)

parallel to tangent to find x-coordinate
of point of contact ∴x = 3
gradient
3. Substitute this x-coordinate into f (3) = 6(3) 2 + 1

original equation to find y-coordinate
= 55
of point of contact
∴ Point of contact is (3;55)
y = mx + c
∴ 55 = 36(3) + c
4. Substitute both coordinates and the
gradient of the parallel line into the ∴ c = 55 − 108
equation of the tangent to find “c” = − 53
∴ Equation of tangent :
y = 36 x − 53
40 MR (151)
CALCULUS JZ 005
• DETERMINING THE POINT OF CONTACT…
Example:
The gradient of the tangent to the curve

* The gradient of the tangent is
f ( x) = − 3x 2 at a point (p ; q) on the
known
curve is 12. Determine the point of
contact.
Steps: Answer:
1. Differentiate to find the gradient of f ′( x) = − 6 x

the tangent in terms of x
2. Put derivative = given gradient −6 x = 12
3. Determine the x-coordinate of the −6 x = 12

point of contact by solving x ∴x = −2
f (−2) = − 3(−2) 2
4. Determine the y-coordinate by
substituting the x-coordinate back ∴ y = −3 × 4
into the original equation. = − 12
∴ Point of contact is (−2; − 12)
MR (151) 41
CALCULUS JZ 006
1 SKETCHING GRAPHS
• STATIONARY POINTS…
f '(x) = 0
f(x)
A
f '(x) = 0
f(x)
B
f '(x) = 0
Note: A and B are also turning points
[A is the local maximum TP; B is the local minimum TP.]
• CONCAVITY…
concave down
f ''(x) < 0 f(x)
concave up
f ''(x) > 0
f(x) concave down

concave up f ''(x) < 0
f ''(x) > 0
• INFLECTION POINTS…
* Points where concavity changes.
f(x)
A
f ''(x) = 0
f ''(x) = 0
f(x)
B
Note: Inflection point always halfway between A and B.
42 MR (151)
CALCULUS JZ 006
• SKETCHING CUBIC GRAPHS…
* Standard form f ( x) = ax3 + bx 2 + cx + d
Steps: Notes:
f (0) = a(0)3 + b(0) 2 + c(0) + d

y-intercept put x = 0
* plot this on y-axis.
0 = ax 3 + bx 2 + cx + d
x-intercepts put y = 0 * use factor theorem or grouping to
factorise and solve.
* plot these on x-axis.
f ′( x) = 3ax 2 + 2bx + c = 0
* solve to find x-coordinates
Stationary points put f ′( x) = 0 * to find y-coordinates, substitute
x-values into original equation
* plot these.
a>0 or
use “a” to check that
Join points
graph is correct
a<0 or
f ′′( x) = 6ax + 2b = 0
* solve to find x-coordinates
* to find y-coordinate, substitute
x- value into f ( x)
Inflection points put f ′′( x) = 0
[original equation]
* check that concavity changes i.e.
sign of f ′′( x) must change on
opposite sides of inflection point.
Note:
f ( x) ⇒ y
f ′( x) ⇒
dy
dx
d2y
f ′′( x) ⇒
dx2
MR (151) 43
CALCULUS JZ 006
• IMPORTANT NOTATION…
Notation What it means, graphically speaking…
x=0 y-intercept of f ( x)
f ( x) = 0 x-intercept(s) of f ( x)
f ( x) > 0 where f ( x) lies above the x-axis

f ( x) < 0 where f ( x) lies below the x-axis
* stationary point(s) of f ( x)
f ′( x) = 0
* gradient of tangent is zero
* where f ( x) is increasing (positive rate of change)
f ′( x) > 0 * gradient of tangent is positive
* where f ( x) slopes upwards
* where f ( x) is decreasing (negative rate of change)
f ′( x) < 0 * gradient of tangent is negative
* where f ( x) slopes downwards
f ′′( x ) = 0 inflection point(s) of f ( x)
* where f ( x) is concave up
f ′′( x ) > 0
* if f ′( x1 ) = 0 and f ′′( x1 ) > 0 , then local minimum at x1
* where f ( x) is concave down
f ′′( x ) < 0
* if f ′( x2 ) = 0 and f ′′( x2 ) < 0 , then local maximum at x2
• TRANSLATIONS…
To get g ( x)... Rule

g ( x) = f ( x − p) Move f ( x) p units right ( x ; y) → ( x + p ; y)
g ( x) = f ( x + p) Move f ( x) p units left ( x ; y) → ( x − p ; y)
g ( x) = f ( x) + q Move f ( x) q units up ( x ; y ) → ( x; y + q)
g ( x) = f ( x) − q Move f ( x) q units down ( x ; y ) → ( x; y − q)
44 MR (151)
CALCULUS JZ 006
• SKETCHING DERIVATIVE GRAPHS…
f ( x) graph f ′( x) graph Examples:
Quadratic Linear • y f '(x)

(a;b) f(x)
(e;f)
Cubic Quadratic a e c x
(c;d)
x-coordinate(s) of
x-intercept(s)
stationary point(s) ‚ f(x) y
Increasing Above x-axis
a
x
Decreasing Below x-axis (a;b)
f '(x)
x-coordinate of x-coordinate of
inflection point turning point
Sketch 1: f ( x) increasing when
x < a and x > c ƒ y
f ′( x) > 0 when x < a and x > c f(x) f '(x)
Sketch 2: f ( x) decreasing
x
f ′( x) below x -axis a
Sketch 3: f ( x) decreasing when x < a (a;b)

f ( x) increasing when x > a
f ′( x) < 0 when x < a
f ′( x) > 0 when x > a
2 FINDING EQUATION OF A CUBIC GRAPH

• CUBIC f ( x) = ax 3 + bx 2 + cx + d ...
x-intercepts and x-intercepts and a Part of the equation and a

Given:
y-intercept point on the graph stationary point
Use: y = a ( x − r1 )( x − r2 )( x − r3 )......• f ′( x)
Steps: 1. Substitute x-coordinate of
1. Substitute x-intercepts (roots) into • stationary point into f ′( x) = 0
2. Simplify and call this
2. Simplify [get rid of brackets]
equation •
3. Substitute Substitute given 3. Substitute x- and y-coordinates
y-intercept and point and solve for of stationary point into original
solve for “a” “a” equation
4. Simplify and call this equation
4. Substitute “a” into “step 2” simplified ‚
equation
5. Solve simultaneously
MR (151) 45
CALCULUS JZ 006
• SPECIAL NOTE…
Given: ax3 + bx 2 + cx + d = k . Investigate number of roots.

y
k=3
(–2;1)
k=1
–2 k = –2
k = –3
(1;–3)
–5
k = –5
Value of k: Number of roots:

k >1 (see k = 3) only 1 positive root
−3 < k < 1 (see k = −2) 3 different roots
k = 1 or k = − 3 * 2 different roots
k < −3 (see k = −5) only 1 negative root
* This actually represents 3 roots, 2 are equal at x = 1
Remember: Roots are the x-values where the graphs

y = ax3 + bx 2 + cx + d and y = k intersect.
3 RATE OF CHANGE
• AVERAGE RATE OF CHANGE…
change in y ∆y y2 − y1
Rate of change: change in x ∆x x2 − x1
Note: A positive (negative) rate of change implies an increase (decrease)
in y.
change in distance ∆s s2 − s1
Speed: change in time ∆t t2 − t1
Note: A positive (negative) speed implies an increase (decrease) in
distance.
change in speed ∆v v2 − v1
Acceleration: change in time ∆t t2 − t1
Note: A positive (negative) acceleration implies an increase (decrease) in
speed.
46 MR (151)
CALCULUS JZ 006
• INSTANTANEOUS RATE OF CHANGE…
f ( x + h) − f ( x)
Rate of change: lim h f ′( x)
h→0
s (t + ∆ t ) − s (t )
Speed: lim ∆t s′(t )
∆ t →0
v′(t )
Acceleration: lim v (t + ∆∆t t) − v (t ) or
∆ t →0
s′′(t )
Note: If s′(t ) > 0 ( s′(t ) < 0) then the object is
moving away from (closer to) the starting point.
• USEFUL INFORMATION…
s s = distance
v = speed
v t t = time
s = vt ; v = st ; t = s
v
* A positive rate of change ⇒ an increase
* A negative rate of change ⇒ a decrease
4 OPTIMISATION (MINIMISE / MAXIMISE)

Step 1: Express function to be minimised or maximised in terms of one variable only.
Step 2: Differentiate, put derivative = 0 and solve
Step 3: Substitute answer back into original equation obtained in step 1.
Example: Determine the maximum area of a rectangular house if the perimeter is 100m.
Answer:
Step 1: Perimeter = 2(l + b) = 10 Step 2: A′(b) = 50 − 2b = 0

∴ l + b = 50 ∴ 2b = 50
∴ l = 50 − b ∴ b = 25
Area = l × b
Step 3: Maximum Area = 50(25) − (25)
2
∴ A(b) = (50 − b)b
= 50b − b 2 = 252
= 625m2
MR (151) 47
SEQUENCES AND SERIES JZ 007
1 ARITHMETIC & GEOMETRIC PROGRESSIONS
• FORMULAE…
* T1 = a
* n ∈ Natural numbers
Arithmetic Geometric
[common difference between terms] [common ratio between terms]
Progression (sequence) (AP) Progression (sequence) (GP)
T2 T
d = T2 − T1 = T3 − T2 r = T1 = T3
2
Tn = a + (n − 1)d Tn = ar n −1
Series (AS) Series (GS)

a ( r −1)
n
Sn = r −1 ; (r ≠ 1) (use if r > 1)
Sn = n (2a + ( n − 1) d )
2
or
Sn = n (a + l ) [l means last term]
2 a (1− r n )
Sn = 1− r ; (r ≠ 1) (use if r < 1)
Mean (AM) Mean (GM)
between A and B = A+ B
2 between A and B = ± AB
* Note: S n − Sn − 1 = Tn
• METHOD…
* Step 1: What type of progression is it?

Step 2: What is given?
Step 3: What formula is needed?
Step 4: Substitute and solve.
• PROOFS…
* The sum of an arithmetic progression:

n
S n = ∑ [a + (i − 1)d ] = n2 (2a + (n − 1)d )
i =1
Pr oof : Sn = a + (a + d ) + ...... + (a + ( n − 2)d ) + (a + (n − 1)d ) [ forwards ]

∴ Sn = (a + (n − 1)d ) + (a + ( n − 2)d ) + ...... + (a + d ) + a [backwards ]
∴ 2S n = (2a + (n − 1)d ) + (2a + (n − 1)d ) + ...... + (2a + (n − 1)d ) [add ]
= n(2a + (n − 1)d )
∴ S n = n2 (2a + (n − 1)d )
48 MR (151)
* The sum of a geometric progression:
n
S n = ∑ a . r (i −1) = a (rr −−1 1) ; r ≠ 1
n
i =1
Pr oof : Sn = a + ar + ar 2 + ...... + a . r n −1 [ forwards ]

n −1
∴ rSn = ar + ar + ...... + ar 2
+ ar n
[× r ]
∴rS n − Sn = ar − a n
[subtract ]
∴ S n (r − 1) = a(r − 1) n
[ factorise]
a ( r − 1)
n
∴ Sn = r −1 ; r ≠1 [isolate Sn ]
2 SIGMA NOTATION
• Notation…
∑ means "the sum of "

Last value of n to substitute
into general term.
10
∑ (2n + 1) = (2(1) + 1) + (2(2) + 1) + ....... + (2(10) + 1)
n =1
First value of n to General term

substitute into
general term
• THE NUMBER OF TERMS…
10
* ∑ (2n + 1) means S10
n =1
10
* ∑ (2n + 1) means S11 [10 + 1 = 11 terms ]
n=0
10
* ∑ (2n + 1) means S8 [10 − 3 + 1 = 8 terms ]
n=3
∞
* ∑ (2n + 1) means S∞
n =1
MR (151) 49
• PROOFS OF IMPORTANT EXAMPLES…

n
1. ∑ 1 = 1 + 1 + 1 + 1.... n times
i =1
=1× n
=n
n
2. ∑ i = 1 + 2 + 3 + 4 + ...... + n
i =1
∴ AP with a = 1 and l = n
∴ S n = 2n (a + l )
= 2 (1 +
n n)
n ( n + 1)
= 2
n
n ( n + 1)
∴∑i = 2
i =1
3 THE SUM TO INFINITY
• CONVERGENCE…
* The sum of an infinite geometric sequence approaches a particular value.
* A geometric series converges when −1 < r < 1
∞
* S∞ = ∑ a . r i − 1 = a
1− r ; −1< r < 1
i =1
• PROOF…
Sn =
a (1 − r n )
1− r [because − 1 < r < 1]
a − ar n
= 1− r
= a
1− r − ar n
1− r
r n → 0 as n → ∞ [this is because − 1 < r < 1]

ar n
∴ 1 − r → 0 as n → ∞
∴ Sn → a
1− r as n → ∞
∴ S∞ = a
1− r ; − 1 < r <1
50 MR (151)
4 PATTERNS
• TYPES…
* Number patterns:
Linear Tn = an + b
Constant 1st difference
(arithmetic sequence)
Tn = an 2 + bn + c
nd
Quadratic Constant 2nd difference a = 2 difference
2
Use simultaneous equations
to find b and c
Exponential
Constant ratio Tn = ar n − 1
(geometric sequence)
* Picture patterns or patterns given in words:
- Set up a table if possible

- Rewrite pattern in terms of a number sequence
* Useful sequences to remember:
1; 4; 9; … 12 ; 22 ; 32 ; ...
1; 8; 29; … 13 ; 23 ; 33; ...
1; 2; 4; 8; … 20; 21; 2 2 ; 23 ;...
1; 3; 9; 27; … 30 ; 31; 3 2 ; 33 ;...
1; 12 ; 14 ; 81 ; ... 20 ; 2−1 ; 2 −2 ; 2 −8 ;...
MR (151) 51
LINEAR PROGRAMMING JZ 013
1 LINEAR PROGRAMMING
CONSTRAINTS
• x ≥ 0; y ≥ 0 : always true
• x , y ∈ N (no fractions): people, cars, etc.
• x , y ∈ Q (fractions allowed): money, time, etc.
< • less than > • more than

below a • smaller than above a • greater than
dotted line • may not reach dotted line • must exceed
• less than or equal to • greater than or equal to
≤ • at most ≥ • at least
below a • maximum above a • minimum
solid line • may not exceed solid line • may not be less than
• not more than • not less than
x: red objects
y: blue objects
Type 1: (one Type 2: (two Type 3: (variables in a ratio)

variable and a variables and a
constant) total)
Example: Example: Example 1: Example 3:
“red not less “a maximum “blue must exceed “blue may not be
than 10” of 100 red and red” more than 3 times
∴ x ≥ 10 blue” ∴y>x red”
∴ x + y ≤100 ∴ y ≤ 3x
Example 2:
“at least twice as Example 4:
many red as blue” “ratio of red to
∴x≥2y blue at most 2 : 3”
∴ x : y ≤ 2:3
∴ x
y ≤ 23
∴ 3x ≤ 2 y
• make “y” the subject

• draw lines
FEASIBLE REGION
• contains all the points that satisfy all constraints
• points on solid (dotted) lines are included (excluded)
52 MR (151)
OBJECTIVE FUNCTION
• always linear (i.e. cost, profit, etc.)
• write in standard form to get the gradient of
the search line
OPTIMAL POINT
• move search line parallel to itself from left to
right across feasible region.
MINIMUM MAXIMUM
• point of entry • point of exit
• if x , y ∈ N and point • if x , y ∈ N and point
not whole coordinates: not whole coordinates:
choose point closest, choose point closest,
lowest and/or furthest highest and/or furthest
left inside feasible right inside feasible
region. region.
Substitute this point into the objective

function to get the maximum or minimum
value.
Note 1: If search line coincides with a side of the feasible region, then all possible
points on this side will be a solution.
Note 2: If feasible region is unlimited (infinite) then there is a minimum value, but no
maximum value.
MR (151) 53
PAPER 2
54 MR (151)
TRANSFORMATIONS JZ 011
1 ENLARGEMENTS
* Object and image similar (i.e. shape stays the same; size changes). This
transformation is therefore not rigid.
Through the origin

Enlargement ( x; y ) → (kx ; ky )
by a factor of k
Note 1: Length of object: length of image = 1:k
Note 2: Area of object: area of image = 1:k 2
Note 3: k > 1: enlargement

0 < k < 1:enlargement by a factor of 1
2 = a reduction by a factor of 2
k < 0 : enlargement or reduction and rotation of 180°
2 TRANSLATIONS AND REFLECTIONS

* Object and image congruent (i.e. shape and size stay the same). They are isometric.
These transformations are therefore rigid.
• TRANSLATIONS…
Horizontally: k units ( x; y ) → ( x + k ; y )
TRANSLATIONS Vertically: k units ( x; y ) → ( x; y + k )
Parallel to y = x :
( x; y ) → ( x + k ; y + k )
k units horizontally
and k units vertically
MR (151) 55
• STANDARD REFLECTIONS…
x-axis ( x; y ) → ( x; − y )
y-axis ( x; y ) → (− x; y )
REFLECTIONS
y=x ( x; y ) → ( y ; x )
• reflect in x-axis
• translate k units ( x; y ) → ( x + k ; − y )
parallel to x-axis
glide - • reflect in y-axis

reflections • translate k units ( x; y ) → (− x; y + k )
parallel to y-axis
• reflect in y = x
• translate parallel
to y = x : k units
( x; y ) → ( y + k ; x + k )
horizontally and
k units vertically
Note 1: For glide-reflections, the reflection and translation can be in any order
Note 2: For glide-reflections, the translation is always parallel to the line of

reflection.
56 MR (151)
• REFLECTIONS IN ANY LINE PARALLEL TO ONE OF THE AXES…
Example:
A(2;3) is a point in the Cartesian plane.
Find: (a) A′ the reflection of A in x = 5
(b) A′′ the reflection of A in y = − 1
y x=5
A(2;3)
A'(8;3)
x
y = –1
A''(2;–5)
Note: The image must be the same number of units away on the other side of the line.
3 ROTATIONS
* Object and image congruent. (i.e. shape and size stay the same). This transformation
is therefore rigid.
anti-clockwise ( x; y ) → (− y; x)
90° around the

origin
clockwise ( x; y ) → ( y; − x)
ROTATIONS
180° around the
origin
( x; y ) → (− x; − y )
any angle ( θ ° ) q
around the
qq ( x; y ) → ( x cos θ − y sin θ ; x sin θ + y cos θ )
origin
q If θ > 0 (θ < 0) then anti-clockwise (clockwise) rotation.

If no direction is given, assume a positive (negative) angle is anti-clockwise
(clockwise)
qq Finding the coordinates of ( x′ ; y′) using double angles:
MR (151) 57
A( x; y) is rotated through θ ° around the origin…

y
A'(x' ; y')
r A(x ; y)
Then: x = r cos α and y = r sin α .......•

Also: x′ = r cos(α + θ ) and y′ = r sin(α + θ )
= r cos α cos θ − r sin α sin θ = r sin α cos θ + r cos α sin θ .......‚
Substitute • into ‚: ∴ x′ = x cos θ − y sin θ
and y′ = y cos θ + x sin θ
∴ ( x′ ; y′) = ( x cos θ − y sin θ ; x sin θ + y cos θ )
qq Finding the angle between the object and the image:
Example: Determine θ , if θ ∈[0°;90°]

y (Round your answer to the nearest
A'(3,77 ; 5,08)
whole number.)
A(6 ; 2)
Answer:
6 cos θ − 2sin θ = 3, 77..........• [ x cos θ − y sin θ = x′]

and 6sin θ + 2 cos θ = 5, 08..........‚ [ x sin θ + y cos θ = y′]
• × 3 : 18cos θ − 6sin θ = 11,31........ƒ [ solve simultaneously ]
‚ + ƒ: 20 cos θ = 16,39
∴ cos θ = 16,39
20
∴ θ = 34,96......[ cos −1 ( 16,39 ÷ 20 ) = ]

= 35°
58 MR (151)
DATA HANDLING JZ 012
1 MEASURES OF CENTRAL TENDENCY
• A REMINDER…
* Outliers are extreme values: i.e. data values that are much higher or lower than
the rest of the data values.
• THE MEAN ( x ) …
Ungrouped data Grouped data

∑ f . xi
Raw data : x (estimated mean) = ∑f
∑x
x = n xi : the class midpoint
Data in a frequency table xi = 1 (upper + lower class limit )
2
∑ f .x
x = ∑f ∑ f = n : the total number of data values
* The mean is influenced by outliers. A small (high) outlier will distort the mean
downwards (upwards).
• THE MODE…

* The data value that * The class with the highest
occurs the most. frequency.
* There can be more than * There can be more than one
one mode. modal class.
* The mode (or modal class) is not influenced by outliers.
• THE MEDIAN ( Q2 )…

* Order data values from
smallest to biggest. * Position of median 12 n .
* Position of median * You may be required to use and ogive to find the
1 ( n + 1) . estimated median (see notes below)
2
* The median is not influenced by outliers.
MR (151) 59
2 MEASURES OF DISPERSION (MOD)

• THE RANGE…

[estimated range]
Highest value – Lowest value Class midpoint of last class − Class midpoint of first class
* Not a good MOD because it ignores all the data values between the highest and
lowest values.
• LOWER ( Q1 ) AND UPPER ( Q3 ) QUARTILES…

Q1 : middle value of bottom half * Position of Q1 : 14 n
of data. * Position of Q3 : 34 n
Q3 : middle value of top half of
* You may be required to use an
data. ogive to find estimated values of
Q1 and Q3 (see notes below)
Example 1:
2 2 3 4 5 5 7 7 8
M
Q1 = 2,5 Q3 = 7
Example 2:
2 2 3 4 5 6 7 7 8 9
Q2 Q3
M = 5,5
* The quartiles ( Q1 , Q2 (the median) and Q3 ) divide the data into four equal parts:
2 2 3 4 6 7 7 7 8 9 11
Q1 M Q3
25% 25% 25% 25%
60 MR (151)
• THE INTERQUARTILE RANGE (IQR)…
* IQR = Q3 − Q1
* Is a MOD about the median.
* Tells us more about the spread of the middle 50% of the data.
* A good MOD because it is not influenced by outliers.
• BOX AND WHISKER PLOT…

* Shows the five number summary: 1. Minimum value
2. Lower quartile ( Q1 )
3. Median ( Q2 )
4. Upper quartile ( Q3 )
5. Maximum value
* Example 1: (without outlier) Data:

2 4 4 4 5 5 6 6 8 9
↑ ↑ ↑
Q1 M =5 Q3
Minimum Maximum
Value Value
0 1 2 3 4 5 6 7 8 9
Q2 M Q3
* Example 2: (with outlier) Data:

2 4 4 4 5 5 6 6 8 12
↑ ↑ ↑
Q1 M =5 Q3
12 is an outlier because
12 > Q3 + 1,5 IQR = 9
0 1 2 3 4 5 6 7 8 9 10 11 12
MR (151) 61
• THE SHAPE OF THE DISTRIBUTION OF THE DATA…
Symmetrical Data Positively Skewed Data Negatively Skewed Data

(Normal distribution) (Skewed to the right) (Skewed to the left)
median in the middle median is closer to Q 1 median is closer to Q 3

of the box and the
length of the whiskers
are the same
Data is Data is Long tail on Long tail on Data is

concentrated clustered on the right or the left or clustered on
in the centre the left of upper end of lower end of the right or
the lower the scale the scale upper end
end of the of the scale
scale
mean = median = mode mode < median < mean mean < median < mode
3 CUMULATIVE FREQUENCY
* Gives the number of data values at or below a specific data value in the data set.
* The last cumulative frequency gives the total number of frequencies.
Example:
BIOLOGY MARKS GRADE 12: JUNE 2008
Mark Frequency Cumulative frequency
0 − 19 5 5
20 − 39 18 23
73 learners
40 − 59 50 73 scored a
mark of 59
60 − 79 35 108 or below
80 − 100 12 120
∴∑ f = n = 120
62 MR (151)
• AN OGIVE…
* Shows cumulative frequency on a graph.
* Only gives estimated values.
* Tells us more about the spread of the data: i.e. Steepest (flattest) slope indicates
where the data is closest together (most spread out).
* Drawing an ogive:
Total number
of frequencies BIOLOGY MARKS GRADE 12 : JUNE 2008
120
100
Join points with
80 straight lines
Cumulative
frequency 60
on vertical
axis
40 Points to plot:
Ungrouped data : (data value ; cum. freq.)
Grouped data : (upperclass boundary ; cum. freq.)
20
0
0 20 40 60 80 100
MARKS
Cumulative frequency always
starts at zero ; add another data Data values on
value on the x-axis if needed horizontal axis
* Note: Upper class boundary for rounded continuous data is halfway between the
Upper Class Limit and the Lower Class Limit of the next class.
(for this example: (19,5; 5) (39, 5; 23) ….etc.)
* Using an ogive to estimate the quartiles and drawing a box-and-whisker plot:
Total number
120
100
Position of Q3:
3 90
4
(120)
80
Position of M:
1 60
2
(120)
40
Position of Q1:
1 30
4
(120)
20
0
0 20 40 60 80 100
Q1 42 M 54 Q3 69
Minimum Maximum
Value Value
0 20 40 60 80 100
MARKS
MR (151) 63
Note: For grouped data the minimum (maximum) value is the midpoint of the
first (last) class.
* Using an ogive to estimate percentiles:
Example: (a) Find the 60th percentile of the data. What does this value tell you?
(b) At which percentile does a learner with a score of 40 lie?
Total number
120
100
(a)
Position of P60:
60
× 120 = 72 80
100
72
60
Answer: 40
Number of learners 23
∴ 120
23
× 100 = 19,16 . . . 20
∴ The learner lies at
the 19th percentile 0
0 20 40 60 80 100
MARKS
(b) Answer:
A score of 40 . . . P60 58 marks
∴ 60% of the learners scored
58 marks or below and 40%
scored more than 58.
4 STANDARD DEVIATION
* MOD about the mean.
* Very good MOD because it involves all the data values.
* An outlier has an effect on the standard deviation: i.e. the data is more spread out
and the standard deviation will be bigger.
* Formulae for population data:

Raw data :
∑ ( x − x )2
σ = n σ =
∑ f .( xi − x )2
n
From a frequency table: xi : class midpoint
∑ f .( x − x )2
σ = n
* Variance is given by σ 2 [i.e. standard deviation squared]
64 MR (151)
• USING A CALCULATOR TO FIND THE MEAN AND STANDARD

DEVIATION…
* Ungrouped raw data:
Example: 2 4 5 7 9
CASIO fx – 82 ES SHARP EL – 531 WH

1 Getting the MODE 2:STAT 1:VAR MODE 1(STAT) 0 (SD)
calculator
into Stats STAT
mode: X STAT
1 STAT 0
The following 2
will appear:
3
0
2 Entering the 2 2 M+
data values:
4 4 M+
5 5 M+
7 7 M+
9 9 M+
AC
3 Finding the SHIFT STAT 5:VAR 2: x RCL x

mean:
(Answer : 5,4) (Answer : 5,4)
4 Finding the
standard
deviation:
(population) SHIFT STAT 5:VAR 3: x n RCL x

(Answer : 2,4166 . . .) (Answer : 2,4166 . . .)
5 Clearing the AC 2ndF CA

memory:
6 Getting the MODE 1: COMP MODE 0 (NORMAL)

calculator out
of Stats mode:
MR (151) 65
* Ungrouped data in a frequency table:
Example:
x 4 5 6 7
f 8 12 17 5

SHIFT SETUP
Scroll down to
Setting up second screen:
the frequency
column: REPLAY
3:STAT 1: ON

calculator
into Stats STAT
mode: X STAT
1 STAT 0
The following 2
will appear:
3
0
2 Entering the 2 5 6 7 4 STO 8 M+

data values:
(To enter the frequencies, use 5 STO 12 M+
the arrows to scroll up to the
first line in the frequency column) 6 STO 17 M+
8 12 17 5 AC 7 STO 5 M+

mean:
(Answer : 5,452 . . .) (Answer : 5,452 . . .)
4 Finding the
standard
deviation:
(population) SHIFT STAT 5:VAR 3: x n RCL x

(Answer : 0,9310 . . .) (Answer : 0,9310 . . .)
5 Clearing the
AC 2ndF CA
memory:
6 Getting the
calculator out MODE 1: COMP MODE 0 (NORMAL)
of Stats mode:
66 MR (151)
* Grouped data:
i.e. the same as ungrouped data in a frequency table: the class midpoint ( xi )
replaces the data value (x).
Example:
Class Interval xi f
0 < x ≤ 10 5 7
10 < x ≤ 20 15 12
20 < x ≤ 30 25 16
30 < x ≤ 40 35 9
• INTERPRETATION…
* In a normal curve:
34% 34%
0,5% 13,5% 13,5% 0,5%
2% 2%
x–3 x–2 x–1 x x+1 x+2 x+3
• About 68% of the data lies within 1 standard deviation of the mean
• About 95% of the data lies within 2 standard deviations of the mean
• About 99% of the data lies within 3 standard deviations of the mean
* Bigger vs Smaller standard deviation:
Bigger Standard Deviation Smaller Standard Deviation

Data more spread out and further away from Data closer together and clustered
the mean: around the mean:
–3 –2 –1 –x 1 2 3 –x
–3 –2 –1 1 2 3
MR (151) 67
* Changing the data values of the original set of data:
Original Change New
x Multiplying each data by a k .x
σ constant “k” k .σ
x Adding a constant “k” to x +k
σ each data value σ stays the same
x Subtracting a constant “k” x −k
σ from each data value σ stays the same
x Increasing each data value increase x and
σ by a constant percentage k% σ by k %
x Decreasing each data value decrease x and
σ by a constant percentage k% σ by k %
5 BIVARIATE DATA
* Bivariate data involves two variables
* Is shown graphically on a scatter plot.
• LINEAR RELATIONSHIP (CORRELATION) BETWEEN THE VARIABLES…
Positive Negative
[i.e. points cluster around a line [i.e. points cluster around a line
sloping upwards] sloping downwards]
Perfect
y y
x x
Strong
y y
x x
Weak
y y
x x
No Correlation
y
68 MR (151)
• NON LINEAR RELATIONSHIPS BETWEEN THE VARIABLES…
Quadratic Exponential Inverse
y y y
x x x
• THE LINE OF BEST FIT…
* Must show the general direction.
* Must have more or less the same number of points above and below the line.
* Using the line of best fit to make predictions:
Interpolation Extrapolation
* Predicting inside the given range * Predicting outside the given range
of data values. of data values
* Reliable * Unreliable
y y
x x
* Finding the equation of the line of best fit (informally): use any two points that lie
on the line of best fit.
Note 1: The gradient tells us about the change in one variable as the other
variable changes.
Note 2: The x- and y-intercepts can sometimes be meaningless.
MR (151) 69
COORDINATE GEOMETRY JZ 015
1 STRAIGHT LINES
WELL KNOWN FORMULAE

(given on formula sheet)
Distance between A and B Midpoint of line AB Gradient of AB

x +x y + y y −y
d = ( x2 − x1 )2 + ( y2 − y1 )2 M = ( 12 2 ; 12 2) m = x2 − x1
2 1
IMPORTANT
FACTS:
A (x1; y1)
y AB || CD ⇒ mAB = mCD
x 1 + x 2 y1 + y2
M( ; ) AB ⊥ CD ⇒ mAB × mCD
2 2
= −1
or
B (x2; y2) mAB = 1
− mCD
x
Collinear points lie on
same straight line. If A,
B and C collinear.
⇒ mAB = mBC = mAC
Inclination of a line y y
m = tan θ B
A
Smallest (anti-clockwise)
angle between the line and 0 x 0 x
the x-axis. A
B
θ is the inclination
mAB > 0 mAB < 0
⇒ tan θ positive ⇒ tan θ negative
∴θ < 90° ∴ 90° < θ < 180°
eg. tan θ = 3 eg. tan θ = −3
∴θ = tan −1 (3) ∴θ = 180° − tan −1 (3)
= 71, 6° = 180° − 71, 6°
= 108, 4°
2nd F
Calculators : tan gives tan −1
SHIFT
70 MR (151)
EQUATION OF A STRAIGHT LINE

(formulae given on formula sheet)
y
2 points given (x1; y1)
y = mx + c
c
Gradient and 1 point
given
y − y1 = m( x − x1 ) x
y
SPECIAL CASES: (–1; 4) (2; 4)
y=4
4
Vertical line
x = number
2 x
Horizontal line (2; –2)
y = number
x=2
SPECIAL LINES IN TRIANGLES

A
Median DC joins D
vertex to midpoint of
opposite side
B C
Altitude AD is
perpendicular height
B D C
MR (151) 71
PROPERTIES OF QUADRILATERALS
Parallelogram: A B To prove that any quadrilateral

ABCD is a parallelogram….
* Prove that E is the midpoint
of AC and BD
E
D C
Rectangle: A B To prove that any quadrilateral
ABCD is a rectangle….
of both AC and BD
E (∴ parallelogram)
* Then prove that AC = BD
D C
Rhombus: A B To prove that any quadrilateral
ABCD is a rhombus….
of both AC and BD
(∴ parallelogram)
E * Then prove that AC ⊥ BD
D C
Square: A B To prove that any quadrilateral

ABCD is a square….
of both AC and BD
(∴ parallelogram)
E * Then prove that AC = BD
(∴ rectangle)
* Then prove that AC ⊥ BD
D C
B
Kite: To prove that any quadrilateral

A C
E ABCD is a kite….
of AC
* Then prove that BD ⊥ AC
72 MR (151)
1 CIRCLES
EQUATION OF A CIRCLE
Centre at (a ; b) and radius r
Standard form: Special case:

General form:
[given on formula sheet] Centre at (0 ; 0)
x 2 + y 2 + dx + ey + f = 0
( x − a ) 2 + ( y − b) 2 = r 2 x 2 + y2 = r 2
y y
( x − (−2)) + ( y − (−1)) = 4
2 2 2
∴ ( x + 2) 2 + ( y + 1) 2 = 16 –3 ; 4)
r
is the equation of this circle x
–2 ; –1) M
x
O
r =4
Note 1: Standard Form → General Form (−3) 2 + (4) 2 = r 2

• Multiply out, RHS = 0 and ∴ 9 + 16 = r = 25
rearrange terms ∴ x 2 + y 2 = 25
is the equation
( x + 2) + ( y + 1) = 16
2 2
of this circle
∴ x + 4 x + 4 + y + 2 y + 1 = 16
2 2
∴ x + y + 4 x + 2 y − 11 = 0
2 2
Note 2: General Form → Standard Form

Isolate x and y terms, then complete the squares.
x 2 + y 2 + 4 x + 2 y − 11 = 0
∴ x 2 + 4 x + y 2 + 2 y = 11
∴ x 2 + 4 x + ( 42 )2 + y 2 + 2 y + ( 22 ) 2 = 11 + ( 42 ) 2 + ( 22 )2
∴ ( x + 2) 2 + ( y + 1)2 = 16
Note 3: If the equation is given in General Form rewrite it in Standard Form

to determine the centre and radius.
MR (151) 73
TANGENT TO A CIRCLE
y
AXIOM:
C
The tangent to a circle is
perpendicular to the radius P Point of
drawn to the point of contact. tangency
EQUATION OF TANGENT: M a ; b)
x
y = mx + c O
or
y − y1 = m( x − x1 )
mtangent × mradius = − 1
∴ mtangent = − mradius
1
If the gradient of the radius (or
diameter) is known, you can or mradius = − mtangent
1
determine the gradient of the

tangent and vice versa
Note 1: To find the point of tangency if both equations of circle and tangent are
known, solve simultaneously.
Note 2:  PM = r   on 
If  PM < r  then P lies  inside  the circle.
 
 PM > r  outside 
74 MR (151)
• CIRCLES AND TRANSFORMATIONS…
Type radius area
* Translations… 1:1 1:1
Example:
a > 0 right Translate x 2 + y 2 = 16 to
a < 0 left ( x − 3) 2 + ( y + 2) 2 = 16 radii areas
∴ ( x − 3) + ( y − (−2)) = 16
2 2 the the
b > 0 up same same
b < 0 down
a>0 b<0
∴ 3 units up ∴ 2 units down
* Reflections… 1:1 1:1

Example:
Reflect the centre Reflect x 2 + ( y − 2)2 = 4 in the x-axis radii areas
(a ; b) in the the the
∴ reflect centre : (0;2) → (0; − 2)
given line same same
∴ x 2 + ( y + 2) 2 = 4
* Enlargements… 1:k 1 : k2
Example:
Enlarge the Enlarge ( x − 1)2 + ( y + 2)2 = 4 by a
centre: 3 times 9 times
factor 3 through the origin.
(a ; b) → (ka ; kb) bigger: bigger
∴ enlarge centre: (1; −2) → (3; −6)
New radius = 1:3 1:9
old radius × k new radius = 2 × 3 = 6 .
∴ ( x − 3) 2 + ( y + 6)2 = 36
MR (151) 75
TRIGONOMETRY JZ 017
1 IDENTITIES
• IDENTITIES YOU NEED TO KNOW WELL…
90°
CO-RATIOS
sin(90° + θ ) = cos θ
sin(90° − θ ) = cos θ
cos(90° + θ ) = − sin θ
cos(90° − θ ) = sin θ
sin(180° − θ ) = sin θ
REDUCTION
cos(180° − θ ) = − cos θ
tan(180° − θ ) = − tan θ CAST
sin all
180° 0°/360°
tan cos
sin(360° − θ ) = sin(−θ ) = − sin θ

sin(180° + θ ) = − sin θ
cos(360° − θ ) = cos(−θ ) = cos θ
cos(180° + θ ) = − cos θ
tan(360° − θ ) = tan(−θ ) = − tan θ
tan(180° + θ ) = tan θ
270°
Note 1: If the angle is too big (too small), subtract (add) 360°…
Examples: sin(900° − θ ) = sin(540° − θ ) = sin(180° − θ ) = sin θ
cos(θ − 180°) = cos(180° + θ ) = − cos θ
Note 2: Numerical examples of co-ratios…
Examples: sin19° = sin(90° − 71°) = cos 71°
cos 37° = cos(90° − 53°) = sin 53°
76 MR (151)
TRIGONOMETRY JZ 017
QUOTIENT PYTHAGOREAN
tan θ = sinθ
cosθ sin 2 θ + cos 2 θ = 1
cosθ Note: cos 2 θ = 1 − sin 2 θ = (1 − sin θ )(1 + sin θ )
Note: sinθ = 1
tanθ
sin 2 θ = 1 − cos 2 θ = (1 − cos θ )(1 + cos θ )
COMPOUND ANGLES
sin( A + B) = sin A cos B + cos A sin B cos( A + B) = cos A cos B − sin A sin B
sin( A − B) = sin A cos B − cos A sin B cos( A − B) = cos A cos B + sin A sin B
DOUBLE ANGLES
sin 2 A = 2sin A cos A
cos 2 A = cos 2 A − sin 2 A = (cos A − sin A)(cos A + sin A)
= 2 cos 2 A − 1
= 1 − 2sin 2 A
Note: Identities are undefined…
1. for values of θ which give a zero denominator
2. for values of θ which result is negative
3. for θ = 90° + k 180° (k ∈ Z ) when tanθ is involved
• SPECIAL ANGLES…
* Special angles 30°, 45° and 60°…
2 45° 2 45° 2 60°

1
or 2 and 1
45° 45° 30°

1 2 3
* Using reduction formulae…

Examples: cos135° = cos(180° − 45°) = − cos 45° = − 2
2
sin 210° = sin(180° + 30°) = − sin 30° = − 12
* If angle is 0°, 90°, 270° or 360°, etc… Use your calculator!
MR (151) 77
TRIGONOMETRY JZ 017
• PROVING IDENTITIES…
Choose one side to

work with
Write it down:
LHS = ... or RHS = ...
Useful tips…
1. Use special angles

Apply identities
where possible a ±b
2. c = a
c ± b
c
3. Multiply by 1 in a special way:

Simplify:
×1 = 1−cos 1+cosθ
θ × 1+cosθ
1 1
1−cosθ
Is it equivalent to
the other side?
NO YES
Apply identities to You have proven

the other side and the identity.
simplify until you
get two equivalent
expressions.
78 MR (151)
TRIGONOMETRY JZ 017
2 EXPRESSIONS
• SIMPLIFY / EVALUATE / SHOW THAT…
Numerical
values?
YES NO
Calculator
allowed?
YES NO Useful tips..
1. Use special angles
2. Multiply by 1:
Male sure Apply identities and
calculator in simplify
2
2
3
×1= 2
2
3
× 2
2
= 2
2
6
DEG mode.
= 6
• USING SKETCHES…
If 5sin θ − 3 = 0 and θ ∈ [90° ; 270°] , determine, without using a calculator, the value
of 4 tan θ + 25sin θ
MR (151) 79
TRIGONOMETRY JZ 017
Steps:
Isolate trig function in given 5sin θ − 3 = 0 ∴ sin θ = 53

equation
sin θ = 3
5 ∴ θ lies in quadrants 1 or 2
Determine quadrant for θ θ ∈ [90°, 270°] ∴θ lies in quadrants 2 or 3
∴θ lies only in quadrant 2
Sketch triangle in this quadrant

and use Pythagoras to determine 5
3rd side 3 θ
x
–4
4 tan θ + 25sin θ = 4(− 34 ) + 25( 53 )

Use sketch to answer question = −3 + 15
= 12
3 EQUATIONS
• QRS METHOD FOR SOLVING TYPE 1, 2 AND 3 EQUATIONS…
Q: Identify quadrant(s) in which angle lies

R: Determine the reference angle [ignore minus sign, always acute]
S: Solve
• TYPE 1 EQUATION…
Trigonometric Function (angle) = ± Number
Solve for x: tan(2 x + 30°) = −3
function angle number

nd th
Q: 2 and 4 quadrants
R: 2nd F tan 3 = 71, 6°
S:
2 x + 30° = 180° − 71, 6° + 360°n or 2 x + 30° = 360° − 71, 6° + 360°n n∈Z
= 108, 4° + 360°n = 288, 4° + 360°n
∴ 2 x = 78, 4° + 360°n ∴ 2 x = 258, 4° + 360°n
∴ x = 39, 2° + 180°n [ general solution] ∴ x = 129, 2° + 180°n [ general solution]
80 MR (151)
TRIGONOMETRY JZ 017
To find the specific solution, substitute n = ... − 2; − 1; 0; 1; 2...

until x lies outside given interval
Quicker method for solving this equation (this only works for tan)…
Q: 2nd [you only need to consider 1 quadrant]

R: 2 F tan 3 = 71, 6°
nd
S: 2 x + 30° = 180° − 71, 6° + 180°n ; n ∈ Z [if you work with only 1 quadrant, add 180°n]
= 108, 4° + 180°n
∴ 2 x = 78, 4° + 180°n
∴ x = 39, 2° + 90°n
Trigonometric Function (angle) = ± Same Function (reference angle)
Solve for x: sin(2 x + 10°) = sin(20° − x)

function
angle
same reference
function angle
Q: 1st and 2nd quadrants
R: 20° − x
S: 2 x + 10° = 20° − x + 360°n or 2 x + 10° = 180° − (20° − x) + 360°n n ∈Z
∴ 3 x = 10° + 360° = 160° + x + 360°n
∴ x = 3,3° + 120°n ∴ x = 150° + 360°n
Trigonometric Function (angle) = ± Co-function (angle)
Solve for x: cos( x + 10°) = sin(30° + 2 x)

function
angle co- angle
function
When given a type 3 question, rewrite as a type 2.
cos( x + 10°) = cos(90° − (30° + 2 x))

= cos(60° − 2 x)
MR (151) 81
TRIGONOMETRY JZ 017
We now proceed as before
Q: 1st and 4th quadrants

R: 60° − 2x
S: x + 10° = 60° − 2 x + 360°n or x + 10° = 360° − (60° − 2 x) + 360°n n∈Z
∴ 3 x = 50° + 360° = 300° + 2 x + 360°n
∴ x = 16, 7° + 120°n ∴ − x = 290° + 360°n
∴ x = −290° − 360°n
• OTHER TYPE EQUATIONS…
Please note that angles must be identical, if not, use identities to make them identical
* a sin x = b cos x
∴ tan x = b
a [divide both sides by cos x to get a simple " type 1" equation]
* 8sin 2 x − 2 sin x = 0
∴ 2sin x (4sin x −1) = 0 [take out common factor ]
∴ 2sin x = 0 or 4sin x − 1 = 0
∴ sin x = 0 or sin x = 1
4 [ we now have 2 simple " type 1" equations to solve]
* 25 tan 2 x − 16 = 0
∴ (5 tan x − 4)(5 tan x + 4) = 0 [apply difference of 2 squares]
∴ 5 tan x − 4 = 0 or 5 tan x + 4 = 0
∴ tan x = 4
5 or tan x = − 54 [ we now have 2 simple " type 1"
equations to solve]
* cos 2 x − 3cos x − 1 = 0
∴ 2 cos 2 x − 1 − 3cos x − 1 = 0 [apply double angle identity to
get identical angles ]
∴ 2 cos 2 x − 3cos x − 2 = 0 [ write in standard form]
∴ (2cos x + 1)(cos x − 2) = 0 [ factorise]
∴ 2 cos x + 1 = 0 or cos x − 2 = 0
∴ cos x = − 12 or cos x = 2 [ we again end up with 2 simple
" type 1" equations to solve]
[ please note that there is no solution for the 2nd equation because
− 1≤ cos x ≤ 1]
82 MR (151)
TRIGONOMETRY JZ 017
• SPECIAL CASES YOU SHOULD KNOW…
Value
Function −1 0 1
sinθ 270° + k 360° k 180° 90° + k 360°
General
cosθ 180° + k 360° 90° + k 180° k 360° solution
tanθ 135° + k 180° k 180° 45° + k 180° (k ∈Z )
Note: If you are not sure, sketch a rough graph.
• USING GRAPHS TO SOLVE EQUATIONS AND INEQUALITIES…
1 f g
B
–180° a –135° –90° –45° 45° b 90° 135° 180° x
–1
Questions Meaning Answer

• Put f = g
• Solve for x:
x = a or x = b
Find the coordinates • To find y:
Points of intersection of f and g
of A and B sub x = a and
x = b into
f or g
f >g Where f is above g a <x <b
f ≥g Where f is above or equal to g a ≤x ≤b
f <g Where f is below g x < a or x > b
f ≤g Where f is below or equal to g x ≤ a or x ≥ b
Note: You can be asked to sketch trig graphs in Paper 2!
MR (151) 83
TRIGONOMETRY JZ 018
1 2D AND 3D TRIGONOMETRY
• FORMULAE…
WHAT IS GIVEN?
SAS SSS
Right-angled Area given (included angle)
∆ or Other
asked
Trigonometric Area Rule: Cosine Rule: Cosine Rule: Sine Rule:

Definitions: Area ∆ABC
b2 + c 2 − a 2
sin θ =
opposite
hypotenuse = 1
ab sin C a = b + c − 2bc cos A
2 2 2
cos A = 2bc
a
sin A = sinb B = sincC
2
a 2 +c 2 −b 2
cos θ =
adjacent
hypotenuse
= 1
2 bc sin A b = a + c − 2ac cos B
2 2 2
cos B = 2 ac
or
tan θ =
opposite = 1
2 ac sin B c = a + b − 2ab cos C
2 2 2
cos C = a2 +b2 − c2 sin A
a = sinb B = sincC
adjacent 2 ab
Pythagoras:
c
a
b
a 2 + b2 = c2
Note: When using the sine rule to find an angle, solve for 2 angles ( θ and 180° − θ ) and
check to see whether both are possible.
• A REMINDER…
Angle of depression Angle of elevation

from horizontal downwards from horizontal upwards
84 MR (151)
TRIGONOMETRY JZ 018
• TIPS FOR SOLVING 2D AND 3D PROBLEMS…
If not given, draw a sketch
Fill in all the information that you can.
Identify the triangle you need to work in.
Have you got enough information to get the

answer you want?
Yes No
90° no 90° Use other triangles

which have a
common side
(Link)
Use basic Use sine

trigonometric or cosine
definitions or rule.
Pythagoras
MR (151) 85
TRIGONOMETRY JZ 018
• BEARINGS…
* Always measure clockwise from north.
Example:
Sketch: N
A plane takes off and flies on a bearing of
048° for 100 km and then on a bearing of
165° for 200 km before it lands. Find the
N shortest distance between the place of take
θ 165 °
off and landing.
48 °
take off
shortest distance
landing
θ = 180° − 48° ( cointerior angles ; north direction P north direction )

= 132°
∴α = 360° − (165° + 132° )
= 63°
∴ shortest distance = 100 2 + 200 2 − 2 (100 )( 200 ) cos 63°
= 178 , 4 km
86 MR (151)
PAPER 3
MR (151) 87
GEOMETRY JZ 008
1 SIMILARITY
• SIMILAR POLYGONS… A 30 B
P 18 Q
50°
50°
* same shape but different 20 12
sizes. 25 15
130°
130° S 9 R
D 15 C
ABCD ||| PQRS if

* corresponding angles equal Aˆ = Pˆ , Bˆ = Qˆ , Cˆ = Rˆ , Dˆ = Sˆ and
and corresponding sides in AB
PQ = BC
QR = CD
RS = AD
PS
proportion
Note 1: Sides in proportion AB

PQ = 30
18 = 53 ; BC
QR = 25
15 = 5
3
means that the ratios
of the corresponding
CD
RS = 15
9 = 53 ; AD
PS = 20
12 = 5
3
sides are equal
Note 2: Correct order is ABCD ||| PQRS is the order in which...

important the angles are equal or
the sides are in proportion
• REGULAR POLYGONS…
* all sides and all angles are
equal
P
A
* are similar if they have the ∴∆ABC ||| ∆PQR
same number of sides
B C R Q
• IMPORTANT FACTS… does not mean AB = 2 units and

BC = 3 units
* Ratio does not imply lengths AB = 23
* To change to lengths, means AB = 2k units

multiply by any constant BC = 3k units
88 MR (151)
GEOMETRY JZ 008
• TRIANGLES…
A A
* Important Fact…
Triangles with a common height
have their areas proportional to B D C B D C
their bases. Area ∆ABC Area ∆ABC
Area ∆ABD
= BC
BD Area ∆ADC
= BC
CD
A A A if PQ // BC
P > Q P > Q P > Q then
* Intercept Theorem AQ
B > C B > C B > C AP
* PB = QC
A line parallel to one side of a
Q > P
triangle divides the other two A or
sides proportionally. AQ
* Note: The parallel line can be
A * AP
AB
= AC
inside or outside the triangle. B > C or
P > Q B > C AB
* PB = AC
QC
 AP = AQ 
A  PB QC 
* Converse of intercept theorem  or 
The line which divides two sides  AQ

if  AB = 
AP
of a triangle proportionally (in P Q AC then PQ // BC
the same ratio) is parallel to the  
B C  or 
third side.  AB AC 
 PB = QC 

* Midpoint theorem A
The line joining the midpoints of  AP = PB   PQ // BC 
two sides of a triangle is parallel P Q if  and  then  and 
to the third side and equal to half    
   
C  AQ = QC   PQ = 2 BC 
1
of the parallel side. B
* Converse of midpoint theorem A  AQ = QC 

 PQ // BC 
The line through the midpoint of  
one side of a triangle, parallel to if  and  then  and 
a second side, bisects the third P > Q
 AP = PB   
 PQ = 2 BC 
1
side and is equal to half of the
B > C
second side.
MR (151) 89
GEOMETRY JZ 008
B
A
* Theorem… ×
Equiangular triangles are similar.
(if two pairs of angles are equal,
the third pair must be equal)
C Q
P
×
 Aˆ = Pˆ 
 
if  and  then ∆ABC ||| ∆PQR R
 Bˆ = Qˆ 
 
The triangles are similar if two pairs of angles are
equal.
B
* Theorem Q
Triangles with proportional sides
are similar.
A C
P R
if AB
PQ = QR
BC = AC then ∆ABC ||| ∆PQR
PR
B a C
* Theorem of Pythagoras if Cˆ = 90° then c 2 = a 2 + b 2
c b
* Converse of the theorem of if cˆ = a 2 + b 2 then Cˆ = 90°
Pythagoras
A
• USEFUL FACTS…
A
* If the lengths or ratios of the ∆APQ ||| ∆ABC
∴ BC = AB
AP =
parallel sides must be PQ AQ
determined, use similar triangles. P > × Q AC
x
∴ xy = AP = AC
x AQ
AB or y
B > × C
y
1 3
A P B A P B
* When a line is divided into a if AP = 13 then AP = 14 or PB = 43

PB AB AB
given ratio, divide the line into
the correct number of equal parts 5
and then make deductions. 2
A P B A P B
if AP
PB = 52 then AP
PB = 23 or PB
AP = 32 or PB
AB = 53
90 MR (151)
GEOMETRY JZ 008
• PROOFS OF THEOREMS THAT YOU HAVE TO LEARN…
* 1. The intercept theorem: Q > P

A
A line (inside or outside) A
A
parallel to one side of a
triangle divides the other P Q
>
two sides proportionally B > C
B > C > B > C
Given: (fig. 1) P (fig. 2) Q (fig. 3)
∆ABC with PQ // BC
To prove:
PB = QC
AP AQ Note: Use only (fig. 1) in the exam unless
(fig. 2) or (fig. 3) is required.
Proof:
Join PC and BQ
area ∆APQ
area ∆PBQ = PB
AP (common height from Q )
area ∆APQ AQ
area ∆QCP = QC (common height from P )
But area ∆PBQ = area ∆QCP (same base QP and PQ // BC )

∴ PB
AP = AQ
QC
= =
AP AQ AB AC
Deduction: AB AC and BP QC
MR (151) 91
GEOMETRY JZ 008
* 2. Theorem: A
P
If two triangles are equiangular,
their corresponding sides are in X 1
Y
proportion, and are therefore
similar.
B × C Q × R
Given:
∆ABC and ∆PQR with Aˆ = Pˆ , Bˆ = Qˆ and Cˆ = Rˆ
To prove:
PQ QR
AB = AC
PR =
BC
Proof:
On AB mark off AX = PQ and on AC mark off AY = PR
Join XY
In ∆AXY and ∆PQR :
AX = PQ and AY = PR (Construction)
Aˆ = Pˆ (Given)
∴∆AXY ≡ ∆PQR (SAS)
∴ Xˆ = Qˆ
1
and Xˆ 1 = Bˆ ( Bˆ = Qˆ , given)
∴ XY // BC (corresponding ∠s equal)
∴ AX
AB = AC
AY (intercept theorem)
but AX = PQ and AY = PR
∴ PQ
AB = AC
PR
Similarly can be proved that

PQ QR
AB = BC
PQ QR
∴ AB = AC
PR =
BC
∴∆ABC ||| ∆PQR
92 MR (151)
GEOMETRY JZ 008
* 3. Theorem: A P
If the corresponding sides of two

triangles are proportional, the
triangles are equiangular, and
1 1
therefore similar. Q 2 2 R
×
B × C
Given:
PQ QR
∆ABC and ∆PQR with AB = AC
PR =
BC
Y
To prove:
Aˆ = Pˆ , Bˆ = Qˆ and Cˆ = Rˆ
Proof:
ˆ = Bˆ and QRY
Construct ∆QRY so that RQY ˆ = Cˆ
∴∆YQR ||| ∆ABC (Equiangular)
YQ QR
∴ AB = AC
YR =
BC
= AC
PR = QR
PQ
but AB BC (Given)
∴ YQ = PQ and YR = PR and QR = QR
∴∆PQR ≡ ∆YQR (SSS)
∴ Qˆ = Qˆ = Bˆ
1 2
and Rˆ1 = Rˆ 2 = Cˆ
∴∆ABC ||| ∆PQR (Equiangular)
MR (151) 93
GEOMETRY JZ 008
* 4. The Theorem of Pythagoras:

A
The square on the hypotenuse of 1 2
a right-angled triangle is equal to
the sum of the squares of the
other two sides. 1 2
B D C
Given:
∆ABC with Aˆ = 90°
To prove:
AB 2 + AC 2 = BC 2
Proof:
Draw AD ⊥ BC
Aˆ + Aˆ = 90°
1 2 (Given)
Aˆ1 + Bˆ = 90° ( Dˆ = 90°)
1
∴ Bˆ = Aˆ 2
Similarly Cˆ = Aˆ 1
In ∆ABC and ∆DAC :

ˆ = Dˆ = 90°
BAC 2
Bˆ = Aˆ 2 (Proven)
Cˆ = Cˆ (Common)
∴ ∆ ABC ||| ∆DAC (Equiangular)
∴ AC
DC = BC
AC
∴ AC 2 = BC . DC
Similarly AB2 = BC . BD
∴ AB 2 + AC 2 = BC . BD + BC . DC
= BC ( BD + DC )
= BC 2
94 MR (151)
GEOMETRY JZ 008
MODULE DIAGRAMS
Questions 1.1 to 1.2 F
3
G
2
6cm xcm 5cm ycm E

A
B C D
Questions 1.3 to 1.7
10cm C 8cm
B D
1 2
6cm
9cm 12cm
1 2 Question 1.8 D
A P
A
C
Q 1
B 2 BQ:QC = 2:1
Questions 1.9 to 1.12 AB = 8cm
P CD = 5cm
Q S
R
C
B
A
MR (151) 95
CIRCLE GEOMETRY JZ 009
REVISION
minor arc
• TERMINOLOGY AND segment

DEFINITIONS… minor segment
chord
major segment
centre
major arc
sector
P
PB is a
tangent
common
chord
A C
B
ABC is a double chord
* Points are concyclic if they

lie on the circumference of a
circle. A
Concentric
* A quadrilateral is cyclic if B circles
all four vertices lie on the D
C
circumference of a circle.
Concyclic points
* Concentric circles have the
[ABCD is a cyclic quadrilateral]
same centre.
C C
* An arc (or chord) of a circle
A Arc (chord) AB
subtends an angle if the
A B subtends Ĉ
arms of the angle are joined
by the arc (or chord)
B
* An angle is at the centre A
Angles at B
when its arms are radii.
centre and A B
* An angle is at the circumference A B
circumference (or in a subtended
C C C
segment) of a circle when its by . . . minor arc diameter major arc
arms are chords.
^
C is in the . . . major segment semi-circle minor segment
alternate segment
P
* The chord AB subtends
angle P in the segment
opposite to the selected B B
angle between the tangent A A P
and chord AB. angle between angle between
tangent and tangent and
chord chord
96 MR (151)
1 CHORDS AND MIDPOINTS
Note: O indicates the centre of the circle.

• Theorem 1:
A line drawn from the centre
of a circle, perpendicular to a
chord, bisects the chord.
A B A B
( OP ⊥ AB ) P P
if OP ⊥ AB then AP = PB
• Theorem 2:
(Converse of theorem 1).
The line joining the centre of
a circle to the midpoint of a A
P
B A
P
B
chord is perpendicular to the
chord.
( AP = PB ) if AP = PB then OP ⊥ AB
• Theorem 3:
C C
The perpendicular bisector of
a chord passes through the
centre of the circle. A B A B
P P
( AP = PB and CP ⊥ AB )
 AP = PB 
 PC passes 
if  and  then  
CP ⊥ AB   throught O 
MR (151) 97
2 ANGLES IN CIRCLES
P
P Oˆ1 = 2 Pˆ
• Theorem 4: subtended
1 1
by minor
The angle at the centre is A B A B A arc AB
P
twice the angle at the B
P
circumference subtended by
the same arc.
(∠ at centre = A B Oˆ1 = 2 Pˆ subtended by major arc AB
1
2 × ∠ at circumf.)
* Important deductions: P 2 Pˆ = AOB

ˆ = 180°
A
180°
B ∴ Pˆ = 90°
1. An angle in a semi-circle is
a right angle
2. The chord that subtends a P

right angle at the if Pˆ = 90° then AB is a diameter
A B
circumference is a
diameter.
P P
• Theorem 5: Q
if Q or A B then P̂ = Qˆ
Angles subtended by a chord A
at the circumference of a
circle, on the same side of the B
chord, are equal.  Pˆ and Qˆ are   Pˆ and Qˆ are 
(In other words: Angles in the    
same segment of a circle are in the major  in the minor 
equal.) segment  segment 
   
( ∠s in same segment)
• Theorem 6: Q P Q P

A
If a line segment joining two A
B
points subtends equal angles B
at two other points on the
same side of it, the four points if P̂ = Qˆ then A, B, P and Q are concyclic
are concyclic.
[i.e. ABPQ is a cyclic quadrilateral]
(AB subtends equal ∠s )
98 MR (151)
3 CYCLIC QUADRILATERALS
 Pˆ + Rˆ = 180° 
• Theorem 7: P Q
 
then  
and
if
The opposite angles of a Qˆ + Aˆ = 180°
cyclic quadrilateral are  
S R
supplementary.
(opp. ∠s of cyc. quad.)
P P
Q Q
• Theorem 8:
S S
R R
If two opposite angles of a
quadrilateral are P or
Q
supplementary, then the
quadrilateral is cyclic.
(opp. ∠s supp.) S
R
 Sˆ + Qˆ = 180° 
 
if  or  then PQRS is a cyclic quadrilateral
 Pˆ + Rˆ = 180°
 
* Important deductions: Q
P
if then Rˆ2 = Pˆ
1. The exterior angle of a
cyclic quadrilateral is equal 12
T
to the interior opposite S R
angle.
P P
(ext. ∠ of cyc. quad.) Q Q
2. (Converse of deduction 1).
If the exterior angle of a T T
S R S R
quadrilateral is equal to the
interior opposite angle, the
ˆ = Pˆ then PQRS is a cyclic quadrilateral.
if QRT
quadrilateral is cyclic.
(ext. ∠ = opp. int. ∠ )
A B A B
* Important reminder:
1. A third way of proving
that a quadrilateral is
cyclic, is by using theorem
6. D C D C
2. Once you have proven a

quadrilateral to be cyclic, if Aˆ = Bˆ then ABCD is a cyclic quadrilateral.
draw a light circle around it
for further use.
MR (151) 99
4 TANGENTS
P
• Axiom:
A tangent is perpendicular to tangent PBQ ⊥ radius OB
A B
the radius (or diameter) at the
point of contact.
(radius OB ⊥ tangent PQ) Q
A
• Theorem 9:
P
Two tangents drawn to a PA = PB
circle from the same point
outside the circle are equal in
length. B
(tangents from same point)

if PA and PB are tangents then PA = PB
F
G
• Theorem 10:
B B
The angle between a tangent P P L

2 2
and a chord drawn to the point 1 1
A A
of contact is equal to the K
tangent
angles in the alternate T T
segment.  Aˆ1 = Fˆ (= Gˆ ) 
 
if PT is a tangent then  and 
( ∠ between tangent and
 Aˆ = Kˆ (= Lˆ ) 
chord)  2 
• Theorem 11: C
(Converse of theorem 10). B B

P P
If the line through the 2 2
endpoint of a chord makes an A 1 A 1 D
angle with the chord, equal to
an angle in the alternate line through
T T
segment, then the line is a endpoint
tangent to the circle.  Aˆ1 = Cˆ 
 
if  or  then PT is a tangent
( ∠ between line and chord  Aˆ = Dˆ 
= ∠ in opp. segm. )  2 
100 MR (151)
• PROOFS OF THEOREMS THAT YOU HAVE TO LEARN…
* Theorem 1: Given:
Circle with centre O and chord AB ⊥ OP
The line drawn from the To Prove:
centre of a circle, AP = PB
perpendicular to a chord, Proof:
bisects the chord. Draw OA and OB
In ∆OAP and ∆OBP
1 2
OA = OB (radii) A
P
B
OP = OP (common)
Pˆ1 = Pˆ2 = 90° (given)
∴∆OAP ≡ ∆OBP (90°, h , s )
∴ AP = BP
* Theorem 2: Given:
Circle with centre O and chord AB with midpoint P.
(Converse of theorem 1). To Prove:
The line drawn from the OP ⊥ AB
centre of a circle, to the Proof:
midpoint of a chord, is Draw OA and OB
perpendicular to the chord. In ∆OAP and ∆OBP
OA = OB (radii) 1 2
A B
OP = OP (common) P
AP = PB (given)
∴∆OAP ≡ ∆OBP (s , s , s )
∴ Pˆ = Pˆ
1 2
but Pˆ1 + Pˆ2 = 180° (∠s on a straight line)

∴ Pˆ1 = Pˆ2 = 90°
∴ OP ⊥ AB
* Theorem 3: Given:
Chord AB of circle centre O, TP ⊥ AB at P, AP = PB
The perpendicular bisector of To Prove:
a chord passes through the O lies of TP T
centre of the circle. Proof:
Suppose O, the centre of
the circle, does not lie on
A P B
TP. Draw OP.
OP ⊥ AB (line from centre to midpoint of chord)

and TP ⊥ AB (given)
This can only be true if O lies on TP.
MR (151) 101
* Theorem 4: P P
1 2
The angle subtended by an arc 12 A B
at the centre of a circle is R
1
1 2 1 P
double the size of the angle 1 2
2 2
subtended by the same arc at R R A

A B B
the circumference. (i) (ii) (iii)
Given:
ˆ at the centre
Circle centre O and arc AB subtending AOB
and APBˆ at the circumference.
To Prove:
AOBˆ = 2 APB
ˆ
Proof:
Join PO and produce to R
AO = PO (radii)
∴ Aˆ = Pˆ (∠s opposite equal sides)
1
Oˆ1 = Aˆ + Pˆ1 (exterior ∠ of ∆APO)

∴ Oˆ = 2 Pˆ
1 1
Similarly Oˆ 2 = 2 Pˆ2
In figures (i) and (ii) In figure (iii)

Oˆ1 + Oˆ 2 = 2 Pˆ1 + 2 Pˆ2 Oˆ 2 − Oˆ1 = 2 Pˆ2 − 2 Pˆ1
= 2( Pˆ + Pˆ )
1 2 = 2( Pˆ − Pˆ )
2 1
∴ AOB
ˆ = 2 APB
ˆ ∴ AOB
ˆ = 2 APB
ˆ
* Theorem 5: Q P
P Q
Angles subtended by a chord
at the circumference of a A B
1
circle, on the same side of the 1
chord, are equal. A B
Given:
Pˆ and Qˆ subtended by chord AB
To Prove:
P̂ = Qˆ
Proof:
Mark centre O. Join OA and OB.
Oˆ1 = 2 Pˆ ( ∠ at centre = 2 × ∠ at circumference )
Oˆ = 2Qˆ ( ∠ at centre = 2 × ∠ at circumference )
1
∴ P̂ = Qˆ
102 MR (151)
* Theorem 6: Given:
Q
P̂ = Qˆ subtended by AB
(Converse of theorem 5). To Prove: R
If a line segment joining two A, B, P and Q P 1
points subtends equal angles are concyclic
at two other points on the Proof: 1
same side of it, then the four Assume the circle passes
points are concyclic. through A, B and P does not A
B
pass through Q, but cuts AQ or
AQ produced at R. Join BR.
Pˆ = Rˆ1 (∠s subtended by same chord)

But Pˆ = Qˆ (given)
∴ Rˆ = Qˆ
1
But this cannot be true because:

Rˆ1 = Qˆ + Bˆ1 (exterior ∠ of ∆ )
∴ Our assumption is false and A, B, P and Q are concyclic.
P
* Theorem 7: Given:
Cyclic quadrilateral PQRS
The opposite angles of a To Prove: 2
1
cyclic quadrilateral are Pˆ + Rˆ = 180° and Q
supplementary. S
Qˆ + Sˆ =180°
R
Proof:
Join OQ and OS
Oˆ1 = 2 Pˆ (∠ at centre = 2 ×∠ at circumference)
Oˆ = 2 Rˆ (∠ at centre = 2 ×∠ at circumference)
2
∴ Oˆ1 + Oˆ 2 = 2( Pˆ + Rˆ )
But Oˆ1 + Oˆ 2 = 360° (∠s around point)
∴ Pˆ + Rˆ = 180°
Similarly by drawing OP and OR
Qˆ + Sˆ = 180°
MR (151) 103
* Theorem 8: Given:
Any quadrilateral PQRS with Qˆ + Sˆ =180°
(Converse of theorem 7). To Prove: S
If two opposite angles of a PQRS is a cyclic quadrilateral
T
quadrilateral are 1
Proof:
supplementary, then the Draw a circle through P, Q P
quadrilateral is cyclic. and R. Suppose it does not 1
pass through S but through T

Q R
on PS or PS produced.
Draw TR.
Qˆ + Tˆ1 = 180° (opposite ∠s of cyclic quadrilateral)
But Qˆ + Sˆ = 180° (given)
∴ Tˆ1 = Sˆ
Which is impossible because
Tˆ1 = Sˆ + Rˆ1 (exterior ∠ of ∆ TRS )
∴ The circle must pass through S.
∴ PQRS is a cyclic quadrilateral
A
* Theorem 9: Given:
Tangents AP and BP P
Two tangents drawn to a To Prove:
circle from the same point AP = BP
outside the circle are equal in Proof:
length. Mark the centre O. B
Join AO, OB and OP.
Aˆ = Bˆ = 90° (radius ⊥ tangent)
OA = OB (radii)
OP = OP (common)
∴∆AOP ≡ ∆BOP (90°, h , s )
∴ AP = BP
104 MR (151)
* Theorem 10: Given:

Tangent PT touching circle C
The angles between a tangent O at A; chord AB with F̂ F
and a chord drawn to the point in the major segment and B
of contact of the tangent, are K̂ in the minor segment.
equal to the angles that the To Prove:
K
chord subtends in the alternate ˆ = Fˆ 1
segments. (i) BAT 2
P A T
ˆ = Kˆ
(ii) PAB
Proof:
Draw diameter AC.
Join BC.
Aˆ1 + Aˆ 2 = 90° (radius ⊥ tangent)
But CBA ˆ = 90° (∠ in semi-circle)
∴ Aˆ1 + Cˆ = 90° (∠ s of ∆ ABC )
∴ Aˆ = Cˆ
2
But Cˆ = Fˆ (subtended by AB )
∴ Aˆ 2 = Fˆ
∴(i ) BATˆ = Fˆ
ˆ + Aˆ = 180° (adjacent ∠s on straight line)
PAB 2
and K + Fˆ = 180° (opposite ∠s of cyclic quadrilateral)

ˆ
But Fˆ = Aˆ 2 (proved in (i ))
∴ (ii ) PAB
ˆ = Kˆ
* Theorem 11: Given:

Chord AB of a circle and a line PT such that
(Converse of theorem 10). ˆ = Cˆ
BAT
If the line through the To Prove: B
endpoint of a chord makes an PT is a tangent to the circle
angle with the chord equal to Proof: C
an angle in the alternate If PT is not a tangent to the
segment, then the line is a W
circle, assume VW is a
tangent to the circle. tangent at A.
P A T
ˆ = Cˆ (tan-chord theorem)
Then BAW
ˆ = Cˆ (given)
But BAT
∴ BAW ˆ = BAT ˆ
This statement is false unless PAT and VAW coincide.
∴ PAT must be a tangent to the circle.
MR (151) 105
Use the following diagrams when working through the module.
1 Chords and Midpoints
Question 1.1 Q Question 1.2 A
R
40mm
C P D
P O
51mm
M
A 136mm
B B
2 Angles in Circles
D C
Question 2.1 80°
Questions 2.2 & 2.3 B

A
23°
B A
1 O
2
F 46° C
2
1
D
Question 2.4 Question 2.5

A
1 B
2
O
O 37°
2 1 70°
A x C
C
106 MR (151)
Question 2.6 Questions 2.7 & 2.8

A
P O R 3 O
S
22° D
2 1
30°
1 2 3
Q 2 2
1 1
C B
3 Cyclic Quadrilaterals
Question 3.1 Question 3.2

A P
80°
B
12 Q
C
T
D
21
E
1
2
F
R M
Questions 3.3 to 3.6 Questions 3.7 & 3.8

A
C
B
2
1
Q
1
2 3 2
1
1
R A E
O
1 1
2 C
32°
1
2
D
B
MR (151) 107
A
Question 3.9
D 1 B
2
120°
4 Tangents
Questions 4.1 & 4.2 R Question 4.3

A
1
B 2
P
31°
O 1
2 O
1
2
A P
2
1
B
C
Questions 4.4 to 4.6 Question 4.7
A
E R 2 1
x
2
D x
F 1 B
1
2
C
D
D
70°
A B
P
E
105°
Question 4.8 B C
A
108 MR (151)
RECURSION JZ 010
1 RECURSIVE SEQUENCES
• FORMULAE…
* Given: 4 ; 7 ; 10 ; 13 ; . . .
+3 +3 +3
Explicit formula Recursive formula
• Shows functional relationship • Shows recursive relationship

between position and term between consecutive terms.
value • Tn +1 = Tn + 3; T1 = 4 and n ≥1
• Tn = 3n + 1 Note: Always specify T1 and
restriction for n where n ∈ N
* Given: 2; 5; 7; 12; 17;...
Recursive formula: Tn +1 = Tn + Tn −1 ; T1 = 2; T2 = 5 and n ≥ 2
Note: Specify T1 and T2 when the two previous terms are involved.
* Given: Tn +1 = Tn + 2n − 3 ; T1 = 5 and n ≥ 1
Sequence: T1 = 5
T2 = T1 + 2(1) − 3 = 5 + 2 − 3 = 4
T3 = T2 + 2(2) − 3 = 4 + 4 − 3 = 5
T4 = T3 + 2(3) − 3 = 5 + 6 − 3 = 8
etc....
MR (151) 109
PROBABILITY JZ 014
1 DEFINITIONS AND RULES

• DEFINITIONS…
Mutually exclusive events Independent events

If A and B are mutually exclusive If A and B are independent events then
events then P ( A and B ) = 0 P ( A and B ) = P ( A) × P ( B )
Note 1: P ( A and B) can also be written as P ( A I B ) .
Note 2: These definitions are also true the other way round.
Note 3: If events are mutually exclusive, they are dependent.
Note 4: If evenst are not mutually exclusive, they could be dependent or independent.
• RULES…
Complement P ( A′) = 1 − P ( A)
Addition P ( A or B ) = P ( A) + P ( B ) − P ( A and B)
Product P ( A and B ) = P ( A) × P ( B )
[independent events]
Product P ( A and B ) = P ( A) × P ( B / A)
[dependent events]
P(B) after A
has occured
2 VENN DIAGRAMS
Note: If A and B are independent events, then so are A′ and B′ .
S M Grade 12 learners at a Master Maths

9 centretaking the following subjects at
school:
H M: Mathematics
X 1 6
12 X: Xhosa
10 H: History
2
3
5 * What does this Venn Diagram tell
us?
110 MR (151)
PROBABILITY JZ 014
(a) 9 + 6 + 1 + 12 + 2 + 3 + 10 + 5 = 48 grade 12 learners at the M2 centre [sample space]
(b) 9 + 1 + 12 + 6 = 28 take Mathematics
(c) 1 + 12 + 2 + 3 = 18 take Xhosa
(d) 6 + 12 + 3 + 10 = 31 take History
(e) 1 + 12 = 13 take Mathematics and Xhosa
(f) 6 + 12 = 18 take Mathematics and History
(g) 12 + 3 = 15 take Xhosa and History
(h) 12 take Mathematics, Xhosa and History
(i) 1 takes Mathematics and Xhosa, but not History
(j) 6 take Mathematics and History, but not Xhosa
(k) 3 take Xhosa and History, but not Mathematics
(l) 5 take neither Mathematics nor Xhosa nor History
(m) 2 + 3 + 10 + 5 = 20 take Mathematical Literacy [this must be the case if they are at a
Master Maths centre!]
* We can use the Venn Diagram to calculate Probabilities…

Probability that a grade 12 learner selected at random takes Xhosa and Mathematics
= 1 +4812 = 13
48 [0, 27]
* To draw a Venn Diagram, do the above exercise in reverse!
Tip : When filling in a Venn Diagram, work from the inside [most intersections] to
the outside [least intersections]
MR (151) 111
PROBABILITY JZ 014
3 TREE DIAGRAMS
• INDEPENDENT EVENTS…
11 balls in a bag, 6 are red and 5 are blue. One ball is chosen at random from the bag.
After replacing it, a 2nd ball is chosen randomly. [We will draw a tree diagram to find
all possible outcomes]
1st ball 2nd ball Possible outcomes

5 5 25
5
11
B P(B and B) = 11 × 11 = 121 Note :
B 6 5 6 30 These
5
11 11 R P(B and R) = 11 × 11 = 121 probabilities
5 always
6 6 5 30 add up
11
R
11 B P(R and B) = 11 × 11 = 121
to 1
6 6 6 36
Probabilities on 11 R P(R and R) = 11 × 11 = 121
each set of
branches P(B) =
5
and P(R) = 11
6
do not change
always add 11
up to 1 when listed on the branches. This is because B and R are
independent events (ball is replaced)
• DEPENDENT EVENTS…
11 balls in a bag, 6 are red and 5 are blue. Without looking, 2 balls are chosen
simultaneously * from the bag.
1st ball 2nd ball Possible outcomes

5 4 2
4
10
B P(B and B) = 11 × 10 = 11 Note :
B 6 5 6 3 These
5
11 10 R P(B and R) = 11 × 10 = 11 probabilities
5 always
6 6 5 3 add up
11
R
10 B P(R and B) = 11 × 10 = 11 to 1
5 6
Probabilities on 10 R P(R and R) = 11 × 105 = 3
11
each set of
branches P(B) and P(R) change on the 2nd draw.
always add
up to 1 This is because B and R are dependent
events (ball not replaced)
* “simultaneously” is the same as choosing 1 and then another without replacing

the first one.
112 MR (151)
PROBABILITY JZ 014
4 2-WAY CONTINGENCY TABLES

A group of learners were asked if they liked the latest Nokia cell phone. The results of the
survey are shown in the following 2-way table:
Likes (L) Does not like (D) TOTAL

Total male learners
Male (M) 7 21 28
Female (F) 24 5 29 Total female learners
TOTAL 31 26 57
Total who Total who Total

liked did not like learners
1. What percentage of the male learners like the phone? 7

28 = 0, 25 [25%]
2. What percentage of the learners are male and like the phone? 7
57 = 0,12 [12%]
3. What is the probability that a learner chosen at random from the group…
(a) is female? P( F ) = 57
29 = 0,51
(b) likes the phone? P( L) = 57

31 = 0,54
(c) is male and does not like the phone? P( M and D) = 57

21 = 0,37
(d) is male and likes the phone or is female and does not like the phone?
P( M and L) or P ( F and D) = 7
57 + 57
5 = 0, 21
[ ML and FD mutually exclusive events]
(e) is male or is a learner who does not like the phone?
P( M or D) = P ( M ) + P( D) − P( M and D) = 57
28 + 26
57 − 21
57 = 0,58
[ M and D are not mutually exclusive events]
4. Is a person’s preference for the latest Nokia phone independent of the person’s gender?
P ( L) = 57 = 0,54
31
P( F ) = 57
29 = 0,51
P( L) × P( F ) = 0, 28
P( L and F ) = 57
24 = 0, 42 Therefore no because P( L and F ) ≠ 0, 28
MR (151) 113
PROBABILITY JZ 014
5 FUNDAMENTAL COUNTING PRINCIPLE
FUNDAMENTAL COUNTING PRINCIPLE (FCP)
If there are M ways of doing one thing and N ways of doing

another, then there are MN ways of doing both.
With repetition Without repetition
Number of “5 letter” Number of ways in

codes using A, B, C, which 5 learners can
D, E, F and G. line up.
7× 7× 7× 7× 7 5 × 4 × 3 × 2 ×1
shorthand shorthand
75 5!
(5 factorial)
114 MR (151)
BIVARIATE DATA JZ 019
1 BIVARIATE DATA
• A SCATTER PLOT…
Shows bivariate data [i.e. data that involves two variables] on a graph
Note: The independent variable goes on the x-axis and the dependent variable on
the y-axis
• THE CORRELATION COEFFICIENT (r)…
Measures the strength of the linear relationship between the variables.
Note: −1 ≤ r ≤ 1
Interpretation:
Perfect negative Perfect positive

correlation correlation
r = –1 r = –0,75 r = –0,5 r=0 r = 0,5 r = 0,75 r=1
Strong Moderate Weak No Weak Moderate Strong

negative negative negative correlation positive positive positive
• THE REGRESSION LINE ( yˆ = a + bx) …
Is used to make predictions.

Is also known as “the line of best fit” or “the least squares line”
Note 1: Each x-value has an observed y-value (y) and a predicted y-value ( ŷ )
Note 2: ( y − yˆ ) is called the residual.
MR (151) 115
• USING A CALCULATOR TO FIND r AND ŷ = a + bx …
Example:
x 2 5 6 9
y 7 10 12 13

1 Finding the MODE 2:STAT 2: A + Bx MODE 1(STAT) 1(LINE)
linear function:
STAT
X Y STAT
1 STAT 1
The following 2
will appear:
3
0

data:
(To enter the y-values, 5 STO 10 M+
use the arrows to scroll
up to the first line in the y-column) 6 STO 12 M+
7 10 12 13 AC 9 STO 13 M+
3 Finding SHIFT STAT 7:Reg 3:r RCL r

(a) r [Answer : r = 0,96] [Answer : r = 0,96]
(a) ^
y = a + bx SHIFT STAT 7:Reg 1:A RCL a
[Answer : a = 5,66] [Answer : a = 5,66]
SHIFT STAT 7:Reg 2:B RCL b

[Answer : b = 0,88] [Answer : b = 0,88]
4 Getting out
MODE 1: COMP MODE 0 (NORMAL)
of Stats mode:
• EQUATIONS OF OTHER REGRESSION FUNCTIONS (CURVES)…
Type of
Standard form
function
Quadratic ŷ = a + bx + cx 2
Power yˆ = a . x b
Exponential yˆ = ab x
Inverse yˆ = a + bx
Note: Use these equations to make predictions.
116 MR (151)
DESCRIPTIVE STATISTICS JZ 020
1 SAMPLING AND MISLEADING STATISTICS
• TERMINOLOGY…
POPULATION: CENSUS: CENSUS DATA:

Everything or Information collected Advantages:
everybody in the from whole population Unbiased, includes all items in
entire group is the population.
studied
Disadvantages:
Expensive, time consuming,
difficult to determine whether
SAMPLING FRAME: all members were included.
A list of the population from which a
sample is drawn (eg. Taxpayers list
would be the sampling frame if you
want to research the age of taxpayers) SAMPLE DATA:
Advantages:
Cheaper, less time consuming,
not so much data to collect and
SAMPLE: analyse.
Part of the population
Disadvantages:
Not always representative (i.e.
biased)
NOT REPRESENTATIVE:
REPRESENTIVE: Unbiased representation
Biased sample of the whole population
REASONS FOR BIAS: CHARACTERISTICS:

1. Population not correctly 1. Must be large enough.
identified. There is no rule, but the
2. Non-response to a survey bigger the better (±10%
(big problem with mail of population is
surveys) acceptable)
3. Asking leading questions 2. Must be randomly
4. Dishonesty when asked for selected.
sensitive information
5. Ignorant people who don't
want to admit it
6. Recording errors
7. Timing
MR (151) 117
• TYPES OF SAMPLING…
TYPE EXPLANATION EXAMPLE

Every item must have the same chance of being Drawing a name
Random
selected. from a hat
th
A starting point is randomly selected, then every n Quality control at
Systematic
item is chosen. ( n = total ÷ sample size ) a factory
Divide the population into groups (clusters). Select 1
Biologists
or a few groups (clusters) randomly. Select sample
Cluster studying fauna
items randomly from these groups or survey whole
and flora
cluster if small enough.
A researcher
This is when the most convenient sample is chosen.
doing a survey
Convenience A sample of 60 would be the first 60 items you
outside a
come across.
supermarket
The population is divided into homogenous groups
(strata). A random sample is then chosen from each RSA political
Stratified
group. The number chosen from each group is survey
proportional to the size of the group.
• HOW TO DRAW A STRATIFIED SAMPLE…
Determine the number of items in the population
1. Sample size 1. Sample %

given given
2. Determine
sample %
Do not round off!
3. Use this %
to determine
number of
items to
choose from
each group Note:
If you need to round off, do it in
the normal way.
If the sum > sample size, round
4. Randomly down the number that you
select items rounded up the most.
If sum < sample size, round up
the number that you rounded
down the most.
118 MR (151)
Example:
The breakdown of employees in each section of a company is shown in the table.
Section Management Clerical Technical Marketing

Frequency 130 400 2 590 4 680
Use the information in the table to describe how a stratified random sample of 1 560
employees could be selected.
1. Total = 130 + 400 + 2 590 + 4 680 = 7 800 [ population]
7 800 ×100 =
1560
2. 20% [ sample %]
3. Management = 0, 2 ×130 = 26 
Clerical = 0, 2 × 400 = 80 
 Sum must be 1 560
Technical = 0, 2 × 2 590 = 518 
Marketing = 0, 2 × 4 680 = 936 
4. Randomly select the number of employees in each section.

e.g. Management: Allocate a number to each of the 130 employees in this section,
then draw 26 from a hat.
• MISLEADING STATISTICS…
Statistical diagrams and statements can be misleading in several ways.
§ Things to look out for…
* Scales and labels on the axes.

* Area and volume of pictures.
* Who ran the survey?
* Where did the data come from?
* How was the data collected?
* Who was asked? (Who was surveyed?)
* What questions were asked?
* How did they ask the questions?
* Was the sample big enough?
* Is the sample representative?
MR (151) 119
§ Misuse of the scale on the vertical axis…
You can change the impression of the graph by changing the scale on the vertical axis.
* Changing the size of the intervals. Smaller intervals show differences more
dramatically while bigger intervals make the differences less noticeable.
* A scale not starting at zero gives the wrong impression.
§ Misuse of the scale on the horizontal axis…
2007: Sales figures of Alphen Bulbs The graph gives the

130 impression that the sales
120 increased at a steady pace,
but if you take into account
100 that there are different year
gaps between the
80 consecutive bars, this might
not have been the case.
60
40
20
0
1990 1991 1993 1996 2000
Years
120 MR (151)
§ Misuse of area (size of 2D objects)…
Rouxville The decline in water wastage was only 50%. The

Water Wastage
(kl per hour)
graph gives the impression that there was a huge
500
decline in water wastage because the area of the first
drop is about 6 times the area of the smaller drop.
250
2004 2007
§ Misuse of volume (size of 3D objects)…
Buy bulk and save money!

The graph gives the
impression that 8 times
the amount cost just 2
300 times more, but looking
at the numbers, you can
buy only twice the
150 amount for double the
price. So buying bulk
doesn’t save you money
in this case.
§ Reversing the direction of an axis…

2007: John's exam results
This graph gives the impression that
John’s exam marks increased
100 instead of having decreased.
Reversing the direction of the
80 horizontal axis makes a decrease
over time appear to be an increase.
60
40
20
0
Dec Sept Jun Mar
Exam
§ Misuse of labels…
* If the labels of proportional graphs (pie chart, stacked bar graphs) are incomplete,
we cannot find the frequency of each class.
MR (151) 121
Example:
Most favourite sport shoe brand amongst teenagers in South Africa:
Nike Power Adidas Rheebok
The graph gives the impression that more than half of the teenagers prefer Rheebok and
Adidas sports shoes. It is misleading because we don’t know how many people were
surveyed. It could be only 20, which means the sample is too small to make any
conclusions about the population (teenagers in South Africa).
§ Misuse of perspective in 3D…
Weekly pocket money spent by Joannie Weekly pocket money spent by Joannie
1 1
2 2
3 3
4 4
Fig 1 Fig 2
In fig 1 we get the impression that Joannie spent the same amount of pocket money in
weeks 1, 3 and 4 while we can clearly see in Fig 2 that she spent more pocket money in
weeks 1 and 3 than in week 4.
§ Misuse of percentages…
Example:
DIY Corporation, a large company with 200 000 employees decided to cut its
workforce and the following statement was sent to the press:
DIY Corporation will cut its workforce by only 10%!
This is misleading because cutting the workforce by 10% sounds much less dramatic
than cutting the workforce by 20 000!
§ Misuse of average…
The manufacturer misuses the word
“average” to his advantage. If you
Peanuts & Raisins buy a packet of Peanuts & Raisins
you cannot complain if the weight
of the packet is not exactly 250g.
Average nett weight 250g All the packets could weigh 240g
and nobody can take it back. Very
clever, don’t you think?
122 MR (151)
§ Misleading Statements…
Example:
The yearly report of the chairman of Brites Light Bulbs said the following: “We are
very pleased with our sales figures. Brites sold 1 000 000 more light bulbs in 2007 than
in 2006.”
The statement gives the impression that the company did well, but we don’t know how
many bulbs were sold the previous year. If Brites sold 200 000 light bulbs in the
previous year it would be a huge increase, but if they sold 10 000 000 light bulbs the
previous year, it would be a small increase. We can further say the “sales” only tell you
how much is sold. You must look at the profits too.
2 INTERPRETATION
• MEASURES OF CENTRAL TENDANCY…
* Refer to JZ012 Notes
• MEASURES OF DISPERSION…
* Distribution of data:
Symmetrical Data Positively Skewed Data Negatively Skewed Data

(Normal distribution) (Skewed to the right) (Skewed to the left)
median in the middle median is closer to Q 1 median is closer to Q 3

of the box and the
length of the whiskers
are the same
–x Me Mo
–x Mo Me –x
Me
Mo
mode = x = median mode < median < x x < median < mode
MR (151) 123
• CUMULATIVE FREQUENCY…
• STANDARD DEVIATION…
* MOD about the mean
* Very good MOD because it involves all the data values.
* An outlier has an effect on the standard deviation: i.e. the data is more spread out
and the standard deviation will be bigger.
* Formulae for population data:

Raw data:
∑ ( x − x )2
σ= n σ=
∑ f .( xi − x )2
n
From a frequency table xi : class midpoint
∑ f .( x − x )2
σ= n
For sample data: replace σ with s and divide
by " n − 1" instead of "n"
* Variance is given by σ 2 or s 2 [i.e. standard deviation squared]
124 MR (151)
§ Using a calculator to find the mean and standard deviation…
(a) Ungrouped raw data:
Example: 2 4 5 7 9

calculator
into Stats STAT
mode: X STAT
1 STAT 0
The following 2
will appear:
3
0
2 Entering the 2 2 M+
data values:
4 4 M+
5 5 M+
7 7 M+
9 9 M+
AC

mean:
(Answer : 5,4) (Answer : 5,4)
4 Finding the
standard
deviation:
4.1 (population) SHIFT STAT 5:VAR 3: x n RCL x

(Answer : 2,4166 . . .) (Answer : 2,4166 . . .)
4.2 s (sample) SHIFT STAT 5:VAR 4: x n–1 RCL sx

(Answer : 2,7018 . . .) (Answer : 2,7018 . . .)
5 Clearing the
AC 2ndF CA
memory:
6 Getting the
of Stats mode:
MR (151) 125
(b) Ungrouped data in a frequency table:
Example:
x 4 5 6 7
f 8 12 17 5

SHIFT SETUP
Scroll down to
Setting up second screen:
the frequency
column: REPLAY
3:STAT 1: ON

calculator
into Stats STAT
mode: X STAT
1 STAT 0
The following 2
will appear:
3
0

data values:
(To enter the frequencies, use 5 STO 12 M+
the arrows to scroll up to the
first line in the frequency column) 6 STO 17 M+
8 12 17 5 AC 7 STO 5 M+

mean:
(Answer : 5,452 . . .) (Answer : 5,452 . . .)
4 Finding the
standard
deviation:
4.1 (population) SHIFT STAT 5:VAR 3: x n RCL x

(Answer : 0,9310 . . .) (Answer : 0,9310 . . .)
4.2 s (sample) SHIFT STAT 5:VAR 4: x n–1 RCL sx

(Answer : 0,9422. . .) (Answer : 0,9422 . . .)
5 Clearing the
AC 2ndF CA
memory:
6 Getting the
of Stats mode:
126 MR (151)
(c) Grouped data:
i.e. the same as ungrouped data in a frequency table: the class midpoint ( xi )
replaces the data value (x).
Example:
Class Interval xi f
0 < x ≤ 10 5 7
10 < x ≤ 20 15 12
20 < x ≤ 30 25 16
30 < x ≤ 40 35 9
* In a normal curve:
34% 34%
0,5% 13,5% 13,5% 0,5%
2% 2%
x–3 x–2 x–1 x x+1 x+2 x+3
• About 68% of the data lies within 1 standard deviation of the mean (Area = 0, 68)
• About 95% of the data lies within 2 standard deviations of the mean (Area = 0,95)
• About 99% of the data lies within 3 standard deviations of the mean (Area = 0,99)
* Bigger vs Smaller standard deviation:
Bigger Standard Deviation Smaller Standard Deviation

Data more spread out and further away from Data closer together and clustered
the mean: around the mean:
–3 –2 –1 –
x 1 2 3 –3 –2 –1 –x 1 2 3
MR (151) 127
* Change in standard deviation vs Change in mean:
Different standard deviations: Different means:

mean stays the same standard deviation the same
Smaller standard
deviation:
normal curve
more peaked
and less
spread out
–x –x –x –x
* Changing the data values of the original set of data:
Original Change New

x k.x
Multiplying each data by a constant "k"
σ /s k .σ / k . s
x x +k
Adding a constant "k" to each data value
σ /s σ / s stay the same
x Subtracting a constant "k" from each data x −k
σ /s value σ / s stay the same
x Increasing each data value by a constant increase x and
σ /s percentage k% σ / s by k %
x Decreasing each data value by a constant decrease x and
σ /s percentage k% σ / s by k %
128 MR (151)
GRADE 12 MATHEMATICS
Formula Sheet: Mathematics
x = −b ± 2ba−4ac
2
A = P (1 + ni ) A = P (1 − ni )
A = P(1 − i )n A = P(1 + i) n
x[(1+i )n −1] x[1−(1+i )− n ]

F= i P= i
n n
∑1 = n
i =1
∑ i = n(n2+1)
i =1
∑ (a + (i − 1)d ) = n2 (2a + (n − 1)d )

i =1
n ∞
∑ ar
i =1
i −1
=
a ( r n −1)
r −1 ; r ≠1 ∑ ar
i =1
i −1
= 1−ar ; −1 < r < 1
f ( x +h) − f ( x )
f ′( x) = lim h
h→0
d = ( x2 − x1 )2 + ( y2 − y1 )2 M ( x +2x
1 2
;
y1 + y2
2 )
y = mx + c y − y1 = m( x − x1 )
y2 − y1
m= x2 − x1 m = tan θ
( x − a ) 2 + ( y − b) 2 = r 2
In ∆ABC :
a
sin A = sinb B = sincC a 2 = b 2 + c 2 − 2bc.cos A area ∆ABC = 12 ab.sin C
sin(α + β ) = sin α .cos β + cos α .sin β sin(α − β ) = sin α .cos β − cos α .sin β
cos(α + β ) = cos α .cos β − sin α .sin β cos(α − β ) = cos α .cos β + sin α .sin β
cos 2 α − sin 2 α

cos 2α = 1 − 2sin 2 α sin 2α = 2 sin α .cos α

2 cos α − 1
2
∑ fx
∑( xi − x)2
x= n σ2 = i=1
n
P( A) = n ( A)
n( S ) P ( A or B ) = P ( A) + P ( B ) − P ( A and B)
MR (151) 129
WORKSHEET ANSWERS
FINAL ANSWERS ONLY
130 MR (151)
PAPER 1 WORKSHEET ANSWERS Module 01
1 BASIC QUADRATIC EQUATIONS
1. (a) x = − 1 or x = 2 (b) x= 1
4 or x = − 4
(c) x = − 1 or x = 1 (d) x= 4
(e) No solution (f) x = 2 or x = − 2
(g) x = 4 or x = 3 (h) x= 5
2 or x = − 1
(i) x=4 (j) x = 5 or x = − 5
(k) x = 3 or x = − 3 (l) x = 9 or x = − 1
(m) x = 6 or x = − 4 (n) x= −8 or x = 5
3
(o) x = 10 or x = − 3 (p) x= 1
3
(q) x= 5 or x = −5 (r) x= − 52
2 2
2. (a) 4, 24 or − 0, 24 (b) No solution (c) −0, 23 or − 1, 43

(d) 1,10 or − 0,39 (e) 0, 44 or − 0,54 (f) 2,39 or − 8,39
(g) 7, 41 or − 0, 41 (h) −0,18 or − 5, 48
3. −1 or − m + 1
1 ± 1 − 4 p²
4. (a) 2p
5. (a) ∴ x 2 = 12 + x (b) ∴ x = 4 or −3
2 ADVANCED QUADRATIC EQUATIONS

1. (a) x= 4
3 (b) x=3 (c) x=3 (d) x=2
(e) x=2 (f) x=2 (g) x=2 (h) x = 3 or x = 7
2. (a) No solution (b) x = 9 or − 9 (c) x= 3 or −1

2 2
(d) x = − 3 or x = 1 (e) x= 5 or x = −1
3 3
3. (a) x = 0 or x = 8 (b) k = 1 or k = − 1 or k = 3 or k = − 3
4. (a) x = 4 or x = 1 (b) y = 2 or − 2 or y = 1 or − 1
5. (a) k = − 4 or k = − 6 (b) x = − 1 or x = − 4 or x = − 2 or x = − 3
6. x= 8
3 or x = − 1 or x = −1
3 or x = 2
7. (a) x = 13 or x = −1 (b) (i) x = 10 or x = −4 (ii) x = 7 or x = 0

(iii) x = 15 or x = 1
8. x = 5 or x = − 3 or x = 4 or x = − 2
9. y = 7 or y = − 1 or y = 4 or y = 2
10. x =1 11. x= 1
9
12. true for x ∈ R ; true only for x = − 1 or 2

MR (151) 131
3 3rd DEGREE POLYNOMIALS

1. (a) ( x − 2)( x ² + 2 x + 4) (b) (3 + a )(9 − 3a + a ²)
(c) (10 y − 1)(100 y ² + 10 y + 1) (d) x( x − 4)²
(e) x( x − 3)( x + 5) (f) (2 x + 3)( x + 2)( x − 2)
(g) ( x − 2)( x − 1)( x + 1)
2. (a) f ( x) = ( x − 1)( x − 2)( x − 3) (b) f ( x) = ( x + 1)( x − 3)²

(c) f ( x) = ( x − 2)(2 x − 1)( x + 2) (d) f ( x) = ( x + 1)( x − 3)( x + 2)
(e) f ( x) = ( x − 1)( x + 2)²
3. (a) x = 0 or x = 7 or x = − 5 (b) x = − 1 or x = 1
(c) x = 1 or x = 2 or x = 3 (d) x = − 1 or x = 3 or x = − 3
(e) x = −1
−3 ± 13
4. (a) x = 2 or x = 2 (b) x= −2 or x = −1 ± 2
(c) x = 1 or = −1 ± 3
5. (a) x = − 1 or x = 2,56 or x = − 1,56

(b) x = 1 or x = 4, 79 or x = 0, 21
−4 ± −48
(c) x=4 or x = 2 ⇒ non real
6. (a) x = 1 or x = − 1 or x = − 2 (b) x = − 3 or x = 2 or x = 1
(c) x = − 2 or x = 1 (d) x= 1
2 or x = − 2 or x = 1
(e) x= −2 or x = 2 or x = − 1
3
7. (a) ( x − 5) a factor of f ( x) (b) x = 5 or x = −1 or x = − 4

(c) m = 6 or m = 0 or m = − 3
8. (a) ( x − 1) a factor of g ( x) (b) x = 1 or x = 6 or x = − 5

(c) x = − 1 or x = 4 or x = − 7
9. b = − 10 10. (a) f ( x) = ( x + 1)( x 2 − 5)

(b) (i) x = −1
(ii) x = ± 5
(iii) x = −1 or x = ± 5
11. (a) f ( x) = (2 x −1)( x − 2)( x + 2) 12. p = − 4 and q = −7

(b) (i) x = 2 or x = −2
(ii) x = 12 or x = 2 or x = −2
13. x = − 1 or x = − 3 or x = 4 14. Area = − x ² + x + 6
132 MR (151)
4 SIMULTANEOUS EQUATIONS
1. (a) (−3; − 4) (1;0) (b) (−8; 92 ) (5; −2)
(c) ( 23 ; − 4) ( 32 ; −9) (d) (− 43 ; − 43 ) (2; −3)
(e) (3; 5) (−2; −10) (f) (−1; − 2) ( 111 ; − 13
11 )
2. (−3; − 4) and (4;3)
3. (a) x = − 1 and y = 3 (b) x = 5 and y = 4

(c) x = 2 and y ∈ R or x ∈R and y = − 7
5 RESTRICTIONS
1. (a) x=3 (b) x= 1
2 (c) x=0 (d) x = 0 or x = 1
(e) x = − 2 or x = 3 (f) x = 2 or − 2 (g) x = − 2 or x = 6
(h) x=−5 (i) x=3 (j) no solution
2. (a) x=0 (b) x=2 (c) x = 0 or x = 4

(d) x = 2 or − 2 (e) no solution (f) no solution
(g) x =1
3. (a) x = − 1 or x = 2 (b) x = −3
4. (a) x = ±2 (b) no solution
5. (a) x < − 13 (b) x = 1 or 5 or 8
6. (a) x =1 (b) x < 1 (c) no solution (d) x=2
7. (a) no solution (b) x= 1

2 (c) x= 1
2 or x = ± 20
8. P = 0, 03& ∴ rational number 9. p=3
10. k < −1 11. p =1
12. x ≥ − 5; x ≠ 5
13. (a) f ( x) > 0 (b) smallest value is 6
14. (a) x=2 (b) Cannot be zero (c) x>2 (d) x<2
15. (a) (i) Domain : x ∈ R (ii) Range: y∈ R

(b) (i) Domain : x ∈ R, x ≠ 0 or x ∈ R − {0}
(ii) Range : y ∈ R; y ≠ 0 or y ∈ R − {0}
(c) (i) Domain : x ∈ R, x ≠ − 2 or x ∈ R − {−2}
MR (151) 133
(ii) Range : y ∈ R, y ≠ 0 or y ∈ R − {0}

(d) (i) Domain : x ∈ R, x ≠ 1
2 or x ∈ R − { 12}
(ii) Range : y ∈ R; y ≠ 32 or y ∈ R − { 32}
(e) (i) Domain : x ∈ R, x ≠ 2 or x ∈ R − {2}
(ii) Range : y ∈ R, y ≠ 2 or y ∈ R − {2}
(f) (i) Domain : x ≥ 3, x ∈ R or x ∈[3; ∞)
(ii) Range : y ≤ 0, y ∈ R or y ∈ (∞ ; 0]
(g) (i) Domain : x > − 1; x∈R or x∈(−1; ∞)
(ii) Range : y > 0, y ∈ R or y ∈ (0; ∞)
(h) (i) Domain : − 4 ≤ x ≤ 4 or x ∈[−4; 4]
(ii) Range : 0 ≤ y ≤ 4 or y ∈[0; 4]
(i) (i) Domain : − 2 ≤ x ≤ 8 or x ∈[−2;8]
(ii) Range : { y 0 ≤ y ≤ 5, y ∈ R} or y ∈[0; 5]
(j) (i) Domain : − 10 ≤ x ≤ 8 or x ∈[−10; 8]
(ii) Range : 0 ≤ y ≤ 9 or y ∈[0; 9]
16. 1
5 ≤ y≤5
6 INEQUALITIES
1. (a) −1 < x < 3 (b) x< 3
2 or x > 2
(c) x ≤ − 4 or x ≥ − 12 (d) x ≤ − 3 or x ≥ 3
(e) −9 ≤ x ≤ 9 (f) x < 6 or x > 6
(g) −3 < x < 4 (h) x ≤ − 2 or x ≥ 4
(i) 0 ≤ x ≤1 (j) − 12 < x < 1
(k) x ≤ 6 or x ≥ 4 (l) −6 ≤ x ≤ −5
(m) x < 13 or x > 4
3 (n) x =1
(o) −1, 24 ≤ x ≤ 3, 24 (p) Non-real roots ⇒ no x-intercepts
(draw a graph) Solution: According
to the graph x ² − x + 1 > 0 for x∈ R
7 EXPONENTS
1. (a) False : 2 2 x (b) True
(c) False : m6 . n3 (d) False : 27 a ³
b6
(e) True (f) False : 2
x
4 12
(g) False : a (h) True
(i) False : 3 5² (j) True
1
(k) False : 5 (l) True
2. (a) 4.3x (b) 11

2 . 2a
134 MR (151)
3. (a) 16
9 (b) 24 x (c) ax + 2 (d) 36 x − 1
(e) 8 (f) a4 (g) −4 (h) 8
3x + 1
4. (a) 3 × 10−1 (b) 3, 6 × 104
5. (a) x =1 (b) x= 3
2 (c) No solution (d) No solution
(e) x=3 (f) x = −1 (g) x = − 53 (h) x= 4
9
(i) x = 32 (j) x = 64 (k) x=2 (l) x=3
(m) x =1 (n) x = −2 (o) x = 0 or x = − 3
(p) x=2 (q) x = 2 or x=0
6. (−2; 1) or ( 2; − 1)
8 SURDS
3
1. (a) 12 (b) 45 (c) 6 (d) 35
(e) 5 (f) 28 (g) 3 9 (h) 45
75 4
2. (a) 3 2 (b) 3 6 (c) 33 2 (d) 53 3

5
(e) 3 10 (f) 3 (g) 3 2 (h) 5 6
(i) 3
3 (j) 2 −1
3 10 10 − 3 2 a a −b a
3. (a) 5 (b) 2 (c) a (d) 1
6+2 2 34
(e) 7 (f) 2
4. x = ± 7i
9 LOGARITHMS
1. (a) ay = x (b) 24 = 16 (c) 20 = 1
(d) 51 = 5 (e) 2−1 = 1
2 (f) 2 −4 = 1
16
(g) ( 17 ) −3 = 343 (h) 7− r = q − 5
2. (a) log10 10 000 = 4 (b) log 6 216 = 3

log 3 13 = a n= log50
(c) (d) log1,7
log 25 A000
n= log3
(e) log1,09 (f) n= log1,153
3. (a) x =1 (b) x=3 (c) x=0

(d) x=3 (e) x = −2 (f) x= 3
4
MR (151) 135
4. (a) x = 32 (b) x = 512 (c) b =1 (d) x= 1

27
(e) x = 0, 76
5. (a) x > 0; x ≠ 1 (b) x= 9 (c) x= 1

15 (d) x= 1
2
6. (a) y = −1 (b) x = −3 (c) a = −4 (d) b = −3

(e) y= 4
3 (f) x = −2 (g) c= 3
2 (h) x = −2
(i) x = 15 (j) y=3 (k) x = 10
7. (a) a = 1, 29 (b) x = −0,56 (c) x = 0,90

(d) x = 0,53 (e) x = −1, 63 (f) x = 28,11 (g) n = 4,93
8. (a) 2 (b) 6 (c) 8 log x (d) − 1

(e) −2 (f) 3 (g) 3,5 (h) 4 a2 + 2
4 a
9. (a) x=5 (b) x = 92
10. (a) log18 = a + 2b (b) log 5 = 1 − a (c) log 300 = b + 2
11. log 7 = c − 3d
12 n = 8, 44 ⇒ After 9 years 13. t = 23,1 ∴ 24 hours
14. t = 1 568, 28 decades ∴1 569 decades
A2
15. A1 = 39,8 India’s earthquake was 40 times more intense that Taiwan’s.
16. pH = 6, 4
136 MR (151)
1 ALGEBRAIC FUNCTIONS
1. (a) (v) (b) (i) (c) (iv) (d) (vi) (e) (iii) (f) (ii)
2. (a) (iv) (b) (ii) (c) (v)
3. (a) g ( x) = x 2 + 2 (b) h( x) = x 2 − 5 (c) k ( x) = ( x − 4)2

(d) j ( x) = ( x + 3)2 (e) q ( x) = ( x + 1)2 + 1
4. (a) g ( x) = ( 12 ) x + 1 (b) h( x) = 3.( 12 ) x (c) k ( x) = ( 12 ) x − 2

(d) j ( x) = ( 12 ) x + 4 − 1
5. (a) f ( x) = 1
x ; h( x ) = 1
x −2 ; g ( x) = 1
x +1 −2
(b) f ( x) = 2 x ; h( x ) = 2 x + 4 ; g ( x) = 2 x − 3 + 4
(c) f ( x) = x 2 ; h( x ) = − x 2 ; k ( x) = − x 2 − 1 ; g ( x) = − ( x + 2)2 − 1
6. (a) P (−1; (6 − 2)) = P (−1; 4) (b) P (−1; (6 + 1)) = P (−1; 7)

(c) P (−1; − (6)) = P (−1; − 6) (d) P ((−1 + 3); 6) = P (2; 6)
(e) P ((−1 − 4); 6) = P (−5; 6)
(f) P (−1; (6 + 2)) : P ((−1 + 1);8) = P (0;8)
(g) P (−1;(6 − 3)) : P ((−1 − 1); 3) = P (−2; 3)
7. (a) f ( x) = ( x − 1) 2 − 16 (b) P (1; − 16) (c) x =1 (d) D(6;9)

(e) a = 1; q = 3 (f) x = −8
(g) x ∈ R ; y ≥ −16; y ∈ R or y ∈[−16; ∞) (h) x >1
(i) Yes (j) 1 (k) y ≥ − 20; y ∈ R
(l) k ( x) = x 2 + 2 x −15 (m) k ( x) = f ( x + 2)
8. (a) k =8 (b) y=0 ; x=0

(c) x > 0; x ∈ R (d) Yes
(e) g ( x) is a decreasing function (f) y = −4
(g) y = 3 ; x = −1 (h) f ( x) = − ( x − 2) 2 + 9
(i) x = 5 or − 1 (j) x=2
(k) (3 ; 8) (l) y ≤ 9; y ∈ R
(m) x>2 (n) 3
(o) q( x) = 6
(p) TP = (−2;9); x-intercepts : (−5;0)(1;0)
9. (a) x = −4 (b) p = − 4 and q = 8

(c) y = −8; x = −1, 2 or − 6,8 (d) y ≤ 8; y ∈ R
(e) x < −4 (f) −1
(g) C (−2; 4) (h) B (−6; 4) and D (−5;7)
(i) h( x) = 10 (j) (−5; 7)
MR (151) 137
(k) k = −1; g ( x) = ( 12 ) x +1 (l) y=0

(m) g ( x) is a decreasing function. (n) Yes
(o) y > 0; y ∈ R (p) y > − 3; y ∈ R
(q) y = −3 (r) k ( x) = ( 12 ) x + 2 + 2
y
10. (a) x = −3 (d)
y = 23
2
(b) 3 f(x)
(c) x = −5 x
–3
(e) y=x+3 y = −x − 3 (–5 ; –1)
(f) (−5; − 1) ; (−1; 1)
y
11. (a) x=2 ; y=4 g(x)

5
(b) x = 2 12 ; y = 5 (c) 4
(d) y = x + 2 ; y = −x + 6 2 2 12
x
(e) (0;5) ; (4;3)
y
12. (a) y 8
7
(b) y
9 (c) (–2 ; 16) 18
8 16
6
7 14
5
6 12
(0 ; 12)
4 f(x) 5 10
3
(0 ; 4) 4 8
2 3 6
(1 ; 2)
1 (0 ; 2) 2 4
(0 ; 1 12 ) 1 2
-6 -5 -4 -3 -2 -1 1 2 3 4 5 6 (3 ; 0)
(–3 ; 0) -1 (1 ; 0) x -5 -4 -3 -2
(–1 ; 0)
-1 1 2
(2 ; 0)
3 4 5 6 7
x
-9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-2
-1
(–6 ; 0) -2
(2 ; 0) x
-2 -4
-3 f(x)
-3 -6
-4
-4 -8
-5
-5 -10
-6 -6
-7
(0 ; –6) -7
-12
-14
-8 -8 -16
f(x)
(–1 ; –8) -9
-9 -18
g(x)
y g(x)
(d) (e) y
9
8 f(x)
7
(0 ; 6) 6
4 (–1 ; 0) (1 ; 0)
(2 ; 4)
3
2
x
(0 ; 1)
f(x)
-5 -4 -3 -2 -1
(1 ; 0) 1 2 3
(3 ; 0)
4 5 (0 ; –1)
-1 x
-2
(2 ; –2)
-3
-4
2 TRIGONOMETRIC FUNCTIONS
1. (a) (iii) (b) (iv) (c) (vi) (d) (ii) (e) (v) (f) (i)
2. (a) (ii) (b) (iv) (c) (vi) (d) (iii) (e) (v) (f) (i)
3. (a) a = 2 ; b = 60° (b) 360°

(c) Period = 360° ; Amplitude = 1 (d) −2 ≤ y ≤ 2; y ∈ R
(e) −1 ≤ y ≤ 1; y ∈ R (f) −90° < x < 90°
(g) −60° < x < 120° (h) Yes
(i) y = cos( x + 60°) − 2 (j) −3 ≤ y ≤ − 1; y ∈ R
138 MR (151)
(k) h( x) = 2 sin( x + 30°) (l) Period = 360° ; Amplitude = 2
(m) −2 ≤ y ≤ 2; y ∈ R
4. (a) a = − 3; b = 2 (b) p = − 45° (c) Minimum value: −3

(d) Period = 180° (e) −3 ≤ y ≤ 3; y ∈ R
(f) x = − 45° and x = 135° (g) Yes
(h) No, there is a gap at x = − 45° and x = 135°
(i) −90° < x < 0° and 90° < x ≤ 135°
(j) −135° ≤ x < − 45° and 45° < x < 135°
(k) h( x) = tan x (l) −2 ≤ y ≤ 4; y ∈ R
5. (a) Amplitude = 2 (b) Period = 180° (c) a = 2; b = 2

(d) Amplitude = 1 (e) Period = 360°
(f) p = 45° (g) −135° ≤ x < − 90° and 0° < x < 90°
(h) −135° < x < 45° (i) Yes
(j) −2 ≤ y ≤ 2; y ∈ R (k) y = 2 cos 2( x − 30°) or 2 cos(2 x − 60°)
(l) (i) Period = 180° (ii) Range of k ( x) : − 3 ≤ y ≤ − 1; y ∈ R
(iii) Amplitude = 12
6. (a) a = − 1; b = 1
2 (b) d = 2; e = − 45° (c) −1 ≤ y ≤ 1; y ∈ R
(d) 1 ≤ y ≤ 3; y ∈ R
(e) y = − cos( x +260° ) or − cos 12 ( x + 60°)
(f) (i) Period = 720° (ii) Range: 0 ≤ y ≤ 2; y ∈ R
(iii) Amplitude = 4
3 REFLECTIONS IN THE AXES

1. (a) f : y = −x + 2 (i) y=x−2 (ii) y=x+2
(b) g : y = 2.3 x
(i) y = −2 . 3 x
(ii) y = 2.( 13 ) x
(c) Change x → − x in y = x 2 + 2 x − 8
2. (a) g ( x) = 2
x −1 −3 (b) h( x ) = 2
x +1 +3
(c) k ( x) = 2
x −1 +3 (d) m( x ) = 2
x −1 +3
3. (a) g ( x) = 2 . 2 x − 1 (b) h( x) = − 2( 12 ) x + 1
(c) k ( x) = − 2.( 12 ) x − 1
4. (a) g ( x) = −3( x − 2) 2 − 5 (b) h( x) = 3( x + 2)2 + 5
f (− x) = −2
5. (a) x + 3 − 5 , reflection in y-axis
(b) − f ( x) = x−−23 + 5 , reflection in x-axis
6. (a) h( x ) = 1
2 . ( 13 ) x (b) k ( x) = − 12 .3x
(c) h( x) represents the reflection of g ( x) in the y-axis, because x changed to − x.
MR (151) 139
7. (a) h( x) = − f ( x), reflection in x-axis (b) k ( x) = g (− x), reflection in y -axis
4 POINTS OF INTERSECTION & INEQUALITIES

1. (a) x = 5 or − 3 (b) −3 ≤ x ≤ 5 (c) x < − 3 or x > 5
(d) x = 5 or − 2 (e) x = 5 or − 2 (f) −2 < x < 5
(g) x ≤ − 2 or x ≥ 5 (h) x > −2; x ≠ 5
(i) x ≥ −2; x ≠ 5 (j) x = 0 or 3
2. (a) x=3 (b) x < 0 or x > 3 (c) 0<x≤3
3. (a) x = 2 or − 1 (b) A(−2;4) and B (4; − 2)

(c) A(−2; 4) also lies on f ( x) (d) x = − 2 or x = 2
(e) (i) x < − 2 or x > 2 (ii) x ≤ − 2 or 0 < x ≤ 4
(iii) x ≤ − 2 or x > 0 (iv) x > − 1; x ≠ 2
(v) x < 0 or x ≥ 2
4. (a) −180° < x < 0° (b) −180° ≤ x ≤ − 90° or 90° ≤ x ≤ 180°

(c) −27° < x < 162° (d) −180° ≤ x ≤ − 27° or 162° ≤ x ≤ 180°
(e) −90° < x < 0° or 90° < x < 180°
(f) −180° ≤ x < − 90° or 0° ≤ x < 90° or x = 180°
(g) x = − 90° (h) x = 0°
5. (a) x = − 45° or x = 135° (b) − 45° < x < 135°

(c) −180° ≤ x ≤ − 45° or 135° ≤ x ≤ 180° (d) x = 45°
(e) x = − 135° (f) −180° ≤ x ≤ 180°; x ≠ − 45°; 135°
6. (a) x = 4 or 1 (b) f (0) = 4 (c) k = −5

(d) k =4 (e) k =0 (f) y=2
5 LENGTHS OF LINES
1. (a) (i) AB = 6 units (ii) DC = 6 units (iii) AE = 5 2
(iv) MN = 24 units
(b) (i) PQ = − x 2 + x + 6 (ii) 6 14 units
2. (a) (i) AB = 9 units (ii) CD = 12 units (iii) EF = 25,3 units

(iv) GH = 20 units (v) IJ = 16 units
(b) Use k ( x) = − x ² + 4 x + 12 , find k ′( x) = 0, substitute x = 2 to get 16 units
3. (a) (i) AB = 11 units (ii) CD = 22 units (iii) MN = 74 units

(b) (i) PQ: k ( x) = −2 x ² + 16 x + 22 (ii) PQ = 36 (iii) x = 0 or 8
(iv) 54 units
140 MR (151)
1 FUNCTIONS IN GENERAL
1. (a) (i) f a one - to - one function (ii) g a many - to - one function
(iii) h a many - to - one function
(iv) m is one - to - many; is not a function
(v) p a one - to - one function
(vi) q is many - to - many ; not a function
(b) (i) f is a one-to-one function (ii) g is a many-to-one function

(iii) h is not a function (iv) p is a many-to-one function
(v) f is not a function (vi) g is a one-to-one function
(vii) h is a many-to-one function (viii) q is not a function.
(ix) f is not a function. (x) g is a many-to-one function.
(xi) f is not a function (xii) h is many-to-one function.
(xiii) f is a one-to-one function (xiv) h is a one-to-one function.
(xv) g is a many-to-one function (xvi) f is not a function.
(xvii) h a one-to-one function (xviii) f a one-to-one function.
(xix) g is not a function (xx) h is a many-to-one function.
(c) (i) f ( x ) is a one-to-one function

(ii) this is a many-to-one function (iii) this is not a function.
(iv) f ( x ) is a many-to-one function (v) f ( x ) is not a function
(vi) g ( x ) is a one-to-one function
(vii) f ( x ) is a one-to-one function
(viii) h ( x ) is a one-to-one function
2. (a) f ( x ) is a many-to-one function (b) f ( x ) is a many-to-one function

(c) g ( x ) is a many-to-one function (d) h ( x ) is a many-to-one function
(e) f ( x ) is a many-to-one function [more than one x-value gives the same y
value for all]
3. (a) a = 4 or − 2 (b) For a = 4 : f = {(16; 3); (16; 12 )} or

For a = − 2 : f = {( 4 ; − 3); ( 4 ; − 6 )}
2 f(x) - NOTATION
1. (a) f (5) = 7 (b) f ( −5 ) = − 13
(c) f ( 12 ) = −2 (d) f (3) + f (4) = 8
(e) f ( 2 ) + 3 f ( −2 ) = − 20 (f) f ( 0 ) − f ( −4 ) = 8
(g) f ( −1) . f ( −3) = 45 (h) ( f ( −1)) 2 = 25
(i) f (a) = 2a − 3 (j) f (a) + f (b)= 2a + 2 b − 6
(k) f (a + b) = 2a + 2b − 3 (l) ( f ( a ))2 = 4 a 2 − 12 a + 9
(m) f ( x + h)= 2 x + 2h − 3 (n) f ( x + h) − f ( x) = 2h
MR (151) 141
3a +3
2. (a) 5 12 (b) 2
(c) 3 (d) a 2 − 12 a − 1
2
(e) 2
(f) 2 (g) a (h) a (i) x (j) x
3. (a) 17 (b) 2p −1
2
(c) 8 p2 − 1
(d) −1 (e) −2 b + 1
2
(f) 4 m4 − 4 m2 + 1
(g) 2 p 2 + 4 pq + 2 q 2 − 1 (h) 2 p2 − 2 q2
(i) 3 (j) 1 (k) 2 x 2 + 4 xh + 2 h 2 − 1
(l) 4 xh + 2 h 2 (m) 1 (n) − 15
(o) 2a − 8a + 7
2
(p) −2 a + 3
2
(q) 2 x2 − 8 x + 7
(r) − 2 x2 + 3
−h
4. (a) 2h (b) −h (c) x(x+h)
(d) 4 xh + 2h 2
(e) − 2xh − h 2 (f) 2xh + h 2 (g) 3h
x ( x + h) (h) 0
5. (a) 3 (b) 3 (c) f (−4) = 18 (d) f (− 8) = 10
6. (a) f (0) = −1 (b) f (−7) = −29 (c) f ( 2) = −2 (d) f ( 12 ) = −3
( x− 1 )
7. 2sin(3 x + 60°) 8. 3cos(2 x − 60°) 9. ∴ f ( x − 12 ) = ( 19 ) 2
= 3 . f ( x)
3 INVERSES
1. (a) (i) Domain: x ∈ R (b) (i) Domain: x ∈ R
Range: y ∈ R Range: y ∈ R
y=x
(ii) y (ii) y
f(x) = 2x + 2
2 f –1 (x) f –1 (x)
–1
x 1 1 x
2 –3 – – 3
–1 3
–3
f(x) = –9x – 3
y=x
(iii) f −1 ( x) = x −2 2 (iii) f −1 ( x) = x−+93

(iv) Domain: x ∈ R (iv) Domain: x ∈ R
(c) (i) Domain: x ∈ R (d) (i) Domain: x ∈ R
Range: y ∈ R Range: y ≥ 0
y f –1 (x) y
(ii) (ii)
y=x (2;8)
2 f(x) = 2x 2
x (8;2)
–1 2
–1
f(x) =
1
2
x–1 x
y=x f –1 (x)
(iii) f −1 ( x) = 2 x + 2 (iii) f −1 ( x) = ± 2x
(iv) Domain: x ∈ R (iv) Domain: x ≥ 0
142 MR (151)
(e) (i) Domain: x ∈ R (f) (i) Domain: x ∈ R

Range: y ≤ 0 Range: y ≥ − 3
(ii) (ii) f(x) = x 2 – 3 y
y y=x
–1 (–9; 3)
f (x) (–3;6) y=x
x f –1 (x)
x
(3; –9) –3
f(x) = –x 2
–3
(3;–6)
(iii) f −1 ( x) = ± − x (iii) f −1 ( x) = ± x + 3
(iv) Domain: x ≤ 0 (iv) Domain: x ≥ − 3
(g) (i) Domain: x ∈ R (h) (i) Domain: x ≥ 0

Range: y ≤ 5 Range: y ≥ 1
(ii) (ii) f(x) = x 2 + 1 ; x 0
y y
5 y=x (3;10)
f –1 (x) y=x
(–4;3)
x
5 (10;3)
–1
f (x)
(3; –4) 1
x
f(x) = –x 2 + 5 1
(iii) f −1 ( x) = ± − x + 5 (iii) f −1 ( x) = x − 1
(iv) Domain: x ≤ 5 (iv) Domain: x ≥ 1
Range: y ∈ R Range: y ≥ 0
(i) (i) Domain: x < 0 (j) (i) Domain: x > 1

Range: y > 0 Range: y < 0
y=x y=x
(ii) y (ii) y
(– 1
2
;2 ) (–1;3)
–1 f –1 (x)
f(x) = x 1
x x
1
(3;–1)
(2 ; – ) 1
2
f(x) =
–2
x–1 ;x>1
f –1 (x)
(iii) f −1 ( x) = −x1 ; x > 0 (iii) f −1 ( x) = −x2 + 1; x < 0

(iv) Domain: x > 0 (iv) Domain: x < 0
Range: y < 0 Range: y > 1
MR (151) 143
x +1
2. (a) f ( x) = −3 (b) f ( x) = x 2
(c) f ( x) = 5 x + 2 (d) f ( x) = ± x
−3
x+5
3. (a) f −1 ( x) = −2 (b) f −1 (3) = − 4
p+5
(c) f −1 (0) = − 212 (d) f −1 ( p ) = −2
(e) f ( f −1 (−3)) = − 3 (f) f −1 ( f (a)) = a
4. (a) f ( x) and g ( x) are inverse functions

(b) f ( x) and g ( x) are inverse functions
(c) f ( x) and g ( x) are inverse functions
5. (a) Yes. f is a one-to-one function.

(b) No. g is a many-to-one function, g −1 is therefore not a function.
(c) No. f is a many-to-one function and f −1 is not a function.
(d) Yes. g is a one-to-one function, g −1 is therefore also a function.
(e) Yes. f is a one-to-one function, f −1 is therefore also a function.
(f) No. h is a many-to-one function and h −1 is not a function.
(g) Yes. f is a one-to-one function, f −1 is therefore also a function.
(h) Yes. g is a one-to-one function, g −1 is therefore also a function.
6. (a) f −1 ( x) = ± 2 x (b) Domain : x ≥ 0 Range : y ∈ R

(c) f(x) (d) A vertical line cuts f −1 ( x) more than
y
(–4; 8)
once. ∴ f −1 ( x) is not a function or
f ( x) is a many-to-one function.
∴ f −1 ( x) is not a function.
x (e) Restrict the domain so that f ( x) is a

one-to-one function:
∴ x ≤ 0 or x ≥ 0
(8; –4) f –1 (x)
7. (a) Domain : x ≤ 0 Range : y ≤ 2 (d) y y=x

(b) f −1 ( x) = − − x + 2 2
(c) Domain : x ≤ 2 Range : y ≤ 0 (–1; 1)
(e) Yes. A vertical line cuts f −1 ( x) only once. x
f(x)
or (1; –1)
Yes. f ( x) is a one-to-one function. f –1 (x)
144 MR (151)
y y=x
−x −1
8. (a) y =± 2 (b) (–9;2)
f –1 (x) –1
(c) Because f ( x) is a many-to-one function. x
–1
or
A vertical line cuts f −1 ( x) more than once.
(d) Restrict the domain of f ( x) , so that
f ( x) is a one-to-one function:
(2;–9)
∴ x ≤ 0 or x ≥ 0
f(x)
4 LOG FUNCTION
1. (a) y = log 2 x (b) y = log 1 x (c) y = log 4 x
2
(d) y = log 2 x (e) y = 3x (f) y = ( 15 ) x

3
(g) y = log3 ( x − 1) (h) y = log 1 ( x + 2) (i) y = log 5 x − 1

3
(j) y = log 1 x + 2 (k) y = 2x − 2 (l) y = 2x − 3

2
2. (a) Domain : x > 0 Range : y ∈ R (b) Domain : x > 0 Range : y ∈ R

(c) Domain : x > 1 Range : y ∈ R (d) Domain : x > 3
2 Range : y ∈ R
(e) Domain : x < − 1 or x > 3 Range : y ∈ R
(f) Domain : − 4 < x < 3 Range : y ∈ R
f(x) y=x
3. (a) (i) (b) (iv) (c) (iii) (d) (ii) y
f –1 (x)
4. (a) f (3) = 8 (c)
1
(b) f −1 ( x) = log 2 x 1
x
(d) Domain : x > 0 Range : y ∈ R
(e) (i) ∴ x ∈ (0;1] (ii) ∴ x ∈ (8; ∞]
5. (a) Domain : x ∈ R Range : y > 0

−1
(b) g ( x) = log 1 x (d) & (e) g(x) y y(x)
5
(c) g −1 (25) = − 2
P
(f) Domain : x > 0 x
Range : y ∈ R (25;–2) g –1 (x)
(g) (i) ∴ x ∈ (1; ∞] (ii) ∴ x ∈ (0;5]
6. (a) a= 4
(b) g ( x) = log 4 x (c) y
(2;16)
(d) f ( x) : Domain : x ∈ R Range : y > 0 f(x) = 4
x
1
(16;2)
g ( x) : Domain : x > 0 Range : y ∈ R x
g(x) = log 4 x
y=x
MR (151) 145
h(x)
y
7. (a) k= 2 (b) h −1 ( x) = log 2 x (c)
3 3 (–3 ; 3
3
8 )
(d) Domain of h( x) : x ∈ R 1
−1 x
Domain of h ( x ) : x > 0 1
h –1 (x)
(3 3
8 )
; –3
8. (a) b=5 (b) y = 5x y=x
(c) f –1(x)
y (d) f ( x) : Domain : x > 0
(3;125)
f(x) Range : y ∈ R
1 (125;3)
x
f −1 ( x) : Domain : x ∈ R
Range : y > 0
1
y=x
g –1(x)
9. (a) m= 1
3 (b) g −1 ( x) = ( 13 ) x (c) y
(–2;9)
(d) g ( x) : Domain : x > 0 Range : y ∈ R
1
g −1 ( x) : Domain : x ∈ R Range : y > 0 1
x
(9;–2) g(x)
y=x
146 MR (151)
FINANCE JZ 004
1 GROWTH AND DECAY
1. (a) R4 160 (b) R5 546 (c) R5 858
2. (a) R16 060 (b) R30 742 (c) R35 494
3. (a) R21 206 (b) R26 341
4. (a) R96 000 (b) R103 781
5. 4 500 penguins 6. 14,5% 7. 19% 8. 5 years
9. 20 full years 10. 9 full years
11. (a) R10 884 (b) R4 163
12. (a) R27 864, 25 (b) 19%
13. 2, 2% 14. 14, 21 years
15. For Betty : R12 474,39 ; For Ben : R17 525, 61
16. (a) compound (b) 10, 06% (c) 13 full years
17. (a) R10 000 (b) simple (c) 16, 67% (d) 12,5%
(e) (i) A = 10 000(1 + 0,1667 n) (ii) A = 80 000(1 − 0,125n)
(f) Value of both equipment and investment was R20 000.
18 R158 668 19. R15 862 20. R59 399 21. R31 596
22. R17 192 23. R125 561
2 NOMINAL AND EFFECTIVE RATES

1. (a) Nedbank (b) FNB
2. Bank A 3. 16, 4%
4. (a) 7,58% (b) 7,52%
5. (a) 3, 71% (b) 3, 65%
3 ANNUITIES
1. R8 107,11 2. R6 634 144,10
3. R262,55 4. R627,91
MR (151) 147
FINANCE JZ 004
5. R10 228,96
6. (a) 16, 7% (b) R1 769 794,19 (c) R23 774
7. R58 037,13 8. R207 961, 29
9. (a) R3 690, 46 (b) R291 680, 70 10. R568 726, 60
148 MR (151)
CALCULUS JZ 005
1 LIMITS
1. 2 2. −9 3. 0 4. 9
5. no limit exists 6. no limit exists 7. 0 8. 0
9. −6 10. 1
4 11. no limit exists 12. 0 13. − 10
14. 6 15. 4 16. no limit exists 17. 4 18. 3
19. 2 20. 2 21. no limit exists 22. 8 23. 2
24. 2n x 25. 2 − 1 = 1 26. 0
2 AVERAGE GRADIENT
change in y ∆y y2 − y1 f ( x2 ) − f ( x1 ) f ( x + h) − f ( x)
1. Ave. gradient = change in x or ∆x or x2 − x1 or x2 − x1 or h
2. 5
3. (a) 1 (b) −8 (c) 0 (d) 3

(e) 5 (f) −3 (g) 22 (h) −7
10
(i) − 12 + 2h (j) −h + 7 (k) h 2 − 3h − 3
4. 21 5. 20 6. 4a + 2h
g ( a + h )− g ( a )
7. Find h for x2 − 2 x + 5
3 DERIVATIVE
1. (a) 0 (b) 2 (c) − 8x (d) −1 (e) 2x − 3

x2
(f) 9x 2 (g) −1 (h) −1 − 1
( x − 1)2 x2
2. Dx [ x(2 − x)] = 2 − 2 x 3. Dx (3 x − 1
2 x2 ) = 3 − x 4. g ′(− 12 ) = 5
dy
5. (a) 0 (b) 10 (c) dx = 6x − 5
= 2 x + 3 x −2 x −6
dy dy dy
(d) dx = − 12 x3 + 8 x − 2 (e) dx (f) dx = 24 x 2 − 5
3
dy dy dy
(g) dx = 5 x 4 − 20 (h) dx = 4x − 5 (i) dx = 32 x − 24
dy dy
(j) dx = 3x2 − 4 (k) dx = 45 x 2 + 22 x − 14
dy
(l) dx = 3x2 − 2 x + 2
MR (151) 149
CALCULUS JZ 005
− 32 1 − 32 − 12 1 x− 5
4
6. (a) 1
2 x (b) 3
2 x2 − 3
2 x (c) 5
2 x + 5
− 12 3 − 32 − 12
(d) 2x + 4 x −3 (e) 5
2 x2 + 1
2 x (f) −x + 4 x3
(g) 2 x − 2 x −3 (h) − 4 x −3 + 2 x −4
7. (a) f ′( x) = 5
4 (b) f ′( x) = 2 x
(c) f ′( x) = − x −2 + 6 x −3 (d) f ′( x) = 1
− 23
(e) f ′( x) = 2 x + 1 (f) f ′( x) = 13 x − 3 x 2 + 9 x −4
− 23 − 12
(g) f ′( x) = 13 x − 1
2 x (h) f ′( x) = 2 x − 2 3 x −2
8. h′( x) = 20 x19 + 200 x −3 9. s′(t ) = 4t + 8
− 95
15t 2 − 3t −4 = − 20qt −3 + 8t
dy
10. 11. dt
12. dV = −4 13. 3x 2 y + y 2
dp 3 3 p7
= − z −2
dy
14. (a) dx = 3x 2 (b) dx
dz
15. If f ′( x) = 4 x3 then f ( x) = x 4 + c (where " c " is a constant)
4 EQUATION OF TANGENT TO GRAPH

1. (a) −2 (b) −4 2. (a) 9 (b) 1
3. 1
5 4. 9 5. y = − 7x + 3
6. y = − 8 x + 22 7. y = − 13 x + 13 8. y = 2x − 9
9. y= 1
2 x+ 33
16 10. r = 3 and s = 18 11. (−3; − 45)
12. (2; 4) 13. A (−2;13) 14. B (2;5)
15. (4;5) 16. f (−1) = 7 and f ′(−1) = − 3 17. y = −6
150 MR (151)
CALCULUS JZ 006
1 SKETCHING GRAPHS
1. (a) B (−3;0) C (1; 0) (b) A (0; − 3)
(c) D (− 53 ; − 9,5) C (1;0) (d) (− 13 ; − 4,7)
(e) (i) (3; 0) and ( 13 ; − 9,5) (ii) (1; − 2) and (− 53 ; − 11,5)
2 (a) A (−5;0) (b) B = − 2 23

(c) (− 13 ; 25, 4) (d) x < − 2 23 or x > 2
(e) one real root
3. (a) f (1) = (1)3 + 2(1) 2 − 7(1) + 4 = 0 y

( – 7
3 )
; 18,5
∴ ( x −1) is a factor of f ( x)
f(x)
∴ f ( x) = ( x − 1) ( x 2 + 3 x − 4)
15
= ( x − 1) ( x + 4) ( x − 1)
= ( x − 1) 2 ( x + 4) Point of inflection:
10
(b) (1; 0) and ( − 4; 0) are the x-intercepts ( –2
3 ; 9,3 )
(0;4) is the y-intercept
(c) TPs: (− 73 ;18, 5) and (1;0) 4
Point of inflection (− 23 ;9,3)

x
–8 –6 –4 –2 1 2 4 6 8
(d) see graph
(e) f ( x) > 0 when x > − 4, x ≠ 1
(f) − 73 ≤ x ≤ 1 –5
4. y
10
(2;9)
f(x)
6
4
Point of inflection:
2 ( 5
6
; 2,6 )
1
x
–3 –2 –1 2
1 2 3 4 5
–3
( –
1
3 )
; –3,7
MR (151) 151
CALCULUS JZ 006
y
5. (a) (0;10) 6.
g(x)
(b) (3; − 8); (−3; 28) 2
(c) (0; 10) (–1 ; 0) (2 ; 0)

x
(d) See graph below –4 –3 –2 –1 1 2 3 4
(e) x < − 3 or x > 3 Point of inflection:
(f) (i) (3; − 7) and (−3; 29) –2
(0 ; –2)
(ii) (2; − 8) and (−4;28)

–4
(1 ; –4)
y
(–3;28)
f(x)
7. y
10 Point of inflection
(–1 ; 8)
f(x) 8
6
x Point of inflection: 4
(–2 ; 4)
2
(3;–8) x
–7 –6 –5 –4 –2 –1 1 2
(–3 ; 0) –2
–4
8
(a) x = 0 or x = 6 and y = 0 (d)
Concavity changes from concave up to
(b) (2; − 32) (6;0) concave down at the point (4; − 16) which
(c) y means it is the inflection point.
(0;0) (6;0)
x
–8 –6 –4 –2 2 4 6 8
–10
(4;–16)
–20
y = –x3 + 12x2 – 36x
–30
(2;–32)
–40
9. y 10. (a) y
(6;108)
100 f(x)
–3
x
80 –5 3 7
60 Point of inflection
(3;54)
40
20
(b) 0≤ x ≤3 or
x
–8 –6 –4 –2 (0;0) 4 6 8 (9;0)
−5 ≤ x ≤ −3 or x ≥ 7
152 MR (151)
CALCULUS JZ 006
11. (a) y 12. (a)

f(x)
g(x)
y
–2 1
x 3
6
–3 x
–1 2
(b) x < − 2 or 1 < x < 6 (b) x>2
13. (a) y (b) y

(–1;6)
f(x)
x
(5;–2)
x
f(x)
y
y
14. 15. (5;13)
f(x)
11
x
(4;0)
f(x)
x
8 11
y
16. 17. (a) 6 (b) − 3< x < 2
g(x) 18. (a) f ′(0) = 5 (b) f ′(2) = 0

(c) x>2 (d) x=2
x (e) local maximum
–2b –b
3a a (f) y
1
–1
x
h′(0) = 1 (b) x < 2 and x > 4
2 5
19. (a)
(c) x = 2 and x = 4
y
(d) local maximum x = 2
local minimum at x = 4 h(x)
(e) x =3
4
(f) see graph 2 3
x
(g) Point of inflection at x = 3
x < 3 : h( x) concave down
x > 3 : h( x) concave up
MR (151) 153
CALCULUS JZ 006
20. (a) −2 < x < 5 (b) x = − 2 and x = 5
(c) y (d) Point of inflection at
f(x)
x =1 12 [TP of f ′( x)]:
2
x < 1 12 : f ( x) concave up
x
x > 1 12 : f ( x) concave down
–2 1
12 5 7
21. (a) x = − 4 and x = 3 (c) f ' (x)
(b) −4 < x < 3 x

–4 3
(d) (i) x = −1 and x = 6 (ii) x = −6 and x = 1
2 FINDING EQUATIONS
1. y = x3 − 4 x2 + x + 6 2. y = − 2 x3 − 8 x2 + 6 x + 36
3. (a) f ( x) = x 3 + 2 x 2 − 15 x
(b) (i) n > 36 or n < − 14,8 (ii) n = 36 or n = − 14,8 (iii) −14,8 < n < 36
4. (a) y = − x3 + 4 x 2 + 11x − 30
(b) (i) k < − 36 (ii) k >14,8
(iii) k = − 36 or k = 14,8 (iv) −36 < k < 14,8
5. (a) f ( x) = − 10 x3 + 50 x 2 − 80 x + 40
(b) y = −10( x + 2)3 + 50( x + 2) 2 − 80( x + 2) + 40
6. (a) A (−5;0) B (−2;0) (b) E (0; − 10) (c) g ( x) = 2 x 3 + 13 x2 + 13 x − 10

(d) H (1;18) (e) No (f) x = − 0,3
7. (a) f ( x) = x 3 − 2 x 2 − 5 x + 6 (b) AB = 30
8. (a) b = 32 ; c = 12 (b) y = 13 ( x − 3)3 + 32 ( x − 3) 2 + 12
9. (a) c =6 (b) n>4 2
10. a = −6 and b = 9
11. (a) f ( x) = ax 3 + 5 x2 + 4 x − 3 [ D(0; −3)] (b) B ( 12 ; 0); F (3;0)

Substitute: (2;9) (c) C (− 13 ; − 3, 7)
f (2) = a (2)3 + 5(2) 2 + 4(2) − 3 (d) − 13 ≤ x ≤ 2
9 = 8a + 20 + 8 − 3
8a = −16 ∴ a = −2 and b = −3 [ given]
(e) (i) y = −2 x3 + 5x 2 + 4 x − 12 (ii) y = −2( x + 2)3 + 5( x + 2) 2 + 4( x + 2) − 12

154 MR (151)
CALCULUS JZ 006
12. (a) f ( x) = ( x + 3) 2 (− x + t ) at x = 13 :
= ( x 2 + 6 x + 9) (− x + t ) f ′( 13 ) = − 3( 13 )2 + 2( 13 ) (t − 6) + 6t − 9 = 0
= − x3 + tx 2 − 6x 2 + 6tx − 9x + 9t ∴− 13 + 23 t − 4 + 6t − 9 = 0
= − x3 + (t − 6) x 2 + (6t − 9) x + 9t ∴ 6 23 t = 13 13
f ′( x) = − 3 x 2 + 2 x(t − 6) + 6t − 9 ∴ 20t = 40
3 3
∴ 20t = 40
∴ t =2
(b) B (2; 0) (c) a = 18,5 (d) x < − 3 or x > 13
3 RATE OF CHANGE
1. 3 2. −1 3. 5,4
4. (a) 16 m .s −1 (b) 10 m.s −1 (c) 3 seconds
5. (a) 26 m . s −1 (b) 261 m.s −1 (c) 56 m. s −2
6. (a) 5 kilolitres per day (b) 2 kilolitres per day

(c) A positive rate of change implies an increase.
(d) 50 kilolitres (e) 11 days
(f) 5 days
7. (a) 435 people per month (b) 6 510 people per month
(c) No. The rate of change is given by I ′(t ) = 45t + 30 which is not linear.
2
8. R 60 300 per car .
9. (a) 76°C (b) 9°C per minute

(c) During the first 4 minutes
10. (a) 175 m.s −1 (b) 200 m.s −1

(c) t = 17 : s′ = 30 m.s −1 ; t = 23 : s′ = − 30m.s −1 At t = 17 the projectile was
going upwards, while at t = 23 it was coming down.
(d) 200 m.s −1 (downwards) (e) −10 m . s −2
11 (a) Dt [ s ] = u + at (b) 39, 2 m . s −1 (c) 9,8 m . s −2
12. 15 m . s −2
MR (151) 155
CALCULUS JZ 006
4 OPTIMISATION
1. (a) b = 150 − x (b) 75 m × 75 m
2. (a) AB = 30 − 2 x (b) CD = 15 − 2 x
(c) V = (30 − 2 x)(15 − 2 x) x (d) x =3 (e) 648cm3
V = 4 x 3 − 90 x 2 + 450 x
3. (a) 100 = 4l + 4b + 4h ∴ h = 25 − 3x (b) V ( x) = − 6 x3 + 50 x 2

(c) x = 6 cm (d) 504 cm3
4. (a) x = 496 cameras

(b) Maybe not enough production capacity / machinery / labour / efficiency etc.
5. At t = 4 seconds , T = 81°C
6. (a) 175 (b) 0 (c) 256 students (d) 1hr 44min
7. (a) 2560 = x × SR ∴ SR = 2560

x (b) x ≈ 41,3 m
(c) You need to buy 248m of fencing
8. (a) BC = 200 − 2 x (b) x = 50metres (c) 5 000 m2
9. x = 20 ; y =10
10. (a) One number x ∴ other number 36 − x (b) Numbers are 18 and 18
11. (a) − x2 + 4 x − 3 (b) x = 6,1 (c) 6,1 units3
12. r = 10 units
13. (a) b = 2 − 5a (b) xR = 5aa−1 (c) yP = 2 − 3a

−3a2 + 6 a −1
(d) A= 2a (e) a =− 1
3
14. r = 21, 7 mm; h = 43, 3 mm
156 MR (151)
SERIES JZ 007
1 ARITHMETIC & GEOMETRIC PROGRESSIONS
1. (a) −26 and − 20 (b) Tn = 6n − 50 (c) T11 = 16
(d) n = 25 (e) S20 = 260
2. (a) −7 and − 12 (b) Tn = 13 − 5n (c) n = 35

(d) S50 = − 5725
3. (a) 28 and − 56 (b) Tn = 7

4 . (−2) n (c) T8 = 448
(d) n = 12 (e) S 7 = − 150,5
4. (a) T6 = 160
729 (b) S4 = 325
81
5. (a) 14 and 12, 75 (b) Tn = 19 − 1, 25n (c) T12 = 4

(d) n = 30 (e) S20 = 117,5
6. (a) T7 = − 0, 046875 or −3 (b) S50 = − 6

64
7. (a) (i) 4 and 1 (ii) S100 = − 1 800

(b) (i) −2 and 25 (ii) S100 = 5 250
(c) (i) 3 and −3 (ii) S100 = − 1 537,5
8. (a) Tn = p − 2nq + 2q (b) T12 = p − 22q (c) S8 = 8 p − 56q
9. (a) T5 = b3
a3
(b) T10 = b8
a8
(c) Tn = ( ab )2 .( ba ) n
10. (a) 100 terms (b) S100 = 19 900
11 T1 = 3 12. T10 = − 77 13. T8 = 32a 14. T3 = 1
15. m=3 16. x = 8; y = 12 17. T25 18. S4 = 1,875
AM = − 7,5
1
19. (a) 20. Geometric mean = ± 1
2 × ( 12 ) 2
(b) AM = 0, 21 1 + 12 1
= ± [( 12 ) ]2
(c) AM = p − 2
3 1
= ± [( 12 ) 2 ]2
3
= ± ( 12 ) 4
=± 4 ( 12 )3
=± 4
0,125
MR (151) 157
SERIES JZ 007
21. (a) S1 = 5,5; S 2 = 12; S3 = 19,5; S4 = 28

(b) T1 = 5,5; T2 = 6,5; T3 = 7,5
(c) Tn = n + 4 12
(d) Tn − Tn − 1 = n + 4 12 − [(n − 1) + 4 12 ]
= n + 4 12 − n + 1 − 4 12
= 1 Constant difference between terms ∴ arithmetic sequence
22. n = 20 23. (a) T8 = 1

7 p6 q10
(b) n= 4 24. S 41 − 47 = 616
25. (a) S1000 = 500 500 (b) 400 000
2 SIGMA NOTATION
1. (a) 50 (b) 48 (c) 52 (d) 30 (e) 10

(f) 6 (g) 12 (h) 90 (i) 77 (j) 36
(k) 38 (l) 6 (m) 120 (n) 13 (o) 1 028
9
(p) 11 14 (q) −1 (r) 3
2. (a) 255 (b) 584 (c) 306 (d) 675 (e) 7,875
(f) 242,63 (g) 2,5 (h) 4,9 (i) 13,3 (j) − 23,4
n
3. (a) ∑ 2i = 2(1) + 2(2) + 2(3) + ....... + 2(n)
i =1
∴ AP with a = 2 and l = 2n
∴ Sn = n
2 (2 + 2n)
n
∴ ∑ 2i = n 2 + n
i =1
n
(b) ∑ (i + 2) = (1 + 2) + (2 + 2) + (3 + 2) + ...... + (n + 2)
i =1
∴ AP with a = 3 and l = n + 2
∴ S n = n2 (3 + n + 2)
n
n ( n + 5)
∴ ∑ (i + 2) = 2
i =1
n
(c) ∑ i
2 = 1
2 + 2
2 + 3
2 + ...... + n
2
i =1
∴ AP with a = 1
2 and l = n
2
∴ S n = n2 ( 12 + n2 )
n
n ( n + 1)
∴∑ i
2 = 4
i =1
158 MR (151)
SERIES JZ 007
n
(d) ∑ (2i − 3) = [2(1) − 3] + [2(2) − 3] + [2(3) − 3] + ....... + (2n − 3)
i =1
∴ AP with a = − 1 and l = 2n − 3
∴ S n = n2 (−1 + 2n − 3)
n
∴ ∑ (2i − 3) = n 2 − 2n
i =1
n
(e) ∑ (5 − 4i ) = [5 − 4(1)] + [5 − 4(2)] + [5 − 4(3)] + ....... + (5 − 4n)
i =1
∴ AP with a = − 1 and l = 5 − 4n
∴ S n = n2 (1 + 5 − 4n)
n
∴ ∑ (5 − 4i ) = n (3 − 2n)
i =1
4. (a) 30 (b) 23 (c) 4 (d) 3

(e) 1 ≤ n < 12 (f) n > 10 ; n ∈ Natural numbers
11 20 10 10
5. (a) ∑ 2n + 3 (b) ∑ 4 − 3n (c) ∑ i2 (d) ∑ k2
n =1 n =1 i =1 k =3
16
(e) ∑ (−1) r
r =1
3 SUM TO INFINITY
1. (a) (i) series converges (ii) S∞ = 1 12
(b) (i) series converges (ii) S∞ = − 83
(c) (i) series converges (ii) S = 1,1&
∞
(d) (i) series does not converge
(e) (i) series converges (ii) S∞ = 20
3
(f) (i) series does not converge
2. (a) 1 (b) 1
4 (c) 2 (d) − 13 (e) 3
2 (f) 5
2
(g) 243 (h) 50 (i) 1 (j) x
2 x −1
3. (a) n = 1
2 (b) n= 2
3 (c) n = − 13 (d) n = 10
4. r = − 13 5. S∞ = 208 13
6. (a) S∞ = 10 23 (b) S∞ = − 5 13
7. (a) 1< x < 3 (b) x = 94 or 2
MR (151) 159
SERIES JZ 007
8. (a) −3 < x < − 1 (b) S∞ = − 75
∞ ∞ ∞
9. (a) ∑ ( 12 )
n =1
n −1
(b) ∑ ( 23 )
n =1
n −1
(c) ∑ 3.( 13 )
k =1
k −1
∞ ∞ ∞
(d) ∑ 2.( 15 )n−1
n =1
(e) ∑ ( 13 ).( 23 )k −1
k =1
(f) ∑ (2).(− 12 )
r =1
r −1
• •
10. (a) 0,8 = 0,8 + 0, 08 + 0, 008 + ... (b) 2,57 = 2, 5 + 0,07 + 0,007 + 0, 0007 + ...
= 89 = 2,5 + 90
7
11. r >1 ∴ series not convergent = 116

45
4 PATTERNS
1. (a) 25 and 35 (b) Tn = n2 − n + 5 (c) n = 20
2. (a) 65 and 90 (b) Tn = 2 n2 + 3n (c) n = 10
3. (a) −38 and − 51 . (b) Tn = − n 2 − 2n − 3 (c) n = 10
4. (a) 84 and 118 . (b) Tn = 3n 2 + n + 4 (c) n = 10
5. (a) −109 and − 153 . (b) Tn = − 4n 2 − 9 (c) n = 15
6. (a) 10 cans. (b) 34 cans (c) 210 cans (d) 20 rows
7. (a) 10 and 15 blocks (b) Tn = 1

2 n2 + 1
2 n (c) 55 blocks
th
(d) The 30 layer will contain 465 blocks .
8. R524 288 9. 18 10. 45
11. (a) R6 349 (b) 3 12 years
12. (a) 16 290 penguins (b) 18 years
13. (a) T13 = 40 960
14. (a) 10 km (b) 105 km
15 (a) 2401 kl (b) 27 731kl (c) 7 days
16. R30 525,50
17. (a) Stage 1 2 3 4 5 6 (b) 135 logs

Length of bridge 3 6 9 12 15 18 (c) 111m
Number of logs 3 9 16 23 30 37
160 MR (151)
SERIES JZ 007
18. (a) Pattern 1 Pattern 2 Pattern 3

1
4
1
4 + 3
19
1
4 + 3
16 + 9
64
n
(b) ∑ 3k − 1 (c) S∞ = 1
k =1 4k
19. (a) (i) 1 (ii) 1 (iii) 1

2 16 512
(b) Sum of the lengths in 4th pattern = 1 + 1 + 1
2 2 + 1
2 2
(c) S∞ = 3, 41 (d) S∞ = 13, 66
20. S∞ = 1
4 cm2
MR (151) 161
1 LINEAR PROGRAMMING
1. (a) B (b) D (c) E (d) C
2. x ≥ 0; y ≥ 0; x + y ≤ 7; 2 y + 3 x > 16; x ≤ 4
3. (a) see graph below 4. (a) x + y ≥ 75; x

y ≥ 12 x
(b) M (8;16) (c) 72 (b) A : (75;0); B (0;75); C :(70;140)
(c) see graph below (d) R58 000
y y
C
20
B E
M 60
16 y = 16
40
10
y = –x + 75
2y = 40 – x
x 50 70 A x
25 A 40 (search line) (search line)
y
5. (a) x ≥ 3; y ≥ 2; x + y ≤ 30; xy ≤ 3; 6. (a) x ≥ 5; y ≥ 5; x + y ≤ 80; x ≥ 23
(b) see graph below 50 x + 25 y ≤ 2 000; 2 x + 2,5 y ≤ 120
(c) 3 single rooms and 27 double rooms (b) see graph below
(d) R21 750 (c) P = 100 x + 40 y
y
30
(d) 30 egrets and 20 lizards
P (e) R3 800
y
20 80
(search line) y = –2x + 80

(30;10)
10
50
48
y = –x + 30
y=2 40
2
0 3 10 20 30 x 30
Number of single rooms (search line)

20 M
y = –x + 80
y
7. (b) 100
10
95 y=5
y = – 94 x + 95 0 10 20 30 40 60 80 x
80
Number of egrets
60
7. (a) Fat content: x : y ≤ 2 :1
55
50
Hay: 5 x + 7 y ≤ 350
40
Grain: 9 x + 4 y ≤ 380
Space: x + y ≤ 55
35
20
P (b) see graph to the left
y = –57 x + 50
(c) P = 7x + 5y
0 10 20 25 30 40 50 55 60 70 80 x
(d) 32 Jersey and 23 Friesland
(search line)
(e) 339l
Number of Jersey cows
162 MR (151)
y
15
8. (a) x ≥ 2; y ≥ 1; 5 x + 4 y ≤ 60 y = –54 x + 15
12 x + 6 y ≥ 48; ≥2 x
y 10
(b) see graph to right 8
(c) R1 275 (d) R900

5
9. (a) a = 20; b = 5; c = 30; d = 500; e =100

A
(b) 30 taxis and 14 buses y=1

0 1 2 4 5 10 15 x
(c) R59 000 (search line) Number of tables
y
10. (a) x ≤ 200; y ≥ 150; x + y ≤ 350; x ≥3 y
y = 3x
(b) see graph to right 600
(c) see graph to right 400

P = 250 x + 375 y
A
(d)
(e) R131 250 (search line)
200
y = 150
100
(f) 87 mountain bikes y = – x + 350
100 150 200 300 400 x
263 road bikes Number of mountain bikes
11. (a) see graph to below 12. (a) 15 x + 10 y ≥ 70; x ≤ 4;

(b) R13200 y ≤ 4; x + y ≤ 6
(c) C (13;1) (b) see graph below
(d) R16 000 (c) A(2; 4)
y (d) R3 600
y = – 3x + 40 (e) 70 × R50 = R3 500
7 No, this is not enough.
y
4
B A y=3
7 y= –3
2
x+7
6
5
4
A
y=4
3 B
0 x C
1 5 10 12 14 2
(search line) 1 D y=–x+6
Number of wedding dresses
0 1 2 3 4 2
5 6 x
43
13. (a) 5 x + 3 y ≤ 60; 3 x + 4 y ≤ 48; 14. 1 sachet of supplement X

4 x + 5 y ≤ 80 and 4 sachets of supplement Y
(b) see graph y
(c) P = 24x + 20 y y = – 2x + 6
(d) 9 HIS and 5 HERS bars of soap 7
(e) R316 6
5
y 4
M y = – 12 x + 4
20 3
2 5
1 y = – 14 x + 2
15
0 1 2 3 4 5 6 7 8 9 10 11 x
10
(search line) Supplement X
Q
5
0 5 10 15 20 25 30 x
(search line)
Number of HIS soaps
MR (151) 163
15 (a) A(8;7) (b) R408 000 16. (a) 250 pairs of Reebok
(b) see graph below
y (c) € 2 250
30
(d) 150 pairs of Reebok and
25 200 pairs of Fila

y
20
500
15
400
10 A 300
A
B y = 250
5 200
4 y=4
y = –2x + 500
100
0 45 10 15 20 x
0
100 200 300 x
Number of paragliding canopies
Number of pairs of Reebok
164 MR (151)
1 ENLARGEMENTS
1. (a) (12; − 4) (b) (18; − 6) (c) (3; − 1) (d) (2; −32 ) (e) (4; −34 )
(f) (9; − 3) (g) (15; − 5) (h) (−12;4) (i) (−3;1) (j) (−9;3)
2. a = 30 3. b = − 3 12 4. p =−3
5. (a) See grid below 6. (a) See grid below

(b) (i) 1:3 (ii) 1:3 (iii) 1:9 (b) 4 x units
(c) See grid below (c) 16 y units 2
(d) (i) 2:1 (ii) 4:1 (iii) 1:12
y
(iv) 1:36
R(–6;15)
y
(2;–1) x
Z
Z'(8;–4)
Q(–12;6) C
A
B
(
M –1;2 1
2 )
K(–4;2) L(–2;1) x
7. (a) k= 1
2 (b) B′( 12 x ; 12 y ) (c) 10 units
(d) AB || A′B′ (e) p=2 (f) B′′(2 x ; 2 y )
(g) 4 10 units (h) 16 2 units (i) 16 p units 2
(j) ∆ A′B ′C ′ ||| ∆A′′B′′C ′′
y
P′(1; 4) Q′ (5; 4) R′(5; 2)

P(3;12) Q(15;12)
8. (a)
(b) See grid to right (c) 1 PR
3
(d) Use: Gradient PR & Gradient P′R′ P' Q'
R(15;6)
(e) 36 units 2 (f) 4 units 2 (g) shape, size R'

x
9. (a) A(0;9) B (9;13 12 ) C (4 12 ; −4 12 ) D (0;0) y

(b) See grid to right (
B 9;13 1
2 )
(c) 12, 4 units
(d) 18, 6 units A B'(6;9)
(e) see complete answers
y = 12 x + 6
A' 6
(f)
(g) y = 12 x + 9
9 x
(h) 4x units 2 D'
D
(i) similar C'(3;–3)
(
C 4 12 ; – 4 1
2 )
MR (151) 165
10. (a) Enlargement by a factor of 13 through the origin. or

Reduction by factor 3 through the origin.
(b) A′(−3;1); B′(2; − 2) and C ′(0; − 4)
(c) The shapes are the same but the sizes are different.
(d) (i) 3:1 (ii) 9:1
11. (a) k =3 (b) k = 12
2 TRANSLATIONS AND REFLECTIONS

1. (a) (i) (11; − 2) (ii) (6;2) (iii) (−1; − 2) (iv) (6; − 5)
(v) (9; − 7) (vi) (4; − 10) (viii) (7; − 1)
(b) (i) (−6; − 2) (ii) (6;2) (iii) (−2;6)
(c) (i) (4; − 2) (ii) (6;6) (iii) (−10; − 2) (iv) (6; − 6)
2. (a) (i) (− x ; y + 5) (ii) A′(3;7) (iii) Yes

(b) (i) ( x − 3; − y ) (ii) A′(−6; − 2) (iii) Yes
(c) (i) ( x ; − y − 2) (ii) A′(−3; − 4) (iii) No
(d) (i) ( y − 4; x − 4) (ii) A′(−2; − 7) (iii) Yes
(e) (i) ( y − 2; x + 2) (ii) A′(0; − 1) (iii) No
(f) (i) ( y + 3; x + 3) (ii) A′(5; 0) (iii) Yes
3. (a) (i) P′(4; − 2) (ii) Translation, 1 unit horizontally.

(b) (i) P′(3; − 7) (ii) Translation, −5 units vertically.
(c) (i) P′(1;1) (ii) Translation, −2 units horizontally and
3 units vertically.
(d) (i) P′(10;5) (ii) Translation parallel to y = x , 7 units horizontally
and 7 units vertically.
(e) (i) P′(3; 2) (ii) Reflection in x-axis.
(f) (i) P′(−3; − 2) (ii) Reflection in y-axis.
(g) (i) P′(−2;3) (ii) Reflection in y = x
(h) (i) P′(1; 2) (ii) Reflection in x-axis and translation of −2 units
horizontally, i.e. a glide-reflection.
(i) (i) P′(−3; 2) (ii) Reflection in y-axis and translation of 4 units
vertically, i.e. a glide-reflection.
(j) (i) P′(−5;0) (ii) Reflection in y = x and translation −3 units
horizontally and −3 units vertically, i.e. a glide-
reflection.
(k) (i) P′(−4;6) (ii) Reflection y = x and translation −2 units
horizontally and 3 units vertically.
(l) (i) P′(−1; − 2) (ii) Reflection in y-axis and then translation 2 units
horizontally.
(m) (i) P′(−5; − 2) (ii) Translation 2 units horizontally, and then
reflection in y-axis.
166 MR (151)
4. (a) (i) ( x ; y ) → (− x ; y ) (ii) Reflection in the y-axis.

(i) ( x ; y ) → ( x ; y + 5) (ii) Translation; 5 units vertically
(i) ( x ; y) → ( x ; − y) (ii) Reflection in the x-axis
(i) ( x ; y) → ( y; x) (ii) Reflection in y = x
(i) ( x ; y ) → ( x − 5; y − 5) (ii) Translation parallel to y = x , 5 units
horizontally and 5 units vertically.
(i) ( x ; y ) → (− x ; y − 9) (ii) Glide-reflection: reflect in the y-axis and
translate −9 units vertically.
(i) ( x ; y ) → ( y + 4; x + 4) (ii) Glide-reflection: reflect in y = x and
translate 4 units horizontally and 4 units
vertically.
(b) B → I : Reflection in the line x = 7 F → J : Reflection in the line y = − 2
5. (a) A′(4;8) → A(−4;8); B (−1;8) → B′′(8;1); C ′(2;5) → C ′′(5; 2)

(b) No, you would not get the same image.
6. (a) x = –6
y (b) P′(−4;4); Q′(−3; − 1) ; R′(−1; 2)
P'' P' P(4;4) (c) P′′(−8;4); Q′′(−9; − 1); R′′(−11; 2)
R'' R' R(1;2) (d) ( x ; y ) → ( x − 12; y)
x
(e) No, you would not get the same
Q'' Q' Q(3;–1) image
7. (a) (i) P (−3;3) ; Q (−5; − 1) A
(ii) See grid P
(iii) A glide-reflection B
(iv) x = 0 [the y-axis] x
K (7; − 6) and L(9; − 2)

Q L
(b) (i)
(ii) See grid
(iii) A glide-reflection K
(iv) y = 0 [the x-axis]
y
8. (a) (i) ( x ; y ) → ( x; − y ) N M
(ii) A′(−6;1); B′(−3;1);

C ′(−2;4); D′(−5;4) K L
S R
D' C'
(iii) see grid
(b) (i) P(2;1); Q (5;1); R (6;4) A' B' P Q
x
A(–6;–1) B(–3;–1)
S (3; 4)
(c) (i) K (−6;6); L(−3;6); D(–5;–4) C(–2;–4)
M (−2;9); N (−5;9)
MR (151) 167
(d) (i) ( x ; y ) → ( x + 8; − y ) (ii) ( x ; y ) → ( x ; − y + 5)
(e) ABCD → PQRS is a glide-reflection because the translation is parallel to the line
of reflection (x-axis).
ABCD → KLMN is not a glide-reflection because the translation is not parallel to
the line of reflection [x-axis].
y
9. (a) P (5 ; −6); Q(0; −5) and R (1; − 11) A(2;13)
(b) see grid to right

C(–3;9)
(c) glide-reflection; the translation is B(3;8)
parallel to the line of reflection [ y = x]

(d) size, shape
(e) ∆ABC ≡ ∆PQR x
10. (a) x=0 Q

P
(b) X (3;3); Y (4;5) and Z (5; − 1)

(c) see grid below R
(d) Area ∆ABC = Area ∆XYZ

y 11. (a) y =x
Y (b) P′(1; 0); Q′(−2;3) and R′(−4; − 1)
X
(c) see grid below
Area ∆P′Q′R′ = q units 2
B
(d)
A x
y
Z
Q'
C
x
P
R'
R
12. (a) Yes. The translation
is parallel to the line of reflection. y
(b) ( x ; y ) → ( x − 6; − y )
(c) K (−3; − 2); L(−2;0); M (−4;3) M
A
and N (−5; − 1) D
B
L
x
(d) see grid to right N
(e) They are congruent. K
C
13.
Glide-reflection Rule Coordinates of… Line of reflection
A→ B ( x ; y ) → ( x + 4; − y ) B (−2; −6) y = 0 [x-axis]
A→C ( x ; y ) → (− x; y − 2) C (6; 4) y = 0 [y-axis]
A→ D ( x ; y ) → ( y − 3; x − 3) D(3; − 9) y= x
A→ E ( x ; y ) → ( y + 6; x + 6) E (12;0) y= x
168 MR (151)
14. (a) No. The translation is not parallel to the line of y

L
reflection. M
(b) False. K
(c) (i) ( x ; y ) → ( x; − y − 3) Q
(ii) ( x ; y ) → ( x; − ( y − 3)) R
x
P
(d)
P(6; − 1); Q(4; 2) and R(2;1) A
K (6;5); L(4;8) and M (2;7) C

B
(e) see grid to right
3 ROTATIONS
1. (a) (2; 6) (b) (−2; − 6) (c) (−6;2) (d) (3,8;5,1)
(e) (−4,1; − 4,8) (f) (1,9;6, 0) (g) (1,8; − 6,1)
2. (a) θ = 90° (b) θ = − 90° (c) θ = 180° (d) θ = 90°

(e) θ = 180°
3. (a) θ = 45° (b) θ = 30° (c) θ = 60°
4. θ = 103,3° 5. θ = 206, 9° 6. θ = 202, 6° − 360° = −157, 4°
7. (a) (i) ( x ; y ) → ( y ; − x) (ii) rotation of 90° clockwise around the origin.

(b) (i) ( x ; y ) → (− x ; − y ) (ii) rotation of 180° around the origin.
(c) (i) ( x ; y ) → (− y ; x) (ii) rotation of 90° anti-clockwise around the
origin.
(d) (i) ( x ; y ) → (− x ; − y ) (ii) rotation of 180° around the origin.
(e) (i) ( x ; y ) → ( y ; − x) (ii) rotation of 90° clockwise around the origin.
(f) (i) ( x ; y ) → (− y ; x) (ii) rotation of 90° anti-clockwise around the
origin.
8. (a) (−5, 4 ; 2, 3) (5, 2 ; 2, 6) 9. (a) ( x ; y ) → (− y ; x)

(b) see grid below (b) A′(−1; 6) B′( −4;9) C ′( −3; 2)
(c) a rotation of 90° clockwise (c) see grid to below
through the origin (d) They are congruent
(e) mAB × mA′B′ = − 1
y B' y
A(3;5) A'
B'(5,2 ; 2,6) C B
A'(–5,4 ; 2,3)
98°
57° x C'
A x
B(5;–3)
MR (151) 169
y
10. (a) Rotation of 180° around the origin.

(b) P′(6; − 2) Q′(8; 2) R′(2; 0) P(–6;2) Q'
(c) see grid to right R(–2;0) R'

x
(d) shape and size Q(–8;–2) P'
11. (a) ( x ; y ) → ( x cos 60° − y sin 60° ; x sin 60° + y cos 60°)
x − 3 y 3x + y y
∴ ( x ; y) → ( 2 ; 2 )
A
(b) K (−3 − 2 3 ; − 3 3 + 2)
B
L (−2 − 3 ; − 2 3 + 1) x
M (−4 + 2 3 ; − 4 3 − 2) L
R
K
(c) See grid to right C
Q
(d) P( 2 ; −10 ) Q( 2 ; −6 ) R ( 122 ; −24 )

2 2 2 2
P
M
12. α = 45°
13. (a) x′ = r cos(α + 30°) and y′ = r sin(α + 30°)

(b) x′ = r cos α cos 30° − r sin α sin 30° and y′ = r sin α cos 30° + r cos α sin 30°...•
x = r cos α and y = r sin α ....‚
cos 30° = 3
2 and sin 30° = 12 ....ƒ
(c) B′( 523 ; 92 ) C ′( −25 ; 3

2)
4 COMBINED TRANSFORMATIONS
1. (a) ( x; y ) → ( y; − x) (b) ( x; y ) → ( x + 6; y ) (c) ( x; y ) → ( y + 6; − x)
(d) C ′′(2;7) (e) They are congruent.
2. (a) (i) Rotation of 180° around the origin (ii) ( x; y ) → (− x ; − y )

(i) Enlargement through the origin by a factor of 3. (ii) ( x; y ) → (3 x ;3 y )
(i) Rotation of 180° around the origin and then (ii) ( x; y ) → (−3 x ; − 3 y )
enlarge by a factor of 3 through the origin.
(b) (−15; 6) (c) −3 (d) 1 :9
y
3. (a) See grid to right
(b) (2 x − 6;2 y ) P
(c) (i) 1:2 S K
N
(ii) 1: 4 x
Q L
(d) they are similar M
R
170 MR (151)
4. (a) ( x; y ) → ( y ; x ) 5. (a) See grid below

(b) K (3; − 2) L(1; − 6) M (6; − 4) (b) (i) ( x; y ) → ( x; − y − 7)
(c) See grid below (ii) ( x ; y ) → ( x ; − ( y − 7))
(d) a reflection in the line y = x . (c) The transformations were
applied in a different order.
y y
K
A M
L
B B
x
K C A
x
R P
6. (a) ( x; y ) → (− 12 x ; − 12 y ) y
B
(b) A′(−5; − 2) B′(−7; − 5) C ′(−2; − 4) C
(c) 1:4
(d) an enlargement by a factor of − 12 A
through the origin x

or A'
a reduction of −2 through the origin. B'

C'
7. (a) An enlargement by a factor −2 through the origin

and
a rotation of 180° around the origin then an enlargement by a factor of 2 through
the origin.
or
An enlargement by a factor of 2 through the origin followed by a rotation of 180°
around the origin. y
(b) P′(4; − 10) Q′(14; − 6) P
R′(6; − 4) Q
R
(c) See grid to right x
(d) (i) 1:2
(ii) 1:4 R'
Q'
P'
MR (151) 171
1 MEASURES OF CENTRAL TENDENCY
1. (a) Mode = 12 pizzas (b) median = 13 pizzas (c) 15 pizzas
(d) The mean, because it shows the highest number of pizzas delivered!
(e) The mean, because changing 33 to 13 will distort the mean downwards.
2. (a) Mode: there is no modal data value. median = R7,34 x = R8,53

(b) The median. The large outlier (23,08) distorts the mean upwards.
(c) Mode: the mode will now be R3,08
Median: the median will change to R6,33, because there is an “extra value” at the
bottom end of the data.
Mean: the small data value will distort the mean downwards. ( x = 6,31 )
3. (a) n = 23 (b) x = 2, 7 goals (c) Mode = 3 goals (d) median = 3goals

(e) All 3 measures of central tendency are more or less the same: any measure can
therefore be used.
4. (a) (i) Mode = 83 people (ii) median = 83 people (iii) x = 97, 4 people
(b) The mean. It will be less because the big outlier (281) distorts the mean upwards.
5. (a) n = 40 people
(b) (i) Mode = 4 balloons (ii) x = 4, 5 balloons (iii) median = 4 balloons
(c) The median or the mode. The six extreme values, at 9 balloons, distort the mean
upwards.
(d) (i) The mode will stay the same (ii) The median will stay the same
(ii) The larger data value will distort the mean upwards.
Rogerson Cycle Tour: Ages of cyclists.
6. (a) See table below 60
(b) 254 cyclists
(c) x = 32,1 years 50
(d) ≈ 30,3 years 40
(e) See grid to right 30
20
10
0
15 20 25 30 35 40 45 50 55 60
Ages (years)
Age Class mid- Frequency

point ( xi ) (f) f . xi
(years)
15 up to 20 17,5 18 315
20 up to 25 22,5 48 1080
25 up to 30 27,5 59 1622,5
30 up to 35 32,5 37 1202,5
35 up to 40 37,5 33 1237,5
40 up to 45 42,5 27 1147,5
45 up to 50 47,5 24 1140
50 up to 55 52,5 8 420
∑ f = 254 ∑ f . xi = 8 165
172 MR (151)
Grade 12 A: Number of hours spent on mathematics revision.
n = 31 learners
9
7. (a)
(b) (i) Modal class: 25 < x ≤ 30 8
(ii) x = 25, 7 hours 7
(iii) class containing the 6
median: 25 < x ≤ 30 5
(iv) Median ≈ 25, 9 hours 4

(c) See grid to right 3
8. (a) 27 babies 1
(b) 0
10 15 20 25 30 35 40
Weight (kg) Frequency
Hours
2≤ x<3 10
Bongani Hospital Aug. 2007:
3≤ x < 4 9 Weight of new born babies.
4≤ x<5 5 12
5≤ x<6 3 11
10
9
(c) See grid to right 8
(d) (i) Modal class: 2 ≤ x < 3 7
(ii) x = 3, 5kg 6
5
(iii) class containing the median: 3 ≤ x < 4 4
(13,5 −10) 3
(iv) Median = 3 + 9 (4 − 3) ≈ 3, 4kg 2
(e) New mean = 3, 6kg 1
0
2 3 4 5 6
9. (a) 243 households Weight (kg)
(b) (i) 350 up to 400kWh (ii) x ≈ 362, 7 kWh (iii) median ≈ 371, 7 kWh
(c) The median
10. (a) 26 teachers (b) 15 teachers (c) 11 up to 13 km/ l

(d) x ≈ 12 km / l
(e) (i) 11 up to 13 km/ l (ii) Median = 11,5 km / l
(f) The median because this shows that the cars travel only 11,5km for every 1 litre
of petrol.
2 MEASURES OF DISPERSION
1. (a) Range = 43 Attendance at home matches: Boys U19 Hockey Team.
(b) Minimum value: 52
Lower quartile: 71
Median: 83
Upper quartile: 88
Maximum value: 95 50 60 70 80 90 100
(c) See diagram Number of people
(d) (i) 71 (ii) 88
MR (151) 173
9th March 2008: Share prices of 9 companies.
2. (a) IQR = 4,59
(b) See diagram
3,82 7,33 8,41 9,71
3,08
3,00 4,00 5,00 6,00 7,00 8,00 9,00 10,00

Price (rand and cents)
(c) The two sets of data have the same range and interquartile range, while the
skewness of the two sets is different. On 9th March 2008 the data was negatively
skewed (skewed to the left) and on 9th September 2007 the data was positively
skewed (skewed to the right).
(d) (i) R8,59 (ii) 50%
th
(e) 9 March 2008 because 50% of the shares were above R7,33 while on
9th September 2008, 50% were below R5,00.
3. (a) Range = 27 (b) median = 13; Q1 = 10; Q3 = 17 (c) IQR = 7

(d) No outlier at the bottom end. 33 is an outlier.
(e) See diagram Pizzas 4 The People: Josh's deliveries.
(f) The data is clustered to the
left, at the lower end of the
scale. The data is therefore
positively skewed or skewed 5 6 10 13 15 17 20 25 30 33 35
to the right. Number of pizzas
4. (a) Range = 5
(b) median = 3 ; Q1 = 2 ; Q3 = 4 ; Minimum value at 0 ; Maximum value at 5
(c) See diagram Mountain HS Boys U19 Hockey Team: Number of goals scored.
(d) The data is more or less
symmetrical. The median is
in the middle of the box but
the left whisker is slightly
0 1 2 3 4 5
longer than the right whisker.
Goals
5. (a) Range = 9 − 2 = 7 Number of balloons blown up in one minute.
(b) It only uses the highest and

lowest data values and
ignores all the data values
1 2 3 4 5 6 7 8 9 10
in between.
(c) median = 4 ; Q1 = 3 ; Q3 = 5 ; Number of balloons
Minimum value at 2 ; Maximum value at 9 (d) IQR = 5 − 3 = 2 (e) 3 and 5.
6. (a) median ≈ 30, 3 ; Q ≈ 24, 7 ; Q3 ≈ 39,3 ; Minimum value: 1 (15 + 20) = 17,5
2
Maximum value: 12 (50 + 55) = 52,5 Rogerson Cycle Tour: Ages of cyclists.
(b) See diagram
(c) The data is positively
skewed or skewed to the 17,5 24,7 30,3 39,3 52,5
right. 15 20 25 30 35 40 45 50 55
Ages (years)
174 MR (151)
Time spent on Maths revision: Grade 12A.
7. (a) See diagram
(b) (i) Grade 12C
(ii) Grade 12B and 12D
(iii) Grade 12B and 12C 12,5 20,5 25,9 31,2 37,5
(iv) Grade 12C 10 15 20 25 30 35 40
Time (hours)
(v) Grade 12B: Positively skewed (skewed to the right)
Grade 12C: Negatively skewed (skewed to the left)
Grade 12D: Symmetrical data (normal distribution)
(vi) False (vii) True (viii) False (ix) True (x) True
8. (a) The data is negatively skewed (skewed to the left).
(b) median ≈ 371, 7 ; Q1 ≈ 312,8 ; Q3 ≈ 425,5
(c) See diagram Electricity consumption per household: Michael Town.
312,8 371,7 425,5 475

175
100 200 300 400 500
9. (a) A(iii) B(iv) C(ii) D(i) Average kWh per day

(b) A: (i) positively skewed (ii) mean > median
B: (ii) more or less symmetrical (ii) mean and median close
C: (iii) symmetrical (iii) mean = median
D: (iv) negatively skewed (iv) median > mean
3 CUMULATIVE FREQUENCY
1. (a) See table (b) 13 babies (d) ≈ 81%
(c) 14 babies
(e) (i) 3,6kg (ii) 2,75kg (iii) 4,4kg Cumulative
(iv) 2,6kg (v) 5,1kg (vi) ≈ 74% Frequency
(f) 2, 5 < x ≤ 3 2
10
2. (a) 740 (b) 390/400 (c) 80 (d) ≈ 18% 13
(e) th
28 percentile (f) 33kg (h) 30 up to 40kg 19
(g) 45kg, which means that 80% of the kangaroos weigh 45kg 22
or less 24
27
3. (a)
Cumulative Frequency
3
8
23
51
78
95
107
116
120
MR (151) 175
M 68,6 cm
(b) (c) Q1 68,1 cm
Height of Penguins. Height of Penguins. Q3 69,4 cm

120 Total 120
100 100
Position
90
of Q3:
80 3 80
(120)
4
Position 60
60
of M:
1
(120) 40
40 2
Position 30
of Q1: 20
20
1 (e) (i)
(120)
4
0 0 67,6 Q1 Q3 70,2
67 68 M 69 70 71
67 68 69 70 71
Height (cm) Height (cm)
(d)
(e) (i) 10th percentile 67 68 69 70 71
(ii) 93rd percentile Height (cm)
4. (a) (b) Time spent on Maths revision:

Grade 12A Blue Mountain High School.
40
3 30
7
14 20
22
27 10
31
0
0 5 10 15 20 25 30 35 40
Time (hours)
P30 22 hours
(c) P50 26 hours
(d) The median
Time spent on Maths revision:
Grade 12A Blue Mountain High School. P70 29 hours
(e) ∴ 70% of the
40 learners in grade 12A
spent 29 hours or less
Total 31 revising maths, while
30 30% spent more than
Position 29 hours revising
of P70:
70%
21,7 maths.
of 31 20 (f) On the graph.
Position 15,5
of P50:
50%
10
A
of 31
9,3
Position
of P30:
30% 0
of 31 0 5 10 15 20 25 30 35 40
Time (hours)
176 MR (151)
5. (a) (b) 52 weeks (c) & (d) Distance travelled per week by Mrs. Goldie.
50
3
4
40
8 3
4
(52) 39
12 A
30
17
1
(52)
21 2 26
20
27
1
(52)
41 4 13
10
49
B
52 0
(e) IQR = 175 0 100 200 Q1 300 M Q3 400 500
(f) The data is negatively skewed which Distance (km)
tells us that the data is clustered at the

upper end of the scale. Most of her
weekly distances (75%) were more
that 215km! 0 100 200 300 400 500
(g) On the graph. Distance (km)
6. (a) (c) Rogerson Cycle Tour: Ages of cyclists.

Cumulative Frequency 300
18 250
66 200
125
150
162
195 100
222 50
246 0
20 30 40 50 60
254
Age (years)
(b) (i) 254 cyclists Rogerson Cycle Tour: Ages of cyclists.
(ii) 195 cyclists Total 300
(iii) 59 cyclists Position
254
250
of P : 90228,6
(c) See graph to right / above 90% of 254 200
190,5
(d) See graph Position
150
(h)
of Q : 3
127
(e) See graph 3
(254) 100
4 63,5
(f) The data is positively Position 50
skewed which tells us that of M:
1 0
(254) 20 Q M 37 40
1 P 50 90 60
it is clustered at the lower 2 30 Q 3
Position Age (years)

end of the scale i.e. of Q : 1
(i) M 30 years
majority of the cyclist 1

4
(254) (ii) Q 24 years 1
(iii) Q 39 years
(75%) were younger than 3
39 years.
P90 ≈ 46 years ∴ 90% of the
0 20 30 40 50 60
(g) Age (years)
cyclists were 46 years or younger, while 10% were older than 46 years.
(h) the 67th percentile
(i) Highest number of entries means that the data is closest together.
∴ 25 up to 30 years.
MR (151) 177
7. (a) (b) & (c)

Electricity consumption per house hold: Michael Town. Electricity consumption per household: Michael Town.
250 Total 250
243
200 200
182,25
Position
of Q 3:
150
3 M 375 kWh
150 4
(243)
121,5 Q1 315 kWh
Position
100 Q3
of M: 425 kWh
100 1
(243) 60,75
2
50
Position
50 of Q 1: (e)
1 0
(243)
4 200 215 300 Q1 M 400 Q3 500
0 Average kWh per month
200 300 400 500
(d) The data is negatively skewed which

tells us that the data is clustered at the
higher end of the scale i.e. most 200 300 400 500
households use more than 300kWh Average kWh per month
per month.
(e) the 7th percentile
8. (a) See grid below right (b) IQR = 3, 7

(c) P60 ≈ 12,1 km / l ∴ 60% of the teachers’ cars travel 12,1km or less per litre
while 40% travel more than 12,1km per litre.
(d) the 50th percentile Petrol consumption: Teachers' cars at Thelma's school.
30
9. (a) (i) 150 m

25
(ii) 200 m
(b) (i) P 20
(ii) Q
(iii) P 15
(iv) P 10
10. (ii) Data spread out 5

= flatter slope
0
7 9 11 13 15 17 19
11. (a) (ii) (b) (iii) (c) (i)
Petrol consumption (km/ )
4 STANDARD DEVIATION
∑ ( x − x )2
(b) σ 2 = ∑ ( xn− x ) = 104cm 2
2
1. (a) σ= n ≈ 10, 2cm
(c) 7 values inside this interval
(d) The outlier makes the data more spread out; the standard deviation therefore
would be bigger.
(e) x = 168,5cm and σ = 10, 2cm
178 MR (151)
2. (a) σ ≈ 1,85 (b) σ 2 = 24

7 ≈ 3, 43 (c) 4 data values
(d) x = 7 and σ = 1,85
3. (a) 11th February 2008: σ = R5,34 ; 18th February 2008: σ = R3, 08

(b) The standard deviation on 18th February is a lot smaller because of the dramatic
change in the share price of company D and E. Both these share prices moved
closer to the mean. The other share prices had little or no effect.
(c) x ≈ R9, 62 and σ ≈ R3,15
∑ f .( x − x )2
4. (a) σ= n ≈ 1,3 goals (b) 74%
(c) The boys under 19 hockey team. Smaller standard deviation = data closer
together. ∴ more consistent
5. (a) Males: x ≈ 69,1cm σ ≈1, 0cm Females: x ≈ 68, 9cm σ ≈ 0,8cm

(b) The males, because their standard deviation is bigger.
(c) Yes, this is a normal distribution, because 68% of the data values lie in
(x −σ ; x + σ )
(d) Males: x ≈ 67, 7cm σ ≈ 0,98cm Females: x ≈ 67, 5cm σ ≈ 0, 784 = 0,8cm
6. (a) x = 4, 5 balloons σ ≈ 2, 2 balloons

(b) σ 2 ≈ 4, 75 (c) 70%
(d) The standard deviation will be smaller, because the data will be closer together.
7. x ≈ 32,1 years and σ ≈ 9, 4 years
8. (a) x ≈ 3, 6kg σ ≈ 0, 9kg (b) x ≈ 3,3kg and σ ≈ 0,8kg

(c) August 2008. A smaller standard deviation = data closer together.
∴ more consistent
9. x = 300 km σ ≈ 123, 5 km
10. Fund B’s standard deviation is smaller and is therefore the more consistent fund.
11. (a) A (b) A (c) the same (d) B (e) A
12. (a) Eagle Carriers. (b) Thunderbird Couriers. The standard deviation for
Thunderbird couriers is smaller and they are therefore
more consistent.
13. (a) 68% of the cars were in the price rante R 50 000 to R 70 000. Mr Peters is
correct
(b) (i) 34% (ii) 66,5% (iii) 1% (iv) 0,5%
rd
(c) the 93 percentile
(d) 7th percentile
(e) (i) 39 cars (ii) 10 cars (iii) 19 cars
MR (151) 179
5 BIVARIATE DATA
1. (a) See grid below (b) A straight line
(c) (i) ± 96 tickets (ii) ± 80 tickets (iii) ± 9 tickets
(d) The answers in (c) (i) and (ii) are reliable, because we are interpolating. The
answer in (c) (iii) is unreliable, because we are extrapolating.
(e) Yes, there is an outlier at 28°C (28 ; 81). Maybe a very popular movie was
possibly showing on that day.
Temperature vs Number of tickets sold: Rialto Cinema
120
100
(i)
80
(ii)
60
40
20
(iii)
0
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Temperature (°C)
2. (a) See grid below
(b) Yes, there is a strong positive correlation betweeen the data values.
(c) See grid below
(d) (i) ± 18cm. Yes, the answer is reliable, because we are interpolating.
(ii) ± 30cm. No, when we extrapolate, the answers become unreliable.
(e) ± 1,5. This means Length of left hand vs Length of left foot
that for every 1cm 40
increase in the 35
length of the left 30

hand, we expect that 25
the left foot would 20
(i)
increase by 1,5cm. 15
10
5
0
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Length of left hand (cm)
3. (a) See grid next page
(b) Yes, there is a strong positive correlation between the data values.
(c) See grid next page
(d) (i) ± 340 kWh (ii) ± 400 kWh (iii) ± 480 kWh
(e) Yes, the answers are reliable, because we interpolate to get the predictions.
(f) Yes. (5 ; 450)
(g) ± 41,25. This means that every R1000 increase in monthly income we expect that
the household would consume 41,25 kWh of electricity more per day.
(h) One can afford more electrical appliances if your income is higher.
180 MR (151)
Income vs Electricity consumption
600
500
(iii)
400 (ii)
(i)
300
200
100
0
0 1 2 3 4 5 6 7 8 9 10 11 12
Income (R1000s)
Are you a good match ?
11
10
9
4. (a) See grid 8 (e)
7
(b) Couple A:
6
strong positive 5
correlation 4
3
Couple B: 2
strong negative 1
correlation 0
0 1 2 3 (f) 5 6 7 8 9 10
(c) See grid 4
Girl score
(d) Couple A, because there is a strong positive correlation between their data values,
which means they like the same kind of food.
(e) Josh will probably give it a score of about 8.
(f) Susan will give it a score of about 4.
5. (a) A straight line

(b) (i) ± 168cm (ii) ± 157cm (iii) ± 152cm
(c) ± 5,5cm
6. (a) Strong positive correlation (b) See grid (c) No outlier in the data.
(d) (i) ± 38 ice-creams. The answer is reliable, because we are interpolating.
(ii) ± 26 ice-creams. The answer is reliable, because we are interpolating.
(iii) ± 6 ice-creams. The answer is unreliable, because we are extrapolating.
Temperature vs Ice Cream Sales
60 (e) y-intercept at ± −12
50
40 No, this value does
(i)
30
not make sense,
20
(ii) because it means
that when the
10
temperature is zero,
0
0 5 10 15 20 25
26
30 35
Joe will sell −12
Temperature (Celsius)
ice-creams! This is
impossible.
y-intercept
(f) For every 1°C increase in temperature, we expect the ice-creams sales to increase
by 1,9 (± 2) ice-creams.
MR (151) 181
7. (a) Yes. There is a strong negative correlation between the values in both sets of data.
(b) (i) 7 goals (ii) 7 goals (c) See grid
(d) from 3,25m: ± 7 goals from 2m: ± 8 goals
(e) The y-intercept does not make sense, because it indicates that from a distance of 0
m (i.e. underneath the post), Patricia will have 11 successful goals out of 10
attempts! This is impossible!
Distance vs Successful goals
12
11
10
9
8
7
6
5
4
3
2
1
0
0 1 2 3 3,25 4 5 6
Distance (m)
8. (a) There is a strong positive correlation between the data values in all three sets of
data.
(b) (i) ± 4,5% (ii) ± 10,5% (iii) ± 18%
(c) Criteria: 1. must show the general direction
2. more or less the same number of points above and below the line.
(d) (i) ± 7,5% (ii) ± 12,5% (iii) ± 19%
(e) No, it is not reliable, because we are extrapolating.
Temperature vs Percentage Expansion
25
20
(iii)
15
(ii)
10
(i)
5
0 90 150
0 20 40 60 80 100 120 140 160 180 200 220 240
Temperature
9. (a) (iii) y = 2 x
(b) (i) y = 21,75 ≈ 3, 4°C . The answer is reliable, because we are interpolating.
(ii) y = 23,25 ≈ 9,5°C . The answer is reliable, because we are interpolating.
(iii) y = 24,5 ≈ 22, 6°C . The answer is unreliable, because we are extrapolating.
10. (a) (ii) y = x 2 (b) (i) y = (2,8) 2 ≈ 7,8°C (ii) y = (5) 2 = 25°C
(c) The answer in (b) (i) is quite reliable, because we are interpolating, but the
answer in (b) (ii) is unreliable, because we are extrapolating.
11 (a) B (b) D (c) C (d) E (e) A
182 MR (151)
1 STRAIGHT LINES
1. (a) 1
2 (b) −2 (c) 13 (d) 27°
(e) (i) y=2 (ii) y = 12 x − 72 (iii) y = −2 x + 8
(f) BC = AD = 125 and AB = CD = 29
2. (a) 0 (b) x=2 (c) N = (2; 2) (d) 3

(e) 12 units 2 (f) (i) Inclination of RA = 31°
(ii) Inclination of RB = 135°
(g) 104°
3. (a) − 53 (b) 121° (c) y = − 53 x + 14

3 (d) p = −2
4. (a) (i) 2 17 (ii) − 14 (iii) y = 4 x − 24

(b) a = 9 or a = 3
5. (a) Use: y = 12 x + 2 and y = − x + 5 (b) y = 12 x + 4 (c) 108°
(d) Perimeter = 8,1 units
6. (a) mPQ × mQR = −1 (b) Area ∆PQR = 15 units 2

(c) y = 43 x
7. (a) (i) mAB = − 13 ; mBC = 3 (ii) y = 12 x + 2

(b) (i) y = −x +1 (ii) p =1
(c) (i) Use T = (4; 2); (ii) Substitute (3; 6) into y = −4 x + 18
and mPT = −2 − 2 = −4
5− 4
(iv) Parallelogram because we have proven that the diagonals bisect each other.
8. (a) Use: mBC = 12 ; Substitute (6;1) (b) Use: mAD = −2

(c) Area ∆ABC = 30 units 2
9. (a) Use: (1; b) = ( a −2 2 ; 4+2 2 ) (b) 10

(c) d =3
MR (151) 183
1 CIRCLES
1. (a) x 2 + y 2 = 13 (b) x = 13 (c) y = − 13 (d) y = − 32 x − 13
2
(e) ( x + 3) 2 + ( y + 2) 2 = 13 (f) ( x − 1) 2 + ( y − 3) 2 = 13
(i) x + y = 52 (ii) 1: k 2 = 1: 4
2 2
(g)
2. (a) mAB = 53 (b) 5 y + 3 x − 11 = 0 (c) a =1

(d) ( x − 2)2 + ( y − 1) 2 = 34
(e) (i) ( x − 2)2 + ( y + 1) 2 = 34 (ii) ( x + 2) 2 + ( y − 1)2 = 34

(iii) ( x − 1)2 + ( y − 2) 2 = 34 (iv) ( x − 4)2 + ( y − 1) 2 = 34
3. (a) r = 5 units
(b) (i) y = 5 and y = −5 (ii) x = 5 and x = −5
(iii) y = 5 and y = −5 (iv) y = 5 and y = −5
(c) circle moved 2 units up and 3 units left. (d) 5 units
4. (b) (iii) ( x + 1) 2 + ( y − 2)2 = 5
5. (a) x 2 + ( y + 2) 2 = 25 (b) a = −4 (c) y = − 34 x − 2

(d) R (4 ; − 5) (e) y = 43 x + 19
3 (f) b = −5 23
(g) ( x + 4) 2 + ( y − 1)2 = 25
(h) (i) x 2 + ( y − 3) 2 = 25 (ii) ( x + 2) 2 + ( y + 2) 2 = 25
(iii) x 2 + ( y − 2)2 = 25 (iv) ( x + 2) 2 + y 2 = 25
(v) x 2 + y 2 = 225
6. (a) (i) y = 3 x − 5 (ii) R (0; − 5) (iii) x 2 + y 2 + 10 y + 5 = 0

(b) y = −2 x + 5 (c) C (−4; − 3)
7. (a) ( x − 1) 2 + y 2 = 13 (b) y = − 23 x + 5 (c) y = − 23 x + 23

(d) P (4; −2) (e) y = 32 x − 8
8. (a) A(−2;3) and B (3; − 2) (b) ˆ = 11°

OBA
9. (a) N (5;7) ; M (−2;0) (b) Use: mNM = mNA = mMA

(c) y = −x + 6
10. (a) (i) A(−4;3) and rA = 4 (ii) B(−4; − 2) and rB = 1

(b) Yes, rA = 4 and the distance of A(−4;3) from the y-axis is 4 units.
(c) AP > rA (d) AB = rA + rB
(e) B′(−4;0) and ( x + 4) 2 + y 2 = 1
184 MR (151)
TRIGONOMETRY JZ 017
1 IDENTITIES
4. (a) LHS = sin 40° .cos 70° + cos 40° sin 70° etc.
(b) LHS = cos 50° cos10° + sin 50° sin10° etc.
(c) LHS = sin(3 x − 2 x)
(d) LHS = sin(50° + 30°) − sin(50° − 30°) etc.
(e) LHS = cos(60° + 10°) + cos(60° − 10°) etc.
5. (c) (ii) tan θ : θ = 90° + k180° ; k ∈ Z (f) (ii) sin θ = 0 : θ = 0 ° + k180° ; k ∈ Z

cos θ = 0 : θ = 90° + k180° ; k ∈ Z
(g) (ii) Because 2 cos 2(60°) + 1 = 0
(iii) Any of the following values: x = 60° + k180° ; k ∈ Z
8. Use: LHS = sin C = sin[180° − ( A + B )] etc.
11. Use: [sin y = cos x because x + y = 90°]
2 EXPRESSIONS
1. (a) 1 (b) 2 (c) 2 (d) 0 (e) sin A (f) 1
sin 2 x 1−sin x
2. (a) sin 4 A (b) sin 6A (c) cos 4A (d) cos A

(e) 1+ 2cos x (f) sin x+1
1+ 2sin x cos x
4. 1 sin 2x
2
5. (a) cos 70° (b) sin 40° (c) − 12 (d) − 1 (e) 1 (f) 1 (g) 2
6. (a) 3 (b) 3 (c) 1 (d) 3+1

2 2 2 2 2
(e) 3 (f) 1 (g) − 23 (h) − 1
2 2 2
7. (a) cos 63° = k (b) sin 207° = −k (c) cos 2 27° = 1 − k 2

(d) cos 54° = 1 − 2k 2 (e) tan 27° = k
1−k 2
8. (a) sin 304° = −t (b) sin 2 34° = 1 − t 2 (c) cos 2 17° = t+21
(d) tan 56° = t (e) sin 68° = 2t 1 − t 2

1−t 2
9. cos A = ± 34 10. sinθ = ± 52
11. (a) sin 2x = 24

25
(b) cos 2x = 25
7 (c) tan 2x = 24
7
MR (151) 185
TRIGONOMETRY JZ 017
12. sin 2 A = 17
8
13. (a) cos A = 2 (b) tan B = − 15 (c) sin( A + B) = − 1

13 2
14. (a) cosθ = − 12 (b) sinθ = − 23 (c) θ = 240° (d) cos 3θ = 1
15. (a) sin A + cos A = − 17

7 (b) 289sin2 A = −16
15
16. (a) tan A = − 34 (b) cos A = 54 (c) cos 2 A = 25

7
20. (a) 2 cos A sin B (b) 1 (c) Use: x = A + B...• y = A − B....‚ etc.
2
(d) Use: 3θ = 2θ + θ ≡ A + B ; θ = 2θ − θ ≡ A − B etc.
21. (a) A ∈ [90° ; 180°] ∴ tan A = − 32 (b) − 13

8
22. Use: sin 2 A = 1−cos2

2
A and sin 2 15° = 1−cos30° etc.
2
3 EQUATIONS
1. (a) 14,8° or 165, 2° (b) 107,1° or 287,1° (c) 81, 4° or 278, 6°
(d) x = 246, 4° (e) x = 101, 6° or 168, 4°
(f) x = 25, 9° or 85,9° or 145, 9°
(g) x = 68,3° or x = 195, 7°
(h) x = 187, 4° or 367, 4°
(i) x = 70, 4° or 149, 7° or 250, 4° or 329, 7°
(j) x = −207,8° or 27,8° or 152, 2°
(k) x = −21° or 1° or 39° or 61°
2. (a) k ∈ Z ; x = k 360° or x = 60° + k120°

(b) k ∈ Z ; θ = −180° − k 360° or θ = 66, 7° + k120°
(c) k ∈ Z ; x = 5 ° − k180°
(d) k ∈ Z ; θ = 30° + k 90° or θ = −150° − k180°
(e) k ∈ Z ; A = 90° + k120° or A = 270° + k 360°
3. (a) x = 45° + k180°; k ∈ Z (b) θ = 31° + k180° ; k ∈ Z

(c) A = 26, 6° + k180° ; k ∈ Z (d) x = k180°
(e) k ∈ Z ; θ = 90° + k180° or 60° + k 360° or 300° + k 360°
(f) x = k180° or 60° + k 360° or 300° + k 360° ; k ∈ Z
(g) A = 45° + k180° or 135° + k180° ; k ∈ Z
(h) x = 60° + k 360° or 300° + k 360° or 180° + k 360° ; k ∈ Z
(i) B = 90° + k 360° ; k ∈ Z
(j) x = 120° + k 360° or 240° + k 360° ; k ∈ Z
186 MR (151)
TRIGONOMETRY JZ 017
(k) A = 30° + k 360° or 150° + k 360° ; k ∈ Z

(l) x = 83, 7° + k180°; k ∈ Z (m) A = 180° + k 360° ; k ∈ Z
4. (a) k ∈ Z ; A = 80° + k180° (b) k ∈ Z ; x = 22° + k 72°

(c) k ∈ Z ; θ = 69, 7° + k 360° or θ = 344, 3° + k 360°
(d) k ∈ Z ; A = 180° + k 360° or A = 120° + k120°
(e) k ∈ Z ; x = 30° − k 360°
5. (a) k ∈ Z ; A = 22,5° + k 90° (b) k ∈ Z ; x = k 180°

(c) B = 30° + k 360° or 105° + k 360° ; k ∈ Z
(d) A = 104,5° + k 360° or 255,5° + k 360° ; k ∈ Z
(e) A = 75,5° + k 360° or 60° + k 360° or 284,5° + k 360° or 300° + k 360° ; k ∈ Z
(f) x = 60° + k 360° or 300° + k 360° ; k ∈ Z
(g) θ = 135° + k180° or θ = 26, 6° + k180° ; k ∈ Z
(h) x = 111, 7° + k 360° or 248, 3° + k 360° ; k ∈ Z
6. (a) 180° < A < 360° (b) A = 83, 6° + k 360° or 276, 4° + k 360° ; k ∈ Z
7. (a) x = 71, 6° + k180° ; k ∈ Z (b) no solution (c) no solution
8. x = 15°
9. (a) P (−150° ; 0, 26) and Q (90° ;0, 71)

(b) (i) x ∈ (−150° ;90°) (ii) x ∈ (0° ;180°] (iii) x ∈ (−45° ; 45°)
10. (a) A(−7,5° ; 0, 61) ; B (172,5° ; − 0, 61)

(b) (i) x ∈ [−7,5° ; 172,5°] (ii) x ∈ (−60° ;120°) (iii) x ∈ (−45° ; 45°)
x = −90° or 30° or 90°

y
11. (a) (b)
2 (c) x ∈ (−90° ;30°)
(d) x ∈ (−45° ; 45°)
g 1 f
–135° –90° –45° 45° 90° 135° x

–1
–2
12. (a) See graph to left

2
(b) x = −150° or − 70° or 50°
(c) x ∈ [−70° ;50°] (–150° ; 0,5)
1
g f (150° ; 0,5)
(d) x ∈ [−150° ;120°) – 180° – 150° –120° – 90° – 60° –30° 30° 60° 90° 120° 150° x 180°
–1
–2
MR (151) 187
TRIGONOMETRY JZ 018
1 2D AND 3D TRIGONOMETRY
1. Area ∆ABC = 9,9cm 2 2. Aˆ = 59° 3. a = 29°
= sin(180
PQ QR
4. Use: sin x °−2 x ) etc. 5. x = 73°
6. (a) Use: Area ABCD = 2 × Area ∆ABC etc.

(b) Area ABCD = 50,1 units 2
7. Use: UW 2 = (5 x) 2 + (3x) 2 − 2(5 x)(3 x) cos(180° − 2θ ) etc.
8. (a) ˆ = 82,8°
XOY (b) r=6
9. Use: In ∆ROS : d 2 = r 2 + r 2 − 2(r )(r ) cos a

In ∆RPO : (2d ) 2 = r 2 + (2r ) 2 − 2(r )(2r ) cos(180° − a) etc.
QS
10. Perimeter = 30, 7cm 11. Use: QS
sin(180°− 2 x ) = sina x and RS = cos x etc.
12. SR = 18, 6 13. Use: sin A

CD = sinAD2 x and sin B
CD = sin x
BD etc.
14. SR = 12,8m 15. (a) AC = 22,9m (b) BC = 21m (c) x = 21, 6°
16. (a) PR = 65km (b) Area ∆PRS = 2894km 2

(c) Total cost = R3 356 100
17. (a) (i) PQ = 2a sin 2 x (ii) TQ = a .sin 2 x

(b) Total Area = 2214,8m 2
18. GH = 7,5km 19. x = 2742km
20. (a) ˆ = 90° − x ; ABC

CAB ˆ = 180° − y (b) Use: a = sin(180
2a
sin(90°− x ) °− y ) etc.
(c) a = 1, 2
21. x = 22,8°
22. (a) x = 42, 4° (b) Area ∆PQR = 51, 6m 2 (c) ˆ = 137, 6°

APB
(d) Area ∆APB = 51, 6m 2 (e) Area ABCDEF = 720, 4m 2
23. (a) DC = 82,8m (b) AD = 51, 7 m (c) Area ∆ABD = 1059,9m2
24. Area ∆BDC = 467,9m 2 25. AB = 44,5m
188 MR (151)
TRIGONOMETRY JZ 018
26. (a) PR = 28,3m (b) SR = 16, 5m (c) Area ∆SRQ = 148,5m 2
27. AD = a .sin z sin x

sin( y + z ) 28. x = 43, 9° ; y = 53,8°
29. (a) ∆VWX ≡ ∆VWY [ SAS ] (b) VY = k

cos a
(c) Use: XY
sin(180°− 2b ) = sin
VY etc.
b (d) VW = 66, 4m
30. (a) BE = 547, 4m (b) AB = 137 m
31. BD = 40,1m 32. BH = 3220m
33. (a) EG = 14, 4cm (b) AG = 14, 7cm (c) ˆ = 12°

AGE
34. ˆ = 28° `
AFB 35. ˆ = 54, 7°
MHF
36. ˆ = 35, 3°
GCH 37. Use: BF = BD = DF and BDF
ˆ = 60° etc.
38. Area ∆ACM = 185, 4cm2
39. H = 27cm No, it will not fit into the bookcase.
40. 775 feet, 718,6 feet and 718,6 feet are the lengths of the three sides of one face of the
pyramid. θ = 63, 4° ; Other two angles are : 58,3°
41. Height of the pyramid = 15,8cm
MR (151) 189
GEOMETRY JZ 008
1 SIMILARITY
1. (a) x = 12
5
(= 2, 4) (b) x = 10
3
(= 3,3) (c) x = 14
5
(= 2,8) cm
(d) x = 16, 7 mm (e) x = 10 (f) x = 14, 4 cm
(g) x = 6, 7 mm (h) x = 15
2. (a) No 43 ≠ 76 (b) Yes 12 42

= 26
91
(c) Yes 72 = 14
4
AQ
(d) Can’t say Not enough information to determine QC .
3. (a) (i)
AQ
QC
= 2
1
(ii) PB = 23 AB and PB
AP = 1
2
(iii) AP
PR
= 2
1
area ∆ADC 3
(b) (i) AP
PC
= 2
1
(ii) =
area ∆PDC 1
area ∆PTQ 1
(c) (i) PT
PS
= 1
4
(ii) area ∆PSQ
=4
4. (i) AF
FE = 2
1 (ii) 18 cm (iii) 30 cm (iv) 18 cm
5. In ∆ PQR : PB = BR ( AB || QR ; AP = AQ)
In ∆PRS : BC || RS ( PC = CS ; PB = BR)
6. (i) PQ = SR = RT (ii) BR = 12 AT ( SB = BA ; SR = RT in ∆SAT )

BR || AT BR = 14 PR (given)
∴ AB = BS
∴ 14 PR = 12 AT
∴ PR = 2 AT
But PR = QT (opposite sides of parallelogram PQTR)
∴ QT = 2 AT
∴ AQ = AT
7. (a) (i) Yes (equiangular) (b) (i) Yes (sides in proportion)

PR = PQ = QR = 0,7)
( BC AC AB
(ii) ∆ABC ||| ∆RQP (ii) ∆ABC ||| ∆QRP
(c) (i) Yes (equiangular) (d) (i) Yes (sides in proportion)

( Aˆ = 180° − 85° = 95°) AC = BC = AB = 1, 25)
( EF DF DE
(ii) ∆ABC ||| ∆RQP (ii) ∆ABC ||| ∆EDF
(e) (i) No (sides not in proportion) (f) (i) Yes (equiangular)

AC = 0, 5; AB = 0, 45;
( EF DE
(ii) ∆ABC ||| ∆AED
DF = 0, 42)
BC
190 MR (151)
GEOMETRY JZ 008
8. (a) (i) In ∆ABC and ∆APQ : (ii) x = 3 cm

Aˆ = Aˆ (common)
Bˆ = Pˆ1 ( BC || PQ; corresponding ∠s )
∴∆ABC ||| ∆ APQ (∠∠∠)
(b) (i) ∆ABC ||| ∆QBP (d) Prove ∆ABC ||| ∆AQP
(ii) x = 1,5
y ∴ AB = AC
AQ AP
(c) (i) x = 2mm
∴ x = 8 mm
(ii) y = 2, 5 mm
9. (a) (i) In ∆GFE and ∆GCA : (ii) AC = 12 cm

Fˆ1 = Cˆ [ AC || EF , corresponding ∠s]
Eˆ = Aˆ [ AC || EF , alternate ∠s ]
1 1
∴∆GFE ||| ∆GCA (∠∠∠)
(b) (i) In ∆FED and ∆CBD : (ii) x = 1,8 cm

Fˆ1 = Cˆ ( AC || EF , corresponding ∠s)
Dˆ = Dˆ (vertically opposite)
1 2
∴∆FED ||| ∆CBD (∠∠∠)
10. (a) (i) ∆ABC ||| ∆RQC (b) RQ QC

= BC (∆ABC ||| ∆RQC )
(ii) ∆ACD ||| ∆ARP AB
QC BQ
But BC = 13 ( QC = 12 )
RQ
∴ AB = 13
∴ RQ = AB3
PR = AR (∆ACD ||| ∆ARP )
CD AC
AR = BQ = 2 ( AB || RQ in ∆ABC )
But AC BC 3
∴ CD = 3
PR 2
∴ PR = 2CD 3
= 3 ( AB = 2CD)
AB
∴ PR = RQ
11. h = 130 m
12. 8 cm
13. AC = 5 units
MR (151) 191
1 CHORDS AND CENTRE

1. (a) OC = 25 cm (b) AB = 48cm
2. PR = 30 cm 3. AB =10, 7 cm 4. AB = 30 cm
5. MN = 4, 7 mm 6. OR = 12 units
2 ANGLES IN CIRCLES
1. (a) 115° (b) 15° (c) 76° (d) 131°
2. (a) x = 15° (∠s in same segment) (b) x = Tˆ = 40° (∠s in same segment)
y = 35° (∠s of ∆ PQR) y = 53° (∠s of ∆ BAS )
z = y = 35° (∠s in same segment)
(c) x = 36° (∠s in same segment) (d) x = 20° (∠s in same segment)
y = 51° (∠s in same segment) y = 60° (∠s in same segment)
z = 36° (∠s in same segment)
3. (a) Cˆ = 54° (∠ at centre = 2 ×∠ at e) (b) Bˆ = 44° (∠s in same segment)
3 CYCLIC QUADRILATERALS
1. (a) x = 40° (opposite ∠s of cyclic quadrilateral ABDE )
y = 140° (exterior ∠ of cyclic quadrilateral ABCE )
z = 90° (130° exterior ∠ ∆ FED)
(b) x = 80° (opposite ∠s of cyclic quadrilateral)
y = 80° (exterior ∠ of cyclic quadrilateral)
z = 85° (opposite ∠s of cyclic quadrilateral)
5. (a) Eˆ1 = Aˆ 2 = x ( AB || EC , corresponding ∠s )

Bˆ 2 = Eˆ1 = x (exterior ∠ of cyclic quadrilateral)
Cˆ = Bˆ = x ( AB || EC , corresponding ∠s )
1 2
(b) Use: Dˆ =180° − 2 x (∠s of ∆) Oˆ1 = 2 Bˆ 2 = 2 x (∠ at centre = 2 ×∠ at e) etc.
4. TANGENTS
1. (a) AP = BP = 24cm (b) Bˆ1 = 22°
2. (a) Bˆ = 113° (b) Pˆ1 = 65°
3. Rˆ 2 = 40°
192 MR (151)
RECURSION JZ 010
1 RECURSIVE SEQUENCES
1. (a) (i) 3; 10; 17; 24; 31; ... (ii) Tn = 7n − 4
(b) (i) 0; − 4; − 8; − 12; − 16; ... (ii) Tn = − 4n + 4
(c) (i) −1; − 3; − 9; − 27; − 81; ... (ii) Tn = − 13 .3n
(d) (i) 128; − 64; 32; − 16; 8; − 4; ... (ii) Tn = −256.(− 12 ) n
(e) (i) −2; 4; − 8; 16; − 32;... (ii) Tn = (−2) n
(f) (i) 3; 1; 13 ; 19 ; 1
27 ; ... (ii) Tn = 9.( 13 ) n
(g) (i) 1;
4 − 12 ; 1; − 2; 4; ... (ii) Tn = − 18 .(−2)n
(h) (i) 1; 4; 9; 16; 25;.... (ii) Tn = n 2
(i) (i) 1; 8; 27 ; 64; 125; ... (ii) Tn = n3
(j) (i) 1; 2; 4; 7; 11;... (ii) Tn = 12 n2 − 12 n + 1
(k) (i) 2; 5; 10; 17; 26;... (ii) Tn = n 2 + 1
n −1
(l) (i) 2; 4; 16; 256; 65 536; ... (ii) Tn = 2 2
2. (a) −1; − 1; − 2; − 3; − 5;... (b) −1; − 1;0;1;1;...

(c) −1; − 1;0; − 1;1;... (d) −7;17 ; − 7;17 ; − 7;...
(e) 4;2; 12 ; 14 ; 12 ;... (f) −1;3; − 3; − 9;27;...
(g) 1;1;4;7;19;... (h) 1; − 2; − 5; − 8; − 11;...
(i) 2;2;5;13; 28;... (j) 5;5;5;5;5;...
(k) −2; − 2; − 4; − 14; − 58;... (l) 1 ; − 2;1;4;16;...
2
3. (a) Tn +1 = Tn + 6; T1 = − 7 and n ≥ 1 (b) Tn +1 = Tn + 3; T1 = − 20 and n ≥ 1

(c) Tn +1 = 2Tn ; T1 = 18 and n ≥1 (d) Tn +1 = − 13 Tn ; T1 =1 and n ≥1
(e) Tn +1 = Tn + Tn −1 ; T1 = T2 = 2 and n ≥ 2 (f) Tn +1 = − Tn ; T1 = 1 and n ≥ 1
(g) Tn +1 = Tn + Tn −1 ; T1 = − 5; T2 = − 7 and n ≥ 2
(h) Tn +1 = Tn + n2 ; T1 =1 and n ≥1 (i) Tn +1 = (Tn ) 2 ; T1 = 2 and n ≥ 1
(j) Tn +1 = Tn + 2 n + 1; T1 = 1 and n ≥ 1 (k) Tn +1 = Tn + 2n ; T1 = 9 and n ≥ 1
(l) Tn +1 = Tn + 3n + 1; T1 = 4 and n ≥1
4. (a) (i) −1 ; 1 ; 3 ; 5 ; … (ii) Tn +1 = Tn + 2; T1 = − 1 and n ≥ 1

(b) (i) − 2 ; − 5 ; − 8 ; − 11 ; …. (ii) Tn +1 = Tn − 3; T1 = − 2 and n ≥ 1
(c) (i) 1
3 ; 1
9 ; 1
27 ; 1
81 ;..... (ii) Tn +1 = 13 Tn ; T1 = 13 and n ≥1
(d) (i) 1 ; −2 ; 4 ; −8 ; … (ii) Tn +1 = − 2Tn ; T1 = 1 and n ≥ 1
(e) (i) 2 ; 1 ; 1
2 ; 1
4 ; .... (ii) Tn +1 = 12 Tn ; T1 = 2 and n ≥1
(f) (i) 2 ; 8 ; 32 ; 128 ; … (ii) Tn +1 = 4Tn ; T1 = 2 and n ≥ 1
(g) (i) 1 ; 0,1 ; 0,01 ; 0,001 ; …. (ii) Tn +1 = 0,1Tn ; T1 = 1 and n ≥ 1
(h) (i) 2 12 ; 4 ; 5 12 ; 7 ;..... (ii) Tn +1 = Tn + 1 12 ; T1 = 2 12 and n ≥1
MR (151) 193
RECURSION JZ 010
(i) (i) −5; 10

4 ; − 10
8 ;
10
16 ; ..... (ii) Tn +1 = − 12 Tn ; T1 = − 5 and n ≥1
(j) (i) 1
4 ; 3
42
; 32
43
; 33
44
; ..... (ii) Tn +1 = 34 Tn ; T1 = 14 and n ≥1
(k) (i) 2 ; 6 ; 12 ; 20 ; …. (ii) Tn +1 = Tn + 2n + 2; T1 = 2 and n ≥1
(l) (i) 2 ; 7 ; 14 ; 23 ; …. (ii) Tn +1 = Tn + 2 n + 3; T1 = 2 and n ≥ 1
5. (a) Tn +1 = Tn + 4; T1 = 1 and n ≥ 1 (b) Tn +1 = Tn + 12; T1 = 4 and n ≥ 1
6. Tn +1 = 3Tn ; T1 = 3 and n ≥ 1 7. Tn +1 = 0,8 Tn ; T1 = 120 000 and n ≥ 1
8. Tn +1 =1, 08Tn ; T1 = 5500 and n ≥1 9. Tn +1 = Tn + n + 2; T1 = 3 and n ≥ 1
10. (a) Beginning of 2002: R10 300 ; Beginning of 2003: R10 639
Beginning of 2004: R11 022,07 ; Beginning of 2005: R11 454,94
(b) Tn +1 = (1,13 × Tn ) − 1 000; T1 = 10 000 and n ≥ 1
11. Tn +1 = Tn + 6n; T1 = 1 and n ≥ 1 12. Tn +1 = (n + 1).Tn ; T1 = 1 and n ≥ 1
194 MR (151)
PROBABILITY JZ 014
1 DEFINITIONS AND RULES

S
1. (a) P ( A and B ) = 0, 2 A B
(b) See diagram
(c) No, because P ( A and B) ≠ 0 0,2 0,2 0,3
(d) Yes, because P ( A and B ) = P ( A) × P ( B )

0,3
2. (a) P ( A and B ) = 0, 5 S
A B
S
A B
(b) See diagram OR
(c) No, because P ( A and B ) ≠ 0 0,1 0,5 0,1 0,5
(d) No, because 0,4 0,4

P ( A and B ) ≠ P ( A) × P ( B )
S B
3. (a) No, because P ( A and B ) ≠ 0 A
(b) See diagram 0,08 0,32 0,48

(c) P ( A or B) = 0,88
(d) Yes, because P ( A and B ) = P ( A) × P ( B ) 0,12
S
4. (a) No, because P ( A and B ) ≠ 0 A B
(b) See diagram 0,57

0,17
(c) P ( A or B) = 0,97 0,23
(d) No, because P ( A and B ) ≠ P ( A) × P ( B ) 0,03
5. (a) P ( A or B) = 79% S B
A
(b) See diagram to right
(c) Yes, because P ( A and B ) = P ( A) × P ( B ) 9% 21% 49%
S B 21%
A
5% 20% 15% 6. (a) P ( A and B ) = 20%

(b) See diagram to left
60% (c) No, because
P ( A and B ) ≠ P ( A) × P ( B )
7. (a) P ( A′) = 0, 7 8. (a) P ( A or B ) = 0, 71

(b) P ( A and B ) = 0,15 (b) P ( A or B ) = 0,595
(c) P ( A or B ) = 0, 65
(d) See diagram below 9. (a) See diagram below
(b) (i) P ( A or B ) = 0, 9
S
A B (ii) P ( A and B′) = 0,5
S B
0,15 0,15 0,35 A
0,35 0,5 0,2 0,2
0,1
MR (151) 195
PROBABILITY JZ 014
2 VENN DIAGRAMS
1. (a) S M
(b) 26
26 (c) 4
C (d) 22 + 4 + 16 + 12 + 6 + 6 = 66
12 6
(e) 22 + 4 + 16 = 42
6
16
(f) P ( M or S ) = 76% (0, 76)
22 4
S (g) P ( M or S but not C ) = 60% (0, 60)
8
(h) P ( M and S but not C ) = 12% (0,12)
(i) P (at least 2) = 28% (0, 28) (j) P (exactly 2) = 22% (0, 22)
(k) P (exactly 1) = 64% (0, 64) (l) P( M and S ) = 18% (0,18)
(m) +4
P( S and C ) = 6100 = 10% (0,1) P( M ) × P( S ) = 0,5 × 0, 44 = 0, 22
P( S ) × P(C ) = 0,1408 ∴ M and S not independent
∴ S and C are not independent
2. (a) 200 (b) 47 (c) 31 (d) 15 (e) 8 (f) 165

(g) 57 (h) P (Rap) = 0, 66 (66%)
(i) P (Rock and Rap) = 0,535 (53,5%)
(j) P (Rock and Rap but not Country) = 0,5 (50%)
(k) P (Rock or Rap) = 0, 79 (79%)
(l) P (Rock or Rap but not Country) = 0, 71 (71%)
(m) P (at least 2) = 0,58 (58%)
(n) P (only 2) = 0,545 (54,5%)
(o) P (only 1) = 0,365 (36,5%)
(p) P (at least 1, but not all 3) = 0,91 (91%)
S JW
3. (a) See diagram 10
(b) 3 (c) 0 (d) 99 J
(e) 12 (f) 82 (g) 2 B 2 3
(h) P ( B ) = 0,84 80
(i) P ( B and J ) = 0,82 3
4
(j) P ( B and J , not JW ) = 0, 04
(k) P ( B or J ) = 0,90
(l) P ( B or J , not JW ) = 0, 07 (m) P (at least 2) = 0,87
(n) P (only 1) = 0,13 (o) P (at least 1, not all 3) = 0, 22
4. S L (a) See diagram to left

9 (b) 51
B (c) P ( B ) = 0, 61
P 1 6 (d) P ( B and P ) = 0, 29
12 (e) P ( P′) = 0, 65
3 10 (f) P ( B or P ) = 0, 67
2
8
(g) P ( L′) = 0, 45
196 MR (151)
PROBABILITY JZ 014
5. (a) See diagram to left

S M
(b) P ( S ′) = 0, 6
8
(c) P ( H and S ) = 0, 075
S
(d) P ( M and S , not H ) = 0,325
H 10 26
(e) P ( H and ML) = 0, 2
6
(f) P ( H or ML) = 0,375
16 (g) P( H and M ) = 16
80 = 0, 2
14
P( H ) × P( M ) = 0, 25
H and M are not independent
6. (a) See diagram S P

(b) 4 farms rear all 3 types of animal. 23
11 – x 9–x S
C
x
6–x 18
13
3 TREE DIAGRAMS
P( E and E and E ) = 33
4
1. (a) 9 E EEE (b) 4 (or 0,12)
5 E
10 5
9
O EEO (c) P(O and O and O) = 33
2 (or 0, 06)
E
6
11 5
5
9 E EOE (d) P( EEO) + P( EOE ) + P(OEE ) = 11
5 (or 0, 45)
O
P(at least 1 even) =
10 31
4
O EOO (e) 33 (or 0,94)
9
5
11 6
5
9 E OEE
(f) P( EEE) + P( EOO) + P(OEO) + P(OOE )
10 E
O
4
O OEO = 16
33 (or 0, 48)
9
4 6
10 9 E OOE
O 0,5 C CC C
3
9 O OOO C
0,5 0,5 C' C C C'
C
2. (a) See diagram to right 0,5 0,5 C C C'C
0,5 C'
(b) Independent because probabilities for 0,5 C' C C'C'
C and C ′ do not change. 0,5 0,5
0,5 C C'C C
(c) P(CCC ) = 0,125 (or 18 ) C' C
0,5 C' C'C C'
(d) P(CCC ′) + P(CC ′C ) + P(C ′CC ) = 0,375 (or 83 ) 0,5 0,5
C C'C'C
C'
(e) P(at least 1 C ) = 0,875 (or 78 ) 0,5 C' C' C'C'
3. P(late) = 53 × 54 + 52 × 14 4. P(F′) = 30% × 40% + 70% × 75%

= 29
50 (or 0,58) = 0, 65 [or 65%]
5. (a) (i) P ( P and R ) = 0, 7 × 0, 9 = 0, 63 (ii) P ( P′ and R′) = 0,3 × 0, 7 = 0, 21

(iii) P ( P′ and R ) = 0,3 × 0, 3 = 0, 09
MR (151) 197
PROBABILITY JZ 014
(b) (i) P ( PRD ) = 0, 7 × 0, 9 × 0,8 = 0,504

(ii) P ( PRD′) + P ( PR′D) + ( P′RD ) = 0, 254
(iii) P (at least 1) = 1 − P ( P′R′D′) = 0,958
6. (a) P ( BBB ) = 0, 033 (b) P ( BGG ) + P (GBG ) + P (GGB ) = 0, 5

(c) P ( BBG ) + P ( BGB ) + P (GBB) = 0,1 (d) P (at least 1 G ) = 1 − P (no G ) = 0,967
7. (a) P (SAA and RSA) = 0, 4 × 0,55 = 0, 22

(b) P (INTL and A′) = 0, 6 × 0,55 = 0,33
(c) P (INTL and A) = 0, 6 × 0, 2 = 0,12
W
P (SAA and A′) = 0, 4 × 0, 25 = 0,1
7
(d) 10
3 R
10 3
W'
P ( R′ and W ) = 0, 28
10
8. (a)
(b) P ( R and W ′) = 0, 09 7
4
P ( R and W ) + P ( R′ and W ) = 0, 49
10
(c) 10 W
R'
(d) P(WWW ) = (0, 49) = 0,12 3
6
10
0,49 W WWW W'
W
0,49 0,51 W' W W W'
L RL
W 0,5
0,49 0,49 W W W'W
0,51 W' R
0,3
0,51 W' W W'W' 0,5 S RS
10 000
0,51 0,49 W W' W W
W' 0,49 W
0,7 0,6
0,51 W' W' W W' L BL
B
0,51 0,49
W' W W'W' W
0,4
0,51 W' W' W'W' S BS
9. (a) 2 10. (a) See diagram directly above

11
(b) P( A) + P( A′ and A) = 19
55 (or 0,35) (b) 1 500 + 2 800 = 4 300
(c) P( R) = n ( RSn() RS
+ n ( BS ) = 0,35
)
4 2-WAY CONTINGENCY TABLES

1. (a) Enjoyed Did not enjoy TOTAL (b) 50 (c) 32 (d) 35
Male 25 10 35
Female 7 8 15
TOTAL 32 18 50
(e) (i) P (female) = 0, 3 (ii) P (does not enjoy) = 0,36
(iii) P (male and not enjoy) = 0, 2 (iv) P (female and enjoys) = 0,14
(v) P (male and enjoys) + P (female and enjoys) = 0, 64
(vi) P (female and enjoys) + P (male and not enjoys) = 0,34
(vii) P (female) + P (enjoy) − P (female and enjoy) = 0,8
198 MR (151)
PROBABILITY JZ 014
2. (a) Pink Black TOTAL

PE 30 18 48
Oudtshoorn 11 11 22
TOTAL 41 29 70
(b) (i) P (Oudtshoorn) = 0,31 (ii) P (Pink) = 0,59
(iii) P (not Pink) = 0, 41 or 1 − P (Pink) = 0, 41 (iv) P (PE and Black) = 0, 26
(v) P (Oudtshoorn and Pink) = 0,16
(vi) P (Oudtshoorn and Black) + P (PE and Pink) = 0,59
(vii) P (Oudtshoorn) + P (Pink) − P (Oudtshoorn and Pink) = 0, 74
3. (a) On Time Late TOTAL

Bellville 35 35 70
Somerset West 15 25 40
TOTAL 50 60 110
(b) 110 (c) 62 12 % (d) 50% (e) 54,55% (f) 0,5 (g) 0,38
4. (a) Number of Pets

None One Two Three or more TOTAL
Single Storey 24 32 41 23 120
Double Storey 40 37 88 35 200
TOTAL 64 69 129 58 320
(b) (i) P ( S ) = 0,38 (ii) P ( N ) = 0, 2
(iii) P ( S and N ) = 0, 08 (iv) P ( S ′) = 1 − P ( S ) = 0, 62
(v) P ( S or T ) = P (S) + P (T ) − P ( S and T ) = 0, 65
(c) N and O or O and T or N and T
(d) P ( S ) × P ( N ) = 0, 08 ; P( S and N ) = 0, 08 ; S and N are independent events
5. (a) (i) P (female) = 0, 43 (ii) P (female clerk) = 0,18

(iii) P (female) + P(middle) − P(female and middle) = 0, 6
(b) (i) P ( MMM ) = 0,19 (ii) P (at least 1 M ) = 1 − P(not male) = 0,92
5 FUNDAMENTAL COUNTING PRINCIPLE

1. (a) 15 (b) 12 (c) 60
2. (a) 48 cars (b) 0,02 (c) 0,17 (d) 0,33

(e) P (not red) = 1 − P (red) = 0, 67
3. (a) 59 049 (b) 3 125 (c) 6 561 (d) 0, 01
4. (a) 343
(b) (i) 0,14 (ii) 0,57 (iii) 0,31 (iv) 0,05 (v) 0,37
(vi) 0,71 (vii) 0,43
5. (a) 362 880 (b) (i) 0,11 (ii) 0,01 (iii) 0,89
MR (151) 199
PROBABILITY JZ 014
6. (a) 39 916 800 (b) 7 257 600 (c) 2 177 280 (d) 725 760
(e) 241 920
7. (a) 120 (b) 48 (c) 36 (d) 12 (e) 12 (f) 24 (g) 24
8. NNNNEEEE represents the shortest route - 70 different ways
200 MR (151)
1 BIVARIATE DATA
1. (a) weak positive correlation (b) no correlation
(c) strong negative correlation (d) perfect positive correlation
(e) moderate negative correlation
2. (a) (iv) (b) (i) (c) (ii) (d) (iii) (e) (vi) (f) (v)
3. (a) (ii) (b) (i) (c) (iv) (d) (iii)

Annual upgrade costs vs Annual turnover
4. (a) See grid
2000
(b) yˆ = −61,8 + 8, 7 x 1950
(c) Substitute 1900
x = 205 1850
1800
yˆ = −61,8 + 8,7(205) = 1721, 7 1750
1700
∴ (205; 1721,7) 1650
Substitute 0 200 205 210 215 220 225 230 235 240
x = 225 Annual upgrade costs (R1000s)
yˆ = −61,8 + 8,7(225) = 1895, 7

∴ (225; 1895,7)
See grid (d) R1 765 200 (e) r = 0, 998
(f) There is a strong positive correlation between the two variables.
5. (a) See grid Time vs Height of a bamboo plant

(b) yˆ = −0, 5 + 3, 9 x 30
(c) Substitute x = 2
yˆ = −0, 5 + 3,9(2) = 7,3 25
∴ (2; 7, 3)
20
Substitute x = 5
yˆ = −0, 5 + 3,9(5) = 19
15
∴ (5; 19)
See grid 10
(d) In one hour, we expect the bamboo
to grow approximately 3,9cm.
5
(e) It is impossible to have a height
of −0, 5cm !
(f) (i) yˆ = −0, 5 + 3,9(2,5) = 9, 25cm 0 1 2 3 4 5 6 7 8
(ii) yˆ = −0,5 + 3,9(7) = 26,8cm Time (hours)
(g) r = 0,99
(h) Strong positive correlation
6. (a) See grid next page (b) r = −0,92
(c) There is a strong negative correlation (d) yˆ = 286 − 21, 75 x
(e) Substitute x = 2 : yˆ = 286 − 21, 75(2) = 242,5 ∴ (2; 242,5)
Substitute x = 10 : yˆ = 286 − 211, 75(10) = 68,5 ∴ (10; 68,5) See grid
MR (151) 201
Number of guests vs Average running cost pppd

(f) ± R130 400
(g) R133,75 350
(h) (1; 350) 300
(i) r = −0,99 250
(j) It indicates an 200
even stronger 150
negative (i)
100
correlation. 50
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Number of guests
7. (a) (d)
Mathematics vs Science Mathematics vs Geography
90 90
80 80
70 70
60 60
50 50
40 40
30 40 50 60 70 80 90 30 40 50 60 70 80 90
Mathematics Mathematics
(b) Mathematics vs Science: r = 0, 75 b = 0, 70 a = 13, 08

Mathematics vs Geography: r = −0,98 b = −0, 26 a = 74, 24
(c) r = 0, 75 : There is a moderate positive correlation between their mathematics and
science marks.
r = −0,98 : There is a strong negative correlation between their mathematics and
geography marks.
(d) Yes. The outlier distorts the correlation coefficient i.e. makes the correlation
weaker.
(e) Mathematics vs Science: yˆ = 13, 08 + 0, 70 x (40;41) (80;69)
Mathematics vs Geography: yˆ = 74, 24 − 0, 26 x (40;64) (80;53, 4) See grids
(f) Science: 68% Geography: 54%
(g) For every 1% increase in Mathematics, we expect that there will be a 0,7%
increase in Science and a 0,26% decrease in Geography. Science requires
mathematical knowledge and therefore the better you are at Maths the better you
might be in Science. Whereas Geography is more a learning subject. These
learners seem to prefer understanding to learning. (or any sensible reason)
8. (a) A : r = −0,992; B : r = −0,999; C : r = −0,996

(b) All three correlation coefficients show a strong negative correlation between the
time and temperature, but chemical B has the strongest correlation, followed by C
and A.
(c) yˆ = 107 − 15 x
(d) For each increase of one minute, we expect the temperature of the chemical to
decrease by 15°C.
(e) After 7,13 minutes
202 MR (151)
9. Age vs Head circumference (a) See grid to left

43
(b) (i) yˆ = 35, 4 + 2,0 x − 0, 2 x 2
42
(c) (i) 39,15cm (ii) 35, 4cm
41 (d) (i) Answer is reliable, because we are
40
interpolating.
(ii) Answer is unreliable, because we are
39 extrapolating. Note that the baby girl's head
38 circumference is becoming smaller!
37 10. (a) (ii) yˆ = 138, 7.1, 2 x
1 2 3 4 5 6 (b) ≈ R596 (c) ≈ R1 484
Age (months)
(d) No, this is not a reliable answer, because we are
extrapolating.
11. (a) See grid below 12. (a) See grid below
(b) 50 olives (b) (ii) yˆ = 200.1, 4 x
(c) number of olives ≈ 16 olives (c) 2 951 578 insects
Diameter vs Number of olives (d) Extrapolate
40 Weeks vs Insect Population
1200
30 1000
800
20 600
400
10
200
0 1 2 3 4 5 6
0 20 30 40 Weeks
Diameter (cm)
Number of pages vs Retail price

13. (a) See grid to right
160
(b) r = 0,11
140
(c) There is a weak 120
correlation between the
100
number of pages and the
80
retail price of the books.
60
(d) Author may rank in a
40
"top ten list", marketing,
20
etc.
(e) Very strong positive 0 50 100 150 200 250 300 350 400 450
correlation Number of pages
(f) (ii) The sale price is determined by the number of pages, i.e. how thick or heavy
the book is.
MR (151) 203
1 SAMPLING AND MISLEADING STATISTICS

1. (a) (ii) (b) (iii) (c) (iv) (d) (i)
2. (a) (i) All the people in South Africa (ii) Convenience

(iii) Only rugby fans were asked (iv) Stratified
(b) (i) All 800 learners (ii) Systematic
(iii) Every 10th name could be a boy (iv) Stratified
(c) (i) All employees (ii) Random
(iii) The 30 could all be clerks (iv) Stratified
(d) (i) All learners in the Free State (ii) Convenience
(iii) Only one school was surveyed (iv) Cluster
(e) (i) The whole suburb (ii) Convenience
(iii) Excludes people who work (iv) Random
3. (a) All people in the world (b) 350 readers who replied
(c) It is a woman's magazine so most men are excluded.
It is a health magazine so most people are excluded.
Only readers taking large doses of vitamins were invited to write in. (self-selected
sample)
[Any other sensible source of bias to be accepted]
4. All stakeholders need to be surveyed i.e. learners, teachers and parents. The proportion
of each group must be correct.
5. (a) A stratified sample will ensure that each homogenous group (gender and age) is
represented in the correct proportion.
(b) (i) 5% of 160 = 8
(ii) Total number of boys = 57 + 160 + 302 + 196 = 715
∴ 5% of 715 = 35, 75
Total number of girls = 40 + 85 + 148 + 212 = 485
∴ 5% of 485 = 25, 25 ∴ 36 boys and 25 girls
6. (a) Step 1: Get a list of all male graphic staff.

Step 2: Randomly select starting point on the list.
Step 3: Choose every 9th name (270 ÷ 30 = 9)
(b) Only male and only graphics were considered.
(c) Male Authors : 1; Female Authors : 2; Male IT :19; Female IT : 3;
Male Graphics : 32; Female Graphics :10 ; Male Admin : 1;
Female Admin : 4
7. (a) It gives the impression that the company did very well. However, without the
turnover figure it does not tell us very much. The R1 million could represent a 1%
increase.
(b) We don't know how many operating systems were surveyed and we don't know
by what margin "Windows" was preferred. A pie chart would be a good graphical
representation.
204 MR (151)
(c) We have no idea of the number of smses. Therefore it could represent 9 out of 10
smses which is a very small sample. The poll excludes all people who did not or
weren't able to watch the programme and people who were not prepared to spend
money sending an sms.
(d) The increase in the number of accidents could be due to the increase in the
number of cars on the road. It therefore does not necessarily indicate that the
driving skills are getting worse. The number of accidents as a rate (eg. per 1 000
cars) would give a more accurate picture of driving skills.
8. If you calculate the number of injuries per year, then "Super Drinks" had double the
number of injuries.
9. The manufacturer misused the word "average" to his advantage.
10. (a) (i) 2% (ii) 0, 05%

(b) The smaller the sample the greater the influence one item will have. Therefore the
bigger the sample the more representative (less biased) it becomes.
11. (a) The information on the horizontal axis (years) is reversed.

(b) Misuse of 3D to illustrate 1D data.
(c) The last bar is misleading because the interval from 2002 to 2008 is much larger
than the other intervals. Look at our sales! More and more grade 10s
use our revision guide! Buy today.
12. (a) That there is a huge increase in 90
sales over the 3 years.
(b) The sales in 2008 were 3 times
60
the sales in 2006. However, the
graph gives the impression that
the sales were much bigger. 30
(c) See graph

2006 2007 2008
Years
13. Mr Nel has been misled into thinking that there has been a huge drop in bad payers
and that there were almost zero bad payers during 2006 and 2007. Mr Scott
recognised that the scale on the vertical axis does not begin at zero and that the drop
in bad payers has therefore been exaggerated. He also recognised that there were still
more than 10 000 bad payers during 2006 and 2007 which is far from "almost zero".
14. (a) The heading creates the impression that rentals decreased or stayed the same
during the past 2 years.
(b) According to the graph, rentals have increased every year. The exception is
Pretoria, where the rentals in June 2007 were a little lower than in December
2006; but overall it did increase every six months over the past two years.
(c) The journalist did not use the data of different letting companies, but only used
the data and conclusions from the Trafalgar Rental index.
(d) Yes, the sample is not representative because the 50 000 properties of Trafalgar
are mainly flats in big cities. Houses and other properties are excluded.
MR (151) 205
Average premium of 3
insurance companies
15. (a) Competitor B's bar must be twice as high as 792
Dial Direct's bar. ∴ height of Dial Direct's bar
is 778 − 410 = 368 .
667
∴ scale on vertical axis should start at 42 (368 542
units below height of Dial Direct's bar.) 417
Average premium of 3 292

insurance companies
167
42
808 Dial Direct A B
Company
708
608 (b) Competitor A's bar must be 2,5 times as high

508 as Dial Direct's bar. ∴ Height of Dial Direct's
408
bar is (614 − 410) ÷ 2
∴ vertical scale should start at 308 (102 units
308
Dial Direct A B below the first bar's height.)
Company
2 INTERPRETATION
1. (a) Whizzpro Skateboards: Annual salaries of employees
Annual salary (R1000s) f xi f . xi
70 ≤ x < 140 32 105 3 360
140 ≤ x < 210 48 175 8 400
210 ≤ x < 280 22 245 5 390
280 ≤ x < 350 18 315 5 670
350 ≤ x < 420 14 385 5 390
420 ≤ x < 490 6 455 2 730
∑ f = 140 ∑ f . xi = 30 940
(b) R221 000 (c) R195 417 (d) Q1 = R144 375
(e) P75 = R291 667 75% of the employees earn R291 667 or less and the other
25% earn more than R291 667 per year.
(f) IQR = R147 292 It tells us more about the spread of the middle 50% of the data
around the median.
(g) The top 20% earn more than R318 889 but less than R490 000.
(h) Population (i) σ = R100 319
(j) median < mean ; data is skewed to the right
(k) (i) Both R105 000 and R455 000 are far away from the median. When you add
5 equal values to the bottom half of the data and 5 equal values to the top
half of the data that are as far from the median as in this case, the median
stays the same.
(ii) R455 000 is much bigger than the mean. It gets bigger because these 5 large
values that we add pull the mean upwards. The effect is much bigger than
the 5 smaller values that we add.
(iii) New σ = R107 941 The standard deviation gets bigger because the 5 large
values that we add are further away from the mean than the 5 values at the
bottom.
(l) 0, 247
206 MR (151)
2. (a) 2007: Building Industry - Hourly earnings

Hourly earnings (rand) f Cumulative frequency Points to plot
10 < x ≤ 20 0 0 (20 ; 0)
20 < x ≤ 30 38 38 (30 ; 38)
30 < x ≤ 40 44 82 (40 ; 82)
40 < x ≤ 50 15 97 (50 ; 97)
50 < x ≤ 60 5 102 (60 ; 102)
60 < x ≤ 70 14 116 (70 ; 116)
70 < x ≤ 80 0 116 (80 ; 116)
80 < x ≤ 90 4 120 (90 ; 120)
2007: Building industry : Hourly earnings
(b) 83,3% (c) 96, 7%
120
A
(d) 18
110
(e) P90 ≈ R64 90% of the workers
100 earn R64 or less per hour
(f) P80 ≈ R49 per hour 80% of the
90
workers earn R49 per hour or less
80
(g) ≈ 97th percentile
70 (h) Median ≈ R35 / hour
(i) IQR = R18
60
(j) See graph
50 (k) The flatter the slope, the more
40
spread out the data.
(l) 30 < x ≤ 40 or between 30 and up
30
to 40.
20
The data is more clustered where
the slope is the steepest.
10
(m) (ii) The median is closer to Q1
The data is skewed to the
right∴ mode < median < x
20 30 40 50 60 70 80 90
Hourly earnings (rand)
(n) x = R39, 08; s = R15,31
Q1 Me Q3
Minimum Maximum
25 85
28 35 46
(o) The 4 data values in the interval 80 < x ≤ 90 are outliers. The outliers distort the
mean upwards, therefore the median gives us a better indication of the average
salary/hour. The IQR is a better measure of spread because we know that the
middle 50% of the data lies between R28 and R46 per hour. Because the data is
skewed to the right we cannot determine the % of the data within one or two
standard deviations from the mean. The standard deviation is not very useful in
this case.
3. (a) Factories Q1 Median Q3 IQR Range

Montague Gardens 49 55 60 11 66
Athlone 14 18 23 9 60
(b) The range ignores all the data values in the middle and gives the impression that
the distances differ a lot. The relatively small IQRs show that the middle 50% of
the data is close together and close to the median:
MR (151) 207
(c) (i) Montague Gardens: Q1 ≈ 49km This means that 75% of the workers travel
more than 49km daily to and from work.
Athlone: Q3 = 23km This means that 75% of the workers travel less than
23km daily to and from work. Cosatu is therefore correct, the workers of
Montague Gardens need a bigger travel allowance.
(ii) Montague Gardens: Range = 66 Athlone: Range = 60
The employer is correct, because they used the ranges of the data.
(iii) The employers: The range ignores the data values between the maximum
and minimum values. This gives the impression that the workers of both
factories travel roughly the same distances daily.
(d) Montague Gardens: Negatively skewed data. This means more workers travel
longer distances.
Athlone: Positively skewed data. This means more workers travel shorter
distances.
4. (a) Frequency polygon

(b) Female - 2000 Male - 2000
• Most deaths (32) occurred in the • Most deaths (35) occurred in the
age group 20-29 years age group 50-59 years
• More deaths occurred below 39 • More deaths occurred above 40
years than above years than below
• Data is clustered at the lower end of • Data is clustered at the top end of
the scale, therefore positively the scale, therefore negatively
skewed data skewed data.
(c) Male - 2007 Male - 2000
• Number of deaths in all age groups • Most deaths (35) occurred in the
(except 70-79) increased by 100% age group 50-59 years
or more! In the age groups 0-9 and • Data is clusted at the top end of the
30-39 years the number of deaths scale, therefore negatively skewed
increased by 400%!
• Most deaths (93) occurred in the
age group 40-49 years
• Data is clustered at the middle of
the scale, but is not completely
symmetrical. It is a little skewed to
the left or negatively skewed.
(d) Yes, because the number of malaria deaths doubled or more than doubled in each
age group, except for female 60-69 years where the numbers increased 81% (11
to 20) and male 70-79 years where the numbers increased by 72% (18 to 31).
(e) It is possible that deaths due to malaria in rural areas may not be registered.
(f) They can use the information to ask the government for more financial aid to
prevent and treat malaria in their area.
5. (a) Minimum = R12; Q1 ≈ R17 ; M ≈ R22 ; Q3 ≈ R27 ; Maximum = R32

(b) See diagram next page
208 MR (151)
2007: Closing price for the first 100 days of trading
(c) * BNN's range is bigger: this means their 34
share price varied more than that of 32
Noepsi 30
* IQR of BNN is smaller: this means the 28
middle 50% of the data of BNN is 26
closer together than that of Noepsi 24
22
* The median share price of Noepsi
20
(R22) is higher than that of BNN (R17)
18
* The share price of Noepsi was between
16
R22 en R32 for 50% of the time, while
14
the share price of BNN was below R20
12
for 75% of the time.
10
* Noepsi - data is symmetrical; BNN -
data is skewed to the right.
(d) 0,75
(e) Noepsi Builders: Mode = median = mean
because the data is symmetrical.
BNN Construction: Mode < median < mean
because the data is skewed to the right.
(f) Modal share price = R22
6. (a) Africast. They have the smallest range (10). They also have the smallest IQR (4)
(b) The maximum rating that programmes from RMTV and Africast received was
20. This means all their ratings were below 20, while 25% of the rating for
ONTV were above 21.
(c) Yes. The top 50% of the ratings for both TV stations were between 11 and 20, but
when looking at the lower 50% of the ratings, Africast did better.
7. (a) x = 23, 3 s = 6,3 (b) x = 23,5 s = 5, 6

(c) Number of data values x Standard deviation
6 (sample) 23,3 6,3
18 (sample) 23,5 5,6
30 (sample) 22,5 5,3
120 (population) 22,3 5,1
(i) The sample with 30 data values.
(ii) Yes. The sample was chosen randomly and the mean and standard deviation
are close to that of the population.
8. 9. (a) 2338 learners

(b) (i) In June 2007, the standard
34% 34% deviation was smaller, the
13,5% 13,5% curve will therefore be more
0,5%
2% 2%
0,5%
peaked.
5 10 15 20 25 30 35 10. (a) Any 4 consecutive numbers
(b) 1 , 2 , 9 , 10
13,5% + 2% + 0,5% = 16%
11. x = 15 ; σ = 4 12. Less than R80 per day: 2,5%
13. A(ii) B(iv) C(i) D(iii)

MR (151) 209

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SECTION J : REVISION GRADE 12 MATHEMATICS

MR (151) January 2010

January 2010 MR (151)

1 BASIC QUADRATIC EQUATIONS

• SOLVING QUADRATIC EQUATIONS…

Put each factor = 0 −b ± b2 − 4 ac

* Never divide by a variable or unknown

- factorise denominators if necessary

2 ADVANCED QUADRATIC EQUATIONS

Answer: 2x −1 = x − 2 [isolate square root ]

• EQUATIONS WITH SQUARES…

Alternative method: 2(2 x + 5)² = 32

Answer: Let k = x − 1 ...•

expression ≥ 0 [cannot be negative]

3 3RD DEGREE POLYNOMIALS

[non - real roots ]

1. Use the factor theorem to f ( x) = 2 x ³ − 3 x ² − 11x + 6 = 0

If (ax + b) is a factor of f ( x), then f (− ba ) = 0

Example: Solve simultaneously: x + 2 y − 12 = 0

• THE GRAPHICAL MEANING OF SIMULTANEOUS EQUATIONS…

* Non-Real/Imaginary (R ′) Real (R)

** Rational (Q) *** Irrational ( Q′ )

Integers (Z) Fractions

perfect square not a perfect square 0 =0

• DOMAIN AND RANGE…

Domain : x ∈ R; x ≠ −1 [only undefined when dividing by 0]

Example: Determine the range of y = x

To find the range, write x in terms of y:

∴ Range : y ∈ R; y ≠ 1 [only undefined when dividing by 0]

If x ∈ R and… Interval notation

• QUADRATIC INEQUALITIES (with factors)…

Example: Solve for x: − x(2 x − 3) ≥ −9

Answer: −2 x ² + 3 x + 9 ≥ 0 [ standard form]

PTO for rest of solution…

Roots (zeros) at x = −3 and x = 3

Number line Graphically

• QUADRATIC INEQUALITIES (with no factors)…

Solution: According to the graph, x ∈ R

Note: For x ² + x + 1 < 0 there is no solution

• WRITE BASES AS PRIME FACTORS WHEN GIVEN ONE TERM OVER

= 22 x.32 x.2−2 x+2 [use law 3 to get rid of brackets ]

• FACTORISE WHEN THERE ARE PLUS AND MINUS SIGNS ( + and − )

* Variable in the base: 243 x 4 = 32

• EXPONENTS WORTH RECOGNISING…

27 = 128 2−7 = 1281

35 = 243 3−5 = 243

* perfect square × number or 3 perfect cube × number

Note: The perfect squares are 4, 9, 16, 25, 36, …

• ADDING AND SUBTRACTING (only possible when surds are like)…

• TO GET RID OF A SURD IN THE DENOMINATOR…

• EXPONENTIAL FORM… exponent (log)

• USING LOGS TO DETERMINE THE EXPONENT (use when working with

Example: Solve for n, if 2.5n = 210

Answer: 5n = 105 [divide by constant ]

= 2,89 [calculater keys : log 105 ÷ log 5 = ]

• STANDARD FORMS AND CHARACTERISTICS…

Effect of "a" Increase

* To find y-intercept(s): put x = 0

* To find x-intercept(s): put y = 0

* Equations of the axes of symmetry of a hyperbola: y = a

* If the parabola is given in the form y = ax 2 + bx + c

Step 3: solve for ax 2 + bx + c = 0 to get the x-intercepts

• FINDING THE EQUATIONS…

Rational (Q) * Irrational ( Q′ )